八年级下册第六单元

TitleUnit 6 How long have you been collecting shells?The first periodTeaching Aims and Demands.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularyinline skating;marathon;skate;shell;collect(2)Key structuresHow long have you been skating?Ive been skating for five hours.(3)Listening practicePairwork2.Ability ObjectTo train students ability of listening and speaking.3.Sensibility and ValueTo be interested in communicating in English.Teaching Importance and DifficultyKey vocabulary.Key structures.Listening practice.How to improve students listening ability.PairworkTeaching AidsA tape recorder.A projector.Teaching MethodsListening method.Oral practicing method.Teaching ProceduresremarkC Step Greeting and Lead-inGreet the class as usual and check the homework.Step 1aThis activity provides oral practice using the target language.Go through the instructions with the class.Say,You will be talking with other students about some things you did in the last 24 hours.Write the words at and for on the blackboard.Say,You will be using the words at and for in some answers.Divide the students into some groups.Let students look at the three questions and read them to the class.(1)How long did you sleep last night?(2)When did you start class today?(3)How long have you been in class today?Then get students to ask and answer these questions in groups.Let them look at the words at and for on the blackboard.Say,Use the two words in sentences like this:I started class at 10:00.I slept for ten hours.While students work in groups,move around the room checking their progress and offering help as needed.Ask the class each question and let several different students answer.Help the students phrase responses using the words at and for correctly.Step 1bThis activity gives students practice in understanding the target language in spoken conversation.First tell students,Were going to listen to a recording of a reporter talking to the participants in an inline skating marathon.Let students look at the picture and tell what is happening.Help the students understand that the students in the picture are at a skating marathon.Then discuss with students what a marathon is.(Its a contest to see who can do somethingrun or dance or skatethe longest without stopping.)Ask a student to read the instructions,and the name in the chart.Then say,You will write sentences about these people according to the recording.Get a student to read the sample answers.Ive been skating for five hours.I skated for four hours.T:What word comes before the number of hours?S:For.T:Thats right.We use the word for when we talk about a number of hours.We say for five hours or for ten days.Play the recording for the first time.This time students only listen.When play it a second time,say,This time listen to the tape carefully and write the sentences in the chart.Correct the answersStep 4 1c Pair workThis activity provides guided speaking and listening practice using the target language.Ask a student to read the instructions aloud.And let students look at the picture in Activity 1a.Have two students read the example in sample dialogue in Activity 1c.A:How long has Alison been skating?B:Shes been skating for five hours.A:How long did Sam skate?B:He skated for four hours.Then say,Now work with your partner.Begin with reading the conversation in the box with your partner.Then make a conversation about the people in the picture.You can use the names and sentences in Activity 1b.Are you clear?OK.Begin,please.As students work,move around the room,checking their progress.Offer language support if necessary.At the end ask several pairs of students to say their conversations to the class.Give them little presents if they do their work better.Summary and HomeworkToday weve learned some key vocabulary and structures.Continue to make conversations with your partner after class.Next time Ill ask some pairs to read your conversations to