Unit 6How long have you been collecting shells

1、Unit 6How long have you been collecting shellsI Teaching objectives 单元教学目标SkillFocusTalk about hobbies.Talk about how long you have been doing things.Write about collections. Read about Leos interest in history. LanguageFocus 功能句式Talk about how long you have been doing thingsHow long have you been d

2、oing skating?Ive been skating for five hours. Ive been skating since nice oclock. Talk about hobbiesWhats your hobby?I like flying kites. How long have you been doing that?For about two years. Where do you fly them?In the park.What do you collect?I collect kites.How long have you been collecting the

3、m?Since I was ten years old.How many do you have?I have 22 so far.What do you like to collect in the future? Id like to collect stamps because they are interesting. Talk about sportsWhat sport do you play?Tennis.When did you start?When I was eleven.Hoe long have you been playing?Three and a half yea

4、rs.词汇1. 重点词汇 collect, skate, pair, since, raise, several, stamp, kite, anyone, store, cake, coin, capital, European, Russian, Thousand, foreigner, quite, certain, miss2. 认读词汇shell, marathon, stake, skater, monster, globe, particularly, collector, common, extra, topic, been, writer, Jewish, Jew, empe

5、ror, the Olympic Games3. 词组run out of, by the way, be interested in, more than, think of / about sth. 语法Present perfect progressiveHow long have you been skating?Ive been skating for five hours.Simple past tenseHow long did Sam skate?He skated for four hours. Present progressive tenseIm talking to y

6、ou from The Hilltop School Skating Marathon.Students are skating to raise money for charity.StrategyFocusInducingCooperatingII. Teaching materials analyzing and rearranging 教材分析和教材重组1. 教材分析本单元的话题是“Hobbies”，通过单元学习，要求学生掌握如何用How long have you been doing .? 和Ive been doing . since/for .句型对自己及班内同学的业余爱好实行

7、提问和回答，并能明白现在完成实行时与现在完成时及一般过去时的区别。通过学习since/for的不同用法，进而能用它们来描述个人爱好的时间信息变化。在此基础上，学生能就自己及班内同学的业余爱好进行描述及对话。有关Skating Marathon的短文则是本单元目标语言的综合运用和体现，学生在读懂该短文的基础上进行采访和写作训练。词汇的扩展部分要求学生了解不同类型的收集爱好并能用形容词来描述这些爱好。Self check要求学生从词汇知识和语言应用能力两方面进行自我评价，检验对本单元目标语言的掌握程度。Reading描述了外教Leo的兴趣爱好学习、研究东西方历史，即是对学生的一种文化信息输入，也是

8、对本单元所学的目标句型的综合运用，让学生在趣味阅读的基础上巩固所学句型，从而最终实现本单元的教学任务。Section A 1a要求学生小组讨论几个问题，通过回答问题学生将辨别几个过去时态的不同，引出本单元的目标语言；1b是一个听力活动，学生将通过该听力活动初步了解现在完成进行时的用法，以及和一般过去时的区别。1c是口头活动，要求学生仿照例句对图画中的人用1b中所学的句型进行会话练习；2a和2b是听力活动，要求学生听一段采访录音，然后把听到的问题划出来，并把相关的问题和回答连接起来，是对目标语言的进一步练习，也帮助学生掌握for和since的不同用法；2c要求学生结对对上面的采访进行角色扮演，是

9、对目标语言的口头训练；3a和3b围绕本单元的功能句型展开阅读训练，要求学生阅读文章并根据文章内容完成两个表格；4是一个小组活动，要求学生通过采访班内同学完成表格并注意结合所学句型进行提问和回答，综合运用一般现在时、一般过去时和现在完成进行时。Section B1a要求学生写出自己所收集的物品名称以及希望收集的物品名称，是对词汇的一种拓展训练；1b要求学生结对用句型“I collect .”和“Id like to collect .”对1a中列出的收集物品进行会话练习；2a和2b是听力练习，学生将听到三组对话，然后根据对话内容完成表格，就每个人收藏的物品名称、收藏时间及数量进行听力训练；2c是

10、会话练习，要求学生就上面的听力内容仿照例句进行会话，练习现在完成进行时的用法；3a是一封信，Ellen在信中向Jack介绍了自己收集snow globe的情况。要求学生把图片和信中描述该图片的关键词连接起来，也是对阅读细节的检验；3b是一个写作训练，要求学生仿照3a的信件以Bob、 Marcia或Liam的身份写一封信，向别人介绍自己的收集爱好和情况；4a 和4b是小组活动，要求学生就班内同学的兴趣爱好用所学句型进行交流，并把他们的名字、爱好、时间及相关信息列入表格内，然后就所列的爱好进行讨论。Self check 1要求学生对所学词汇进行应用性填空练习并造句；2要求学生阅读一篇招聘广告并根据

11、要求写一封应聘信，回答几个How long have you been .的问题，是对学生语言应用能力的综合检验。Reading Section 1是阅读的热身，用几个有关历史知识的提问激活学生相关背景知识；Section 2是一篇文章，介绍了Leo对东西方历史的爱好及他的学习经历，并介绍了一项重要的阅读策略找读；3a是对阅读细节的检验，也是对学生阅读策略运用的检验；3b和3c是小组会话活动，复习第五单元的功能句式If clause；Section 4 是对阅读文章的拓展，通过让学生预测在另外一个国家生活可能遇到的问题来了解东西方生活和文化差异。2 教材重组和课时分配Period 1 (Sec

12、tion A: 1a, 1b, 1c, 3a, 3b, 4) Function and practicePeriod 2 (Section A: 2a, 2b, 2c) Grammar Period 3 (Section B: 1a, 1b, 2a, 2b, 2c) Integrating skills Period 4 (Section B: 3a, 3b, 4a, 4b) Reading and writingPeriod 5 (Reading: Section 1-Section 5) Extensive reading III. Teaching plans for each peri

13、od分课时教案Period 1 Function and practiceTarget language 目标语言1. Words and expressions重点词汇和短语marathon, skate, skater, raise, since2. Key sentences重点句子How long have you been doing .? Ive been doing . for .How long did sb. do .?He / She did sth. for .Ability goals 能力目标Enable students to talk and read about

14、 how long one has been doing things.Learning ability goals 学能目标Help students learn how to tell the simple past tense from the present perfect progressive tense.Teaching important and difficult points 教学重难点The use of the present perfect progressive tense. Teaching aids 教具准备Pictures of skating.Teachin

15、g procedures and ways 教学过程与方式Step I Lead-inShow students some pictures about skating and get them talk about it freely.T: Nice to see you again, boys and girls! What sports do you do in your spare time?S: I often play basketball.S: I like running. I run every morning with my father.S: I usually play

16、 badminton with my friends. T: Does anyone like skating? Students may not understand what skate means. Then show them some pictures about it. T: Look at the picture. This is a skate. And the sport is called skating. We usually say “go skating”. The person who goes skating is called “skater”. Do you

17、like skating?Write the words skate, skater and go skating on the blackboard. Then let students look at the picture on page 44, and introduce them the target structure of this unit the present perfect progressive tense. T: Turn to page 44, look at the picture. What is the boy in red doing?Ss: He is s

18、kating. T: Yes, he is Alison. In fact, he is in a skating marathon (马拉松). The TV reporter is interviewing him. What did she ask? S: Alison, how long have you been skating?T: Good! How did Alison answer the question?S: Ive been skating for five years.T: This is a new structure for you present perfect

19、 progressive tense. We will learn about it this week. Write the following on the blackboard.How long have you been doing .I have been doing . for .Step II Function presentation (1a, P44)Let students discuss the question listed in 1a and give their answers. Help them to answer the questions with at a

20、nd for.T: Now lets look at the three questions in 1a. Discuss how to answer them with your partners. I will write two words on the blackboard. You can use them to answer the questions.Write at and for on the blackboard. T: At is followed by a point of time, while for is followed by a period of time.

21、 Do you understand? For example:at 2:30 pmfor three daysI went to sleep at 11 oclock last night.I slept for 8 hours last night. T: Who would like to answer these questions? S: I slept for ten hours last night.S: I started class at 9:00.S: I have been in class for three hours today. T: Now work in pa

22、irs. Ask each other these questions.Give students 2 minutes to ask and answer the questions.T: What tenses are used in the questions? . Yes. In the first two questions, simple past tense is used. While in the third question, the present perfect progressive tense is used. We use this tense to talk ab

23、out actions that started in the past and continue in the present. Now lets go back to the skating marathon. A TV reporter is talking to the participants. Listen and fill in the chart. Before you listen, go through the chart and find the listening point.Step III Listening and oral practice (1b, 1c, P

24、44)In this step, students will do some listening and oral practice with the target language.Play the recording three times. For the first time, students just listen. For the second time, they listen and fill in the blanks. For the third time, they listen and check their answers.T: OK, now look at yo

25、ur answers. The TV reporter interviewed four persons Alison, Sam, Victor and Celia. Among them, who are still skating? And who have stopped skating?Ss: Alison and Victor are still skating. Sam and Celia have stopped skating. T: So what questions did the TV reporter ask about each person? Now listen

26、to the recording again and write down the questions beside each answer in the chart. Questions: Alison, how long have you been skating? Sam, how long did you skate? When did you start skating, Victor? So youve been skating for .? How long did you skate, Celia?Then students will work in pairs, ask an

27、d answer questions about the four people.T: Now, look at the sample dialogue in 1c. It is a dialogue based on the interview in activity 1b. Which pair would like to read the dialogue?Ask a pair to read the dialogue. Enable them to read in proper tones and intonations. T: Now Id like you to ask and a

28、nswer questions about the people in the picture. Then can ask some pairs to present their conversations. Step IV Reading and writing (3a, 3b, P46)In this step, students will be asked to do activities 3a and 3b on page 46. They will read the passage and then complete two tables.T: Xiao Wang, I know y

29、ou like playing chess. When did you start playing chess?S: When I was six years old.T: So how long have you been playing chess?S: Ten years.T: Give me a complete answer.S: I have been playing chess for ten years.T: Good! Do you like skating? Next we are going to read a passage about skating marathon

30、 held by a school. Turn to page 46. Read the passage in 3a.After students finish reading, ask them several questions.T: Where does the skating marathon take place?S: In the Hilltop School. T: What is the purpose of this activity?S: Students are skating to raise money for charity. T: Is the marathon

31、still going on?S: Yes. T: How long has it been going on?S: It has been going on for five hours now. T: How many people are mentioned in the passage? Who are they? And how long have they been skating for? Find out the answers and fill in the chart below. After students finish it, check the answers by

32、 calling some of them to report their answers in complete sentences. Then let students finish the chart in activity 3b according to the passage and time line. T: Now look at the chart in activity 3b. Suppose it is 2pm. Read the passage again and write the students name from 3a on the time line. You

33、need to do some calculation. Then check the answers with the whole class. Step V Groupwork (4, P46)In this step, students will do a survey about their classmates sports activity. They are supposed to interview some classmates by using the target language. T: Now lets do a class survey. Look at the c

34、hart in activity 4. You need to get information about what sports they play, when they started playing it and how long they have been playing it. You can follow the sample dialogue to conduct the interview.Ask a pair of students to read the dialogue. Then get them walk around and finish the survey.

35、Several minutes later, ask some of them to report their findings in this way:Ye Lan plays tennis. She started playing it when she was 11 years old. She has been playing it for three and a half years. Step VI HomeworkT: After class, try to ask more students about their hobbies. Remember to use the st

36、ructure you have just learned.Period 2 GrammarTarget language 目标语言1. Words and expressions重点词汇和短语pair, since 2. Key sentences重点句子How long have you been skating?I have been skating since 9 oclock.I have been skating for five hours. How long did you skate?I skated for two hours. Ability goals 能力目标Enab

37、le students to use “How long have you been doing .?” and “Ive been doing . since/for .” structure.Learning ability goals 学能目标Help students learn how to use since/for in present perfect progressive tense. Teaching important and difficult points 教学重难点The difference between simple past tense and presen

38、t perfect progressive tense. Teaching aids 教具准备Projector and slide. Teaching procedures and ways 教学过程与方式Step I Listening (2a, 2b, P45)Students will listen to the recording and deal with activities 2a and 2b on page 45. They will hear the use of for and since in the present perfect progressive tense.

39、 Then they will do some groupwork to practice it orally. T: In the first period, we listened to a TV reporter interviewing some marathon participants. One of them is Alison. Do you remember? Finally, he won the skating marathon. Now the TV reporter is interviewing him. Turn to page 45, look at 2a. H

40、ere are six questions. Which questions did the reporter ask? Go through the questions first. Then listen to the interview and tick the questions you hear. Play the recording. Then check the answer by asking students to read the complete questions. T: Now weve got the questions. The answers to these

41、questions are also given in activity 2a. Lets listen to the interview again and match them.Play the recording again. Then check the answers. T: So what are the different uses of the two words?Write the two words for and since on the board. T: Since usually comes before a date or a point of time whil

42、e for comes before a period of time. But they both introduce adverbial of time in present perfect progressive tense. Understand? Let students give some examples for each word. Since For 1990 many years last Friday a century 8:45 several hours the war broke out three weeksThen let them give complete

43、sentences using these examples. Sample sentences:He has been living alone since the war broke out. It has been raining since last Friday.We have been playing basketball for several hours. One of my friend has been practicing Yoga for many years. T: What is the difference between “How long did you sk

44、ate?” and “How long have you been skating?” Explain that “did” question means that the person has stopped doing the action. While “have been doing” question shows that the person is continuing to do the action at the moment.Step II Pairwork (2c, P45)In this step, students will practice the interview

45、 orally. T: Now work in pairs and role play the interview. One is the reporter. Another one is Alison. Role play the interview. They are supposed to practice using the simple past tense and present perfect progressive tense in their conversation. Sample conversation:A: Alison, congratulations on win

46、ning the skating marathon!B: Thank you.A: So, how long did you skate today?B: For six hours!A: Was this your first skating marathon?B: No, I skated in a marathon last year.A: Youre an excellent skater, Alison. Do you skate every day?B: Yes, I do.A: How long have you been skating?B: Since I was seven

47、 years old. I got my first pair of skates on my birthday from my grandmother .Step III Grammar focusHelp students have a deep understanding of the present perfect progressive tense. T: The present perfect continuous is made up of two elements: (a) the present perfect of the verb to be (have/has been

48、), and (b) the present participle of the main verb (base + ing).She has been / Shes been running She hasnt been running Has she been running? Hasnt she been running? Example: to live, present perfect continuousI have been living I havent been living Have I been living? You have been living You haven

49、t been living Have you been living? He, she, it has been living He hasnt been living Has she been living? We have been living We havent been living Have we been living? You have been living You havent been living Have you been living? They have been living They havent been living Have they been livi

50、ng? The function of the present perfect continuous: The present perfect continuous refers to an unspecified time between “before now” and “now”. The speaker is thinking about something that started but perhaps did not finish in that period of time. He/she is interested in the process as well as the

51、result, and this process may still be going on, or may have just finished.Examples: 1. Actions that started in the past and continue in the present.a. She has been waiting for you all day (=and shes still waiting now).b. Ive been working on this report since eight oclock this morning (=and I still h

52、avent finished it).c. They have been travelling since last October (=and theyre not home yet).2. Actions that have just finished, but we are interested in the results.a. She has been cooking since last night (=and the food on the table looks delicious).b. Its been raining (= and the streets are stil

53、l wet).c. Someones been eating my chips (= half of them have gone).T: Some verbs are not normally used in the continuous form; we use the present perfect simple instead. For example:Ive wanted to visit China for years. Shes known Robert since she was a child.Ive hated that music since I first heard

54、it.Ive heard a lot about you recently.Weve understood everything weve heard this morning. Step IV HomeworkT: Please review the grammar points after class. Period 3 Integrating skillsTarget language 目标语言1. Words and expressions重点词汇和短语collect, stamp, kite, collector2. Key sentences 重点句子I collect .I wo

55、uld like to collect .I collect . because .What does . collect?He/she collects .How long has he/she been collecting .?He/She has been collecting . since/for . Ability goals 能力目标Enable students to talk about hobbies and collections.Learning ability goals 学能目标Help students learn how to talk about hobbi

56、es and collections with the target language. Teaching important and difficult points 教学重难点How to use the structure “How long have you been .” to talk about hobbies. Teaching aids 教具准备Tape recording, stamps and coins.Teaching procedures and ways 教学过程与方式Step I Vocabulary building (1a, 1b, P47)In this step, students will learn some words of collections. Show a stamp to students.T: Look, whats in my hand? You may not know its English name. Let me tell you. This is a stamp. Read after me please.