八年级下册八年级下

1、Unit 6 教学设计Period 11. Knowledge Objects(1)Key vocabulary: inline skating; marathon; skate; shell; collect(2)Key structures: -How long have you been skating?-Ive been skating for five hours.(3)Listening practice2. Ability ObjectTo train students ability of listening and speaking.1. Teaching Key Point

2、sKey vocabulary. Key structures. Listening practice.2. Teaching DifficultiesHow to improve students listening ability.Pair work.Unit 6 How long have you been collecting shells?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 hour

3、s.时序教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）Step Greet the class and check the homework.Step Show the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat.Step Section ADraw a long horizontal line across the board. Say, This is called a time line. It shows th

4、e years from 19- to the present. Lets put some information about ourselves on the time line.T: Maria, when did you start studying English?S1:1997.T: Maria started studying English in 1997.(Write the words Maria started English above the date 1997 on the time line.)In this unit were going to talk abo

5、ut how long weve been doing things. Maria, how long have you been studying English?(Point to the date 1997 on the time line.)S1:Since 1997.T:(Look at the class.)Correct. Maria has been studying English since 1997.(Point to the starting date and run the finger along the years up to the present year.)

6、Class repeat. Maria has been studying English since 1997.Ss: Maria has been studying English since 1997.Repeat the activity using different dates for several other students. Use a different situation, such as When did you start to ride a bicycle? or When did you start to baby-sit? if these questions

7、 are more appropriate. Each time ask the class to repeat a sentence, point to the starting date and run the finger along the years up to the present year.Step 1aThis activity provides oral practice using the target language.Go through the instructions with the class. Say, You will be talking with ot

8、her 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 la

9、st 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.Wh

10、ile 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 underst

11、anding 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 pictur

12、e are at a skating marathon. Then discuss with students what a marathon is.(Its a contest to see who can do something-run or dance or skate-the 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

13、 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 f

14、or 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 answers.AnswersAlison: Ive been skating for five hours.Sam: I skated for four hours.Victor: Ive been skating for five hours.Celi

15、a: I skated for two hours.Step 1c PairworkThis 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.The

16、n 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 pr

17、ogress. 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.Step Optional ActivityWrite these words on the board in random order: how, long, have, you, been, studying, English, go

18、ing to school, playing soccer, riding a bicycle. Then give a student a pointer and ask him or her to tap the words one by one to make a question. For example the student might tap these words: how.long.have.you.been.riding.a.bicycle. Then the student calls on another student to answer the question.

19、Give several students a chance to tap out questions.Step 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 the class again.课题 Unit 6 How long have you bee

20、n collecting shells? Period 21.Knowledge Objects(1)Key vocabulary: since; pair; a pair of(2)Key structuresPairwork.(3)Grammar focus2.Ability ObjectsTo train students listening skill.To train students communicative competence.1.Teaching Key PointsVocabulary and structures.2.Teaching DifficultiesGroup

21、workGrammar focus.Unit 6 How long have you been collecting shells?A: How long have you been skating?B: Ive been skating since I was seven years old.A: How long have you been skating?B: Ive been skating since nine oclock.A: How long did you skate?B: I skated for two hours时序教学操作过程设计（重点写怎么教及学法指导，含课练、作业

22、安排）Step Greet the class and check the homework.Ask a pair of students to say their conversation.S1:How long has Victor been skating?S2:Hes been skating for five hours.S1:How long did Celia skate?S2:She skated for two hours.T: Very good. Thank you.Step Show the new words on the screen. Read the new w

23、ords to the class and ask them to repeat. Make sure every student can understand the meanings of the new words.since conj. 自以后；自从pair n. 一双；一对；一副a pair of 一双；一对；一副Step 2aThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with

24、 the class. Look at the six questions and ask different students to read the questions to the class. Then rephrase them in simple words. For example question 1 can be rephrased as How many hours did you skate today? Ask students what questions they still dont understand and explain the questions fur

25、ther as needed.Then say, Youll listen to a recording of a reporter talking to Alison. Please check the questions you hear. The first one is given to you as an example. Do you understand? OK. Lets listen to the recording now.Play the recording the first time. Students only listen. Play it a second ti

26、me. This time students put a check in front of the questions they hear.Then check the answers.AnswersThe following questions should be checked:1 3 4 6Step 2bThis activity gives students practice in understanding the target language in spoken conversation. Say, Listen to the interview with the inline

27、 skating marathon winner again. Draw lines to match the questions and answers in Activity 2a.First point out the line drawn for the sample answer. Ask a student to read the example.-How long did you skate today?-For six hours.Get a student to read the other answers to the class. Then say, You will u

28、se these answers to answer the questions you checked in Activity 2a.Play the recording and let students draw lines connecting each question with the correct answer:Play the recording again and have students check their answers.Answers1.c 3.a 4.b 6.dStep 2cThis activity provides guided speaking and l

29、istening practice using the target language.In this activity first ask students to look at the picture and ask, whats happening in the picture?(A reporter is interviewing the skating marathon winner.)Have two students to read the example in sample dialogue in Activity 2c.A: How long have you been sk

30、ating?B: Ive been skating since I was seven years old.Then say, You will work with your partner. Role play the interview between Alison and the reporter.Let students work in pairs. When they work, move around the room checking the progress of the pairs and offering help as needed.At the end ask a pa

31、ir of students to say their conversation to the class.Step Grammar FocusReview the grammar box first. Divide the class into two group. One group read the statements and the other the responses.Group 1:How long have you been skating?Group 2:Ive been skating since nice oclock.Ive been skating for five

32、 hours.Group 1:How long did you skate?Group 2:I skated for two hours.Then write some how long have you been.questions on the board using topics that are interesting to students. For example, How long has Alice been playing tennis? or How long has Alice been taking piano lessons? Then write the words

33、 since and for on the board. Ask different students to answer the questions using these words. Two answers might be: He has been playing tennis since 1997.He has been playing tennis for three years. Circle the words since and for in the sentences.Ask, When do you use since and when do you use for? H

34、elp students understand that in these sentences since comes before a date, and for comes before a certain number of years.Then do another example in which the answer will be a time of day. For example, How long have you been sitting in this classroom? Again circle the words since and for. Help stude

35、nts understand that in these sentences since comes before a clock time, and for comes before a certain number of minutes or hours.Point to the second and third sentences in the Grammar Focus chart. Ask, What is the difference between How long did you skate? and How long have you been skating? Help s

36、tudents understand that the did question means that the person has stopped doing the action. The have you been question shows that the person is continuing to do the action at the present moment.Step Summary and HomeworkThis class weve done listening and speaking practice using the target language.

37、We must pay attention to the usage of the two words since and for.Todays homework is to continue to make some conversations will your partners. Then revise grammar focus. Next time Ill ask some pairs to say their conversations.课题 Unit 6 How long have you been collecting shells? Period 31.Knowledge O

38、bjects(1)Key vocabulary: raise; charity; several(2)Key structures (3)Reading practice2.Ability ObjectsTo train students reading skill. writing skill and communication3.Sensibility and ValueTo enable to ask for help when having difficulties in learning.1.Teaching Key PointsKey vocabulary and structur

39、es.Reading practice.2.Teaching DifficultyGroupwork.Unit 6 How long have you been collecting shells?A: Liu Ying, what sport do you play?B: Tennis.A: When did you start?B: When I was eleven.A: So how long have you been skating?B: Three and a half years.时序教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）Step Greet the cl

40、ass and check the homework.Ask a pair of students to say their conversation about the interview.S1:How long did you skate today?S2:For six hours.S1:Was this your first inline skating marathon?S2:No,I skated in a marathon last year.S1:How long have you been skating?S2:Since I was seven years old.T: E

41、xcellent. Thank you.Step Show the new words on the screen. Teach the new words and read the new words to students. And ask students to repeat the words.raise v. 募集；筹措several adj. 几个的；数个的 Step 3aThis activity provides reading practice using the target language.Go through the instructions with the cla

42、ss. Say, This activity asks you to give answers using language from this unit and from the past units. Look at the picture. Ask, What is happening in the picture?(Some people are skating. A reporter is reporting the skating marathon.)Marathon means a long race. Do you remember?Use a projector to sho

43、w the passage on the screen and read the message to students.Im talking to you from the Hilltop School Skating Marathon. Here, students are skating to raise money for charity. For every hour they skate, each student raises ten yuan for charity. The skating marathon has been going for five hours now,

44、 and several skaters are still skating. Alison was the first one to start, and has been skating for the whole five hours. Next is Sam, and he has been skating for six hours. Lu Ning has been skating for four hours, and Li Chen just started an hour ago.Ask some students to read the passage aloud.Poin

45、t out the sample answer. Then have students fill in the table. Walk around the room when students work, checking the progress.Check the answers.AnswersSam 4 hoursLu Ning 4 hoursLi Chen 1 hourStep 3bThis activity asks students to calculate the time students started the race.Go through the instruction

46、s with the class.Ask students to go over the passage in 3a again. Then let them write the names from 3a on the time line. When students work, move around the room, checking the progress.Check the answers.AnswersAlison 9 a.m.;Lu Ning 10 p.m.;Sam 10 a.m.;Li Chen 1 p.m.If time permits, ask students to

47、say something about the people according to the time line.Step 4 GroupworkThis activity presents an opportunity for students to use the language and structures of the unit to find out information about other students hobbies.First ask two students to read the sample dialogue.A: Liu Ying, what sport

48、do you play?B: Tennis.A: When did you start?B: When I was eleven.A: So how long have you been skating?B: Three and a half years.Then let students look at the survey table. Ask them to fill in the table.Ask students to complete the work in groups. Students list and discuss their different sports.Get

49、a few students to share their lists. Ask a few students to say the sample conversation. For example:S1:Li Ping, what sport do you play?S2:Soccer.S1:When did you start?S2:When I was eight.S1:So how long have you been playing soccer?S2:Seven years.Step SummaryThis class weve read a passage and done a

50、survey. Also weve done some exercises of the workbook. It made us strengthen the target language we had learned in Section A.Step HomeworkReview the new words. Next class Ill have you read the new words first.课题 Unit 6 How long have you been collecting shells? Period 41.Knowledge Objects(1)Key vocab

51、ulary: stamp(2)Key structures(3)Listening practice2.Ability ObjectsTo train students listening skill and ability of communication3.Sensibility and ValueTo be able to share our own collections with others.1.Teaching Key PointsKey vocabulary.Key structures.Listening practice.2.Teaching DifficultyPairw

52、ork.Unit 6 How long have you been collecting shells?coinskites beautifuldolls interestingtoy animalsstamps时序教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）Step Greet the class as usual and check the homework.Ask students to show their reports and get some of them to read their reports to the class. Put some of the r

53、eports up on the bulletin board so that students can discuss it after class.Step Show the new word on the screen. Read the new word to the class and ask students to repeat.stamp n. 邮票Step Section B 1aShow some pictures on the screen and ask students to say something about the pictures. Provide key w

54、ords as needed. Write these words on the blackboard.Point to the pictures. Ask different students to say the items they see in the pictures. Write the key words on the board after students point out these words in the pictures. Get the class to repeat the name of each item.Go through the instruction

55、s with the class. Point to the chart. Ask a student to read the sample answer under the words I collect. Say, This column is for things you already collect. Point to the words I would like to collect. Say, This column is for things you dont collect now. Its for things you want to collect in the futu

56、re.Let students write the names of things they collect and things they would like to collect in the chart. Have students do the work on their own.When students finish, let different students read their lists to the class. If there are any new words, write them on the board and ask the student who sa

57、id each word to explain what it is.Step 1bThis activity provides oral practice using the target language.Go through the instructions with the class. Say, You will be talking with other students about your collection.Let a student read the sample sentences.A:I collect shells because they are beautiful. Id like to collect stamps because they are interesting.Ask, Why do you collect s