2022年人教版八下英语教案Unit6Howlonghaveyoubeencollectingshells

1、Unit6 How long have you been collecting shells. Period One. Teaching contents：Section A: 1a-1c . Teaching aims and demands 现在完成进行时的用法及复习一般过去时,学会使用for 和 since表达自己的爱好连续的时间,培育同学应用英语进行交际的才能；. Teaching key and difficult points. 1. Vocabulary : inline skating; marathon; skate; shell; collect 2.Target sent

2、ences: How long have you been skating. I ve been skating for five hours. . Teaching aids：a tape recorder; a projector. Teaching Procedures Step Greet the class and check the homework. Greetings. Talk with students about the following: 1. Did you sleep well last night. 2. When did you start class tod

3、ay . Help the students to answer. Step Show the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat. Step PresentationDraw a long horizontal line across the board. It shows the years from 2022 to the present. Let s put some information about oursel

4、ves on the time line.T: Maria, when did you start studying English. S1:2022 T: Maria started studying English in 2022.Write the words Maria started English above the date 2022 on the time line. In this unit we re going to talk about how long we ve been doing things. Maria, how long have you been stu

5、dying 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.Class repeat. Maria has been studying English since 1997. She has been s

6、tudying English for 4 years. Ss: Maria has been studying English since 1997. She has been studying English for 4 years. Repeat the activity using different dates for several other students. Step 1a Go through the instructions with the class. Write the words at and for on the blackboard. Say, You wil

7、l be using the words at and for in some answers. 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 a

8、round the room checking their progress and offering help as needed. Step 1b First tell students, we 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 th

9、e students in the picture are at a skating marathon. Then discuss with students what a marathon is.It s 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 write sentences about these people a

10、ccording to the recording. Play the recording ,Ss write the sentences in the chart. Correct the answers. Step 1c Pairwork 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. Then work

11、 with your partner. Step Optional Activity Write these words on the board in random order: how, long, have, you, been, studying, English, going 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 th

12、e student might tap these words: how.long.have.you.been.riding.a.bicycle . Then the student calls on another student to answer the question. Give several students a chance to tap out questions. Step Summary and Homework Today we ve learned some key vocabulary and structures. Continue to make convers

13、ations with your partner after class. Next time I again. ll ask some pairs to read your conversations to the class Written work: 1. copy new words Unit 6 How long have you been collecting shells. A: How long has Alison been skating. B: She s been skating for five hours. A: How long did Sam skate. B:

14、 He skated for four hours. Period Two . Teaching contents: Section A: 2a-2c . Teaching aims and demands . Teaching key and difficult points. 1. Vocabulary: since; pair; a pair of 2. Target sentences: How long have you been skating. I ve been skating since I was seven years old. . Teaching methods .

15、Teaching aids a tape recorder; a projector . Teaching Procedures 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:He s been skating for five hours. S1:How long did Celia skate. S2:She skated for two hours. T: Very

16、good. Thank you. Step Show the new words on the screen. Read the new words 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 2a Go through the instructions with the class. Ask studen

17、ts what questions they still don t understand and explain the questions further as needed. Then Play the recording. Students listen.amd put a check in front of the questions they hear. Then check the answers. Answers: The following questions should be checked : 1 3 4 6 Step 2b Listen to the intervie

18、w with the inline 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. Th

19、en Play the recording and let students draw lines connecting each question with the correct answer: Answers 1.c 3.a 4.b 6.d Step 2c In this activity first ask students to look at the picture and ask, what s happening in the picture.A reporter is interviewing the skating marathon winner. Have two stu

20、dents to read the example in sample dialogue in Activity 2c. A: How long have you been skating. B: I ve been skating since I was seven years old. Then say, You will work with your partner. Role plays the interview between Alison and the reporter. Let students work in pairs. When they work, move arou

21、nd the room checking the progress of the pairs and offering help as needed. At the end ask a pair of students to say their conversation to the class. Step Grammar Focus Review the grammar box first. Divide the class into two groups. One group read the statements and the other the responses. Group 1:

22、How long have you been skating. Group 2:I ve been skating since nice o clock. I ve been skating for five 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, Ho

23、w long has Alice been playing tennis. or How long has Alice been taking piano lessons. Then write the words 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 y

24、ears. Circle the words since and for in the sentences. Ask, When do you use since and when do you use for. Help students understand that in these sentences since comes before a date, and for comes before a certain number of years. Point to the second and third sentences in the Grammar Focus chart. A

25、sk, What is the difference between How long did you skate. and How long have you been skating. Help students 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. Ste

26、p Summary and Homework This class we ve done listening and speaking practice using the target language. We must pay attention to the usage of the two words since and for . Today s homework is to continue to make some conversations will your partners. Then revise grammar focus. Next time I ll ask som

27、e pairs to say their conversations. Period Three. Teaching contents: Section A 3a4. . Teaching aims and demands To train students reading skill. writing skill and communication . Teaching key and difficult points. 1. Vocabulary : raise; charity; several 2.Target sentences: A: When did you start. B:

28、When I was eleven. A: So how long have you been skating. B: Three and a half years. . Teaching aids a tape recorder; a projector . Teaching Procedures Step Greet the class and check the homework. Ask a pair of students to say their conversation about the interview. S1:How long did you skate today. S

29、2: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: Excellent. Thank you. Step Show the new words on the screen. Teach the new words and read the new words to students. And ask

30、students to repeat the words. raise v. 募集；筹措 several adj. 几个的；数个的 Step 3a Go through the instructions with the class. 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.

31、 A reporter is reporting the skating marathon.Marathon means a long race. Do you remember. Use a projector to show the passage on the screen and read the message to students. Ask some students to read the passage aloud. Point out the sample answer. Then have students fill in the table. Walk around t

32、he room when students work, checking the progress. Check the answers. Sam 4 hours Lu Ning 4 hours Li Chen 1 hour Step 3b Go through the instructions 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 aroun

33、d the room, checking the progress. Check the answers. Alison 9 a.m.; Lu Ning 10 p.m.; Sam 10 a.m.; Li Chen 1 p.m. If time permits, ask students to say something about the people according to the time line. Step 4 Groupwork This activity presents an opportunity for students to use the language and st

34、ructures of the unit to find out information about other students hobbies. First ask two students to read the sample dialogue. 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

35、 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 Summary This class we ve read a pas

36、sage and done a survey. Also we ve done some exercises of the workbook. It made us strengthen the target language we had learned in Section A. Step Homework Review the new words. Period Four. Teaching contents: Section B: 1a-2c . Teaching aims and demands 能用所学的目标语言谈论保藏爱好和历史 . Teaching key and diffic

37、ult points. 1. Vocabulary : stamp kite 2.Target sentences: What does Bob collect. He collects kites. How long has she /he been collecting kites. . Teaching methods . Teaching aids a tape recorder; a projector . Teaching Procedures Step Greet the class as usual and check the homework. Ask students to

38、 show their reports and get some of them to read their reports to the class. Put some of the reports 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 1a Sho

39、w some pictures on the screen and ask students to say something about the pictures. Provide key words 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 the

40、se words in the pictures. Get the class to repeat the name of each item. Go through the instructions 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.

41、Say, This column is for things you don t collect now. It s for things you want to collect in the future. 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 t

42、heir lists to the class. If there are any new words, write them on the board and ask the student who said each word to explain what it is. Step 1b This activity provides oral practice using the target language. Go through the instructions with the class. Say, You will be talking with other students

43、about your collection. Let a student read the sample sentences. A:I collect shells because they are beautiful. I are interesting. d like to collect stamps because they Ask, Why do you collect shells. Why do you want to collect stamps. Write the words beautiful and interesting on the board .Say, Thes

44、e words tell why he collects these things. Use words like these in your answers. Have students do the activity in pairs. When they work, move around the room, checking their progress. Offer helps as needed. Ask several pairs of students to say their conversations to the class. Step 2a This activity

45、gives students practice in understanding the target language in spoken conversation. Say, You will hear three conversations. They are about Bob, Marcia, and Liam and their collections. Write what each person collects under the word What. Play the recording for students the first time. This time stud

46、ents only listen. Then play the recording a second time. Say, This time listen carefully and write what each person collects after that person s name and under the word What in the chart. Correct the answers. Answers Bob: kites Marcia: stuffed animals Liam: theater and movie tickets Step 2b This act

47、ivity gives students practice in understanding the target language in spoken conversation. Point to the chart in Activity 2a.Say,Listen to the recording again. This time you will be writing answers in these columns. You will be telling how long the person has been collecting things and how many of e

48、ach thing they have. Play the recording. If necessary, pause it after each conversation to give students time to finish writing their answers. Correct the answers. Answers Bob: since he was ten years old,22 Marcia: for five years,35 Liam: since last year,20 Step 2c Pairwork This activity provides gu

49、ided speaking and listening practice using the target language. Let students ask and answer questions about Bob, Marcia, and Liam. First point to the example in sample dialogue. A: What does Bob collect. B: He collects kites. A: How long has he been collecting kites. B: He s been collecting kites si

50、nce he was ten years old. Then ask students to practice conversations in pairs. When students work, move around the room checking their progress and offering help as needed. At the end ask several pairs of students to say their conversations to the class. Step Optional Activity Play a memory game wi

51、th the class. Ask questions such as Who collects stuffed animals. What does Liam collect. How long has Marcia collected stuffed animals. How many tickets does Liam have. Ask students to answer in complete sentences. Step Summary This class we ve learned some key vocabulary and done some listening, s

52、peaking and writing practice. Step Homework Preview the new words on next page. Period Five. Teaching contents: Section B: 3a-4b self check . Teaching aims and demands a:能从阅读中猎取相关的信息b.会依据村料仿照写作. Teaching key and difficult points. 1. Vocabulary : snow globe; run out of; store; let know; by the way mo

53、nster.2.Target sentences: . Teaching methods . Teaching aids a tape recorder; a projector . Teaching Procedures Step Greet the class as usual and check the homework. Step Show the new words on the screen and teach the new words. Read the new words to students and ask them to repeat. Step 3a This act

54、ivity introduces new vocabulary and provides reading practice using the target language. In this activity first look at the four pictures. T: What can you see in the pictures. Ss: Four snow globes. T: Right. There are four snow globes in the pictures. And what are they. Ss: They are a monster, two p

55、olar bears, two penguins and a birthday cake. Write these words on the blackboard: snow globe; monster; polar bear; penguin and birthday cake. Read them to the class and ask students to repeat each one. Make sure students understand each word. Use a computer to show the E-mail message on the screen

56、and read the message to students. Get students to read the e-mail on their own, and then draw lines connecting each snow globe and its description. Correct the answers. Answers A line should connect each snow globe picture with the words that describe it in the letter. Step 3b This activity provides

57、 writing practice using the target language. First review Activity 2a on Page 47.Then ask students to complete the message according to Activity 2a.Some partial sentences are given to students. Write about one person s collection. When students work, walk around the room checking the progress and of

58、fering help as needed. When they finish, ask some students to read their messages to the class. Show a sample message on the screen by a projector. Then ask students to read it on their own. Hi, Tom, I want to tell you about my hobby. I collect theater and movie tickets, I ve been collecting them si

59、nce last year. Now I have 20.I put them in a book and write if I liked the show or movie. I think collecting them is very interesting. I like collecting them. Step 4a Groupwork This activity presents an opportunity for students to use the language and structures of the unit to find out information a

60、bout other students hobbies. Look at the sample dialogue. Ask a pair of students to read it. A: What s your hobby, Wen Li. B: I like making kites. A: How long have you being doing that. B: For about two years. A: How do you make them. B: I use bamboo and silk. Get students to make a list of everyone