新目标八年级下册Unit 6教案Word文档下载推荐.docx
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新目标八年级下册Unit 6教案Word文档下载推荐.docx
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Toimprovestudents’abilityoflistening,speaking,readingandwriting.
Toimprovestudents’abilityofcommunication.
Toimprovestudents’abilityofintergratingskills.
(3)SensibilityandValue
Toenabletocooperatewithotherstudents,helpeachotherandcompletethetaskstogether.
Tobeabletolearnaboutthefoodculturesindifferentcountries.
3.TeachingKeyPoint
Tobeabletomasterthekeyvocabularyandthetargetlanguageinthisunit.
4.TeachingDifficulty
Totrainstudentshowtousethetargetlanguagecorrectlyinspeakingandwriting.
5.StudyingWays
Toteachstudentshowtoinduce.
Toteachstudentshowtocooperate.
Ⅱ.LanguageFunction
Talkabouthowlongyouhavebeendoingthings.
Ⅲ.TargetLanguage
Howlonghaveyoubeenskating?
Ihavebeenskatingsinceniceo’clock.
Whendidyoustartskating?
Istartedskatingatnineo’clock.
StudentsareskatingattheHilltopSchool.
Ⅳ.Structures
Presentperfectprogressive.
Simplepasttense.
Presentprogressivetense.
Ⅴ.Vocabulary
inlineskating;
marathon;
skate;
stamp;
shell;
snowglobe;
pair;
since;
collecting
Ⅵ.Recycling
lastyear;
times;
numbers
Howlong...
student;
school;
birthday;
penguin;
hobby;
kite
Ⅶ.LearningStrategies
Inducing.
Cooperating.
Ⅷ.TeachingTime
NinePeriods.
Unit6Howlonghaveyoubeencollectingshells?
Period1
授课班级
授课时间
第___10___周第___2___课时
课题
Unit6SectionA1a~1c
课型
Speaking&
Listening
教学目标
知识目标
(1)Keyvocabulary:
inlineskating;
collect
(2)Keystructures
—Howlonghaveyoubeenskating?
—I’vebeenskatingforfivehours.
(3)Listeningpractice:
Pairwork
能力目标
Totrainstudents’abilityoflisteningandspeaking
情感目标
TobeinterestedincommunicatinginEnglish
教学
重难点
TeachingKeyPoints:
Keyvocabulary.
Keystructures.
Listeningpractice.
TeachingDifficulties:
Howtoimprovestudents’listeningability.
Pairwork.
学情分析
教具学具
Arecorder.Someobjects.
教学法指导
Listeningmethod.Oralpracticingmethod
教学过程
StepⅠ
Greettheclassandcheckthehomework.
StepⅡ
ShowthenewwordsontheBb.Teachthenewwords.Readthenewwordstostudentsandaskstudentstorepeat.
StepⅢSectionA
Drawalonghorizontallineacrosstheboard.Say,Thisiscalledatimeline.Itshowstheyearsfrom19-tothepresent.Let’sputsomeinformationaboutourselvesonthetimeline.
T:
Maria,whendidyoustartstudyingEnglish?
S1:
1997.
MariastartedstudyingEnglishin1997.(WritethewordsMariastartedEnglishabovethedate1997onthetimeline.)
Inthisunitwe’regoingtotalkabouthowlongwe’vebeendoingthings.Maria,howlonghaveyoubeenstudyingEnglish?
(Pointtothedate1997onthetimeline.)
Since1997.
(Lookattheclass.)Correct.MariahasbeenstudyingEnglishsince1997.(Pointtothestartingdateandrunthefingeralongtheyearsuptothepresentyear.)Classrepeat.MariahasbeenstudyingEnglishsince1997.
Ss:
MariahasbeenstudyingEnglishsince1997.
Repeattheactivityusingdifferentdatesforseveralotherstudents.Useadifferentsituation,suchasWhendidyoustarttorideabicycle?
orWhendidyoustarttobaby-sit?
ifthesequestionsaremoreappropriate.Eachtimeasktheclasstorepeatasentence,pointtothestartingdateandrunthefingeralongtheyearsuptothepresentyear.
StepⅣ1a
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Gothroughtheinstructionswiththeclass.Say,Youwillbetalkingwithotherstudentsaboutsomethingsyoudidinthelast24hours.
Writethewordsatandforontheblackboard.Say,Youwillbeusingthewordsatandforinsomeanswers.
Dividethestudentsintosomegroups.Letstudentslookatthethreequestionsandreadthemtotheclass.
(1)Howlongdidyousleeplastnight?
(2)Whendidyoustartclasstoday?
(3)Howlonghaveyoubeeninclasstoday?
Thengetstudentstoaskandanswerthesequestionsingroups.Letthemlookatthewordsatandforontheblackboard.Say,Usethetwowordsinsentenceslikethis:
Istartedclassat10:
00.Isleptfortenhours.
Whilestudentsworkingroups,movearoundtheroomcheckingtheirprogressandofferinghelpasneeded.
Asktheclasseachquestionandletseveraldifferentstudentsanswer.Helpthestudentsphraseresponsesusingthewordsatandforcorrectly.
StepⅤ1b
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Firsttellstudents,We’regoingtolistentoarecordingofareportertalkingtotheparticipantsinaninlineskatingmarathon.
Letstudentslookatthepictureandtellwhatishappening.Helpthestudentsunderstandthatthestudentsinthepictureareataskatingmarathon.Thendiscusswithstudentswhatamarathonis.(It’sacontesttoseewhocandosomething—runordanceorskate—thelongestwithoutstopping.)
Askastudenttoreadtheinstructions,andthenameinthechart.Thensay,Youwillwritesentencesaboutthesepeopleaccordingtotherecording.
Getastudenttoreadthesampleanswers.
I’vebeenskatingforfivehours.
Iskatedforfourhours.
Whatwordcomesbeforethenumberofhours?
S:
For.
That’sright.Weusethewordforwhenwetalkaboutanumberofhours.Wesayforfivehoursorfortendays.
Playtherecordingforthefirsttime.Thistimestudentsonlylisten.Whenplayitasecondtime,say,Thistimelistentothetapecarefullyandwritethesentencesinthechart.
Correcttheanswers.
Answers
Alison:
Sam:
Victor:
Celia:
Iskatedfortwohours.
Tapescript
Woman:
Alison,howlonghaveyoubeenskating?
Wow!
Sam,howlongdidyouskate?
Iskatedforfourhours.Istartedatnineo’clockinthemorningandstoppedatoneo’clockintheafternoon.I’mverytired!
Whendidyoustartskating,Victor?
Atnineo’clock.
Soyou’vebeenskatingfor...
Howlongdidyouskate,Celia?
Umm,let’ssee...Iskatedfortwohours.
StepⅥ1cPairwork
Thisactivityprovidesguidedspeakingandlisteningpracticeusingthetargetlanguage.
Askastudenttoreadtheinstructionsaloud.AndletstudentslookatthepictureinActivity1a.
HavetwostudentsreadtheexampleinsampledialogueinActivity1c.
A:
HowlonghasAlisonbeenskating?
B:
She’sbeenskatingforfivehours.
HowlongdidSamskate?
Heskatedforfourhours.
Thensay,Nowworkwithyourpartner.Beginwithreadingtheconversationintheboxwithyourpartner.Thenmakeaconversationaboutthepeopleinthepicture.YoucanusethenamesandsentencesinActivity1b.Areyouclear?
OK.Begin,please.
Asstudentswork,movearoundtheroom,checkingtheirprogress.Offerlanguagesupportifnecessary.
Attheendaskseveralpairsofstudentstosaytheirconversationstotheclass.Givethemlittlepresentsiftheydotheirworkbetter.
StepⅦOptionalActivity
Writethesewordsontheboardinrandomorder:
how,long,have,you,been,studying,English,goingtoschool,playingsoccer,ridingabicycle.Thengiveastudentapointerandaskhimorhertotapthewordsonebyonetomakeaquestion.Forexamplethestu
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