初中英语八年级下册《Unit6 How long have you been collecting shells》.doc

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1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流初中英语八年级下册Unit6 How long have you been collecting shells.精品文档.八下Unit 6 How long have you been collecting shells?Section A 1a-4 教学设计 一、教学目标1. 知识目标（1）短语：a pair of skates; several skaters; skating marathon; raise money for charity句型：-How long did you skate?-I skated for two hou

2、rs.-How long have you been skating?-I have been skating for five hours. （2）重点：现在完成进行时 难点：了解一般过去式与现在完成进行时区别；了解for与since用法区别2. 能力目标: 运用现在完成进行时谈论自己做某事多久了。3. 情感目标: 热爱运动。助人为乐。二、教学设计 1. Warming-up 课前热身 A song: Way back into love 设计意图：通过欣赏歌曲使学生对现在完成进行时的“外貌”有所了解，同时营造轻松愉快的课堂氛围。学唱歌曲和手语表演激发学生的学习兴趣。2. Leading-i

3、n 导入T: Its spring now. And today is a warm and sunny day. Do you want to play sports after class? 设计意图：以运动为话题导入新课学习。3. Presentation 呈现（1）Present new words 借助图片学习新单词和短语：a pair of skates；skater；skating marathon（2）Present new sentence structures由我的滑冰经历引出现在完成进行时：I have been skating for 2 years/ since I

4、was 26 years old.之后通过对话练习的机械操练让学生熟悉现在完成进行时的运用。4. Practice练习（1）Live report 现场报道Reading （只截取课本46页3a的前四句，并把这部分作为阅读材料进行阅读训练。） 过渡：T: Alison and her classmates also like skating. They are having a skating marathon in their school. 先带领学生观察图片回答几个问题，然后让学生听现场报道的开头并填空，之后让学生自读并回答两个细节问题。Listening 1b过渡：T: Look at

5、 this part. This is Sam. This is Celia. Are they still skating now?听Sam和Celia滑了多久。过渡：T: Look at this part. This is Alison. This is Victor. Are they still skating now? 听Alison和Victor滑了多久。设计意图：根据时态将听力分为两部分，有助于学生了解两种时态的区别。Pairwork 1c设计意图：对话练习巩固了两种时态的学习，为复述打下基础。Live report（将课本3a前半部分与听力材料1b组合输出为一篇全新的3a。）

6、设计意图：将课本46页3a进行取舍并与1b听力材料进行合并输出为一篇新的3a，这是本课整合理念的最重要体现。以故事接龙的形式复述滑冰马拉松的现场报道，提高学生的参与度及参与热情。设计特点：因为1b按照时态划分后，所以这里的输出仍然体现出两种时态的不同。使学生更容易比较并接受一般过去时和现在完成进行时的本质区别。（2）Winners interview 冠军专访Listening 2a 过渡：T: Whos the winner? .The winner is Alison. The reporter is asking her some questions. Now listen and ch

7、eck the questions you hear.Listening 2b 过渡：T: Now listen again and match the questions with answers. Before listening, lets make a guess. 设计意图：听前预测答案，听后核对答案，增强学生学习信心。5. Production输出冠军专题报道 （将3a中“Alison was the first one to start.” 融入输出中，丰富素材。）设计步骤：首先，抛出“Suppose you are a reporter and write a news rep

8、ort about Alison.”的要求。引导学生将听力的问句和回答组成1、3、4、6四个句子。第2句通过让学生计算Alison募捐的钱数而生成。第5句通过整合听力材料的结尾得到。通过三种方式整合出报道需要的6句话。 然后，让学生用刚输出的句子补全“Alisonthe skating marathon winner”这篇冠军专题报道。之后，让学生交换学案互相检查。然后让学生自告奋勇起来读出整篇并让大家纠错。最后，将短文齐读一遍结束。6. Summary 总结 总结本节课所学的短语和句型。7. The end. 结语 T: I play sports. I am healthy. I am happy. I help others. I am happier.8. Homework 布置作业 1. Improve your report and write it into a short passage.2. Read after the tape for at least 10 minutes. 3. Preview the next period.