Unit6 Howlonghaveyoubeencollectingshellssectionb八年级下.ppt

Unit 6 How long have you beencollecting shells?说课稿我今天说课的题目是Unit How long have you been collecting shells ? 它是新目标英语八年级下册第六单元第一课的内容。

下面我就本课的教材、教法、学法、教学程序和板书设计五方面的教学加以说明。

一、教材分析1、教材的地位和作用本课的中心话题是“谈论一直做某事”，主要围绕“How long have you been collecting shells ？”这个话题而展开的，编者以此为依托引进对现在完成进行时的学习和对一般过去时的对比学习。

谈论个人的爱好这一话题必定会引起学生的兴趣和讨论。

这一话题的引入恰到好处的为我们教师培养学生的创造性思维和发散性思维构建了一个良好的平台，为学生的探究和合作学习提供很好的素材。

本课在整个单元的学习中是一个重点，为下面现在完成时的学习打下一个很好的基础。

2、教学目标根据以上的分析，为了更好的实施目标导学，以提高教学效率，通过听、说、读、写的训练，使学生获得英语基础知识和运用基础知识进行交际对话的综合语言运用能力。

因此，根据教材特点，结合学生的实际情况，我把本课的教学目标设定如下：A、语言知识目标1）重点词汇：collect, inline, marathon, skate, stamp, shell, globe,monster2）、for 和 since 的用法。

3）、现在完成进行时的理解和用法。

B、语言能力目标（1）、培养学生能运用现在完成进行时来“谈论一直做某事”，这一语言功能项目的意识和能力。

（2）、培养学生能就当前已发生并正在进行的场景做现场报道和访问的能力。

C、情感态度目标（1）让学生在学习本单元采访和报道的过程中，获得交际所得到的快乐、成就感和启迪。

（2）让学生从“How long have been doing…?”中获得坚持不懈、持之以恒的毅力和动力。

Unit 6 How long have you been collecting shells?教案Unit6 Howlonghaveyoubeencollectingshells?【单元目标】Ⅰ．单词与短语collect marathon skate pair since raise several stamp kite monsterglobe anyone store cake particularly collector common extra topiccapital thousand quite certain missrunoutof 用完；用尽bytheway 顺便；附带说说beinterestedin 对……感兴趣morethan 比……多makealistof 列清单thanksfordoingsth.感谢某人做了某事thinkof/aboutsth.想起某事Ⅱ．目标句型：1.Howlonghaveyoubeendoing…?2.I’vebeendoing…since…3.Howlongdidsb.do…?4.He/Shedidsth.for…5.whatdoyoucollect?6.whendidyoustart?7.Howmanydoyouhave?8.whatdoyouliketocollectinthefuture?9.whatisthemostcommon/unusual/interestinghobby?Ⅲ．语法现在完成进行时Ⅳ.【重难点分析】1.现在完成进行时构成：肯定句：主语+have/hasbeen+doing否定句：主语+have/has+not+been+doing一般疑问句：Have/Has+主语+been+doing?现在完成进行时表达“某一动作从过去开始一直持续到现在，有可能还要持续下去”，现在完成进行时的句子中多用延续性动词，如：live，learn，study，work等。

新目标英语八年级下册Unit 6 How long have you been collecting shells?Section B 1a-2c说课稿一、教材分析1．教材的地位和作用本课是人教版新目标八年级下册第六单元Section B的第一课时，本单元主要训练现在完成进行时态。

现在完成进行时态是一种较难理解和掌握的英语时态，学生在学习Section A的课本内容之后，已经能初步了解现在完成进行时态，本节课将通过大量的口语和听力训练，使学生进一步理解和运用现在完成进行时态，不但对学生听说英语的能力会有所提高，而且为学生更好地使用现在完成进行时态进行语言交际，起着至关重要的作用。

2. 教学目标知识目标（1）学生能学会本课新单词。

（2）学生能熟练使用现在完成进行时态进行简单的语言交际：A: How long has he/she been collecting …?B: He/She has been collecting…for/ since…能力目标（1）学生会谈论做某事持续多长时间及谈论人们的业余爱好。

（2）培养和提高学生听说英语的能力。

情感目标鼓励学生养成良好的兴趣爱好，以促进他们健康快乐地成长。

3. 教学重点（1）谈论学生做某事持续多长时间及人们的业余爱好。

（2）练习和提高学生听说英语的能力。

4．教学难点如何提高学生的口语交际能力和听力能力。

二、设计理念英语新课程理念强调英语“要面向全体学生，关注学生的情感，营造宽松民主和谐的教学氛围，倡导任务型的教学途径”。

本节课根据这些理念进行设计，通过创设语境激发学生兴趣，使学生乐于参与，能积极运用所学知识，进行简单的语言实践，逐步树立学生学习英语的自信心和成就感，遵循循序渐进的认知规律，逐步提高学生英语听说读写的能力，从而实现“用教材教学生”的课程理念。

三、教学过程步骤一：热身准备，激起学生学习兴趣（1～5分钟）目的：通过展示学生们自己各式各样的笔，引出收集物品的这一爱好，吸引了学生的学习兴趣，再讨论展示人们经常收集的物品，开阔学生的眼界。

Unit 6 How long have you been collecting shells?第一课时●教学内容与分析❶教学内容：Section A: 1a-2c❷教学目标：a. 能够掌握基本单词和词汇。

第五课时：Readingb.能够运用基本句型进行提问。

学习任务：我的爱好目的：通过学生小组活动，调查彼此的爱好及持续的时间。

学会使用for 和 since表达自己的爱好持续的时间，培养学生应用英语进行交际的能力。

语言技能：listening .speaking .reading and writing语言知识：现在完成进行时的用法及复习一般过去时提示词语及句型：skate, collect, What’s your hobby? I like…How long have you been skating?I have been skating since nine o’clock/for five years.How long did you……? When did you ……●教学重点、难点分析：❶教学重点：基本单词，词汇和句型❷教学难点：能够运用现在完成进行时谈论自己的爱好及持续时间●课前准备❶本课时的教学课件●教学设计教学步骤建议和说明↘热身/复习（Warm-up/Revision）❶ Greetings.❷ Talk with students about the following:1.Did you sleep well last night?2.How long did you sleep last night ?3.When did you start class today ?4.How long have you been in class today?Help the students to answer: I have been in class for…↘呈现/操练（Presentation/Practice）❶Draw a long horizontal line on the blackboard. Say, This is called a time line. It shows the years from 19-to the present. Let’s put some information about ourselves on the time line.T: Maria, when did you start studying English?S1: .T: Maria started studying English in .(Write the words Maria started English above the date on the time line.)Maria has been studying English since . (class repeat)❷Repeat 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 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.❸学生两人一组问答从平常的谈话中轻松导入本课句型，信息沟使谈话非常真实，而又浅显易懂。

Unit 6 How long have you been collecting shells?一、教学内容：Unit 6 How long have you been collecting shells?教学目标：学会如何询问某人的某个动作进行了多久了，并知道如何回答。

目标语言：—How long have you been skating?—I have been skating for two hours.—I have been skating since two hours ago.语法：现在完成进行时（一）现在完成进行时：一）现在完成进行时表示一个动作从过去某个时间开始，一直延续到现在，并且有可能还要继续下去。

常和表示一段时间的状语连用，如：for two days, since （自从）two days ago.二）构成：助动词例如：1. 从七点钟起我就一直在看书。

（现在还在看）I have been reading since seven o’clock.2. 他看电视已经两个小时了。

He has been watching TV for two hours.其中，for后面跟的是时间段；since跟的是表示过去某一时刻的词或词组，也可以跟句子，但句子要用一般过去时。

例如：3. I have been cleaning the room since I got home.4. Tom has been drawing（二）重点词语讲解：1. collect: v. 收集(1) —How long have you been collecting stamps? 你收集邮票多久了？—For 4 years.（2）He likes balls, he has a great sports , and he joined theclub.A. collectingB. collectionC. collectorD. collectors’2. skate: (1) v. 滑冰：How about going ?I have been for half an hour.(2) n.溜冰鞋：This is my first pair of skates.一双溜冰鞋：a pair of skates(3) 溜冰的人：skater Several skaters are still skating.3. pair: 一双，一对，一副(1) 床上有条短裤。

Unit 6 How long have you been collecting shells?I. Teaching aims and teaching demands:In this unit students learn to talk about how long you have been doing things. II. Teaching key and difficult points:Vocabularycollect, inline, marathon, skate, stamp, shell, globe, monster,particularly, run out of, be interested inlast year, times, numbers, How long…? student, school, birthday, penguin, hobby, kiteB. Target languageHow long have you been skating?I’ve been skating since nine o’clock.When did you start skating?I started skating at nine o’clock.Students are skating at the Hilltop School.StructuresPresent perfect progressiveSimple past tensePresent progressive tenseIII. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into eight periods.Period 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to talk about how long they have been doing things.II. Teaching key and difficult points:Vocabularycollect, shell, marathon, skate, a pair of, since, Hilltop schoolTarget languageHow long did you sleep last night?When did you start class today?How long have you been in class today?III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. Warming up1. A:When did you start studying English?B:1997.A:He started studying English in 1997.He has been studying English since 1997.Repeat: He has been studying English since 1997.(for five years)2.A:When did you start to swim?B:I started to swim in 2003A: She started to swim in 2003.She has been swimming since 2003.( for three years)Repeat: She has been swimming since 2003.( for three years)When did you start to ride a bike?When did you start to play basketball?Point to the starting date and the present year.Activity 2. PresentationThis activity provides oral practice using the target language.Task 1. Ask the students to discuss these questions:1.How long did you sleep last night?2.When did you start class today?3.How long have you been in class today?Task 2.Talk about the Structures1.have/ has + p.p ( already, just, yet, ever, never, before,)He has just won the game.They have already finished their homework.I have lived here for 20 years.2.I saw the film last week.We visited the museum yesterday.3.have/has been + doingThat boy has been collecting stamps for ten years.The nurse has been working like that.I have been skating for five hours.Help the Ss understand that 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.Activity2. Listen and fill in the chart 1b.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Activity 3. PairworkAsk the students to ask and answer about what the people in the picture. HomeworkMake up your own conversations.2. Write down the sentences in 1c.Period 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to talk about how long they have been doing thingsII. Teaching key and difficult points:Vocabularycollect, shell, marathon, skate, a pair of, since, Hilltop schoolTarget languageHow long did you sleep last night?When did you start class today?How long have you been in class today?III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.How long have you been sleeping?How long did you sleep last night?How long have you been skating?Activity 2. Listening and checking .Task1.Read the instructions. Read the questions and the answers.Task2. Play the recording twice and students the questions they hear. Then check the answers.Activity 3.ListeningTask 1. Read the instructions.Task 2. Play the recording again and check the answers.Activity 4. pairworkTask 1.Read the instructions for the activity.Task 2.Role play the interview.Task 3. Have the students work in pairs.Activity 5. Grammar FocusReview the grammar box. Make sure the students can tell the difference between the following:1.I have been skating since nine o’clock.I skated for two hours.2.for, sinceHomeworkReview the conversation and the vocabulary.Write the sentences in grammar focus.Period 3 Reading and writingI. Teaching aims and demands :Students learn to talk about how long they have been doing things.II. Teaching key and difficult points:A. Vocabularyraise, several, skater, three and a half years, three years and a halfevery,eachB. Target languageHow long have you been playing?The skating marathon has been going for five hours.He has been skating for the whole five hours.When did you start playing tennis?III. Teaching methods: Audio-lingual methods and Control-reading and writing. IV. Teaching aids: a pictureV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions.Task 2. Ask several students to read the passage to the class, Then ask the students to fill the table on their own.Then check the answers.Activity 3. WritingThis activity provides guided oral practice using the target language.Task 1. Read the instructions. And then ask several students to say out their answers. Task2.Finish the table. Ask one or two students to read their answers to the class. Activity 4. GroupworkThis activity provides an opportunity for students to practice their speaking and listening skills in role plays.Task 1. Read the instructions. Then ask the students to work in groups of four students.Task 2. Ask students to interview their classmates and fill in the chart.Task 3. Ask a few students to role plays to the class.Homework1.Review the vocabulary and target language.2.Make your own conversation .Period 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularystamp, collect stamps, kites,B. Target languageWhat does he collect? He collects kites.How long have you been collecting these kites?Since I was ten years old.How many do you have?I have about 35.I collect shells because they are beautiful.I’d like to collect stamps because they are interesting.Activity 1. Revision This activity reviews and introduces selected vocabulary. Task 1. Ask a student to read the sample answers and then fill in the chart and tell your partner what you collect and what you would like to collect, say why. Task 2.PairworkFirst read the conversation in the box, then ask students to work in pairs to talk about their answers .Task 3. Have some pairs act their conversations to the class.Activity 2. ListeningThis activity gives students practice writing the target language and understand it in spoken conversation.Task 1. Read the instructions.Point to the pictures and ask students to tell what they see. Say you will hear three conversations They are about Bob, Marcia , and Liam and their collections. Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to fill in the table Then correct the answers.Activity 3.ListeningTask 1. Ask different students to read the information on the four report cards. Task 2.Listen carefully.Then check the answers .Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Ask some pairs of students to say their conversation to the class.Homework1.Review the vocabulary .2.Write your own conversations about your collections.Period 5 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A. Vocabularygrandpa, be in good health, report card, nervous, envelope, luckily.\, semester, true, disappointing, lucky.B. Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.You are lucky.III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV. Teaching procedureActivity1. RevisionWhat did your math teacher say?He said I was hard-working.Task2.Revise the vocabulary.Activity 2. Reading and writingTask 1.Teach these words:Task 2. Ask the students to read the instructions.Task 3. Ask the students to read the letter and find Alan’s report card in activity 2b on page 29.Task 4.Read the letter loudly, and make sure the students understand the letters. Correct the answers.Activity 3. WritingTask 1. Read the instructions.Ask students to read the information of Scott from activity 2bTask 2. Ask the students to write the letters on their own.Task 3. Ask some students to read their letters to the class.Activity 4. Writing on your own.read the instructions.ask the students to say something they might write about.ask some students to read their letters.Activity 5. PairworkAsk the students to read the instructions.Ask two students to read the dialogue.Ask students to complete the work in groups.Ask a few students to share the sample conversations.Homework1.Review the vocabulary .2.Finish off the writing exercises.Period 6 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A. Vocabularyhappen, bring, copy, borrow, pass on, own, get over, have a fight,B. Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.She asked me if she could copy my homework.I said that was OK and that I was sure she would get over it.III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV. Teaching procedureActivity1. RevisionWhat did your math teacher say?He said I was hard-working.Task2. Revise the vocabulary.Activity 2.Fill in the blank.Task 1.Teach these words.Task 2. Ask the students to fill in the blanks on their own.Task 3. Correct the answers.Activity 3. Read and Writing1.Ask the students to read the story and then write it as a conversation.2.Ask a few students to read their conversations.3.Just for fun. Ask two students to read the conversation to the class. Homework1.Review the vocabulary .2.Finish off the writing exercises.Period 7 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyvillage, area, meter, thin, decision, husband, college, open up. start, influence, hometown, dangerB. Target languageShe said helping others changed her life.She said that she likes being a good influence in the children’s lives.III. Teaching methods: Audio-lingual methods and Control-reading and writing. IV. Teaching aids: a tape-playerV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Before You ReadTask 1 .Read the instructions.Encourage the students to be aware of needs in their community, and how they can be of help. Show students a picture of elder people . Ask the class about their grandparents or great grandparents. Ask students how they think they can help make the lives of old people easier and more pleasant.Ask the students totalk in groups and list other people in the community who need help.Ask a few students to tell their ideas to the rest of the class..Task 2.Teach the students about reading strategy-------Reading for meaning. Reading a passage for” meaning” first----it is important to understand the whole storybefore you learn the details. Words you don’t know can often be understand by reading the language around them.Activity 3. While You ReadingThis activity teaches the students to read for meaning and not for detail. Direct the students’ attention to the Reading Strategy.Ask a volunteer to read it out loud. Make sure the class understands the advice. Explain to the students that this reading has missing words, but the students must not fill in the words as they read the first time.Ask the Ss to read silently through to the end without stopping.Ask the Ss to say if they have generally understood the story.Direct the students’ attentionHomework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Period 8 Reading and writingI. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyvillage, area, meter, thin, decision, husband, college, open up. start, influence, hometown, dangerB. Target languageShe said helping others changed her life.She said that she likes being a good influence in the children’s lives.III. Teaching methods: Audio-lingual methods and Control-reading and writing. IV. Teaching aids: a tape-playerV. Teaching procedureActivity 1. RevisionTask 1. Dictation.Task 2. Read the passage to the class.Activity 2. After You ReadTask 1. Ask Ss to read through again to find the relevant information for Yang Lei’s students.Task 2. Complete the information .Task 3.Discuss their answers.Activity 3. Ask and answerAsk the students to ask and answer the questions.Activity 4. WritingWrite a summary of the reading. Use no more than 100 words.Task 2.Review language used for advice.Then imagine you are Dr Alice Green.Write a letter to Cathy Taylor. Give advice about what she should do with her children. Activity 5. Go for it !Ask the students to discuss the groups in the chart and explain the names of the groups and tell us what they stand for.Which one would you like to work for? Why?Homework1.Review the vocabulary .2.Finish writing the Summary writing.。

Unit 6 How long have you been collecting the shells?目标认知重点词汇与短语：skate, skater, stamp, monster, globe, collect, raise, store, miss, run out of, by the way, be interested in, far away, thanks for, anyone else重点句型：How long have you been collecting shells? 你收集贝壳有多久了？I've been skating since I was seven years old. 我从七岁开始就一直在滑冰。

How long have you been skating? 你滑冰有多久了？I have been skating since nine o'clock. 我从九点开始滑的。

I have been skating for five hours. 我已经滑冰五小时了。

I'd like to start a snow globe collectors' club. 我想开办一个球体收集者俱乐部。

The more I learn about Chinese history, the more I enjoy living in China.我对中国的历史了解得越多，我就越喜欢住在中国。

重点语法：现在完成进行时日常用语：Congratulations on winning the skating marathon!祝贺你赢得滑冰马拉松比赛。

I’d like to collect stamps because they are interesting.我喜欢集邮，因为邮票很有趣。

If you know anyone else who collects them, please tell me.如果你知道还有其他人收集他们，请告诉我。

Unit 6 How long have you been collecting shellUnit 6 How long have you been collecting shell ?Teaching goals: 1. Words and expressions in this unit . 2. 现在完成进行时的用法。

3. Patterns: How long have you been doing sth ? I have been doing sth since … . I have been doing sth for … (period of time) . 4. 谈论人们做某事持续多长时间。

5. 谈论人们的业余爱好。

Important and difficult points: 1. Words and expression in this unit . 2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。

Teaching aids: teaching cards , pictures , a tape recorder . Period 1Teaching procedures : Step 1 Leading in Ask one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in 2003.Say,in this unit we’re going to talk about how long we’ve been doingthings .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat . Repeat the activity with other students . Step 2 Pre-task SB Page 44 , 1a . 1. Ask a student to read the three questions ,and answer the questions as example like this: I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I have been skating since five years ago . 2. Have Ss work in groups of four . 3. Ask the class each question and call on several different students to answer . Step 3 While-task SB Page 44 , 1b . 1. Play the recording and get Ss to fill in the chart . 2. Correct the answers . SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class. SB Page 45 , 2a & 2b . 1. Read the instructions and have Ss know what to do .2. Play the recording .Ss write down their answers .3. Correct the answers . Step 4 Post-task SB Page 45 , 2c . 1. Read theexample in sample dialogue in activity 2c . 2. In pairs,role play the interview between Alison and the reporter . 3. Ask two pairs to say their conversations to the class . Step 5 Grammar Focus SB Page 45 , grammar focus . 1. Review the grammar box .2. Explain that in these sentences “since” comes before a date and “for” before a period of time .3. Ask What is the difference between “How long did you skate ?”and “How long have you been sk ating?” .Explain that “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 6 Homework Review the present perfect progressive . 教学后记:Period 2Teaching contents: SectionA 3a,3b,4,SectionB 1a,1b,2a,2b,2c. Teaching procedures: Step 1 Leading in Ask some students the questions: How long did you skate ?How long have you been studying English ? Step 2 Pre-task SB Page 46 , 3a . 1. Ask Ss to read the passage and fill in the table . 2. Check the answers . SB Page 46 , 3b .Read the instructions and ask Ss to complete the task .Correct the answers . Step 3 While-task SB Page 47 , 1a & 1b . 1. Ask different students to say the items they see in the picture . 2. Ask students to write the names of things they collect and things they would like to correct in the chart .3. Ask some students to read their lists to the class .4. In pairs ,let students tell their partner what they collect and what they would like to collect .Say why .5. Ask several pairs to say their conversations to the class . SB Page 47 , 2a & 2b .1. Read the instructions and let the students know what to do .2. Play the recording and get students to fill in the chart .3. Correct the answers . Step 4 Post-task SB Page 47 , 2c . 1. Ask two students to read the example in the sample dialogue .2. Have students practice conversations in pairs .3. Ask two pairs to say their conversations to the class . Step 5 Homework SB Page 46 , Part 4 . 1. Read the instructions and ask two students to read the dialogue . 2. Make sure students understand what they need to do . 3. Have students complete the work in groups of four after class . 教学后记:Period 3Teaching contents: Section A 3a,3b,4a,4b,selfcheck. Teaching procedures: Step 1 Leading in Check the homework .Ask on group of students to share their conversations with the class . Step 2 Pre-task SB Page 48 , 3a . 1. Ask some different students to tell what they see in the picture . 2. Read the instructions and make sure students know what to do . 3. Ask students to read the e-mail on their own and then draw lines matching each snow globe with its description. 4. Correct the answers . Step 3 While-task SB Page 48 , 3b . 1. Read the instruction to make sure students know what to do . 2. Ask students to complete the message ,writing about Bob ,Marcia or Liam in activity 2a . 3. Ask some students to read their messages to the class . SB Page 48 , 4a . 1. Ask two students to read the dialogue. 2. Ask a student the same questions but let him answer with his own hobbies . 3. In groups of four ,have students complete the work .4. Ask two groups of students to share their conversations . SB Page 48 , 4b . 1. Point to the questions and ask a student to read them to the class . 2. In groups of four ,get students discuss each question . 3. Read the four questions one by one and ask each group to say their answers to the class . Step 4 Post-task SB Page 49 , Selfcheck , Part 1. 1. Ask students to fill in the blanks on their own . 2. Ask one student to write the answers on the Bb . 3. Correct the answers . 4. Ask somedifferent students to make sentences with the words given . SB Page 49 , Selfcheck , Part 2 . Ask students to complete the letter on their own .Then ask on student to read his letter to the class . Step 5 Homework Have students write their letters on their exercise books . 教学后记:Period 4Teaching contents: Reading:I’ve been studying history in China . Teaching procedures : Step 1 Before reading SB Page 50 , Section 1 . 1. In groups of four ,get students to discuss the three questions . 2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know . Step 2 While reading SB Page 50 , Section 2 . 1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand . 2. Let students read the passage again for detail . Step 3 After reading SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences . SB Page 51 , Section 3 , 3b & 3c .1. In groups of three ,let students practice the sample conversations first ,then make their own conversations .2. Ask two groups of students to present their own conversations in front of the class . Step 4 Go for it 1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss . 2. Ask students to share their ideas .3. In the same way ,do with the right part of the chart . Step 5 Homework 1. Remember the words and expressions in this unit . 2. Review the present perfect progressive . 教学后记:优品课件，意犹未尽，知识共享，共创未来！！！。