Unit6Howlonghaveyoubeencollectingshells-第四课时教案

Unit6 How long have you been collecting shells?Period OneⅠ. Teaching contents：Section A: 1a-1cⅡ. 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表达自己的爱好持续的时间，培养学生应用英语进行交际的能力。

Ⅲ. Teaching key and difficult points.1. Vocabulary : inline skating; marathon; skate; shell; collect2.Target sentences:—How long have you been skating?—I’ve been skating for five hours.Ⅳ. Teaching aids：a tape recorder; a projectorⅤ. Teaching ProceduresStep ⅠGreet the class and check the homework.❶ Greetings.❷ Talk with students about the following:1.Did you sleep well last night?2.When did you start class today ?Help the students to answer.Step ⅡShow the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat.Step ⅢPresentationDraw a long horizontal line across the board. It shows the years from 2003 to the present. Let’s put some information about ourselves on the time line.T: Maria, when did you start studying English?S1:2004T: Maria started studying English in 2004.(Write the words Maria started English above the date 2004 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 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.)Class repeat. Maria has been studying English since 1997. She has been studying 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 Ⅳ1aGo through the instructions with the class.Write the words at and for on the blackboard. Say, You will be using the words at and for insome 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 around the room checking their progress and offering help as needed.Step Ⅴ1bFirst tell students, we’re 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 picture are at a skating marathon. Then discuss with students what a marathon is.(It’s 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 write sentences about these people according to the recording.Play the recording ,Ss write the sentences in the chart. Correct the answers.Step Ⅵ1c PairworkAsk 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 with your partner.Step ⅦOptional ActivityWrite 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 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. Give several students a chance to tap out questions.Step ⅧSummary and HomeworkToday we’ve learned some key vocabulary and structures. Continue to make conversations with your partner after class. Next time I’ll ask some pairs to read your conversations to the class again.Written work: 1. copy new wordsUnit 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: He skated for four hours.Period TwoⅠ. Teaching contents: Section A: 2a-2cⅡ. Teaching aims and demandsⅢ. Teaching key and difficult points.1. Vocabulary: since; pair; a pair of2. Target sentences:How long have you been skating?I’ve been skating since I was seven years old.Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep ⅠGreet 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 good. Thank you.Step ⅡShow 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 Ⅲ2aGo through the instructions with the class. Ask students 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 6Step Ⅳ2b Listen to the interview 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. Then Play the recording and let students draw lines connecting each question with the correct answer:Answers 1.c 3.a 4.b 6.dStep Ⅴ2cIn 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 students 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 andthe 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 pair of students to say their conversation to the class.Step ⅥGrammar FocusReview the grammar box first. Divide the class into two groups. One group read the statements and the other the responses.Group 1: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, How 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 years. 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. Ask, 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.Step ⅦSummary and HomeworkThis 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 some pairs to say their conversations.Period ThreeⅠ. Teaching contents: Section A 3a—4.Ⅱ. Teaching aims and demandsTo train students’ reading skill. writing skill and communicationⅢ. Teaching key and difficult points.1. Vocabulary : raise; charity; several2.Target sentences:A: When did you start?B: When I was eleven.A: So how long have you been skating?B: Three and a half years.Ⅳ. Teaching aidsa tape recorder; a projectorⅤ. Teaching ProceduresStep ⅠGreet 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?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: Excellent. Thank you.Step ⅡShow 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 Ⅲ3aGo 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. 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 the room when students work, checking the progress.Check the answers.Sam 4 hours Lu Ning 4 hours Li Chen 1 hourStep Ⅳ3bGo 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 around 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 Ⅴ4 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.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 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 ⅦSummaryThis class we’ve read a passage 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 ⅧHomeworkReview the new words.Period FourⅠ. Teaching contents: Section B: 1a-2cⅡ. Teaching aims and demands能用所学的目标语言谈论收藏爱好和历史Ⅲ. Teaching key and difficult points.1. Vocabulary : stamp kite2.Target sentences:What does Bob collect? He collects kites.How long has she /he been collecting kites?Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep ⅠGreet 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 reports up on the bulletin board so that students can discuss it after class. Step ⅡShow the new word on the screen. Read the new word to the class and ask students toStep ⅢSection B 1aShow 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 these 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. 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 their 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 Ⅳ1bThis 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. I’d like to collect stamps because they are interesting.Ask, Why do you collect shells? Why do you want to collect stamps? Write the words beautiful and interesting on the board .Say, These 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 Ⅴ2aThis activity 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 students 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.AnswersBob: kitesMarcia: stuffed animalsLiam: theater and movie ticketsStep Ⅵ2bThis activity 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 each 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.AnswersBob: since he was ten years old,22Marcia: for five years,35Liam: since last year,20Step Ⅶ2c PairworkThis activity provides guided 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 since 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 ⅧOptional ActivityPlay a memory game with 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 ⅨSummaryThis class we’ve learned some key vocabulary and done some listening, speaking and writing practice.Step ⅩHomeworkPreview the new words on next page.Period FiveⅠ. Teaching contents: Section B: 3a-4b self checkⅡ. Teaching aims and demandsa:能从阅读中获取相关的信息b.会根据村料模仿写作Ⅲ. Teaching key and difficult points.1. Vocabulary : snow globe; run out of; store; let know; by the way monster.2.Target sentences:Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Step ⅡShow the new words on the screen and teach the new words. Read the new words to students and ask them to repeat.Step Ⅲ3aThis activity 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 polar 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 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.AnswersA line should connect each snow globe picture with the words that describe it in the letter.Step Ⅳ3bThis activity provides 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 offering 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 beencollecting them since 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 Ⅴ4a GroupworkThis activity presents an opportunity for students to use the language and structures of the unit to find out information about 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’s hobby and fill in the chart. Complete the work in groups.At the end let a few students to share the sample conversation.Step Ⅵ4b GroupworkThis activity provides guided oral practice using the target language.First tell students they will discuss the four questions below in small groups.Point to the questions and let a student to read them to the class.·What is the most common hobby?·What is the most unusual hobby?·What is the most interesting hobby?·What hobby would you like to try?Say, Now work in small groups. Start by reading the four questions. Then go back and discuss each question with the group. Ask each other questions until you learn the answer to each question.When students talk, walk around the room checking their work. Offer language support as needed.Read the four questions one by one and ask each group to say their answers to the class. Step ⅦSummaryThis class we’ve had a lot of reading, writing and speaking practice using the targetIn all the activities I hope you can learn to cooperate and make great progress together. Step ⅧHomeworkNext class we’ll have our Self check paper. Please preview the exercises to see if you have any difficulty in understanding.Period SixⅠ. Teaching contents: reading: I’ve been studying history in ChinaⅡ. Teaching aims and demandsa:培养阅读技巧，提高阅读能力。

Unit6 How long have you been collecting shells?The First教学目标知识技能1. Words:collect, marathon, skate, shell, since, etc.2. Learn the sentence pattern:How long have you been skating?3. Use what they have learned to talk about someone s interest, hobbies and continuous time to complete the task.4. Learn the usage of the present perfect tense.Get Students to master the key words and the important sentence patterns by groupwork, pairwork and listening.情感.态度价值观By talking about the interests of the students, develop their interest in life. Through talks about a celebrity's interest, encourage students to study hard, inspire students to build up the lofty ideals, and fight for their ambition重点难点1. Learn the sentence pattern:How long have you been skating?2. Learn the usage of the present perfect continuous tense.1. Use knowledge learned before correctly to ask or describe someone's interest, hobbies, etc.2. Fluently use the present perfect progressive tense.教学准备An English textbook, tape recorder and some cards.教学过程Step I Warm-upT: Good morning, boys and girls.Ss: Good morning, Miss/Mr...T: Today we are going to learn the topic: How long have you been doing sth ?T: Now look at the blackboard. (Draw a long horizontal line across the board) This is called a timeline. It shows the years from past to the present. Let's put some information about ourselves on the timeline.T: When did you start studying English?Si: 2006.T: Si started studying English in 2006. (Write the words "Si started studying English" above the date 2006 0n the time line. ) So how long have you been studying English? (Point to the date 2006 0n the time line and help the student. )S1 : Since 2006.T:(Look at the class. )Correct. Si started studying English in 2006. (Point to the starting date and run the finger along the years up to the present year. )He has been studying English for 6 years. Repeat after me, please. Si started studying English in 2006. He has been studying English for 6 years.Ss: Si started studying English in 2006. He has been studying English for 6 years.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 babysit?" if these questions are more appropriate. Each time ask the class to repeat a sentence, point to the starting date and run the finger a-long the years up to the present year.Step I Presentation. Groupwork (la)T: Now let's talk about these three questions:How long did you sleep last night?When did you start class today?How long have you been in class today?Write the words at and for on the blackboard.T: You will use the words at and for in sorru answers. For example: I started class at 70'clock. 'slept for ten hours. Discuss in groups. Then I'll ask some students to answer them.While students work in groups, move around the room checking their progress and offering help as needed After some time, the teacher stops the students.T: Now I'll ask some groups to show their answers.Choose one student in a group. Ask him or her to answer these questions.Help the students give responses using the words at and for correctly.2. Listening. (lb)T: Now look at the picture on page 44. What can you see in the picture? Sl: I can see a skating marathoruS2 : I can see a reporter.S3 : I can see some players. They are skating.T: Good. What is the reporter doing?S4 : She is doing an interview with the players.T: What questions did the reporter ask?Ss : She asked: How long have you been skating?T: Yes, she asked: How long have you been skating? How long did you skate? Look at the chart below in 1b. What are Alison and Sam's answers?Ask two students to read them aloud.T: Good job. Now let's listen to the recording and fill in the chart to complete Victor and Celia's answers. Are you ready?Ss: Yes.The teacher plays the tape.After listening, ask two students to read the answers.Answers :Alison: I've been skating for five hours.Sam: I skated for four hours.Victor: I've been skating for five hours.Celia: I skated for two hours.T: OK,class. What word comes before the number of hours?Ss: For.T: That's right. We use the word for when we talk about a number of hours. We say "for five hours" or "for ten days".3. Pairwork. (lc)T: Now look at the picture, talk about the people in it. You can use theinformation in the chart in lb. Work with your partner. Begin with reading the conversation inthe box with your partner. Are you clear? OK. Let's begin, please. .As students work, move around the room, checking their progress. Offer language support ifnecessary.At the end ask several pairs of students to say their conversations to the class. Give thempresents if they do their work better.stepⅢPractice1. Listening and checking. (2a)T: Now listen to another conversation The re-porter is doing an interview with the skating mara-The teacher plays the tape. After playing, askone student to answer.Si : Alison is the winner.T: Good. And what questions are the reporter asking? Look at the chart in 2a. First, I'll ask some students toread them aloud. Who wants to try first?Sl : Me.T: Great.Si reads the first questionThen the teacher asks other students to read therest questions.T: What questions will the reporter ask? Listenand check the questions you hear. The first one is giv-en to youas an example. Do you understand? OK.Let's listen to the recording now.Play the recording the first time. Students onlylisten. Play it a second time. This time students put acheck infront of the questions they hear.Answers :1 3 4 62. Listening and matching. (2b)T: OK,let's read the questions the reporter willask together.Students read them together.T: What are Alison's answers to these ques-tions? Read through the answers in the chart in 2aquickly. Listen tothe conversation again and matchthe questions with the answers.Play the recording and let students draw linesconnecting each question with the correct answer.Play the recording again and have students checktheir answers.Answers:1. c 3. a 4. b 6. d3.Pairwork (2c)T: Now let's role-play the conversation betweenthe reporter and AlisonUse the information in 2a.Work with your partner. After a while I will ask somepairs to show their interviews.Let students work in pairs. When they work,move around the room checking the progress of thepairs andoffering help as neededIn the end ask a pair of students to say their con-versation to the class.. Step N Consolidation1. Review the grammar box first. Divide the classinto two groups. One group readsthe statements andthe other reads the responses.Group l: How long have you been skating?Group 2: I've been skating since nine o'clock.I've been skating for five hours.Group l: How long did you skate?Group 2: I skated for two hours.2. Then write some "how long have youbeen .. "--questions on the board using topics that areinteresting tostudents. For example, " How long hasAlice been playing tennis?"or "How long has Alicebeen taking piano lessons?" Then write the wordssince and for on the board. Ask different students toanswer the questions usingthese words. Two answersmight be: He has been playing tennis since 2008. Hehas been playing tennis forthree years. Circle thewords since and for in the sentences.3. Ask: When do you use since and when do youuse for? Help students understand that in these sen-tences since comes before a date,and for comes be-fore a certain number of years.4. Then do another example in which the answerwill be a time of day. For example: How long .haveyou been sitting in this classroom? Again circle thewords since and for.5. Point to the second and third sentences in theGrammar Focus chart. Ask,What is the difference be-tween "How long did you skate?" and "How longhave you been skating?" Help students understandthat the did question means that the person hasstopped doing the actionStep V SummaryToday we have learned another new languagegoal-the present perfect continuous tense, so wemust keep in mind the expression-how long haveyou been doing things,and in this class we simplypractice it by speaking(la,lc, 2c) and listening(lb,2a,2b). Meanwhile, we have learned some usefulwords such as the difference between since and for.StepⅥHomework1. Review the present perfect progressive tense.2. Review some new words and phrases.板书设计。

知识目标：八年级下英语Unit6 Section A(1a-2c)第一课时（预习案）掌握下列词汇：collect,shell,marathon,skate,pair,since.熟背句型：1.—How long have you been skating?—I have been skating since nine o’clockfor five hours.2.— How long did you skate?—I skated for two hours.正确运用语法：现在完成进行时。

能力目标：培养学生运用现在完成进行时来“谈论一直做某事”这一语言功能的意识和能力。

情感目标：使学生在学习本单元采访和报道中获得快乐、成就感和启迪。

教师寄语：Better English，better Life!预习任务：任务一：自主完成以下词汇收集贝壳一双溜冰鞋自从马拉松赛跑一双溜冰鞋在马拉松赛中任务二：自主预习1b,2a,2b 的听力1.译下面的句子. I’ve been skating for five hours.I skated for four hours.2.以上两个句子有什么区别: .3.拓展练习: a. 自从八点开始，我就已经滑冰了..b.我读过这本书. .c.我收集贝壳已经两年了。

.4.自主区别for /since 用于现在完成进行时的用法.任务三：how 的相关词组:how 多少（钱）how 多少(人)how 多远how 多久一次how 多大how 多久以后任务四：自主归纳现在完成进行时态的构成及用法，标志词.构成: .标志词: .用法: . 预习质疑: 在预习中那些地方不明白或不理解..教学案教学目标：知识目标：词汇：collect,shell,marathon,skate,pair,since.句型：1.—How long have you been skating?—I have been skating since nine o’clockfor five hours.2.— How long did you skate?—I skated for two hours.语法：现在完成进行时。

Unit 6 How long have you beencollecting shells?说课稿我今天说课地题目是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地内容.下面我就本课地教材、教法、学法、教案程序和板书设计五方面地教案加以说明.一、教材分析1、教材地地位和作用本课地中心话题是“谈论一直做某事”,主要围绕“How long have you been collecting shells ？”这个话题而展开地,编者以此为依托引进对现在完成进行时地学习和对一般过去时地对比学习.谈论个人地爱好这一话题必定会引起学生地兴趣和讨论.这一话题地引入恰到好处地为我们教师培养学生地创造性思维和发散性思维构建了一个良好地平台,为学生地探究和合作学习提供很好地素材.本课在整个单元地学习中是一个重点,为下面现在完成时地学习打下一个很好地基础.2、教案目标根据以上地分析,为了更好地实施目标导学,以提高教案效率,通过听、说、读、写地训练,使学生获得英语基础知识和运用基础知识进行交际对话地综合语言运用能力.因此,根据教材特点,结合学生地实际情况,我把本课地教案目标设定如下：A、语言知识目标1）重点词汇：collect, inline, marathon, skate, stamp, shell, globe,monster2）、for 和 since 地用法.3）、现在完成进行时地理解和用法.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”,这一语言功能项目地意识和能力.<2）、培养学生能就当前已发生并正在进行地场景做现场报道和访问地能力.C、情感态度目标<1）让学生在学习本单元采访和报道地过程中,获得交际所得到地快乐、成就感和启迪.<2）让学生从“How long have been doing…?”中获得坚持不懈、持之以恒地毅力和动力.<3）通过小组合作和探究学习调动学生地学习积极性,并使学生明白团队合作精神地重要性.3、教案重点与难点<1）、主语+have/has been +动词地现在分词结构地运用.<2）、引导时间地介词for 和since 地用法.<3）、一般过去时与现在完成进行时地用法.以上三点既是本课地重点也是难点.重难点确立地依据是新课程标准地要求以及本课在教材中所处地地位和作用.二、生情分析通过一年多英语地学习,学生已经初步掌握了英语地几个基本时态,也积累了不少动词及动词词组,为探究新时态,打下了良好地基础,有能力去接受新语法项目.但是毕竟农村地学生基础薄弱,也比较腼腆,所以在学习探究及展示上比较吃力.但是,这个年龄段地学生对自己感兴趣地话题还是很愿意谈论地三、教法学法分析1.教法新地课程标准指出,英语教案要始终发挥学生地主体作用,要采用以学生为中心地教案思路,要设计以学生为中心地教案活动,在英语课程地每个教案环节上要充分考虑学生地需求,学校、教师、课程都是为学生服务地.因此,在教案过程中我开展以学生为主体地师生、生生等双边以及多边活动,精讲巧练,由浅入深,由易到难,由已知到未知,循序渐进地深化教案内容.课程标准还指出：在英语课程中,应努力倡导学生地积极参与,让学生在学习过程中不仅能构建知识,提高语言能力,而且通过感知、体验、参与实践、合作探究等活动方式,完成任务和实现目标.因此,在教案中我主要采用了目标导读法,任务型教案法,问题情境教案法.在整个教案过程中以任务型教案法为主,充分利用视听,强调耳、眼、手等感觉器官和大脑去整体感知和认识外语材料.我为学生创设真实地语言环境和可操作地任务,让每个学生都能在真实地语境中进行自然地交流,在共同完成任务中学习新地知识,从而使学生学有所得,学有所用.因为初中生注意力集中地时间不太长,学习兴趣难以持久,而《课程标准》中明确指出：兴趣是学习地动力,是教案过程中不可缺少地重要因素之一.克里姆林斯基也说过：成功地外语课教案应在课堂里创设更多地情境.因此,在教案本课时,我应用了多媒体、教案挂图、录音机、充分利用已有地教案资源并制作教案课件,通过深受学生喜欢地图片,配以文字来演示一般将来时地基本用法.以激发学生地学习兴趣,集中他们地注意力,提高学习效果.2.学法在英语学习中,教师要把凡是学生能够自己独立做地事情都给学生留出空间,让学生有时间、有机会去选择、决定；去思考、实践、体验、感悟；去创造、应用.而不要什么都由教师灌输,什么都听教师摆布.我国古代不就有“鱼”“渔”之说吗？在对学生地学法指导方面我主要采用：自主学习法合作讨论法同时本课还设计了几个任务,让学生积极参与,合作完成任务,培养了团队精神.四、教案过程Step1:Warming-up,activities用多媒体播放奥运会精彩片,展示著名运动员,歌星,影星相片,同时欣赏英文歌曲“Holiday”鼓励学生说出自己及名人地爱好.<以学生关注地奥运会、歌星、影星照片为导入,旨在营造热闹宽松地课堂气氛,让学生开拓思维积极发言,并为后面讨论活动打下基础.）Step2:Pre-task①Look, ask and answer<通过看屏幕上地图片来复习以前所学关于爱好、兴趣词汇.）collect skate shell stamp since marathon②Look and discuss用幻灯片展示讨论问题1. How long did you sleep last night?2. When did you start class today?3. How long have you been in class today?③Look and learn边演示与边说I’m a teacher, I have been teaching for eight years. My favorite sport is playing basketball. I have been playing for five years.Help the students to understand.<由屏幕快速闪动画,让学生进行短暂记忆,培养观察自学能力,同时让学生自然操练基本句型,为任务活动做词汇、句型铺垫.）Step3:while-task①play a guessing game 用what’s he /she doing? When did he start skating? How long has he /she been doing…?引入任务,让学生们猜测大屏幕中人物爱好及开始时间.②Look,listen and write通过动画向学生提供听力背景,让学生带着问题有目地听录音,并填写相关表格.③Ask and answer.用多媒体课件展示各活动、爱好,组织学生开展小组问答.(该活动把游戏与语言学习结合起来既有趣,又容易操作,调动学生们地兴趣>④Make a short dialogue. 通过学生动作和用实物演示来创设情景,分小组进行表演.⑤Discussion 学生分小组讨论.What’s your hobby?How long have you been doing…?并要求学生作好记录.<通过完成任务,帮助学生养成自学能力和合作学习能力,同时掌握信息采集地表达方式）小组派代表汇报讨论结果,教师汇总统计,并公布全班学生地爱好及持续时间.Step5:HomeworkMake a survery of famous stars’ hobbies.五、教案评价在完成任务地过程中,重点培养口语能力和想象表演能力,关注全体学生,让每个学生都参与进来,活动地设计具有开放性,给学生展开想象地机会去了解社会.活动中,既有个人思考地时间又有与他人合作地机会,有助于培养学生地思维能力,表演能力和合作精神,同时对学生收集邮票,做各种体育运动地业余爱好进行肯定.培养学生高尚地生活情趣,对话过程中,涉及了大量地名人,激发学生学习英语地兴趣并调动学生主动参与课外活动,课后地积极性.学生在真实地语言环境中,异常投入,收效颇佳.六、板书设计本课以素质教育为目地,结合教材重点难点以及英语学科地特点,利用多媒体辅助教案,从视、听、说、写等方面使学生得到锻炼,在愉快、轻松地氛围中温故而知新,在合作、探究地学习中达到初步运用英语交际地能力.本课地板书设计比较简单,简述如下：因为在说课地过程中难免会有不当不足之处,还望各位老师不吝赐教,多提宝贵意见,以提高教案水平.。