Unit 6 How long have you been collecting shell.doc

Unit 6 How long have you been collecting shell ? 孫風(fēng)梅Teaching goals: 1. Words and expressions in this unit .2. How to use the present Perfect Progressive Tense. 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. Talk about how long you have been doing things.5. Talk about persons hobbies.Important and difficult points: 1. Words and expression in this unit . 2. The differences between the three tenses：the Present Perfect Progressive Tense, the Simple Past Tense, the Present Progressive Tense.Teaching aids: teaching cards , pictures , a tape recorder .Unit6 How long have you been collecting shells? Period 1一、Knowledge Objects:(1)Key vocabulary: inline skating; marathon; skate; shell; collect(2)Key structures: How long have you been skating?Ive been skating for five hours.(3)Listening practice二、Ability Object:1.To train students ability of listening and speaking.2.Teaching Key Points : Key vocabulary. Key structures. Listening practice.三、Teaching Difficulties: How to improve students listening ability.四、Pairwork.:五、Blackboard Design:Unit 6 How long have you been collecting shells?A: How long has Alison been skating? B: Shes been skating for five hours.A: How long did Sam skate? B: He skated for four hours.六、Teaching Procedures:Step Greet the class and check the homework.Step Show the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat.Step Section A Draw a long horizontal line across the board. Say, This is called a time line. It shows the years from 19- to the present. Lets put some information about ourselves on the time line.T: Maria, when did you start studying English? S1:1997.T: Maria started studying English in 1997.(Write the words Maria started English above the date 1997 on the time line.)In this unit were going to talk about how long weve 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.Ss: Maria has been studying English since 1997.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 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.Step 1aThis activity provides oral practice using the target language.Go through the instructions with the class. Say, You will be talking with other students about some things you did in the last 24 hours.Write the words at and for on the blackboard. Say, You will be using the words at and for in some answers.Divide the students into some groups. Let students look at the three questions and read them to the class.(1)How long did you sleep last night? (2)When did you start class today?(3)How long have you been in class today?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.Ask the class each question and let several different students answer. Help the students phrase responses using the words at and for correctly.Step 1bThis activity gives students practice in understanding the target language in spoken conversation.First tell students, Were 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.(Its 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 say, You will write sentences about these people according to the recording.Get a student to read the sample answers.Ive been skating for five hours. I skated for four hours.T: What word comes before the number of hours?S: For.T: Thats right. We use the word for when we talk about a number of hours. We say for five hours or for ten days.Play the recording for the first time. This time students only listen. When play it a second time, say, This time listen to the tape carefully and write the sentences in the chart.Correct the answers.AnswersAlison: Ive been skating for five hours.Sam: I skated for four hours.Victor: Ive been skating for five hours.Celia: I skated for two hours.Step 1c PairworkThis activity provides guided speaking and listening practice using the target language.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 say, Now work with your partner. Begin with reading the conversation in the box with your partner. Then make a conversation about the people in the picture. You can use the names and sentences in Activity 1b.Are you clear? OK. Begin, please.As students work, move around the room, checking their progress. Offer language support if necessary.At the end ask several pairs of students to say their conversations to the class. Give them little presents if they do their work better.Step Optional ActivityWrite these words on the board in random order: how, long, have,