How long have you been collecting shells教案2篇

How long have you beencollecting shells?教案一

第一課時

一、學(xué)習(xí)目標

1．學(xué)會談?wù)撟约簩δ承酆贸掷m(xù)的時間長度。

如：過去有什么愛好，持續(xù)了多長時間，目前有什么愛好，這個愛好到目前持續(xù)了多長時間。

2．學(xué)會就上述問題向別人進行詢問。

3．通過談?wù)撟约河惺裁词詹貝酆?，持續(xù)了多長時間，有多少收藏品，學(xué)會for和since的用法。

4．學(xué)會就上述問題向別人進行詢問。

二、學(xué)習(xí)內(nèi)容

目標分類學(xué)習(xí)內(nèi)容

詞

匯 collect, shell, skate, inline, inline skating,marathon, since, a pair of, raise, several, snow globe, monster, probable, runout of, store, particularly, polar bear, let know, collector, by the way,bamboo, silk, common, topic, be interested in

語法句型

I．如何表示“從過去開始一直持續(xù)到現(xiàn)在，有可能還要持續(xù)下去的動作”。我們用下面的句式來表示這一概念：

主語 + have / has been + 現(xiàn)在分詞，如：

1．She has been skating for four hours.

到現(xiàn)在為止她滑冰已經(jīng)有四個小時了。

2．I have been collecting stamps since I was tenyears old.

我從十歲起就一直在集郵。

II．如果想詢問別人“做一件事有多久了？”，我們用“How long have/ has +主語 + 現(xiàn)在分詞？”這樣的句式來提問，如：

1．How long have you been studying English?

你學(xué)英語有多久了？

2．How long has your father been working in thecompany?

你父親在這個公司工作有多長時間了？

III．學(xué)會“since”和“for”在表示時間時的用法。

IV．區(qū)分“主語 + have / has been + 現(xiàn)在分詞”和“主語 + 動詞過去式”這兩個句式的不同點及熟練掌握這兩個句式的用法。

功能 Talk about how long you have been doing things

（談?wù)撃阕瞿臣虑橛卸嗑昧耍?/p>

三、朗讀單詞

1. collect v. 收集, 聚集, 集中, 搜集

2. shell n. 貝殼, 殼, 外形, 炮彈

3. inline adj. 一列式的；排成行的

4. inline skating 縱列式滑冰

5. marathon n. [體]馬拉松賽跑 (全長42,1954米)

6. a pair of 一對；一雙；一副

7. raise v. 募集；籌措

8. several adj. 幾個的，數(shù)個的

9. stamp n. 郵票, 印花, 印, 圖章

10. globe n. 球體；球形玻璃器

11. snow globe 里面有雪花的球形玻璃器

12. monster n. 怪物, 妖怪

13. probably adv. 大概, 或許

14. run out of （儲存物、供應(yīng)品等）用盡；缺乏

15. store vt. 貯藏, 貯備, 存儲

16. room n. 空間

17. particularly adv. 獨特地, 顯著地

18. polar adj. 北極的；南極的；近極點的

19. polar bear 北極熊

20. anyone pron. 任何人

21. let know 告知；使知曉

22. collector n. 收藏家，收集者；搜集者

23. by the way 順便說一句

24. bamboo n. 竹子

25. silk n. 絲綢

26. common adj. 共同的；普通的；常見的

27. free adj. 自由的；物拘束的

28. topic n. 話題；主題；題目

29. be interested in 對……感應(yīng)趣

四、任務(wù)示范

學(xué)生們正在進行馬拉松滑冰比賽，比賽已經(jīng)進行了一段時間，有些同學(xué)還在滑，有人已不滑了。請根據(jù)下面短文用“how long”編一個對話。

同學(xué)們在做這個練習(xí)時要注意如何詢問別人“做一件事有多久了？”

The students are having an Inline SkatingMarathon. Alison has been staking for five hours. Victor has been skating forfive hours, too. But San skated for four hours. He is tired. He is sitting onthe ground and having a test. He has been having a rest for about one hour.

下面請聽老師示范（Pairwork）:

A: How long has Alison been skating?

B: He has been skating for five hours.

A: How long has Victor been skating?

B: He has been skating for five hours, too.

A: How long did San skate?

B: He skated for four hours.

A: How long has he been having a rest?

B: He has been having a rest for one hour.

好，我們再做一次，這次你可跟老師一起做。

五、布置作業(yè)

1．請同學(xué)們反復(fù)朗讀單詞，并自查能記住多少單詞。

2．聽錄音：Section A 1b, 2a, 和2b

3．預(yù)習(xí)Section A 3a

附：聽力原文

P44 1b

Woman: Alison, how long have you been skating?

Alison: I’ve been skating for five hours.

Woman: Wow! Sam, how long did you skate?

Sam: I skated for four hours. I started at nineo’clock in the morning and

stopped at one o’clock in the afternoon. I’m verytired!

Woman: When did you start skating, Victor?

Victor: At nine o’clock.

Woman: So you’ve been skating for …

Victor: I’ve been skating for five hours.

Woman: How long did you skate, Celia?

Celia: Umm, let’s see … I skated for two hours.

答案：

Alison: I’ve been skating for five hours.

Sam: I skated for hour hours.

Victor: I’ve been skating for five hours.

Celia: I skated for two hours

P45 2a, 2b

Reporter: Alison, congratulations on winning theskating marathon!

Alison: Thank you.

Reporter: So, how long did you skate today?

Alison: For six hours!

Reporter: Was this your first inline skatingmarathon?

Alison: No, I skated in a marathon last year.

Reporter: You’re an excellent skater, Alison. Doyou skate every day?

Alison: Yes, I do.

Reporter: How long have you been skating?

Alison: Since I was seven years old. I got myfirst pair of skates on my

birthday from my grandmother …

答案：

2a: The following questions should be checked: 1 34 6

2b: 1. c 3. a 4. b 6. d

How long have you been collecting shells? 第二課時

第二課時

一、任務(wù)示范及講解

1．通過打電話的方式了解同學(xué)們有什么愛好（如：打籃球、彈鋼琴、學(xué)英語等）；這個愛好持續(xù)了多長時間？在過去某一個時間里是否做過這件事（如：昨天、前天、上個星期等等）；做了多長時間？

Name Hobby How long (for) Time (past) How long(for)

完成任務(wù)所需要的語言結(jié)構(gòu)：

1. What’s your name?

2. What is your hobby?

3. How long have you been playing basketball?

4. I have been playing basketball for about tenyears.

4. How long did you play it yesterday?

5. I played it for about two hours.

下面請聽老師示范：

Name Hobby How long (for) Time (past) How long(for)

Wang Gang play football for five years yesterdayone hour

Li Hong dancing for seven years last Sunday twohours

Zhao Ming swimming for four years last week tenhours

2．讓學(xué)生自述自己做某一件事的情況。如：

I have been studying dancing for about five years.I danced for about two hours last

Saturday. 等。

3．通過打電話對本班的同學(xué)作一個采訪，詢問他 / 她正在做什么？做了多久了？是否打算繼續(xù)做下去？并請同學(xué)們匯報調(diào)查結(jié)果

完成任務(wù)所需要的語言結(jié)構(gòu)：

1. What are you doing?

2. When did you do it?

3. How long have you been doing it?

4. How long did you do it?

下面請聽老師示范：

A: What are you doing?

B: We are watching a new movie.

A: How long have you been watching it?

B: We have been watching it for about ten minutes.

4．同學(xué)們，為了豐富你們的課余生活，學(xué)校準備組織課外活動小組。在組織活動小組之前，學(xué)校要對你們的愛好進行調(diào)查，你們有些什么愛好呢？這些愛好從什么時候開始的？到現(xiàn)在持續(xù)了多久？

請同學(xué)們通過這個練習(xí)學(xué)會“since”和“for”在表示時間時的用法。請看下面的例句：

1．The skating marathon has been going for eighthours.

2．I have been collecting kites for seven years.

3．He has been watching English movies since 1998.

4．I have been listening to music videos since I wasseven years old.

通過以上例句我們可以看出for后面接的是一個時間段：eight hours和 seven years，而since后面接的是具體的時間點：1998 （1998年）、I was seven years old（我7歲）。

首先聽老師的示范，……，下面請同學(xué)們自己完成表格。

Name Hobby How long

since

for

since

for

since

for

完成任務(wù)所需要的語言結(jié)構(gòu)：

1. I have been doing it since I was ten years old.

2. I have been doing it for six years.

老師示范：

Name Hobby How long

Wu Qing running since I have been running since Iwas a child.

for I have been running for five years.

Li Qiang collect kites since I have beencollecting kites since I was eight.

for I have been collecting kites for about sixyeas.

二．布置作業(yè)

1．聽力練習(xí)

Section B 2a, 2b

2．預(yù)習(xí)Section B 3a

附：聽力原文

P47 2a, 2b

Conversation 1

Girl: How long have you been collecting thesekites, Bob?

Bob: Since I was ten years old.

Girl: How many do you have?

Bob: Oh, I have about 22 so far.

Girl: Where do you fly them?

Bob: I usually fly them in the park when it’swindy.

Conversation 2

Boy: Wow, Marcia. Are these stuffed animals allyours?

Marcia: Yes, I’ve been collecting them for fiveyears.

Boy: How many do you have？

Marcia: Well, I have about 35.

Boy: Which ones do you like best?

Marcia: I like the panda best – he’s so cute! AndI also like the tiger. My

mother gave me that one.

Conversation 3

Girl: What do you collect, Liam?

Liam: I collect theater and movie tickets.

Girl: So how long have you been collecting them?

Liam: Since last year.

Girl: How many do you have?

Liam: I have 20. I put them in this book and writeif I liked the show or movie.

Girl: Looks like an interesting collection.

答案：

2a: Bob: kites

Marcia: stuffed animals

Liam: theater and movie tickets

2b: Bob: since he was ten years old, 22

Marcia: for five years, 35

How long have you been collecting shells? 第三課時

任務(wù)示范及講解學(xué)生們說一說自己的hobby或收藏。

內(nèi)容可以包括：What ? How long? When started?

Whether continue or not? 這項活動主要起復(fù)習(xí)和引導(dǎo)作用。

完成任務(wù)所需要的詞匯：

stamp（郵票）、shell（貝殼）、model car（模型汽車）、 coin（錢幣）、 kite（風(fēng)箏）、 theaterticket（戲票）、stuffed animal（用海面、碎布等作填充材料的玩具動物）、 movie ticket

（電影票）

下面請聽老師示范：

My name is Peter. I have been living in China forabout seven years. I like collecting stamps. I have been collecting Chinesestamps since I came to China. I have been collecting over three hundred Chinesestamps. I like Monkey King stamps best.

二．閱讀預(yù)習(xí)與講解

下面我們學(xué)習(xí)兩篇小短文P 46 Section A 3a和P 48 Section B 3a。在你們讀之前先由老師解釋一下本文中出現(xiàn)的一些短語，以便易于你們學(xué)習(xí)。

Section A 3a

1. raise money for charity 為慈善機構(gòu)慕錢

eg. We had a party to raise money for the doctorsand nurses last night.

昨天晚上我們舉行了一個為醫(yī)務(wù)工作者慕錢的晚會。

2. whole 整個的

eg. I have been studying for the whole eight hourstoday.

今天我已經(jīng)學(xué)習(xí)了整整八個小時了。

3. an hour ago 一小時以前

eg. I played football an hour ago.

一個小時以前我踢球了。

Section B 3a

1. thanks for doing sth 為（做）某事感謝某人

eg: Thanks for helping me study English.

謝謝你幫我學(xué)英語。

2. in fact 事實上

eg: In fact I like to study in school.

事實上我還是喜歡在學(xué)校學(xué)習(xí)。

3. run out of 用盡；缺乏

We’ve run out of room to store them 我們?nèi)鄙賰Υ嫠鼈儯╯now globes）的空間

4. If you know anyone else who collects them, … 如果你知道誰也（喜歡）收藏它們，……

這是一個由if引導(dǎo)的條件狀語從句，if在這里解釋為“如果……”，在這個狀語從句中又含有一個由who連接的定語從句，who在這里指anyone。

三．布置作業(yè)

2．閱讀Section A 3a的短文，并完成表格。

1．閱讀Section B 3a并做3b。

How long have you been collecting shells? 第四課時

一．疑難解析

I．如何表示“從過去開始一直持續(xù)到現(xiàn)在，有可能還要持續(xù)下去的動作”。如：到現(xiàn)在為止她滑冰已經(jīng)有四個小時了。又如：我從十歲起就一直在集郵。我們采用如下的方法來表示“從過去開始一直持續(xù)到現(xiàn)在，還要持續(xù)下去的動作”：

主語 + have / has been + 現(xiàn)在分詞，如：

1．She has been skating for four hours.

到現(xiàn)在為止她滑冰已經(jīng)有四個小時了。

2．I have been collecting stamps since I was tenyears old.

我從十歲起就一直在集郵。

在這兩個句子中，have和has是助動詞，因此把助動詞題簽，就構(gòu)成了一般疑問句，在have或has后面加not，就構(gòu)成了否定形式，have not和has not可以分別縮寫成haven’t和hasn’t 。如：

1．Have you been doing your homework since thismorning?

從今天早晨起你就一直在寫作業(yè)吧？

（表明寫作業(yè)這個動作從今天早晨就開始了，一直持續(xù)到現(xiàn)在，還要持續(xù)下去。）

2．I haven’t been seeing films for a long time.

我有很長時間沒有看電影了。

（表明沒有看電影這個動作從過去一直持續(xù)到現(xiàn)在，還要繼續(xù)持續(xù)下去。）

II．區(qū)分“主語 + have / has been + 現(xiàn)在分詞”和“主語 + 動詞過去式”這兩個句式的不同點及熟練掌握這兩個句式的用法。

1．“主語 + have / has been + 現(xiàn)在分詞”表示動作從過去開始一直持續(xù)到現(xiàn)在，并且還要繼續(xù)持續(xù)下去。如：

He is a pianist. He has been playing the piano forabout twenty years.

他是一個鋼琴家。他彈鋼琴大約有二十年了。

彈鋼琴這個動作從二十年前就開始了，一直持續(xù)到現(xiàn)在，由于他是個鋼琴家，那么彈鋼琴這個動作還要繼續(xù)持續(xù)下去。這里強調(diào)持續(xù)，而不是二十年間他一刻不停地在彈琴。又如：

I have been collecting snow globes for sevenyears.

我收集里面有雪花的玻璃裝飾品有七年了。

我有這個愛好，七年間我一直在收集這樣的裝飾品，但是不等于七年間我別的什么也沒干。

2．“主語 + 動詞的過去式”表式過去某個時間已經(jīng)發(fā)生了動作，有比較明確的表示過去的時間狀語。如：

I did my homework last night.

我昨天晚上做的作業(yè)。

表明“做作業(yè)”這個動作發(fā)生在昨天晚上，動作沒有持續(xù)性。

二．寫作指導(dǎo)

大家在學(xué)完這個單元以后要完成兩個寫作任務(wù)，即寫一個招聘廣告和一封應(yīng)聘信。招聘廣告可以模仿49頁上的第3題來寫，應(yīng)聘信可參考第48頁上的3a來寫。

下面請看示例：

學(xué)校歌詠隊要參加一個歌詠比賽，故而要招聘新成員，請你幫歌詠隊寫一個招聘廣告。

應(yīng)聘信

Dear Mike,

I’m from Class Two, Grade Two. I’m an outgoingboy. I am interested in singing songs. I have been singing songs since I wasfive years old. I have been studying English for six years, so I can sing manyEnglish songs. I am studying English songs now. Every Saturday I go to singingclub to study singing and English songs.

Yours sincerely

John

How long have you beencollecting shells?教案二

Period 1

1.KnowledgeObjects

(1)Key vocabulary: inline skating; marathon;skate; shell; collect

(2)Key structures: -How long have you beenskating?

-Ive been skating for five hours.

(3)Listening practice

2.Ability Object

To train students ability of listening andspeaking.

1. TeachingKey Points

Key vocabulary. Key structures. Listeningpractice.

2.Teaching Difficulties

How to improve students listening ability.

Pairwork.

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.

時序教學(xué)操作過程設(shè)計（重點寫怎么教及學(xué)法指導(dǎo)，含課練、作業(yè)安排）

Step Ⅰ Greet theclass and check the homework.

Step Ⅱ

Show the new words on the screen. Teach the newwords. Read the new words to students and ask students to repeat.

Step Ⅲ 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. Letsput 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.(Writethe words Maria started English above the date 1997 on the time line.)

In this unit were going to talk about how longweve 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 beenstudying English since 1997.(Point to the starting date and run the fingeralong the years up to the present year.)Class repeat. Maria has been studyingEnglish since 1997.

Ss: Maria has been studying English since 1997.

Repeat the activity using different dates forseveral other students. Use a different situation, such as When did you startto ride a bicycle? or When did you start to baby-sit? if these questions aremore appropriate. Each time ask the class to repeat a sentence, point to thestarting date and run the finger along the years up to the present year.

Step Ⅳ 1a

This activity provides oral practice using thetarget language.

Go through the instructions with the class. Say,You will be talking with other students about some things you did in the last24 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 studentslook 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 thesequestions 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 sleptfor ten hours.

While students work in groups, move around theroom checking their progress and offering help as needed.

Ask the class each question and let severaldifferent students answer. Help the students phrase responses using the wordsat and for correctly.

Step Ⅴ 1b

This activity gives students practice inunderstanding the target language in spoken conversation.

First tell students, Were going to listen to arecording of a reporter talking to the participants in an inline skatingmarathon.

Let students look at the picture and tell what ishappening. Help the students understand that the students in the picture are ata skating marathon. Then discuss with students what a marathon is.(Its acontest to see who can do something-run or dance or skate-the longest withoutstopping.)

Ask a student to read the instructions, and thename in the chart. Then say, You will write sentences about these peopleaccording 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 talkabout a number of hours. We say for five hours or for ten days.

Play the recording for the first time. This timestudents only listen. When play it a second time, say, This time listen to thetape carefully and write the sentences in the chart.

Correct the answers.

Answers

Alison: 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 Ⅵ 1c Pairwork

This activity provides guided speaking andlistening practice using the target language.

Ask a student to read the instructions aloud. Andlet students look at the picture in Activity 1a.

Have two students read the example in sampledialogue in Activity 1c.

Then say, Now work with your partner. Begin withreading the conversation in the box with your partner. Then make a conversationabout the people in the picture. You can use the names and sentences inActivity 1b.Are you clear? OK. Begin, please.

As students work, move around the room, checkingtheir progress. Offer language support if necessary.

At the end ask several pairs of students to saytheir conversations to the class. Give them little presents if they do theirwork better.

Step Ⅶ Optional Activity

Write 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 thewords one by one to make a question. For example the student might tap thesewords: how...long...have...you...been...riding...a...bicycle. Then the studentcalls on another

student to answer the question. Give severalstudents a chance to tap out questions.

Step Ⅷ Summary and Homework

Today weve learned some key vocabulary andstructures. Continue to make conversations with your partner after class. Nexttime Ill ask some pairs to read your conversations to the class again.

課題 How long have you been collecting shells? Period2

1.KnowledgeObjects

(1)Key vocabulary: since; pair; a pair of

(2)Key structures

Pairwork.

(3)Grammar focus

2.Ability Objects

To train students listening skill.

To train students communicative competence.

1.TeachingKey Points

Vocabulary and structures.

2.Teaching Difficulties

Groupwork

Grammar focus.

How longhave you been collecting shells?

A: How long have you been skating?

B: Ive been skating since I was seven years old.

A: How long have you been skating?

B: Ive been skating since nine oclock.

A: How long did you skate?

B: I skated for two hours

時序教學(xué)操作過程設(shè)計（重點寫怎么教及學(xué)法指導(dǎo)，含課練、作業(yè)安排）

Step Ⅰ Greet theclass and check the homework.

Ask a pair of students to say their conversation.

S1:How long has Victor been skating?

S2:Hes been skating for five hours.

S1:How long did Celia skate?

S2:She skated for two hours.

T: Very good. Thank you.

Step Ⅱ

Show the new words on the screen. Read the newwords to the class and ask them to repeat. Make sure every student canunderstand the meanings of the new words.

since conj. 自……以后；自從

pair n. 一雙；一對；一副

a pair of 一雙；一對；一副

Step Ⅲ 2a

This activity gives students practice inunderstanding the target language in spoken conversation.

Go through the instructions with the class. Lookat the six questions and ask different students to read the questions to theclass. Then rephrase them in simple words. For example question 1 can berephrased as How many hours did you skate today? Ask students what questionsthey still dont understand and explain the questions further as needed.

Then say, Youll listen to a recording of areporter talking to Alison. Please check the questions you hear. The first oneis given to you as an example. Do you understand? OK. Lets listen to therecording now.

Play the recording the first time. Students onlylisten. Play it a second time. This time students put a check in front of thequestions they hear.

Then check the answers.

Answers

The following questions should be checked:1 3 4 6

Step Ⅳ 2b

This activity gives students practice inunderstanding the target language in spoken conversation.

Say, Listen to the interview with the inlineskating marathon winner again. Draw lines to match the questions and answers inActivity 2a.

First point out the line drawn for the sampleanswer. 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 theclass. Then say, You will use these answers to answer the questions you checkedin Activity 2a.

Play the recording and let students draw lines connectingeach question with the correct answer:

Play the recording again and have students checktheir answers.

Answers

1.c 3.a 4.b 6.d

Step Ⅴ 2c

This activity provides guided speaking andlistening practice using the target language.

In this activity first ask students to look at thepicture and ask, whats happening in the picture?(A reporter is interviewingthe skating marathon winner.)

Have two students to read the example in sampledialogue in Activity 2c.

A: How long have you been skating?

B: Ive been skating since I was seven years old.

Then say, You will work with your partner. Roleplay the interview between Alison and the reporter.

Let students work in pairs. When they work, movearound the room checking the progress of the pairs and offering help as needed.

At the end ask a pair of students to say theirconversation to the class.

Step Ⅵ Grammar Focus

Review the grammar box first. Divide the classinto two group. One group read the statements and the other the responses.

Group 1:How long have you been skating?

Group 2:Ive been skating since nice oclock.

Ive 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...questionson the board using topics that are interesting to students. For example, Howlong has Alice been playing tennis? or How long has Alice been taking pianolessons? Then write the words since and for on the board. Ask differentstudents to answer the questions using these words. Two answers might be: He hasbeen 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 usefor? Help students understand that in these sentences since comes before adate, and for comes before a certain number of years.

Then do another example in which the answer willbe a time of day. For example, How long have you been sitting in thisclassroom? Again circle the words since and for. Help students understand thatin these sentences since comes before a clock time, and for comes before acertain number of minutes or hours.

Point to the second and third sentences in theGrammar Focus chart. Ask, What is the difference between How long did youskate? and How long have you been skating? Help students understand that thedid question means that the person has stopped doing the action. The have youbeen question shows that the person is continuing to do the action at thepresent moment.

Step Ⅶ Summary and Homework

This class weve done listening and speakingpractice using the target language. We must pay attention to the usage of thetwo words since and for.

Todays homework is to continue to make someconversations will your partners. Then revise grammar focus. Next time Ill asksome pairs to say their conversations.

課題 How long have you been collecting shells? Period3

1.KnowledgeObjects

(1)Key vocabulary: raise; charity; several

(2)Key structures

(3)Reading practice

2.Ability Objects

To train students reading skill. writing skilland communication

3.Sensibility and Value

To enable to ask for help when having difficultiesin learning.

1.TeachingKey Points

Key vocabulary and structures.

Reading practice.

2.Teaching Difficulty

Groupwork.

How long have you been collecting shells?

A: Liu Ying, what sport do you play?

B: Tennis.

A: When did you start?

B: When I was eleven.

A: So how long have you been skating?

B: Three and a half years.

時序教學(xué)操作過程設(shè)計（重點寫怎么教及學(xué)法指導(dǎo)，含課練、作業(yè)安排）

Step Ⅰ Greet theclass and check the homework.

Ask a pair of students to say their conversationabout 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 Ⅱ

Show the new words on the screen. Teach the newwords and read the new words to students. And ask students to repeat the words.

raise v. 募集；籌措several adj. 幾個的；數(shù)個的

Step Ⅲ 3a

This activity provides reading practice using thetarget language.

Go through the instructions with the class. Say,This activity asks you to give answers using language from this unit and fromthe past units.

Look at the picture. Ask, What is happening in thepicture?(Some people are skating. A reporter is reporting the skatingmarathon.)Marathon means a long race. Do you remember?

Use a projector to show the passage on the screenand read the message to students.

Im talking to you from the Hilltop School SkatingMarathon. Here, students are skating to raise money for charity. For every hourthey skate, each student raises ten yuan for charity. The skating marathon hasbeen going for five hours now, and several skaters are still skating. Alisonwas the first one to start, and has been skating for the whole five hours. Nextis Sam, and he has been skating for six hours. Lu Ning has been skating forfour hours, and Li Chen just started an hour ago.

Ask some students to read the passage aloud.

Point out the sample answer. Then have studentsfill in the table. Walk around the room when students work, checking theprogress.

Check the answers.

Answers

Sam4 hours

Lu Ning4 hours

Li Chen1 hour

Step Ⅳ 3b

This activity asks students to calculate the timestudents started the race.

Go 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.

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 somethingabout the people according to the time line.

Step Ⅴ 4 Groupwork

This activity presents an opportunity for studentsto use the language and structures of the unit to find out information aboutother students hobbies.

First ask two students to read the sampledialogue.

A: Liu Ying, what sport do you play?

B: Tennis.

A: When did you start?

B: When I was eleven.

A: So how long have you been skating?

B: Three and a half years.

Then let students look at the survey table. Askthem 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 fewstudents 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 Ⅶ Summary

This class weve read a passage and done a survey.Also weve done some exercises of the workbook. It made us strengthen thetarget language we had learned in Section A.

Step Ⅷ Homework

Review the new words. Next class Ill have youread the new words first.

課題 How long have you been collecting shells? Period4

1.KnowledgeObjects

(1)Key vocabulary: stamp

(2)Key structures

(3)Listening practice

2.Ability Objects

To train students listening skill and ability ofcommunication

3.Sensibility and Value

To be able to share our own collections withothers.

1.TeachingKey Points

Key vocabulary.

Key structures.

Listening practice.

2.Teaching Difficulty

Pairwork.

How long have you been collecting shells?

coins

kites beautiful

dolls interesting

toy animals

stamps

時序教學(xué)操作過程設(shè)計（重點寫怎么教及學(xué)法指導(dǎo)，含課練、作業(yè)安排）

Step Ⅰ Greet theclass as usual and check the homework.

Ask students to show their reports and get some ofthem to read their reports to the class. Put some of the reports up on thebulletin board so that students can discuss it after class.

Step Ⅱ

Show the new word on the screen. Read the new wordto the class and ask students to repeat.

stamp n. 郵票

Step Ⅲ Section B 1a

Show some pictures on the screen and ask studentsto say something about the pictures. Provide key words as needed. Write thesewords on the blackboard.

Point to the pictures. Ask different students tosay the items they see in the pictures. Write the key words on the board afterstudents point out these words in the pictures. Get the class to repeat thename of each item.

Go through the instructions with the class. Pointto the chart. Ask a student to read the sample answer under the words Icollect. Say, This column is for things you already collect. Point to the wordsI would like to collect. Say, This column is for things you dont collect now.Its for things you want to collect in the future.

Let students write the names of things theycollect and things they would like to collect in the chart. Have students dothe work on their own.

When students finish, let different students readtheir lists to the class. If there are any new words, write them on the boardand ask the student who said each word to explain what it is.

Step Ⅳ 1b

This activity provides oral practice using thetarget 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. Idlike to collect stamps because they are interesting.

Ask, Why do you collect shells? Why do you want tocollect stamps? Write the words beautiful and interesting on the board .Say,These words tell why he collects these things. Use words like these in youranswers.

Have students do the activity in pairs. When theywork, move around the room, checking their progress. Offer helps as needed.

Ask several pairs of students to say theirconversations to the class.

Step Ⅴ 2a

This activity gives students practice inunderstanding the target language in spoken conversation.

Say, You will hear three conversations. They areabout Bob, Marcia, and Liam and their collections. Write what each personcollects 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 thatpersons name and under the word What in the chart.

Correct the answers.

Answers

Bob: kites

Marcia: stuffed animals

Liam: theater and movie tickets

Step Ⅵ 2b

This activity gives students practice inunderstanding the target language in spoken conversation.

Point to the chart in Activity 2a.Say,Listen tothe 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 manyof each thing they have.

Play the recording. If necessary, pause it aftereach conversation to give students time to finish writing their answers.

Correct the answers.

Answers

Bob: since he was ten years old,22

Marcia: for five years,35

Liam: since last year,20

Step Ⅶ 2c Pairwork

This activity provides guided speaking andlistening 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: Hes been collecting kites since he was tenyears old.

Then ask students to practice conversations inpairs. When students work, move around the room checking their progress andoffering help as needed.

At the end ask several pairs of students to saytheir conversations to the class.

Step Ⅷ Optional Activity

Play a memory game with the class. Ask questionssuch as Who collects stuffed animals? What does Liam collect? How long hasMarcia collected stuffed animals? How many tickets does Liam have? Ask studentsto answer in complete sentences.

Step Ⅸ Summary

This class weve learned some key vocabulary anddone some listening, speaking and writing practice.

Step Ⅹ Homework

Preview the new words on next page.

課題 How long have you been collecting shells? Period5

1.KnowledgeObjects

(1)Key vocabulary: snow globe; run out of; store;let know; by the way

(2)A reading passage

(3)Writing practice

2.Ability Objects

To train students ability of comprehension andwriting skill

3.Sensibility and Value

To be able to ask for help when havingdifficulties in learning.

1.TeachingKey Points

Key vocabulary words.

The reading passage.

Writing practice.

2.Teaching Difficulty

Writing practice.

How long have you been collecting shells?

now globe

monster

polar bear

penguin

birthday cake

時序教學(xué)操作過程設(shè)計（重點寫怎么教及學(xué)法指導(dǎo)，含課練、作業(yè)安排）

Step Ⅰ Greet theclass as usual and check the homework.