Section A第一课时评课稿

Unit 6

How long have you been collecting shells ? Section A 1a-Grammar Focus教学设计

河西学校

滕碧英

一、教材分析：

本节课是人教版八年级下册Unit 6 How long have you been collectingshells ?的第一课时 Section A 1a-Grammar Focus。本节课的语言目标是谈论人们做某事持续多长时间，课本以学校的滑冰马拉松赛跑为素材，让学生学习现在完成进行时的用法，掌握一般过去时和现在完成进行时的区别，并运用句型结合实际生活进行交流，达到用英语做事情的目的。

二、教学目标：

I. Aims of knowledge:

New words and expressions: collect, shell, marathon, pair, skate, since

New sentences: How long have you been skating?

I have been skating for five hours / since I was seven years old.

II. Aims of skill:

Be able to talk about how long we’ve been doing things.

III. Aims of emotions:

Get the Ss to know about each other and get on well with each other.

三、教学重难点：

教学重点是学习现在完成进行时的用法，难点是for 和since的用法区别。

四、教具：

多媒体和录音机。

五、教学方法：

本节课为新授课，采用呈现、操练、练习和巩固运用相结合的方法，并结合运用任务型教学方法，让学生在学中做、在做中学，反复练习运用，以达到英语学习的目的。

六、教学过程：

Step 1: Leading in

T: Hi, boys and girls, I’m very glad to see you here. In this class we are going to learn English together. And I hope we’ll have a great time, OK? Ss: Ok.

T: In this class we are going to learn Unit 6 How long have you been collecting shells ? Section A 1a-Grammar Focus. (written on the blackboard). We’re going to talk about how long we’ve been doing things .What is a shell? Do you know? Please look at the picture. It is a shell. It means…Ss: 贝壳.T: Very good! I have many shells, it means I have a shell collection, I often collect shells. What’s the meaning of “collect shells”? Ss: 收集贝壳.T: You are very smart. Now please read after me, collect shells…

（设计说明：上课开始时，教师和学生进行自由对话，并致以美好的祝愿，打破了人们之间的冷淡、拘束，营造轻松和谐的气氛。然后引出课题，用图片学习生词，直观形象，学生易于理解掌握。）

Step 2: Presentation

T: Boys and girls, do you like English? Do you like studying it? When did you start studying English? I want to know. S1: I started studying English in 2002.T: How long have you been studying English? (written on the blackboard) Help him to answer : I have been studying English since 2002./I have been studying English for two years . (written on the blackboard) Get Ss to repeat .

Repeat the activity with other students .

（设计说明：从学生的实际生活体验入手，通过询问学生学习英语的时间，引出本节课的重点句型，然后领读，操练）。

Step 3: Check

Have a check. Fill in the blacks with “for” or “since”.

（设计说明:在上一步中学习到for 和since的用法，它们的区别是本节课的难点，做练习题加以巩固。）

Step 4: Pairwork

T: Boys and girls, please look at the pictures, let’s work in pairs, ask and answer about the pictures with “ how long have you been doing things?

（设计说明: 给学生四幅动画图片，让两人一组运用学习过的句型谈论图画内容，巩固运用所学知识，另外采用动画图片能调动学生的学习积极性。）

Step 5: Presentation

T: Boys and girls, look at this picture. What is she doing? Ss: She is skating. T: How long has she been skating? …What’s the meaning of “skate”

here? Ss:溜冰。T: Yes, and it has another meaning “溜冰鞋”, a pair of skates, “pair” means “一双，一对”…（设计说明: 通过滑冰的图片练习新句型，然后引出生词，直观形象，学生易于掌握。）

Step 6: 1b Listening

T: Boys and girls, do you like skating? Here is a school skating marathon. A school skating marathon is a contest to see who can skate the longest without stopping. So what’s the meaning of “marathon”?...Now please look at the picture, it’s a school skating marathon. This is a reporter. She is interviewing Alison. This is Alison, and this is Victor. They are continuing to skate at the present moment. This is Sam and this is Celia. They are tired and they stopped skating. Listen to the tape, the reporter is talking to the participants in a skating marathon. Fill in the chart below.

Play the recording and get Ss to fill in the chart . Correct the answers .（设计说明: 通过学校滑冰马拉松赛跑的图片学习生词。对图片上的人物做简单的介绍，给听力练习打好基础。）

Step 7: 1c Paiwork

T: Boys and girls, let’s look at the picture again. You’ll work with your partner. Make a conversation and talk about the people in the picture. Then ask some pairs to say their conversations to the class.

（设计说明: 在1b的基础上，让学生对图片上的人物运用一般过去时和现在完成进行时做俩俩对话，进一步巩固运用所学句型。）

Step 8: 2a

Listening

T: Boys and girls, can you guess who will win the marathon? Ss: Alison. T: Yes, you are very clever. Alison is the winner. Listen to the interview with the skating

marathon winner and check the questions you hear. I’d like you to read the questions first. Ok, let’s listen and check. Play the recording .Ss write down their answers .Correct the answers .（设计说明: 给学生简单介绍听力内容，并让学生齐读听力问题，为学生做题降低难度。）

Step 9: 2b

Listening again

Listen again. Draw lines to match the questions with answers in activity 2a.

Step 10: 2c Pairwork

T: Boys and girls, we have known sth. about the marathon. Now I’d like you to work in pairs. Role play the interview. Student A is the reporter. Student B is Alison.

（设计说明: 课本内容已经学习完了，让学生用学习过的句型就课本内容做对话练习，巩固所学知识。）

Step 11: Interview

T: Boys and girls, do you like skating marathon? What other sports do you like? Let’s play an interview game. One student can be the reporter, and you can interview any other student in our class about his favorite sport. You may start like this…（设计说明: 本节课学习了有关滑冰马拉松赛跑的内容，在此基础上让学生运用所学知识做采访游戏，提高学生的学习兴趣，又能巩固知识。）

Step 12 : Making a survey and giving a report

T: Boys and girls, what do you know about your classmates. Let’s work in groups of four and make a survey…then you can have a report like this…

（设计说明: 让学生运用所学知识，做一个四人小组调查，了解一下同学们的喜好，增强同学之间的感情。）

Step 13：Summary

T: What have we learned in this class? Can you have a summary?...

（设计说明: 让学生总结本节课所学内容，进一步复习巩固，又为下面的练习题奠定基础。）

Step 14: Exercise

Step 15:Homework

教学总结和反思

本节课让学生在老师的指导下，通过感知、体验、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际能力的提高。同时师生交互合作，相互沟通，相互影响，相互补充，从而达到共识、共享、共进，这是教学相长的真谛。

2010年6月