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八年级英语下册Unit6的教学设计一、教学内容分析本课时的内容是以慈善活动“滑冰马拉松”的新闻报道为主题，通过以读促说的教学目的展开话题。二、教学目标1、语言目标词汇：skaterraiseseveral句型：Howlonghaveyoubeendoingsomething?Ihavebeendoingsomethingfor/since….Whendidyoustartdoingsomething?2、情感目标通过阅读使学生树立和加强积极参加慈善活动的意识，了解马拉松作为慈善活动之一的文化内涵。3、能力目标以读促说，培养学生的读说能力。通过对以滑冰马拉松这一慈善题材的阅读，促进学生在一定的语境中运用现在完成进行时和一般过去时进行语言的输出和交流。阅读中渗透阅读策略，培养学生分析问题、解决问题的能力。三、教学重、难点1、在特定的语境中正确运用现在完成进行时和一般过去时进行语言交流。2、对发生的事情进行现场报道。四、教学方法任务型教学法，情景教学法，交际法。五，教学安排Period1（sectionA1a~2c）Period2（sectionA3a~4）Period3（sectionB1a~2c）Period4（sectionB3a~4）Selfcheck1~2Period1Teachingprocedures:Step1LeadinginAskoneofthestudentsthequestion:LiuZiyang,whendidyoustudyEnglish?Helpthestudentanswer:IstudiedEnglishin2003.Say,inthisunitwe’regoingtotalkabouthowlongwe’vebeendoingthings.Thenask:LiuZiyang,howlonghaveyoubeenstudyingEnglish?Helphimtoanswer:IhavebeenstudyingEnglishsince2003./IhavebeenstudyingEnglishfortwoyears.GetSstorepeat.Repeattheactivitywithotherstudents.Step2Pre-taskSBPage44,1a.1.Askastudenttoreadthethreequestions,andanswerthequestionsasexamplelikethis:Istartedclassat9:00.Isleptfortenhours.Ihavebeenskatingforfivehours/Ihavebeenskatingsincefiveyearsago.2.HaveSsworkingroupsoffour.3.Asktheclasseachquestionandcallonseveraldifferentstudentstoanswer.Step3While-taskSBPage44,1b.1.PlaytherecordingandgetSstofillinthechart.2.Correcttheanswers.SBPage44,1c.Inpairs,getthestudentstoaskandanswer.Thenasksomepairstosaytheirconversationstotheclass.SBPage45,2a&2b.1.ReadtheinstructionsandhaveSsknowwhattodo.2.Playtherecording.Sswritedowntheiranswers.3.Correcttheanswers.Step4Post-taskSBPage45,2c.1.Readtheexampleinsampledialogueinactivity2c.2.Inpairs,roleplaytheinterviewbetweenAlisonandthereporter.3.Asktwopairstosaytheirconversationstotheclass.Step5GrammarFocusSBPage45,grammarfocus.1.Reviewthegrammarbox.2.Explainthatinthesesentences“since”comesbeforeadateand“for”beforeaperiodoftime.3.AskWhatisthedifferencebetween“Howlongdidyouskate?”and“Howlonghaveyoubeenskating?”.Explainthat“did”questionmeansthatthepersonhasstoppeddoingtheaction.The“haveyoubeen”questionshowsthatthepersoniscontinuingtodotheactionatthepresentmoment.Step6HomeworkReviewthepresentperfectprogressive.四、本课小结从本节课的课堂教学活动内容来看，听、说、读、写活动贯穿于新目标英语教学的各个环节，可见，对学生各种英语学习基本技能的训练与培养是目前英语课堂教学的重中之重。新目标英语的课堂教学是以学生为主体，每课时以不同的学习任务为主线，以Pairwork和Groupwork活动为主导，以贴近学生生活内容为主题，以技能培养为主旨，大面积提高学生的英语综合能力。五、板书设计UNIT6Howlonghaveyoubeencollectingshells?TalkabouthowlongyouhavebeendoingthingsSectionAGroupwork→TalkaboutSportsA:…(name),whatsportdoyouplay?B:…(sport)B:Whendidyoustart?A:WhenIwas…(age)B:Sohowlonghaveyoubeen…(doingsth)?A:…(sometime)问题探究与拓展活动引导学生课后对家庭成员或老朋友做一个调查，至少对五个人展开调查，询问一些他们长时间一直坚持在做的事，并写下调查结果，再向大家报告。可以参考以下问题，也可以自己设计一些问题。1．Howlonghaveyoubeenwearingglasses?2．Howlonghaveyoubeenworkingatthesamejob?3．Howlonghaveyoubeenlivinginthecity?4．HowlonghaveyoubeenstudyingEnglish?5．Howlonghaveyoubeendoingsportsinthemorning?6．Howlonghaveyoubeengettingsofat?7．Howlonghaveyoubeenbuyingthecar?8．Howlonghaveyoubeenhavingabadcold?个性练习设计课后进行Groupwork小组活动，向你的同学做调查，询问他们的入学时间，并填写一份调查报告，包括Name,Attendschool,Whenstarted和Howlong四项内容。教学探讨与反思1．理解主旨、要义。因为任何一段对话或独白总会围绕一个主旨或者一个中心思想展开，无论主旨和要义是明确道出的，还是贯穿于全文而需考生自己去归纳、概括。2．获取事实性的具体信息。为了说明和解释主旨，对话或独白中需要一些具体信息，如：时间、地点、人物等，这些信息中听力理解考试的重点项目。3．对说话的背景、说话者之间的关系等能作出简单的推断。话语发生的背景及说话者之间的关系对话语的含义有着举足轻重的作用。同样的一句话在不同的背景下可能表达不同的意思。因此，对说话背景、说话人之间关系的理解就成为听力训练所考查的重点项目这一。4．理解说话者的意图、观点或态度。说话者总有自己说话的意图，或是阐述自己的想法，或是表明自己的态度和意见。对此的理解有助于对整个对话的理解。有时说话人将此明说出来，但有时却隐含在字里行间，需要考生去揣摩、推断。Period2Teachingcontents:SectionA3a,3b,4,SectionB1a,1b,2a,2b,2c.Teachingprocedures:Step1LeadinginAsksomestudentsthequestions:Howlongdidyouskate?HowlonghaveyoubeenstudyingEnglish?Step2Pre-taskSBPage46,3a.1.AskSstoreadthepassageandfillinthetable.2.Checktheanswers.SBPage46,3b.ReadtheinstructionsandaskSstocompletethetask.Correcttheanswers.Step3While-taskSBPage47,1a&1b.1.Askdifferentstudentstosaytheitemstheyseeinthepicture.2.Askstudentstowritethenamesofthingstheycollectandthingstheywouldliketocorrectinthechart.3.Asksomestudentstoreadtheirliststotheclass.4.Inpairs,letstudentstelltheirpartnerwhattheycollectandwhattheywouldliketocollect.Saywhy.5.Askseveralpairstosaytheirconversationstotheclass.SBPage47,2a&2b.1.Readtheinstructionsandletthestudentsknowwhattodo.2.Playtherecordingandgetstudentstofillinthechart.3.Correcttheanswers.Step4Post-taskSBPage47,2c.1.Asktwostudentstoreadtheexampleinthesampledialogue.2.Havestudentspracticeconversationsinpairs.3.Asktwopairstosaytheirconversationstotheclass.Step5HomeworkSBPage46,Part4.1.Readtheinstructionsandasktwostudentstoreadthedialogue.2.Makesurestudentsunderstandwhattheyneedtodo.3.Havestudentscompletetheworkingroupsoffourafterclass.教学后记:Period3Teachingcontents:SectionB,3a4a,4b,selfcheck.Teachingprocedures:Step1LeadinginCheckthehomework.Askongroupofstudentstosharetheirconversationswiththeclass.Step2Pre-taskSBPage48,3a.1.Asksomedifferentstudentstotellwhattheyseeinthepicture.2.Readtheinstructionsandmakesurestudentsknowwhattodo.3.Askstudentstoreadthee-mailontheirownandthendrawlinesmatchingeachsnowglobewithitsdescription.4.Correctthe