八年级英语How long have you studied English课件3.ppt

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1、Module 4 Unit 1预习词汇预习词汇 布置学生预习词汇，布置学生预习词汇，能能 够根据音标读出并了解汉够根据音标读出并了解汉 语意思即可，养成学生自语意思即可，养成学生自 主学习词汇的习惯。主学习词汇的习惯。课前朗读课前朗读 朗读本课新单词、朗读本课新单词、短语短语 等，同时巩固预习效果。等，同时巩固预习效果。检查词汇检查词汇 有布置有检查，采用多种有布置有检查，采用多种 形式检查学生对词汇的预形式检查学生对词汇的预 习情况，可以采取学生结习情况，可以采取学生结 对、小组互查等形式。对、小组互查等形式。studystudiedstudiedteach taughttaughtsame

2、Have you _ _?They have built many schools for_ _(从以来)1989.1.1.展示新知识展示新知识：教师通过创设情境导入：教师通过创设情境导入本课的新知识；本课的新知识；2.2.专项练习专项练习：对本课新知识进行专项练：对本课新知识进行专项练习，并为后面教学环节的展开扫清障碍。习，并为后面教学环节的展开扫清障碍。可采取学生个人、结对、小组合作等形式，可采取学生个人、结对、小组合作等形式，以机械性操练为主。以机械性操练为主。I have studied English since 1980.I have been an English teacher

3、 since 1997.How long have you studied English?lived in Weifangstudied in this schoolbeen a studentC:How long has he/she studied English?D:Since/forA:How long have you studied English?B:Since/for1.1.多层听多层听：根据听力素材内容和学生：根据听力素材内容和学生实际水平，深入挖掘素材，活用素材，实际水平，深入挖掘素材，活用素材，设计由易到难，多层次的听力练习，使设计由易到难，多层次的听力练习，使学生得到

4、扎实有效的听力训练。学生得到扎实有效的听力训练。2.2.听后说听后说：根据听力素材的内容和相：根据听力素材的内容和相关信息，结合本课的新知识，可以引导关信息，结合本课的新知识，可以引导学生进行简单的说的训练，进一步巩固学生进行简单的说的训练，进一步巩固对新知识的掌握并为对话学习做好铺垫。对新知识的掌握并为对话学习做好铺垫。a.be a teacherb.b.live in Chinac.c.know our head teacherd.d.work at Beijing International Schoole.e.teach English f.f.study Chinese 12364

5、5Listen and number 1995 have been a teacher 1998 have lived in China 2001 have known the head teacher 2003 have studied Chinese 2004 have taught English2006 2006 have worked at Beijing International SchoolListen and matchMs James has _ a teacher since 1998.She has _ in China since 2004.She has _Chin

6、ese since 1995.She has_ our head teacher since 2003.She has_ English since 2001.She has _ at Beijing International School since 2006.beenlivedstudiedknowntaughtworkedListen and fill in the blanks1.1.读前听读前听：根据对话素材内容和学生：根据对话素材内容和学生实际水平，深入挖掘素材，活用素材，实际水平，深入挖掘素材，活用素材，设计由易到难，多层次的听力练习，使设计由易到难，多层次的听力练习，使学生基

7、本掌握对话的主要内容并能得到学生基本掌握对话的主要内容并能得到相应的听力训练。相应的听力训练。2.2.听后学听后学：学习和突破对话中的知识：学习和突破对话中的知识点等，采取精讲多练的形式，使学生会点等，采取精讲多练的形式，使学生会造句并能灵活运用所学新知识。造句并能灵活运用所学新知识。3.3.学后读学后读：学生跟读对话、结对或分：学生跟读对话、结对或分角色朗读对话，为说的开展打好基础。角色朗读对话，为说的开展打好基础。listening time1.How long has Lingling known Sally?For two years.Its a school for poor chi

8、ldren.2.Whats a Hope School?True or false1.Sally and Lingling get on well with each other.3.Since 1989 Project Hope has built schools all over China.2.Betty has lived here since 2006.TFT How long have you?For 4 years.Since 2004.for +时间段时间段since+时间点时间点1._ 2003 4._ two years 2.2._ 1989 5._seven days3.

9、3._last year 6._one monthsincesincesinceforforfor分角色朗读课文分角色朗读课文 根据对话内容和所学新知识，设计根据对话内容和所学新知识，设计低起点、多层次的说的训练项目，遵循低起点、多层次的说的训练项目，遵循短句长句短对话长对话的循序渐短句长句短对话长对话的循序渐进原则，可以引导学生借助课本对话内进原则，可以引导学生借助课本对话内容进行部分替换等练习，逐步减少对课容进行部分替换等练习，逐步减少对课本现成材料的依赖，以机械性操练和半本现成材料的依赖，以机械性操练和半机械性操练为主，采取个人独立完成、机械性操练为主，采取个人独立完成、结对练习或小组合

10、作练习等形式。结对练习或小组合作练习等形式。Pair work:A:How long has he/she?B:He/She has for/since.eaten breakfast5 minutestaught English15 yearsbeen a cook30 years watched TV three oclockstudied half an hourread books an hour1.1.学生运用所学知识组织自己的对话或学生运用所学知识组织自己的对话或短文，可以结对、小组合作等形式；短文，可以结对、小组合作等形式；2.2.设计书面练习，综合运用所学的知识，设计书面练习，综合运用所学的知识，起到巩固检测的作用。发现问题及时解起到巩固检测的作用。发现问题及时解决，并对本课所学知识进行小结，帮助决，并对本课所学知识进行小结，帮助学生理清知识脉络。学生理清知识脉络。Job Fair现场招聘会现场招聘会English teachers are wantedHow long have you 1.studied English2.lived in Weifang3.known Project HopePlease know more about Project Hope and write five sentences.