M2_U6 Going to school P39_42

*教材题目 Module 2, U6 Going to school *课时 4 教材 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 * 教学 目标 知识目标: Using prepositions to indicate place e.g. Peter lives far away from school. Using adverbs to express degree e.g. I live quite near school. Asking ‘how’ questions to find out the length of a period of time e.g. How long does it take? Using adverbs to indicate position e.g. It takes me almost an hour to get there. Asking ‘How’ questions to find out the length of a period of time e.g. How long does it take you to get to your friend’s home? Using nouns/noun phrases to indicate time Using connectives to show the time relationship between two actions e.g. What does Simon see when he is… I see… when I am… 能力目标： Listening Recognize differences in the use of intonation in questions, statements and respond appropriately Listen for specific information Listen for details that support a main idea Speaking Open an interaction by eliciting a response Maintain an interaction by replying Reading Read written language in meaningful chunks Identify details that support a main idea Writing Write out a piece of work by presenting writing using appropriate layout and visual support including charts 情感目标：通过学生联系生活实际， 培养学生学习英语的兴趣。 * 重点难点 Learning the structure: It takes sb. some time to do sth . Simon sees … when he …. *教学过程： First period P39 Language focus: Using prepositions to indicate place e.g. Peter lives far away from school. Using adverbs to express degree e.g. I live quite near school. Asking ‘how’ questions to find out the length of a period of time e.g. How long does it take? Language skills: Listening Recognize differences in the use of intonation in questions, statements and respond appropriately Listen for specific information Listen for details that support a main idea Speaking Open an interaction by eliciting a response Maintain an interaction by replying Reading Read written language in meaningful chunks Identify details that support a main idea Writing Write out a piece of work by presenting writing using appropriate layout and visual support including charts Materials: Student’s Book 6A page 39 Cassette 6A and a cassette player Preparation: Cue the cassette Pre-task preparation 1. talk with the students about where they live. Ask: Do you live near or far away from school? Invite different students to answer. 2. show some pictures to the students and ask them: What's this? To elicit: It's a ferry/…… 3. Do you walk to school or Do you take transport to get to school? How do you go to school every day? To elicit: I go to school on foot / by light rail every day. 4. How long does it take you to get there? To elicit: It takes me about 20 minutes. While-task procedure 1. show some pictures from the text and ask the following questions Does Joe live far away from school? How does he go to school? How long does it take him to go to school? Do Alice and Kitty live near school? How do they go to school? How long does it take them? 2.listen to the recording: 1/ Read after the recorder. 2/ Repeat the sentences. 3/Read together 3. In pairs, the students find out how much time they spend traveling to school. They follow the modeled dialogue in About you on page 39. Move around in pairs, prompting where necessary. White a chart on the board, like this: Time we spend on traveling to school Time Number of students 0-5 minutes   6-29 minutes   30-45 minutes       Then do pair work:  S1; Do you live near or far away from school? S2: I live… S1: How do you go to school? S2: I go to school by _____on foot. S1: How long does it take? S2: It takes about __________minutes/half an hour/ an hour. Post-task activity Make dialogues in group of four by using the new pattern Summary : In this period we learned the structure : It takes sb. some time to do sth . Homework : 1. Read reading 2. Workbook  6A page 35 Second period Language focus: Using adverbs to indicate position e.g. It takes me almost an hour to get there. Asking ‘How’ questions to find out the length of a period of time e.g. How long does it take you to get to your friend’s home? Using nouns/noun phrases to indicate time e.g. Today, my family spent three hours and twenty minutes on travelling. Language skills: Listening Recognize differences in the use of intonation in questions, statements and respond appropriately Listen for specific information Listen for details that support a main idea Speaking Open an interaction by eliciting a response Maintain an interaction by replying Reading Read written language in meaningful chunks Identify details that support a main idea Materials: Student’s Book 6A page 40 Cassette 6A and a cassette player Preparation: Cue the cassette Pre-task preparation 1. Ask different students about how do them to get to different places, e.g. How do you to go to the supermarket/the cinema/the park? 2. Invite different students to name places they usually travel to. Write the names of these places on the board. Ask them how long it takes them to get to these places. While-task procedure 1. T: How do you go to school? I walk to school. How long does it take? It takes me about 10 minutes We can say: It takes me about 10 minutes to go to school. To elicit It take sb some time to do 2. practice the sentence structure” it takes” according to the given pictures. e.g. It takes me about fifteen minutes to get to the supermarket. It takes me about ….to get to Xujiahui. …… 3. Play the recording: Look and read. The students listen and follow in their books. Play the recording again. The students listen and repeat. 4.  Role play Post-task procedure Show different places the supermarket    the park    the post office the library        the zoo        school the hotel        the temple    the bank the office        the nearest bus stop the nearest underground station    the shopping centre first let the Ss read after T,  then practice the new sentence patterns by using these places. Consolidation: Summary : in this period we reviewed the structure : It takes sb. some time to do sth . and we also learned : How long does it take …. ? Homework : Workbook 6A page36. 39 Third-fourth period P41_42 Language focus: Using connectives to show the time relationship between two actions e.g. What does Simon see when he is… I see… when I am…  Language skills: Listening Recognize differences in the use of intonation in questions, stataments and respond appropriately Listen for specific information Listen for details that support a main idea Speaking Open an interaction by eliciting a response Maintain an interaction by replying Reading Read written language in meaningful chunks Identify details that support a main idea Materials: Student’s Book 6B page 54-55 Cassette 6B and a cassette player Preparation: Cue the cassette Pre- task 1. Discuss with the students the fact that they see many things on the way to school. Tell them what you see on the way to school. Eg:How do you go to school? To elicit: I go to school on foot. Then ask: What do you see in the streets. To elicit: I see many cars in the streets.  So, we can say I can see many cars when I am walking to school. I can see ….when I am on the bus While- task 1. Play the recording: Look and learn. The students listen Ask: How does Simon go to school? What does Simon see when he is  on the bus? walking to school? 2. Play the recording again. The studnets listen and repeat. Ask the students if they see any of these things on the way to school, to elicit: yes or no. 3. Play the recording: Look and read. The students listen and follow in their books. Play the recording again. The students listen and repeat. 4. do pair work S1:    How do you go to school? S2:    I go to school by _____/on foot. S1:    What do you see when you are  on the _____? walking to school? S2:    I see    a lot of      _____ when I am … some a few Post-task Draw the things you see on your way to school. Write about them. Consolidation Summary: Today we mainly learned the structure: Simon sees many trees when he is walking to school . Homework Workbook 6A page 37.40 Make a dialogue about you and your classmates using the structure : Simon sees many trees when he is walking to school .