跟学生提一下简单的宾语从句

1、Unit 4: How do you get to school?Language GoalIn this unit, students learn to talk about different kinds of transportation, how long it takes to go places, and how far apart places arc.New language How do you get to the store? I walk. How does he get to his friend's house? He rides a bike. How f

2、ar is it? It's ten kilometers. How long does it take? It takes ten minutes.Section A1.Draw a picture of a house on one side of the board and a picture of your school on the other side. Draw some streets with left and right turns leading from the house to the school. Label the two buildings home

3、and school.2.Use your finger to trace a path from the house to the school. Ask students, How did you go to school this morning?How do you usually get to school? Do you walk? Do you ride a bicycle?3.Accept partial answers and repeat the answers in full form. For example, if you ask, How do you get to

4、 school? and a student replies, Bike, say, Oh, you ride your bike. Class, repeat. I ride my bike. The class repeats.4.Say, Today we're talking about how you go from one place to another We'll also talk about the time it takes to get to places and how far it is between two places. 1 a This ac

5、tivity introduces the key vocabulary. 1. Focus attention on the picture. Ask students to tell what they see, using whatever words they can. If necessary, supply the words or sentences and ask the class to repeat. Say a sentence or two about each person. For example, say, He's riding his bicycle.

6、 Repeat. He's riding his bicycle. 2.Ask students to write how the students in the picture get to school in the morning in the chart. Point out the sample answer. Ask them to try to think of other ways that students could get to school. 1b This activity, provides practice in understanding the tar

7、get language in spoken conversation. 1.Point to each person in the picture in la. Ask students to say what each person is doing (walking, riding a bike, taking the train, taking the subway, taking the bus) 2.Say, I will play a recording of a conversation, Two people are talking about how some studen

8、ts get to school.3.Point out the names of the students in the box. Read the names to the class or have a student read them.4.Say, Listen to the conversation, Write the number of the name in the white box next to the student. One of them has already been done for you.5.Play the recording for the firs

9、t time. Students only listen.6.Play the recording a second time. This time ask students to write the number of the name next to the correct student.7.Ask students to complete the activity individually.8.Check the answers. 1c This activity provides guided oral practice using the target language. 1.Po

10、int out the sample conversation in the box. Ask two students to read it to the class.2.Teacher and Ss make a sample conversation,T:” How did Paul go to school?” Ss:”He goes to school”Say, Now work with a partner. Make your own conversations about how the people in the picture get to school.3.Then ha

11、ve students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation assistance as needed.2a This activity provides listening and pronunciation practice with numbers from thirty-two to a hundred. 1. Play the recording the first time. Students only list

12、en. 2.Play the recording a second time. This time students listen and repeat. You may wish to play the recording several times so that students have plenty of time to practice.2b This activity provides practice in reading the words for the numbers between thirty and a hundred (and above). 1.Focus at

13、tention on the numbers. 2.Ask students to write the correct numerals beneath each written number. 3.Check the answers. Ask students to check each other's work. 2c This activity provides practice in understanding the target language in spoken conversation. 1.Point to the five transportation pictu

14、res. Ask a student to identify each picture. 2.Then say, I wiH play two conversations. The people are talking about how students get to school and how long it takes. 3.Play the recording for the first time. Students only listen. 4.Point out the list of five transportation pictures and the space for

15、an answer underneath each picture. 5.Say, Now listen again. This time put a cbeckmark to show the kinds of transportation they talk about.Point out the sample answer. 6.Point to the time below the transportation pictures. Ask different students to read the time one by one to the class. 7.Say, This t

16、ime, write the letter of the time below the picture of a kind of transportation above. For example, it takes forty-five minutes for the boy to get to school by train. Forty-five minutes is the letter f. So you write an f below the picture of the train. Point out the sample answer. 8.Play the recordi

17、ng. Ask students to fill in the answers. 9.Check the answers.2d This activity provides oral pt-actice using the target language. 1.Point to the sample conversation in the box. Ask two students to read it to the class. 2.Say, Now work with a partner. Make your own conversations about how you get to s

18、chool and how long it takes. You can use the dialogue as an example. You can use the words in activity 23a This activity provides reading and writing practice using the target language. 1.Ask a few students how they get to school in the morning. How long does it take? 2.Point to the speech bubbles.

19、Ask a student to read the questions to the class. 3.Point out the reading passage. Say, "You can find the answers to the questions here. Read the passage and write the answers to the questions on the lines. 4.Ask students to complete the activity individually. 5.Check the answers. Ask a few stu

20、dents how they are different from Lin Fei. How far are their homes from school? What time do they get up? How do they get to school? 6.the language points: 1) How far is it from A to B? 2)have a quick breakst breakfast 3)leave for 4)take sb to 5)bus ride Section BNew language bus stop, train station

21、, bus station, subway station1 a This activity introduces more key vocabulary. 1.Point out the four new phrases. Say each phrase and ask students to repeat.2.Focus attention on picture a. Say something about it using one of the four phrases or ask a student to do this. For example, say, Look at this

22、. It's a train station. Trains stop here. Train station. Repeat. Train station. Do the same thing for all four pictures.3.Then point out the blank line in front of each numbered phrase. Ask students to match each phrase with a picture by writing the letter of the picture in the blank in frout of

23、 the correct word.4.Point out the sample answer. As students, work, move around the room answering questions as needed.5.Check the answers.1 b This activity provides guided oral practice using the target language. 1.Point out the sample conversation in the box. Ask two students to read the conversat

24、ion to the class. 2.Say, Now work with a partner. Tell how you get to school using the phrases in 1a 3.Help students find partners. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed. 4.Ask a few pairs of students to present their conversation

25、s to the class.2a This activity provides practice in understanding the target language in spoken conversation. 1.Point to the list of information that Thomas wants to know. Ask different students to read each line to the class. 2.Point out the space for a checkmark in front of each item of informati

26、on. 3.Play the recording for the first time. Students only listen. 4.Say, Now listen again This time put a checkmark in front of each thing that Thomas wants to know. Point out the sample answer. 5，跟学生提一下简单的宾语从句3a This activity provides reading practice using the target language. 1.Focus attention on the article. Read it to the class or have a student read it. 2.Read the instructions to the class. El