六年級英語上冊Unit6《Goingtoschool》教案牛津上海版（一起）

1、精選教育Unit 6 Going to schoolTasks in this unitTalking about means of transport; talking about distances and time taken travelling; talking about indefinite quantities.Period OneLanguage focus:Using prepositions to indicate placee.g., Simon lives near school.Using How questions to find out specific inf

2、ormatione.g., How do you go to school? How long does it take?Language skills:ListeningListen for details that support a main ideaSpeakingOpen and maintain an interaction by asking and answering questionsReadingIdentify details that support a main ideaWritingwrite out a piece of work using appropriat

3、e layout an visual support including chartsMaterials:1. Students Book 6A page 392. Workbook 6A pages 35 and 383. Cassette 6A4. Cassette playerPre-task preparationReview: near/far away from. Give an example in relation to your school: e.g., (place A) is near our school. (Place B) is far away from our

4、 school. Ask the students to produce further examples. While-task procedure1. Give the students time to look at the pictures in Look and read. 2. Play the cassette. The students follow in their books. 3. Give the students time to read the text silently. Ask individual students to read a sentence eac

5、h. 4. Ask questions about each of the characters: e.g., Does Simon live near or far away from school? How does he go to school? How long does it take him? 5. Read A survey. In pairs, students practise the dialogue. Select pairs to read their dialogue. Ask individual students the questions in the dia

6、logue. 6. In groups of three, students complete the table. They then draw a chart of their travelling times. 7.Workbook 6A page 38 a Give the students time to read the page. b Play the cassette. The students listen and write. c Select individual students to read out their sentences. Consolidation:Wo

7、rkbook 6a page 35Period TwoLanguage focus:Asking How questions to find out the length of a period of timee.g., Mum, how long does it take you to get to the supermarket?Using noun phrases to indicate timee.g. It takes me about ten minutes to get there.Language skills:ListeningListen for specific info

8、rmationSpeakingOpen and maintain an interaction by asking and answering questionsReadingRead written language in meaningful chunksWritingGather and share information by using strategies such as questioning and interviewing.Materials:1. Students Book 6A page 402. Workbook 6A pages 36, 39, and 413. Ca

9、ssette 6A4. Cassette playerPre-task preparation Write some places known to the students on the board: e.g., park, supermarket, post office, library. Ask: e.g., How long does it take you to get to the park? to elicit: e.g., It takes me 10 minutes. While-task procedure 1 Play the cassette for Listen a

10、nd say. The students repeat. 2 In pairs, students practise the dialogues. Select pairs to read a dialogue. 3 Ask questions about the dialogues: e.g., How long does it take Kitty's mum to get to the supermarket? to elicit: It takes her about 10 minutes to get there. 4 In pairs, students practise

11、Ask and answer with the places in the list. Select pairs to say a dialogue. S Give the students time to look at Ask and report. Ask the students to calculate times for their family and relatives and complete the table. They then make a report in class. Post-task activities Workbook 6A page 41 (for m

12、ore able students) a The students complete the table about six family members. b The students then write the report. Ask individual students to read a sentence from their report. Consolidation Workbook 6A page 36 and 39Period ThreeLanguage focus:Using connectives to show the time relationship betwee

13、n two actionse.g., I see when I m walking to school.Using determiners to indicate indefinite quantitiese.g., I see some restaurants, a few shops and a lot of people when Im on the bus.Language skills:ListeningUnderstand the connection between ideas by recognizing linking words.SpeakingOpen and maint

14、ain an interaction by asking and answering questionsReadingRecognize format and language features when reading non-narrative textsWritingIdentify details that support a main ideaMaterials:1. Students Book 6A page 412. Workbook 6A pages 373. Cassette 6A4. Cassette playerPre-task preparation Review/In

15、troduce: a lot of, some, a few. Demonstrate using examples in the classroom: e.g., There are a lot of books in the classroom. There are some posters. There are a few picture: Ask the students to produce further examples. Play the cassette for Look and learn. The students repeat.While-task procedure

16、1. Give the students time to look at the pictures in Look and read. 2. Play the cassette. The students listen. Ask individual students to read a sentence each. 3. Ask questions: e.g., How does Simon go to school? What does he see when he is on the bus/walking to school? 4. In pairs, students continu

17、e practising in Look, ask at answer. 5.Ask individual students: How do you go to school? What do you see when you are on the bus/walking to school? Consolidation Workbook 6A pages 37Period FourLanguage focus:Using connectives to show the time relationship between two actionse.g., What do you see whe

18、n you are walking to school?Language skills:ListeningListening for specific informationSpeakingMaintain an interaction by replyingReadingRead written language in meaningful chunksWritingGather and share information by using strategies such as questioning and interviewing.Materials:1. Students Book 6A page 422. Workbook 6A page 40Pre-task preparation Review transport. Say: How do you go to school? to elicit: I go by bus., etc. List the means of transport on the board. While-task procedure 1 Give the students time to read Ask and answer. Ask the studen