牛津上海版英语六年级上册 Unit 6 Going to school 教案（4课时）

2021学年牛津上海版英语六年级第一学期教案unit6
Period
1
Teaching
objectives
Knowledge
objective
Can
use
prepositions
to
indicate
place:
near/
far
away
from
Learn
to
use
‘how’
questions
to
find
out
specific
information:
how,
how
long
Ability
objectives:
listen
for
details
that
support
a
main
idea
open
and
maintain
an
interaction
by
asking
and
answering
questions
identify
details
that
support
a
main
idea
write
out
a
piece
of
work
using
appropriate
layout
and
visual
support
including
charts
Emotional
objectives:
Teaching
procedure
Warming
up
Daily
talk
Ask
and
answer:
Have
you
been
to
…?
Is
it
near
or
far
away
from…?
Where
do
you
live?
Is
it
near
or
far
away
from…?
Do
you
live
near
or
far
away
from
school?
I
live
near/
far
away
from
school.
(show
the
slides)
Pre-task
preparation
Go
over
how
to
tell
the
time
Ask
students:
When
does
he/
she
leave/
get
to
school.
Learn
the
new
pattern:
It
takes
me/
her/
him
about
…minutes.
Students
do
the
pair
work
to
practice
this
pattern
While-task
procedure
Play
the
casstte
of
Look
and
read.
Students
listen
to
it
and
try
to
fill
in
the
blanks.
(the
first
two
pictures)
Then
ask
them
to
look
at
the
last
pictures
and
try
to
complete
the
sentences.
Ask
students
to
read
Look
and
read.
Make
sure
they
can
understand
the
new
pattern
well.
Show
them
the
chat
on
students’
book.
Give
them
some
time
to
read
it
first.If
some
of
them
can’t
understand
it,
explain
it
to
them.
show
students
another
chat,
and
then
ask
them
to
read
it
carefully.
Give
them
enough
time
and
tell
if
the
sentences
are
true
or
not
according
to
the
chat.
Post-task
activity
Do
a
survey:
S1:
Do
you
live
near
or
far
away
from
school?
S2:
I
live
near
school.
far
away
from
S1:
How
do
you
go
to
school?
S2:
I
go
to
school
by
___/on
foot.
S1:
How
long
does
it
take?
S2:
It
takes
me
about
___
minutes.
half
an
hour.
an
hour.
Ask
students
to
walk
in
the
classroom
and
ask
at
least
five
classmates
to
do
this
survey.
Then
they
draw
a
chat
according
to
their
own
result.
Listen
to
a
passage
and
answer
some
questions.
Assignments
Oral:
ask
parents
how
long
it
takes
them
to
work
Written:
workbook
page
35,
41
Period
2
Teaching
objectives
Knowledge
objectives
Can
use
“how”
questions
to
find
out
the
length
of
a
period
of
time:
How
long
does
it
take
you
to
get
to…?
Can
use
noun
phrases
to
indicate
time:
it
takes
me
about
ten
minutes
to
get
there.
Ability
objectives
Can
read
written
language
in
meaningful
chunks
Can
gether
and
share
information
by
using
strategies
such
as
questioning
and
interviewing
Emotional
objective
Teaching
procedure
Warming
up
Daily
talk
Listen
and
match.
Ask
students
to
listen
to
the
dialogue
and
match
each
family
member
and
the
different
ways
to
different
places.
Pre-task
preparation
Learn
the
new
pattern:
A:
How
long
does
it
take
…
to
get
to…?
B:
It
takes
…
(some
time)
to
get
to
…
Ask
students
to
practice
this
dialogue
according
to
some
pictures.
Ask
students
to
make
new
dialogue
according
to
the
new
pictures.
Make
sure
all
of
them
can
understand
it
and
use
it
well.
If
all
the
students
have
learnt
this
new
pattern,
tell
them
that
we
can
also
use
“spend”
to
talk
about
the
length
of
period
of
time.
How
long
do
you
spend
on
getting
to
…?
I
spend
about
…
on
getting
to
…
While-task
procedure
Play
the
cassette
of
Listen
and
say.
Students
read
after
it.
Then
practice
it
together.
Ask
students
to
use
spend
to
take
the
place
of
take.
Ask
students
to
do
the
practice
in
Ask
and
answer.
Each
student
can
choose
the
same
students
to
ask
at
least
4
or
5
students.
Allow
them
to
walk
around
in
the
classroom.
Show
the
students
a
map
of
Shanghai.
Ask
them
to
make
a
dialogue
according
to
it.
Each
group
can
choose
3
or
4
places.
When
they
practice
the
dialogue
they
can
take
the
notes.
S1:
How
do
you
go
to
…?
S2:
I
go
to
…
by
___/on
foot.
S1:
How
long
does
it
take
you
to
get
to
…?
S2:
It
takes
me
about
___
minutes/hour(s).
Ask
students
to
write
a
report
according
to
their
notes
of
their
group
dialogue.
Give
them
the
examples
like
this:
Simon
goes
to
Shanghai
Railway
Station
by
underground.
It
takes
him
about
20
minutes
to
get
there.
(He
spends
20
minutes
on
travelling
to
Shanghai
Railway
Station.)
Judy
and
Alice
go
to
Shanghai
Railway
Station
by
bicycle.
It
takes
them
about
half
an
hour
to
get
there.
(They
spend
about
half
an
hour
on
travelling
to
Shanghai
Railway
Station.)
Assignment
Oral:
ask
family
members
about
the
amount
of
time
they
spend
travelling
to
the
following
places:
the
work
places,
the
market,
the
cinema,
the
bank.
Take
the
notes
about
that.
Written:
workbook
page
36,
39.
Period
3
Teaching
objectives
Knowledge
objective
Can
use
connectives
to
show
the
time
relationship
between
two
actions
(I
see
…when
I’m
walking
to
school.)
Can
use
determiners
to
indicate
indefinite
quantities:
a
few,
a
lot
of
Ability
objective
can
understand
the
connection
between
ideas
by
recognizing
linking
words
identify
details
that
support
a
main
idea
Emotional
objectives
Teaching
objectives
Warming
up
Daily
talk:
all
my
family
members
daily
traveling
Ask
and
Answer
How
do
you
go
to
school
every
day?
How
long
does
it
take
you
to
get
to
school?
How
does
your
father/
mother
go
to
work
every
day?
How
long
does
it
take
her/
him
to
get
there?
What
do
you
usually
do
at
weekends
with
your
parents?
Where
do
you
do
that?
Is
it
near
or
far
away
from
your
flat?
How
do
you
go
there?
How
long
does
it
take
you
to
get
there?
Read
and
answer
Ask
students
to
read
Joe’s
journey
to
school
and
answer
some
questions.
Pre-task
preparation
Look
and
learn.
Ask
students
to
read
the
new
words
after
the
cassette.
Make
sure
they
can
pronounce
the
words
correctly
While-task
procedure
Play
the
cassette
of
Look
and
read.
Students
listen
and
read
after
the
recording.
Then
students
read
it
by
themselves.
Ask
some
questions:
How
does
Simon
go
to
school?
What
dose
he
see
when
he
is
on
the
bus/
walking
to
school.
Ask
students
to
pay
attention
to
the
use
of
singular
and
plural
nouns.
Each
noun
must
match
its
quantifier:
a,
a
few,
some,
a
lot
of.
(explain
a
few,
few,
a
little,
little,
some,
any,
a
lot
of,
many,
much)
Make
sure
that
all
the
students
can
understand
the
connective
“when”
and
its
clause.
Ask
them:
What
do
you
do
when
your
mum
cooks
dinner?
What
do
your
parents
do
when
you
do
your
homework?
What
do
you
see
when
you
are
walking
to
school?
What
do
you
see
when
you
are
on
your
parents’
motorcycle?
Ask
students
to
practice
Look
ask
and
answer
according
to
Look
and
read.
Invite
some
pairs
to
act
out
Listen
and
match.
Listen
and
match
the
name
the
time
they
use
to
get
to
school.
Listen
and
write.
Listen
to
the
passage
and
write
out
the
correct
places
in
the
picture.
Post-task
activity
Show
students
Tony’s
journey
to
school.
Give
them
enough
time
to
look
at
the
pictures
and
read
table
carefully.
(if
students
cannot
understand
the
table,
explain
it
to
them).
Then
ask
them
to
answer
some
questions
about
it:
How
does
Tony
go
to
school
every
day?
What
does
he
see
when
he
is
walking/
on
the
underground/
on
the
bus
/
walking
to
school?
Make
sure
they
can
use
the
determiners
correctly.
Ask
students
to
do
a
survey
___________’s
journey
to
school
Name
?
Whom
to
go
with
?
Time
to
leave
home
?
Time
to
get
to
school
?
Transport
By/On
____
What
to
see:
By/On
____
What
to
see:
?
By/On
____
What
to
see:
?
Questions:
When
do
you
leave
home?
How
do
you
go
to
school?
How
long
does
it
take
you
to
go
to
school?
What
do
you
see
when
you
are
______?
At
last
each
students
should
write
a
report
about
his/
her
survey
like
this:
__________’s
journey
to
school
_______
always
leaves
his/her
home
at
…
and
arrives
at
school
at
….
He/
She
goes
t
school
by
____/
on
foot.
It
takes
him/her
about
…
to
get
to
school.
When
he/she
is
on
the
bus,
he/she
sees
…
When
…
When
…
It
is
a
long/short
journey
to
school.
Assignment:
Oral:
Do
the
survey
to
the
parents
Written:
complete
the
report
for
the
survey.
Workbook
page
37,
38
Period
4
Teaching
objectives
Knowledge
objective
Can
use
connectives
to
show
the
time
relationship
well:
when
Can
use
the
determiners
to
indicate
indefinite
quantities
correctly.
Ability
objectives
Read
written
language
in
meaningful
chunks.
Gather
and
share
information
and
ideas
by
using
strategies
such
as
interviewing
Emotional
objectives
Teaching
procedure
Warming
up
Daily
talk:
my
____’s
journey
Look
at
the
pictures
and
fill
in
the
correct
words
to
complete
the
passage.
Pre-task
preparation
A
brainstorm:
what
do
you
see
on
your
way
to
school?
Learn
the
new
words
with
the
help
of
pictures.
Practice
the
new
words
and
make
sure
students
pronounce
correctly.
Ask
students
choose
the
things
that
they
see
on
the
way
to
school
from
the
list
and
practice
the
dialogue
in
Ask
and
answer.
Invite
some
group
to
act
it
out.
While-task
procedure
Listen
to
a
passage
and
then
ask
students
to
draw
the
right
way
according
to
it.
Listen
to
it
again
and
ask
students
to
describe
this
way
according
to
their
drawing.
Listen
to
another
passage
and
ask
students
to
number
the
building
in
the
picture
according
to
it.
Then
retell
the
way
to
each
building
in
the
picture.
Post-task
activity
Write
about
your
journey
home
from
school.
First
show
students
a
chat.
Ask
them
to
say
about
that.
Then
ask
students
to
think
about
their
own
journey
home
from
school
and
try
to
write
a
short
passage
about
it.
Assignment
Oral:
say
another
journey
from
your
home.
Written:
workbook
page
40,
41
Complete
the
passage
about
the
journey