Unit
4
Going
about
Period
3
Teaching
focus:
Using
nouns
to
identify
forms
of
transport.
Teaching
steps：
Students
activities
Teaching
activities
Teaching
Media
Pre-task
preparationThe
students
answer
the
teacher’s
questionWhile-task
procedureThe
students
look
at
the
teacher
and
listen
to
the
teacher.Whole
class
read
the
words
Four
groups
sit
in
circles.
When
they
name
the
mode
of
transport
,the
whole
group
has
to
stand
up
and
repeat
it.The
students
look
at
the
picture
card“girl”
and
say
Post-task
activityThe
students
to
guess.HomeworkColour
the
correct
word.
A
Fly
a
paper
plane
to
the
students.
Ask
Who
has
been
on
a
plane
Tell
us
about
it!
Share
your
own
experience
if
none
of
the
students
have
been
on
a
plane.B
Ask
questions
about
different
modes
of
transport,
including
plane,
ferry,
train,
car,
bus
and
van.
Ask
questions
such
as
the
following,,,A
Put
up
the
picture
cards
for
this
unit.
Introduce
the
new
vocabulary
by
pointing
to
each
item.
Ask
‘What
is
this ’
Then
say
the
words
in
English
and
put
up
the
word
cards
beside
the
relevant
forms
of
transport.
Repeat
the
words.B
Get
students
to
open
their
student’s
books
to
page
19.
Play
the
cassette
tape
to
let
students
listen
to
the
pronunciation
of
the
words
first,
and
then
practice
saying
them
after
the
beep.C
Divide
the
class
into
for
groups.
Each
group’s
name
is
a
form
transport
they
have
learned.
Have
the
groups
sit
in
group
has
to
stand
up
and
repeat
it.
Progressively
quicken
the
pace
for
more
excitement.D
Show
students
the
picture
card
for
‘girl’
and
say
‘girl’
Repeat
.
Show
alphabet
cards
’G’
and
‘g’.
Have
students
compare
the
capital
letter
‘G’
with
the
small
letter
‘g’
.
Do
the
same
with
‘Hh,
hand.’
Play
the
tape
for
students
to
follow
in
their
books.Ask
the
following
riddles
for
students
to
guess
the
mode
of
transport.
Tell
them
to
give
the
answer
in
English.
CoachingCoachingCooperative
learningCoachingcoaching
PicturePicture
cardsCassette
and
word
cardsPicture
cardworkbookUnit
4
Going
about
Teaching
aids:
Words:
letters
Gg—Hh,
plane,
ferry,
train,
taxi,
car,
bus,
van.
Structures:
Get
……How
do
you
go
to……
Functions:
Give
simple
instructions;
Using
connectives
to
add
information
Material:
Student’s
Book
2A
page
17-21
Cassette
1A
and
a
cassette
player
Wall
charts
Photograph
page
14
Alphabet
Cards
Teaching
times:
5
times
Learning
targets:
Basic
aims:
1.Be
able
to
identify
the
letters
Gg--Hh
2.Be
able
to
give
simple
instructions
3.Be
able
to
introduce
oneself
using
I’m.
4.Be
able
to
write
the
sentence
Hello,
I’m
.
Sing
a
song.
Further
aims:
1.Using
more
information
to
introduce
oneself
2.The
sorts
of
the
alphabet
Language
focus:
1.Using
imperatives
to
give
simple
instructions
2.Asking
How
questions
to
find
out
means
and
Using
prepositions
to
indicate
meas
3.Learning
the
words:
plane……
Period
1
Teaching
focus:
Using
imperative
to
give
simple
instructions
Teaching
steps：
Students
activities
Teaching
activities
Teaching
Media
I.
Pre-task
preparation:The
students
listen
to
the
teacher
and
actThe
students
copy
teacherII.
While-task
procedure:Practise
with
more
students.The
students
actA
small
group
of
students
line
up
in
front
as
if
they
are
ready
to
get
off
the
bus.Repeat
Students
listen
and
follow
in
the
books.III.
Post-task
A
Revise
all
the
commands
taught
in
the
previous
units.
Say
the
commands
and
ask
students.
B
Show
a
toy
bus
and
a
toy
car.
T:
Do
you
often
see
them
on
the
road
Do
you
go
to
school
by
bus
Say
the
words
‘bus’
and
‘car’
clearly.
A
Put
two
chairs
in
a
line.
Ask
student
to
sit
in
the
front
chair
and
act
as
a
car
driver.
Pretend
to
get
in
the
car
by
bending
over
and
sitting
in
the
back
chair.
T:
Get
in
the
car.
Practise
with
more
students.B
Invite
individual
students
to
act
as
passengers.
Say
the
command
and
ask
them
to
perform
the
scene.
Make
sure
students
understand
the
command
‘Get
in
the
car’.C
Have
a
small
group
of
students
line
up
in
front
as
if
they
are
ready
to
get
off
the
bus.
Say
‘Get
off
the
bus’
and
prompt
them
to
walk
off
one
by
one.D
Repeat
step
C
with
more
groups
of
students.
Ask
them
to
repeat
the
command
after
you
while
doing
the
action.E
Open
the
student’s
book
to
page
17.
Play
the
cassette
tape
to
drill
the
correct
pronunciation.Teach
the
other
two
commands
to
do
with
cars
and
buses;Get
out
of
the
car.Get
on
the
bus.
coachingScaffolding
and
fading
cassetteUnit
4
Going
about
Period
4
Teaching
focus:
Using
formulaic
expressions
to
indicate
how
people
travel
Teaching
steps：
Students
activities
Teaching
activities
Teaching
Media
Pre-task
preparationWhile-task
procedureThe
students
open
the
book
to
page
20
and
listen
to
the
teacherThe
students
listen
to
the
tape
and
readMake
several
board
games
that
can
be
used
in
small
groups
to
revise
the
expression’
I
go
to…by…’
and
the
vocabulary
they
have
learned.Post-task
activityThe
students
answer
the
teacher’s
questionHomeworkA.Listen
and
match
the
pictures.B.Circle
the
one
that
does
not
belong
Review
the
different
forms
of
transport
using
the
Word
and
Picture
cards.
Then
write
the
words
‘plane’,
‘ferry’,
‘train’,
‘taxi’,
‘car’,
‘bus’,
and
‘van’
on
the
left
of
the
board.
On
the
right,
write
the
names
of
a
few
places.
Point
to
a
place
and
ask
the
students
to
tell
you
how
they
go
there.
Remind
them
to
use
the
structure
‘I
go
to…by…’A
Open
the
student’s
book
to
page
20.
Say
There
are
four
children
in
the
picture.
They
want
to
go
to
different
places,
but
we
don’t
know
which
form
of
transport
they
like
to
use.
Let’s
follow
the
road
to
find
out.
Ask
students
to
draw
the
routes
and
say
‘I
go
to
…b…’,
pretending
they
are
the
children
in
the
pidture.B
Play
the
cassette
tape
for
students
to
check
if
their
answers
are
right.C
Make
several
board
games
that
can
be
used
in
small
groups
to
revise
the
expression’
I
go
to…by…’
and
the
vocabulary
they
have
learned.
Make
gameboards
form
cardboard.
Four
players
take
turns
rolling
a
dice
and
moving
forward
on
the
board
according
to
the
number
on
the
dice.
They
must
think
of
a
place
and
say“I
go
to…”A
Ask
Which
form
of
transport
do
you
like
to
use
Please
draw
it
on
paper.
Ask
students
to
show
their
own
transport
pictures
and
say
‘I
go
to
..by
…’B
Write
up
the
number
of
students
who
like
to
use
each
form
of
transport
on
the
board.
CoachingCoachingCooperative
learingCooperative
learingCoachingcoaching
Picture
cardsPictureCassetteworkbookUnit
4
Going
about
Period
5
Teaching
focus:
Using
nouns
to
identify
different
forms
of
transport
Teaching
steps：
Students
activities
Teaching
activities
Teaching
Media
Pre-task
preparationThe
students
look
at
the
teacher
and
listen.The
students
look
at
pictures
and
copy
to
the
teacher.While-task
procedureThe
students
answer
the
teacher’s
questions.The
students
listen
to
the
tape.The
students
read
two
times.The
students
look
at
the
picture
and
listen
to
the
cassette.The
students
to
sing
along
with
tape.Post-task
activityThe
students
are
singing
played.
A
Hold
up
a
muppet
and
say
“Hello
,
good
morning.”
Everyday,
I
take
a
bus
to
school.
I
go
to
the
bus-stop
to
wait
for
the
bus.’
Sketch
a
bus-stop.
Ask
Do
you
have
to
wait
for
a
bus,
too
Or
a
car/van
B
Show
pictures
of
a
‘bus-stop’
and
a
‘train
station’.
Explain
to
students
the
difference
between
‘bus-stop’
and
‘station’.
Repeat
them
several
times
and
let
students
copy
you.A
Refer
to
each
picture
of
student’s
book
page
21.
Ask
questions
such
as
the
following…B
Play
the
cassette
tape
once
for
students
to
listen
to
the
lyrics
of
the
song.C
Read
the
first
verse
line
by
line
for
students
to
follow
until
they
are
familiar
with
the
words.
Then
go
through
the
second
and
third
verse
in
the
same
way.D
Play
the
tape
again
and
show
the
picture
of
the
relevant
type
of
transport
at
the
appropriate
time.
Draw
student’s
attention
to
the
sounds
at
the
end
of
each
verse.E
Invite
students
to
sing
along
with
the
tape.
Encourage
them
to
imitate
the
sound
of
each
type
of
transportAsk
groups
of
students
to
mime
each
part
of
the
song
in
front
of
the
class
while
the
tape
is
being
played.
Students
can
take
different
role.
Let
students
say
what
type
of
transport
they
are
driving.
CoachingCoachingCoachingCoachingCooperative
learningCooperative
learning
MuppetPicturesPicturesCassettePicture
and
cassetteCassettecassetteUnit
4
Going
about
Period
2
Teaching
focus:
1.Asking
How
questions
to
find
out
mean
2.Using
prepositions
to
indicate
means
3.Using
formulaic
expressions
to
take
leave
Teaching
steps：
Students
activities
Teaching
activities
Teaching
Media
Pre-task
preparationThe
students
mime
the
actions
as
they
listen
to
the
commandsThe
students
answer
the
teacher’s
questionWhile-task
procedureThe
students
listen
the
story.The
students
answer
the
teacher’s
questionThe
students
copy
teacher.Look,
listen
and
copy
teacher.The
students
open
the
book
to
page
18
and
readPost-task
activitiesThe
students
answer
the
question.HomeworkA
Listen
and
respond
quickly.B
Listen
and
circle
the
correct
picture.
A
Revise
the
commands
to
do
with
transport
which
students
learned
in
the
previous
lesson.
Have
students
repeat
cach
command
as
they
perform
the
action.B
Show
some
pictures
of
different
types
of
transport.
Teacher
asks
How
do
you
come
to
school
Do
you
sometimes
go
by
bus,
by
van
or
by
taxi A
Put
up
the
wallchart
for
page
18.
Tell
a
story.B
Ask
questions
for
page
18
of
teacher’s
book.C
Explain
the
expression
‘I
go
to
…by…’by
giving
an
example
of
how
you
yourself
travel
to
school.
Repeat
and
let
students
copy
you.D
Wave
your
hand
at
students
and
pretend
to
leave
the
classroom,
saying“Goodbye”.
Encourage
students
to
wave
their
hands
and
repeat
‘Goodbye’E
Play
the
cassette
tape
to
let
students
hear
the
correct
pronunciation
of
the
expressions.
Get
students
to
repeat
after
the
tape.A
Ask
a
few
students
to
tell
the
class
how
they
get
to
school.B
Use
the
tune
of
the
song
from
Book
1A
‘Good
morning’.
Change“Good
morning”
to
“Goodbye”and
‘to
school’
to
‘back
home’
CoachingCoachingCooperative
leaming,
PicturePictureCassetteworkbook
