Module 2 Places and activities
Unit 6 Going to school (Period 1)
Tasks in this unit
Talking about means of transport; talking about distances and time taken travelling; talking about indefinite quantities. Language focus:
Using prepositions to indicate place e.g., Simon lives near school.
Using How questions to find out specific information e.g., How do you go to school? How long does it take? Language skills:
Listening Listen for details that support a main idea
Speaking Open and maintain an interaction by asking and answering questions Reading Identify details that support a main idea
Writing Write out a piece of work using appropriate layout and visual support including charts Materials:
? Student’s Book 6A page 39 ? Workbook 6A pages 35 and 38 Pre-task preparation
Review: 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 school. Ask the students to produce further examples. While-task procedure 1 2
Give the students time to look at the pictures in Look and read. 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
each. 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 dialogue. 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 recording. The students listen and write. c Select individual students to read out their sentences. Workbook tapescript
Narrator: Miss Guo is asking her students about their journeys to school. Listen to their
conversations and fill in the blanks below. Conversation One.
Miss Guo: Do you live near or far away from school, Jill? Jill: Jill: Jill:
I live far away from school. I go to school by ferry. It takes about forty minutes.
Miss Guo: How do you go to school? Miss Guo: How long does it take? Narrator: Conversation Two.
Miss Guo: Do you live near or far away from school, Alice? Alice: Alice: Alice:
I live near school. I go to school on foot. It takes about five minutes.
Miss Guo: How do you go to school? Miss Guo: How long does it take? Narrator: Conversation Three.
Miss Guo: Do you live near or far away from school, Simon? Simon: Simon: Simon:
I live far away from school. I go to school by bus. It takes about half an hour.
Miss Guo: How do you go to school? Miss Guo: How long does it take?
Consolidation Workbook 6A page 35
教后感： 课堂效果良好，希望保持。
Module 2 Places and activities
Unit 6 Going to school (Period 2)
Language focus:
Asking How questions to find out the length of a period of time e.g., Mum, how long does it take you to get to the supermarket? Using noun phrases to indicate time
e.g., It takes me about ten minutes to get there. Language skills:
Listening Listen for specific information
Speaking Open and maintain an interaction by asking and answering questions Reading Read written language in meaningful chunks
Writing Gather and share information by using strategies such as questioning and interviewing Materials:
? Student’s Book 6A page 40 ? Workbook 6A pages 36, 39 and 41 Pre-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 2 3
Play the cassette for Listen and say. The students repeat.
In pairs, students practise the dialogues. Select pairs to read a dialogue.
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 Ask and answer with the places in the list. Select pairs to say a dialogue. 5
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
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 pages 36 and 39
Module 2 Places and activities
Unit 6 Going to school (Period 3)
Language focus:
Using connectives to show the time relationship between two actions e.g., I see … when I’m walking to school.
Using determiners to indicate indefinite quantities
e.g., I see some restaurants, a few shops and a lot of people when I’m on the bus. Language skills:
Listening Understand the connection between ideas by recognizing linking words Speaking Open and maintain an interaction by asking and answering questions Reading Identify details that support a main idea Materials:
? Student’s Book 6A page 41 ? Workbook 6A page 37 Pre-task preparation
Review/Introduce: 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 pictures. Ask the students to produce further examples. Play the cassette for Look and learn. The students repeat.
While-task procedure 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 continue practising in Look, ask and 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 page 37
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