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Teaching procedures:
Step 1 Warm up and lead in
1.Greetings
2..Show a cartoon about transportation
Purpose of my design: I think to begin the class with a cartoon will offer the students a light and easy atmosphere; This is an activity for students to get mentally prepared for English learning.
Step 2 Presentation
Activity 1: T: Do you like the cartoon? What does the cartoon talk about? Yes, it’s about transportation. What transportation?
Ss: Bike.
T: Yes, bike, and we also call it bicycle. What other transportation do you know?
Ss try to say: bus car ship
Present the pictures and teach the new words: subway train
Activity 2:
Present a bus picture and say: I usually take the bus to school. How do you go to school?
Show different pictures, and let the Ss learn to say: I take the train to school. I take the subway to school. I ride the bike to school. I walk to school.
Purpose of my design: Present the new words: subway, train and learn more new phrases and structures by asking and answering questions between the teacher and the students. Always use pictures to help students to tell the right transportation.
Step 3 Practice
Activity 1 Pairwork
Show the pictures, let the Ss practice in pairs.
A: How do you get to school?
B: I take the bus.
This activity is for the weak students. I think it will help them build up their confidence in speaking, and it will arouse their interests in English learning.
Activity 2 A guessing game
Show a boy, and say: This is Tom. He is fourteen. He lives in Shanghai. How does he get to school every day? Do you know? Guess.
Ss try to say: He takes the bus / subway /… to school.
Let 5 students to guess, then present the right transportation.
Repeat with a girl in the same way.
This activity is for the common students, because it is a little difficult for the students to say “He takes the bus / subway /… to school” correctly, maybe some students forget to use “takes”.
Step 4 Presentation
Activity 1
T shows the picture of a famous actor: Jackie Chen and ask: How does he get to work?
Ss try to say: He takes the car to work.
Then present the new sentence pattern: He gets to work by car.
Repeat with: take the subway = go…by subway
take the train = go… by train
ride the bike = go … by bike
walk = go… on foot
Activity 2
Show the pictures and say: Jackie usually goes to work by car. He usually leaves home at 7:30 and gets to the workplace at 8:00, so how long does it take?
Help the students to answer: It takes 30 minutes.
Show different numbers, let students learn to say: forty, fifty, sixty, seventy, eighty, ninety, hundred
Purpose of my design: CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. In this course, Ss can understand the main contents of this dialogue and get the key points by the example.
Step 5 Practice
Activity 1 A memory competition
After students learn the above, some of them may be absent-minded. So in order to mobilize the atmosphere in class, d design a memory competition . in the competition, I let the students make sentences like these: He / She goes to work by… / He /She takes the … to work. It takes … minutes.
The competition is like this:
Show about ten animation pictures on the screen, as soon as one picture with corresponding time appears, it disappears very quickly (about 10 seconds). Before this, divide the whole class into four groups, if one student knows the answer, he or she must stand up quickly before the second one stands up. If he or she gives the right answer, then his group can get one score.
Activity 2 Pairwork
Show the pictures and some key words ( 10 minutes /…), let the students practice the conversation like this:
A: How do you get to school?:
B: I take the subway.
A: How long does it take?
B: It takes 15 minutes.
It’s an activity between the students, in this activity we reduce the difficulty of the task by giving the sample in order to raise students’ confidence in speaking, especially for the weak students.
At the same time, by doing this, students not only practice the conversations, but also learn to cooperate with others.
Activity 3 Listen to a conversation
T: Look at the picture, this is Tom, and the girl is his classmate. How do they go to school? And how long does it take? Listen to the conversation.
Students answer the question after listening and then repeat the conversation after the tape.
The recording material is a model for the students to talk about how to get to places. By doing this, students get better ready for pair work and role play in the following step.
Step 6 Production
T: Suppose you are Jim and Lucy in the picture, according to the cue words and pictures, make a conversation and write it down, practice it and then act it out. The following model may help you.
A: How do you get to school?:
B: I usually take the subway but sometimes I take the bus.
A: How long does it take?
B: It takes 15 minutes by subway and 25 minutes by bus. What about you?
A: I usually go to school by bike, it takes 30 minutes.
Writing can help students consolidate the knowledge they’ve learned, especially for the top students. And role play can help students’ use English to communicate with others in the real situations and raise students’ interests in learning English as well. Meanwhile, students may have mutual improvement in exchanging information during the communication.
Step 7 Summary
Summarize how to talk about getting to places.
Summary can help students have deep impressions on what they’ve learned in this class.
Step 8 Homework
Write a conversation about how their friends and the parents of their friends go to school or work and how long it takes, then perform it in the English class tomorrow.
This activity will promote the communication and inter-understanding between the students and their friends, and extend the activity of learning from inside the class to outside the class.
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