4.Developing students’good habits and hobbies.

3.Using the phrases freely.(教学重难点2)

2.Using the Present Perfect Progressive Tense.

1.Knowing all the new words and expressions of this unit .

生词短语通过集中识词的方法;

时态的学习通过讲练结合的方法;

对于习语放在语境中讲释并进行模仿运用。

本单元的语言交际目标是学会谈论“你一直做某事有多长时间了”。围绕这一目标，教材设置了skating ,collecting shells/ coins/ stamps/ toys 和kites等topics，给师生提供了可以充分练习本单元语言交际项目的素材，使师生可以紧紧围绕现在完成进行时进行操练。在前面的教材中已经学过现在完成时和现在进行时，这有利于学生对比学习新的时态――现在完成进行时。学习新课前，学生不仅要了解有关时态的知识，还要储备有关inline skating, Marathon, skate, collect stamps/shells----知识,since & for 引导的时间状语的知识，和when, how long 引导疑问句的知识。

Step I　 Greet the class and show the screen:

(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the house to the school.) Teach the two buildings home and school.

Use finger to trace a path from the house to the school.Ask students, How do you get to school? Do you walk? Do you ride a bicycle?

(For example, if you ask , How do you get to school? and a student replies, Bike, say , Oh , you ride your bike. Class, repeat. I ride my bike. The class repeats.)

Say, Today we’re talking abot how you go from one place to another.

Step II　 Section A 1a

First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.

Hey, Dave. How do you get to school?

I walk. How about you, Sally?

I ride my bike.

Then let students say how other students in the picture get ot school. Give them some help if necessary. For example, take the bus ; take the train; take the subway.

Read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.

Then check the answers.

Step IV 1b

First point out the names of the students in the box. Ask one student to read the names. Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.

Then ask students to say what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.

Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to school?

Then, use these persons to make a dialogue like this:

A: Hey, Bob. How do you get to school?

B: I take the train. How about you, Mary?

A: I take the subway.

Ask students to complete the activity individually.Then check the answers

Step V 1c Pairwork

Ask two students to read the dialogue in the box to the class.

A: How does Bob get to school?

B: He takes the train.

Now work with a partner. Make your own conversations about how the people in the picture get to school.

Then ask students to work in pairs. Ask and answer how students get to school in the picture..(Present their conversations to the class.)

As they talk , move around the room, offering language or pronunciation support as needed.

Step VI　 Summary and Homework

This class we’ve learnt some key vocabulary and the target language . How do you (does he )get to school? Next class I’ll ask some students to tell me the answers.

Step VII Blackboard Design

Unit 4 How do you get to school?

　 walk　　　 subway　　　 train

　　　　　　　 take the subway/train　　 go in a parent’s car

How do you get to school? I walk.

How does he get to schllo? He walks.

Step VIII　 Teaching reflection:

Target language :

Hey, Dave. How do you get to school?

I walk. How about you , Sally?

I ride my bike.

How does Bob get to school?

He takes the train.

Key vocabulary: walk, subway, take the subway, train, take the train, ride a bike, take the bus, take a taxi, go in a parent’s car.

2.　　　 Ability Objects:

Listening and writing skills; Communicative competence.