Unit 5 Crossing the road（精選4篇）

Unit 5 Crossing the road 篇1

　　1st period

　　一、主要新授內(nèi)容(main contents )

　　letters—ii, jj

　　let’s act—red light. stop! green light. go!

　　let’s learn—stop, go, light

　　二、學(xué)習(xí)目標(biāo)(objectives)

　　1、聯(lián)系單詞girl，hand學(xué)習(xí)字母gg, hh 掌握它們在單詞中的常用發(fā)音，并且能掌握字母正確的大小寫書寫形式。

　　2、學(xué)生能夠理解red light. stop! green light. go!的含義, 且能夠根據(jù)這些指令做出相應(yīng)的反應(yīng)。

　　3、學(xué)生能夠結(jié)合一年級時(shí)學(xué)習(xí)的表示顏色的單詞如red, green 等語言知識，將新舊知識融會貫通，運(yùn)用于實(shí)際情景中。

　　4、通過crossing the road及warning等活動，培養(yǎng)學(xué)生自覺遵守交通規(guī)則的意識。

　　三、教學(xué)建議( teaching suggestion )

　　activity 1  （watching the video）

　　1. the crossroad

　　在屏幕上播放一段十字路口車來車往的錄像。當(dāng)錄像中的交通燈呈紅色時(shí)，所有相應(yīng)的車輛和行人都停止。

　　把學(xué)生生活中的情景在課堂中呈現(xiàn)，并通過問答吸引學(xué)生的注意，讓學(xué)生充分利用各種感官感知新知，并為新知的導(dǎo)入作鋪墊。

　　t：what colour is the traffic light?

　　教師根據(jù)學(xué)生的回答, 補(bǔ)充說道：yes, it’s red.         it’s a red light.

　　相反，當(dāng)交通燈變綠色時(shí)，所有相應(yīng)的車輛和行人都可通行。教師也可以如此與學(xué)生問答。

　　2. again

　　再放一遍錄像，在錄像放到交通燈呈紅色，所有車輛和行人都停止時(shí)，教師讓畫面停止。

　　activity 2  （quick response）

　　1. red light.

　　green light.

　　教師出示給學(xué)生一個(gè)紅色圓形的圖片，表示red light。

　　t：what colour is it?

　　t：it’s a red light. 同樣，教師出示給學(xué)生一個(gè)綠色圓形的圖片，表示green light.用相同的方法引出it’s a green light.

　　接著，把紅燈和綠燈分別放在黑板的兩側(cè)，讓學(xué)生根據(jù)教師的指令指出相應(yīng)的燈。

　　2. red light. stop!

　　green light. go!

　　把紅燈和綠燈貼于黑板上，紅燈在上，綠燈在下，把紅綠燈用粉筆圈起來，加上支撐的柱子，一個(gè)交通燈便呈現(xiàn)在學(xué)生面前了。教師把綠燈反面朝學(xué)生，表示紅燈亮了

　　t：red light. stop!

　　用同樣方法引出green light. go!

　　通過模擬的紅燈和綠燈的兩個(gè)教具，在鞏固復(fù)習(xí)舊知的基礎(chǔ)上引出新知，為之后的新舊知識融會運(yùn)用作好鋪墊。

　　通過兩個(gè)教具的組合, 變成一個(gè)交通燈，并形象地模擬交通燈的閃爍，激發(fā)學(xué)生的學(xué)習(xí)興趣，并引出新授知識。

　　activity 3 （letter）

　　learn the letter

　　“ii”“jj”

　　聯(lián)系單詞ice-cream，和跟隨老師朗讀five, kite, light等單詞學(xué)習(xí)字母ii, 掌握它在單詞中的常用發(fā)音。接著，聯(lián)系單詞jelly，和跟隨老師朗讀, jean等單詞學(xué)習(xí)字母jj, 掌握它在單詞中的常用發(fā)音。

　　2nd period

　　一、主要新授內(nèi)容(main contents )

　　let’s act—yellow light. wait!

　　let’s talk—look at the light.

　　二、學(xué)習(xí)目標(biāo)(objectives)

　　1、學(xué)生能夠理解yellow light. wait!的含義，能夠根據(jù)這一指令做出相應(yīng)的反應(yīng)，并能夠結(jié)合前一個(gè)period所學(xué)的兩條交通規(guī)則，，運(yùn)用于真實(shí)的情景中。

　　2、雖然句型look at … 對學(xué)生來說并不陌生，但通過本堂課的學(xué)習(xí)，學(xué)生能將前一單元所學(xué)習(xí)的交通工具名稱以及以前學(xué)過的顏色等舊知結(jié)合該句型熟練表達(dá)。

　　3、在確保完成基本教學(xué)目標(biāo)的基礎(chǔ)上，結(jié)合學(xué)生的學(xué)習(xí)能力和語言的實(shí)際運(yùn)用能力對本課內(nèi)容進(jìn)行相應(yīng)的拓展。如traffic light, traffic rules等，有助于學(xué)生在實(shí)際生活中的運(yùn)用。

　　4、通過制作交通規(guī)則宣傳標(biāo)語的活動，讓學(xué)生牢記交通規(guī)則， 培養(yǎng)學(xué)生遵紀(jì)守法的好習(xí)慣。

　　三、教學(xué)建議( teaching suggestion )

　　activity 1  （looking and saying）

　　1. questions and answers

　　教師在屏幕上呈現(xiàn)給學(xué)生一條熱鬧的馬路，并提問：what can you see?

　　學(xué)生可以運(yùn)用句型：i can see …回答

　　2. questions and answers

　　教師向?qū)W生介紹畫面中的交通燈。結(jié)合畫面告訴學(xué)生：t: look, it is a traffic light. look at the light. what colour is it?

　　p: it’s yellow.

　　t: what should we do?

　　we should wait.

　　yellow light. wait!

　　通過師生間的一問一答，導(dǎo)入新知，并讓學(xué)生對新知有了視聽上的感知。

　　activity 2  （introduction）

　　1. traffic rules

　　教師出示一張交通燈的圖片，讓學(xué)生在各自的小組說說過馬路時(shí)所要遵守的交通規(guī)則。

　　2. yellow light. wait!

　　look at the light.

　　接著，教師圖片上黃色的交通燈，這時(shí)黃燈閃爍著。

　　教師可以告訴學(xué)生：look at the light. it’s yellow. yellow light. wait!

　　通過學(xué)生日常生活中所見的交通燈，自然引出yellow light及其相應(yīng)做出的動作。

　　3rd  period

　　一、主要新授內(nèi)容(main contents )

　　let’s play—look at the light. it’s …

　　go! stop! wait!

　　二、學(xué)習(xí)目標(biāo)(objectives)

　　1、在上一節(jié)課學(xué)習(xí)的基礎(chǔ)上，繼續(xù)用各種活動形式來進(jìn)一步操練句型look at …，及一年級學(xué)過的用以描述的句型it’s…，使學(xué)生能將這兩句句型熟練表達(dá)，達(dá)到脫口而出。

　　2、學(xué)生能熟練運(yùn)用簡單的祈使句go! stop! wait!表達(dá)指令。

　　3、結(jié)合學(xué)生的學(xué)習(xí)能力和語言的實(shí)際使用能力對本課內(nèi)容進(jìn)行相應(yīng)的拓展，如cross the road, let’s …等，有助于學(xué)生在實(shí)際生活中的運(yùn)用。

　　4、通過表演等的活動，讓學(xué)生牢記并遵守交通規(guī)則。

　　三、教學(xué)建議( teaching suggestion )

　　activity 1  （quick response）

　　look at the….

　　it’s…

　　i like it.

　　i don’t like it.

　　…

　　通過看圖快速描述的形式，幫助學(xué)生鞏固復(fù)習(xí)上節(jié)課的語言知識。

　　1.教師在屏幕上快速顯示圖片,讓學(xué)生對圖片一一進(jìn)行描述.

　　2. 屏幕上顯示交通燈，當(dāng)其呈紅色時(shí)，教師說：look at the light. it’s red. stop!當(dāng)其呈黃與綠色時(shí)，老師也作出相應(yīng)的描述。

　　activity 2  （talking about the traffic rules）

　　red light. stop!

　　yellow light. wait!

　　green light. go!

　　1. 教師用手電筒（分別包上紅黃綠三種顏色的透明塑料紙）作為交通燈，讓學(xué)生看著燈閃亮的顏色來說相應(yīng)的指令。

　　2. 教師讓學(xué)生在小組中說說過馬路時(shí)要牢記的交通規(guī)則及其他一些規(guī)則。

　　把手電筒當(dāng)交通燈，非常的形象，大大激發(fā)了學(xué)生開口的欲望。

　　activity 3  （rhyme）

　　1. red light. stop!

　　yellow light. wait!

　　green light. go!

　　教師用錄音機(jī)給男生與女生兩組不同的節(jié)奏，讓他們根據(jù)節(jié)奏來編交通法規(guī)的兒歌。

　　2. look at the light. it’s …

　　go! stop! wait!

　　屏幕上顯示交通燈，當(dāng)其呈紅色時(shí)

　　t：look at the light. what colour is it?

　　s：it’s red.

　　t：what should we do? can we go?

　　s：no, stop!

　　當(dāng)其呈黃與綠色時(shí)，老師也如此于學(xué)生進(jìn)行問答。

　　4th  period

　　一、主要新授內(nèi)容(main contents )

　　let’s talk—look! the car is fast.

　　let’s learn—slow  fast

　　二、學(xué)習(xí)目標(biāo)(objectives)

　　1、學(xué)生能夠用形容詞slow 和fast描述事物的快慢。

　　2、學(xué)生能夠使用句型the …is fast/slow.更完整地表述事物的速度，并能用祈使句look!來引起對方的注意。

　　3、據(jù)學(xué)生的生活實(shí)際，補(bǔ)充一些相關(guān)的內(nèi)容，如：listen! but…等。

　　4、通過學(xué)生之間的合作活動，培養(yǎng)學(xué)生的語言交際和交往能力。

　　三、教學(xué)建議( teaching suggestion )

　　activity 1  （watching the video）

　　1. 教師在屏幕上播放一段早晨馬路上車來車往繁忙的景象，讓學(xué)生根據(jù)路上的交通燈的指示情況用學(xué)過的句型來交流。

　　look at the light. it’s …

　　go! stop! wait!

　　let’s go!

　　2. 錄像中綠燈亮了，由于車輛較多，學(xué)生看到這些車都開得較慢

　　t：it’s the rush hour. the car is slow. the van is slow. the bus is slow.

　　they are not fast.

　　activity 2  （quick response）

　　1. look at the light. it’s …

　　go! stop! wait!

　　let’s go!

　　教師變換教具中交通燈的顏色，讓學(xué)生用句子look at the light. it’s …

　　go! stop! wait!

　　組成對話。

　　2. the car is fast.

　　the plane is fast.

　　the ferry is slow.

　　the train is fast.

　　用圖片展示給學(xué)生各種交通工具 t: what are they?

　　接著,根據(jù)圖片的內(nèi)容  t: the car is fast.

　　the plane is fast.

　　the ferry is slow.

　　the train is fast.

　　通過看圖描述的形式，鞏固復(fù)習(xí)舊知。

　　5th  period

　　一、主要新授內(nèi)容(main contents )

　　let’s enjoy—rhyme

　　二、學(xué)習(xí)目標(biāo)(objectives)

　　1.    學(xué)生能夠背誦并表演課文中的英語兒歌。

　　2.    通過兒歌的學(xué)習(xí)，使學(xué)生能夠牢記并養(yǎng)成遵守交通規(guī)則的好習(xí)慣。

　　3.    學(xué)生能夠用英語表示問候、告別等。

　　三、教學(xué)建議( teaching suggestion )

　　activity 1  （looking and saying）

　　1. the video

　　在屏幕上顯示一條十字路口，一位小朋友正在與車內(nèi)的一位司機(jī)打招呼。請學(xué)生猜一猜,他們之間會說些什么。

　　2. the rhyme

　　屏幕上的小朋友還在念一段兒歌，請學(xué)生們聽一聽。

　　activity 2  ( making a dialogue )

　　1. look at the light. it’s …

　　go! stop! wait!

　　cross the road.

　　let’s go.

　　教師出示交通燈教具，請學(xué)生按照交通燈的指示，編一段過馬路時(shí)遇見朋友的對話。

　　2. the …is fast.

　　the … is slow.

　　教師出示交通工具的圖片，讓學(xué)生用句型：the …is fast. the … is slow.

　　描述速度。

　　3.the rhyme

　　教師把黑板當(dāng)成馬路，把剛復(fù)習(xí)的圖片與交通燈教具貼于黑板上，告訴學(xué)生有一個(gè)孩子會編兒歌，請學(xué)生看黑板，聽錄音。

　　6th  period

　　一、主要內(nèi)容 (main contents)

　　revision

　　二、學(xué)習(xí)目標(biāo)(objectives)

　　1、學(xué)生能夠理解red light. stop! yellow light. wait! green light. go!的含義且能夠根據(jù)這些指令做出相應(yīng)的反應(yīng)。

　　2、學(xué)生能結(jié)合前一單元所學(xué)習(xí)的交通工具名稱用look at … it’s…等句型熟練表達(dá)指令和事物的一些特性。

　　3、學(xué)生能熟練運(yùn)用簡單的祈使句go! stop! wait!表達(dá)指令。

　　4、學(xué)生能運(yùn)用形容詞fast, slow來對事物的速度進(jìn)行簡單的描述。

　　5、學(xué)生能夠使用句型the …is fast/slow.更完整地表述事物的速度，并能用祈使句look!來引起對方的注意。

　　6、學(xué)生能夠朗誦本單元中的英語兒歌。

　　三、教學(xué)建議( teaching suggestion )

　　activity 1  ( rhyme )

　　1. 學(xué)生跟著錄音機(jī)念兒歌。

　　2. 學(xué)生隨著節(jié)奏，一邊念兒歌一邊配以動作。

　　activity 2 （game）

　　playing the drum

　　go! stop! wait!

　　1.      教師將go! stop! wait!這三句話寫在紙上，攤開在桌上，學(xué)生根據(jù)教師手中表示go! stop! wait!的指示牌，請一位學(xué)生根據(jù)看到的指示牌用手在go! stop! wait!這些紙上邊說邊拍打，如擊鼓般。

　　2. 學(xué)生在小組中進(jìn)行游戲。

　　用游戲讓學(xué)生動腦動手，激發(fā)他們的學(xué)習(xí)熱情，讓他們在會說句子的基礎(chǔ)上，進(jìn)行認(rèn)讀句子的操練。

　　activity 3 （quick response ）

　　red light. stop!

　　yellow light. wait!

　　green light. go!

　　1. 教師說口令，學(xué)生根據(jù)口令做出相應(yīng)的動作。

　　2. 個(gè)別學(xué)生學(xué)做小老師，說出交通燈的顏色，全體學(xué)生說出并做出相應(yīng)動作。

　　2.       3. 以競賽的形式，男女學(xué)生倆倆組合。先由男同學(xué)發(fā)指令，女同學(xué)做出相應(yīng)的動作，然后由女同學(xué)發(fā)指令，男同學(xué)做出相應(yīng)的動作。看看男女同學(xué)誰的反應(yīng)快。

　　seventh  period

　　1.完成練習(xí)冊。

　　教后記：在這一課的學(xué)習(xí)中，通過和現(xiàn)實(shí)生活的聯(lián)系，學(xué)生還是很有興趣的學(xué)習(xí)這一課的內(nèi)容，尤其是在做游戲的過程中，學(xué)生能做到學(xué)中玩，玩中學(xué)，能很快的撐握新知識，并能很快的運(yùn)用。但是在這一課中，也有一些問題，比如，學(xué)生不能正確的發(fā)音“it’s”。將加大在這一方面的訓(xùn)練。

Unit 5 Crossing the road 篇2

　　period1 let’s act

　　teaching aims:

　　basic aims:

　　to learn the words: light, stop, wait, goto learn the colors: red, yellow, green to learn some instructions. e.g. red light. stop!developing aim:

　　free talk

　　education aims:

　　pay attention to the traffic lights.

　　obey the traffic rules.

　　materials: cassette player, pictures

　　teaching procedure:

　　教學(xué)步驟方法與手段補(bǔ)充和修改pre-task preparationsing a song: follow me ask and answer:e.g. how do you go to the park? what do you like to do?

　　where do you live?

　　i see a---. what colour is it?

　　what colour do you like？

　　is it red ？

　　3、listen and act

　　get in the car.

　　get on the plane.

　　play with me.

　　dance with me.

　　have some soup.

　　while-task procedurelearn: lighta. t: (show the picture) look, what’s this?it’s a light.

　　try to say: light ask and answer:e.g. what’s this?

　　is this a light?

　　what colour is it?

　　is it a red light?

　　learn: stop t: if we see the red light, we must stop. try to say: stop try to say: red light. stop! work in pairse.g.s1: red light. stop! s2: action

　　learn: wait what’s this?is it red?

　　what colour is it?

　　can we go? no, we must wait.

　　try to say: wait try to say: yellow light. wait! work in pairslearn: got: look, this is the green light. we can go. try to say: go try to say; green light. go!   d.  work in pairs

　　post-task activitiest: look, this is the red light.s: red light. stop! play the cassette and read after it. free talk play a gamefour students each group.  one acts a policeman to order. the other three do actions

　　assignment:read after the tape after class. 課 

　　后 

　　隨 

　　筆

　　成功與經(jīng)驗(yàn) 

　　板 

　　書 

　　設(shè) 

　　計(jì)

　　思考與對策 

　　period two

　　teaching aims:

　　1.basic aims;

　　a: to learn the word: fast, slow, ice-cream, jelly

　　b: to learn the letters: i i,j j

　　2.developing aim

　　free talk

　　3.eduation aims:

　　don’t eat too many ice-creams.

　　materials:

　　cassette player, pictures, word cards and so on

　　teaching procedure: 

　　教學(xué)步驟方法與手段補(bǔ)充與修改pre-task preparation:sing a song: down by the bus stop ask and answer:what can you see?

　　if you see the red light, what should you do?

　　listen and act

　　t: red light. s: red light. stop!

　　while-task procedure learn: fast take out a modle car and drive it.say: look at the car. it is fast. the car is fast. try to say: fast try to say the sentences.  e.g. the car is fast.

　　the plane is fast.

　　learn: slow take out a modle bus and say:

　　look, the bus is slow.

　　try to say: slow make sentences

　　e.g. the ferry is slow.

　　the bicycle is slow.

　　listen and act post-task activities read the words together. play a game: match the pictures and the words. game: what is missing? learn: i i point to the word “ice-cream” and say:this word begins with the letter “i”

　　b. repeat: i  /ai/   ice-cream

　　c .show the capital letter “ i “. let the students compare the small letter “ i “ with the big letter “i”.

　　say sth. about writing.

　　5. do the same with “j” & “j”

　　assignmentread the words and the letters. write the letters. workbook page16find the correct word for each picture.

　　workbook page17

　　trace the letters.

　　課 

　　后 

　　隨 

　　筆

　　成功與經(jīng)驗(yàn) 

　　板 

　　書 

　　設(shè) 

　　計(jì)

　　思考與對策 

　　period three

　　teaching aims:

　　basic aims:

　　using imperatives to give simple instructions.e.g. look at the light.

　　using adjectives to describe objects.e.g. the car is fast.

　　developing aim:

　　free talk

　　education aim:pay attention to the traffic safety.

　　materials:cassette player, picturesteaching procedure:

　　教學(xué)步驟方法與手段補(bǔ)充與修改pre-task preparation;sing a song free talke.g. have some soup. may i have____?

　　what can you see?

　　while-task procedurelearn: look at _____. listen and actclean the desk, please.clap your hands.

　　look at the blackboard.

　　look at me.

　　look at ____.

　　try to say: look at_____. point to the light and try to say:look at the light.

　　ask and answerwhat can you see?

　　what colour is it?

　　work in pairs using three colours.e.g. look at the light. it’s red.

　　learn: look! the car is fast. show the car and drive it.t: look! the car is fast.

　　try to say: look! the car is fast. work in pairs using other objectse.g. look! the plane is fast.

　　look! the bus is slow.

　　post-task activities 1.  put up the wallchart and play the cassette. students repeat. 2.  free talk:

　　e.g. look at the light.

　　it’s yellow.

　　look! the car is fast.

　　assignment:read after the tape after class. workbook page 15.listen and write the correct number in the box. 課 后

　　隨

　　筆

　　成功與經(jīng)驗(yàn) 

　　板 書

　　設(shè)

　　計(jì)

　　思考與對策 

　　period fourteaching aims:

　　basic aims:

　　using imperative to give instructions.e.g. look at the light. go!

　　using adjectives to describe colours.e.g. it’s green.

　　developing aims:

　　free talk

　　education aims:

　　educate the students to be a good child.

　　materials:

　　cassette player , pictures and so on

　　teaching procedure:教學(xué)步驟方法和手段i補(bǔ)充和修改pre-task preparation:sing a song ask and answere.g. what can you see? what colour is it?

　　is it a__(colour) light?

　　is it fast?

　　s it slow?

　　look and guess read the words talk like thise.g. look at the light.

　　it’s red.

　　the car is ___.

　　while-task procedureput three pictures of traffic lights in three corners of the classroom, each showing a different colour. get a pair of students to come to the front to help you demonstrate. tell them to stand in a low facing you.ask the student at the back to close his/her eyes. explain that when you say “l(fā)ook at the light.” and point to a picture of traffic lights in one of the corners, the student in the front should say “it’s___(colour of the light). then the student at the back with his/her eyes closed should say “go!” or ”stop!” or “wait!” according to the colour of the light he/she heard. play the game with pairs of students.4.  play in groups of three. post-task activitiesread after the tape. act assignmentread after the tape. workbook page 17listen and colour the light. then use the same colour for the correct word. 課 后

　　隨

　　筆

　　成功與經(jīng)驗(yàn) 

　　板 書

　　設(shè)

　　計(jì)

　　思考與對策 

　　basic aims:

　　1. using imperatives to give simple instructions.

　　e.g. stop on the road.

　　2. using adjectives to describe objects

　　e.g. all very fast.

　　developing aims:

　　to say the rhyme using appropriate stress.

　　education aims

　　educate the students to be a polite child.

　　materials: cassette player, pictures

　　teaching procedure:  

　　教學(xué)步驟方法與手段補(bǔ)充和修改pre-task preparationsing a song free talk listen and act talk like thise.g. look at the light. it’s red. stop! 

　　while-task procedurelearn the first verse show the picture of the lightt: what colour is it? if you see the red light, what should you do?

　　t: stop. stop on the road.

　　listen to the tape and read after the tape.     ask individual students to saylearn the second verseshow the picture of lightt: is it red? what colour is it?

　　if the light is green, can you go?

　　learn: cross t: if the light is green, we can cross the road.

　　cars can go past, too.

　　listen to the tape and read after the tape. invite individual students to say    post-task activities1. ask the students to read the rhyme. 2. invite the students to act out the rhyme.

　　assignment1. listen and read after the tape.

　　2. act out the rhyme after class.

　　課 后

　　隨

　　筆

　　成功與經(jīng)驗(yàn) 

　　板 書

　　設(shè)

　　計(jì)

　　unit5 crossing the road 來自第一范文網(wǎng)。

Unit 5 Crossing the road 篇3

　　let’s play

　　cross the road

　　language focus:

　　1.  using the imperatives to give simple instructions.

　　2.  using objectives to describe colors.

　　language skills:

　　1.  using modeled phrases to communicate with each other.

　　materials:

　　tape. recorder. pictures.

　　i.  pre-task preparation:

　　1.  get the whole class to stand up. tell the students that when you hold up the word card for “go”, they should run on the spot. when you hold up the card for “stop”, they should stand still.

　　ii. while-task procedure:

　　1. say: let’s play a game.

　　put three picture of traffic lights in three corners of the classroom. each shows a different color. get a pain of students to come to the front to help you demonstrate. tell them to stand facing you in a row. ask the students at the back to close his/her eyes.

　　2.  explain that when you say “l(fā)ook at the light” and point to the picture of the traffic lights in one of the corners, the students in the front should say: it’s  then the students at the back with his/her eyes closed should say “go!” or “stop”“ or “wait” according to the color of the light he/she heard.

　　3.  play the game with pairs of students when they are familiar with the game, you can ask some more able students to take up your role.

　　4.  open your book. play the recorder. let the students listen and follow in their book.

　　iii.post-task activity:

　　workbook page 17

　　listen and color the light. then use the same color for the correct word.

　　unit5 crossing the road(4) 來自第一范文網(wǎng)。

Unit 5 Crossing the road 篇4

　　let’s enjoy

　　language focus:

　　1.using the imperatives to give simple instructions.

　　2.using objectives to describe objects.

　　language skills:

　　1.identify the key words in an utterance by recognizing the stress.

　　2.pronounce words correctly in connected speech

　　materials:

　　tape. recorder. pictures.

　　i. pre-task preparation:

　　1.say: today we will learn a rhyme related to traffic.

　　ii.while-task procedure:

　　1.move the desks and chairs to make the classroom look like a crossing. get three students to come to the front. ask them to pretend to be the car drivers.

　　2.show a picture of the red light. then point to the “three cars” and say “stop, stop, stop. stop on the road. cars wait to go. hello, hello, hello. wave your hand at the “drivers” and have them wave back. repeat for students to copy you. do the same with the second verse, and ask the “car drivers”to “drive their cars” quickly across the road.

　　3.play the game with more groups of students to get them familiar with the scene and the words of the rhyme.

　　4.play the cassette tape for the student’s book page 26.students listen and follow in their books.

　　5.play the cassette tape again. students follow and say the lines

　　6.invite groups of students to act out the rhyme following your demonstration at the beginning of the class. students vote for the best performer.

　　iii.post-task activity:

　　draw an oval-shaped racetrack on the board. divided it into twenty sections. divide the class into two teams. ask each team to choose a colored magnet. show a word card for this unit to team a. if team a knows the words, move the magnet to the next section. then show another card to team b. if team b can’t read the word, show it to team a. they then have a chance to move their magnet forward another step.

　　consolidation:

　　oxford english (shanghai edition) practice and assessment series 2a unit 5 further grammar and vocabulary exercises as well as listening and reading skills development tasks.

　　unit5 crossing the road(5) 來自第一范文網(wǎng)。