The students listen to the tape and read 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. Post-task activity The students answer the teacher’s question Homework and say to go ,,,by,,,’, Cooperative learing Cooperative learing Coaching coaching ‘I 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. Cassette workbook A Listen and match the pictures. B Circle the one that does not belong
Period 5 Teaching focus:
Using nouns to identify different forms of transport
Teaching steps：
Students activities Pre-task preparation The students look at the teacher and listen. The students look at pictures and copy to the teacher. While-task procedure Teaching activities A Hold up a muppet and say ’Hello , good Teaching Coaching Coaching Media Muppet Pictures 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. The 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 activity The students are singing played. 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 transport Ask 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 Coaching Coaching Cooperative learning Cooperative learning Pictures Cassette Picture cassette Cassette cassette and
students say what type of transport they are driving. Unit 5 Crossing the road
Teaching designing: Teaching aids:
D. Words: letters—Ii Jj, stop, light, go, fast, slow.
E. Structures: Look at the light. It’s…, Go! / Stop! / Wait! /
F. Functions: Using imperatives to give simple instructions; To give simple instructions.
Material:
6. Student’s Book 2A page 22-26 7. Cassette 1A and a cassette player
8. Wall charts
9. Photograph page 14 10. Alphabet Cards
Teaching times:
5 times
Learning targets:
C. Basic aims:
6. Be able to identify the letters Ii--Jj 7. Be able to give simple instructions 8. Be able to introduce oneself using I’m.
9. Be able to write the sentence Hello, I’m
3. Using more information to introduce oneself 4. The sorts of the alphabet
Language focus:
4. Using imperatives to give simple instructions 5. Using adjectives to describe objects 6. Learning the words: stop……
Period 1 Teaching focus:
Using imperative to give simple instructions
Teaching steps：
Students activities I. Pre-task preparation: The students look at the picture and copy to teacher. Teaching activities A Show the picture of the red light. Say ’Red light.’ Repeat for students to copy you. Ask If you see Teaching Coaching Media Picture the red light, what should you do? Say’ stop’ several times
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