牛津小学英语2a教案unit5crossingthe

U n i t5C r o s s i n g t h e r o a d【教学设计（TEACHING DESIGN）】第四课时(4th PERIOD)一、主要新授内容(Main contents )Let’s talk—Look! The car is fast.Let’s learn—slow fast二、学习目标(Objectives)1、学生能够用形容词slow 和fast描述事物的快慢。

2、学生能够使用句型The …is fast/slow.更完整地表述事物的速度，并能用祈使句Look!来引起对方的注意。

3、据学生的生活实际，补充一些相关的内容，如：Listen! But…等。

4、通过学生之间的合作活动，培养学生的语言交际和交往能力。

三、教学建议( Teaching suggestion )1、任务前期准备阶段（Pre-task preparation section）通过让学生观看日常的生活场景和图片，来复习巩固上节课的内容，并导入新知，让学生对所要掌握的语言知识有较形象的感知。

Activity 1 （Watching the video）1、教学辅助(Aids)1)电脑（2A-U5-P4-1）2）屏幕Activity 2 （Quick response）1、教学辅助(Aids)交通灯教具,图片Activity 3 （Game）Driving vehicles 1、教学辅助(Aids)交通灯教具,图片头饰2、任务中期实施阶段（While-task procedure section）学生通过跟读录音机及教师培养良好的听读习惯。

吹气球，说出反义词和反义的句子等操练形式，将有利于激发学生的学习兴趣，培养他们的思维能力。

Activity 1 （Repetition）1、教学辅助(Aids)图片Activity 2 ( Blowing a balloon )Activity 3 （Opposite meaning）1、教学辅助(Aids)图片提供给学生一些生活的场景，使学生能够运用他们所学的语言知识对事物的速度进行描述，并通过比较、猜谜、记忆等游戏形式加以操练、巩固与反馈，以熟练掌握单词、句型的运用。

2A（上海牛津英语）Unit5Crossingtheroad（1）.doc2A (上海牛津英语) Unit 5 Crossingthe road(1)一．教学目标1．听说读单词：stop, light, go, fast,slow .wait2．听说读句型：look at the light, the light is ….3. 学唱歌曲：《crossing the road》二．教学重点6个单词2个句型三．教学难点学唱《crossing the road》四．教学准备磁带，图片，小苹果等五．教学过程1．greeting2．free talksay some rhymes: 《i’m cat cat cat, in the cap cap cap》《bob,bob,bob, it’s blue dog》《long lizard long, lying on the log look at the lizard, lying on the log》《上下大小，长短多少》sing some english songsintroduce yourself3.presention投影出示图片导入crossing the road这一课，让学生理解题目的含义。

sing a song 导入teach: light, slow, wait, slow, stop, go 形式：用各种语气读，做动作读，节奏读等。

teach: look at the light. the light is red…形式：做动作说句子，运用语气读句子，个别读，小组读，齐读。

单词句型游戏：看嘴型猜单词句型，中英文互译，做动作猜单词，蹲游戏（学生作小老师）4．consolidationchant and sing通过表演唱来巩固单词句型。

一．教学目标1．听说读单词：stop, light, go, fast,slow .wait2．听说读句型：look at the light, the light is ….3. 学唱歌曲：《crossing the road》二．教学重点6个单词2个句型三．教学难点学唱《crossing the road》四．教学准备磁带，图片，小苹果等五．教学过程1．greeting2．free talksay some rhymes: 《i’m cat cat cat, in the cap cap cap》《 bob,bob,bob, it’s blue dog》《long lizard long, lying on the log look at the lizard, lying on the log》《上下大小，长短多少》sing some english songsintroduce yourself3.presention投影出示图片导入crossing the road这一课，让学生理解题目的含义。

Unit 5 Crossing the road1st periodI、Teaching Contents:Let’s actII、Teaching Aims：Using imperatives to give simple instructionsIII、Main points and difficult points:1. Locate specific information in response to simple instructions2. Use modelled phrases to communicate with other learnersIV、Materials: Pictures of traffic lights, PPTV、Teaching proceduresStep 1 Pre-task preparations1. Show the picture of the red light. Say red light. Repeat of students to copy you. Ask if you see thered light, what should you do? Say stop several times so that students can follow.2. Repeat step1 with Yellow light. And Green light.3. Tell students that when you say Go. They should run on the spot. When you say stop, they should stand still. When you say wait, they should be ready to move.4. Say a rhyme: Traffic light, traffic light,Red, yellow, green.Traffic light, traffic light,I see you.On the road, on the street,Stop, wait, go!Step 2 While-task procedure1. Say Let’s play a game. Get three students to come to the front to help you demonstrate. Tell them to stand in a row facing you.2. Explain that you are going to show them pictures of traffic lights. When they see the red light, theyshould say red light stop and stand on the spot. When they see the yellow light, they should say Yell ow light wait.3. Play the game with small groups of students. When they are familiar with the game, the winner cantake up your role.4. Get students to open their Student’s Books to page 22. Play the cassette tape to let them listen to thecorrect pronunciation of the commands.Step 3 Post-task activitySay It’s important to pay attention to the traffic lights. Let’s play the game again and keep score this time. Let’s see which group wins!2nd periodI、Teaching Contents:Let’s talkII、Teaching Aims1. Using imperatives to give simple instructions2. Using adjective to describe objectsIII、Main points and difficult points:1. Locate specific information in response to simple instructions2. Use modelled phrases to communicate with other learnersIV、Materials: PPTV、Teaching proceduresStep 1 Pre-task preparations1. Recite the rhyme: Traffic lights2. Show pictures of traffic lights. Ask individual students to say the colour of the lights and what theyshould do when they see each colour of the light.3. Ask Do you watch the traffic on the road? What can you see?Step 2 While-task procedure1. Put up the wallchart for page 23. Tell a story something like this.2. Ask questions such as the following:What did Sam and his father do before crossing the road?What did Sam’s father say?What colour was the light?3. Point to the bus on the wallchart and say The bus is slow. Point to the car on the wallchart and saythe car is fast. Repeat several times so that students can follow.4. Play the cassette tape to let students listen to the correct pronunciation of the expressions as they point to the items in their Student’s Books.Step 3 Post-task activityTake the class to a safe spot where they can see a road and the traffic lights. Ask them to call out fast or slow according to how fast the traffic is moving; and stop or go according to the flow of traffic before t he light.1. Review the traffic vehicles. Compare which is fast/ slow. Use the new sentence pattern.2. Show some places to Ss and talk about: Where do you go? How do you go? Why?Step 4 ConsolidationWorkbook page 15: Listen and write the correct number in the box.3rd periodI、Teaching Contents:Let’s learnII、Teaching Aims1. Using imperatives to give simple instructions2. Using nouns to identify things3. Using adjective to describe objectsIII、Main points and difficult points:1. Pronounce words properly2. Learn the names and sounds of the lettersIV、Materials: PPTV、Teaching proceduresStep 1 Pre-task preparations1. Put up the wallchart for page 23. Point to the items on the wallchart for stop, go light, fast and slowand say the words in English. Repeat for students to follow.2. Pup up the picture cards for the above five items on the board. Ask individual students to point to each picture and say the word.3. Play the game: Jody says Then play another game: Give commands to go somewhere and bring something.Step 2 While-task procedure1. Put the relevant word card beside each item on the wallchart. Read the words slowly. Let the students copy you.2. Put the word cards up on the board in a horizontal row. Call students up to draw pictures of the words. Revise by reading the words together.3. Show students the picture card for ice-cream and say ice-cream begins with the sound i. Show the word card for ice-cream and say I…ice-cream.4. Elicit another sound of Ii: I Find words to make sentences. Sing the letter song. The learn to write.5. The same teaching procedures of Jj.Step 3 Post-task activityMake a matching game for small group revision work. Make sets of cards-one with a word from this unit and the other with its picture. Punch a small hole at the top of each picture card and at the bottom of eac h word card. Then the two matching cards can be joined with a string fastener.Step 4 ConsolidationWorkbook page 16: Find the correct word for each picture.4th periodI、Teaching Contents：Let’s play & Let’s enjoyII、Teaching Aims1. Using imperatives to give instructions2. Using adjectives to describe colours3. Learning the rhymes on Page 26III、Main points and difficult points:Use modelled phrases and sentences to communicate with other learners.IV、Materials: PPTV、Teaching proceduresStep 1 Pre-task preparation1. Get the whole class to stand up. Tell students that when you hold up the word card for go. They should run on the spot. When you hold up the word card for stop, they should stand still.2. Progressively quicken the pace to have more excitement.Step 2 While-task procedure1. Say Let’s play a game. Put 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 the m to stand in a row facing you. Ask the student at the back to close her eyes.2. Explain that when you say Look 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… Then the student at the back with his eyes closed sho uld say go or stop or wait according to the colour of the light he heard.3. Play the game with pairs of students. When they are familiar with the game, you can ask some moreable students to take up your role.4. Open the Student’s Book to page 25. Play the cassette tape. Students listen carefully to the correct pronunciation of the expressions.5. When you cross the road, you will see the traffic light at the crossing. Practise the new words: cross,crossing6. Make a rhyme: Cross, cross, cross the road.I see the traffic lightat the crossing.Look at the light.It’s red. Red light! Stop!7. Listen to the rhyme on P26 and repeat.Step 3 Post-task activity:1. Put up the word cards for this unit on the board. Ask students to follow your instructions and read the m. Say slow and fast randomly so that students will adjust their speed when reading the words. They can have fun saying the word fast as slowly as possible.2. Try to recite the rhyme and check in pairs.Step 4 ConsolidationWorkbook page 17: Listen and colour the light. Then use the same colour for the correct word.。

二年级牛津英语－Unit5CrossingtheRoad全单元教案let’s actlanguage focus:1. using the imperatives to give simple instructions.language skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other. materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait,they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green lights: (action)let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe objects.language skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other. materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road?what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road? what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe objects.language skills:1. pronounce words properly共3页，当前第1页1232. learn the names and sounds of letters :l l j j.materials:tape. recorder. pictures.i. pre-task preparation:1. show the wallchart of page 23. point at the items for :”stop, go, light, fast and slow”and say the words in english. repeat for the students tofollow.2. put up the picture cards for the above five item on the board ask individual student to point at each picture and say the word.ii. while-task procedure:1. put up the relevant word card beside each item on the wallchart. read the words slowly. let the students to follow you.2. put the word card up on the board in a horizontal now. call students up to draw the pictures of the words. revise by reading the words together.4. show students the picture card for : ice-cream and say ice-cream begins with the sound.”i”show students the picture card for : ice-cream and say “ce-cream”. repeat. show the alphabet card :i.ask the students compare the capital letter : i乫with the small letter : i. do the same with : jj, jellyplay the tape for students to follow in their books.iii. post-task activity:1. make a matching game for small groupsmake a sets of cards—one with a word from a word from this unit and the other with its picture. punch a small hole at the top of each word card and at the bottom of each word card. then the two matching cards can be joined with a string fastener.2. work page 16,17.let’s playcross the roadlanguage 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 “look 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.共3页，当前第2页1233. 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 17listen and color the light. then use the same color for the correct word.let’s enjoylanguage 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 speechmaterials: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 forstudents 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 lines6. 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.。

牛津小学英语2a教案Unit5 Crossing the road【摘要】：一．教学课题Unit5CrossingtheroadLesson1二．学生素质发展目标：Languagefocus:Usingnounstoidentifytransport.三．教学重点和难点：Teachingaims:1.Teachthenewwords:stoplightgofastslow四．主要教学方法：1．Readandsay:2．Look,readandlearn:3．Lookand一．教学课题Unit5 Crossing the road Lesson 1二．学生素质发展目标：Language focus: Using nouns to identify transport.三．教学重点和难点：Teaching aims: 1. Teach the new words: stop light go fast slow 四．主要教学方法：1．Read and say:2．Look, read and learn:3．Look and say:4．Think and guess:5．Look and read:五．教具：Teaching aids: tape recorder, tape, word and picture cards, some objects.六．教学过程：Teaching procedure:Produces Contents Methods PurposePre-task preparation 1. Greetings:T:Hello, boys and girls.Ss: Hello, teacher. T:How are you? Ss:Fine, thank you. Andyou? T: Very well.Greetings in theclass.Say and do together.Work in pairs. Tand S.互相问候，创造英语气氛。

拓展教材五2A Unit 5 Crossing the road《拓展教材五 2A Unit 5 Crossing the road》在我们的日常生活中，过马路是一个看似简单却蕴含着重要安全知识的行为。

无论是孩子还是成年人，正确地过马路对于保障自身生命安全都至关重要。

首先，让我们来了解一下为什么过马路需要特别小心。

道路上车辆川流不息，车速各不相同，如果我们在过马路时不注意观察，很容易陷入危险之中。

车辆可能会因为各种原因突然刹车不及，或者驾驶员可能存在视线盲区，无法及时发现行人。

此外，交通状况复杂多变，比如在十字路口，不同方向的车辆和行人都在同时移动，这就增加了发生碰撞的风险。

那么，如何正确地过马路呢？第一步，我们要选择合适的过马路地点。

通常，有交通信号灯和斑马线的地方是最安全的。

在等待信号灯时，一定要耐心，不要急于闯红灯。

红灯停，绿灯行，这是最基本的规则。

当绿灯亮起时，也不要立刻冲出去，而是要先观察左右两边的车辆情况，确保没有车辆靠近或者正在快速行驶。

在过马路的过程中，要始终保持警觉。

眼睛要不断观察周围的交通状况，特别是注意那些可能转向或者突然加速的车辆。

不要边走边玩手机、听音乐或者做其他分散注意力的事情。

同时，要走直线，快速而稳定地通过马路，不要在路中间停留或者折返。

对于孩子们来说，过马路更需要特别的关注和教导。

家长和老师应该从小就向他们灌输正确过马路的知识和习惯。

可以通过一些生动有趣的方式，比如儿歌、故事或者模拟过马路的游戏，让孩子们更好地理解和记住这些规则。

在一些特殊的情况下，比如没有信号灯和斑马线的路段，我们更要格外小心。

要先在路边停下，观察清楚道路两边的车辆情况，确保安全后再通过。

如果车辆较多，可以等待车辆减少或者有人一起结伴过马路，互相提醒和照顾。

另外，天气条件也会对过马路的安全产生影响。

在下雨天或者雾天，视线会受到影响，车辆的制动距离也会变长，这时候更要增加观察的时间和距离，提前做好准备。

二年级牛津英语－Unit 5 Crossing theRoad 全单元教案let’s actlanguage focus:1. using the imperatives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students theimportance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the imperatives to givesimple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describenguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the impe ratives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show thepicture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. us ing the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! ,stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the imperatives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light,and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his fatherdo before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the imperatives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students tocome to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette.listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the im peratives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on thespot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1.pronounce words properly3let’s actlanguage focus:1. using the imperatives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action)let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the imperatives to give simple nguage skills:1. locate specific information in response to simple instruction.2. usingmodeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases tocommunicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the imperatives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should youdo?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still. when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-taskprocedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on the wallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3let’s actlanguage focus:1. using the imperatives to give simple nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. show the picture of the red light and say it.repeat and ask the students to follow you. ask:if you see the red light, what should you do?say: stop several times so that the students could follow you.2. repeat step 1 with : yellow light and wait, green light, and go.3. tell the students that when you say : go they should run out on the spot. when you say : stop, they should stand still.when you say : wait, they should be ready to move.ii. while-task procedure:1. say: let’s play a game. let three students to come to the front to help you demonstrate. tell them to stand in a row facing you.2. explain that you are going to show them pictures of traffic lights. when they see the red light, they should say : read light, stop, stop, stop! and stand on the spot.(use the same way to deal with yellow light, wait! green light, go!)iii. post-task activity:1. tell the students the importance of paying attention to the traffic lights2. listen and act: t: red light/yellow light/green light s: (action) let’s talklanguage focus:1. using the imperatives to give simple instructions.2. using objectives to describe nguage skills:1. locate specific information in response to simple instruction.2. using modeled phrases to communicate with each other.materials:tape. recorder. pictures.i. pre-task preparation:1. listen and actred light! , stop!yellow light! , wait!green light! ,go!2. ask: do you watch the traffic on the road? what can you see?ii. while-task procedure:1. show a wallchart for page 23. describe the picture.2. try to ask some questions:what did sam and his father do before crossing the road?what did sam 乪s father say?what color was the light?what did sam say?3. point to the bus on thewallchart and say: the bus us slow.point to the car on the wallchart and say: the car is fast.4. play the cassette. listen and repeatiii. post-task activity:workbook page 15 let’s learnlanguage focus:1. using the imperatives to give simple instructions.2. using nouns to identify things.3. using objectives to describe nguage skills:1. pronounce words properly3。