Unit 3 Things I like to do 第一课时
activity 5 （mime and sing）（引入1）1、教学辅助(aids)1) 磁带2) 录音机 2.活动过程（process）stepscontentsmethodspurpose1make a songinvite students to make a new song with actions using the new words/phrases according to the song on oxford english 1bu3 in groups 改变形式，通过演演与猜猜歌词，再到学生演唱，在互动环节中增加学生参与的兴趣。 2mime and singinvite a group come and mime. others can guess the meaning of the song. at last the group shows the answer and sings the song. activity 6（animals）（引入1）1、教学辅助(aids) 2.活动过程（process）stepscontentsmethodspurpose1answer questionswhat animal can run fast/ swim in the water/ sleep for a long time/ …?开放性的问题让学生思考。2 say and actteacher says an animal and students should answer quickly what it can do.t: you are a/an …(fish, bird, etc.)s: i can …扮演小动物，让学生在说说演演中对动词（词组）进一步巩固。 activity 7（quick response）（引入1）1、教学辅助(aids) 2.活动过程（process）stepscontentsmethodspurpose1quick responseteacher says: you can ….students should quickly answer with actions: yes, i can …/ no, i can’t …通过师生、生生的互相问答，增进了解彼此能够做的事。2pair workinvite students to work in pairs and play the game. activity 8 （jobs）（引入1）1、教学辅助(aids)1) 电脑(2a-u3-3)2）屏幕 2.活动过程（process）stepscontentsmethodspurpose1learn the expressions of jobsjay can sing very well. he is a singer. elicit other words like this.(play—player, read---reader, etc.)在学生学会动词的基础上，通过有规则地加-er变为职业的名词，使学生在螺旋上升的语言环境中逐步积累。2guess and learnlet students guess the nouns of dance, write and run. and then tell them to pay attention to the difference. dance---dancer, write---writer, run--- runner3. more jobswhat can a driver/ cook/ postman/… do?driver --- drive, cook---cook, postman---post a mail, teacher ---teach,etc. 反之，将已学的职业单词拓展到动词，对知识点进行整合。 3、任务后期完成阶段（post-task activity section） post-task activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。 activity 1 (act the animal)（引入1）1、教学辅助(aids)1）图片2）头饰 2.活动过程（process）
