Module2Whatcanyoudo?Unit2Icanrunreallyfast.TeachingAimsandDemands:TounderstandthereadingmaterialaboutrunningforclassmonitorTolearntowriteaspeechaboutrunningforaclassmonitorMainPointsKeyvocabulary—start,fast,fit,just,ball,game,team,tidy,everybody,beautifulKeystructures—I’dliketobe…Iwanttobe…DifficultPointsHowtocompeteforamonitoroftheclassWeakPointsHowtoactivateSStoexpressthemselves教學(xué)流程ActivityI.leadin.LeadtheSStotalk:1.Whoisyourclassmonitor?2.Whatishe/shelike?Whatcanhe/shedo?3.Doyouthinkhe/sheisagoodmonitor?LeadSStolearn:getonwellwith…/bekind/friendlyto/dowellin…/begoodat…/bereadytodo…Talkaboutmoremonitorsintheclasswiththenewphrases.ActivityIIReading1.Pre-readingWhenSSaretalkingabouttheirmonitors,leadSStousethekeyphrases:getonwellwith…/bekind/friendlytodowellin…/begoodat…/bereadytodoGetSStotalkaboutmoremonitors.2.WhilelisteningIt’sthestartofthenewtermandwe’rechoosingournewmonitors.1)Fastreading:Readandmatchthestudentswiththemonitortheywanttobe2)Carefulreading:readandcompletethetableStudentsWhycanbeagoodmonitorLingling

getonwellwith,workhard,anddowell,readytohelpDaming

runfast,fitandhealthy,play…well,getbestscoresTony

help…docleaning,likeacleanandtidyhouse3).Readthepassageandcheck(√)thetruesentences.(1).Linglingdoesn’tgetonwellwithothers.(2).Linglingiskindtoeveryone.(3).DamingisgoodatsportsohewantstobethePEmonitor.(4).Damingplaysfootballfortheschool.(5).Tonydoesn’tlikecleaning.(6).Tony’shomeistidy.3.post-readingUnderlinethecorrectwords.(Activity3)Completethesentenceswiththecorrectformoftheexpressionsfromthebox.(Activity4)ActivityIVRunningforamonitorAskandanswerthequestions.1.Whichmonitorwouldyouliketobeforyourclass?classmonitorPEmonitorcleaningmonitor…2.Whydoyouthinkyoucanbeagoodmonitor?板書(shū)（或課件）設(shè)計(jì)Module2Whatcanyoudo?Unit2Icanrunreallyfast.getonwellwith…bekind/friendlytodowellin…=begoodat…/bereadytodoworkhard作業(yè)布置1.TorecitethepassageofUnit2,Module22.Tofinishtheexerciseb