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3. Focus of the lesson:
学生能够运用以下句型对应该做的事情进行问答。
What should we do? We should …
Ss can use shouldn’t to make sentences.
4. Predicted area of difficulty:
1. 学生能够正确用 “should和shouldn’t ”来描述一件事情应该或者不应该做.
2. The right pronunciation of some words such as “street,cross,careful,should”
二、Teaching methods: Task-based teaching approach, TPR, Situational language teaching,
三、Teaching aids: word cards, CAI
四、Teaching Procedures：
Step = 1 \* ROMAN I : Warming up and revision.
T shows the phrases Ss chant toghther with rhythm and teach the new phrase do warm-up exercise.
(设计意图：以询问国庆节学生想去哪玩儿为引入，设置情景进行有情景的教学，同时利用有节奏的chant来复习学习过的动词词组，唤醒学生的旧知，并为下面的学习进行铺垫。)
Step = 2 \* ROMAN II : Presentation
1. T shows the picture and Ss learn the word “street”
2 PPT shows the picture of “light”and Ss learn it by reading it one by one.
3 T changes the first letter of light into another words, Ss read them “right might fight night sight”
4 Ss read two sentences which are made up of those words by themselves
(设计意图：利用图片直接新授单词，直接明了。并利用变换首字母的方式讲解音标。之后自创顺口溜让学习复习巩固这些词，使音标的学习更加生动直观，学生更有兴趣。)
5 Ss learn the phrase “cross the street” by a picture
6 Ss learn “should ” by filling the sentence and using the gift picture.
7 Ss learn “careful” “more careful” ”most careful”by pictures then Ss read the sentence and know the meaning of this sentence.
8 Challenge! Ss guess when the light is yellow what they should do ?
(设计意图：教师创设情境让学生在真实的语境中学习，学生通过红绿灯不同变换学习我们应该怎么做。交通信号灯与学生日常生活息息相关，在学习完灯绿灯之后，教师创设了一个挑战环节，把自主学习以及思考的空间留给学生们。让学生更主动地参与课堂。)
8 Ss say the sentences quickly by the signals
(设计意图：此环节一方面是学习当黄灯亮起我们应该怎么做，一方面是对刚才学习的一个巩固和复习，也为下一个PK环节学生能够很好的输出做准备。)
9 Ss PK by using the sentence “I /We should ….”
(设计意图：学习完成后设置的PK环节既是对上面知识的复习又是对学生自创能力以及句型运用能力的培养。此环节的设置也是为了调动学生学习的积极性，增强学生的团队意识。)
10 Ss learn the phrase “take some medicine” and “shouldn’t” by picture and filling in the blank .
11 Ss say more sentences about “shouldn’t”