Topic 2
He is running on the playground.
Section A
Section A needs 1~2 periods. Section A 需用 1~2 课时。 The main activities are 1a, 2a and
  3. 本课重点活动是 1a, 2a 和
  3。 目标要求 Ⅰ. Aims and demands 目标要求
  1.(
  1) Learn the names of school buildings: playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool (
  2) Learn other new words: make, card, boring, soon, run, dance, sleep, clean
  2. Learn the present continuous tense. What are you doing now? I’m making cards. What is Maria doing now? She is reading in the library. Are you watching TV? Yes, I am./No, I’m not. Is Kangkang reading in the library? Yes, he is./No, he isn’t. Ⅱ. Teaching aids 教具 录音机/教学挂图/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习 复习(时间:8 分钟) 复习上节课校园生活的内容, 呈现活动
  3。
  1. (让学生描述自己的校园生活, 用上 in one’s free time, often, twice a week, go swimming, read books, play soccer …, 为学习校园内活动场所名称作铺垫, 也为学习现在进行时提供 必要的动词词组。) T: Today I want to make a survey. S1, do you like our school life? S1: Yes, I like our school life very much. T: What do you usually do in your free time? S1: I usually play soccer. T: Thank you. S2, what do you usually do in your free time? S2: I often read books. T: What about you, S3? S3: I often go swimming. …
  2. (询问学生通常在哪里做上述活动, 呈现校园活动场所名称。)
1
T: I know you all have an interesting school life. S1 usually plays soccer. S2 often reads books. S3 often goes swimming… Please answer my questions now. Where do we play soccer? If you can’t answer it in English, you can speak Chinese. Ss: 操场。 T: Where do we read books? Ss: 图书馆。 T: Where do we swim? Ss: 游泳池。 … (教师利用幻灯片逐个呈现校园活动场所的名称。) T: Now, look at the first picture. What’s this?(教师出示第一张幻灯片。) Ss: Playground. T: What’s this in English?(出示第二张幻灯片。) Ss: Dormitory.(教师帮助学生回答。) … (依次引导出生词并板书。) (板书) playground, library, swimming pool, lab, computer room, gym, classroom building, dormitory, dining hall
  3. (让学生把 3 中的词与图片正确搭配。) T: Just now we learned some new words. Now let’s look at the picture in
  3. Then match the places with the right pictures.
  4. (核对答案。) Step 2 Presentation 第二步 呈现 呈现(时间:17 分钟) 呈现 2a, 1a, 完成 2b。
  1. (猜猜看。老师做出读书的动作, 并且问 What am I doing?帮助学生回答 You are reading a book。以此为例, 让学生轮流做动作, 其他学生猜猜她/他在干什么。) Example: T: Now, I am in the classroom. Guess. What am I doing? (老师做出读书动作。) Ss: You are reading a book. S1: I am on the playground. What am I doing? (学生做出踢球动作。) S2: You are playing soccer. T: … What is S1 doing? (老师指着 S1, S1 做出踢球动作。) Ss: … He/She is playing soccer. T: What is S2/S3 … doing? Ss: He/She is …
  2.(老师呈现 2a 中的挂图, 指着图片发问并指导学生回答。)
2
T: Where is Maria? Ss: She is in the library. T: What is she doing? Ss:She is reading. (指着第二幅图继续发问。) T: Where is Kangkang? … (板书新句型,要求学生掌握 dance, sleep, clean。) ? Where is Maria? ? She is in the library. ? What is she doing? ? She is reading.
(让学生根据 1a, 2a 的图练习现在进行时。) T: Where is Jane? Ss:She is at home. T: What is she doing? Ss:She is watching TV. (让学生之间进行对话。) S 1: … S 2: …
  3. (让学生再听 2a, 完成 2b。) T: Let’s listen to 2a again. And finish 2b. Begin!
  4. (核对答案。) T: Who wants to share your answers with us? S7: Maria … S8: Kangkang … S9: Wang Wei …
  5. (听录音,学习 1a。) T: From the pictures, we can see they are making a phone call. What are they talking about? Now let’s listen to it. (听 1a 的录音) T: Is Jane doing her homework? Ss: No, she isn’t. T: Is Jane watching TV? Ss: Yes, she is. (通过对话方式,引导学生掌握现在进行时的一般疑问句,肯定及否定回答的形式,同时 学习生词。) (板书) Is she doing her homework? Yes, she is./No, she isn’t. make, card, soon
3
Step 3 Consolidation 第三步 巩固 巩固(时间:5 分钟) 巩固 1a, 2a。
  1. (放 1a, 2a 的录音, 让学生跟读, 注意语音和语调。) T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation. (播放录音。)
  2. (人机对话。) T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Michael.
  3. (让学生分角色朗读对话。) T: Very good. Work in groups and read the dialog in roles. I will ask several groups to act it out. Begin!
  4. (老师总结现在进行时的用法及构成。) (板书) 主+be(am/is/are)+v.-ing+其他 (老师归纳 v.-ing 的构成) (板书) v.-ing 的构成有三种:
  1.直接在词尾加 ing。如 playing, doing。
  2.以不发音的字母 e 结尾的动词, 去掉字母 e 再加 ing。如 making, dancing。
  3.以重读闭音节结尾, 末尾只有一个辅音字母, 双写这个辅音字母, 再加 ing。 running, 如 swimming。 Step 4 Practice 第四步 练习(时间:10 分钟) 练习 练习 1a, 2a,完成 1b 和
  4。
  1. (设置场境,引导学生以小组为单位表演对话,评出最佳表演者。) T: Now, let’s put 1a and 2a together, then act it out. Ready? OK, another 3 minutes to prepare. … T: OK! Let’s begin. Who want to have a try? G 1: … T: Very good! Anyone else? G 2: … (评出最佳小组及最佳表演者,并给予相应的表扬和鼓励。)
  2. (两人一组,根据 1a,利用 What are you doing? I’m …和 Are you …? Yes, …/No, …编类似 对话。完成 1b。)
  3. (让学生根据 4 的图画进行两人对话。) T: Please look at the picture ① in
  4. Ask and answer questions in pairs. S1: Where is she?
4
S2: She is in the gym. S1: Is she singing? S2: No, she isn’t. S1: What’s she doing? S2: She’s dancing. (用同样的方法操练另外三幅图。让学生掌握生词 run。)
  4. (让学生以小组为单位,利用 1b 和
  4,合编成一个对话并表演。) Step 5 Project 第五步 综合探究活动(时间:5 分钟) 综合探究活动 通过表演和猜测, 培养学生实际运用能力。
  1. (请一名学生到台上做动作, 其他学生用现在进行时态进行问答。) T:××, please come here. (出示一个 dance 的动作卡片给他/她看。) Please perform the action. (学生表演跳舞动作。) T: What is he/she doing? Ss: He’s/She’s dancing. …
  2. (家庭作业。) (要求同学们回家后在同一时间内观察家中其他成员,看看他们各自在做什么,并做记 录。) T: I’d like you to watch your family after you go back home. Please write down what he/she is doing.
5
 

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