Teaching Aims:

Knowledge aims: Ss are able to handle the phrases about activities: using the computer, making soup, reading a newspaper; and learn the sentences “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”

Ability aims: Ss are able to talk about what people are doing with the structure “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”

Emotional aims: Ss can develop their relationship by exchanging ideas on their daily life.

Teaching Key and Difficult Points:

Teaching Key Points: Ss are able to handle the phrases about activities and learn the use of the present continuous tense.

Teaching Difficult Points: Ss are able to talk about what people are doing with the structure “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”

Teaching Procedures:

Step 1. Lead-in

By sharing photos, T leads the Ss to talk about their weekend activities.

T: Yesterday I told you to bring one picture of your weekend activities, and today I bring one, too. Now please look at my photo on the screen. Can you guess what do I usually do on weekends from the picture?

Ss: Read books.

T: You’ve got it. As you can see, I usually read books in my study on weekends. So it’s your turn to show your photos. Please talk about your activities with your deskmate and then I will invite some students to show their photos.

（Ss show photos and talk about their weekend activities）

T: Just now some students tell us what they usually do on weekends in the front and all of them have done a good job. Beside these activities, what can we do on the weekends? So we will learn more activities in our new lesson: I’m watching TV.

【設(shè)計(jì)意圖】通過讓學(xué)生展示照片并談?wù)撝苣┗顒幼匀灰胄抡n內(nèi)容，激發(fā)學(xué)生學(xué)習(xí)興趣。

Step 2: Presentation

T presents some photos of doing activities: use the computer, make soup, read a newspaper; and guides the Ss to understand them.

T: Here are some photos of other activities. Look at the first one, what can you see?

Ss: Computer!

T: Yes, it’s a computer. In this photo, I’m using the computer. (Stress and write down the sentence: I’m using the computer) Please read after me: using the computer; I’m using the computer.

Ss: ……

T: So what am I doing in the photo? (Point to the photo and the sentence on the blackboard)

Ss: You’re using the computer.

T: Very good.

(T presents another two pictures of making soup and reading a newspaper, and leads the Ss to learn the phrases and sentences: “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”)

【設(shè)計(jì)意圖】教師通過展現(xiàn)圖片，運(yùn)用直觀教學(xué)引導(dǎo)學(xué)生學(xué)習(xí)短語和句型，易于學(xué)生理解掌握。

Step 3: Practice

Practice 1:Teacher leads the Ss to make dialogues with the newly learned phrases and sentences with some pictures in pairs，and invites some pairs to show their performance.

【設(shè)計(jì)意圖】教師利用圖片，引導(dǎo)同桌之間用所學(xué)短語和句子進(jìn)行對話練習(xí)，利于學(xué)生及時鞏固所學(xué)知識。

Practice 2:Train game——T divides the Ss into groups and practice the sentences, and see which group can finish it fastest.

【設(shè)計(jì)意圖】教師通過組織“火車接龍”游戲引導(dǎo)學(xué)生對所學(xué)句型進(jìn)行操練，既增加了學(xué)生的學(xué)習(xí)熱情和積極性，又是在第一個活動基礎(chǔ)上的進(jìn)一步鞏固新知識。

Step 4: Consolidation

Teacher creates a situation that you are visiting one of your friends and finds there are many other people. You want to make friends with them. Work in groups and make dialogues， then show it to the whole class.

【設(shè)計(jì)意圖】教師創(chuàng)設(shè)情境讓學(xué)生利用所學(xué)知識進(jìn)行對話創(chuàng)編并進(jìn)行表演，既激發(fā)了學(xué)生的參與熱情，又創(chuàng)造性地鞏固了所學(xué)知識。

Step 5: Summary

Teacher leads Ss to summarize the class and arouse their emotions.

【設(shè)計(jì)意圖】通過帶領(lǐng)學(xué)生回顧并總結(jié)本課新學(xué)內(nèi)容達(dá)到強(qiáng)化和檢測作用，并激發(fā)學(xué)生的情感。

Step 6: Homework

Observe 5 people when you go back home and write down what they are doing.

【設(shè)計(jì)意圖】讓學(xué)生觀察身邊的人和事并用所學(xué)短語和句型進(jìn)行描述，將所學(xué)知識應(yīng)用到生活之中。

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