七年级下>Unit 5 Our School Life>Topic 1 How do you usually come to school?

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。
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(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。)
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(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。)
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 — What is she doing — She is in the library. — 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。)
S1: …
S2: …
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
Step 3 Consolidation 第三步 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。如running, swimming。
Step 4 Practice 第四步 练习(时间:10分钟)
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
G1: …
T: Very good! Anyone else
G2: …
(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
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)
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.
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a, 2a and 2b. 本课重点活动是1a, 2a和2b。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
borrow, a few, of course, use, look for, shelf, keep, return, on time, pleasure, post, bye-bye, another, Lost and Found, purse, money, else, picture, put on
2. Go on learning the present continuous tense.
Many students are using them, and they are doing better in English now.
I’m looking for my purse.
3. Learn how to borrow things.
Excuse me, may I borrow a few Ren’ai Project English workbooks
How long can I keep them
You must return them on time.
4. Learn how to write Lost and Found.
Ⅱ. Teaching aids 教具
录音机/课件/挂图/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习学校场所, 呈现1a。
1. (方案一:猜谜。说一些描述性的语言, 让学生猜是学校的哪个场所。)
T: Boys and girls, guess the place. First, a place where we can go swimming. What is it
S1: Is it the swimming pool
T: Yes, you are right. Next, a place where we can do some sports. What is it Who knows
S2: Playground.
…
Step 2 Presentation 第二步 呈现(时间:12分钟)
呈现活动1a, 练习1b。
1. (继续对话，利用课件或图片呈现1a。)
T: A place where there are many different kinds of books. What is it
S5: Library.
T: Good. What can we do in the library (教师出示图书馆图片。)
S6: Read books.
T: Anything else
S7: Borrow books.(帮助学生回答问题，引导出生词borrow。)
T: Great. What should we say when we borrow books
S8: …
…
(依次引导出生词、短语和句型keep, a few, How long …, 并板书讲解。)
(板书)
borrow keep return use shelfa few of course look for on timeHow long can I keep them Two weeks.
2. (让学生看并听1a的第1部分, 注意对话中的生词和句型。)
T: Look and listen to dialog 1 in 1a. Pay attention to the new words and expressions on the blackboard.
3. (假设一种情境:学生没有借到想要的书, 那该怎么办？)
(方案一:利用课件呈现1a第2部分内容。要求学生掌握post。)
T: Boys and girls, if you can’t borrow the book you want, what should you do
Ss: I don’t know.
T: OK. Let’s go on watching and pay attention to what they say.
(播放课件。)
(方案二:老师给学生做示范, 帮助学生回答, 呈现1a第2部分内容。要求学生掌握post。)
T: Boys and girls, if you can’t borrow the book you want, what should the librarian say
Ss: He/She should say “Sorry, we don’t have any.”(帮助学生回答。)
T: What should you say
Ss: Thank you all the same.(帮助学生回答。)
(板书)
postSorry, we don’t have any.Thank you all the same.Bye-bye!
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a, 根据1b中的句型编对话。
1. (让学生合上课本，听录音并跟读1a，注意语音和语调。)
T: Now please close your books. Listen to the tape and follow it. Pay attention to the pronunciation and intonation.
2. (把学生分成两部分，一部分表演1a的对话1，另一部分同学表演1a的对话2，两人一
组进行练习。)
T: Now I will divide you into two groups. One group acts out Dialog 1 in 1a, and the other group acts out Dialog 2 in 1a. Work in pairs. Do you understand
Ss: Yes.
T: Now, let’s begin!
3. (分别找几组学生进行表演，看看哪组同学演得最好。)
T: OK. I want to know which group can act it out best. Are you ready
Ss: Yes, we are.
T: Which group wants to act first
G1: We want.
…
T: Very good! But you can speak slowly next time, OK Next group!
G2: …
…
3. (让学生从1a中找出1b相应的答语，依据1b中的句型,自编对话, 教师可给予必要的指导。)
T: Now, please find out the responses to the sentences in 1b from 1a, and work in pairs to practice borrowing things from others. You can use the expressions in 1b. Begin!
4. (找几组学生表演他们编的对话。)
T: OK. Stop here! Who wants to share your dialog with us
G3: We want.
…
T: Excellent! You can speak more loudly. Next group!
G4: …
…
T: Well done. Now let’s move on.
Step 4 Practice 第四步 练习(时间:10分钟)
利用情景设置呈现2a, 练习2b和3。
1. (设置一名女学生在路上寻找东西的情景, 呈现2a。)
T: Look at the picture. Guess what she is doing.
Ss: She is looking for something. (帮助学生回答。)
T: You are right. She lost her purse. Can you guess what is in her purse
Ss: Money.
T: What else
Ss: Maybe …
…
(采用对话，依次引导出生词和句型。)
(板书)
talk money I’m looking for my purse.Lost and Found else What’s in it purse picture What else
2. (播放2a的录音, 让学生跟读，注意语音和语调。)
T: Listen to 2a and follow it. Pay attention to the pronunciation and intonation.
3. (给学生两分钟时间, 两人一组读对话, 然后找学生朗读。)
T: Now, I’ll give you two minutes to read the dialog with your partners. Then I’ll ask some of you to read it. OK. Begin!
4. (1)(让学生读2b中的两则启事, 学习如何写寻物/招领启事。完成2b, 并提醒学生注意寻物/招领启事的格式和内容要素。)
(板书)
Lost: The thing(丢失的物品) Name(失主) Phone number(联系方式) Found: The thing(被发现的物品)Where(物品现存地)Phone number(联系方式)
T: Read the notices on the bulletin board. Learn how to write them. Please pay attention to the format and content of the message, and finish 2b.
(2)(让学生写一份自己的寻物/招领启事。)
T: Suppose you found or lost something, write your own bulletin board message.
5. (让学生听录音，并完成3，选择正确的答案。)
(板书并学习听力部分的生词。)
T: Listen to the dialogs in 3, and choose the right answers. First, let’s learn some new words.
(板书)
put on
(播放录音)
6. (核对答案。)
T: Let’s check the answers. Who wants to answer the first question
S1: Sally is…
T: Good. No.2 S 2 , please.
S2: Sorry, I don’t know.
…
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过小组活动探究借东西的过程并练习如何写寻物/招领启事。
1. (两人一组活动，仿照1a根据1b中的句型编对话。)
T: Work with your partners and make a conversation Similar to 1a. You may use the expressions in 1b.
Examples:
(1)S1: Excuse me, may I borrow a pen
S2: Here you are.
S1: Great! How long can I keep it
S2: …
(2)S3: Excuse me, may I borrow a knife
S4: Sorry, I don’t have any.
S3: Thank you all the same. Bye!
S4: Bye-bye.
2. (鼓励更多的学生复述2a的内容。)
T: S5, do you want to retell the story of 2a？
S5: …
T: Anyone else Raise your hand. Wow, so many!
3. (写一则寻物/招领启事，不少于两个句子。)
(范文)
4. (家庭作业)
(预习13页的1a。如有兴趣，模仿1a，描述学校某建筑物内某一场景中人们的行为。)
Ⅳ.疑点探究
(1)look for与find的用法：
look for意思是“寻找”, 强调“找”的动作。find是及物动词, 意思是“找到, 发现”, 强调“找”的结果, 后跟宾语。如：
I can’t find my purse. 我找不到钱包了。
Please look for it in your bag. I think you can find it. 请在你的包里找一下, 我想你能找到它。
(2)other与else的区别：
other修饰名词，位于名词之前。如：
What’s that in your other hand 你另一只手里拿的是什么？
else修饰不定代词、疑问代词或疑问副词，必须位于这些词之后。如：
I have nothing else to say. 我没有其他要说的了。
What else do I need to do 我还要做其他的什么事情吗？
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands目标要求
1. Learn other new words and phrases:
show sb. around, sit, write, at the back of, draw
2. Review the present continuous tense.
What is/are… doing
Is/Are…
The boy is drawing pictures.
He isn’t making cards.
3. Review the names of school buildings.
4. Talk about everyday activities. Encourage the students to take part in various kinds of activities actively.
Ⅱ. Teaching aids 教具
录音机/挂图/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过表演竞赛复习并引入1a。
1. (表演竞赛。让学生进行对话表演, 教师将全班分为四组, 每组表演一个对话。对话时间以一分钟为限。第一组学生借东西, 可以在教室内走动。第二组东西丢了, 去失物招领处找回来。第三组去图书馆借书，但图书馆没有。第四组请一名学生表演动作, 另两名学生用现在进行时对话。通过这个活动来热身, 提起学生的学习兴趣, 从而可以复习现在进行时及上一节课的对话。)
Group 1
S1: Excuse me, may I borrow…
S2: Of course.
…
Group 2
S3: What are you doing
S4: I’m looking for my purse.
S5: …
…
Group 3
S6: Excuse me, do you have any books of Harry Potter
S7: Sorry, I don’t have any.
S8: …
…
T: OK, wonderful! …, the last group
…
2. (出示Section A-3的挂图，通过复习校园建筑物的名称导入新课1a。)
T: Please look at the picture. Let’s go on talking about the names of school buildings, OK
(教师指着建筑物让学生说。)
Ss: Yes. It’s a library/playground/lab…
T: Now Peter is showing his mother around his school.
(板书并讲解)
show sb. around … 带领某人参观某地
T: Look at the pictures in 1a. Which of the places are they visiting
Ss: Playground, gym and classroom.
T: Great!
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a，完成1b。
1. (让学生边听录音边划出1a中的be+v.-ing结构。)
T: Now listen to the passage and underline the structure “be+v.-ing”.
2. (让学生认真阅读1a，呈现新单词和词组，完成1b。)
(1)T: Please read the passage carefully, guess the meaning of the new words and phrases, and then finish 1b.
(板书生词、词组，猜词义并熟读。)
sit—sitting on the playground have a soccer gamewrite—writing in the gym write a letterdraw—drawing in the classroom at the back of
(2)(核对答案。)
T: Let’s check the answers of Part A in 1b. Who can do it
S1: …
(3)T: Write down your answers to Part B after the example.
(板书并在be+v.-ing下划线)
Example:Some students are having a soccer game.
S2: A few students are running.
S3: The girls are dancing.
S4: Three students are swimming.
S5: Kangkang is reading Ran’ai English Post.
S6: Sally is cleaning the blackboard.
3. (复习分词的构成规则。)
T: Now let’s review the formation rules of “v.-ing”.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a。
1. (放1a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. (让学生朗读课文并熟记。)
T: Please read the text loudly, and try to remember it.
3. (把学生分成三组，每组背诵一段话。)
T: I’ll divide you into three groups. Group 1 recite Passage 1. Group 2 recite Passage 2. Group 3 recite Passage 3. Be quick!
4. (每组抽1-2名同学背诵，看谁背得又快又好。)
T: Are you ready
Ss: Yes.
T: Now I’ll ask one or two students from each group to recite the passage. Let’s see who can do it best.
Step 4 Practice 第四步 练习(时间:10分钟)
运用图片练习2。
1. (出示一张一个男孩在画画的图片，操练现在进行时的各种句型。)
Example:
T: Please look at the picture, boys and girls. Let’s talk about it. Is the boy writing
S1: No, he isn’t.
T: Is the boy making cards
S2: No, he isn’t.
T: What is he doing
S3: He is drawing.
T: Yes. He is drawing. He isn’t making cards.
(板书)
He is drawing. He isn’t making cards.
2. (学生两人一组，仿照例子练习2的另外五幅图。)
T: Work in pairs, and practice the other five pictures according to the example. Be quick!
3. (请五组学生分别表演这五幅图的对话练习，用现在进行时态填空。)
T: Now I’ll ask five groups to act out the dialogs about the five pictures. Who wants to act out your dialog
G1: …
T: Very good! Next, who can
G2: …
…
4. (核对答案。)
T: Who wants to share your answers with us
S4: …
S5: …
…
(板书答案)
1. is doing 2.are eating 3.am listeningisn’t writing aren’t drinking am not singing4. isn’t watching 5.aren’t playing is playing are having
Step 5 Project 第五步 综合探究活动(时间:10分钟)
调查同班同学的课堂活动，加强实践训练，提高英语应用能力。
1. (让学生自由活动2分钟，观察周围同学的行为，用现在进行时写一段至少5句话的短文。)
T: Now please do what you like to do for two minutes, and then watch your classmates around you. Write a short passage with the present continous tense, at least five sentences.
2. (找几名学生汇报他们的成果。)
T: Are you ready
Ss: Yes, we are.
T: Who wants to share your results with us
S1: I want…
T: Well done. Anyone else
S2: …
…
T: Great! Remember, you should use the present continuous tense.
(范文)
It is 9:30 now. In our classroom, you can see: Li Lei is writing. Mary is drawing. Jane and Li Wei are reading English. Kangkang is talking with Michael. How happy they are!
3. (班级活动。让学生完成3，边放录音边跟唱，在优美的歌声中结束这节课。)
T: Boys and girls, let’s listen to a beautiful song. Follow it, please.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
//, //, //, /e/
2. Learn some new words:
because, Japanese, wonderful, also
3. Review the present continuous tense.
I’m looking for my purse.
But they aren’t sleeping at the moment.
Are you doing your homework Yes, I am. / No, I’m not.
Is he/she singing Yes, he/she is. / No, he/she isn’t.
What are you doing I’m making cards.
What is he/she doing He/She is playing soccer on the playground.
4. Review the names of school buildings.
5. Review how to borrow things from others.
Ⅱ. Teaching aids 教具
录音机/单词卡片/音标卡片/图片/照片/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习表示校园建筑名称的单词和借东西的对话。
1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右, 每名学生说出一个校园建筑名称的单词, 然后使用现在进行时态造一个句子。每个单词5分, 句子10分。全班学生一起找错误, 被找到一个错误减两分, 最后看哪一排的得分最高。)
Example:
T: Please give the names of school buildings, and make sentences using the names one by one.
S1: Library. I’m reading in the library.
S2: Playground. I’m running on the playground.
S3: The swimming pool. He’s swimming in the swimming pool.
…
(通过竞赛, 集中学生注意力, 活跃课堂气氛, 调动学生学习积极性。)
2. (对话比赛。让学生复习向别人借东西的相关句型。进行1分钟对话表演，两人一组，最后看哪一组编得又好又快。)
T: Boys and girls, next we’ll have a conversation competition. Let’s make dialogs about how to borrow things from others, and then act it out within one minute. Please use the sentences we have learnt as many as possible. Work in pairs. At last we’ll decide which group is the winner. Let’s begin!
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1，完成2。
1. (呈现含//, //, //, /e/的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)
T: Now please look at the card. Can you read this word
Ss:Farmer.
T: How about this one
Ss: Guitar.
T: Very good. What about this one
Ss:Park.
T: Wonderful.
(板书park, farmer, guitar，并画出“ar”，帮助学生找规律。)
…
(用同样的方法依次呈现//, //, /e/的音标，并板书在//的下面。)
(板书)
park farmer guitar //hair pair chair //walk ball call autumn August daughter //waiter train rain gray May playground /e/
2. (放1的录音, 并让学生跟读。)
T: OK, please open your books, and look at 1 in page 15. Let’s listen to the tape and follow it.
(播放录音。)
3. (让学生自读1, 巩固所学音标。)
T: Read these phonetic symbols by yourselves.
4. (运用头脑风暴法要求学生尽可能多地说出发这个音的单词。)
5. (教师出示2中的图片，拿出一张文伟在体育馆跑步的照片。)
T: Look at this picture. He is Wen Wei. Is he dancing
Ss: No, he isn’t.
T: What’s he doing
Ss: He is running.
T: Right. He is running in the gym. He isn’t dancing.
(用同样的方法呈现另外两张照片并进行操练。)
6. (让学生看2中的图, 听录音, 板书新单词然后让学生填写下列空格。)
T: Look at the pictures in 2. Listen to the tape, and then fill in the blanks on the blackboard. First, let’s look at the new words.
(板书)
because Japanesewonderful also
1)Wen Wei is in the gym in Picture 1.2)In Picture 2, he is swimming in the .3)In Picture 3, he is talking to on the Great Wall.
7. (核对答案, 找三名学生到黑板上填写空格。)
T: Are you ready
Ss: OK.
T: Who wants to fill in the blanks
S1: …(到黑板上填写第一题)
T: Is he right or wrong
Ss: Right.
T: Very good. Go back to your seat. Next one
S2: …(到黑板上填写第二题)
…
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固2。
1. (让学生阅读短文，完成2。)
T: Please read the passage carefully, underline the activities and circle the places. Then number the photos. OK
Ss: Yes.
2. (核对答案。)
T: Are you ready
Ss: Yes.
T: Good. Who wants to underline the activities
S1: …
T: Good job. Next, who can circle the places
S2: …
…
3. (再放一遍2的录音, 根据2中内容, 进行问答。)
T: Ask and answer questions in pairs according to 2.
Example:
S3: Where is Wen Wei in Picture 1
S4: He is…
S3: What is he doing
S4: He is…
4. (找几组学生汇报练习结果。)
T: I want someone to act out your dialog. Who can do it
G1: Where is…
…
Step 4 Practice 第四步 练习(时间:10分钟)
练习3, 完成4a, 4b。
1. (呈现3, 放录音, 让学生填写表格。)
T: Now let’s do 3. First, please listen to the tape carefully, and then complete the table. OK, let’s begin.
(播放录音。)
2. (核对答案。)
T: OK, let’s listen again and check your answers. Are you ready
Ss: Yes.
(再次播放录音。)
T: Let’s check the answers. The first one, “Jane”. Who can do it
S1: Jane is playing the guitar in the dormitory.
T: Is he/she right or wrong
Ss: Right.
T: Good! Next one,“Maria”？
S2: Maria is dancing in the gym.
…
3. (完成4a, 4b的内容, 总结归纳本话题的语法重点与习惯用语。)
T: Look at 4a, 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand
(学生阅读, 教师巡视, 给予必要的帮助。)
T: OK. Stop, please. Let me sum up the grammar for you. Please look at the blackboard.
(板书)
(1)主+be(is/am/are)+doing …(2)Be(Is/Am/Are)+主+doing … (3)主+be(is/am/are)+not+doing …(4)疑问词+be (is/am/are)+主语+doing …
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过实践活动, 培养学生细心观察事物的能力。完成5。
1. (小组比赛。让学生在两分钟内分组讨论，并找出5中两幅图的不同之处，找出的不同点又多又正确的组获胜，教师给予表扬。)
T: Now, let’s have a competition. Work in groups of four to find out the differences between the two pictures in 5.
2. (根据小组活动讨论的结果，写一篇小短文。)
T: Write a passage according to the results of your discussion.
You may begin like this:
Three boys are swimming in Picture 1, but …
3. (家庭作业)
请同学们做一个课外活动的调查，看看同学们在某一时刻都在什么地方干什么。根据你的调查结果写一篇短文，至少6句话。
范文：
It’s 4:40 in the afternoon now. Look! Some students are playing basketball on the playground. A few students are running there, too. Mary is singing in the classroom. Some boys are swimming in the swimming pool. Some girls are dancing in the gym. How happy they are!
Found
A key to a bike
Please call the Lost and Found.
Tel: 821-7667
Lost
My red umbrella
My name is Mary.
Please call 883-8752.