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Unit 2 Are you dancing
The first period
Conversation
Yongyi Primary School Lin Yueying
第一课时教学设计书
一、Teaching contents（教学内容）:
四年级下学期Unit 2 Are you dancing
教学内容：Conversation
二、Teaching aims（教学目标）:
1. Knowledge and skill objectives（语言知识和技能目标）:
A．学会四会单词：work, 三会单词：exercise
B.理解句型：Are you… No, I’m not dancing.
C.会有表情地朗读conversation的内容，做到语音语调基本正确，能正确回答问题，能有声有色地表演课文内容，并在熟练表演课文对话的基础上，为课文对话续尾。
2. Strategic and ability objectives（学习策略和能力目标）:
A. 学生的听、说、读、写、演的能力得到进一步加强，培养学生正确的语音、语调和语感。
B. 学生基本能用句子进行对话且用对话进行拓展延伸，基本能运用所学句型进行交际，提高学生综合运用语言进行交际的能力。
3. Moral objectives（情感目标）:
A.通过比赛和小组合作学习，培养学生敢于竞争与学会合作的意识。
B.通过表演课文、活用对话及对课文的续尾和表演，提高学生学习的兴趣和积极性，培养学生的表现能力，树立英语学习的自信心。
4. 文化意识目标：
通过句子Ssh! He’s working 教学，对学生进行社会公德教育，让学生的思想、文化得到一个提升，与西式文化进行吻合。
三、Teaching key points and difficult points（教学重点和难点）:
Key points（教学重点）:
1, Students can master the new words and the language structures in the conversation.
2. Students can read out the sentences with emotions and facial expressions after the tape.
3. Students can describe the pictures in the conversation correctly and fluently.
4、学生能读懂对话内容、进行角色表演并能活用对话。
Difficult points(教学难点):
1. Ss can act out the dialog with emotions and facial expressions.
2. Ss can continue the story according to the last picture in the conversation.
3. 能活用对话。
四、Instructional strategies（教学策略）
1. Teaching methods:
本课时我主要采用任务型教学法（Task-based approach）、合作学习法（Cooperative learning）和整体教学法，真正体现了以教师为主导、学生为主体的课堂教学模式，学生通过体验、参与、合作交流和完成任务逐步发展综合运用语言的能力。
2. Teaching aids:
(1) Tony, Jenny ,Gogo，Dad, Mom的头饰。
(2) CAI 、 PPT 、Video、exercise for every student.
预计达到的效果：
(1)真实的物品可以使教学内容更直观生动，降低教学内容的难度，使学生更容易理解教学内容，给学生树立学习的自信心。
(2) 直观生动的课件能给学生视觉、听觉的整体感知，让学生更好地模仿标准的语音语调，提高学生的听说技能。
3. Learning methods
课前师生轻松的对话，调动学生的学习积极性并调节课堂气氛。让学生表演故事，可以更好地检查学习效果，提高学生语言交际能力。
3. Teaching aids and preparation
blackboard, CAI, blackboard design, things for acting, exercises
板书的设计能突出重点,更直观地展示教学内容；幻灯片的使用能较好地吸引学生的注意力、容量更大，学生能很好地利用视觉、听觉等感知语言；学生通过表演能较快地理解、掌握课文内容。
五、教学流程：
六、Teaching procedures（教学过程）：
1. Warm up
----Greeting.
T: What day is it today It’s…
What do you do on … I …
【设计意图】通过轻松自由的谈话，迅速让学生进入英语学习状态。
2. Pre-reading
……T: Today is Sunday. Many children are in the park. Look! What are they doing now Ss: …
【设计意图】通过创新情景进行复习，迅速能够吸引学生的注意，提高学习的兴趣。
……. T: Can you see Tony in the park Where’s Tony now Oh, he’s at home now. Let’s go and see. Look, they are Tony’s family. What are they doing at home
【设计意图】创设具体的语言情境来引出新的语言材料，学生印象深刻，容易理解，也能把学生的思维巧妙地转移到课文的学习。
3. While-reading
Step1: Ss Enjoy the video, then answer two questions: What are Tony and Jenny doing What’s Mom doing
【设计意图】提出问题，引发学生阅读的兴趣。
Step2: Ss Enjoy the video again, then match with sb. and doing sth.
【设计意图】让学生带着任务去听、去看，去思考。通过阅读不同的任务设置，逐步解决对话中的知识点。
Step3: Present the words: working , exercising.
T: What’s Dad doing S1: He’s working.
----Practicing the using of the word “working” according to PPt.
T: What’s Gogo doing S2: He’s exercising.
----Practicing the using of the word “exercising”.
【设计意图】借助所创设的情景进行生词教学，为conversation的学习及表演打下基础。
Step4. Listen and repeat. ( T Encourages Ss to read expressively.)
T: Now listen to the tape, please. Then repeat with emotions and facial expressions after the tape.
【设计意图】阅读指导：通过模仿对话角色的语气、表情和情感，深化学生对阅读材料的理解和应用。
Step5: Let’s say together. ( T Encourages Ss to say expressively.)
T: Look at the blackboard and say out the sentences in the conversation.
Step6: Have Ss say the sentences according to the pictures in the conversation.
T : Boys and girls. Now look at the picture and say. Can you say expressively
【设计意图】通过为图片配音，引导学生复述课文中的内容，进一步深化学生对阅读材料的理解和应用
Step7 Ss read in roles and act .
----Divide the class into groups, have them read in roles. Then act.
T: Who’s Tony
T: Who’s Jenny ....
【设计意图】通过分角然朗读，然后进行表演，进一步深化学生对阅读材料的理解和掌握。
4．Post-reading
----Lead Ss to continue the conversation
T: Boys and girls, let’s look at the last picture. Gogo says I’m exercising. If you are Tony and Jenny, what would you say
S1: Ssh! Dad’s working. You can’t exercise here.
S2: Let’s go to the park. Ok
T: Now What Gogo says
S3: Ok, let’s go.
T: Now Jenny, Ben and Lisa come to the park. When Gogo met his friends, what will he say
S4: Hello! Are you dancing His friends: Yes, I am.
S5: Hi! Are you playing His friends: No, I’m not. I’m running.
Gogo: What are you doing, Tom
Tom: I’m exercising.
…
T: Very good. Look , what’s Gogo doing What Gogo will say
S6: I’m exercising, too.
T: What does Tony and Jenny say
S7: Look out! Oh, Gogo!
【设计意图】通过给对话续尾，为学生提供了思考的空间，为学生的语言输出提供了平台，发展了学生的创造性思维。也培养了让学生在交际时说得体的话，学做人，先学礼。
----Let Ss Continue the conversation, then act the adopted conversation.
T: First please act it in your four-persons groups, then act it out
【设计意图】通过表演小组合作改编过的对话，进一步深化和熟练语言的应用表达。
----Look, say and write
T: Boys and girls, Look, they are in the park. Let’s say what they are doing Can you
T: Now, look and write down your says.
【设计意图】通过充分地说和写，进一步深化和熟练语言的应用与表达。
5．Homework
【设计意图】多种形式的作业，让学生进一步巩固相关知识，并提高学生的综合能力。
6．Summary
-----Which group is the best
【设计意图】通过评比，让学生体验英语学习的成就感和自信心。
七、教学检测安排：
通过对课文及拓展表演，检查学生对语言的掌握和运用；通过看、说、写检查学生对语言的综合运用情况。
八、相关练习：
Let’s continue to the end of the conversation: 让我们来继写对话的结尾。
(Today is Sunday. Tony and Jenny is playing at home. Gogo is exercising at home, too. But Dad is working at home. If you are Tony’ Jenny and Gogo, what would you say 今天是星期天，Ton y,Jenny在家玩游戏，,Gogo在做运动，而爸爸在家工作，如果你是他们，你应该怎样做？ )
(Tony, Jenny and Gogo come to the park. Tony and Jenny are fishing. Gogo met his friends. What will he say 他们来到公园，Tony,Jenny在钓鱼，Gogo遇到了他的朋友，如果你是Gogo，你会怎样说？)
2．Look, say and write.
I can get ☆☆☆☆☆☆☆☆☆☆
九、板书设计：
Pre-reading
While-reading
Look and say: What are they doing in the park on Sunday
Step4. Have Ss listen, then repeat with emotions and facial expressions after the tape.
Step6 Have Ss say the sentences according to the pictures in the conversation.
Warm-up
Post-reading
The end
Step3 Act out the continued conversation in groups.
Step5 Look at the blackboard and say out the sentences in the conversations.
Step1 Continued the end of the conversation.
1. Imagination: If you are Tony and Jenny, what will you say to Gogo (According to the last picture in the conversation.)
Homework
Show the result of the match.
Talk about: What day is it today .What do you do on …
Step3.Teach the words: work, exercise.
Step1. Enjoy the video, answer two questions: What are Tony and Jenny doing What’s Mom doing
Step2 Enjoy the video, then match with sb. and doing sth.
11. Are you dancing (1st period)
Step7 Have Ss read the conversation in roles. Then have them act the conversation.
Step2 Tony, Jenny and Gogo come to the park.. What does Gogo
Say ,when he met others.
1.Continued the conversation. 2. draw and write.
Step4 Look, say and write.
T: Can you see Tony in the park Where’s Tony now Oh, he’s at home now. Let’s go and see. What are they doing at home
Gogo, look out!
Oh. Gogo.
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Unit2 Are you dancing
第一课时使用建议
我们英语课组共有专职教师4人，我们的课组乐教创新,锐意进取，团结合作,乐于奉献!教学中积极发展英语教学特色，多年来在科组的教师努力下，我校的英语课堂教学模式已逐步成形。学生英语学习兴趣浓厚，已养成爱说英语，用英语，写英语的良好习惯。
由于各校生情的差异，建议教师在使用本课例时，可有针对性地作一些调整。
1．在分组时，可以根据自己班级的人数分成4人一组。
2．根据自己学生的实际，可以预先要求学生复习一下上个学期所学过的现在进行时及有关动词，让学生在能充分运用现在进行时的特殊疑问句的情况下，来学习本单元的学习内容。
3．可根据自己的实际情况，看完Conversation的动画后可要求学生以Listen and say的形式来让学生说出所听到的句子，对学生进行一个听和说的训练。
4.如果时间许可，可以增加一些对学生进行思想品德教育的呈现和讨论。
5.如果条件许可，建议把课堂延伸到课外：将续尾部分改写成其他类似的情景，进行英语剧表演。
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Unit2 Are you dancing 第一课时
听课建议
丁常域
第一课时是对话新授课。林老师经过精心的设计，充分的准备，学生参与的积极性较高，课堂氛围较好，教学效果也较好。
本着精益求精，锦上添花的目的，提出几个小建议：
一、关于拓展部分。
《课标2011版》指出：“尽可能多地为学生创造在真实语境中运用语言的机会。”。经过拓展，可以“为学生提供展示学习成果的机会，使学生在合作的实践中发展语言与思维能力，在展示中感受成功。”可以培养学生的思维能力，突显出语言教学的交际性和实践性。几点建议：
1． 先出示整图：公园里人们活动的情景，然后还要将公园里具体的人物活动的一幅幅地呈现出来，如：
呈现图1：
Gogo: Are you dancing
Man and womam: yes, we are.
呈现图2：
Gogo: Are you exercising
…
呈现图3：
Gogo:…
…
这样，就更有可操用性。
2． 拓展每一个环节，教师要交待清楚。如图书1：
T：At the park, Gogo see two people dancing. What will Gogo say
Ss: Are you dancing
T: What will the man and woman say
Ss: Yes, we are.
…
通过教师的引导，学生根据图的内容，完成对话。
二、关于板书。
板书应该是简练的，突出对话的主要内容的，同时还是美观的。我觉得这篇对话的重点是：
What’s Dad doing
Ssh! He’s working.
Are you dancing
No, I’m not dancing,
I’m exercising.
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第一课时教学反思
林月英
本课时，我上的是四年级英语下册Unit 2 的第一课时Conversation的教学。经过几次的磨课，我觉得如何能上出有效、自然、真实的课，是我们英语老师共同追求的目标，本节课也正突显了这一特点。从学生对课文的整体把握，到有声有色的模仿语音、语调，再到根据故事情节对课文进行续编，整个学习过程同学们都是在乐中学，学中用中完成的，整节课同学们学得愉快、高效，并且是在一种真实的语境中对课文进行了一个续编。这节课的成功，离不开科组全体老师几年来共同对Conversation的探讨和研究，也离不开科组老师敢于创新和合作的精神。本节课根据学情，根据新课标的要求，上出了这一内容的特色，也上出了自己的风格。主要体现在：
第一，教学目标定位很精准，把对课文语音、语调的模仿作为本课时的一个重点，在模仿中让学生掌屋本课时的基本句型，避开了机械操练。根据这一目标，通过设计模仿读、分角色读、根据课文图片提示进行对话、通过主要人物和关键词让学生有表情地说出课文中的句子等，这些设计和活动都是为了一个目的，让学生在第一课时要完成对重要语言的感知，为第二课时的词句教学及第三课时的练习及拓展做好一个语言的铺垫。在以往的课文教学中，很多老师把它上成了词句教学课，这样就违背了话题教学的原则，而这一节课，恰当地处理好了这一内容。
第二，把课文的续编作为本课时的难点，这是一个突破。在续编故事时，我让学生自己当成Tony、 Jenny时，根据课文中的最后两幅图Are you dancing No, I’m not dancing. I’m exercising.的情景来进行充分的想象，学生的回答很精彩，有的学生说Gogo, you can’t exercise here. Ssh, Dad’s working. 有的学生说，You can’t dance here. Let’s go to the park.等。当学生说出Let’s go to the park.时，我就出示一张公园的图片，再让学生进行充分的想象，遇到他们的好朋友时该如何说呢？此时引导学生用本课时重要的语言点进行说话，达到了语言的实践、输出和巩固。当同学们把故事续编完后，我又让他们把所续编的故事表演一下，同学们的激情很高，演得自然、真实，开心，达到了有效教学的目的，也作为语言实践与输出的检验。
第三，作业布置很有特色。以改往常的做法，如常见的背课文等，因为这节课大部分学生都能表演出来了，只有极少数学生还不会，所以我在布置家庭作业时，注重了分层，有简单地跟录音模仿，也有和同桌利用课间时间继续续编一个新的故事，也有一个提升能力的作业draw and write.要求让学生画出自己的家人，然后写上一句话I’m …。要求学生至少选2项作业来完成，满足了学生的学习欲望，也调动了同学们认真完成作业的激情。
第四，课前复习时，情景的创设很真实。我出示了一张有关PARK的幻灯片，上面有很多小朋友们在做各种活动，动画逼真，形象，一下子就吸引了同学们的注意，也调动了同学们想上好这节课的学习欲望。通过这张幻灯片，同学们很快就复习了上个学期学过的重要句型What ….doing ，效果好，速度快。
第五，学生对生词的掌握轻而易举。学以致用，上个星期我去了深圳学习，结合新课标的学习，再根据专家和建议：不要带读生词，要让学生在情景中通过多说来进行掌握，并且强调带读是学不会英语的。按照这一理念，这节课我也是这样教单词的，先简单地带读两遍，让学生听清读音就可以了，然后，通过大量的情景进行说练，我发现学生学得更轻松，自信，也更容易掌握。
不足之处：
这节课虽有很多亮点，但我个人认为仍有很多不成熟的地方，通过科组共同努力，虽有改进和提高，但我还是想提醒各位老师多点关心话题教学中生词的处理，如第一次磨课时在处理课文中的生词时，我让学生在watch and match后才教生词，后来结合科组老师的建议，我又改为在Match时，遇到生词时就教，这样学生会很快能够接受和掌握。
第二，同学们对续编故事的表演不够精彩，表情、语气都很到位，但少了一些肢体语言，后来通过几次的打磨，同学们终于克服了这一缺点，加上了自己的肢体语言，达到了表演的最高境界。
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Unit 2 Are you dancing
The first period
Conversation
Yongyi Primary School Lin Yueying
第一课时教学实录
1. Warming --up and review
T: Boys and girls. Today we will have a match. If you step here, you can get an apple. Can you
Ss: Yes, I can.
T: Are you ready
Ss: Yes.
T: What day is it today
S1: It’s Weesday.
T: What do you do on Wednesday
S2: I play ping-pong on Wednesday.
T: Do you play basketball on Wednesday
S3: Yes, I do.
T: What do you do on Sunday
S4: I play badminton on Sunday.
【评析】通过轻松自由的谈话，迅速让学生进入英语学习状态。
2. Pre-reading
……T: Today is Sunday. Many children are in the park. Look! What are they doing now
S1: They are dancing.
T: What’s Lily doing
S2: She’s singing.
…
【评析】通过创新情景进行复习，迅速能够吸引学生的注意，提高学习的兴趣。
T: Can you see Tony in the park Where’s Tony now Oh, he’s at home now. Let’s go and see. Look, they are Tony’s family.
Who are they
Ss: They are Dad, Mom and Jenny.
T: Gogo is Tony’s friend. He come to see them.
T: Look! What are they doing at home Now let’s watch the video. Than answer two questions.
1. What are Tony and Jenny doing
2. What’s Mom doing
【评析】一、创设具体的语言情境来引出新的语言材料，学生印象深刻，容易理解，也能把学生的思维巧妙地转移到课文的学习。
二、提出问题，引发学生阅读的兴趣。
3. While-reading
Step1: Ss Enjoy the video, then answer two questions: What are Tony and Jenny doing What’s Mom doing
T：Now let’s watch the video.
T: No.1 What are Tony and Jenny doing Can you
S1: They are playing.
T: Good. No. 2 What’s Mom doing
Ss: They are dusting the furniture.(在老师的帮助下)
Step2: Ss Enjoy the video again, then match with sb. and doing sth.
T: Now let’s enjoy the video again, then match.
T: Look, what’s Dad doing what’s the girl doing what’s Gogo doing Understand
Ss: Yes.
T: Go, please.
【评析】让学生带着任务去听、去看，去思考。通过阅读不同的任务设置，逐步解决对话中的知识点。
Step3: Present the words: working , exercising.
T: What’s Dad doing S1: He’s working.（板书）
(Practicing the using of the word “working” according to PPt).
T: What’s she doing
….
T: What’s Gogo doing S2: He’s exercising.（板书）
(Practicing the using of the word “exercising”.)
T: What’s she doing
….
【评析】借助所创设的情景进行生词教学，为conversation的学习及表演打下基础。
Step4. Listen and repeat. ( T Encourages Ss to read expressively.)
T: Now listen to the tape, please. Then repeat with emotions and facial expressions after the tape.（板书重要句子）
【评析】阅读指导：通过模仿对话角色的语气、表情和情感，深化学生对阅读材料的理解和应用。
Step5: Let’s say together. (T Encourages Ss to say expressively.)
T: Look at the blackboard and say out the sentences in the conversation
Step6: Have Ss say the sentences according to the pictures in the conversation. (为课文配音).
T : Boys and girls. Now look at the picture and say. Can you say expressively
【评析】通过为图片配音，引导学生复述课文中的内容，进一步深化学生对阅读材料的理解和应用
Step7 Ss read in roles and act .
（Divide the class into groups, have them read in roles. Then act.）
T：Now you can read in roles in your group. Pay attention to you express.
T: Ok, stop, please. Let’s act the story. Can you Who’s Tony
T: Who’s Jenny ....
T: Are you Mom ...
【评析】通过分角然朗读，然后进行表演，进一步深化学生对阅读材料的理解和掌握。
4．Post-reading
Lead Ss to continue the conversation
T: Boys and girls, let’s look at the last picture. Gogo says I’m exercising. If you are Tony and Jenny, what would you say
S1: Ssh! Dad’s working. You can’t exercise here.
S2: Let’s go to the park. Ok
T: Now What Gogo says
S3: Ok, let’s go.
T: Now Jenny, Ben and Lisa come to the park. Tony and Jenny are fishing. When Gogo met his friends, what will he say
S4: Hello! Are you dancing His friend: Yes, I am.
S5: Hi! Are you playing His friend: No, I’m not. I’m running.
Gogo: What are you doing, Tom
Tom: I’m exercising.
…
T: Very good. Look , what’s Gogo doing What Gogo will say
S6: I’m exercising, too.
T: What does Tony and Jenny say
S7: Look out! Oh, Gogo!
【评析】通过给对话续尾，为学生提供了思考的空间，为学生的语言输出提供了平台，发展了学生的创造性思维。也培养了让学生在交际时说得体的话，学做人，先学礼。
---Let Ss continue the conversation, then act.
T: First please act it in your four-persons groups, then act it out
T: OK Who’s Tony\Jenny\Dad…
【评析】通过表演小组合作改编过的对话，进一步深化和熟练语言的应用表达。
----Look, say and write
T: Boys and girls, Look, they are in the park. Let’s say what they are doing Can you
T: Now, look and write down your says.
【评析】通过充分地说和写，进一步深化和熟练语言的应用与表达。
5．Homework
T: This is your homework.
No.1 Act the conversation with your partner.
No.2 Continue the story with your partner.
No.3 Draw and write.
【评析】多种形式的作业，让学生进一步巩固相关知识，并提高学生的综合能力。
6．Summary
-----Which group is the best
T: Today we have learned the conversation of the Unit 2.
Now Let’s have a look. Which group is winner
【评析】通过评比，让学生体验英语学习的成就感和自信心。
[重点活动评析]
本课时最为重要的教学活动，有两个，一个是对课文进行跟读模仿比赛，培养了学生说话的语音语调，也增强了学生进行听和模仿的能力。另一个活动就是为课文Conversation续尾。也是本课时最大的亮点，通过引导学生为Conversation续尾，为学生的想象力、创造力的发挥提供了空间，发展了学生的思维，此外，在引导学生活用对话，续编对话的过程中，培养了学生说话得体，言谈举止文明高雅的习惯。
[教学目标达成度]
1、 通过创设较为真实的情景呈现语言的新材料，学生印象深刻，获取的语言材料是鲜活的，有意义的，较能保持长久的记忆，且能在交际中实践应用的，因而课堂的实效性强。
2、 通过朗读的指导，加强了学生的语音语调。通过模仿，引导学生在不同的情况下使用不同的语气，让语言真正成为表情达意的交流工具。
3、 通过给对话续尾，培养了学生的思维，发展学生的创造性思维。
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Are you dancing
Unit 2
Yongyi Primary School
Lin Yueying
Today is Sunday. Many people are in the park now.
What are they doing now
dance\dancing
playing
running
fishing
reading
sleeping
singing
flying
Tom
Lily
Can you see Tony in the picture
Tom
Lily
Oh, Tony is at home (在家) now.
Let’s go and see.
Look! They are Tony’s family.
Now they are very busy. What are they doing now
Let’s have a look.
Watch again and match.
A. dancing
B. working
C. exercising
1.
2.
3.
Let’s match
A. dancing
B. working
C. exercising
1.
2.
3.
work
working
工作
A: What’s she doing now
B: She ’s working.
Dad is working.
Dad
He’s working.
Ms Black is working.
Ms Black
She’s working.
Let’s match
A. dancing
B. working
C. exercising
1.
2.
3.
Exercise
exercising
锻炼、练习
A: What’s she doing now
B: She’s exercising.
Kate is exercising.
Kate .
She is exercising.
Jim is exercising.
Jim
He is exercising.
Can you
A. dancing
B. working
C. exercising
D. playing
1.
2.
3.
4.
温馨小提示:
语音、语调正确。
动作到位，
表情丰富。
Mom: Very angry!(很生气)
We’re playing.
What’s Dad
doing
T/J : Very happy!(很开心)
Ssh! He’s working.
Thump! Thump! Thump!
Is it Gogo
Tony: Very strange!(难以置信)
Are you dancing
No, I’m not dancing.
T/J:Very strange!(难以置信)
Gogo: Sure!(很确信)
I’m exercising!
Gogo:Very successful!(成功地说!)
1.doing
4. working.
2.playing.
5. Gogo
3.doing
6.dancing
7.×dancing.
8. exercising.
Let’s say together.
根据提示
为课文配音.
Thump! Thump! Thump!
Tony! Jenny! …
…playing. What’s…
Ssh! …
Is it …
Thump! Thump! Thump!
Are you …
No, I’m not …
I’m …
Read in roles(分角色读)：要求语音、语调正确，表情丰富，动作到位。
A: I’m going to the bank.
Who’s going to the bank
B: I’m going to the bank.
A: Let’s go!
精彩时刻
当你在家里玩时,请
注意不要打扰了
别人.
When you play at home,
pay attention to your behavior.(行为,举止)
, please.
Now if(如果) you are Tony and Jenny, What would you say
Jenny: Ssh. Dad is ….
You can’t exercise here.
working.
Tony: Let’s go to the …. OK
park.
Gogo: Ok. Let’s ….
go.
Hello! Are you …
Yes, ….
I am.\we are.
dancing
Hi! Are you …
Yes, ….
I am.\we are.
Are you dancing, Lily
No, I’m not…. I’m ….
Lily
dancing.
singing.
Are you …
No, I’m not….
I’m …ing.
What are you doing, Tom
I’m ….
Tom
exercising.
I’m … , too.
Gogo, … out!
Oh. Gogo.
exercising.
Iook
In the park, ….
Tony and Jenny are swimming and ….
fishing.
Gogo is playing basketball and….
swimming.
Lisa is … .
writing.
Lisa and Ben are… .
painting.
Kate is….
exercising.
Jim is ….
reading.
Tina is …..
running.
They are …… and …… They are very happy.
singing.
dancing.
Hi! Today is ________ . Gogo’s
________. Ms black ___________ .
Jim _____________ . _________
____________________________
Saturday
Saturday
dancing
is working
is exercising
Tony is
painting.
They are happy!
Gogo’s dancing.
Ms Black is working.
Jim’s exercising.
Tony is painting.
Jenny is sleeping.
Jenny is sleeping!
作文评价标准
item: mark:
Spelling(拼写正确） ☆☆☆☆☆
Grammar（语法无误）） ☆☆☆☆
☆
Handwriting（书写工整） ☆☆
Content（内容充实） ☆☆
item: mark:
Spelling(拼写正确） ☆☆☆
Grammar（语法无误）） ☆☆☆
Handwriting（书写工整） ☆☆
Content（内容充实） ☆☆
Act the conversation with the partner(同桌表演课文).
Continue the story
with your partner
(跟伙伴继续续编
故事).
Look. This is my family.
Dad is exercising.
用英语描绘你的家人正在做什么事情，并画画表示。
goodbye
Thank you for your cooperation.
