S2: ? ?
T: Fantastic. Remember, you should use the present simple tense in the passage. 4. (家庭作业。)
让学生写一篇关于他们自己日常活动的短文。要求: (1)使用一般现在时。(2)尽可能多地使用学过的频度副词。 (范文：) My Day
I usually get up at 6:30 a.m. I often go to school by bus at 7:30 a.m. Classes begin at 8:00 a.m. I have four classes in the morning. I always have lunch at 12:00 a.m. I have two classes in the afternoon. After school, I sometimes play football with my classmates. I get home at 5:30 p.m. and have dinner at 7:00 p.m. After dinner, I often do my homework. I seldom watch TV in the evening. I go to bed at about 10:00 p.m. I never go to bed late(迟的，晚的). 安排1节口语训练和单词和词组小测。
1 always ,usually,often.never,sometimes; by bus ,on foot,by ship, 等。 本话题结束教学后记和反思：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第2周 2013 年3月4日-8日，完成Topic 2的学习。
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。)
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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? make, card, soon Yes, she is./No, she isn’t.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
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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?
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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 shelf a few of course look for on time How 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) post Sorry, 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.
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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) Found: The thing(被发现的物品) Name(失主) Where(物品现存地) Phone number(联系方式) 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? S2, 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:
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