(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。)(范文如下) Lost Found My red umbrella A key to a bike
My name is Mary. Please call the Lost and Found.
Please call 883-8752. Tel: 821-7667
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: ?
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?
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 game write—writing in the gym write a letter
draw—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.
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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 eating3.am listening
isn’t writing aren’t drinking am not singing 4. 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/等； 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)
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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.
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音标，并板书：(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 Japanese wonderful 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?
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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)
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