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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.
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)
1. (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。)
2. (让学生自读1, 巩固所学音标。)
T: Read these phonetic symbols by yourselves.
3. (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。)
4. (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?