Teaching Aims:

Knowledge aims: Ss are able to handle the phrases about activities: using the computer, making soup, reading a newspaper; and learn the sentences “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”

Ability aims: Ss are able to talk about what people are doing with the structure “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”

Emotional aims: Ss can develop their relationship by exchanging ideas on their daily life.

Teaching Key and Difficult Points:

Teaching Key Points: Ss are able to handle the phrases about activities and learn the use of the present continuous tense.

Teaching Difficult Points: Ss are able to talk about what people are doing with the structure “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”

Teaching Procedures:

Step 1. Lead-in

By sharing photos, T leads the Ss to talk about their weekend activities.

T: Yesterday I told you to bring one picture of your weekend activities, and today I bring one, too. Now please look at my photo on the screen. Can you guess what do I usually do on weekends from the picture?

Ss: Read books.

T: You’ve got it. As you can see, I usually read books in my study on weekends. So it’s your turn to show your photos. Please talk about your activities with your deskmate and then I will invite some students to show their photos.

（Ss show photos and talk about their weekend activities）

T: Just now some students tell us what they usually do on weekends in the front and all of them have done a good job. Beside these activities, what can we do on the weekends? So we will learn more activities in our new lesson: I’m watching TV.

【设计意图】通过让学生展示照片并谈论周末活动自然引入新课内容，激发学生学习兴趣。

Step 2: Presentation

T presents some photos of doing activities: use the computer, make soup, read a newspaper; and guides the Ss to understand them.

T: Here are some photos of other activities. Look at the first one, what can you see?

Ss: Computer!

T: Yes, it’s a computer. In this photo, I’m using the computer. (Stress and write down the sentence: I’m using the computer) Please read after me: using the computer; I’m using the computer.

Ss: ……

T: So what am I doing in the photo? (Point to the photo and the sentence on the blackboard)

Ss: You’re using the computer.

T: Very good.

(T presents another two pictures of making soup and reading a newspaper, and leads the Ss to learn the phrases and sentences: “What’s he/ she/ …doing?” /“What are they doing?” and “He/ She/ …is …”/ “They are …”)

【设计意图】教师通过展现图片，运用直观教学引导学生学习短语和句型，易于学生理解掌握。

Step 3: Practice

Practice 1:Teacher leads the Ss to make dialogues with the newly learned phrases and sentences with some pictures in pairs，and invites some pairs to show their performance.

【设计意图】教师利用图片，引导同桌之间用所学短语和句子进行对话练习，利于学生及时巩固所学知识。

Practice 2:Train game——T divides the Ss into groups and practice the sentences, and see which group can finish it fastest.

【设计意图】教师通过组织“火车接龙”游戏引导学生对所学句型进行操练，既增加了学生的学习热情和积极性，又是在第一个活动基础上的进一步巩固新知识。

Step 4: Consolidation

Teacher creates a situation that you are visiting one of your friends and finds there are many other people. You want to make friends with them. Work in groups and make dialogues， then show it to the whole class.

【设计意图】教师创设情境让学生利用所学知识进行对话创编并进行表演，既激发了学生的参与热情，又创造性地巩固了所学知识。

Step 5: Summary

Teacher leads Ss to summarize the class and arouse their emotions.

【设计意图】通过带领学生回顾并总结本课新学内容达到强化和检测作用，并激发学生的情感。

Step 6: Homework

Observe 5 people when you go back home and write down what they are doing.

【设计意图】让学生观察身边的人和事并用所学短语和句型进行描述，将所学知识应用到生活之中。

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