一、標(biāo)題不可缺少

　　What are you doing?

　　二、教學(xué)目標(biāo)撰寫要以學(xué)生為主語

　　Teaching aims:

　　(1) Knowledge aims

　　Students can master the key sentence structure “what are you doing?” .

　　(2) Ability aims

　　Students can communicate with their partners by using the new sentence.

　　(3)Emotional aims

　　Students will be more interested in sharing their ideas with others and take part the group activity.

　　Teaching key point

　　Master the new sentence structure.

　　Teaching difficult point

　　Describe what other people are doing.

　　Teaching Methods:

　　Situational teaching method, task-based teaching method

　　Teaching Aids:

　　PPT

　　三、教學(xué)過程要完成清晰

　　Teaching procedure

　　Step 1 Warming-up

　　At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard.

　　(step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.)

　　Step 2 Pre-reading

　　Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material.

　　(Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives)

　　Step3while-reading

　　Fast-reading

　　Ask students to read the short passage quickly and conclude the main idea.

　　(Justification: train students’ reading ability of scanning for the general information of the passage.)

　　Careful reading

　　1.ask students to read the passage again and answer the following questions:

　　What is Larry doing?

　　What is dad doing?

　　What’s grandpa doing?

　　2. Ask students to finish the sentence on the textbook.

　　(Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.)

　　Step4 post-reading

　　1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences.

　　2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class.

　　(Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.)

　　Step 5summary and homework

　　Summary: do the summary together with students and let them have a clear clue about what we have learned

　　Homework: try to use the new knowledge to communicate with their partners after class.

　　(Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability )

　　四、板書設(shè)計不可少

　　Blackboard design:

　　What are you doing?

　　What is Larry doing?

　　What is dad doing?

　　What’s grandpa doing?

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