【正文】 th the phrases :mopping the floor, sweeping the floor, Looking for, cleaning the window and read them. T: What’ s the same during these phrases? Ss: ing. T: Yes, can you add “ ing” for the verbs? Learn the rules to transform the verbs into Present participle Group 1. sweep sweeping clean cleaning Look – looking play playing Group 2. dance dancing have having Make making take taking Group 3. mop mopping run running Swim swimming sit sitting b. Teacher gives the tasks to the students. T: Who can clean the window? S1: I can. T: please do! S1: ( clean the window) T: What are you doing? (Design) T leads the student say: I am cleaning the window. 我正在擦玻璃。 3. 操練鞏固 a. Play the tape to listen the text. Then let students to read it , understand it. b. Fill the blanks (1) What are you _______ ? ( do ) (2) I am ________ (clean ) the window? (3) We are _______ ( mop ) the floor. (4) I ‘ m _______ ( look ) for the basin. 【設(shè)計(jì)思路】新課呈現(xiàn)部分已經(jīng)學(xué)習(xí)了新單詞與新句型，便將課文的學(xué)習(xí)放在了鞏固練習(xí)部 分，并針對(duì)課文及本課重點(diǎn)來(lái)做填空練習(xí)，進(jìn)一步來(lái)鞏固學(xué)習(xí)對(duì)新知的掌握 4. 擴(kuò)展延伸 a. Learn “ Read and Think” . This part is a short story, it’ s easy and interesting. Let students learn by themselves and answer the questions: (1) What’ s mom doing? (2) Is it a real room? 【設(shè)計(jì)思路】讓學(xué)生自學(xué)這一部分不但可以檢驗(yàn)學(xué)生對(duì)新知的掌握程度，更可以很好的培養(yǎng) 他們的閱讀能力 5. 課后作業(yè) Use the new drills to write a short story. 【設(shè)計(jì)思路】良好的輸入是為了更好的輸出，利用高效的作業(yè)培養(yǎng)學(xué)生的寫作能力以及書寫 能力 【教學(xué)用具】圖片，詞卡 【教學(xué)后記】本課的容量很大，既有新句型現(xiàn)在進(jìn)行時(shí)的教學(xué)，又有現(xiàn)在分 詞的變化規(guī)律， 既有真實(shí)的語(yǔ)言情境，又有課文的理解，但只要我們教師合理有效地安排四十 分鐘，我們的英語(yǔ)課堂必定是高效率的，高質(zhì)量的，不要低估了我們學(xué)生的能 力，做為教師要教給學(xué)生的僅僅是學(xué)習(xí)的方式，及引導(dǎo)他們總結(jié)出一些規(guī)則與 規(guī)律。 let‘s do the four actions together. E: Exercises of new knowledge: Teacher has Ss to finish the printed forms which have been handed out to them, then checks the answers. a. fill in the blanks. c k wa c n n dles c t br d pen v g t bles b. adding ―ing‖ behind the verbs. eg. cook(cooking) open( ) wash( ) cut( ) Step 2 A: (present the ppt ) T: What‘s this? Ss: (noodles, bread, vegetables, can) Teacher teaches vegetables, and can: v〔 v〕 〔 ve〕 〔 d3〕 B: T: Can you match the words? cook can open vegetables wash bread cut noodles Ss: (open a can) T: What ?s the meaning? Ss: (開(kāi)罐頭 ) T: Cut what? Wash what? Cook what? Ss:(cut bread, wash vegetables, cook noodles) T: Meaning? Ss:(…..) T: Who can read as a leader? T: Let‘s read together. C: (close the CAI) T: Do you remember what we have matched? (according their answers, teacher writes down the four phrases on board) TPR can hold the students‘ attention, attract them to participate in the activity and let them study English in the actual experience. At the same time TPR also can provide the practical life connected to the learning environment. CAI makes the students quite sensitive on the vivid the image objective things which they are glad to accept. PPT takes the real life into the classroom. Step 3 A: look at the screen again, T: This is my home, he is my son, and what‘s he doing? (Writes down ―what‘s ……doing?‖ on board) T: Who can read this sentence for me? Ss: (What‘s he doing?) T: Answer my question, what‘s he doing? Ss: (He‘s cutting bread.) B: T: Look at another picture, what‘s he doing? Ss: (he‘s cooking noodles.) T: Now, Team A B you ask, team CD you answer. C: T: Another picture. What‘s he doing? Ss: (he‘s washing vegetables) T: Team C,D, you ask, team A,B, you answer. D: T: The last picture, what‘s she doing? Ss: (she?s opening a can.) T: Boys ask, girls answer. E: T: Look at the board, follow me, What‘s he doing? What‘s he doing? He‘s cutting, cutting, cutting. What‘s he doing? What‘s he doing? He‘s cooking, cooking, cooking, What‘s she doing? What‘s she doing? She‘s washing, washing, washing, What‘s she doing? What‘s she doing? She?s opening, opening, opening, Step 4 A: T: Boys and girls put up your word cards. (Point to the picture) Boy or girl? He or she? Take out a piece of paper write down ―he‖ and ―she.‖ B: T: According to your word cards, give you 2 minutes to talk about sentences using ―What‘s he /she doing? He‘s/She‘s …. C: T: Stop here, who can have a try? Short and vivid rhythm is helpful to the student to consolidate the new knowledge , which also stimulates the interest for the students to learn English. Step 5 Text teaching A: Listen to the tape. B: Read following the tape. C: Answer teacher‘s question‘s according to the text. What‘s Dick doing? What‘s Helen doing? What‘s that girl doing? What‘s David doing? D: Review the TPR: Wash, wash washing Cook, cook cooking Open, open opening Cut, cut cutting E: Read the sentences on board. F: Sing the song ―what‘s she doing?‖ to finish the class. Ⅲ Consolidation. A petition T: Let‘s play a petition. I‘ll divide you into two groups. You should remember the four words on screen. Who can e here to guess the picture, the other students should ask: ―What‘s he/she doing‖? I‘ll give the guessing student two chances each time. Ⅳ Extension A. Using the following words to fill in the blanks. ① Fruits can be made into all kinds of ____. ② Tomatoes and potatoes are ______. ③ You may eat a piece of ______ and a glass of mild as your breakfast. ④ My mother will cook me _____ as my supper. B. using the right forms of verbs to fill in the bl