??T: Look, is the baby sad? T: What does the baby say? T: What are his friends doing? 2. Show the picture of Fangfang. T: Fangfang is sad too. No one is playing with her. What are her friends doing? Lets watch the video and find. T: What is Lingling doing? Teach the word “skipping”: skip---skipping T: What are Daming and Sam doing? Teach “hiding” and “seeking”: ride---riding hide---hiding see---seek---seeking T: What are those girls doing? T: Say whats the same between “skipping” and “clapping”. 3. More questions. T: Lingling, Sam, Daming and those girls are all playing. What are Fangfang and Amy doing? Lets watch again. Then lets look and say. 1. Find friends for the baby. S: Yes, it is sad. S: No one is playing with me. S: It is singing. S: It is reading a newspaper. S: It is... 2. Watch the video and answer questions. S: Lingling is skipping. S: Daming and Sam are playing hide-and-seek. Daming is hiding, and Sam is seeking. S: Those girls are playing clapping games. S: Double p+ing 3. Watch and answer. S: They are playing clapping games too. 经过协助小婴儿找兄弟，在景象中有用了解和处置了一个难点词汇和句型，并有用回想和运用了有些动词的进行时态。 经过预设和呈现，学生们可以直接切入和了解文本要点句型。 掌控必定的学习回想词汇的战略： 1.与学过的词汇进行比照回想。 2.在要点句型中进行词汇的类推回想。 经过再观看文本，找处处置疑问的办法，获得协助人的快乐喜爱。 Step 3: Practice (5 minutes) 1. Ask students to listen, repeat and circle “-ing”. Pay attention to their pronunciation. 2. Ask students to work in pairs and choose the right answer. Listen, repeat and circle “-ing”. 2. Work in pairs. Think and say. 经过对文本要点句型的复述，夯实学生对文本的常识建构。养成杰出学习言语的习气，注重仿照，掌控正确 、地道的语音语调。 Step 4: Extension (12 minutes) 1. Guess the password of an email. Hint: The password is a phrase and you can get it from the pictures. T: What are they doing? T: OK, thank you. The password is “playing hide-and-seek”. Spell the phrase. T: Lets read the mail. T: Mei Yangyang is crying. Shes sad. Why? T: Lets help her. T: What is Lan Yangyang doing? T: What is Man Yangyang doing? T: What is Xi Yangyang doing? T: What is Xiao Huihui doing? T: What are Nuan Yangyang and Fei Yangyang doing? T: Is Mei Yangyang sad at last? T: Why? Look and find out the password. S: They are playing hide-and-seek. S: playing hide-and-seek S: No one is playing with Mei Yangyang. S: OK! S: He is playing the drums. S: He is singing. S: He is running. S: He is skipping. S: They are playing hide-and-seek. S: No, she is very happy. S: She is playing with her friends. 经过奇妙型的使命学习，学生们不只运用了所学常识，还掌控了拼读单词回想的好办法。培育学生乐于参加活动，与我们一同玩耍的知道，构成开畅旷达的情豪情绪和联合合作的质量。 经过羊村的现场播报，练习学生们熟练运用如今进行时来表达正在发生的作业。 Step 5: Summary (1 minute) Sum up the language points and share the idea suggested in the dialogue — Help each other. 经过总结，使学生知道到重难点，掌控主题，理解团队合作的意义。 课堂评价 教师口头评价； 用学过的词汇描绘正在发生的活动，结束本课时使命。 家庭作业 1. Read the dialogue. 2. Look and talk about what they are doing at break time. 板书方案 Module 5 Unit 1 Lingling is skipping. Daming and Sam are playing hide-and-seek. Daming is hiding and Sam is seeking. Those girls are playing clapping games. 第二课时教育方案 教材分析 第二单元的课文情境是两个男孩在谈天，其间一人问另一自个小火伴们在玩啥，另一自个告诉他，他们在玩追人的游戏。第一自个又问可不可以以参加他们，随后得到了必定的答复。培育学生乐于参加，友爱共处的质量. 课时教育方针 言语常识方针： 全体学生能运用：What are the kids playing? 全体学生能了解：kid, catch, of course 全体学生能运用：game, kid 有些学生能运用：catch, of course 进一步学习如今进行时态语句的语音语调。 言语技能方针： 全体学生能听懂、会说：What are the kids playing? 全体学生能认读：kid 有些学生能认读：catch, of course 全体学生能拼写2-3个自选单词； 全体学生能运用“What are playing?”问询别人正在进行的活动。 情豪情绪： 乐于运用英语打开捉人等游戏，领会学习的快乐喜爱。 学习战略： 经过动作协助了解和回想单词，将词语与相应事物树立联络。 文明知道： 晓得中外小兄弟都在玩的游戏，初步留心到中外文明的异同。 教育要点与难点 教育要点： 掌控词句：What are the kids playing? 教育难点： 大都学生能看图描绘操场上学生们都在做啥活动。 教育辅佐 课件、CD-ROM、学生操练纸 教育战略 景象导入法、天然拼读法、使命教育法 教育内容（含时刻设置） 教育活动 方案意图 教师活动 学日子动 Step 1: Warm-up (2 minutes) Look and guess. The teacher draws on the blackboard and students guess what the teacher is drawing. T: Look! Im drawing sth. on the blackboard. Can you guess what Im drawing? Look and guess. S: Are you drawing? 经过这种互动的游戏，集结学生的心境，打开愿望，活泼运用一般疑问句和词汇参加竞猜，抵达热身和回想的意图。 Step 2: Presentation (20 minutes) Step 3: Drills (7 minutes) 1. Ask students to look and say. T: What is he doing? T: What is the bear doing? 2. Play the video of Activity 1. T: Lets watch and imitate. Act it out. 3. Teach the words “playground” and “kids”. T: There are so many children. We can also say so many “kids”. children = kids 4. Play the video and ask some questions. T: What are the kids doing? T: What are the girls doing? T: Can you ask any questions? T: Discuss in your groups. T: The boy says, “Can I play with them?” Lets watch again and find the answer. Show some pictures and practise. T: Look and answer. 5. Play the video again and ask students to imitate. Then ask them to act out. 6. Ask students to look at pictures and choose the answer. Play a game: the wheel. T: Kitty wants to play with the kids. Lets help her. Work in pairs and practise: A: What are the kids doing? B: They are A: Can I play with them? B: Of course, you can. 1. Look and say. S: He is watching TV. S: He is catching them. 2. Watch and imitate. Then act out. 3. Learn the word “playground” and “kids”. 4. Watch and answer. S: They are playing catch. S: The girls are running. S1: What are the boys doing? Ss: The boys are catching them. S: Of course, you can. S: Of course, you can. S: Of course, you can. S: Of course, you can. 5. Watch and imitate. Then act out. 6. Look and choose. Practise in pairs. 经过小故事，使学生很形象地了解难点生词，并掌控以旧引新的学习战略。 经过感知场景，集结学生自立调查和识记复合名词，掌控识记战略。 恰当渗透用英语学习英语的双解战略和天然拼读教育战略。 充分突显学生主体性，全体呈现文本，自立感知，恰当引导启示学生提出疑问，小组处置疑问。培育杰出的协作学习习气。 创设风趣的景象，让学生天然习得，消化难点。 仿照跟读，掌控语音语调，进而在活动中扮演和复述， 充本分化文本。 有用的阅览选择操练，充分反应对首要常识点和书写习气的掌控情况。 理论联络实践，学致使用地协助别人处置疑问。 Step 4: Extension (10 minutes) Show a new story. T: Look, theyre Winnie and Mickey. Whats happening? Lets read the story. Enjoy the comic story. Think and say. 经过贴合学生年纪特征和快乐喜爱的绘本展示，使学生勇于阅览，乐于阅览，从中领会常识的能量，从中蒸腾自个的热心。培育学生喜爱运动的才能，树立参加知道、乐于助人的知道。 Step 5: Summary (1 minute) 引导学生总结要点词汇，并测验拼读。 T: Can you say the main sentences? T: Can you spell “catch”? T: How to make a friend? 逐步总结本课要点，并能量体裁衣地运用所学答复教师的疑问。 学生们经过自立总结安靖本课所学，并懂得了与人共处之道，理解了更深层次的友谊。 课堂评价 教师口头评价，同学互评； 能否用2-3句来描绘自个和兄弟正在做的活动。 家庭作业 1. Listen to and imitate the dialogue. 2. Draw a picture about school life and talk about it. 板书方案 Module 5 Unit 2 What are the kids playing? They are playing catch. Can I play with them? Of course, you can. 第三课时教育方案 教材分析 有用温习和收拾两个单元的内容，前进学生的全体认知，拓宽学生的思路，结束有关操练和反应。在此基础上，创设生动风趣的使命，使学生在协作中学致使用，懂得协作、联合的重要性。 课时教育方针 1. 温习和安靖学过的词汇和语句，并测验在使命中运用。 Lingling is skipping. What are the kids playing? skip, hurry up, late, sad, no, those, clap, game, clapping game, well, kid, catch, of course 2. 进一步安靖如今进行时态语句的语音语调。 3. 全体学生测验拼写单词，最少能拼写2-3个自选单词。 4. 全体学生能运用“What are playing?”言语规划问询别人正在进行啥活动。 5. 引领学生归纳动词如今分词的情况，找到合适自个的识记战略。 6. 演绎回想如今进行时的方法，练习学生根据人称的改变选择相应的系动词。 教育要点与难点 要点：全体学生能运用言语规划问询别人正在进行啥活动。 难点：引领学生归纳动词如今分词的情况，找到合适自个的识记战略。演绎回想如今进行式的方法.练习学生根据人称的改变选择相应的系动词。 教育辅佐 PPT课件、CD-ROM、学生操练纸 教育战略 景象导入法、天然拼读法、使命教育法 教育内容（含时刻设置） 教育活动 方案意图 教师活动 学日子动 Step 1: Warm-up (3 minutes) Play a chant. T: Lets chant. Then underline “ing”. T: How to remember “catch” and “match”? Say the chant. Underline running, skipping, and playing. catch - watch - match 说唱导入，集结学生心境，回想学过的单词，抵达回想巅峰。 Step 2: Review (20 minutes) 创设闯关使命，引领学生逐步参加，经过演绎，归纳出动词进行式的规则。 T: Lets finish three tasks. Then we can have a present. 1. In the park T: What are they doing? T: Lets think and say 2. At the zoo T: What are the cats/dogs/fish/ monkeys doing? T: Pay attention to the “-ing” forms. 3. At school T: Lets recall some words. Can you find the rules? 在闯关中逐步思考，发现类似性，总结动词如今分词的改变规则。 1. In the park S: Lingling is riding a bike. Amy is dancing. Daming and Sam are playing hide-and-seek. Tingting is writing. Tingtings mother is having a picnic. 2. At the zoo S: Theyre skipping / running / swimming/ clapping. Work in groups and sum up the rules. 根据学生猎奇心强的特征，在闯关中温习，既有快乐喜爱，又有方针，自立发现，天然生成的温习作用事半功倍。 经干预答，掌控如今进行时态里人称改变时系动词的用法，发现和总结动词的改变规则。 Step 3: Extension (15 minutes) 引入归纳绘本，辅导学生们轻松阅览，意会道理。 T: Heres a present for you —Boom is coming! Its a funny story. Lets enjoy it. T: Suppose youre Rex. What do you like? T: What are you doing, Rex? T: What are they doing? T: What are Lisa and her friends doing? T: Easter is coming. What are those rabbits doing? T: Rex, what are you doing? T (point): What is it doing? T (point): Are they playing football? T (point): What is it doing? T (point): What are they doing? T: Rex, what is happening to you? T: What are Lisa and her mother doing? T: Are you sad, Rex? T: What is Lisa doing? T: Are you drawing and coloring all night? T: What are they looking at?T: Is the farmer opening the door? T: Wow, Rex, are you playing football? 轻松阅览，悟出道理。 Read the story. S: I like playing football. S: I am playing S: They are talking. They are drawing. They are coloring. S: They are having a birthday party. S: They are all working. S: I am playing so many eggs. And I am playing football, too. S: It is eating. S: No. They are talking. S: It is sleeping. S: They are playing together. S: The farmer is catching me. S: They are running. S: Yes. I am sad. S: She is helping me. S: Yes, I am drawing and coloring all night. S: They are looking at those eggs. S: Yes, the farmer is opening the door. S: I am not playing football. But I am drawing and coloring footballs. 自创绘本图像精巧，内容恰当，非常有用的帮学生汇总多个模块的如今进行时的内容，不只可以归纳测查学生的言语才能，而且还能让学生学会了与人共处的办法和懂得了尊敬别人和恪守社会次序的重要性。 Step 4: Summary (2 minutes) T: What do you learn from this story? Work in groups and talk about what you think. S1: Be kind! S2: Be polite. S3: Rules are important. S4: 经过小组内对绘本故事的思考和谈论，使学生初步懂得行善积德，恪守次序和规则的意义。 课堂评价 教师口头评价学生对如今进行时态句式的运用情况； 学生对如今分词的三种情况的总结； 对绘本故事的了解情况。 家庭作业 1. Retell the dialogues of Unit 1 and Unit 2. 2. Talk with your friends about some activities you see. 板书方案 Module 5 Unit 1& Unit 2 hide - hiding read - reading ride - riding sing - singing dance - dancing play - playing write - writing draw - drawing have - having look - looking run - running swim - swimming clap - clapping skip - skipping