Introduction

(5 minutes)

1. The whole

class work.

2. Individual work.

3. The whole class work and   individual work.

4. Group work.

1. Focus   their attention on the teacher.

2.Brainstorming.   Try to express the means of transportation and the adverbs of   frequency you know as many as you can.

e.g.

By bus, by train, on foot, by bike, by subway, by car, by   plane, by ship, by boat

…

3. Look at the pictures about the   means of transportation the teacher   shows. Try to answer the teacher’s questions as quickly as possible.

e.g.

T: How does he/she usually go to   school?

S1: He/She usually goes to school by bus/by bike/by subway/on foot/by car.

T: Does he/she often go to school on foot...?

S2:Yes, he/she does.

  No, he/she doesn’t.

...

4. Sit in groups of four.   Prepare some phrases on cards. Take turns to ask questions.

e.g.

How often do you come to school?

How often do you visit your   grandparents?

How often do you play basketball?

Do you go to the library three   times a week?

Do you listen to music every day?

...

1.Get students ready for learning.

2. Help the students to   learn and revise the means of transportation and adverbs of frequency.

3. Show some pictures to help the students revise the means of transportation and adverbs of frequency.

4. Help the students to revise how   to express frequency.

Presentation

(10 minutes)

1. Individual work and pair   work.

2. The whole

class work.

3.Individual work and pair work.

3. Individual work and

group work.

1. Do 2. Look at the   pictures in 2. Learn the words of school facilities. Then match the places   with the correct words or phrases. Check the answers with your partner.

2. Play a word game: “What’s missing?” Some words and   pictures may disappear. Try to guess what is missing as quickly as you can.

3. Look at the pictures in 1a. Read the sentences in 1b. Try to predict the listening material in 1a. Then listen and circle the correct answers in 1b individually. Check the answers with your partner.

4. Listen to 1a again and fill in the blanks. After that, open your books and check your answers.

Michael: Hello, Jane! This is   Michael. What ______ you ______ now?

Jane: Guess!

Michael: Are you ____ your _____?

Jane: No, I am not.

Michael: Are you _____ ______?

Jane: Yes, I am. What about you?

Michael: I’m ______ cards, but it’s   ______.

Would you like to play ________?

Jane: Good idea! See you soon!

Michael: See you!

Then discuss in groups. Try to find   the rules of the “Present Continuous”

—be+v.-ing.

e.g.

…are doing

…are watching TV

…is making cards

1. Present new words of   school facilities with the help of the pictures. Check the answers.

2. To   be a game controller.

3. Help   the students learn to predict before listening.   Play the tape recorder and check the answers.

4. Play the tape recorder. Help the   students learn to listen to specific information and to summarize the grammar   rules by themselves.

Consolidation

(10 minutes)

1. Pair work.

2. The whole

class work and individual work.

1. Practice the

conversation in 1a in pairs.

2. Look at the pictures   shown by the teacher and answer the   teacher’s questions:

(1)What is he/she doing?

(2)Is he/she playing basketball?

(3)Are you/they doing your/their   homework?

1. To be a good listener.

2.Help the students consolidate the   Present Continuous in different sentence patterns.

Practice

(10 minutes)

1. Individual work and the whole class work.

2. Pair work.

3. Individual work and group work.

4.Individual work and pair work.

1. Do 3a. Listen to the tape and match. Pay attention to the structure of the Present Continuous. The whole   class read the sentences together and check the answers at the same time.

2. Do   3b. Work in pairs. Make up conversations with the information in 3a. Practice in pairs. Then some pairs act out your conversations to the whole class.

3. Do 4a. Divide the class into six groups. Every group reads one group of words. Discuss in groups and   find the rules of sounds about er,ew,ey/eigh,g,ge,gu/   gue by yourselves. Then one student in each group reads out the sound and   teaches the sound to the whole class. Then the whole class listen to the tape   recorder and check the sounds. Read the   sounds and words aloud after the tape.

4. Do 4b. Try to read the words in   4b. Read aloud individually. Compare the sounds with colored letters. Discuss   with your partner.

1. Play the tape recorder   and check the answers.

2. Help the students to   express correctly.

3. Make the students learn to help   each other and learn from each other.

4. Correct their sounds while they   are reading. Consolidate the sounds, /1-e/; /9-//; /G-_/.

Production

(10 minutes)

Group work.

Separate the class into three groups. One group writes down the names, one writes places   and the third one writes down the actions. Then some students try to organize   the sentences with the places, the actions and the names, using the “Present Continuous”.  

1.Make   sure the students know how to express the “Present Continuous”.

2.Assign the homework:

Review the words and practice the conversations in Section A   with your partner;

Make up a new   conversation   similar to 1a with your partner. Then report it to the class the next day;

Preview Section B-1a.

Teaching reflection：

    在本节课中，学生学会了结合现在进行时描述正在进行的活动的表达法，学习了有关校园设施和地点的名词，学习了字母g和字母组合er/ew/ey/eigh/ge/gu /gue的发音规则。但是由于语用习惯的关系，学生在用“be+v.-ing”的表达方式时偶尔会出现少了一个be动词的错误表达。因此教师应在学生的口头操练中加以纠正，帮助学生养成正确的语用习惯。