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Aims and demands：
1. Master the sentences：“What are you doing? I’m...” Make sure students can use them in suitable situations.
2. Master the four-skilled phrases： drawing pictures, doing the dishes, cooking dinner, reading a book and answering the phone.
3. Let’s sing：What are you doing?
Language focus:
Master the sentences: “What are you doing? I’m...”
Difficulties:
Compare “verb” and “v-ing”, master the usage of present tense.
Aids:
1. Students prepare some cards and a piece of paper.
2. Teacher prepares some cards and a recorder.
Procedures:
Step1. Warmer
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning.
2. Free talks
Good morning./What’s your name?/Nice to meet you. Etc.
Step2. Preview
1. Look and say（Present some cards by hand）
drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone.
2. Let’s do（PEP Book4 Unit2 PartA）
Time for breakfast, drink some milk.
Time for lunch, have some chicken.
Time for dinner, eat some rice.
Time for P.E., jump and run.
Time for English, read and write.
Time for music, sing and dance.
3. Pair work（Present some cards by CAI）
drink—drinking
jump—jumping
run—running
sing—singing
write—writing
T: What are you doing?
S1: I’m... What are you doing?
T: I’m... （Act and say）
Step3. Presentation
Activity1.做“木头人”游戏：学生四人一组站在讲台前，老师发出指令，学生做任意动作，当老师说停时所有学生保持原有动作不动，师生任意提问，学生根据自己的动作回答。
T: Now, everybody, do an action. Stop. What are you doing?
S1: I’m ...
Activity2.做“听口令传盒子”游戏：老师将写有动词词组的纸条折叠后放入盒子里。口令开始，学生按顺序传递盒子，口令停止，拿到盒子的学生从盒子中抽取一张纸条，师生提问，学生回答。
Ss: Doing, doing, what are you doing?
S1: I’m...
Activity3.Let’s talk（Listen and say）
Q1: What is Chen Jie doing? She’s drawing pictures.
Q2: What is Amy doing? She’s reading a book.
Activity4. Let’s sing: What are you doing?
Activity5. Let’s try （Present by CAI）
1. Look and say
What’s John doing? He’s watching TV/reading a book/eating dinner.
What’s Amy doing? She’s doing the dishes/doing homework.
2. Listen and tick（present by CAI）
Sarah: Hello.
John: Hi, Sarah. It’s/This is John.
Sarah: Hi, John. What are you doing?
John: I am reading a book. What are you doing?
Sarah: I’m doing the dishes.
Q1: What is John doing? He’s reading a book.
Q2: What is Sarah doing? She’s doing the dishes.
Activity6: Make a survey
学生三人一组，其中两人在一张纸条上写一个动词短语的-ing形式，然后两人交换纸条内容模仿打电话，第三位同学汇报他们的通话内容。
S1: Hello.
S2: Hi. This is S2. What are you doing?
S1: I’m doing the dishes. What are you doing?
S2: I’m drawing pictures.
S3: He’s doing the dishes. She’s drawing pictures.
在学生较熟练掌握“I’m doing...”的用法后，把句子的主语延伸到第三人称“He’s/She’s doing...”，对知识进行拓展。
Activity7: Let’s sing: What are you doing?
Step4. Work
1. Activity book: Listen and number.
① drawing pictures
② reading a book
③ cooking dinner
④ doing the dishes
⑤ watching TV
2. Do some housework at home.
点评：本堂课主要体现以下几个特点：
第一，以学生为主体，活动形式多样化。首先，学生活动形式丰富，有个人、两人、小组和全班性的，有教师指导性的，也有需要学生独立或合作完成的。活动均安排在一定的语境和情景中进行，突出了培养学生用英语思考和用英语进行交流的能力。其次，教师在启发与示范后，能够把足够的时间留给学生，让学生努力实践与展示自己。学生能够积极参与讨论并有自由发挥的空间，教学效果良好。
第二，注重从知识到能力的转变，结合学生生活体验，强调学以致用。在活动中培养学生的交际能力和合作精神。另外，在活动中渗透情感教育。
第三，课堂气氛活跃，高潮迭起。整堂课掀起了两次高潮。第一次高潮出现在“听口令传盒子”游戏中，在课堂即将结束的时候用歌曲掀起了第二次高潮。
第四，注重学生能力的拓展。在学生较熟练掌握“I’m doing...”的用法后，把句子的主语延伸到第三人称“He’s/She’s doing...”，对知识进行拓展，为下一课的教学作好铺垫。
第五，多媒体课件的运用，直观生动，效果好，能充分调动学生的学习兴趣和参与的热情。
1. Master the sentences：“What are you doing? I’m...” Make sure students can use them in suitable situations.
2. Master the four-skilled phrases： drawing pictures, doing the dishes, cooking dinner, reading a book and answering the phone.
3. Let’s sing：What are you doing?
Language focus:
Master the sentences: “What are you doing? I’m...”
Difficulties:
Compare “verb” and “v-ing”, master the usage of present tense.
Aids:
1. Students prepare some cards and a piece of paper.
2. Teacher prepares some cards and a recorder.
Procedures:
Step1. Warmer
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning.
2. Free talks
Good morning./What’s your name?/Nice to meet you. Etc.
Step2. Preview
1. Look and say（Present some cards by hand）
drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone.
2. Let’s do（PEP Book4 Unit2 PartA）
Time for breakfast, drink some milk.
Time for lunch, have some chicken.
Time for dinner, eat some rice.
Time for P.E., jump and run.
Time for English, read and write.
Time for music, sing and dance.
3. Pair work（Present some cards by CAI）
drink—drinking
jump—jumping
run—running
sing—singing
write—writing
T: What are you doing?
S1: I’m... What are you doing?
T: I’m... （Act and say）
Step3. Presentation
Activity1.做“木头人”游戏：学生四人一组站在讲台前，老师发出指令，学生做任意动作，当老师说停时所有学生保持原有动作不动，师生任意提问，学生根据自己的动作回答。
T: Now, everybody, do an action. Stop. What are you doing?
S1: I’m ...
Activity2.做“听口令传盒子”游戏：老师将写有动词词组的纸条折叠后放入盒子里。口令开始，学生按顺序传递盒子，口令停止，拿到盒子的学生从盒子中抽取一张纸条，师生提问，学生回答。
Ss: Doing, doing, what are you doing?
S1: I’m...
Activity3.Let’s talk（Listen and say）
Q1: What is Chen Jie doing? She’s drawing pictures.
Q2: What is Amy doing? She’s reading a book.
Activity4. Let’s sing: What are you doing?
Activity5. Let’s try （Present by CAI）
1. Look and say
What’s John doing? He’s watching TV/reading a book/eating dinner.
What’s Amy doing? She’s doing the dishes/doing homework.
2. Listen and tick（present by CAI）
Sarah: Hello.
John: Hi, Sarah. It’s/This is John.
Sarah: Hi, John. What are you doing?
John: I am reading a book. What are you doing?
Sarah: I’m doing the dishes.
Q1: What is John doing? He’s reading a book.
Q2: What is Sarah doing? She’s doing the dishes.
Activity6: Make a survey
学生三人一组，其中两人在一张纸条上写一个动词短语的-ing形式，然后两人交换纸条内容模仿打电话，第三位同学汇报他们的通话内容。
S1: Hello.
S2: Hi. This is S2. What are you doing?
S1: I’m doing the dishes. What are you doing?
S2: I’m drawing pictures.
S3: He’s doing the dishes. She’s drawing pictures.
在学生较熟练掌握“I’m doing...”的用法后，把句子的主语延伸到第三人称“He’s/She’s doing...”，对知识进行拓展。
Activity7: Let’s sing: What are you doing?
Step4. Work
1. Activity book: Listen and number.
① drawing pictures
② reading a book
③ cooking dinner
④ doing the dishes
⑤ watching TV
2. Do some housework at home.
点评：本堂课主要体现以下几个特点：
第一，以学生为主体，活动形式多样化。首先，学生活动形式丰富，有个人、两人、小组和全班性的，有教师指导性的，也有需要学生独立或合作完成的。活动均安排在一定的语境和情景中进行，突出了培养学生用英语思考和用英语进行交流的能力。其次，教师在启发与示范后，能够把足够的时间留给学生，让学生努力实践与展示自己。学生能够积极参与讨论并有自由发挥的空间，教学效果良好。
第二，注重从知识到能力的转变，结合学生生活体验，强调学以致用。在活动中培养学生的交际能力和合作精神。另外，在活动中渗透情感教育。
第三，课堂气氛活跃，高潮迭起。整堂课掀起了两次高潮。第一次高潮出现在“听口令传盒子”游戏中，在课堂即将结束的时候用歌曲掀起了第二次高潮。
第四，注重学生能力的拓展。在学生较熟练掌握“I’m doing...”的用法后，把句子的主语延伸到第三人称“He’s/She’s doing...”，对知识进行拓展，为下一课的教学作好铺垫。
第五，多媒体课件的运用，直观生动，效果好，能充分调动学生的学习兴趣和参与的热情。