课型

听说课

主备人

薛萌

一、Teaching Objectives

1. Language skills

    Students will be able to understand and use the present progressive tense to describe ongoing actions.

    Students can have a basic understanding of telephone expressions and be able to use them in a conversation.

2. Knowledge objectives

    Students will master the key words and phrases such as "make zongzi", "wash the car", "garden", "have a cold", "feel better".

    They will understand the content of the listening and reading materials.

3. Emotional objectives

    Students will enhance their awareness of different cultures and festivals.

    They will develop the ability to care about others.

4. Cultural awareness

    Students will learn about the Dragon Boat Festival and its related customs.

5. Learning strategies

    Students will improve their listening and reading skills through practice.

    They will learn to cooperate and communicate with others in pair work and group activities.

二、Teaching Key Points

1. The usage of the present progressive tense: be + v.-ing.

2. Understanding and using the telephone expressions.

三、Teaching Difficult Points

1. How to describe ongoing actions accurately using the present progressive tense.

2. Applying the telephone expressions appropriately in a real conversation.

四、Teaching Methods

1. Task-based Language Teaching Method

2. Communicative Language Teaching Method

3. Audio-lingual Method

五、Teaching Aids

Multimedia, blackboard

六、Teaching Procedure

Step 1: Warming-up (5 minutes)

1. Greet the students and have a free talk with them about their recent activities.

    How was your weekend?

    What did you do yesterday?

2. Show some pictures of people doing different activities and ask students to guess what they are doing.

Step 2: Pre-listening (5 minutes)

1. Present some new words and phrases related to the conversation, such as "make zongzi", "wash the car", "garden", "have a cold", "feel better".

2. Ask students to predict what the conversation might be about based on the title and the pictures.

Step 3: While-listening (10 minutes)

1. 2a: Play the audio of the conversation for the first time. Students listen and fill in the blanks. Check the answers together.

2. 2b: Students read the statements and then listen to the conversation again. They circle 'T' for true, 'F' for false, or 'NG' for not given. After listening, have students share their answers and explain their reasons.

Step 4: Post-listening (10 minutes)

1. 2c: Students read the conversation again and complete the table to summarize what Jane and her family are doing.

2. Have a pair work. Students discuss their answers with their partners and then share with the class.

Step 5: Reading and Role-play (10 minutes)

1. Students read the conversation aloud together.

2. Point out the stressed words and have students practice reading with the correct stress.

3. Have students role-play the conversation in pairs. Encourage them to use appropriate expressions and intonation.

Step 6: Pair Work (5 minutes)

1. Present the telephone expressions and explain their usage.

2. Students work in pairs to role-play a telephone conversation using the given expressions. Walk around the classroom to offer help and guidance.

Step 7: Summary and Homework (5 minutes)

1. Summarize the key points of this lesson, including the present progressive tense and the telephone expressions.

2. Assign homework: Ask students to write a short passage about what their family members are doing at the moment.