1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握动词短语，核心词汇，be doing所表达一般将来时态。

2、教学难点

Be doing所表达的现在进行时态与一般将来时态的微妙区别。

1、教学重点

A、能够正确描述假期计划及相关内容。　 B、掌握be doing, be going to do句型的意义、功能和用法。　 C、进一步熟练一般将来时。

Unit 3. Section B的中心话题是：Vacation Plans. 围绕这一话题，主要涉及句型：

-Where are you going for vacation?　 -How’s the weather there?

-What are you doing there?　 -Who are you going with?　 -How long are you staying?

本单元的语法项目是用be doing 表达的一般将来时态。

4. Let the Ss know that conclusions and being good at thinking are necessary to learn English well.

Part Ⅳ Teaching Procedure

Step 1 Greeting the class and revision (two minutes)

　Say: I’m standing here. What are you doing? What is she/he doing? Then ask some students to

answer these questions.

　This step revises the present continue tense.

Step 2 Watch CAI and write the activities (ten minutes)

　Open the CAI on the Multi-media computer. Show five pictures on the screen. Say: These pictures

show the students’ activities for the next vacation. Point at the first picture and say: What is she doing for vacation? She is camping. Then write “camping” on the Bb. Ask them what it means. (They can guess according to the picture) Point at the second picture and say: What is she doing for vacation? She is babysitting her sister. Then write it on the Bb and explain the word “babysit”. Then divide the students into four groups. Ask each group to discuss to write the other three activities on the Bb and add more using the “ing” form of verbs. Have a competition. The group which writes the most correctly and shows the most activities is the winner.

This activity introduces the key vocabulary and Ss start to touch Present progressive as future. The competition can raise Ss’ learning interest.

Step 3 Listening (three minutes)

　Show three pictures and three activities on the screen. Ask Ss to listen to the tape to match the

pictures with the activities. After they do them correctly, give them some praise.

　This activity gives students listening practice in understanding the target language in spoken

conversation.

Step 4. Pair work (eight minutes)

　Ask the students to look at the screen and read after me: What is she doing for vacation? She is

camping. What is she doing for vacation? She is babysitting her sister.

　Then ask the students to work in pairs to talk about the five pictures. Ask Ss to use the different

forms of verb “be” correctly.

　Ask some pairs to act them out to check the pronunciation and the forms of verb “be”.

　This activity provides guided oral practice using the target language.　

Step 5 Listening practice (twelve minutes)

　Ask Ss to open their books and turn to Page 14. Look at part 2a, Explain the chart and make sure the

students understand the chart and what to do.

　 Then play the tape for three times. For the first time the students only listen to understand the whole

general meaning of the conversations. For the second time the Ss pay attention to the activity in each conversation and write them in the chart. For the third time the Ss pay attention to the time that the activities in each conversation are done and write them down in the chart.

　 Ask some Ss to write their answers on the Bb and check them.

　 This activity provides guided listening and writing practice using the target language.

Step 6 Grammar Focus (five minutes)

First ask two students to read Grammar focus to the students. One reads the questions, and the other

reads the answers.

　 This activity checks their pronunciation and trains their reading ability.　　　　

Then help them conclude that the present progressive tense can also be used to talk about the future activities.

This activity guides the Ss to study English by thinking hard and conclusion. After that they can have a

rational knowledge to the target language.

Step 7 Group work (five minutes)

Part 2c on page 14. Ask the Ss to work in groups of four. Tell the students that if they don’t have a

good rest, they can’t study efficiently and making a good vacation plan can make their trip happy. So they must arrange their vacation carefully. Write down their group mates’ answers in the chart in your book.

　This activity provides the Ss a chance to use English freely. They can say the conversation according

to their thought using the target language. Of course, at the same time, it trains the Ss’ speaking ability. Also, it guides the Ss to study English by communication. Another, I change the parts’ order of the text book, because this part can be delayed to the end of the class. After class, they can continue to talk about it.

Step 8 Homework

　Say: After class, finish step 7 and complete the chart in your book, then write a passage talk about

what you and your classmates are doing for your next vacation.

　The homework can help the students to consolidate the target language and train their writing

ability.

Step 9. Bb design

3. Enable the Ss to study English language by Communication.

2. Let the Ss pay attention to the key information in listening practice.

1. Let the Ss pass "Observation-Imitation-Practice" to study language.

3. “Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the target language. I’ll give the Ss some tasks and arrange six kinds of activities: watching CAI, writing some activities, listening, make conversations, listening practice and group activities.

Teaching special features:To use these methods is helpful to develop the Ss’ thought.

Part Ⅲ Studying Ways

2. Audio-visual teaching method