仁爱英语八上TopicWhatwereyoudoingfromseventonineyesterday篇

仁爱英语八上TopicWhatwereyoudoingfromseventonineyesterday篇

八上仁爱版英语Unit 3 Topic 3 What were you doing from seven to nine yesterday? Section A教学设计 The main activities are ‎1a and ‎2a. 本课主要活动是‎1a和‎2a.‎ Ⅰ.Teaching aims and demands 教学目标 ‎1.Learn some useful words:‎ ‎ shower, radio, duck, dig, hole ‎2. Learn the Past Continuous Tense:‎ ‎(1) — What were you doing at this time yesterday?‎ ‎ — I was taking a shower.‎ ‎(2) — What were you doing from seven to nine yesterday?‎ ‎ — I was learning English.‎ ‎(3) — Were you playing on the computer?‎ ‎ — Yes, I was./No, I wasn’t.‎ ‎(4) What was he/she doing at nine o’clock last Sunday morning?‎ ‎3. Go on learning some expressions on making a telephone call:‎ ‎(1) Hold the line, please.‎ ‎(2) I called you to go to the English corner but nobody answered.‎ Ⅱ. Teaching aids 教具 录音机/图片/幻灯片/玩具电话/课件/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:15分钟)‎ ‎1. (通过师生问候，引出打电话用语。)‎ T: What day is it today?‎ S1: It’s …‎ T: What’s the date?‎ S1: It’s …‎ T: Whose birthday is today?‎ S1: Sorry, I don’t know.‎ S2: It’s my birthday today.‎ T: Oh. Happy birthday. How are you going to spend your birthday? Could you tell me?‎ S2: I’m going to have a birthday party at home this evening. I will invite my classmates and some of my good friends to my party.‎ T: That’s a good idea. Are you going to invite them on the phone?‎ ‎(教师把话题引导到打电话上，为本节课的学习做铺垫。)‎ S2: Yes, I am. Could you lend your phone to me?‎ T: Certainly! Here you are.‎ ‎(老师播放优美的音乐，S2在乐声中打电话给她/他的好朋友Jack。)‎ S2: Hello, is that 2664-5386?‎ Jack: Yes, who’s that speaking?‎ S2: This is S2 speaking. Today is my birthday. I’m going to have a party in my home this evening. Would you like to come?‎ Jack: Yes, I’d love to. What time is it?‎ S2: At seven o’clock. Don’t be late. Could you please tell S3 about it?‎ Jack: OK.‎ ‎2. (师生对话，复习现在进行时。)‎ T: OK, I hope everybody will have a good time at the party.‎ S2: Thank you.‎ ‎(教师面向全体学生。)‎ T: I think you also want to give best wishes to S2. Please take out a piece of paper and write down your wishes.‎ ‎(学生拿纸时。)‎ T: What are you doing?‎ Ss: We’re taking out paper.‎ ‎(学生写字时。)‎ T: Are you playing?‎ Ss: No, we’re writing.‎ ‎(把以下四幅图片逐一展示给学生，让学生用现在进行时练习对话。)‎ Picture 1 Picture 2 Picture 3 Picture 4‎ Example:‎ S3: Look at the young woman. Is she running?‎ S4: No, she isn’t.‎ S3: What is she doing?‎ S4: She is dancing.‎ ‎(可挑选几组学生进行表演。)‎ ‎3. (教师设置情境，由现在进行时，导入过去进行时。)‎ T: What time is it now?‎ Ss: It’s … (视具体情况回答。)[来 T: What are we doing now?‎ Ss: We are having an English class now.‎ T: Good. You are having an English class now. But I was talking to a student at this time yesterday.‎ ‎(板书)‎ I was talking to a student at this time yesterday.‎ ‎(教师解释过去进行时的概念及结构，并板书。)‎ ‎(板书)‎ Past Continuous：was/were + v. + -ing T: Can you say a few sentences with the Past Continuous Tense S5: I was having a math lesson at this time yesterday.‎ S6: …‎ ‎(教师再次展示之前四幅图片中的Picture 1，师生对话操练过去进行时的特殊疑问句。)‎ T: What was the girl doing at this time yesterday?‎ ‎(板书)‎ What was the girl doing at this time yesterday?‎ She was …‎ S7: She was dancing at this time yesterday.‎ ‎4. (教师出示一个小女孩在淋浴的图片。)‎ T: What is she doing?‎ S8: She is taking a bath.‎ T: Right. We can also say she is taking a shower.‎ ‎(板书)‎ take a bath相当于take a shower[]‎ ‎5. (教师出示一个学生在听收音机的图片。)‎ T: What is the boy doing? He is listening to the radio.‎ ‎(板书)‎ listen to the radio T: S9, do you often listen to the radio?‎ S9: Yes, I do./No, I don’t.‎ T: Were you listening to the radio at this time yesterday?‎ S9: No, I wasn’t.‎ T: What were you doing?‎ S9: I was having a class.‎ ‎(板书)‎ Step 2 Presentation 第二步 呈现(时间: 7分钟)‎ ‎1. (让学生听‎1a录音，回答问题。)‎ T: Now we are having an English lesson. What is Jane doing now? What was Jane doing at this time yesterday? Let’s listen to ‎1a and find out the answers to these questions.‎ ‎(出示小黑板。)‎ ‎(1)What is Jane doing now?‎ ‎(2)What was Jane doing at this time yesterday?‎ ‎(核对答案。)‎ ‎2. (让学生跟读‎1a录音，并画出关键词句。)‎ T: Listen to the tape and repeat ‎1a, then find out the key words.‎ ‎(板书)‎ Hello—This is …—May I …—hold the line—What are … doing?—practicing the violin—at this time yesterday—nobody—taking a shower Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ ‎1. (人机对话，集中学生的注意力。练习‎1a。)‎ ‎(教师充当Jane’s mother。)‎ T: OK, let’s make a conversation with the tape. I’m Jane’s mother. You’re Maria. Begin!‎ Example:‎ T: Hello!‎ Ss: Hello! This is Maria speaking. May I speak to Jane?‎ T: Hold the line, please.‎ The tape: Hello, Maria!‎ Ss: Hello! What are you doing, Jane?‎ ‎...‎ ‎2. (再转换角色，即把The tape与Ss对调。)‎ ‎3. (根据黑板上的关键词及‎1a的挂图，三个学生一组串演对话。)‎ ‎(两分钟后挑几组学生表演，利用玩具电话操作。)‎ ‎4. (学生用真实姓名，结合自己的实际情况表演对话，学以致用。)‎ ‎(两分钟后挑几组学生表演。)‎ ‎5. (让学生两人一组操练对话，完成1b。)‎ Step 4 Practice 第四步 练习(时间:7分钟)‎ ‎1. (师生对话，导入过去进行时的一般疑问式。)‎ T: I was watching TV at nine o’clock last night. Were you watching TV at that time last night?‎ S1: Yes, I was.‎ S2: No, I wasn’t. I was sleeping.‎ ‎(板书)‎ Were you watching TV at this time yesterday?‎ Yes, I was./No, I wasn’t.‎ ‎(让学生做接龙游戏，操练过去进行时的一般疑问句。)‎ Example:‎ S3: I was doing my homework at eight o’clock last night. Were you doing your homework then?‎ S4: Yes, I was. Were you doing your homework at eight o’clock last night?‎ S5: No, I wasn’t. I was listening to the music. Were you listening to the music?‎ S6: …‎ ‎…‎ ‎2. (教师出示‎2a中的图片，让学生两人一组操练‎2a。)‎ ‎(板书)‎ eat Beijing roast duck, dig a hole ‎(让学生根据‎2a的图片，按照Example的句式进行操练。)‎ Example:‎ S1: What were you doing from seven to nine yesterday?‎ S2: I was listening to the radio. Were you listening to the radio?‎ S1: Yes, I was. / No, I wasn’t.‎ ‎(挑几组学生进行表演。)‎ ‎3. (让学生做小记者进行调查。)‎ ‎(将全班同学分成四组，每组挑选一名小记者调查本组的成员。)‎ Example:‎ R: What were you doing at nine o’clock last Sunday morning?‎ S1: I was reading English.‎ R: What were you doing at nine o’clock last Sunday morning?‎ S2: I was running.‎ ‎…‎ ‎(让学生根据调查结果向全班做一个报告，完成2b。)‎ Step 5 Project 第五步 综合探究活动(时间:6分钟)‎ ‎1. (通过多媒体课件出示多张本班学生的照片，照片人物所做的动作各不相同，让学生就所看到的动作，一次完成一般现在时，一般过去时，现在进行时，过去进行时共四种时态的转换。)‎ ‎(图片上显示一个本班的A男生正在打篮球。)‎ T: What does A usually do on the playground after school?‎ Ss: He plays basketball.‎ T: Did he play it yesterday?‎ Ss: Sorry. I don’t know.‎ T: What is he doing now?‎ Ss: He is playing basketball.‎ T: Is he playing football now?‎ Ss: No, he isn’t.‎ T: What was he doing at five yesterday?‎ Ss: He was playing basketball.‎ ‎(学生两人一组做类似对话，可用各种句型。)‎ ‎2. (用幻灯片出示表格，让学生每两人一组，互相调查上星期天的下列时间段在做什么，然后 将调查结果填入表格。)‎ Time[‎ Name What was he/she doing?‎ ‎ 6:00—7:‎00 a.m.‎ ‎ 9:00—10:‎00 a.m.‎ ‎ 11:00—12:‎00 a.m.‎ ‎ 2:00—3:00 p.m.‎ ‎ 5:00—6:00 p.m.‎ ‎ 8:00—9:00 p.m.‎ ‎3. (屏幕上出现生日聚会场面，师生共唱Happy birthday to you来结束本课。)‎ ‎4. Homework:‎ 将上面的调查结果写一个报告，并总结他的星期天过得怎样。‎ 板书设计:‎ What were you doing from seven to nine yesterday? Section A take a bath was/were+v.-ing take a shower May I speak to Jane?‎ listen to the radio This is Maria speaking.‎ dig a hole Hold the line, please.‎ 八上仁爱版英语Unit 3 Topic 3 What were you doing from ‎ seven to nine yesterday Section B教学设计 The main activities are ‎1a, ‎1c, and ‎2a. 本课重点活动是‎1a, ‎1c和‎2a. ‎ Ⅰ.Teaching aims and demands 教学目标 ‎1. Learn some useful words and expressions:‎ agree, pleasant, agree with sb., handsome, useful, sad, make a face, laugh, sky ‎2. Go on learning the Past Continuous Tense:‎ ‎(1) — What were you doing at this time last night?‎ ‎— I was watching the movie, Harry Potter.‎ ‎(2) Because I made faces and made my classmates laugh when she was giving us a lesson.‎ ‎(3) What was the mouse doing when the cat knocked at the door?‎ ‎3. Learn to express agreement and disagreement:‎ ‎ — I think classical music is pleasant.‎ ‎—‎ ‎ I agree with you. / Yes, I think so.‎ ‎ I don’t agree. / No, I don’t think so. I think it’s boring.‎ Ⅱ. Teaching aids 教具 挂图/录音机/小黑板/卡片/课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1. (通过谈论昨晚S2同学的生日聚会，来复习过去进行时的肯定句。)‎ T: Yesterday was S‎2’‎s birthday. He/She had a party at home. And most of you took part in it. Did you enjoy yourselves at the party?‎ Ss: Yes, we did.‎ T: You did lots of things at the party. Right?‎ Ss: Yes. We were very happy.‎ T: Would you please tell me what you were doing at different times one by one?‎ Ss: Yes, we will.‎ T: Go, please.‎ S1: I was playing the guitar at eight o’clock yesterday evening.‎ S2: Nancy and I were singing the song Take Me to Your Heart at about 8:15 at the party.‎ S3: …‎ ‎2. (由教师设置情境，没参加S2生日聚会的同学，就昨天晚上的某个时间在做什么进行问答，复习过去进行时的特殊疑问句。)‎ Example:‎ T: What were you doing at 8:00 yesterday evening?‎ S4: I was doing my homework. What were you doing at 8:30 yesterday evening?‎ S5: I was watching TV. What were you doing from 9:00 to 9:30 yesterday evening?‎ S6: I was studying. What were you doing at 10:00 yesterday evening?‎ S7: I was sleeping. What were you doing from 6:00 to 6:30 yesterday evening?‎ S8: I was having supper …‎ ‎…‎ ‎3. (学生两人一组就今天早上大约五点钟时所做的事情做猜谜游戏，来练习过去进行时的一般疑问句。)‎ S9: Were you playing the piano at about five o’clock this morning?‎ S10: No, I wasn’t.‎ S9: Were you getting up?‎ S10: Yes, I was. It’s your turn.‎ ‎…‎ ‎(过渡到本节内容。)‎ T: Whose parents were watching movies on TV at this time yesterday morning?‎ S11: My parents. They like watching movies very much.‎ ‎(教师面向全体学生。)‎ T: Do you like watching movies?‎ Ss: Yes.‎ T: Do you like Harry Potter?‎ Ss: Yes. Very much.‎ ‎3. (教师出示‎1a的挂图:电影《哈利·波特》的海报，或电影录像的片断。欣赏后师生问答。)‎ T: What do you think of the movie? Wonderful or terrible?‎ S12: It’s very wonderful.‎ T: (手指S12) S13, he thinks the movie is wonderful. Do you think so?‎ S13: Yes, I think so.‎ T: Oh, that means you agree with him. I also agree with him and I think the scenes are beautiful, too.‎ ‎(板书)‎ agree agree with sb.‎ ‎(解释以上板书内容。)‎ T: Who thinks the movie is terrible? Hands up, please!‎ S14: I think it’s terrible. But I like the music in it.‎ T: Oh, you don’t agree with S12. But you think the music is sweet and pleasant.‎ ‎(板书)‎ pleasant ‎ T: What do you think of the boy, Harry Potter?‎ S15: He’s very clever.‎ S16: He’s very brave.‎ ‎…‎ T: Yes, I agree with you. And I think he’s handsome, too. Do you agree with me?‎ Ss: Yes.‎ ‎(板书)‎ handsome ‎ T: OK. Now let’s listen to ‎1a and find out: What do Maria and Jane think of the movie?‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间:6分钟)‎ ‎1. (教师用小黑板出示设置的听力问题，让学生带着问题听‎1a录音，然后回答问题。)‎ ‎(1) What does Jane think of the movie?‎ ‎(2) What does Maria think of the movie?‎ ‎(核对答案。)‎ ‎2. (学生再听‎1a录音，回答小黑板上的三个细节问题。)‎ ‎(1) Do they think the scenes are beautiful?‎ ‎(2) Do they enjoy the music?‎ ‎(3) What do they think of Harry Potter?‎ ‎(核对答案。)‎ ‎3. (让学生阅读对话，完成下列表格。)‎ ‎(用小黑板或幻灯片出示表格。)‎ ‎ Content ‎ ‎ Name The movie The scenes The music The boy Jane Maria ‎ T: Read the dialog by yourselves. Find out what Jane and Maria think of the movie, the scenes, the music and the boy. Then complete the table.‎ ‎4. (学生齐读‎1a，同时画出表示同意和不同意的句子。)‎ ‎(核对答案。)‎ ‎(1) I don’t agree.‎ ‎(2) No, I don’t think so. I think they are just so-so.‎ ‎(3) I agree with you.‎ ‎(4) Mmm, you are quite right.‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ ‎1. (让学生听‎1a录音，学生跟读并模仿。注意语音语调。)‎ ‎2. (学生分两组朗读对话。)‎ ‎3. (让学生两人一组练习对话。)‎ ‎4. (让三名同学就小黑板上表格信息，用自己的话来复述‎1a对话中两个主人公对电影Harry ‎ Potter的评价。其中一名同学做导入。)‎ S1: Jane and Maria saw the movie Harry Potter last week. They had their own opinions about it. Now talk about what they think of the movie. S1, please.‎ S2: Jane thinks …‎ S3: Maria doesn’t agree with all of Jane. She thinks …‎ ‎5. (根据‎1a对话，鼓励学生谈论其他看过的电影。)‎ ‎(两分钟后，请2—3组学生表演，完成1b。)‎ ‎6. (小组活动。每组发给一张写有某一观点的卡片，四人一组讨论并陈述自己对这一观点的看法，完成‎1c。)‎ ‎(老师出示第一张卡片，卡片上写着：classical music, pleasant。)‎ Example 1‎ S1: I think classical music is pleasant.‎ S2: Yes, I think so.‎ S3: I agree with you.‎ S4: I agree with you, too.‎ ‎(老师出示第二张卡片，上面写着：computer, useful。)‎ ‎(板书)‎ useful Example 2‎ S5: I think the computer is useful.‎ S6: No, I don’t think so.‎ S7: I don’t agree with S5, either. I think it’s bad for our study.‎ S8: …‎ T: You aren’t listening to your teacher when/while he/she is giving you a lesson. Is it good or bad? And what’s the teacher’s feeling? Let’s talk about the picture in class and find out the answers.‎ Step 4 Practice 第四步 练习(时间:12分钟)‎ ‎1. (出示‎2a挂图，跟学生一起讨论。)‎ T: What’s the boy doing?‎ S1: He is ...‎ T: He is making faces. What are the other children doing?‎ SS: They are …‎ T: They are laughing.‎ ‎(教学板书新词，并解释make faces。)‎ make a face = make faces laugh ‎ T: OK, is making faces in class bad or good?‎ Ss: It’s bad.‎ T: The teacher must be angry with him. Do you think so?‎ Ss: Yes.‎ T: When the teacher is angry with him, what’s the boy’s feeling? Is he happy or sad?‎ ‎(板书sad并画一个 。)‎ sad T: The boy must be sad. Do you agree with me?‎ Ss: Yes.‎ T: Now look at the picture again. The boy made faces and made his classmates laugh when the ‎ teacher was giving them a lesson.‎ ‎(板书)‎ The boy made faces and made his classmates laugh when the teacher was giving them a lesson.‎ T: What did Bill do in class? And what does Kangkang think of that? Please listen to ‎2a and answer the questions.‎ ‎(过渡到下一步。)‎ ‎2. (设置听力任务，让学生听‎2a录音，回答小黑板上的问题。)‎ ‎(1) What did Bill do in class?‎ ‎(2) What did Kangkang think of that?‎ ‎(核对答案。)‎ ‎(学生再听‎2a录音，回答小黑板上的另几个问题。)‎ ‎(3) Why did Bill look so sad?‎ ‎(4) Why was Miss Wang angry with Bill?‎ ‎(5) What advice did Kangkang give to Bill?‎ ‎(6) Did Bill agree with Kangkang? What did he say to Kangkang?‎ ‎(核对答案。)‎ ‎3. (全班分两组朗读课文。)‎ ‎4. (让学生把‎2a对话改写成短文之后同桌互相批改。)‎ ‎5. (把2b中的四幅图片制成卡片，并附有相关的动词或短语提示，如：take a shower, knock at展示给学生。让学生两人一组练习对话，要求使用when引导的时间状语从句。教师可以先做示范。)‎ T: Look at picture 1. What was the mouse doing when the cat knocked at the door?‎ SS: He was taking a shower when the cat knocked at the door.‎ ‎(板书knock at，并教学。)‎ ‎(板书)‎ knock at ‎6. (听2b录音，回答问题，完成2b。)‎ ‎(再听一遍录音，核对答案，并板书。)‎ ‎(1) He was taking a shower.‎ ‎(2) He was sleeping.‎ ‎(3) He was carrying the cat’s cake.‎ ‎(4) They were chatting happily.‎ ‎7. (引导学生观察并总结过去进行时与表示过去的时间状语从句连用时的结构。即通常是其中一个动词用一般过去时，另一个动词使用过去进行时。)‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ ‎1. (选一部学生们最喜欢的电影，让他们把评价填入出示在小黑板上的表格中。)‎ Name of the movie The movie The scenes The music The actor ‎]‎ ‎(让学生根据表格信息对话，要使用表示同意和不同意的句子。)‎ ‎2. (把学生分为四人一小组进行下面的活动：回忆本节课前，当老师进来的时候，你正在做什么。把调查结果填入由小黑板出示的表格中。)‎ Name What was he/she doing when the teacher came in?‎ ‎(由一名学生把本组的调查结果汇报给全班同学。)‎ ‎3. Homework:‎ ‎ 把汇报结果写成一篇语意连贯的小短文，并陈述自己的观点，即上课铃声响了，老师走进教室之前，学生们应该做什么。‎ ‎ (第二天把作文交给老师批阅。)‎ 板书设计:‎ What were you doing from seven to nine yesterday? Section B agree with sb. I agree with you.‎ make a face Yes, I think so.‎ knock at I don’t agree.‎ ‎ No, I don’t think so.‎ 八上仁爱版英语Unit 3 Topic 3 What were you doing from seven to nine yesterday Section C教学设计 The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ.Teaching aims and demands 教学目标 ‎1.Learn some useful expressions and a word:‎ stop doing sth., factory, too … to ‎2. Go on learning the Past Continuous Tense:‎ Kangkang had a happy day last Sunday. At 6:30, he was running …‎ ‎3. (1)Learn the origin of the weekend.‎ ‎ (2)Talk about weekend activities:‎ ‎①How did Kangkang spend last Sunday?‎ ‎②How did you spend last Sunday?‎ ‎③Did you have a good time?‎ ‎④What were you doing at different times last Sunday?‎ Ⅱ. Teaching aids 教具[来]‎ 录音机/小黑板/幻灯片/课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:8分钟)‎ ‎1. (让学生在练习本上写业余时间爱做的活动内容。)‎ T: Hi, boys and girls. Let’s begin our lesson. First, I’ll ask you to write down what you do in your spare time on your exercise books. For example: play football, listen to music, collect stamps, go shopping.‎ ‎(三分钟后。)‎ T: Now, stop. Let’s find out who writes the most.‎ ‎(教师统计，表扬写得最多的。)‎ ‎2. (做游戏。小组比赛。根据小黑板上表示业余活动的短语复习过去进行时。游戏规则: 把学生分成十二个人一组。首先由两名学生对话，然后回答完问题的学生向第三位学生提问题，第三位学生回答后，再向第四位学生提问题。以此类推。尽量变换句式，避免重复。用最少时间完成小组对话的获胜。)‎ ‎(教师用小黑板或幻灯片出示表格。)‎ Mike’s Sunday Morning Afternoon Evening ‎7:00‎ read English ‎1:30‎ go shopping ‎7:00‎ watch TV ‎8:00‎ play football ‎2:30‎ play basketball ‎8:00‎ write a letter ‎11:00‎ listen to music ‎3:50‎ fly a kite ‎9:00xk.Com]‎ play chess ‎11:30‎ do one’s homework ‎5:00‎ swim ‎9:30‎ read newspaper Example:‎ S1: What was Mike doing at 7:00 yesterday?‎ S2: He was reading English. What was Mike doing at 8:00 yesterday?‎ S3: Playing football. Was Mike listening to music at 11:00 yesterday?‎ S4: Yes, he was listening to music at that time yesterday.‎ S5: …‎ ‎(通过这个活动，可以培养学生的合作意识和合作精神。)‎ ‎(表扬优秀小组，鼓励稍差的，并指出不足之处。)‎ ‎3. (师生问答，导入‎1a。)‎ T: Mike is very busy on Sundays. Do you think so?‎ Ss: Yes. We agree with you./We think so.‎ T: Different people have different things to do on Sundays. They can do their favorite. Do you like Sundays?‎ Ss: Yes, we do.‎ T: Why do you like them? Tell me one by one.‎ S1: Because I don’t have to go to school.‎ S2: Because I can stay at home and have a good rest.‎ S3: Because I can do my favorite things.‎ S4: …‎ T: I think everybody likes Sundays and we call Sunday and Saturday weekend. Do you know how“weekend”began?‎ Ss: No.‎ T: Now let’s learn a short history of the weekend.‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ ‎1. (教师板书听力任务，然后播放‎1a录音，让学生有目的地去听。)‎ ‎(1) Why didn’t many workers go to work on Monday mornings in the early 1800s?‎ ‎(2) When did the two-day weekend begin?‎ ‎(放两遍‎1a录音后，让学生抢答问题。)‎ ‎2. (再次放‎1a录音，让学生跟读，并注意语音语调。)‎ ‎ T: Listen to ‎1a again and repeat. Pay attention to the pronunciation and intonation.‎ ‎3. (让学生精读‎1a并画出短文中的关键词，并板书。)‎ ‎ T: Read ‎1a and underline the key words in this passage.‎ ‎(1) before 1800, spent, church, in England, “holy day”, rested, prayed ‎(2) early 1800s, played games, not go to work, tired, in the U.S.A.,“blue Mondays”‎ ‎(3) solve, 1874, one o’clock, stopped working, beginning, by 1930, were closed, ‎ Saturday afternoon, by 1940, closed, all day, two-day, began[‎ ‎4. (让学生看黑板上的关键词，在教师的引导下复述课文，如时间允许，可请两三个学生复述。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ ‎1. (教师展示课前画在小黑板上的表格。学生自己朗读‎1a，然后填表格。)‎ T: Please read the passage again and fill out the table on the small blackboard.‎ Time What did people do?‎ before 1800‎ in the early 1800s by 1930‎ by 1940‎ ‎(五分钟后，学生先互相审核答案，然后老师核对。)‎ ‎2. (师生一起学课文中的重难点词句。)‎ Example:‎ T: Do you know the meaning of“too … to …”?‎ ‎(板书)‎ too … to …‎ Ss: Yes./No.‎ T: Let me give you an example.‎ ‎(板书)‎ He is too young to go to school. ‎ He is too weak to carry the box. ‎ ‎(教师让学生举例，操练“too … to …”。)‎ ‎(用同样的方式学习stop doing sth.)‎ ‎3. (让学生根据课文完成1b。)‎ T: Now let’s look at 1b. Read the passage above and match the sentences.‎ ‎(教师让学生们互评，然后教师公布标准答案。)‎ Step 4 Practice 第四步 练习(时间:9分钟)‎ ‎1. (师生对话，导入‎2a。)‎ T: We have known how “weekend” began. What do you usually do on Sundays? Please let us ‎ know how you spend your Sundays. Please go.‎ S1: I often watch TV in the morning and do my homework in the afternoon.‎ S2: I usually do some reading.‎ S3: Sometimes I go to visit my grandparents by bus.‎ S4: …‎ T: How did Kangkang spend Last Sunday? Do you want to know?[‎ ‎2. (教师用课件展示‎2a的图片。)‎ T: Look at the pictures. Let’s talk about how Kangkang spent last Sunday.‎ ‎(教师在黑板上板书或出示幻灯片，让学生谈论图片的同时，填充表格。)‎ Time Activities ‎6:30‎ ‎8:00‎ ‎9:50‎ ‎11:30‎ ‎14:20‎ ‎20:15‎ T: First, look at picture 1. What time was it?‎ S1: It was six thirty.‎ T: What was Kangkang doing then?‎ S1: He was running.‎ T: Very good! Please ask and answer in pairs and fill out the table.‎ ‎3. (让学生根据‎2a的图片及表格信息，说一说Kangkang是如何度过星期天的。)‎ ‎ T: OK, let’s say something about how Kangkang spent his Sunday. You can begin like this:‎ ‎ Kangkang had a happy day last Sunday. He was running at 6:30 …‎ ‎4. (让学生看2b，根据方框中的提示词，写一篇短文。完成2b。)‎ ‎(1)T: OK, boys and girls. Kangkang was very happy last Sunday. What about you? Let’s do some written work. Everyone writes a short passage about how you spent last Sunday and what you were doing at different times. The following information may help you.‎ ‎ (板书)‎ watch a movie, climb a mountain, play basketball, visit friends, play computer games, do one’s homework, watch TV, play chess …, happy, excited, sad …‎ ‎ Example:‎ ‎ Last Sunday I had a good time. I got up at 6:30. I was watching a movie on TV at 7:00. It was an action movie. It was very interesting … I felt very excited/happy.‎ ‎(2)(学生前后桌互阅，然后叫一两名学习成绩中等的学生读自己的短文。全班其他同学认真听并指出错误。这个活动旨在锻炼学生写作能力和口头表达能力。)‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (完成3。)‎ T: Hi, boys and girls, are you tired?‎ Ss: Yes.‎ T: OK, let’s listen to the chant.‎ ‎(学生听一遍后，然后跟读并打着节奏。)‎ T: Now let’s listen again and follow it.‎ ‎2. (小组活动。让学生四人一组讨论小组中谁的早晨过得最有趣。)‎ T: Well done! Now let’s work in groups of four. Discuss who had the most interesting morning in your group. You must tell your group members the truth.(教师用汉语解释一下。)‎ ‎ Example:‎ ‎ S1: I had the most interesting morning. I was getting up at six o’clock. At 6:30, I was cooking breakfast for my family. At 7:30, I was going to school by bike …‎ ‎ (学生讨论完毕之后，每组选一个学生作报告，比一比，看谁的早晨过得最有趣。)‎ ‎3. (Make a survey.)‎ ‎ (同学们的母亲是家中最忙碌、最累的人，写一写昨天你母亲在不同的时段正在做的事情，汇报给你的小组成员。)[‎ T: Now let’s make a survey. Your mother is the busiest and the most tired person in your family. Please write a passage about what your mother was doing at different times yesterday. Then report it to your group.‎ Example:‎ ‎ My mother is the busiest and the most tired person in my family. She was cooking breakfast at 6:‎30 a.m. yesterday …‎ ‎4. (以小组为单位进行讨论，以总结这节课有什么收获来结束本节课。)‎ ‎5. Homework:‎ ‎(1)用too … to … 和stop doing sth. 各造四个句子。‎ ‎(2)查找资料，说说我国一个传统节日的来历。‎ 板书设计:‎ What were you doing from seven to nine yesterday?‎ Section C stop working How did you spend last Sunday?‎ too … to … Did you have a good time?‎ ‎ What were you doing at different times last Sunday?‎ 八上仁爱版英语Unit 3 Topic 3 What were you doing from seven to nine yesterday Section D教学设计 The main activities are 1, 2和5. 本课重点活动是1, 2和5。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn a new word:‎ ‎ dish ‎2. Review agreement and disagreement:‎ ‎(1) I think so./I agree./I agree with you.‎ ‎(2) I don’t agree./I don’t think so./I think they are just so-so.‎ ‎3. Review Past Continuous Tense:‎ ‎ (1) What was he/she doing at about nine o’clock last night?‎ ‎ (2) My mother was doing the dishes and my father was reading the newspaper.‎ Ⅱ. Teaching aids 教具 ‎ 录音机/小黑板/图片/课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟)‎ ‎1. (快速反应，运用表示同意和不同意的句型。)‎ ‎(教师可以运用教室内的物品，也可以是某个同学或某个明星。)‎ T: Hello, everyone. Nice to see you all.‎ Ss: Nice to see you, too.‎ T: It’s sunny today and we are very happy. Do you think so?‎ Ss: Yes, we agree with you./we think so.‎ T: You have grown up and everyone has his/her own opinions about something or somebody. Let’s talk about them with the expressions of disagreement and agreement.‎ ‎ (教师示范：)‎ ‎ T: S1,(指着教室内标语)the handwriting is very nice, right?‎ ‎ S1: I think so./I agree.‎ ‎ T: S2,(指着一个高个子学生) S3 is very short?‎ ‎ S2: I don’t agree./I don’t think so.‎ ‎ (找几组学生，反复练习此活动。)‎ T: Good job. What were you doing just now?‎ Ss: We were talking about something or somebody to express our own opinions.‎ T: Here are some pictures. Look at these pictures and say out what they were doing last Sunday.‎ ‎2. (展示图片，对过去进行时进行练习。)‎ Picture 1 Picture 2 Picture 3 Picture 4‎ ‎(教师示范Picture 1。)‎ T: What was she doing at seven o’clock last Sunday morning?‎ S1: She was washing.‎ ‎(板书)‎ She was washing.‎ ‎(学生两人一组操练Picture 2—4。)‎ S2: What was he doing at nine o’clock last Sunday morning?‎ S3: He was doing his homework.‎ S4: What was he doing at four o’clock last Sunday afternoon?‎ S5: He was playing basketball.‎ S6: What was she doing at eight o’clock last Sunday evening?‎ S7: She was watching TV.‎ ‎(老师在S3, S5, S7回答时，板书答语，并用彩色粉笔在过去进行时下面画线，让学生加深对其结构的理解。)‎ She was washing.‎ He was doing his homework.‎ He was playing basketball.‎ She was watching TV.‎ ‎3. (联系学生实际，练习过去进行时。)‎ T: S1, what were you doing at five o’clock yesterday afternoon?‎ S1: I was …‎ ‎…‎ ‎4. (再次呈现图片或课件，练习由when与while引导的时间状语从句。) ‎ ‎ Picture 1 Picture 2 Picture 3‎ Picture 4 Picture 5 Picture 6‎ T: Look at Picture 1 and write a sentence with Past Continuous Tense. For example: Jane was playing the piano when her father knocked at the door.‎ ‎(板书)‎ Jane was playing the piano when her father knocked at the door.‎ T: Now, please write sentences following the example.‎ ‎ (让五名学生到黑板上按图各写一个句子，其余学生在纸上写。教师在教室内走动，检查学生写句子的情况，然后大家一起检查黑板上的句子。对有错误的及时纠正。)‎ ‎5. (猜动作，巩固when,while引导的时间状语从句。假设两位同学上周日是一起度过的，让他们表演，展示上周日一位同学在做某事的时候，另外一位同学在干什么。让其他同学来猜测。)‎ ‎ (S1表演打篮球，S2表演玩电脑游戏的动作。)‎ ‎ S3: S1 was playing basketball while S2 was playing computer games.‎ ‎ (换两个学生表演，换其他同学猜。)‎ Step 2 Presentation 第二步 呈现(时间:8分钟)‎ ‎ T: Well, we were doing different things at different times in the past. What were Tom, Alice and David doing at about nine o’clock last night? Listen to 1 and we will know the answer.‎ ‎1. (教师播放听力1录音，让学生回答小黑板上的问题。)‎ ‎ (出示小黑板)‎ ‎(1) What was Tom doing at about nine o’clock last night?‎ ‎(2) What was Alice doing then?‎ ‎(3) What was David doing then?‎ ‎(核对答案。)‎ ‎(让学生再听1，填充1中的表格。)‎ T: Now listen again and fill out the table in 1.‎ ‎(核对答案，完成1。)‎ ‎2. (学生可以根据实际情况谈论自己昨晚九点钟正在干什么。)‎ T: Make a similar dialog about what you were doing at 9:00 last night.‎ S1: What were you doing at 9:00 last night?‎ S2: I was watching TV. Were you doing some washing, S3?‎ S3: No, I wasn’t. I was taking a shower …‎ S4: …‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ ‎1. (用过去进行时进行师生对话，引出the day before yesterday。)‎ ‎ T: We have known what they were doing at about nine o’clock last night. What were you ‎ doing at about nine o’clock today, S1?‎ ‎ S1: I was …‎ ‎ T: Were you doing the dishes at about nine yesterday?‎ ‎ (板书)‎ do the dishes ‎ ‎ S1: Yes, I was./No, I was…‎ ‎ T: What were you doing at the same time the day before yesterday?‎ ‎ (板书)‎ today, yesterday, the day before yesterday[]‎ ‎ S1: I was …‎ ‎ (画一时间轴，讲解the day before yesterday。)‎ T: Today is Tuesday.‎ ‎(在Tuesday下面板书today。)‎ today T: Monday?‎ Ss: Yesterday. ‎ ‎(板书在Monday下面。)‎ yesterday T: How about Sunday?‎ Ss: The day before yesterday.‎ ‎(板书在Sunday之下。)‎ the day before yesterday T: What were you doing this time the day before yesterday?‎ Ss: We were …‎ ‎2. (做调查，让学生了解自己的父母在不同的时段都在做些什么，完成2。)‎ ‎ T: Do you know your parents well? Do you know what they were doing at different times in a week? Now make a survey and complete the table in 2.‎ ‎ Ss: …‎ ‎ (由于此环节必须在课堂上完成，学生不能直接对父母做调查，可以让他们根据平时的观察来填表格。教师在此时可以向学生渗透尊敬父母、关心父母的情感态度。)‎ ‎ (两人一组，就表格的内容进行对话练习。)‎ ‎ T: OK. Now, please talk about your parents’ activities with your partner. ‎ ‎ S1: What were your parents doing from 6:00 to 7:00 last Sunday morning?‎ ‎ S2: My father was taking exercise and my mother was cooking breakfast.‎ ‎ S1: Was your father working in the office from 9:30 to 11:00 last Monday morning?‎ ‎ S2: Yes, he was.‎ ‎ S1: …‎ ‎ S2: …‎ ‎3. (播放‎3a录音，让学生跟读。)‎ T: Listen to ‎3a. Please read after it.‎ ‎ Ss: …‎ ‎ (引导学生归纳总结过去进行时的用法。)‎ ‎ T: Now, I’d like you to sum up the use of the Past Continuous Tense.‎ ‎ S3: …‎ ‎ S4: …‎ ‎4. (播放3b录音，让学生写出听到的句子。)‎ T: Well done! Listen to 3b and write them on a piece of paper. ‎ ‎ (放完录音后，学生互相批改，然后老师问学生：Do you have any problems about the useful expressions?如有要及时解答。)‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (让学生选择动词的正确时态填空，注意一般过去时与过去进行时的区别。完成4。)‎ ‎2. (核对答案后，让学生自己朗读这篇短文，然后用完整的句子回答下列问题，练习过去进行时。)‎ ‎(1) What was Jane doing when I got to the park?‎ ‎(2) What was Maria doing when I got to the park?‎ ‎(3) What were Michael and some other boys doing when I got to the park?‎ ‎(4) What was Wang Wei doing while we were playing together?‎ ‎(采用师生问答形式，完成这些问题。)‎ ‎3. (让学生自己朗读4，同时画出人们在公园里活动的场景。)‎ ‎4. (学生根据自己画的活动场面，复述短文。教师也可以提供关键词，重在练习一般过去时与过去进行时。)‎ ‎(板书)‎ last Sunday——went——planned——gate——got to——playing——guitar——kite ——games——sang——danced——photos——playing——tired ‎5. (学生通过图片练习过去进行时。)‎ T: Look at the picture. One Sunday morning, the man upstairs heard the sound of children playing in the park. He looked out of his window. What did he see? What were the children and other people doing? Work in pairs. Talk about the picture with the Past Continuous Tense.‎ Example:‎ S1: What was the old woman doing?‎ S2: She was selling fruit.‎ S3: What were the boys doing?‎ S4: They were playing soccer.‎ S5: Was the girl playing soccer?‎ S6: No, she wasn’t.‎ S7: I can see that someone was fishing while four people were boating on the lake.‎ S8: …‎ ‎6. (让学生听录音，判断正在发生什么事。)‎ T: It was seven o’clock yesterday evening.‎ ‎(要求学生用过去进行时回答。)‎ ‎(播放片断1：某人正在唱卡拉OK。)‎ T: What was she/he doing?‎ Ss: He/She was singing.‎ ‎(播放片断2：一段对话内有就餐用语。)‎ T: What were they doing?‎ Ss: They were having supper/having dinner.‎ ‎(播放片断3：一段对话，内有购物用语。)‎ T: What was the man/woman doing?‎ Ss: He/She was doing some shopping.‎ ‎(播放片断4：一阵密集的枪声。‎ T: What were they doing?‎ Ss: They were fighting.‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ ‎1. (方案一：表演警察提审嫌疑犯，使用一般过去时与过去进行时。)‎ T: Last night, somebody came into a supermarket and took a lot of things away. The policeman thought one of the workers did this. Now the policeman is questioning the worker. I need two volunteers to act it out. Who want to have a try?‎ ‎(两个学生上台表演，其他同学记录两人之间的对话。)‎ ‎(方案二：谈论学生自己的爱好。)‎ ‎(为了完成本环节任务，教师可以课前通知一些有收藏爱好的学生，把他们平时收集的一些物品拿到学校来。)‎ T: Please show your hobbies to your group members. Others talk about your group members’ hobbies. Then choose one student to report.‎ Ss: …‎ ‎(方案三：把全班学生分成若干个小组，每小组选一人作为小记者，然后在小组内进行采访，了解学生对音乐方面的爱好情况。)‎ T: Everyone has his/her own hobby. Some people like rock music, some people enjoy Beijing Opera, some people like folk music. Can you tell me what kind of music you like and why you like it? Now I’ll divide you into several groups, then choose one student in each group to be a journalist from CCTV or a reporter from the Youth Sports Paper to do interviews about hobbies.‎ ‎(教师给出游戏规则或范例。)‎ Example:‎ S1(记者): Hi, good morning. I’m a journalist from CCTV. I want to know something about ‎ young people’s favorite music. Would you like to answer some questions?‎ S2: Certainly. I would love to.‎ S1: Do you love music? What kind of music do you like best? Why do you like it? Can you give me some reasons?‎ S2: …‎ ‎(小记者可以用已有的知识问多方面的相关问题，教师也可以帮助学生展开思路。)‎ ‎2. Homework:‎ ‎(1)写出本课题中有关表示同意及不同意的习惯用语。‎ ‎(2)学生回家后，找出一张庆祝节日的图片，用过去进行时谈论怎样庆祝节日。‎ 板书设计：‎ What were you doing from seven to nine yesterday?‎ Section D the day before yesterday What were your parents doing from 6:‎00 a.m. to 7:‎00 a.m. last Sunday?‎ do the dishes Were you playing on the computer?‎ ‎ What was he/she doing at about nine o’clock last night?‎ Unit 3 Our Hobbies Topic 3 What were you doing from seven to nine yesterday?‎ Section A The main activities are ‎1a and ‎2a. 本课主要活动是‎1a和‎2a.‎ Ⅰ.Teaching aims and demands 教学目标 ‎1.Learn some useful words:‎ ‎ shower, radio ‎2. Learn the Past Continuous Tense:‎ ‎(1) — What were you doing this time yesterday?‎ ‎— I was taking a shower.‎ ‎(2) — What were you doing from seven to nine yesterday?‎ ‎— I was learning English.‎ ‎(3) — Were you playing on the computer?‎ ‎ — Yes, I was./No, I wasn’t.‎ ‎(4) What was he/she doing at nine o’clock last Sunday morning?‎ ‎3. Go on learning some phrases on making a telephone call:‎ ‎(1) This is Maria speaking.‎ ‎(2) May I speak to Jane?‎ ‎(3) Hold the line, please.‎ ‎(4) I called you but nobody answered.‎ Ⅱ. Teaching aids 教具 录音机/图片/幻灯片/玩具电话 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1. (提示：假如明天是你的生日，你要开一个生日Party，你给你的朋友打一个电话邀请 他/她来参加。)‎ ‎(教师利用幻灯片打出这个对话，要求学生根据对话内容填写所缺的单词，每空一词。)‎ S1: Hello, may I speak to Li Ming?‎ S2: Hello, this is Li Ming speaking.‎ S1: This is Wang Hong. Tomorrow is my birthday. I’m going to have a party. Would you like to come?‎ S2: Yes, I’d love to. Where are you going to have it?‎ S1: At my home.‎ S2: What time will it begin?‎ S1: At ‎7:00 o’clock in the evening. Please don’t be late.‎ S2: OK. I’ll be there on time. Good-bye.‎ S1: Bye.‎ ‎(学生两人一组操练这个对话。)‎ ‎2. (利用图片复习进行时及其疑问句。)‎ ‎(教师用幻灯打出下列图片，让学生练习对话。)‎ Picture 1 Picture 2 Picture 3 Picture 4‎ T: Look at picture 1. Is the girl running?‎ S1: No, she isn’t.‎ T: What is she doing?‎ S1: She is dancing.‎ ‎(教师示范后，让学生看图进行小组练习，两分钟后，挑几组学生进行表演。)‎ ‎4. (导入过去进行时。)‎ T: What time is it now?‎ Ss: It’s … (具体情况回答。)‎ T: What are you doing now?‎ Ss: We are having an English class now.‎ T: Good. You are having an English class now. But I was talking to a student this time yesterday.‎ ‎(板书)‎ I was talking to a student this time yesterday.‎ ‎(教师解释，像上面的这个句式就是本单元要学的主要语法：过去进行时，其构成是was/were + 动词的现在分词。)‎ ‎(板书)‎ Past Continuous Tense：was/were + verb + -ing T: Can you say a few sentences with the Past Continuous Tense?‎ S1: I was having a math lesson this time yesterday.‎ S2: …‎ ‎(让学生再看幻灯片，用过去进行时重新操练。)‎ T: What was the girl doing this time yesterday?‎ ‎(板书)‎ What was the girl doing this time yesterday?‎ She was …‎ S3: She was dancing this time yesterday.‎ ‎(用同样的方式练习picture 2、3和4。)‎ ‎5. (教师出示淋浴的图。)‎ T: What is she doing?‎ S7: She is taking a bath.‎ T: Right. We can also say she is taking a shower.‎ ‎(板书)‎ take a bath = take a shower ‎6. (教师出示一个学生在听收音机的图片。)‎ T: What is the boy doing? He is listening to the radio.‎ ‎(板书)‎ listen to the radio T: S1, do you often listen to the radio?‎ S1: Yes, I do./No, I don’t.‎ T: Were you listening to the radio this time yesterday?‎ S1: No, I wasn’t.‎ T: What were you doing?‎ S1: I was having a class.‎ Step 2 Presentation 第二步 呈现(时间: 7分钟)‎ ‎1. (设置听力任务进行听力练习。)‎ T: Now we are having an English lesson. What is Jane doing now? What was Jane doing this time yesterday? Let’s listen to ‎1a and find out the answers to these questions.‎ ‎(板书)‎ What is Jane doing now?‎ What was Jane doing this time yesterday?‎ ‎(核对答案。)‎ ‎2. (让学生跟读‎1a，注意语音和语调，并画出关键词句。)‎ ‎(板书)‎ Hello—This is…—May I…—hold the line—What are … doing?—practicing the violin—this time yesterday—nobody—taking a shower Step 3 Consolidation 第三步 巩固(时间:12分钟)‎ ‎1. (人机对话，集中学生的注意力。)‎ ‎(教师充当Jane’s mother。)‎ T: OK, let’s make a conversation with the tape. I’m Jane’s mother. You’re Maria. Begin!‎ For example:‎ T: Hello!‎ Ss: Hello! This is Maria speaking. May I speak to Jane?‎ T: Hold the line, please.‎ The tape: Hello, Maria!‎ Ss: Hello! What are you doing, Jane?‎ ‎...‎ ‎2. (再转换角色，把The tape与Ss对调。)‎ ‎3. (根据黑板上的关键词，三个学生一组串演对话。)‎ ‎(两分钟后挑几组学生表演，利用玩具电话操作。)‎ ‎4. (学生用真实姓名，结合自己的实际情况表演对话，学以致用。)‎ ‎(两分钟后挑几组学生表演。)‎ ‎5. (让学生两人一组操练对话，完成1b。)‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (师生对话导入过去进行时的一般疑问式。)‎ T: I was watching TV at nine o’clock last night. Were you watching TV this time last night?‎ S1: Yes, I was.‎ S2: No, I wasn’t. I was sleeping.‎ ‎(板书)‎ Were you watching TV this time yesterday?‎ Yes, I was./No, I wasn’t.‎ ‎(让学生做接龙游戏操练过去进行时的一般疑问句。)‎ For example:‎ S3: I was doing my homework at eight o’clock last night. Were you doing your homework ‎ this time yesterday?‎ S4: Yes, I was. Were you doing your homework this time yesterday?‎ S5: No, I wasn’t. I was listening to the music. Were you listening to the music this time yesterday?‎ S6: …‎ ‎…‎ ‎2. (两人一组操练‎2a。)‎ ‎(1) (让学生根据‎2a的图片按照Example的句式进行操练。)‎ For example:‎ S1: What were you doing from seven to nine yesterday?‎ S2: I was listening to the radio. Were you listening to the radio?‎ S1: Yes, I was. / No, I wasn’t.‎ ‎(两分钟后挑几组学生进行表演。)‎ ‎3. (让学生做小记者进行调查，完成2b。)‎ ‎(将全班同学分成四组，每组挑选一名小记者调查本组的成员。)‎ For example:‎ R: What were you doing at nine o’clock last Sunday morning?‎ S1: I was reading English.‎ R: What were you doing at nine o’clock last Sunday morning?‎ S2: I was running.‎ ‎…‎ ‎(根据调查结果向全班做一个报告完成2b。)‎ Step 5 Project 第五步 综合探究活动(时间:6分钟)‎ ‎1. (‎ 用幻灯片出示表格，让学生每两人一组，互相调查上星期天的下列时间段在做什么，然后将调查结果填入表格。)‎ Time Name What was he/she doing?‎ ‎ ‎6:00‎—‎‎7:‎00 a.m.‎ ‎ ‎9:00‎—‎‎10:‎00 a.m.‎ ‎ ‎11:00‎—‎‎12:‎00 a.m.‎ ‎ ‎2:00‎—‎‎3:00 p.m.‎ ‎ ‎5:00‎—‎‎6:00 p.m.‎ ‎ ‎8:00‎—‎‎9:00 p.m.‎ ‎2. Homework:‎ ‎(将上面的调查结果写一个报告，并总结他的星期天过得怎样。)‎ 板书设计:‎ What were you doing this time yesterday? Section A take a bath was/were+verb + -ing take a shower May I speak to Jane?‎ listen to the radio This is Maria speaking.‎ ‎ Hold the line, please.‎ Section B The main activities are ‎1a, ‎1c, ‎2a and 2b. 本课重点活动是‎1a, ‎1c, ‎2a和2b.‎ Ⅰ.Teaching aims and demands 教学目标 ‎1.Learn some useful words and expressions:‎ pleasant, agree, agree with sb., handsome, sad, make a face, laugh, knock at, ring ‎2. Go on learning the Past Continuous Tense:‎ ‎(1) — What were you doing this time last night?‎ ‎— I was watching the movie, Harry Potter.‎ ‎(2) Because I made faces and made my classmates laugh when she was giving us a lesson.‎ ‎(3) What was Kangkang doing when Bill knocked at the door?‎ ‎3. Learn to express agreement and disagreement:‎ ‎ — I think classical music is pleasant.‎ ‎—‎ ‎ I agree with you. / Yes, I think so.‎ ‎ I don’t agree. / No, I don’t think so. I think it’s boring.‎ Ⅱ. Teaching aids 教具 挂图/录音机/小黑板/卡片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1. (小组内进行链式对话。说一说你昨天的某个时间在做什么，复习过去进行时的特殊疑问句。)‎ For example:‎ S1: What were you doing at ‎8:00‎ yesterday morning?‎ S2: I was having an English class. What were you doing from ‎9:00‎ to ‎11:00‎ yesterday morning?‎ S3: I was studying. What were you doing at ‎12:00‎ yesterday?‎ S4: I was having lunch. What were you doing from ‎3:00‎ to ‎4:00‎ yesterday afternoon?‎ S5: I was playing on the playground. …‎ ‎…‎ ‎2. (学生两人一组做猜谜游戏，一个做动作，另一个猜测，练习过去进行时的一般疑问句。)‎ S1: (做动作)‎ S2: Were you playing the piano?‎ S1: No, I wasn’t.‎ S2: Were you playing on the computer?‎ S1: Yes, I was. It’s your turn.‎ ‎…‎ ‎3. (出示‎1a的挂图:电影《哈利·波特》的海报。)‎ T: Do you like watching movies?‎ Ss: Yes./No.‎ T: Do you like Harry Potter?‎ Ss: Yes.‎ T: What do you think of the movie? Wonderful or terrible?‎ S1: It’s very wonderful.‎ T: (手指S1) S2, he thinks the movie is wonderful. Do you think so?‎ S2: Yes, I think so.‎ T: Oh, that means you agree with him. I also agree with him and I think the scenes are beautiful, too.‎ ‎(板书)‎ agree agree with sb.‎ ‎(解释以上板书内容。)‎ T: Who thinks the movie is terrible? Hands up, please!‎ S3: I think it’s terrible.‎ T: Oh, you don’t agree with S1.‎ T: I enjoy the music. It sounds sweet and pleasant.‎ ‎(板书)‎ pleasant ‎ ‎(解释以上板书内容。)‎ T: What do you think of the boy, Harry Potter?‎ S4: He’s very clever.‎ S5: He’s very brave.‎ ‎…‎ T: Yes, I agree with you. And I think he’s beautiful, too. Do you agree with me?‎ Ss: Yes, he is beautiful.‎ T: He is beautiful, we can also say he is handsome.‎ ‎(板书)‎ handsome ‎ ‎(解释以上板书内容。)‎ T: OK. Now let’s listen to ‎1a and find out: What do Maria and Jane think of the movie?‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间:6分钟)‎ ‎1. (用小黑板出示问题，让学生听两遍‎1a录音，回答小黑板上的问题。)‎ ‎(1) What does Jane think of the movie?‎ ‎(2) What does Maria think of the movie?‎ ‎(3) Do they think the scenes are beautiful?‎ ‎(4) Do they enjoy the music?‎ ‎(5) What do they think of Harry Potter?‎ ‎(核对答案。)‎ ‎2. (阅读对话，完成下列表格。)‎ ‎(用小黑板出示表格。)‎ ‎ Content ‎ ‎ Name The movie The scenes The music The boy Jane Maria Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ ‎1. (听‎1a录音，学生跟读。注意语音语调。)‎ ‎2. (学生分两组，朗读对话。)‎ ‎3. (两人一组练习对话。)‎ ‎4. (根据小黑板上的问题以及表格信息表演对话，鼓励学生谈论其他看过的电影。)‎ ‎(2分钟后请2—3组学生表演，完成1b。)‎ ‎5. (小组活动。每组发给一张写有某一观点的卡片，小组讨论并陈述自己对这一观点的看法，完成‎1c。)‎ ‎(老师出示卡片，卡片上写有：classical music, pleasant)‎ Example 1: ‎ S1: I think classical music is pleasant.‎ S2: Yes, I think so.‎ S3: I agree with you.‎ S4: I agree with you, too.‎ ‎(老师出示第二卡片：computer, useful)‎ Example 2:‎ S5: I think the computer is useful.‎ S6: No, I don’t think so.‎ S7: I don’t agree with S5, either. I think it’s bad for our study.‎ S8: …‎ Step 4 Practice 第四步 练习(时间:15分钟)‎ ‎1. (出示‎2a挂图，跟学生一起讨论。)‎ T: What’s the boy doing?‎ S1: He is ...‎ T: He is making faces. What are the other children doing?‎ SS: They are …‎ T: They are laughing.‎ ‎(板书)‎ make a face laugh ‎ ‎(教学板书内容，并解释make faces。)‎ T: OK, is making faces in the classroom bad or good?‎ Ss: It’s bad.‎ T: The teacher must be angry with him. Do you think so?‎ Ss: Yes.‎ T: When the teacher is angry with him, what’s the boy feeling? Is he happy or sad?‎ ‎(板书sad并画一个 )‎ sad T: The boy must be sad. Do you agree with me?‎ Ss: Yes.‎ T: Now look at the picture again. The boy made faces and made his classmates laugh when the ‎ teacher was giving them a lesson.‎ ‎(板书)‎ The boy made faces and made his classmates laugh when the teacher was giving them a lesson.‎ T: Please listen to ‎2a and answer the questions.‎ ‎(过渡到下一步。)‎ ‎2. (听‎2a录音,出示小黑板上的问题。)‎ ‎(1) Why did Bill look so sad?‎ ‎(2) Why was Miss Wang angry with Bill?‎ ‎(核对答案。)‎ ‎3. (学生听‎2a录音，并跟读。注意语音语调。)‎ ‎4. (全班分两组朗读课文。)‎ ‎5. (学生两人一组表演对话。)‎ ‎6. (出示2b的挂图，让学生两人一组练习对话，引导学生使用when引导的时间状语从句。教师可以先做示范。)‎ T: Look at picture 1. What was the boy doing when someone knocked at the door?‎ SS: He was watching TV when someone knocked at the door.‎ ‎(板书knock at并教学)‎ ‎7. (听2b 录音，回答问题，完成2b。)‎ ‎(再听一遍录音，核对答案，并板书。)‎ ‎1. Kangkang was watching a soccer game when Bill knocked at the door.‎ ‎2. Jack was writing a letter when the telephone rang.‎ ‎3. They were making a model plane when their mother came back.‎ ‎4. The teacher was giving a text when Bill came into the classroom.‎ ‎8. (引导学生观察总结: 过去进行时与表示过去的时间状语从句连用时，通常是其中一个动词用一般过去时，另一个用过去进行时。)‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ ‎(出示小黑板)‎ ‎1. (选一部你最喜欢的电影，把你的评价填入下列表格。)‎ The movie name The movie The scenes The music The actor ‎(把它汇报给全班同学。)‎ ‎2. (假设上课时老师迟到了两分钟，调查一下你小组的同学，当老师进来的时候，他/她正 在做什么。)‎ For example:‎ S1: What were you doing when the teacher came in?‎ S2: I was talking to my classmates when the teacher came in.‎ ‎…‎ ‎(用小黑板出示表格。把调查结果填入下列表格。]‎ Name What was he/she doing when the teacher came in?‎ ‎(把结果汇报给全班同学。)‎ 板书设计:‎ What were you doing this time yesterday? Section B agree with sb. I agree with you.‎ make a face Yes, I think so.‎ knock at I don’t agree.‎ ‎ No, I don’t think so.‎ Section C The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ.Teaching aims and demands 教学目标 ‎1.Learn some useful expressions:‎ stop doing sth., too … to …‎ ‎2. Go on learning the Past Continuous Tense:‎ ‎(1) Kangkang had a happy day last Sunday. At ‎6:‎30 a.m.‎, he was running …‎ ‎3. (1) Learn the origin of the weekend.‎ ‎ (2) Talk about weekend activities:‎ ‎① How did Kangkang spend last Sunday?‎ ‎② How did you spend last Sunday?‎ ‎③ Did you have a good time?‎ ‎④ What were you doing at different times last Sunday?‎ Ⅱ. Teaching aids 教具 录音机/小黑板/课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:11分钟)‎ ‎1. (让学生在练习本上写出业余时间爱做的活动。)‎ T: Hi, boys and girls. Let’s begin our lesson. First, I’ll ask you to write down what you do in your spare time on your exercise books. For example: play football, listen to music, collect stamps, go shopping.‎ ‎(三分钟后。)‎ T: Now, stop. Let’s find out who writes the most.‎ ‎(教师统计，表扬写得最多的。)‎ ‎2. (做游戏。Group Racing(小组比赛)。把学生分成十二人一组。根据小黑板上的业余活动短语复习过去进行时。游戏规则: 首先有两名学生对话，然后回答完问题的学生向第三位学生提问题，第三位学生回答后再向第四位学生提问题依次轮流。)‎ ‎(教师出示小黑板。)‎ Mike’s Sunday ‎ Morning Afternoon Night ‎7:00‎ read English ‎1:30‎ go shopping ‎7:00‎ watch TV ‎8:00‎ play football ‎2:30‎ play basketball ‎8:00‎ write a letter ‎11:00‎ listen to music ‎3:50‎ fly a kite ‎9:00‎ play chess ‎11:30‎ do his homework ‎5:00‎ swim ‎9:30‎ read newspaper For example:‎ S1: What was Mike doing at ‎7:00 o’clock yesterday?‎ ‎ S2: He was reading English. What was Mike doing at ‎8:00 o’clock yesterday?‎ S3: Playing football. What was …?‎ S4: …‎ ‎(通过这个活动，可以培养学生的合作意识和合作精神。)‎ ‎(表扬优秀小组，鼓励稍差的，并指出不足之处。)‎ ‎3. (教师问学生们是否喜欢星期天，导入‎1a。)‎ T: Do you like Sundays?‎ Ss: Yes, I like them because I can have a good rest on Sundays.‎ T: Do you know how“Sunday”began?‎ Ss: No.‎ T: Now let’s learn the origin of the weekend.‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ ‎1. (播放‎1a录音，教师设计并板书问题，让学生有目的地去听。)‎ ‎(1) Why didn’t many workers go to work on Monday mornings in the early 1800s?‎ ‎(2) When did the two-day weekend begin?‎ ‎(放两遍‎1a录音，听后让学生抢答问题。)‎ ‎2. (再次放录音，让学生跟读，注意语音语调。)‎ ‎ T: Listen to ‎1a again and repeat. Pay attention to the pronunciation and intonation.‎ ‎3. (师生共同找出短文中的关键词并板书。)‎ ‎ T: Read ‎1a and underline the key words in this passage.‎ ‎(1) before 1800, spent, church, “holy day”, rested, prayed ‎(2) early 1800s, played games, not go to work, tired, “blue Mondays”‎ ‎(3) solve, 1874, one o’clock, stopped working, beginning, by 1930, by 1940, ‎ closed, two-day, began ‎4. (让学生看黑板上的关键词，在教师的引导下复述课文，时间允许，可请两三个学生复述。)‎ Step 3 Consolidation 第三步 巩固(时间:8分钟)‎ ‎1. (展示课前画在小黑板上的表格。)‎ T: Please read the passage again and fill in the form on the small blackboard.‎ Time What did people do?‎ before 1800‎ in the early 1800s by 1930‎ by 1940‎ ‎(五分钟后，学生先互审答案，然后老师核对。)‎ ‎2. (师生一起学课文中的重难点词句。)‎ For example:‎ T: Do you know the meaning of“too … to …”?‎ ‎(板书)‎ too … to …‎ Ss: Yes./No.‎ T: Let me give you an example.‎ ‎(板书)‎ He is too young to go to school. ‎ He is too weak to carry the box. ‎ ‎(教师让学生举例，操练“too … to …”。)‎ ‎3. (让学生根据课文完成1b。)‎ T: Now let’s look at 1b, read the passage above and match the sentences.‎ ‎(教师让学生们互评，然后教师公布标准答案。)‎ Step 4 Practice 第四步 练习(时间:6分钟 ‎1. (教师用课件展示‎2a的图片。)‎ T: Look at the pictures. Let’s talk about how Kangkang spent last Sunday.‎ ‎(教师在黑板上板书。)‎ Time Activities ‎6:30‎ ‎8:00‎ ‎9:50‎ ‎11:30‎ ‎14:20‎ ‎20:15‎ T: First, look at the picture 1. What time was it?‎ S1: It was six thirty.‎ T: What was Kangkang doing then?‎ S1: He was running.‎ T: Very good! Please ask and answer in pairs and fill out the form.‎ ‎2. (让学生根据‎2a说一说Kangkang是如何度过星期天的。)‎ ‎ T: OK, let’s say something about how Kangkang spent his Sunday. You can begin like this:‎ ‎ Kangkang had a happy day last Sunday. He was running at ‎6:30‎ …‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (完成3, let’s chant。)‎ T: Hi, boys and girls, are you tired?‎ Ss: Yes.‎ T: OK, let’s listen to the chant.‎ ‎(学生听两遍后，然后跟着读。)‎ T: Now let’s listen again and follow it.‎ ‎2. (让学生看2b，Written work。)‎ ‎ (1)T: OK, boys and girls. Let’s do some written work. Everyone writes a short passage about how you spent last Sunday and what you were doing at different times last Sunday. The following information may help you.‎ ‎ (板书)‎ watch a movie, climb mountains, play basketball, visit friends, play computer games, do your homework, watch TV, play chess …‎ happy, excited, sad …‎ ‎ For example:‎ ‎ Last Sunday I had a good time. I got up at 6:‎30a.m.. I was watching a movie on TV at ‎7:00‎. It was an action movie. It was very interesting … I felt very excited/happy.‎ ‎ (完成2b。)‎ ‎ (2)(教师检查几位学生的短文，然后叫一两名学生读自己的短文。这个活动旨在锻炼学 生写作能力和口头表达能力。)‎ ‎3. (小组活动。让学生四人一组讨论小组中谁的早晨过得最有趣。不许隐瞒事实。)‎ ‎ T: Well done! Now let’s work in groups of four. Discuss who had the most interesting morning in your group. You must tell your group members the truth.(教师用汉语解释一下。)‎ ‎ For example:‎ ‎ S1: I had the most interesting morning. I was getting up at six o’clock. At ‎6:30‎, I was cooking breakfast for my family. At ‎7:30‎, I was going to school by bike …‎ ‎ (学生讨论完毕之后，每组选一个学生作报告，比一比看谁的早晨过得最有趣。)‎ ‎4. (Make a survey.)‎ ‎ (同学们的母亲是家中最忙碌、最累的人，写一写昨天你母亲在不同的时段正在做的事情，汇报给你的小组成员。)‎ T: Now let’s make a survey. Your mother is the busiest and the most tired person in your family. Please write a passage about what your mother was doing at different times yesterday. Then report it to your group.‎ For example:‎ ‎ My mother is the busiest and the most tired person in my family. She was cooking breakfast at ‎6:‎30 a.m.‎ yesterday …‎ ‎5. Homework:‎ ‎(查找资料，说说我国任何一个传统节日的来历。)‎ 板书设计:‎ What were you doing this time yesterday?‎ Section C stop working How did you spend last Sunday?‎ too…to… Did you have a good time?‎ ‎ What were you doing at different times last Sunday?‎ Section D The main activities are 1, 2和5. 本课重点活动是1, 2和5。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some useful words and expressions:‎ ‎ dish, the day before yesterday ‎2. Review agreement and disagreement:‎ ‎(1) I think so./I agree./I agree with you.‎ ‎(2) I don’t agree./I don’t think so./I think they are just so-so.‎ ‎3. Review Past Continuous Tense:‎ ‎ (1) What was he/she doing at about nine o’clock last night?‎ ‎ (2) My mother was doing the dishes and my father was reading the newspaper.‎ Ⅱ. Teaching aids 教具 ‎ 录音机/小黑板/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:15分钟)‎ ‎1. (展示图片，对过去进行时进行练习。)‎ picture 1 picture 2 picture 3 picture 4‎ T: Look at these pictures and say what they were doing last Sunday.‎ ‎(教师示范picture 1。)‎ T: What was she doing at seven o’clock last Sunday morning?‎ S1: She was washing.‎ ‎(板书)‎ She was washing.‎ ‎(学生两人一组操练picture 2—4。)‎ S2: What was he doing at nine o’clock last Sunday morning?‎ S3: He was doing his homework.‎ S4: What was he doing at four o’clock last Sunday afternoon?‎ S5: He was playing basketball.‎ S6: What was she doing at eight o’clock last Sunday evening?‎ S7: She was watching TV.‎ ‎(老师在S3, S5, S7回答时，板书答语，并用彩色粉笔在过去进行时下面画线让学生加深对其结构的理解。)‎ She was washing.‎ He was doing his homework.‎ He was playing basketball.‎ She was watching TV.‎ ‎2. (联系学生实际，练习过去进行时。)‎ T: S1, what were you doing at five o’clock yesterday afternoon?‎ S1: I was …‎ ‎…‎ ‎3. (再呈现图片，练习由when与while引导的时间状语从句。) ‎ ‎ Picture 1 Picture 2 Picture 3‎ Picture 4 Picture 5 Picture 6‎ T: Look at picture 1 and write a sentence with Past Continuous Tense. For example: Jane was playing the piano when her father knocked at the door.‎ ‎(教师一边说一边板书。)‎ Jane was playing the piano when her father knocked at the door.‎ T: Now, please write sentences follow the example.‎ ‎ (让五个学生到黑板上各按一幅图写一个句子，其余学生在纸上写。教师在教室走动，检查学生写句子的情况，然后大家一起检查黑板上的句子，有错误的及时纠正。)‎ ‎4. (猜动作，巩固when,while引导的时间状语从句。假设两位同学上周日是一起度过的，让他们表演，展示上周日一位同学在做某事的时候，另外一位同学在干什么。让其他同学来猜测。)‎ ‎ (S1表演打篮球，S2表演玩电脑游戏的动作。)‎ ‎ S3: S1 was playing basketball while S2 was playing computer games.‎ ‎ (换两个学生表演，换同学猜。)‎ ‎5. (快速反应，运用同意/不同意之句型。)‎ ‎ (教师可以运用教室内的物品，某个同学的物品或者自带物品，也可以是某个同学或明星。)‎ ‎ (教师示范。)‎ ‎ T: S1,(指着教室内标语)the handwriting is very nice, Right?‎ ‎ S1: I think so./I agree.(或其他)‎ ‎ T: S2,(指着一个高个子学生) S3 is very short, right?‎ ‎ S2: I don’t agree./I don’t think so.‎ ‎ (板书)‎ I think so. / I agree.‎ I don’t think so. / I don’t agree.‎ ‎(找几组学生，反复练习此活动。)‎ Step 2 Presentation 第二步 呈现(时间:5分钟)‎ ‎1. (听力练习，完成1中的表格。)‎ T: Listen to 1 and make sure what Jane, Maria and David were doing at ‎9:00‎ last night. Then fill in the form in 1.‎ T: Now listen again and check the answers.‎ ‎(核对答案，完成1。)‎ ‎2. (学生可以根据实际情况谈论自己昨晚九点钟正在干什么。)‎ T: Make a similar dialog about what you were doing at ‎9:00‎ last night.‎ S1: What were you doing at ‎9:00‎ last night?‎ S2: I was watching TV. Were you doing some washing, S3?‎ S3: No, I wasn’t. I was taking a shower …‎ S4: …‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ ‎1. (画一时间轴，引出the day before yesterday。)‎ T: Today is Tuesday.‎ ‎(在Tuesday下面板书today。)‎ today T: Monday?‎ Ss: Yesterday. ‎ ‎(板书在Mon之下。)‎ yesterday T: How about Sunday?‎ Ss: …(可能不会说。)‎ T: The day before yesterday.‎ ‎(板书在Sun之下。)‎ the day before yesterday T: What were you doing this time the day before yesterday?‎ Ss: We were …‎ ‎2. (做调查，让学生了解一下自己的父母在不同的时段都在做些什么，完成2。)‎ ‎ T: Do you know your parents well? Do you know what they were doing at different times in a week? Now make a survey and complete the form in 2.‎ ‎ Ss: …‎ ‎ (由于此环节必须在课堂上来完成，学生不能直接对父母做调查，可以让他们根据平时的观察来填表格，教师在此时可以向学生渗透尊敬父母、关心父母的情感态度。)‎ ‎ (两人一组，就表格的内容进行对话练习。)‎ ‎ T: OK. Now, please talk about your parents’ activities with your partner. ‎ ‎ S1: What were your parents doing from ‎6:00‎ to ‎7:00‎ last Sunday morning?‎ ‎ S2: My father was taking exercise and my mother was cooking breakfast.‎ ‎ S1: Was your father working in the office from ‎9:30‎ to ‎11:00‎ last Monday morning?‎ ‎ S2: Yes, he was.‎ ‎ S1: …‎ ‎ S2: …‎ ‎3. (播放‎3a录音，让学生跟读。)‎ T: Listen to ‎3a. Please read after it.‎ ‎ Ss: …‎ ‎ (引导学生归纳总结过去进行时的用法。)‎ ‎ T: Now, I’d like you to sum up the use of the Past Continuous Tense.‎ ‎ S3: …‎ ‎ S4: …‎ ‎4. (播放3b录音，让学生跟读。)‎ T: Well done! Listen to 3b and read after it. ‎ ‎ (放完录音后，老师问学生：Do you have any problems about the useful expressions?如有要及时解答。)‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (选择动词的正确时态填空，掌握一般过去时与过去进行时的区别。完成4。)‎ ‎2. (核对答案后，让学生自读这篇短文，然后用完整的句子回答下列问题，练习过去进行时。)‎ ‎① What was Jane doing when I got to the park?‎ ‎② What was Maria doing when I got to the park?‎ ‎③ What were Michael and other boys doing when I got to the park?‎ ‎④ What was Wang Wei doing while we were playing together?‎ ‎(采用师生问答形式，完成这个问题。)‎ ‎3. (复述短文，教师可以提供关键词，重在练习过去时与过去进行时。)‎ ‎(板书)‎ last Sunday——went——planned——gate——got to——playing——guitar——kite ——games——sang——danced——photos——playing——tired ‎4. (学生通过图片练习过去进行时。)‎ ‎ ‎ ‎ T: Look at the picture. One Sunday morning, the man upstairs heard the sound of children playing in the park. He looked out of his window. What did he see? What were the children and other people doing?‎ T: Work in pairs. Talk about the picture with the Past Continuous Tense.‎ For example:‎ S1: What was the old woman doing?‎ S2: She was selling fruit.‎ S3: What were the boys doing?‎ S4: They were playing soccer.‎ S5: Was the girl playing soccer?‎ S6: No, she wasn’t.‎ S7: I can see that someone was fishing while four people were boating on the lake.‎ S8: …‎ ‎5. (听录音剪辑，判断正在发生什么事。)‎ T: It was seven o’clock yesterday evening.‎ ‎(要求学生用过去进行时回答。)‎ ‎(播放片断1：某人正在唱卡拉OK。)‎ T: What was she/he doing?‎ Ss: She/He was singing.‎ ‎(播放片断2：一段对话内有就餐用语。)‎ T: What were they doing?‎ Ss: They were having supper/having dinner.‎ ‎(播放片断3：一段对话，内有购物用语。)‎ T: What was the man/woman doing.‎ Ss: He/she was doing some shopping.‎ ‎(播放片断4：一阵密集的枪声。)‎ T: What were they doing?‎ Ss: They were fighting.‎ Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ ‎1. (方案一：表演警察与嫌疑犯，使用过去时与过去进行时。)‎ T: Last night, somebody came into a supermarket and took a lot of things away. The policeman thought one of the workers did this. Now the policeman is questioning the worker. I need two volunteers to act it out. Who want to have a try?‎ ‎(两个学生上台，开始表演，其他同学记录二人之间的对话。)‎ ‎(方案二：谈论学生自己的爱好。)‎ ‎(为了完成本环节任务，教师可以课前通知一些有收藏爱好的学生，把他们平时收集的一些物品拿到学校来。)‎ T: Please show your hobbies to your group members. Others talk about your group members’ hobbies. Then choose one student to report.‎ Ss: …‎ ‎(方案三：把全班学生分成若干个小组，每小组选一人作为小记者，然后在小组内进行采访，了解学生对音乐、体育方面的爱好情况。)‎ T: Everyone has his own hobby. Some people like rock music, some people enjoy Beijing Opera, some people like the ball games better than the others. Can you tell me what hobby you have and how long you have had your hobby? Now I’ll divide you into several groups, then choose one student in each group to be a journalist from CCTV or a reporter from the Youth ‎ Sports Paper to do interviews about hobbies.‎ ‎(教师可以给学生一些游戏的规则、范例。)‎ ‎(1) S1(记者): Hi, good morning. I’m a journalist from CCTV. I want to know something about young people’s favorite music. Would you like to answer some questions?‎ S2: Certainly. I would love to.‎ S1: Do you love music? What kind of music do you like best? How many students like rock ‎ music in your class? Why do you like it? Can you give me some reasons?‎ S2: …‎ ‎(小记者可以用已有的知识问多方面的相关问题，教师也可以帮助学生展开思路。)‎ ‎(2) S3(体育报记者): Hello! I’m a reporter from the Youth Sports Paper. I want to know which sport is your favorite and who is your favorite player. Do you like watching sports games? …‎ S4: …‎ ‎(小记者可以采访各种球类比赛，最好是每个小组一个专题，各有各的风格，不同层次的学生可担当不同的角色，集体配合，相互帮助，全员参与，这样有利于学生进行语言操练。)‎ ‎2. Homework:‎ 学生回家后，找出一张庆祝节日的图片，用过去进行时谈论怎样庆祝节日。‎ 板书设计：‎ What were you doing this time yesterday?‎ Section D the day before yesterday What were you doing this time yesterday?‎ hold the line Were you playing on the computer?‎ take a shower What was she doing at nine o’clock last Sunday morning?‎ ‎ ‎