Topic 3 What were you doing at this time yesterday?
教学内容分析及课时分配建议：
本话题围绕周末活动而展开。主要内容包括：由Maria打电话给 Jane，询问她在过去某个特定的时刻在做什么事情，引出了本话题的语法——过去进行时态。然后Jane和Michael讨论《哈利波特》观后感，引出同意和不同意的功能用语。为了增强趣味性，教材还编排了家喻户晓的童话故事The Little Match Girl和动画片Tom and Jerry来反复呈现巩固过去进行时态。最后，教材还介绍了周末的来历。通过学习本话题，学生能够正确使用过去进行时态，并通过优秀文学作品的学习陶冶了人文情操。 本话题建议用5个课时来完成： 第一课时：Section A—1a,1b,1c,4 第二课时：Section B—1a,1b,1c,2a,2b
第三课时：Section A—2,3,Section C-2,Section B-3a,3b 第四课时：Section C—1a,1b,1c
第五课时：Section D-Grammar and Functions, 1, 2, Project
第一课时（Section A—1a,1b,1c,4）
教学设计思路：
本课时主要是初步学习过去进行时态，描述过去某个特定时刻所进行的活动。首先通过玩“找不同”游戏，复习现在进行时态及动词的ing形式。教师通过对比不同的时刻所做的事情导入到过去进行时的学习。让学生通过观察，比较得出过去进行时的结构。然后教师让学生通过看图片描述活动来操练过去进行时的结构。随后教师让学生模仿例句编对话，进一步操练过去进行时完成1c。完成词汇和语法的导入后，直接让学生听1a的对话，完成1b。接着教师让学生读1a ,找出知识点，并鼓励学生进行角色扮演，完成1a 。最后让学生谈论自己的周末活动，再一次操练过去进行时态，完成本课时。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇。 answer,take a shower （2）初步学习过去进行时。 2. Skill aims:
（1）能够运用常用的电话用语。
(2）能够描述过去某个时刻正在发生的动作。 3. Emotional aims: 4. Culture awareness:
Ⅱ. The key points and difficult points 1. Key points:
（1) 初步掌握过去进行时的基本构成。
(2) 用过去进行时描述过去某个时刻正在发生的动作。 2. Difficult points：
区分一般过去时态与过去进行时的时间差异。 Ⅲ. Learning strategies
1. 善于以旧知识联系新知识。如：利用现在进行时来学习过去进行时态。 2. 善于在模仿中获得语言经验。 Ⅳ. Teaching aids
多媒体课件/各种活动的图片/录音机
V. Teaching procedures
Stage 1（10mins）：Revision Student Step Teacher activity activity Greet the Ss and let them Play “Find the play “Find the differences” to revise differences” to revise present purpose 通过游戏复习现在进行时，复习动词的现在分词形式。 Designing present continuous tense. continuous tense. T：Good morning ,class . T: How are you doing ? T: Do you have a good eye ,boys and girls ? Ss: morning ,Mr... Good Ss: Fine ,thanks. T: Great ! Then let’s play Ss: Yes. “Find the differences ” . Look at the pictures , (Class activity) please point out the differences between them . Go ahead ,now . S1: The boy is fishing in Picture One, but he is swimming in Picture T: You have a good eye . What Two. else ? S2: The monkey is ..., but ... S3: ... S4: ... T: Do you know why I ask you ... to play the game ? S9: To revise T: What a clever boy ! Who continuous tense. can tell us the basic structure of present continuous tense ? S1o: am/is/are+ T: Wonderful ! Then how to v-ing . add “ing” ? S11: ... S12: .. T: Well done ! Look , I have ... some pictures , please speak out the activities with “ing”. (Shows picture ) S14: basketball S15:Washing clothes ... Remark：因为本课主要是学习过去进行时，本环节是要学生熟悉动词的现在分词形式，教师所呈现的图片应该是包含各种各样的活动。教师还可以让学生总结一下动词加-ing 形式的变化规则。教师还可以出示一些图片，让学生用-ing形式描述。最好要包含1a和1c中的动词。如：practicing the violin , taking a shower 等。 Stage 2（12mins）：Pre-listening Designing Step Teacher activity Student activity purpose 1( Class activity) Introduce the new grammar Learn the new 导入到新词汇和
Playing some by comparing . grammar. 新语法。完成1c。 T：Perfect performance ! What class are we having Ss: We are having an now ? English class. T: What class were you having at this time yesterday ? (Writes down on Ss：Having a Chinese the Bb) class . T: Good. And we’d better say “We were having a Ss: We were having a Chinese class .”(Writes Chinese class. down on the Bb) Please say Ss: You are giving a it again,class . lesson for us . T: What is Mr. Xu doing now ? T: Right . But I was S1:... checking your homework at S2: ... this time yesterday .(Writes down on the Bb) Look at these sentences , can you find something different ? Ss: am/is /are + v-ing T: Correct . Column A is present continuous tense Ss: and Column B is past +v-ing. continuous tense. The structure of present were/was continuous tense is ... T: Then how about past S3: She was playing continuous tense ? the violin . T: Absolutely right ! (Shows picture) Look! What S4: He was taking a was Jane doing at this time bath . yesterday ? T: Yes ! What was Kangkang doing at this time Ss: Yes. yesterday ? T: Right !You’d better say he was taking a shower . Are you familiar with the new tense now ? S5: What were ....? T: Then ,look at the S6: I was ... pictures in 1c and make up S5: I was ... conversations .You may follow the example . T: Xxx and Xxx, please show us your conversation. Remark: 教师在导入过去进行时态，一定要在黑板上板书，并把其结构部分用颜色笔显现出来。最好把现在进行时态和过去进行时态分成两栏，以便学生观察得出过去进行时态的结构。 Stage 3（5mins）：While-listening Designing Step Teacher activity Student activity purpose Let the Ss listen to 1a and Listen to 1a and 训练学生的听力finish 1b. finish 1b. 技能，完成1b。 T：Now. Let’s listen to a conversation and answer the questions on the Bb. Read the questions first. T: Can we begin ? T: Once again ? Ss: Yes. Ss: No. T: Xxx, what is Maria doing now ? S1: She is calling T: Is Jane answering the Jane. phone ? Xxx, you ,please . (Individual work ) S2: No. A woman is the T: How do you know she answering isn’t Jane ? phone. S2: The woman says T:Right ! Xxx, What is Jane “ Hold the line, doing then ? T: ... please”. T: What was Jane doing at S3: ... that time yesterday ? S4: ... S5: She was taking a shower. Remark：1b的听力任务非常简单，教师还可以设计更多的问题。如：What are Maria and Jane doing now ? What is Jane doing at the moment?等。教师把这些问题首先展示出来，让学生带着问题去听。 Stage 4（5mins）：Post-listening Designing Step Teacher activity Student activity purpose Let the Ss read 1a and find Read 1a and find out 复习电话用语。out the useful expressions. the useful 训练学生概括重点的能力。 T：Fine . You have answered expressions. the questions correctly . Now, please read 1a and find out the useful expressions .Go ahead . T: Found out ? Ss: Yes . T: Xxx, will you please tell us the expressions about 1 （Individual making a phone call? work ) S1: Hello !This is Maria speaking . May I speak to Jane? Hold the T: Great . More expressions ? line ,please . S2: practice the violin, answer the phone, at this T: Wonderful . Now, let’s time ,... read 1a together. S3: ... Ss: ... Let the Ss act out 1a in roles Act out 1a in 2 (Group work) 角色扮演，表演1a的对话。完成1a。 T: This conversation is very roles . easy ,isn’t it ? T: Now, let’s make it a little difficult. Please Ss: Yes . close your book. Let’s work in groups of three. I’d like you to act out the conversation in roles . Two minutes for you to practice ,then some groups will present in the front . T: Xxx,Xxx,and Xxx, please come to the front and present . T: Pay attention to your intonation ,please . More volunteers ! Remark: 教师也可以把对话改成一段叙述性的文字，让学生填空，复述对话。在角色扮演时，教师要求学生不要看课文，而且还要注意情景和语音语调。 Stage 5（10mins）：Finishing 4 Designing Step Teacher activity Student activity purpose Let the Ss survey what they Survey what they were 训练学生的口 (Group work) were doing at this time last doing at this time weekend and then make a dialog . 头表达能力，对S1: ... S2:... S3:... S4: ... S5: ... S6: ... last weekend and then 1a进行模仿运make a dialog . 用，完成4。 T：Good performance ! Next , please survey your group members and ask what they were doing at this yesterday last weekend . The example on the Bb may help you . Do it right now . You should make a report in the end. T: Which group is going to Group Two: We were report ? doing different things at this time last weekend . Xxx was ... ,... Group Four: In our group, at this time last weekend , Xxx was ...,... Group One : ... Remark: 为了让学生顺利进行此活动，教师可以叫一个学生与自己做一个示范。或者在小黑板上展示对话模板，让学生参考。 Stage 6（3mins）：Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Let the Ss summarize the Summarize the grammar 回顾本课语法、1(Class activity ) grammar and important and important points 操练语法。 of the lesson . points of the lesson . T: It seems that all of you had a wonderful weekend last week .I hope you have a good time everyday . But your main task is to study. Do you still remember what Ss: Sure. we have learned today ? T: What is it ? Ss: 过去进行时态。 T: Yes. Could you tell me the structure of this Ss: was/were+v-ing. tense ? S1: I was doing my T：Right . Who can make up homework at this time a sentence with it ? yesterday. S2: .. S3: ... Assigning the HMK. Finish the HMK after 让学生运用过去进行时态描述家人的活动，体会家人为家庭所付出的劳动。 T: For today’s homework, class. 2 (Class activity) I’d like you to describe what your family members were doing at this time yesterday. Remark：教师也可以让学生描述自己的活动。 VI. Blackboard design
第一课时（Section A—1a,1b,1c,4） Words and expressions : Grammar points: take a shower 现在进行时态 : 过去进行时态: answer am/is/are+v-ing was/were+v-ing answer questions answer the phone This is ...speaking. May I speak to ... Hold the line=Hold on =wait a moment