Unit 24 What were they doing?（精选3篇）
Unit 24 What were they doing? 篇1
教学目标
知识目标与要求
通过本单元教学，使学生初步学习和运用过去进行时态，描述在过去某一时刻或某一段时间内正在进行或发生的动作。了解这个时态陈述句式、疑问句式的构成以及与其连用的一些时间状语。上述要求，应落实在学生的口语练习和书面语练习中，学生应能独立完成练习册上有关过去进行时态各种形式的练习，正确率不低于70%。教师还可视学生情况，要求学生用第一人称改写第94课课文，并运用自己组织的语言复述课文。
教学重点与难点
1.句型：1）It’s quite a nice picture.2)I’m sorry to trouble you.3) to find it difficult to do sth. 4) Would you please not do this?
2.语法：学习过去进行时态（The Past continuous Tense I）
情感态度目标
通过本单元的教学使学生认识到邻里应和睦相处。在日常生活中要时时处处注意自己的行为是否规范，是否符合公共道德。不要因为自己不拘于小节而影响别人，给他人带来麻烦。万一邻里之间发生矛盾要通过协商的办法加以解决，以防发生不必要的冲突。
教学建议
教学内容分析
本单元主要围绕What were they doing?这个话题来谈论过去的活动，学习了过去进行时态的构成和基本用法及有关的一些重点词语。本单元还出现了一些近义词，通过主题我们还学了一些日常用语和重点句型。在学习课文The man upstairs的同时，我们得到了教育和启发，课文告诉我们在日常生活中要注意公共道德，不要因自己而影响他人，给别人带来不必要的麻烦。另外本单元提到和出现了时间状语从句。重点讲到了过去进行时态与时间状语的关系，初步进述了过去进行时与一般过去时的区别。
重难点分析
1. get on well with
（1）在本单元中的意思是“与……相处融洽”。例如：
–How are you getting on with your English teacher?
–I’m getting on well with him.
（2）也可以作“（某事）进展情况如何”的意思讲。例如：
My son is getting on well with his work. He feels very happy.
2. sound
（l）在本单元中作名词用，意思是“声音”。例如：
Light travels faster than sound. We can see light first.
（2）还可以作动词用，意思是“听起来……”。它是知觉性动词，后面须用形容词作表语。例如：
–Does this sentence sound right？
–I think it’s right.
3. He found it very difficult to sleep and he was rather angry with the man upstairs.
（1）这个句型为find + it + 形容词 + 动词不定式。句中的it是形式宾语，真正的宾语是后面的动词不定式。形容词充当宾语补足语补充说明it。这样就避免了头重脚轻的现象，使句子平稳。例如：
I found it easy to work out the problem. I can do it by myself.
（2）适用于此句型的动词还有think。例如：
–I think it very important to learn a few English words every day.
–I agree with you.
交际英语分析
1. I am sorry to trouble you.
（1）Sorry表示“事后的歉意”，如失约、迟到，打扰别人或无法承诺，受到责备需要委婉地为自己辩解等，还可以表示失礼等之后的难过和后悔。I’m sorry后可接不定式、从句或与介词 for/about搭配，也可采用I’m sorry + but + 从句（but在这儿表示客气，故不译成“但是”）的句型。例如：
①I am sorry I’m late.
②I’m sorry, but I left your book in the room.
（2）Excuse me也可以表示“道歉”，常用于向陌生人请求帮助，请别人让路、问路、借东西。询问，打断他人发表不同意见，请求暂时离开等场合，后面要具体说明请求对方原谅的内容。例如：
Excuse me. Can you tell me the time? I am sorry, but I don’t have a watch.
（3）类似表“歉意”的句型还有：I’m afraid that…例如：I am afraid that I’m late.
（4）对“道歉”的答语常用的有：Never mind/ Not at all./ I doesn’t matter./ That’s nothing./Please don’t worry. / Forget it./ No problem.
2. Would you please not do this？
（1）Would you please(not)...？表示一种委婉、客气的请求别人干某事或不干某事，其答语可以是：Certainly./Yes, all right./ I’d glad to./With great pleasure./OK等表了肯定。I am sorry I can’t./ I’m afraid I can’t do it./ Certainly not.等表示否定。例如：
1）–Would you please help me?
–Certainly.
2）–Would you please not make a noise?
–Well, of course.
（2）类似表示这种委婉请求的句型还有：
Could you. . . ? Will you please. . . ? May I. . . ? Please. . .
例如：
①Could you carry it for me？
②Will you please help me？
③May I borrow your bike？
④Please wait for your turn.
教学过去进行时
动词的过去进行时表示过去某一时刻或某一时间内正在进行或发生的动作。它的结构为was（were）+ 动词 -ing。老师在讲授这一时态时不必泛泛而谈它的语法功能，而要在与现在进行时和过去式的比较中逐步理解和掌握。
1.呈现第93课由现在进行时入引出过去进行时，这是传统的有效方法。
老师用幻灯或直接在黑板上写出一些含有现在进行时的句子。例如：
1. The teacher is talking with some students in the classroom, now.
2. They are listening to music in the next room, now.
3. What’s Li Lei doing? He’s drawing a picture on the blackboard.
4. What are your parents doing? They are watching TV.
5. My English teacher is writing a novel these days.
通过这些句子复习现在进行时的结构，is（are）+ v-ing的用法。接下来用幻灯再打出如下句子：
1. The teacher was talking with some students in the classroom this time yesterday.
2. They were listening to music in the next room at ten o’clock yesterday.
3. What were your parents doing when your brother came back? They were watching TV.
4. What was Li Lei doing when the teacher came in? He was drawing a picture on the wall.
5. My son was learning English in Australia last autumn.
告诉学生在这些句子中都含有过去进行时。老师与学生一起进行分析比较，归纳出过去进行时的结构和用法，及与现在进行时的区别。
还可以根据实际情况如下问答：
T: What are you doing now?
S: I am / We are having an English lesson.
T: What were you doing at this time yesterday?
S: I was / We were having a Chinese lesson.
把前两句写在黑板上，然后改变谓语动词等部分成为后两句，使学生对时态的变化有较深刻的印象。一旦学生理解了这两个时态的不同概念，便可开始操练。让学生把现在进行时变为过去进行时。
接下去作问答操练。What were you / was he / … doing at this time yesterday? I / He / She was having…We / They were having…Were you / they having…?Was he / she having …?并用肯定或否定的答语回答。这样操练的目的是训练语言的准确性。
在教学中，要向学生说明：过去进行时常常与过去某一特定时间的状语连用，如本单元所列举的last night, last Saturday, at ten o’clock yesterday morning, at noon yesterday, 还有at that time, (at ) this time yesterday等。但是，有些过去时行时的句子不带时间状语，而是由上下文暗示，例如文中的He was feeling very tired. He was just falling asleep when there was a loud knock at the door. 从上下文可看出时间状语是the next evening.
2.利用图片或动作表演进行教学
教师展示给学生一些事情正在发生的图片，让学生描述图片中的人或物那时正在干什么？比如给下面的图片让学生描述：
T: What was the man doing last night?
He was cooking. I think he is a cook.
What was the boy doing yesterday?
He was playing computer games. I think he is interested in computer.
教师可让一组学生来做动作，然后用另一组学生他们刚才正在干什么？
What were they doing?
They were jumping.
3.比较过去进行时和一般过去时都用于表示过去发生的动作，但前者表示正在进行的动作，后者表示一个完成的动作。例如：
1) I was drawing an elephant yesterday evening. 昨晚我在画象。（可能没画完）
2) I drew an elephant yesterday evening. 昨晚我画了一匹象。（已经画完了）
3) He was reading a story-book last week. 上个星期他在读一本小说。（还没读完）
4) He read a story-book last week. 上个星期他读了一本小说。（读完了）
用幻灯打出如下几组句子：
1.
2.
3.
让学生分析过去进行时与一般过去式的区别。在学生分析的基础上老师进行总结，告诉学生两种时态的不同点。过去进行时强调在过去某一特定时间正在进行的动作。而一般过去时则表示在过去某一时间所发生的动作或存在的状态，其表示的动作往往已经完成。最后通过做练习册第对课的练习3，第94课的练习，第94课的练习2，3，检查学生掌握的程度。
教学词汇和习惯用语
在语境中讲解新词语的意思，这就是说要结合课文讲解。其次，讲解应尽量用英语，以培养直接用英语思维，而且应力求生动形象，以助记忆。
1.用实物教学
例如教师拿出一只靴子，问What’s this in English?帮助学生回答：boot。可用实物或图片教boots, truck, a pair of scissors等词。
2.用表情和动作教学 例如：教upstairs 和downstairs时，教师可用书中插图说明This man lives upstairs and this man lives downstairs. 又可用简笔画表示go downstairs / upstairs(如下图)而且还可做上下楼的动作示意。
教angry时，教师故意批评另一个班的学生说：They don't work hard. They always make a lot of noise. Many of them did badly in their test. It made me very angry.教师瞪大眼睛摆出一副十分生气的样子。
3.可用讲小故事的方法教学be angry with, 例如：Last week Xiao Ming borrowed my bike. He said he was going to let me have it back soon, but he's still using it. I'm rather angry with him.
教help…with 这个短语，教师可说Tang Hulin finds English very hard. Lin Tao is good at English , so he often helps Tang Hulin with his English.
更重要的是要指导学生学习英语词汇的方法。学生应预习课文，熟悉词汇，听录音(包括词汇表)。他们应该将所学词汇按词义和词性分类，按拼读归纳分类，按词形变化的特点分类，科学地、有效地学习和记忆英语词汇。
阅读训练
第94课的阅读课文讲的是邻里之间的关系问题，这是人们日常生活中经常遇到的。课文篇幅虽长，但故事情节发展的线条很清楚，单词不多，学生容易读懂。课前老师可以根据故事情节制作几张幻灯片，课上老师根据幻灯片向学生讲述课文内容，并把需要讲解的语言点写在黑板上。然后听l－2遍录音。接着让学生快速阅读，并回答练习册上的问题。让学生课后反复朗读，准备下一节课。
在阅读过程中让学生体会作者用词的正确性。如：He always took off his boots and threw them on the floor.“threw”一词表现出他脱鞋时的动作幅度，为后面的情节发展作了铺垫。又如But every night he heard the noise upstairs.Bang！One boot.Bang！the other boot.“Bang”两个象声词的运用，说明楼下人难于入睡是必然的。再如With a smile the man from downstairs said: “I am sorry to trouble you.” 说明楼下人笑容可掬，他的“诚意”跃然纸上。通过分析、体会，进一步提高学生对英语语言的欣赏能力。
教学Lesson 94时可结合口语的训练一起进行，学生可能看过马三立的单口相声段，其中有一个就与这课的内容相类似，教师有条件的可以找来这个相声小段，让学生模仿相声演员，用英语讲述这个笑话，还可由二个学生表演，一个在楼上蹦蹦作响，一个在楼下通宵不眠。
写作训练
写作是语言的实际运用，可以提高学生英语语言的运用能力。初中生所学的词汇和短语都有限，在写作训练中应循序渐进，不能操之过急。先从连词造句着手，逐步过渡到经老师提示写一篇60～80字的短文，要求表达清楚，无语法错误。本单元的写作训练要求学生写自己一天的生活。在写作前老师可以给以下提示：1. classes begin at. . . 2. four classes in the whole morning 3. listen to the teacher carefully 4. do morning exercises and eye exercises 5. classes are over 6. in the afternoon 7. play basketball 8. leave school 9. do one s homework 10. go to bed 11. what a busy day.
能力训练
1.掌握交际英语I’m sorry to trouble you …及Would you please not do this？的用法。
2.本单元主要的语法内容是过去进行时，这是学生第一次接触到的语法项目。老师应先从复习现在进行时着手，逐步引导到过去进行时，然后进行对比性操练。
3.老师先列出提纲，然后指导学生进行快速阅读。
Lesson 93 教学设计方案一
Teaching Objectives:
Grasp the new grammar: The Past Continuous Tense.
Language focus:
1. The Past Continuous Tense.
This tense is used to denote something happened at a particular .specific time in the past.
1) Statement forms
①I/He/She/It was working.
②You/We/They were working.
2) Question forms
①What was I/he/she/it doing?
②What were we/you/they doing?
2. Useful expressions
try to do sth. ,in the future, quite a nice. . . , play with, I hope so.
Properties: Tape-recorder, Overhead projector，some pictures about action，多媒体视频。
Teaching procedures:
Step 1 Revision
Have the students tell stories about famous persons they know.
Step 2 Presentation
Perform an action: closing the door. Ask the students What am I doing? Get them to answer You’re closing the door.
Repeat with other action (drawing a picture, closing the window, cleaning the blackboard, etc.).
Step 3 Ask and answer
Showing the students the picture, say: It’s Monday. The students are drawing some pictures on the blackboard. What are they drawing?
Get the students to say Han Mei is drawing a cat. Jim is drawing a lion, etc.
Then get them to act and answer in pairs.
A: What is Li Lei drawing?
B: He is drawing an elephant.
… …
Step 4 Read and act
Play the tape for the students to listen and repeat.（or play the video: Lesson93情景对话）Ask What is Li Lei drawing? What does the teacher think about the elephant?
Let the students guess the meaning of painter.
Explains the phrases:
1. try to do sth.
The boy is trying to climb the tall tree.
2. quite a nice. . .
He owns quite a nice car.
Play the tape again. Get the students to read the dialogue in pairs and then act it out.
Step 5 Presentation
1. Showing the picture again and say: Now it’s Wednesday. When did the children draw the pictures on the blackboard? (Monday)
Present this dialogue.
A: What was Li Lei drawing when the teacher came in?
B: He was drawing an elephant.
Repeat for Han Mei, Jim and Lily and Lucy.
2. Get the students to play the part of B.
3. Point out the form (was/were + ing form of the verb)
4. Writes “now”, “at the moment” on the blackboard and helps students to make sentences with them. Then writes “when the teacher came in” “at four o'clock yesterday” on the blackboard, helps students to say I was doing my homework when the teacher came in.
Then students read the sentences given and answer questions in pairs.
Step 6 Read and learn
Get through the questions with the students, then let them ask and answer in pairs.
What was Han Mei drawing when the teacher came in?
First the teacher can play the video: Lesson 93 Read and learn. Then ask the students to practise in pairs.
Step 7 Exercises in class
Answer the questions with the following phrases.
What were you doing when I called yesterday?
l) do homework 2) wash the dishes 3) watch TV 4) write a letter 5) put on my clothes 6) make the bed
Keys: 1) I was doing my homework.
2) I was washing the dishes.
3) I was watching TV.
4) I was writing a letter.
5) I was putting on my clothes.
6) I was making the bed.
Fill in the blanks with proper tenses:
1. While I_________(peel) potatoes, I_________(cut) my thumb.
2.We just________(go) out when some friends________(call) to see us.
3. When he was a child he_________(live) in the country.
4. While Judy and I ________ (wash) up, she ________ (ask) me to be quiet as our neighbors________(sleep).
Keys: 1. was peeling, cut 2. went, called 3. lived 4. were washing, asked, were sleeping
Step 8 Homework
1. Finish off the workbook exercises.
2. Answer the questions in Exercise three.
3. Do exercises on page 115.
Writing on blackboard
Lesson 93
Language points The Past Continuous Tense
1. try to do sth What was Li Lei drawing when the teacher came in?
2. quite a nice. . . He was drawing an elephant.
now at the moment when the teacher came in at four o'clock yesterday
I was doing my homework when the teacher came in
Unit 24 What were they doing? 篇2
教学目标
知识目标与要求
通过本单元教学，使学生初步学习和运用过去进行时态，描述在过去某一时刻或某一段时间内正在进行或发生的动作。了解这个时态陈述句式、疑问句式的构成以及与其连用的一些时间状语。上述要求，应落实在学生的口语练习和书面语练习中，学生应能独立完成练习册上有关过去进行时态各种形式的练习，正确率不低于70%。教师还可视学生情况，要求学生用第一人称改写第94课课文，并运用自己组织的语言复述课文。
教学重点与难点
1.句型：1）It’s quite a nice picture.2)I’m sorry to trouble you.3) to find it difficult to do sth. 4) Would you please not do this?
2.语法：学习过去进行时态（The Past continuous Tense I）
情感态度目标
通过本单元的教学使学生认识到邻里应和睦相处。在日常生活中要时时处处注意自己的行为是否规范，是否符合公共道德。不要因为自己不拘于小节而影响别人，给他人带来麻烦。万一邻里之间发生矛盾要通过协商的办法加以解决，以防发生不必要的冲突。
教学建议
教学内容分析
本单元主要围绕What were they doing?这个话题来谈论过去的活动，学习了过去进行时态的构成和基本用法及有关的一些重点词语。本单元还出现了一些近义词，通过主题我们还学了一些日常用语和重点句型。在学习课文The man upstairs的同时，我们得到了教育和启发，课文告诉我们在日常生活中要注意公共道德，不要因自己而影响他人，给别人带来不必要的麻烦。另外本单元提到和出现了时间状语从句。重点讲到了过去进行时态与时间状语的关系，初步进述了过去进行时与一般过去时的区别。
重难点分析
1. get on well with
（1）在本单元中的意思是“与……相处融洽”。例如：
–How are you getting on with your English teacher?
–I’m getting on well with him.
（2）也可以作“（某事）进展情况如何”的意思讲。例如：
My son is getting on well with his work. He feels very happy.
2. sound
（l）在本单元中作名词用，意思是“声音”。例如：
Light travels faster than sound. We can see light first.
（2）还可以作动词用，意思是“听起来……”。它是知觉性动词，后面须用形容词作表语。例如：
–Does this sentence sound right？
–I think it’s right.
3. He found it very difficult to sleep and he was rather angry with the man upstairs.
（1）这个句型为find + it + 形容词 + 动词不定式。句中的it是形式宾语，真正的宾语是后面的动词不定式。形容词充当宾语补足语补充说明it。这样就避免了头重脚轻的现象，使句子平稳。例如：
I found it easy to work out the problem. I can do it by myself.
（2）适用于此句型的动词还有think。例如：
–I think it very important to learn a few English words every day.
–I agree with you.
交际英语分析
1. I am sorry to trouble you.
（1）Sorry表示“事后的歉意”，如失约、迟到，打扰别人或无法承诺，受到责备需要委婉地为自己辩解等，还可以表示失礼等之后的难过和后悔。I’m sorry后可接不定式、从句或与介词 for/about搭配，也可采用I’m sorry + but + 从句（but在这儿表示客气，故不译成“但是”）的句型。例如：
①I am sorry I’m late.
②I’m sorry, but I left your book in the room.
（2）Excuse me也可以表示“道歉”，常用于向陌生人请求帮助，请别人让路、问路、借东西。询问，打断他人发表不同意见，请求暂时离开等场合，后面要具体说明请求对方原谅的内容。例如：
Excuse me. Can you tell me the time? I am sorry, but I don’t have a watch.
（3）类似表“歉意”的句型还有：I’m afraid that…例如：I am afraid that I’m late.
（4）对“道歉”的答语常用的有：Never mind/ Not at all./ I doesn’t matter./ That’s nothing./Please don’t worry. / Forget it./ No problem.
2. Would you please not do this？
（1）Would you please(not)...？表示一种委婉、客气的请求别人干某事或不干某事，其答语可以是：Certainly./Yes, all right./ I’d glad to./With great pleasure./OK等表了肯定。I am sorry I can’t./ I’m afraid I can’t do it./ Certainly not.等表示否定。例如：
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1）–Would you please help me?
–Certainly.
2）–Would you please not make a noise?
–Well, of course.
（2）类似表示这种委婉请求的句型还有：
Could you. . . ? Will you please. . . ? May I. . . ? Please. . .
例如：
①Could you carry it for me？
②Will you please help me？
③May I borrow your bike？
④Please wait for your turn.
教学过去进行时
动词的过去进行时表示过去某一时刻或某一时间内正在进行或发生的动作。它的结构为was（were）+ 动词 -ing。老师在讲授这一时态时不必泛泛而谈它的语法功能，而要在与现在进行时和过去式的比较中逐步理解和掌握。
1.呈现第93课由现在进行时入引出过去进行时，这是传统的有效方法。
老师用幻灯或直接在黑板上写出一些含有现在进行时的句子。例如：
1. The teacher is talking with some students in the classroom, now.
2. They are listening to music in the next room, now.
3. What’s Li Lei doing? He’s drawing a picture on the blackboard.
4. What are your parents doing? They are watching TV.
5. My English teacher is writing a novel these days.
通过这些句子复习现在进行时的结构，is（are）+ v-ing的用法。接下来用幻灯再打出如下句子：
1. The teacher was talking with some students in the classroom this time yesterday.
2. They were listening to music in the next room at ten o’clock yesterday.
3. What were your parents doing when your brother came back? They were watching TV.
4. What was Li Lei doing when the teacher came in? He was drawing a picture on the wall.
5. My son was learning English in Australia last autumn.
告诉学生在这些句子中都含有过去进行时。老师与学生一起进行分析比较，归纳出过去进行时的结构和用法，及与现在进行时的区别。
还可以根据实际情况如下问答：
T: What are you doing now?
S: I am / We are having an English lesson.
T: What were you doing at this time yesterday?
S: I was / We were having a Chinese lesson.
把前两句写在黑板上，然后改变谓语动词等部分成为后两句，使学生对时态的变化有较深刻的印象。一旦学生理解了这两个时态的不同概念，便可开始操练。让学生把现在进行时变为过去进行时。
接下去作问答操练。What were you / was he / … doing at this time yesterday? I / He / She was having…We / They were having…Were you / they having…?Was he / she having …?并用肯定或否定的答语回答。这样操练的目的是训练语言的准确性。
在教学中，要向学生说明：过去进行时常常与过去某一特定时间的状语连用，如本单元所列举的last night, last Saturday, at ten o’clock yesterday morning, at noon yesterday, 还有at that time, (at ) this time yesterday等。但是，有些过去时行时的句子不带时间状语，而是由上下文暗示，例如文中的He was feeling very tired. He was just falling asleep when there was a loud knock at the door. 从上下文可看出时间状语是the next evening.
2.利用图片或动作表演进行教学
教师展示给学生一些事情正在发生的图片，让学生描述图片中的人或物那时正在干什么？比如给下面的图片让学生描述：
T: What was the man doing last night?
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He was cooking. I think he is a cook.
What was the boy doing yesterday?
He was playing computer games. I think he is interested in computer.
教师可让一组学生来做动作，然后用另一组学生他们刚才正在干什么？
What were they doing?
They were jumping.
3.比较过去进行时和一般过去时都用于表示过去发生的动作，但前者表示正在进行的动作，后者表示一个完成的动作。例如：
1) I was drawing an elephant yesterday evening. 昨晚我在画象。（可能没画完）
2) I drew an elephant yesterday evening. 昨晚我画了一匹象。（已经画完了）
3) He was reading a story-book last week. 上个星期他在读一本小说。（还没读完）
4) He read a story-book last week. 上个星期他读了一本小说。（读完了）
用幻灯打出如下几组句子：
1.
2.
3.
让学生分析过去进行时与一般过去式的区别。在学生分析的基础上老师进行总结，告诉学生两种时态的不同点。过去进行时强调在过去某一特定时间正在进行的动作。而一般过去时则表示在过去某一时间所发生的动作或存在的状态，其表示的动作往往已经完成。最后通过做练习册第对课的练习3，第94课的练习，第94课的练习2，3，检查学生掌握的程度。
教学词汇和习惯用语
在语境中讲解新词语的意思，这就是说要结合课文讲解。其次，讲解应尽量用英语，以培养直接用英语思维，而且应力求生动形象，以助记忆。
1.用实物教学
例如教师拿出一只靴子，问What’s this in English?帮助学生回答：boot。可用实物或图片教boots, truck, a pair of scissors等词。
2.用表情和动作教学 例如：教upstairs 和downstairs时，教师可用书中插图说明This man lives upstairs and this man lives downstairs. 又可用简笔画表示go downstairs / upstairs(如下图)而且还可做上下楼的动作示意。
教angry时，教师故意批评另一个班的学生说：They don't work hard. They always make a lot of noise. Many of them did badly in their test. It made me very angry.教师瞪大眼睛摆出一副十分生气的样子。
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3.可用讲小故事的方法教学be angry with, 例如：Last week Xiao Ming borrowed my bike. He said he was going to let me have it back soon, but he's still using it. I'm rather angry with him.
教help…with 这个短语，教师可说Tang Hulin finds English very hard. Lin Tao is good at English , so he often helps Tang Hulin with his English.
更重要的是要指导学生学习英语词汇的方法。学生应预习课文，熟悉词汇，听录音(包括词汇表)。他们应该将所学词汇按词义和词性分类，按拼读归纳分类，按词形变化的特点分类，科学地、有效地学习和记忆英语词汇。
阅读训练
第94课的阅读课文讲的是邻里之间的关系问题，这是人们日常生活中经常遇到的。课文篇幅虽长，但故事情节发展的线条很清楚，单词不多，学生容易读懂。课前老师可以根据故事情节制作几张幻灯片，课上老师根据幻灯片向学生讲述课文内容，并把需要讲解的语言点写在黑板上。然后听l－2遍录音。接着让学生快速阅读，并回答练习册上的问题。让学生课后反复朗读，准备下一节课。
在阅读过程中让学生体会作者用词的正确性。如：He always took off his boots and threw them on the floor.“threw”一词表现出他脱鞋时的动作幅度，为后面的情节发展作了铺垫。又如But every night he heard the noise upstairs.Bang！One boot.Bang！the other boot.“Bang”两个象声词的运用，说明楼下人难于入睡是必然的。再如With a smile the man from downstairs said: “I am sorry to trouble you.” 说明楼下人笑容可掬，他的“诚意”跃然纸上。通过分析、体会，进一步提高学生对英语语言的欣赏能力。
教学Lesson 94时可结合口语的训练一起进行，学生可能看过马三立的单口相声段，其中有一个就与这课的内容相类似，教师有条件的可以找来这个相声小段，让学生模仿相声演员，用英语讲述这个笑话，还可由二个学生表演，一个在楼上蹦蹦作响，一个在楼下通宵不眠。
写作训练
写作是语言的实际运用，可以提高学生英语语言的运用能力。初中生所学的词汇和短语都有限，在写作训练中应循序渐进，不能操之过急。先从连词造句着手，逐步过渡到经老师提示写一篇60～80字的短文，要求表达清楚，无语法错误。本单元的写作训练要求学生写自己一天的生活。在写作前老师可以给以下提示：1. classes begin at. . . 2. four classes in the whole morning 3. listen to the teacher carefully 4. do morning exercises and eye exercises 5. classes are over 6. in the afternoon 7. play basketball 8. leave school 9. do one s homework 10. go to bed 11. what a busy day.
能力训练
1.掌握交际英语I’m sorry to trouble you …及Would you please not do this？的用法。
2.本单元主要的语法内容是过去进行时，这是学生第一次接触到的语法项目。老师应先从复习现在进行时着手，逐步引导到过去进行时，然后进行对比性操练。
3.老师先列出提纲，然后指导学生进行快速阅读。
Lesson 93 教学设计方案一
Teaching Objectives:
Grasp the new grammar: The Past Continuous Tense.
Language focus:
1. The Past Continuous Tense.
This tense is used to denote something happened at a particular .specific time in the past.
1) Statement forms
①I/He/She/It was working.
②You/We/They were working.
2) Question forms
①What was I/he/she/it doing?
②What were we/you/they doing?
2. Useful expressions
try to do sth. ,in the future, quite a nice. . . , play with, I hope so.
Properties: Tape-recorder, Overhead projector，some pictures about action，多媒体视频。
Teaching procedures:
Step 1 Revision
Have the students tell stories about famous persons they know.
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Step 2 Presentation
Perform an action: closing the door. Ask the students What am I doing? Get them to answer You’re closing the door.
Repeat with other action (drawing a picture, closing the window, cleaning the blackboard, etc.).
Step 3 Ask and answer
Showing the students the picture, say: It’s Monday. The students are drawing some pictures on the blackboard. What are they drawing?
Get the students to say Han Mei is drawing a cat. Jim is drawing a lion, etc.
Then get them to act and answer in pairs.
A: What is Li Lei drawing?
B: He is drawing an elephant.
… …
Step 4 Read and act
Play the tape for the students to listen and repeat.（or play the video: Lesson93情景对话）Ask What is Li Lei drawing? What does the teacher think about the elephant?
Let the students guess the meaning of painter.
Explains the phrases:
1. try to do sth.
The boy is trying to climb the tall tree.
2. quite a nice. . .
He owns quite a nice car.
Play the tape again. Get the students to read the dialogue in pairs and then act it out.
Step 5 Presentation
1. Showing the picture again and say: Now it’s Wednesday. When did the children draw the pictures on the blackboard? (Monday)
Present this dialogue.
A: What was Li Lei drawing when the teacher came in?
B: He was drawing an elephant.
Repeat for Han Mei, Jim and Lily and Lucy.
2. Get the students to play the part of B.
3. Point out the form (was/were + ing form of the verb)
4. Writes “now”, “at the moment” on the blackboard and helps students to make sentences with them. Then writes “when the teacher came in” “at four o'clock yesterday” on the blackboard, helps students to say I was doing my homework when the teacher came in.
Then students read the sentences given and answer questions in pairs.
Step 6 Read and learn
Get through the questions with the students, then let them ask and answer in pairs.
What was Han Mei drawing when the teacher came in?
First the teacher can play the video: Lesson 93 Read and learn. Then ask the students to practise in pairs.
Step 7 Exercises in class
Answer the questions with the following phrases.
What were you doing when I called yesterday?
l) do homework 2) wash the dishes 3) watch TV 4) write a letter 5) put on my clothes 6) make the bed
Keys: 1) I was doing my homework.
2) I was washing the dishes.
3) I was watching TV.
4) I was writing a letter.
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5) I was putting on my clothes.
6) I was making the bed.
Fill in the blanks with proper tenses:
1. While I_________(peel) potatoes, I_________(cut) my thumb.
2.We just________(go) out when some friends________(call) to see us.
3. When he was a child he_________(live) in the country.
4. While Judy and I ________ (wash) up, she ________ (ask) me to be quiet as our neighbors________(sleep).
Keys: 1. was peeling, cut 2. went, called 3. lived 4. were washing, asked, were sleeping
Step 8 Homework
1. Finish off the workbook exercises.
2. Answer the questions in Exercise three.
3. Do exercises on page 115.
Writing on blackboard
Lesson 93
Language points The Past Continuous Tense
1. try to do sth What was Li Lei drawing when the teacher came in?
2. quite a nice. . . He was drawing an elephant.
now at the moment when the teacher came in at four o'clock yesterday
I was doing my homework when the teacher came in
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Unit 24 What were they doing? 篇3
教学目标
知识目标与要求
通过本单元教学，使学生初步学习和运用过去进行时态，描述在过去某一时刻或某一段时间内正在进行或发生的动作。了解这个时态陈述句式、疑问句式的构成以及与其连用的一些时间状语。上述要求，应落实在学生的口语练习和书面语练习中，学生应能独立完成练习册上有关过去进行时态各种形式的练习，正确率不低于70%。教师还可视学生情况，要求学生用第一人称改写第94课课文，并运用自己组织的语言复述课文。
教学重点与难点
1.句型：1）It’s quite a nice picture.2)I’m sorry to trouble you.3) to find it difficult to do sth. 4) Would you please not do this?
2.语法：学习过去进行时态（The Past continuous Tense I）
情感态度目标
通过本单元的教学使学生认识到邻里应和睦相处。在日常生活中要时时处处注意自己的行为是否规范，是否符合公共道德。不要因为自己不拘于小节而影响别人，给他人带来麻烦。万一邻里之间发生矛盾要通过协商的办法加以解决，以防发生不必要的冲突。
教学建议
教学内容分析
本单元主要围绕What were they doing?这个话题来谈论过去的活动，学习了过去进行时态的构成和基本用法及有关的一些重点词语。本单元还出现了一些近义词，通过主题我们还学了一些日常用语和重点句型。在学习课文The man upstairs的同时，我们得到了教育和启发，课文告诉我们在日常生活中要注意公共道德，不要因自己而影响他人，给别人带来不必要的麻烦。另外本单元提到和出现了时间状语从句。重点讲到了过去进行时态与时间状语的关系，初步进述了过去进行时与一般过去时的区别。
重难点分析
1. get on well with
（1）在本单元中的意思是“与……相处融洽”。例如：
–How are you getting on with your English teacher?
–I’m getting on well with him.
（2）也可以作“（某事）进展情况如何”的意思讲。例如：
My son is getting on well with his work. He feels very happy.
2. sound
（l）在本单元中作名词用，意思是“声音”。例如：
Light travels faster than sound. We can see light first.
（2）还可以作动词用，意思是“听起来……”。它是知觉性动词，后面须用形容词作表语。例如：
–Does this sentence sound right？
–I think it’s right.
3. He found it very difficult to sleep and he was rather angry with the man upstairs.
（1）这个句型为find + it + 形容词 + 动词不定式。句中的it是形式宾语，真正的宾语是后面的动词不定式。形容词充当宾语补足语补充说明it。这样就避免了头重脚轻的现象，使句子平稳。例如：
I found it easy to work out the problem. I can do it by myself.
（2）适用于此句型的动词还有think。例如：
–I think it very important to learn a few English words every day.
–I agree with you.
交际英语分析
1. I am sorry to trouble you.
（1）Sorry表示“事后的歉意”，如失约、迟到，打扰别人或无法承诺，受到责备需要委婉地为自己辩解等，还可以表示失礼等之后的难过和后悔。I’m sorry后可接不定式、从句或与介词 for/about搭配，也可采用I’m sorry + but + 从句（but在这儿表示客气，故不译成“但是”）的句型。例如：
①I am sorry I’m late.
②I’m sorry, but I left your book in the room.
（2）Excuse me也可以表示“道歉”，常用于向陌生人请求帮助，请别人让路、问路、借东西。询问，打断他人发表不同意见，请求暂时离开等场合，后面要具体说明请求对方原谅的内容。例如：
Excuse me. Can you tell me the time? I am sorry, but I don’t have a watch.
（3）类似表“歉意”的句型还有：I’m afraid that…例如：I am afraid that I’m late.
（4）对“道歉”的答语常用的有：Never mind/ Not at all./ I doesn’t matter./ That’s nothing./Please don’t worry. / Forget it./ No problem.
2. Would you please not do this？
（1）Would you please(not)...？表示一种委婉、客气的请求别人干某事或不干某事，其答语可以是：Certainly./Yes, all right./ I’d glad to./With great pleasure./OK等表了肯定。I am sorry I can’t./ I’m afraid I can’t do it./ Certainly not.等表示否定。例如：
1）–Would you please help me?
–Certainly.
2）–Would you please not make a noise?
–Well, of course.
（2）类似表示这种委婉请求的句型还有：
Could you. . . ? Will you please. . . ? May I. . . ? Please. . .
例如：
①Could you carry it for me？
②Will you please help me？
③May I borrow your bike？
④Please wait for your turn.
教学过去进行时
动词的过去进行时表示过去某一时刻或某一时间内正在进行或发生的动作。它的结构为was（were）+ 动词 -ing。老师在讲授这一时态时不必泛泛而谈它的语法功能，而要在与现在进行时和过去式的比较中逐步理解和掌握。
1.呈现第93课由现在进行时入引出过去进行时，这是传统的有效方法。
老师用幻灯或直接在黑板上写出一些含有现在进行时的句子。例如：
1. The teacher is talking with some students in the classroom, now.
2. They are listening to music in the next room, now.
3. What’s Li Lei doing? He’s drawing a picture on the blackboard.
4. What are your parents doing? They are watching TV.
5. My English teacher is writing a novel these days.
通过这些句子复习现在进行时的结构，is（are）+ v-ing的用法。接下来用幻灯再打出如下句子：
1. The teacher was talking with some students in the classroom this time yesterday.
2. They were listening to music in the next room at ten o’clock yesterday.
3. What were your parents doing when your brother came back? They were watching TV.
4. What was Li Lei doing when the teacher came in? He was drawing a picture on the wall.
5. My son was learning English in Australia last autumn.
告诉学生在这些句子中都含有过去进行时。老师与学生一起进行分析比较，归纳出过去进行时的结构和用法，及与现在进行时的区别。
还可以根据实际情况如下问答：
T: What are you doing now?
S: I am / We are having an English lesson.
T: What were you doing at this time yesterday?
S: I was / We were having a Chinese lesson.
把前两句写在黑板上，然后改变谓语动词等部分成为后两句，使学生对时态的变化有较深刻的印象。一旦学生理解了这两个时态的不同概念，便可开始操练。让学生把现在进行时变为过去进行时。
接下去作问答操练。What were you / was he / … doing at this time yesterday? I / He / She was having…We / They were having…Were you / they having…?Was he / she having …?并用肯定或否定的答语回答。这样操练的目的是训练语言的准确性。
在教学中，要向学生说明：过去进行时常常与过去某一特定时间的状语连用，如本单元所列举的last night, last Saturday, at ten o’clock yesterday morning, at noon yesterday, 还有at that time, (at ) this time yesterday等。但是，有些过去时行时的句子不带时间状语，而是由上下文暗示，例如文中的He was feeling very tired. He was just falling asleep when there was a loud knock at the door. 从上下文可看出时间状语是the next evening.
2.利用图片或动作表演进行教学
教师展示给学生一些事情正在发生的图片，让学生描述图片中的人或物那时正在干什么？比如给下面的图片让学生描述：
T: What was the man doing last night?
He was cooking. I think he is a cook.
What was the boy doing yesterday?
He was playing computer games. I think he is interested in computer.
教师可让一组学生来做动作，然后用另一组学生他们刚才正在干什么？
What were they doing?
They were jumping.
3.比较过去进行时和一般过去时都用于表示过去发生的动作，但前者表示正在进行的动作，后者表示一个完成的动作。例如：
1) I was drawing an elephant yesterday evening. 昨晚我在画象。（可能没画完）
2) I drew an elephant yesterday evening. 昨晚我画了一匹象。（已经画完了）
3) He was reading a story-book last week. 上个星期他在读一本小说。（还没读完）
4) He read a story-book last week. 上个星期他读了一本小说。（读完了）
用幻灯打出如下几组句子：
1.
2.
3.
让学生分析过去进行时与一般过去式的区别。在学生分析的基础上老师进行总结，告诉学生两种时态的不同点。过去进行时强调在过去某一特定时间正在进行的动作。而一般过去时则表示在过去某一时间所发生的动作或存在的状态，其表示的动作往往已经完成。最后通过做练习册第对课的练习3，第94课的练习，第94课的练习2，3，检查学生掌握的程度。
教学词汇和习惯用语
在语境中讲解新词语的意思，这就是说要结合课文讲解。其次，讲解应尽量用英语，以培养直接用英语思维，而且应力求生动形象，以助记忆。
1.用实物教学
例如教师拿出一只靴子，问What’s this in English?帮助学生回答：boot。可用实物或图片教boots, truck, a pair of scissors等词。
2.用表情和动作教学 例如：教upstairs 和downstairs时，教师可用书中插图说明This man lives upstairs and this man lives downstairs. 又可用简笔画表示go downstairs / upstairs(如下图)而且还可做上下楼的动作示意。
教angry时，教师故意批评另一个班的学生说：They don't work hard. They always make a lot of noise. Many of them did badly in their test. It made me very angry.教师瞪大眼睛摆出一副十分生气的样子。
3.可用讲小故事的方法教学be angry with, 例如：Last week Xiao Ming borrowed my bike. He said he was going to let me have it back soon, but he's still using it. I'm rather angry with him.
教help…with 这个短语，教师可说Tang Hulin finds English very hard. Lin Tao is good at English , so he often helps Tang Hulin with his English.
更重要的是要指导学生学习英语词汇的方法。学生应预习课文，熟悉词汇，听录音(包括词汇表)。他们应该将所学词汇按词义和词性分类，按拼读归纳分类，按词形变化的特点分类，科学地、有效地学习和记忆英语词汇。
阅读训练
第94课的阅读课文讲的是邻里之间的关系问题，这是人们日常生活中经常遇到的。课文篇幅虽长，但故事情节发展的线条很清楚，单词不多，学生容易读懂。课前老师可以根据故事情节制作几张幻灯片，课上老师根据幻灯片向学生讲述课文内容，并把需要讲解的语言点写在黑板上。然后听l－2遍录音。接着让学生快速阅读，并回答练习册上的问题。让学生课后反复朗读，准备下一节课。
在阅读过程中让学生体会作者用词的正确性。如：He always took off his boots and threw them on the floor.“threw”一词表现出他脱鞋时的动作幅度，为后面的情节发展作了铺垫。又如But every night he heard the noise upstairs.Bang！One boot.Bang！the other boot.“Bang”两个象声词的运用，说明楼下人难于入睡是必然的。再如With a smile the man from downstairs said: “I am sorry to trouble you.” 说明楼下人笑容可掬，他的“诚意”跃然纸上。通过分析、体会，进一步提高学生对英语语言的欣赏能力。
教学Lesson 94时可结合口语的训练一起进行，学生可能看过马三立的单口相声段，其中有一个就与这课的内容相类似，教师有条件的可以找来这个相声小段，让学生模仿相声演员，用英语讲述这个笑话，还可由二个学生表演，一个在楼上蹦蹦作响，一个在楼下通宵不眠。
写作训练
写作是语言的实际运用，可以提高学生英语语言的运用能力。初中生所学的词汇和短语都有限，在写作训练中应循序渐进，不能操之过急。先从连词造句着手，逐步过渡到经老师提示写一篇60～80字的短文，要求表达清楚，无语法错误。本单元的写作训练要求学生写自己一天的生活。在写作前老师可以给以下提示：1. classes begin at. . . 2. four classes in the whole morning 3. listen to the teacher carefully 4. do morning exercises and eye exercises 5. classes are over 6. in the afternoon 7. play basketball 8. leave school 9. do one s homework 10. go to bed 11. what a busy day.
能力训练
1.掌握交际英语I’m sorry to trouble you …及Would you please not do this？的用法。
2.本单元主要的语法内容是过去进行时，这是学生第一次接触到的语法项目。老师应先从复习现在进行时着手，逐步引导到过去进行时，然后进行对比性操练。
3.老师先列出提纲，然后指导学生进行快速阅读。
Lesson 93 教学设计方案一
Teaching Objectives:
Grasp the new grammar: The Past Continuous Tense.
Language focus:
1. The Past Continuous Tense.
This tense is used to denote something happened at a particular .specific time in the past.
1) Statement forms
①I/He/She/It was working.
②You/We/They were working.
2) Question forms
①What was I/he/she/it doing?
②What were we/you/they doing?
2. Useful expressions
try to do sth. ,in the future, quite a nice. . . , play with, I hope so.
Properties: Tape-recorder, Overhead projector，some pictures about action，多媒体视频。
Teaching procedures:
Step 1 Revision
Have the students tell stories about famous persons they know.
Step 2 Presentation
Perform an action: closing the door. Ask the students What am I doing? Get them to answer You’re closing the door.
Repeat with other action (drawing a picture, closing the window, cleaning the blackboard, etc.).
Step 3 Ask and answer
Showing the students the picture, say: It’s Monday. The students are drawing some pictures on the blackboard. What are they drawing?
Get the students to say Han Mei is drawing a cat. Jim is drawing a lion, etc.
Then get them to act and answer in pairs.
A: What is Li Lei drawing?
B: He is drawing an elephant.
… …
Step 4 Read and act
Play the tape for the students to listen and repeat.（or play the video: Lesson93情景对话）Ask What is Li Lei drawing? What does the teacher think about the elephant?
Let the students guess the meaning of painter.
Explains the phrases:
1. try to do sth.
The boy is trying to climb the tall tree.
2. quite a nice. . .
He owns quite a nice car.
Play the tape again. Get the students to read the dialogue in pairs and then act it out.
Step 5 Presentation
1. Showing the picture again and say: Now it’s Wednesday. When did the children draw the pictures on the blackboard? (Monday)
Present this dialogue.
A: What was Li Lei drawing when the teacher came in?
B: He was drawing an elephant.
Repeat for Han Mei, Jim and Lily and Lucy.
2. Get the students to play the part of B.
3. Point out the form (was/were + ing form of the verb)
4. Writes “now”, “at the moment” on the blackboard and helps students to make sentences with them. Then writes “when the teacher came in” “at four o'clock yesterday” on the blackboard, helps students to say I was doing my homework when the teacher came in.
Then students read the sentences given and answer questions in pairs.
Step 6 Read and learn
Get through the questions with the students, then let them ask and answer in pairs.
What was Han Mei drawing when the teacher came in?
First the teacher can play the video: Lesson 93 Read and learn. Then ask the students to practise in pairs.
Step 7 Exercises in class
Answer the questions with the following phrases.
What were you doing when I called yesterday?
l) do homework 2) wash the dishes 3) watch TV 4) write a letter 5) put on my clothes 6) make the bed
Keys: 1) I was doing my homework.
2) I was washing the dishes.
3) I was watching TV.
4) I was writing a letter.
5) I was putting on my clothes.
6) I was making the bed.
Fill in the blanks with proper tenses:
1. While I_________(peel) potatoes, I_________(cut) my thumb.
2.We just________(go) out when some friends________(call) to see us.
3. When he was a child he_________(live) in the country.
4. While Judy and I ________ (wash) up, she ________ (ask) me to be quiet as our neighbors________(sleep).
Keys: 1. was peeling, cut 2. went, called 3. lived 4. were washing, asked, were sleeping
Step 8 Homework
1. Finish off the workbook exercises.
2. Answer the questions in Exercise three.
3. Do exercises on page 115.
Writing on blackboard
Lesson 93
Language points The Past Continuous Tense
1. try to do sth What was Li Lei drawing when the teacher came in?
2. quite a nice. . . He was drawing an elephant.
now at the moment when the teacher came in at four o'clock yesterday
I was doing my homework when the teacher came in
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