Unit24Whatweretheydoing

1、Unit 24 What were they doing?教學(xué)目標(biāo)知識(shí)目標(biāo)與要求通過本單元教學(xué)，使學(xué)生初步學(xué)習(xí)和運(yùn)用過去進(jìn)行時(shí)態(tài)，描述在過去某一時(shí)刻或某一段時(shí)間內(nèi)正在進(jìn)行或發(fā)生的動(dòng)作。了解這個(gè)時(shí)態(tài)陳述句式、疑問句式的構(gòu)成以及與其連用的一些時(shí)間狀語。上述要求，應(yīng)落實(shí)在學(xué)生的口語練習(xí)和書面語練習(xí)中，學(xué)生應(yīng)能獨(dú)立完成練習(xí)冊(cè)上有關(guān)過去進(jìn)行時(shí)態(tài)各種形式的練習(xí)，正確率不低于70%。教師還可視學(xué)生情況，要求學(xué)生用第一人稱改寫第94課課文，并運(yùn)用自己組織的語言復(fù)述課文。教學(xué)重點(diǎn)與難點(diǎn)1句型：1）Its quite a nice picture.2)Im sorry to trouble you.3) to f

2、ind it difficult to do sth. 4) Would you please not do this?2語法：學(xué)習(xí)過去進(jìn)行時(shí)態(tài)（The Past continuous Tense I）情感態(tài)度目標(biāo)通過本單元的教學(xué)使學(xué)生認(rèn)識(shí)到鄰里應(yīng)和睦相處。在日常生活中要時(shí)時(shí)處處注意自己的行為是否規(guī)范，是否符合公共道德。不要因?yàn)樽约翰痪杏谛」?jié)而影響別人，給他人帶來麻煩。萬一鄰里之間發(fā)生矛盾要通過協(xié)商的辦法加以解決，以防發(fā)生不必要的沖突。教學(xué)建議教學(xué)內(nèi)容分析本單元主要圍繞What were they doing?這個(gè)話題來談?wù)撨^去的活動(dòng)，學(xué)習(xí)了過去進(jìn)行時(shí)態(tài)的構(gòu)成和基本用法及有關(guān)的一些重點(diǎn)詞語。本

3、單元還出現(xiàn)了一些近義詞，通過主題我們還學(xué)了一些日常用語和重點(diǎn)句型。在學(xué)習(xí)課文The man upstairs的同時(shí)，我們得到了教育和啟發(fā)，課文告訴我們?cè)谌粘Ｉ钪幸⒁夤驳赖?，不要因自己而影響他人，給別人帶來不必要的麻煩。另外本單元提到和出現(xiàn)了時(shí)間狀語從句。重點(diǎn)講到了過去進(jìn)行時(shí)態(tài)與時(shí)間狀語的關(guān)系，初步進(jìn)述了過去進(jìn)行時(shí)與一般過去時(shí)的區(qū)別。重難點(diǎn)分析1. get on well with（1）在本單元中的意思是“與相處融洽”。例如：How are you getting on with your English teacher? Im getting on well with him（2）也可以

4、作“（某事）進(jìn)展情況如何”的意思講。例如：My son is getting on well with his work. He feels very happy.2. sound（l）在本單元中作名詞用，意思是“聲音”。例如：Light travels faster than sound. We can see light first.（2）還可以作動(dòng)詞用，意思是“聽起來”。它是知覺性動(dòng)詞，后面須用形容詞作表語。例如：Does this sentence sound right？I think its right.3. He found it very difficult to sleep

5、and he was rather angry with the man upstairs （1）這個(gè)句型為find + it + 形容詞 + 動(dòng)詞不定式。句中的it是形式賓語，真正的賓語是后面的動(dòng)詞不定式。形容詞充當(dāng)賓語補(bǔ)足語補(bǔ)充說明it。這樣就避免了頭重腳輕的現(xiàn)象，使句子平穩(wěn)。例如：I found it easy to work out the problem. I can do it by myself.（2）適用于此句型的動(dòng)詞還有think。例如：I think it very important to learn a few English words every dayI agre

6、e with you.交際英語分析1. I am sorry to trouble you.（1）Sorry表示“事后的歉意”，如失約、遲到，打擾別人或無法承諾，受到責(zé)備需要委婉地為自己辯解等，還可以表示失禮等之后的難過和后悔。Im sorry后可接不定式、從句或與介詞 for/about搭配，也可采用Im sorry + but + 從句（but在這兒表示客氣，故不譯成“但是”）的句型。例如：I am sorry Im lateIm sorry, but I left your book in the room. （2）Excuse me也可以表示“道歉”，常用于向陌生人請(qǐng)求幫助，請(qǐng)別人讓路

7、、問路、借東西。詢問，打斷他人發(fā)表不同意見，請(qǐng)求暫時(shí)離開等場(chǎng)合，后面要具體說明請(qǐng)求對(duì)方原諒的內(nèi)容。例如：Excuse me. Can you tell me the time? I am sorry, but I dont have a watch（3）類似表“歉意”的句型還有：Im afraid that例如：I am afraid that Im late（4）對(duì)“道歉”的答語常用的有：Never mind/ Not at all./ I doesnt matter./ Thats nothing./Please dont worry. / Forget it./ No problem2.

8、 Would you please not do this？（1）Would you please(not).？表示一種委婉、客氣的請(qǐng)求別人干某事或不干某事，其答語可以是：Certainly./Yes, all right./ Id glad to./With great pleasure./OK等表了肯定。I am sorry I cant./ Im afraid I cant do it./ Certainly not等表示否定。例如：1）Would you please help me? Certainly2）Would you please not make a noise? Well

9、, of course（2）類似表示這種委婉請(qǐng)求的句型還有：Could you. . . ? Will you please. . . ? May I. . . ? Please. . .例如：Could you carry it for me？Will you please help me？May I borrow your bike？Please wait for your turn.教學(xué)過去進(jìn)行時(shí)動(dòng)詞的過去進(jìn)行時(shí)表示過去某一時(shí)刻或某一時(shí)間內(nèi)正在進(jìn)行或發(fā)生的動(dòng)作。它的結(jié)構(gòu)為was（were）+ 動(dòng)詞 -ing。老師在講授這一時(shí)態(tài)時(shí)不必泛泛而談它的語法功能，而要在與現(xiàn)在進(jìn)行時(shí)和過去式的比較中

10、逐步理解和掌握。1呈現(xiàn)第93課由現(xiàn)在進(jìn)行時(shí)入引出過去進(jìn)行時(shí)，這是傳統(tǒng)的有效方法。老師用幻燈或直接在黑板上寫出一些含有現(xiàn)在進(jìn)行時(shí)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. Whats Li Lei doing? Hes drawing a picture on the blackboard.4. What are your parents doing? They are watchi

11、ng TV.5. My English teacher is writing a novel these days.通過這些句子復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)，is（are）+ v-ing的用法。接下來用幻燈再打出如下句子：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 oclock yesterday.3. What were your parents doing when

12、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. 告訴學(xué)生在這些句子中都含有過去進(jìn)行時(shí)。老師與學(xué)生一起進(jìn)行分析比較，歸納出過去進(jìn)行時(shí)的結(jié)構(gòu)和用法，及與現(xiàn)在進(jìn)行時(shí)的區(qū)別。還可以根據(jù)實(shí)際情況如下問答：T: What are you doing now?S: I am /

13、We are having an English lesson.T: What were you doing at this time yesterday?S: I was / We were having a Chinese lesson.把前兩句寫在黑板上，然后改變謂語動(dòng)詞等部分成為后兩句，使學(xué)生對(duì)時(shí)態(tài)的變化有較深刻的印象。一旦學(xué)生理解了這兩個(gè)時(shí)態(tài)的不同概念，便可開始操練。讓學(xué)生把現(xiàn)在進(jìn)行時(shí)變?yōu)檫^去進(jìn)行時(shí)。接下去作問答操練。What were you / was he / doing at this time yesterday? I / He / She was havingWe / T

14、hey were havingWere you / they having?Was he / she having ?并用肯定或否定的答語回答。這樣操練的目的是訓(xùn)練語言的準(zhǔn)確性。在教學(xué)中，要向?qū)W生說明：過去進(jìn)行時(shí)常常與過去某一特定時(shí)間的狀語連用，如本單元所列舉的last night, last Saturday, at ten oclock yesterday morning, at noon yesterday, 還有at that time, (at ) this time yesterday等。但是，有些過去時(shí)行時(shí)的句子不帶時(shí)間狀語，而是由上下文暗示，例如文中的He was feelin

15、g very tired. He was just falling asleep when there was a loud knock at the door. 從上下文可看出時(shí)間狀語是the next evening.2利用圖片或動(dòng)作表演進(jìn)行教學(xué)教師展示給學(xué)生一些事情正在發(fā)生的圖片，讓學(xué)生描述圖片中的人或物那時(shí)正在干什么？比如給下面的圖片讓學(xué)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

16、computer games. I think he is interested in computer.教師可讓一組學(xué)生來做動(dòng)作，然后用另一組學(xué)生他們剛才正在干什么？What were they doing?They were jumping.3比較過去進(jìn)行時(shí)和一般過去時(shí)都用于表示過去發(fā)生的動(dòng)作，但前者表示正在進(jìn)行的動(dòng)作，后者表示一個(gè)完成的動(dòng)作。例如：1) I was drawing an elephant yesterday evening. 昨晚我在畫象。（可能沒畫完）2) I drew an elephant yesterday evening. 昨晚我畫了一匹象。（已經(jīng)畫完了）3)

17、He was reading a story-book last week. 上個(gè)星期他在讀一本小說。（還沒讀完）4) He read a story-book last week. 上個(gè)星期他讀了一本小說。（讀完了）用幻燈打出如下幾組句子：1 2 3 讓學(xué)生分析過去進(jìn)行時(shí)與一般過去式的區(qū)別。在學(xué)生分析的基礎(chǔ)上老師進(jìn)行總結(jié)，告訴學(xué)生兩種時(shí)態(tài)的不同點(diǎn)。過去進(jìn)行時(shí)強(qiáng)調(diào)在過去某一特定時(shí)間正在進(jìn)行的動(dòng)作。而一般過去時(shí)則表示在過去某一時(shí)間所發(fā)生的動(dòng)作或存在的狀態(tài)，其表示的動(dòng)作往往已經(jīng)完成。最后通過做練習(xí)冊(cè)第對(duì)課的練習(xí)3，第94課的練習(xí)，第94課的練習(xí)2，3，檢查學(xué)生掌握的程度。教學(xué)詞匯和習(xí)慣用語在語境中

18、講解新詞語的意思，這就是說要結(jié)合課文講解。其次，講解應(yīng)盡量用英語，以培養(yǎng)直接用英語思維，而且應(yīng)力求生動(dòng)形象，以助記憶。1用實(shí)物教學(xué) 例如教師拿出一只靴子，問Whats this in English?幫助學(xué)生回答：boot?？捎脤?shí)物或圖片教boots, truck, a pair of scissors等詞。2用表情和動(dòng)作教學(xué) 例如：教upstairs 和downstairs時(shí)，教師可用書中插圖說明This man lives upstairs and this man lives downstairs. 又可用簡(jiǎn)筆畫表示go downstairs / upstairs(如下圖)而且還可做上下

19、樓的動(dòng)作示意。教angry時(shí)，教師故意批評(píng)另一個(gè)班的學(xué)生說：They dont work hard. They always make a lot of noise. Many of them did badly in their test. It made me very angry.教師瞪大眼睛擺出一副十分生氣的樣子。 3可用講小故事的方法教學(xué)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 hes still using

20、 it. Im rather angry with him.教helpwith 這個(gè)短語，教師可說Tang Hulin finds English very hard. Lin Tao is good at English , so he often helps Tang Hulin with his English.更重要的是要指導(dǎo)學(xué)生學(xué)習(xí)英語詞匯的方法。學(xué)生應(yīng)預(yù)習(xí)課文，熟悉詞匯，聽錄音(包括詞匯表)。他們應(yīng)該將所學(xué)詞匯按詞義和詞性分類，按拼讀歸納分類，按詞形變化的特點(diǎn)分類，科學(xué)地、有效地學(xué)習(xí)和記憶英語詞匯。閱讀訓(xùn)練第94課的閱讀課文講的是鄰里之間的關(guān)系問題，這是人們?nèi)粘Ｉ钪薪?jīng)常遇到的。課

21、文篇幅雖長(zhǎng)，但故事情節(jié)發(fā)展的線條很清楚，單詞不多，學(xué)生容易讀懂。課前老師可以根據(jù)故事情節(jié)制作幾張幻燈片，課上老師根據(jù)幻燈片向?qū)W生講述課文內(nèi)容，并把需要講解的語言點(diǎn)寫在黑板上。然后聽l2遍錄音。接著讓學(xué)生快速閱讀，并回答練習(xí)冊(cè)上的問題。讓學(xué)生課后反復(fù)朗讀，準(zhǔn)備下一節(jié)課。在閱讀過程中讓學(xué)生體會(huì)作者用詞的正確性。如：He always took off his boots and threw them on the floor“threw”一詞表現(xiàn)出他脫鞋時(shí)的動(dòng)作幅度，為后面的情節(jié)發(fā)展作了鋪墊。又如But every night he heard the noise upstairsBang！One

22、 bootBang！the other boot“Bang”兩個(gè)象聲詞的運(yùn)用，說明樓下人難于入睡是必然的。再如With a smile the man from downstairs said: “I am sorry to trouble you.” 說明樓下人笑容可掬，他的“誠(chéng)意”躍然紙上。通過分析、體會(huì)，進(jìn)一步提高學(xué)生對(duì)英語語言的欣賞能力。教學(xué)Lesson 94時(shí)可結(jié)合口語的訓(xùn)練一起進(jìn)行，學(xué)生可能看過馬三立的單口相聲段，其中有一個(gè)就與這課的內(nèi)容相類似，教師有條件的可以找來這個(gè)相聲小段，讓學(xué)生模仿相聲演員，用英語講述這個(gè)笑話，還可由二個(gè)學(xué)生表演，一個(gè)在樓上蹦蹦作響，一個(gè)在樓下通宵不眠。寫作

23、訓(xùn)練寫作是語言的實(shí)際運(yùn)用，可以提高學(xué)生英語語言的運(yùn)用能力。初中生所學(xué)的詞匯和短語都有限，在寫作訓(xùn)練中應(yīng)循序漸進(jìn)，不能操之過急。先從連詞造句著手，逐步過渡到經(jīng)老師提示寫一篇6080字的短文，要求表達(dá)清楚，無語法錯(cuò)誤。本單元的寫作訓(xùn)練要求學(xué)生寫自己一天的生活。在寫作前老師可以給以下提示：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

24、 6. in the afternoon 7. play basketball 8. leave school 9. do one s homework 10. go to bed 11. what a busy day.能力訓(xùn)練1掌握交際英語Im sorry to trouble you 及Would you please not do this？的用法。2本單元主要的語法內(nèi)容是過去進(jìn)行時(shí)，這是學(xué)生第一次接觸到的語法項(xiàng)目。老師應(yīng)先從復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)著手，逐步引導(dǎo)到過去進(jìn)行時(shí)，然后進(jìn)行對(duì)比性操練。3老師先列出提綱，然后指導(dǎo)學(xué)生進(jìn)行快速閱讀。Lesson 93 教學(xué)設(shè)計(jì)方案一Teaching Ob

25、jectives: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 formsI/He/She/It was working.You/We/They were working.2) Question formsWhat was I/he/she/it do

26、ing?What were we/you/they doing?2. Useful expressionstry to do sth. ,in the future, quite a nice. . . , play with, I hope so.Properties: Tape-recorder, Overhead projector，some pictures about action，多媒體視頻。Teaching procedures:Step 1 RevisionHave the students tell stories about famous persons they know

27、.Step 2 PresentationPerform an action: closing the door. Ask the students What am I doing? Get them to answer Youre closing the door. Repeat with other action (drawing a picture, closing the window, cleaning the blackboard, etc.).Step 3 Ask and answerShowing the students the picture, say: Its Monday

28、. 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 actPlay the tape for the stu

29、dents to listen and repeat.（or play the video: Lesson93情景對(duì)話）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

30、 car.Play the tape again. Get the students to read the dialogue in pairs and then act it out.Step 5 Presentation1. Showing the picture again and say: Now its Wednesday. When did the children draw the pictures on the blackboard? (Monday)Present this dialogue.A: What was Li Lei drawing when the teache

31、r 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

32、teacher came in” “at four oclock 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 learnGet 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 classAnswer the questions with the following