4.　 It’s nothing serious. 没什么严重的事。

　　 形容词修饰不定代词nothing, anything, something, somebody, anybody, nobody等时，形容词后置。

　 　There’s nothing wrong with your kitchen fan.

　　 There’s something important in today’s newspaper.

Anything else.

3.　 I don’t agree. 我不同意。

　 I agree with you. 我同样你的观点。

　 agree with sb　 同意某人的看法

2.　 Oh, I was taking a shower.

　　 淋浴　　 take / have a shower　　

　　 洗澡　　 take / have a bath

　　 休息　　 take / have a rest

　 　看一看　 take / have a look

　　 散散步　 take / have a walk

　　 坐下　　 take / have a seat

1.　 I called you but nobody answered the phone.

　　 我给你打电话了，但没人接。

　　 answer the phone　 译为“接电话”

　　 answer　 意为“回答，答复”

　　 Did you answer his letter yesterday?　 昨天你回他的信了吗？

2. Bring examples of your hobbies to school.

Section　　 D

Target language

a. Words and expressions

　dish, happily

b. Review grammar and useful expressions

Ability goals

Review the use of Past Continuous Tense

Review expressions of agreement and disagreement

Show one’s hobbies

Teaching aids

Tape recorder and projector 　

Teaching procedures and ways

Step 1 Listening and speaking (1, 2)

First ask students some questions to review past continuous tense.

T: Did you have a good time yesterday evening?

Ss: …

T: What were you doing at nine o’clock?

S1: I was …

S2: I was …

T: Do you want to know what Lisa, Susan and David were doing? Let’s listen.

Play the tape of 1 twice. Check the answers.

T: I asked you to make a survey about your parents. Have you completed the survey chart? Then talk about your parents with your classmates.

Students work in pairs and talk about their parents according to the chart.

Step 2 Grammar and expressions review (3a, 3b, 4)

Go over the sentences and expressions.

T: We have learned simple past and past continuous tenses. Now complete the chart about some verbs.

Show the chart.

T: We have learned the differences between past simple and past continuous tenses. The simple past is used to talk about a completed action in a time before now. While the past continuous tense expresses an unfinished or incomplete action in the past. Let’s do some practice with the two tenses. Complete the passage in activity 4. Think whether past simple or past continuous tense should be used.

After students have finished, check the answers.

Step 3 Project

Finish the project in activity 5.

T: I asked you to bring examples of your hobbies to school. Now take them out and show your hobbies to your group members.

Then students talk about their group members’ hobbies. Ask some group representatives to present

their reports to the class.

教学资源库

1. Finish activity 2 on page 75, make a survey about your parents and complete the chart.

3.　　　 Mike悲痛得一句话也说不出来。

Step 3 Oral and written practice (2a, 2b)

This step provides oral and written practice with the target language.

T: Look at the pictures in 2a and ask and answer in pairs:

　　 S1: What was Kangkang doing at 6:30 last Sunday?

S2: He was running.

…

T: Now look at the pictures and try to describe Kangkang’s last Sunday activities. You can begin like this:

　 Kangkang had a happy day last Sunday. He was running at 6:30 a.m …

Ask several students to describe it to the whole class.

T: Did you also have a happy day last Sunday? How did you spend it? Now describe it to your partners.

Then give students a few minutes to write down their last Sunday activities. Give them some language support if necessary.

Step 4 Homework

End the lesson by chanting together.

Homework:

2.　　　 我兴奋得睡不着觉。

Section　 A

Target language

a. Words and expressions

　 shower, radio, take a shower

b. Key sentences

　 What were you doing this time yesterday?

　 I was taking a shower.

　 What were you doing from … to … yesterday?

　 Were you playing on the computer?

　 Yes, I was. / No, I wasn’t.

Ability goals

Enable the students to use the past continuous tense to talk about past activities. 　

Teaching aids

Tape recorder　

Teaching procedures and ways

Step 1 Review

Review the Present Continuous Tense.

Asking SA (girl) and SB (boy) like this

T: What are you doing?

A: I’m listening to the teacher.

T: What are you doing?

B: I’m writing now.

Turn to the whole class and asking

T: What is the girl doing? And what is the boy doing?

Then the students answer

Ss: The girl is listening to you. And the boy is writing.

Step 2 New function introduction (1a)

Let students read the conversation in 1a. Call attention to the following sentences (on the Bb):

　　 Pair 1: - What are you doing (now)?

　　　　　 - I’m practicing the violin.

　　 Pair 2: - What were you doing this time yesterday?

　　　　　 - I was taking a shower.

Let students compare the differences between present continuous and past continuous. Elicit the structures of past continuous tense:

S + was/were + v-ing (+ adverbial of time)

What + Was/were + S + v-ing (+ adverbial of time)?

Then conduct the following conversation with SA and SB

T: What were you doing just now?

A: I was listening to the teacher.

T: And what were you doing just now?

B: I was writing.

Asking the class again

T: What was the girl doing?　　　　

Ss: She was listening to the teacher.

T: What was the boy doing?

Ss: He was writing.

Finally, play the tape of 1a. Then students practice reading the conversation in pairs.

Step 3 Practice (1b, 2a, 2b)

This step provides oral practice with the past continuous tense: Wh-question and answer

First let students identify the activities in the second and third pictures.

In picture 2: read a book　　 In picture 3: play the piano

　　　　　 sleep　　　　　　　　　　 go skating

Then let them make conversations following the example.

Activity 2a provides practice with wh-question and Yes/No question:

Was/Were + S + v-ing (+ adverbial of time)?

Yes, S + was/were. / No, S + wasn’t/weren’t.

Let students make conversations in pairs following the example in 2a.

Then ask several students the questions. Students answer according to real situations.

Finally, let students complete the chart in 2b by making a survey.

After they have finished, ask some to report their survey results.

Step 4 Summary

Summarize the adverbial of time used in the past continuous tense:

　　　　　　　　　 　　　　　　　　　　Section　　 B

Target language

a. Words and expressions

　 pleasant, handsome, boring, sad, laugh

b. Key sentences

　 I think so. / I don’t think so.

I agree. / I don’t agree.

　 I agree with you.

It’s nothing serious.

Ability goals

Enable the students to use the past continuous tense

Enable the students to express agreement and disagreement

Teaching aids

Tape recorder　

Teaching procedures and ways

Step 1 Review

Review the use of the past continuous by asking students some questions.

T: What were you doing from 7 to 7:30 yesterday evening?

S: I was watching TV.

T: Were your parents watching TV at that time?

S: Yes, they were. / No, they weren’t.

T: Please give me a full answer.

S: Yes, they were watching TV at that time. / No, they were not watching TV at that time.

Step 2 Presentation (1a, 1b, 1c)

Ask several students to say something about the film “The Lord of the Rings”.

T: Did you watch the film “The Lord of the Rings”? What do you think of it?

Ss: …

T: Let’s see what Jane and Maria think of the film. Turn to page 71, activity 1a.

Play the tape of 1a.

T: What are Jane’s and Maria’s opinions on the film? Do they agree with each other? Read the conversation and pick out the expressions of agreement and disagreement.

Write the following expressions on the Bb in two columns. Add more in colored chalk.

　　　 Agreement　　　　　 　Disagreement

　　　 I agree.　　　　　　　 I don’t agree.

　　 　I think so.　　　　　　 I don’t think so.

　　　 I agree with you.　　　 I don’t agree with you.

　　　 Yes, you are quite right.

Then let students practice the conversation and discuss some other movies with their partner.

Note:

so-so: neither very good nor very bad

pleasant: make you feel happy

the young man with light hair: “with”引导的介词短语修饰前面的名词，意思是“浅色头发的年轻人”

Then let students practice making dialogs with agreement and disagreement (1c).

Step 3 Listening practice (2a, 2b)

Students listen to the conversation in 2a and read after it.

Make oral practice with the following phrases or expression:

　　　　 be angry with sb

　　　　 make faces

　　　　 make sb do sth

　　　　 give lessons

　　　　 It’s nothing serious.

Then focus on the sentence:

I made faces and made my classmates laugh when she was giving us the lesson.

Ask: What did Bill do when his teacher was giving the lesson.

Activity 2b provides listening practice with past continuous tense. First let students answer the question “What is … doing?” according to the pictures. Then students listen to the tape and answer the four questions. Play the tape again and check the answers.

Step 4 Homework

Write about what your family members or friends were doing when Indian Ocean Tsunami (印度洋海啸) happened.

Section　　 C

Target language

a. Words and expressions

　 church, factory, too…to

b. Key sentences

By 1940, offices and factories in the USA were closed all day on Saturday and the two-day weekend began.

… they felt too tired to work on Monday mornings.

Kangkang had a happy day last Sunday.

Ability goals

Learn the origin of the weekend

Enable students to talk and write about weekend activities

Teaching aids

Tape recorder, a ping-pong ball, a music tape, some stamps

Teaching procedures and ways

Step 1 Lead-in

T: I like doing the following activities on weekends.

Showing a ping-pong ball:

　　　　　　 I like playing ping-pong

Showing a music tape:

　　　　　　 I like listening to music.

Showing some stamps:

　　　　　　 I like collecting the stamps.

Asking students:

T: What about you, class? What are your weekend activities?

Let some students tell about their weekend activities.

T: Now we have two-day weekend. So we can do many outdoor or indoor activities and we have enough time to relax ourselves. But do you know the history of the weekend? How it began? Now turn to page 73.

Step 2 Reading (1a, 1b)

Let students read the passage and answer some questions.

Qs: What did people do on holy day in England?

　 Why people call Monday “blue Mondays” in the U.S.A.?

　 When did the two-day weekend begin in the U.S.A.?

After check the answers to the questions, let students read the passage again and do the match work in 1b. This activity requires scanning skill.

Note:

two-day weekend / seven-day holiday / three-year-old boy (这里的day, old用单数，不用复数)

too … to … “太……而无法……”，表否定意义

Let students practice translating the following Chinese using “too … to”.

1.　　　 他年纪太大了，无法一个人住。