【正文】 o __________(telephone)a friend when Bob __________(e) __________(jump)on the bus as it __________(move) __________(test)the new machine when the electricity __________(go) __________(not want)to stay in bed while the others ________________(all, work)in the mother ________(put)Cathy to bed, the door bell ________(ring). I __________(walk)in the park, it __________(begin)to was quite late at __________(read)and Amy __________(ply)her needle when they __________(hear)a knock at the __________(be)a group round the fire when they __________(reach) old woman __________(sit)on the ground near the kettle。two small children __________(lie)near her。a donkey __________(bend)his head over a tall 、選擇題。 ______ cooked a meal when you _____ , were ringing cooking, rang cooking, were ringing, rang said he _____ to draw a plane on the blackboard at that trying try she ______ TV, she ______ a sound outside the watching, was hearing, was hearing, heard watching, heard _____ a football game from 7 to 9 last watching watching book ____ you ______ when I ____ you at four yesterday afternoon? , read, was seeing, read, saw, reading, saw, reading, was seeing was Friday and _____ ready to fly to getting getting Feng _____ always _____ of others when he ______ in the , thinking, was, thinking, is, think, is, thinking, was girl ______ my pen fall off the table when she _____ , passed seeing, passed seeing, passed seeing, was passing ____ for tom at ten last often kept us waiting, waiting waiting, wait, waiting, wait ____ his father on the farm the whole afternoon last help helping helping mother _______ some washing, I _____ a kite for , made doing, made doing, was making, was making 12.“_______ you angry then?” “they ______ too much noise.”, were making, were making, made, made ____ some cooking at that time, so _____ me , heard, didn’t hear doing, heard doing, didn’t hear time yesterday jack _____ his _____ TV , didn’t watch repairing, watched, watched repairing, wasn’t watching parents wanted to know how he _____ on with his new getting getting get第三篇：過去進(jìn)行時教案Teaching Plan content(教學(xué)內(nèi)容): The Past Continuous Tense(過去進(jìn)行時態(tài)) of teaching material(教材分析): 由于我是教的語法，按照教學(xué)大綱，結(jié)合語法體系，我這節(jié)課將要講到的是過去進(jìn)行時態(tài)。因?yàn)橹皩W(xué)生已經(jīng)學(xué)習(xí)了一般現(xiàn)在時、現(xiàn)在進(jìn)行時、一般過去時，所以這個時態(tài)對于學(xué)生來說并不是很難的。讓學(xué)生在一個輕松快樂的環(huán)境中很好的掌握好此時態(tài)是我的目標(biāo)。所以我針對教學(xué)內(nèi)容，設(shè)計(jì)了一系列的活動，讓整個教學(xué)內(nèi)容很好的貫穿于一個個活動中。 objectives(教學(xué)目標(biāo)): ojectives(知識目標(biāo))要求學(xué)生掌握使用過去進(jìn)行時 objectives(能力目標(biāo))讓學(xué)生做課堂的主人，培養(yǎng)他們掌握一些行之有效的學(xué)習(xí)方法，優(yōu)化學(xué)習(xí)效果 objectives(情感目標(biāo))，鼓勵他們在課堂上進(jìn)行合作交流，學(xué)習(xí)積極參與班級活動。通過大量練習(xí)來鞏固所學(xué)時態(tài) key points(教學(xué)重點(diǎn))； difficult points(教學(xué)難點(diǎn))；，使語法項(xiàng)目在交際活動和完成任務(wù)中得到熟練掌握 methods(教學(xué)方法)： aids(教學(xué)用具)a puter, CAI, a recorder, the blakboard procedures(教學(xué)過程)StepⅠ導(dǎo)入 1)T：What are you doing when I enter the classroom?2)T:：Please look at the pictures on the screen and then tell me what they are doing?【設(shè)計(jì)說明】這些圖片的設(shè)計(jì)目的在于吸引學(xué)生的注意力，讓他們能立刻進(jìn)入角色，投入到學(xué)習(xí)中來。在復(fù)習(xí)現(xiàn)在進(jìn)行時用法的同時，慢慢導(dǎo)出今天的語法。2．猜測性提問Ｔ：What was I doing at 7 o’clock last night? Do you know? ，大膽進(jìn)行猜測。如 S1：You were watching ：You were having ：You were talking to your ，將學(xué)生說的句子板書在黑板上：You were watching were having were talking to your family.【設(shè)計(jì)說明】因?yàn)橹耙呀?jīng)復(fù)習(xí)過了現(xiàn)在進(jìn)行時態(tài)，所以學(xué)生能比較容易的用正確形式復(fù)述過去進(jìn)行時態(tài)的形式。通過這些問題，引導(dǎo)學(xué)生利用這一句型進(jìn)行自由想象的猜測性提問。這種師生的雙向提問加強(qiáng)了師生間的課堂互動，使師生關(guān)系更加和諧和融洽。同時師生間的信息差距更能激發(fā)學(xué)生積極主動地參與思考。讓學(xué)生觀察黑板上的句子，找出相似之處（was doing），然后介紹這就是今天要學(xué)習(xí)的新時態(tài)——過去進(jìn)行時。StepⅡ 精講規(guī)則通過導(dǎo)入部分引導(dǎo)學(xué)生自己歸納過去進(jìn)行時的構(gòu)成。因前段時間剛學(xué)習(xí)過現(xiàn)在進(jìn)行時，且這兩種師太有許多相似之處，于是通過復(fù)習(xí)現(xiàn)在進(jìn)行時，與今天要學(xué)的過去進(jìn)行時進(jìn)行對比學(xué)習(xí)，引導(dǎo)學(xué)生自己推出過去進(jìn)行時的肯定、否定和疑問形式?！驹O(shè)計(jì)說明】畢竟是種新的語法，我覺得有必要幫助學(xué)生自己復(fù)習(xí)透徹現(xiàn)在進(jìn)行時以后再推斷出過去進(jìn)行時，所以在黑板上逐步板書呈現(xiàn)了兩種語法的比較，以利于層層深入，也讓學(xué)生一目了然。StepⅢ 練習(xí)was /were的用法, 對學(xué)生進(jìn)行大范圍的造句練習(xí)，采用了老師