Introduction

 (4 minutes）

1. The whole

class work

and individual 

work

2. The whole

class work

3. The whole

class work

4. The whole

class work

1. Volunteers come to the platform to show their poster, and others listen to them carefully. And then find out the mistakes.

2. Students answer, “They are giving a report.”

3. Students answer “We

are having an English class.”

4. Students look at the

picture and predict the answer of the question with present continuous tense.

1. Check students’ homework. 

Invite one group to show their poster and present it on the platform.

2. Give the group a smiling

face. Then ask students

“What are they doing

now?”

3. “What are you doing

now?” (review present

continuous tense)

4. Ask students to look at

the picture and answer

“What are Maria and Jane doing?” Write down the question on the blackboard.

Presentation

(15 minutes)

1. The whole

class work

2. Individual

work

3. The whole

class work

4. The whole

class work

5. The whole

class work and individual work

  6. The whole

class work

7. The whole

class work

8. Individual

work

9. The whole

class work and group work

1. Students can get the information“Oh, I was taking a shower.” So students can get the correct answer B.  

2. Looking at the picture, students can see a circled picture. They can get the meaning with the help of teacher’s guidance.

3. Read the new words and phrases after the teacher. Study the new phrases.

4. Read after the tape

sentence by sentence. Pay more attention to the intonation and

pronunciation.

5. Read the passage

correctly and underline the structure. Ask for help if they need.

6. Listen to 1a the last time, following the tape.

7. Read the passage

together .

8. Look at the pictures

carefully and write

down the phrases.

9. Practice after the

example. Hands up if necessary.

1. Finish 1b. Play 1a.

Show a question “What

was Jane doing at this

time yesterday?” Write

down the question under

the last question.

2. Show the picture of 1a

again on the screen, and

ask students to guess

“What’s the meaning of

‘take a shower’ according

to the picture?”

3. Teach the new words and phrases “take a shower, answer, hold the line, call sb to do sth”. Write them down on the blackboard.

4. Play 1a sentence by

sentence.

5. Provide 2 minutes for

students to read the

passage and underline the

structure “was/were+doing”.

6. Play 1a the last time.

7. Role play. Girls play  

Maria, boys play Jane

while teacher can play

Jane’s mother.

8. Finish 1c. Show pictures of 

1c to students. Ask students to write down the phrases first.

9. Provide 3 minutes for

students to practice.

Observe if most students can make up conversations after the example.

Consolidation

(9 minutes)

1. The whole class work and pair work

2. Group work

3. The whole class work

4. The whole class and individual

work

5. Individual work

6. The whole

class work

7. The whole

class work

8. The whole

class work

and individual

work

9. The whole

class and

individual work

1. Each pair shares their conversation. Others check their conversation.

2. Discuss in groups and get the key point

“was/were +doing”.

3. Remember the usage of this structure.

4. Read and be familiar with the passage. (It is important for listening.)

5. Read the passage

carefully. Try to find some key points which can help listening.

6. Listen to 2 and fill in the blanks quickly.

7. Check the answers

they fill in, paying

much attention to the verb forms and

spellings.

8. Check the answers and underline the form

“was/were+doing”. Observe the form, trying to change these statements into general questions.

9. Write down the general 

questions on the

blackboard. Revise and study together.

1. Ask several pairs to share

their conversations.

2. Ask students to discuss the    

structure in groups.

3. Finish 2.

Teacher emphasizes the

structure.

4. Show part 2 to students.

(Make students know that if

we are familiar with the

passage, we can get the

correct answer quickly.)

5. Play 2.

Teach the students that when we listen for the first time, we should get the main idea and try to remember the

answer. Don’t write the

answer down quickly because 

students can’t write down all

the answers at the first time.

6. Play 2.

7. Play 2 for the third time.

8. Check the answers together   

and ask students to underline the form “was/were+doing”.

8. Ask students to share their  

  general questions on the

blackboard.

Practice

(8 minutes)

1. Group work

2. The whole

class work

  3. Group work

4. The whole

 class work

5. Pair work

6. Individual

work

7. Pair work

1. Learn new words in   

groups. Guess the

meanings according to

the pictures. From the

pictures every group can know at least this word: Beijing Roast Duck.

2. Study the meaning of

each word.

3. Students read the new

words according to the phonetic symbols. Group leaders can help others.

4. Read the example and

make a conversation.

5. Students read the example 

just by changing some

parts.

6. Answer this question

according to their own situation.

7. Practice this functional

sentence in the real

situation.

1. Write down “chat, news,

museum, roast duck” on the blackboard.

2. Check the answers. Make

sure students know the

meaning of each word.

3. Teach the pronunciation

by giving the phonetic

symbols.

4. Ask students to read the

example of 3 carefully.

And make up a conversation like the example.

5. Invite some volunteers to

practice.

6. Make sure almost all the

students can change the

example. Then give a

question, “What were you

doing at this time

yesterday?”

7. Give students several

minutes to practice.

Production

(7 minutes)

1. Group work

2. The whole

class work

3. The whole

class work

4. The whole

class work and

individual work

1. Everyone tries his/her

best to interview more classmates. They can review 1a. The phrases in 1c and 3 can also help them a lot.

2. Students are very happy

at this time, but part is very important for them to improve their

confidence.

3. Group 1 read the words 

aloud while other

groups spell them out.

Then students read  

the words and phrases

together.

Students practice the grammar.

4. Students teach

themselves

Section B after class.

1. Do a competition.

Make a survey.

Who is the fastest?

Ask students to interview

their classmates about

“What were you doing at

this time yesterday?”

Divide the class into two

parts. The student from

part 1 is the interviewer,

while part 2 aims to

answer questions.

2. Evaluate students and

give them smiling faces.

3. Teacher shows important

language points on the

computer screen as a

summary.

(1) Words List: Students

 have to read and spell the following words

correctly.  

 Focus：

(2) Grammar

4. Homework

  Prepare Section B after

class.

Make a conversation about “what were you doing last Sunday?” like 1a. Perform it in the next class.

Teaching Reflection

It’s easy for the students to remember the structure “was/were+doing” because they know the present continuous tense, but it’s a little hard for them to use it. When students write a passage or a conversation, they often forget “doing” or “was/were”. Teachers should design more activities to practice this structure in Section B .