中小学教育资源及组卷应用平台
Unit 6 Ancient stories第三课时教学设计
本单元第三课时 Grammar
教材分析
本节课是本单元的第三课时，是一节语法课。重点是通过本节课的学习，学生能够掌握现在完成时的构成及应用，一般过去时与现在完成时的区别。 【what】本节课分为AB两个部分，AB部分分别涉及了两个话题。A1部分以Doris和Hans的一段对话，互相了解对方的所在地。A2部分以Doris的教育背景的自我介绍，学习现在完成时since和for的用法和区别。B1部分以木马计中的Soldier和Captain的一段台词对白，B2部分以一篇日记，介绍I和My cousin光顾学校附近新开的一家书店，学习现在完成时和一般过去时的区别。 【why】通过多语篇的学习，使学生明白现在完成时在语境中的灵活运用，构成和区别。 【how】本节课导入部分，用歌曲引出现在完成时；学前部分，通过一个关于时态的故事讲解，讲解时态在语境中的底层思维方式；学中部分，用安史之乱的故事贯穿其中，讲解现在完成时的意义，构成和用法，通过小蝌蚪找妈妈的游戏，用所给动词的适当形式填空等方式来进行练习；学后部分在情境中进行灵活运用。
学情分析
七年级上下学期，已经学习了一般现在时，一般过去时，和一般将来时的用法，所以学生对于时态的概念，构成和用法，都有了一定的认知。本节课现在完成时是八年级上学期一个新的时态，而现在完成时相比七年级学过的一般时态而言，在语境中理解起来难度高一些，在课堂操练的过程中，可以把一般时态和现在完成时结合起来使用，温故知新，让学生能从底层思维上更好的理解时态。
教学目标
单元教学目标 课时教学目标
掌握现在完成时的意义和用法；与一般过去时的区别；用现在完成时讲述中国故事，积累文化底蕴，增强跨文化交际。 1.语言能力：能够掌握现在完成时的构成，现在分词的变形规则，since和for引导的现在完成时的特点。 2.学习能力：能够掌握现在完成时的使用场景，在情境中灵活运用现在完成时。 3.思维品质：能够掌握现在完成时的底层思维，与一般过去时的区别。 4.文化意识：能够用现在完成时讲述中外古代文学经典，积累文化底蕴，增强跨文化交际。
教学重难点
教学重点： 能够掌握现在完成时的构成，现在分词的变形规则，since和for引导的现在完成时的特点。 能够掌握现在完成时的使用场景，在情境中灵活运用现在完成时。 教学难点： 能够掌握现在完成时的底层思维，与一般过去时的区别。 能够用现在完成时讲述中外古代文学经典，积累文化底蕴，增强跨文化交际。
教学方法
英语教学活动观，情境式教学
教学工具
PPT课件，多功能白板，教案
教学流程图
教学过程
教学目标 教学活动及互动方式（时间） 设计意图 效果评价
通过歌曲，截取歌词，导入现在完成时，讲故事，看视频等多种方式，学生能够掌握现在完成时的构成，使用场景，底层思维。（学习理解） 通过看视频，小蝌蚪找妈妈的游戏，用所给动词的适当形式填空，判断句子对错，完成教材相应练习，学生能够掌握完成时的构成，现在分词的变形规则，since和for引导的现在完成时的特点，与一般过去时的区别。（应用实践） 任务一：Lead in T: Hello, boys and girls. Do you know the meaning of the word “champion” It means the winner in a match. Here is a song named “We are the champions” for you. Let’s enjoy it. 歌曲：We are the champions. 欣赏没有字幕的歌曲，让学生根据所听到的歌词，猜测本节课的教学内容。 截取歌词，导入现在完成时。 I’ve paid my dues time after time. I’ve done my sentence but committed no crime and bad mistakes. I’ve made a few. I’ve had my share of sand kicked in my face but I’ve come through and I need to go on... 任务二：Pre-learning T: Well, today we are going to learning the grammar of the present perfect tense. We learned the simple present tense, the simple past tense, and the simple future tense. Why tense is so important in English language Let’s see the thinking logical of the English speakers. 故事：Where It Is Least Expected 讲述有关时态的故事《最不可能的凶杀案》, 在语境中回顾一般现在时和一般过去时的区别，让学生了解现在完成时的底层思维。 视频：When do we use the Present Perfect 观看视频现在完成时的使用场景，让学生归纳总结现在完成时的构成。 任务三：While-learning T: From the video we know when to use the present perfect tense, and the form of the present perfect tense. What about the affirmative form or the negative form Let’s see another video. 视频：现在完成时的构成，肯定和否定形式。 构成：have/ has + 过去分词 肯定：I have opened (I’ve opened) a bottle of lemonade. He has left (He’s left) some milk. 否定: I have not touched (haven’t touched) your biscuits. He has not eaten (hasn’t eaten) them. 过去分词：open-opened; live-lived; stop-stopped try-tried; stay-stayed (规则） eat-eaten; leave-left; do-done (不规则) 游戏：小蝌蚪找妈妈 将动词原形与动词变形规则-ed; -d; -(p)ed; y-ied/ y-ed; 进行匹配，并进行过去分词的变形。 include; check; challenge; promise; copy; develop; respect; pull; control （复习回顾本学期学过的单词） win; depend; shoot; sell; wake; understand; forget; fight; lead （复习回顾七下学过的单词） 练习：用现在完成时将《安史之乱》补充完整。 截取《安史之乱》的语篇内容，学习现在完成时的for，since的用法和区别。 用since和for完成对《木马计》这部电影的介绍。 通过判断句子的对错，了解瞬间动词与持续性动词的区别。 截取《安史之乱》的语篇内容，学习现在完成时与一般过去时的区别。 练习：完成教材P89 B1,B2. 任务一：通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫。 任务二：通过讲故事，看视频的方式，让学生对本堂课的语法教学感兴趣，并从宏观的角度对现在完成时有一定的了解。 任务三：通过一系列的教学活动，训练学生从知识到语言，再到运用，对现在完成时的掌握程度。 抢答完成，第一时间正确给出正确答案的同学加小组考核个人1分。 邀请学生进行小组讨论，要求声音洪亮，无发音错误。回答的学生加小组考核分1分。 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答，加小组考核集体分5分，要求：不能出现一处语言错误考核分减1分。
通过空城计的内容进行现在完成时和一般过去时的剧情对话创编，学生能够在情境中灵活运用现在完成时；能够用现在完成时讲述中外古代文学经典，积累文化底蕴，增强跨文化交际。（创新迁移） 任务四：Post-learning T：Do you remember the video of the Empty City in last lesson Here is the story of it. Can you make a short play of the Empty City by using the present perfect tense and the simple past tense. 根据空城计的内容，用所学的现在完成时和一般过去时创编剧情对话。 任务三：通过创造性地运用现在完成时和一般过去时，让学生在情境中掌握教学内容的同时，能够用英语进行跨文化交际。 小组进行讨论之后，邀请每组学生进行Pair-work展示，要求声音洪亮，无发音错误，站在不同的角度尊重个体差异。展示的学生加小组考核个人分1分。
语法课评价量表
Items Great (5 pt.) Not bad (3 pt.) Try harder (2 pt.)
I keep quiet while others are speaking.
I listen carefully.
I understand what they say.
I can make myself understood.
Points (pt.) _________ in total
Great Not bad Try harder
Pronunciation & intonation
Fluency (流畅)
Reason-ability
课时教学板书设计
课时作业设计
作业内容 作业目标 设计意图
基础题： 根据笔记总结的思维导图，复习第一，二课时的内容 对第一，二课时的所学内容掌握情况做到心中有数 查漏补缺，复习和巩固前面两课时所学内容
提高题： 完成课本A1,A2的内容 复习和消化本节课所学内容 巩固本节课所学内容
拓展题： 运用所学的时态，视频分享一个中外文学名著的小故事。 巩固本节课教学目标，用所学知识进行跨文化交际 培养学生在生活的真实场景中，对英语的运用能力和创造力。
课后反思（实施后填写）
本节课在导入环节，设置了一个小小的听力考验，没有给出歌词字幕，让学生进行听力训练，在学前环节，讲述时态故事《最不可能的凶杀案》中，没有给出答案，也是故意给学生留下悬念，调动他们的积极性，动脑筋去思考，如果课堂上对于学生难度太大，可以让他们课后再继续讨论。小蝌蚪找妈妈的游戏，通过生动好玩的方式，让学生轻松快乐地掌握现在分词的变形规则，老师在教学过程中，也可以根据实际情况进行改编甚至创编。用《安史之乱》的历史故事来进行现在完成时的学习，可能对于学生而言，难度也有些大。但是作为跨学科的学习，将历史和文学用英语语法教学的方式来呈现，这是符合新课标的要求的。学后环节，将空城计进行现在完成时的剧情创编，这跟教材上B1部分木马计的剧情创编是如出一辙的，看似有难度，其实学生可以参照这一部分来完成。本节课的教学内容有点多，设计的也有一定难度，所以对老师课堂节奏的把握存在考验。
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
一、单元基本信息
学科 英语 年级 八年级上册
使用教材 沪教牛津版（牛津深圳·广州·沈阳版）
单元名称 Unit 6 Ancient stories
二、单元教学规划
单元主题及主要内容分析
单元主题分析： 本单元的主题是“古代故事”，对应课标中的“人与社会”这一主题语境以及“历史，社会与文化”这一主题群。 单元内容分析： 本单元涉及的话题是中外的“古代故事”，共选入两篇关于古代故事的文章，分别为The Trojan Horse, The story of 100, 000 arrows, 通过多模态形式的语篇，如希腊神话，中国古代文学经典等，讲述了希腊神话重要的历史事件特洛伊战争中，希腊军队攻打特洛伊城长达数十年未遂，最后使用木马计攻占了特洛伊城。另一篇讲述了东汉末年到西晋初年的三国时代，诸葛亮以假乱真的著名战争草船借箭的故事。 整个单元分为Reading、Listening、Grammar、Speaking、Writing、More practice、Culture corner、Project八个部分。每部分的内容都有兼顾学生“听、说、读、看、写”等技能的内容编排，关注语言的理解性技能和表达性技能的协调发展。教材的语言材料涉及的具体语言知识有：(1) 木马计的过程；(2) 特洛伊战争的历史背景；(3) 现在完成时的用法，与一般过去时的区别； (4) 木马计的戏剧表演和剧本；(5) 草船借箭的过程；(6) 孙子兵法的介绍；(7) 中外著名历史故事的讲解与介绍。通过单元话题的学习，引发学生对中外著名历史文学故事的认识和理解，树立热爱中外古代文学经典的意识。同时引导学生挖掘这些文学经典故事的历史背景和起因经过；激发学生能学习军事战略中的智慧和头脑，积累深厚的文化底蕴。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 Computers单元教学内容语篇语篇类型（技能）语篇内容语篇主题一 The Trojan Horse故事（读）希腊军队使用木马计，假装撤军，诱骗特洛伊人放松警惕，里应外合，攻占了特洛伊城了解木马计的过程，特洛伊战争的历史背景，希腊神话的文学经典二 How the Trojan War Started故事（听）特洛伊战争爆发的原因掌握根据图片梳理故事脉络，根据问答获取关键信息的听力技能三 The Play of The Trojan Horse戏剧（说）木马计的三场剧情的剧本学习用戏剧表演的方式进行口语表达四 A Story about the Trojan War记叙文（写）特洛伊战争中，参与木马计的一位将士向家人分享他的作战经历学习以第一人称的方式叙述故事的整个过程五 The story of 100, 000 arrows故事（读）三国时代的诸葛亮和周瑜，使用草船，利用雾霾天气，唱空城计，向曹操借箭的故事了解草船借箭的过程，故事发生的历史背景，《三国演义》的文学经典六 Famous Stories From History记叙文（说、写）中外著名历史故事的讲解和介绍学习用问题链和表格的方式梳理故事情节，如何介绍故事的梗概
表二：单元大观念：
核心素养的综合表现： 学完本单元后，学生能够掌握掌握与木马计相关的目标语言；故事性记叙文的写作结构；掌握现在完成时的意义和用法，与一般过去时的区别。学习用戏剧表演的方式进行口语表达；掌握以第一人称的方式叙述故事的整个过程；树立热爱中外古代文学经典的意识，激发学生能学习军事战略中的智慧和头脑，积累深厚的文化底蕴。 学情分析
（一）自然情况 本单元围绕“历史故事”这一话题，开展教学活动，学习中外著名历史文学故事的历史背景和起因经过，现在完成是的用法等教学内容。符合Module 3 Culture and history这个话题的内容探究，学生能够对中外著名历史文学故事有更深入的认识和理解，学习军事战略中的智慧和头脑，积累深厚的文化底蕴。 （二）已有基础 本单元关于故事性记叙文的写作风格和语言表达，在七年级整个学期甚至小学阶段都大量接触过，这对本单元的写作结构，叙事方法和逻辑思路的深入挖掘做了很好的积累，另外现在完成时的语法中，与一般现在时的区别，一般现在时的用法在七上Unit 4已经进行了专项学习。 存在问题
中外著名历史文学故事年代比较久远，尤其是希腊神话的历史背景和文化底蕴，跟中国神话的差异，特洛伊战争中的木马计与草船借箭在军事战略上的相通之处，这些理解起来有一定难度。另外，本单元分别以第一人称和第三人称的视角来介绍历史故事的过程，对于故事性记叙文的写作方式和逻辑结构的掌握，仿写文学经典历史故事的读写要求也是比较高的。此外，以戏剧表演的方式来演绎这些历史故事，这对学生的悟性和英语综合能力也是一种考验。 解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。2. 培养学生利用现代科学技术检索信息，查阅资料的能力。3. 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。4. 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。5. 从多角度多维度对学生进行多方位评价。
单元学习目标 通过本单元的学习，学生能够： 掌握与木马计相关的目标语言；故事性记叙文的写作结构；了解希腊神话和特洛伊战争的历史背景，木马计的整个过程。 掌握根据图片梳理故事脉络，根据问答获取关键信息的听力技能；了解特洛伊战争的起因；掌握现在完成时的意义和用法；与一般过去时的区别。 掌握句子中单词的节奏感，和重弱读的发音；根据木马计的三个剧情介绍，学习用戏剧表演的方式进行口语表达；掌握以第一人称的方式叙述故事的整个过程。 握草船借箭的整个过程，历史背景，写作结构等；了解孙子兵法；通过对中外著名历史故事的介绍，学习用问题链和表格的方式梳理故事情节，如何介绍故事的梗概。
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Reading I 阅读课 第一课时 掌握与木马计相关的目标语言；故事性记叙文的写作结构；了解希腊神话和特洛伊战争的历史背景，木马计的整个过程。
Reading II & Listening 阅读课 听力课 第二课时 了解特洛伊战争的起因，掌握根据图片梳理故事脉络，根据问答获取关键信息的听力技能。
Grammar 语法课 第三课时 掌握现在完成时的意义和用法；与一般过去时的区别。
Speaking & Writing 对话课 写作课 第四课时 掌握句子中单词的节奏感，和重弱读的发音；根据木马计的三个剧情介绍，学习用戏剧表演的方式进行口语表达；掌握以第一人称的方式叙述故事的整个过程。
More practice & Culture corner & Project 阅读 拓展课 第五课时 掌握草船借箭的整个过程，历史背景，写作结构等；了解孙子兵法；通过对中外著名历史故事的介绍，学习用问题链和表格的方式梳理故事情节，如何介绍故事的梗概。
持续性评价的手段与方式
通过观看视频，介绍希腊神话，特洛伊战争的历史背景，完成教材题目，评价对木马计的整个过程的了解。通过概括段落大意，梳理语篇结构，语篇内容的逻辑思路，完成教材题目，评价对特洛伊战争中木马计相关的语言表达的掌握程度；评价对故事性记叙文的写作结构，语言风格和叙事逻辑的掌握程度。通过复述木马计的故事，思考木马计带来的智慧和启发，评价对木马计在特洛伊战争中的军事战略的理解。 通过描述排序图片，图片正确排序，评价获取关键信息的听力技能的掌握程度。通过回答问题链，补充空缺信息，评价对特洛伊战争的起因相关的语言表达的掌握程度；评价对以第三人称介绍对故事的起因进行介绍的掌握程度。通过创设情境，将帕里斯和海伦的爱情与唐明皇和杨贵妃的爱情进行对比，评价是否能用批判性思维看待特洛伊战争的起因。
教学反思（实施后填写）
本单元的教学设计，在单元主题的指导下，基于话题对教材内容进行整合，将本单元的教学设计成五课时。每节课的设计都体现了任务型教学的理念，任务的设计充满创意；本单元是关于历史故事的话题，在语言表达上，难度并不大，在教学内容上，应该非常能吸引学生的兴趣。在任务的设计上，第一课时的阅读课中讲述木马计的整个过程，如何用生动有趣的方式传递故事的情节，是本节课的重点。第二课时听力课的创设情节：假如你是斯巴达国王，你会发动战争吗？让学生站在历史的角度，用现代人的眼光来开脑洞，对学生的高阶思维要求很高。第三课时的语法课将特洛伊战争的起因和过程进行现在完成时的运用，以及第五课时的阅读拓展课中，学习用用问题链和表格的方式梳理故事情节来介绍故事的梗概，这些都是在训练学生在情境中对现在完成时的运用，而第四课时对草船借箭和《孙子兵法》的介绍，将中外著名历史文学故事及军事战略进行对比，需要深入浅出的给学生补充大量的文化背景知识。
三、单元整体评价
单元整体评价
经过本单元的学习，大部分学生对与木马计相关的目标语言，故事性记叙文的写作结构掌握的比较好，并能通过复述，戏剧表演的方式进行灵活运用，在写作中以第一人称和第三人称的方式叙述故事情节的时候，大部分学生能够按照结构框架进行仿写；少数学生能够站在历史的角度，对中外著名历史文学故事情节进行深度还原，能够用现代人的眼光对历史战争的爆发进行批判性思考。对于现在完成时的用法，这是一个非常重要的考点，尤其是与一般过去时在区别上的微妙之处，在输入和输出上要加强训练。
附件：作业设计
这份作业是在学生学完了Unit 6 Ancient stories布置完成的。在教学过程中，针对此话题对学生进行了听、说、读、看、写五个方面的技能训练，因此这份作业的主要目标是对本单元进行综合复习。通过三个任务，达成复习目标。
结合作业内容针对作业目标，作业设计意图进行说明
作业内容 作业目标 设计意图
基础： 一套本单元基础知识复习题 掌握本单元的重点单词，短语和句式表达 查漏补缺，复习和巩固对本单元基础知识的掌握
提升： 整理本单元的学习笔记，用思维导图归纳五个课时的语言点 增强自主学习的能力 能清楚了解自身对于知识的把握上，哪些真正掌握，哪些需要加强复习巩固
拓展： 出一期与著名历史文学故事相关的班级报纸或杂志 在情境中更加深入的消化和吸收本单元的主题观念和语言观念 将本单元的主题观念和语言观念进行迁移创新
21世纪教育网(www.21cnjy.com)(共37张PPT)
Unit 6 Acient stories
牛津深圳版八年级上册
Grammar
Learning objectives
能够掌握现在完成时的构成，
现在分词的变形规则，since和for引导的现在完成时的特点。
能够掌握现在完成时的使用场景，在情境中灵活运用现在完成时。
能够掌握现在完成时的底层思维和一般过去时的区别。
能够用现在完成时讲述中外
古代文学经典，积累文化
底蕴，增强跨文化交际。
Lead in
Can you tell me what
the song is about
Who can sing the song
Lead in
We are the champions
I’ve paid my dues time after time.
I’ve done my sentence but committed no crime and bad mistakes.
I’ve made a few. I’ve had my share of sand kicked in my face but I’ve come through and I need to go on...
Pre-learning
Susan Smith, a mother of Michael and Alex, told the policemen that a blackman forced in her car with a gun, and drove away with her two sons, leaving herself getting off the car.
Where It Is Least
Expected
Pre-learning
I beg to you give back my two babies.
I want to say to my babies that your Mama loves you so much and your Daddy and your family loves you so much... and that you’ve got to be strong. You’re got to take care of each other. Your Mama and Daddy are waiting right here for you at home. I just love you so much.
Pre-learning
Is that Susan kidnapped her own sons
How could she do She is such a good mother and loves her two sons
so much.
Pre-learning
I just feel hopeless. I can’t do enough.
My children wanted me. They needed me. And now I can’t help them. I just feel like such a failure.
They’re okay. They’re going to be home soon.
Who kidnapped
the two boys
wanted
needed
now I can’t help them
They’re okay. They’re
going to be home soon.
Pre-learning
I have travelled the world.
have + the past participle of verbs
James has met the president.
has + the past participle of verbs
The form of the present perfect tense
While-learning
He’s left some milk.
I have opened a bottle of lemonade.
I’ve opened a bottle of lemonade.
He has left some milk.
The affirmative form of the present perfect tense
While-learning
He hasn’t eaten them.
I have not touched your biscuits.
I haven’t touched your biscuits.
He has not eaten them.
The negative form of the present perfect tense
While-learning
The past participle of regular verbs
The past participle of irregular verbs
1. verb suffix
work-worked
2. verb suffix with e + -d
live-lived
move-moved
3. verb suffix with consonant y
study-studied
4. stressed closed syllable with one consonant
+ -ed
+ (y) i + -ed
+ double consonant + -ed
stop-stopped
drop-dropped
A-B-B
have-had-had
spend-spent-spent
A-B-C
take-took-taken
go-went-gone
A-A-A
put-put-put
read-read-read
A-B-A
come-came
-come
become-became
-become
While-learning
include
check
challenge
promise
copy
develop
respect
pull
control
While-learning
included
checked
promised
copied
developed
respected
pulled
controlled
challenged
While-learning
forget
wake
understand
depend
sell
fight
shoot
win
lead
fought
shot
While-learning
forgotten
woken
understood
meant
sold
won
led
While-learning
golden age has _______(reach) its apex. It has ______ (be) the greatest creativity of the dynasty. Many of the greatest literature works have been _______ (create) in the early period of his reign. When Li Linfu was appointed the chief minister in 736, this all changed. At the same time, Xuanzong was
Since Emperor Xuanzong came to the throne , the Tang
influenced by religion and his favorite courtesan Lady Yang. He became less interested in ruling. An Lushan, as the most powerful frontier commander, he commanded a 164 thousand strong army in the northeast.
reached
been
created
While-learning
In addition, Xuanzong and Li Linfu appointed him to
high ranking offices, gave him the rank of “Prince”, and the right to mint coins. As the late 740s progressed, Yang Guozhong, a brother of Lady Yang, began to make allian-
ces with the enemies of Li Linfu, challenging his power. He also wanted to remove An Lushan from his command. The situation has ________ (become) even more dangerous since Li Linfu passed away in 752. Yang Guozhong
took control of the Imperial Court and tried to eliminate An Lushan. Maybe An Lushan felt threatened in his position by the fickle court in Chang’an,
become
While-learning
maybe he feared that he was losing the Emperor’s favour. Whatever the case may be, An Lushan set off from Fanyang with around 150, 000 soldiers, marching south in the direction of Luoyang the Eastern Tang Capital in early 755. This is the well-known An Lushan Rebellion. It has ______ (last) for 8 years, and the turning point of Tang Dynasty from prosperity to decline.
maybe he simply desired to control the Tang Dynaty,
lasted
While-learning
Since Emperor Xuanzong came
to the throne, the Tang golden
age has reached its apex.
It has been lasted for 8 years,
and the turning point of Tang
Dynasty from prosperity to
decline.
Since
Emperor Xuanzong came
for
8 years
to the throne
While-learning
We have learnt the Trojan Horse _______ several days.
Some students may have known about the story _______
their childhood. In fact, a film called Troy has been on _______ May, 2004. It is a film based on the story. In order to provide the public with a good film, the movie production team has done a lot of study _______ a long time. Today, we can have a better understanding of the story by watching the film.
for
since
for
since
While-learning
We have learnt the Trojan Horse for several days.
The team has done a lot of study for
a long time.
The film has been put on since May, 2004.
momentary verb
a period of time
continuous verb
a period of time
momentary verb
certain times
表示动作的瞬间动词
表示状态的持续性动词
buy
borrow
come
die
open/close
join
have
keep
be here
be dead
be open/closed
be in
Some verbs to remember
have learnt
for
several days
has done
for
a long time
has been put
since May, 2004
While-learning
The Art Festival is coming. Annie, the head of the English Drama Club, is talking about their plan in
the school club meeting.
Hi, everyone. I am Annie, from the English Drama Club. I ____________(加入) the club for two years.
In the past two years, our club ___________(表演)
the Masked Cleaning Ladies of Om and the Snow White. This year, as we are learning the Trojan
Horse these days, we have decided on the Trojan
Horse as our performance(表演). So far, we _____
_______(做了) a lot to get ready for the show.
For example,we_________(买了) the clothes and
the props(道具) since last Friday.
have been in
has acted out
have
done
have had
While-learning
It has been the greatest creativity of the dynasty. Many of the greatest literature
works have been created in the early period of his reign.
When Li Linfu was appointed the chief
minister in 736, this all changed. At the
same time, Xuanzong was influenced by religion and his favorite courtesan Lady
Yang.
While-learning
The present perfect
I’ve lost my key.
So I can’t find it now.
Ben has gone home.
So he’s not here now.
I’ve had breakfast.
So I’m not hungry now.
She’s lived in Beijing for 5 years.
She still lives in Beijing now.
a past experience which has
a connection to the present.
The simple past perfect
I lost my key last week.
Ben went home ten minutes ago.
I had eggs and bread this morning.
She lived in Beijing for 5 years,
but now she lives in Shenzhen.
a completed action in the past
with finished time.
While-learning
Captain! Captain!
The Greeks ______
______ (go). They
_________ (leave)
last night.
Great! They _________ (come) here ten years ago and __________ (try) many times to capture our city, but they couldn’t. we ___________ (win).
But they ________ (leave) a huge wooden horse. Can you see it outside the gates The Greeks __________ (not take) it with them.
Let’s keep it then.
Go and pull it into
the city.
have
gone
left
came
have tried
have won
have left
didn’t take
While-learning
Thursday, 10 November
A new bookshop ____________
(open) the day before yesterday
near my school. I __________ (go)
there with my cousin this afternoon.
I ___________ (buy) a travel book
about Greece. I _______________
(never be) to Greece, but my
cousin ____________ (visit) the
country last year. I ____________
(see) some of her photos. Greece is
such a beautiful country.
My cousin ___________ (buy) a book about ancient Greece. I __________(read)
a few pages of the book with her. I think it’s very interesting.
opened
went
bought
have never been
visited
have seen
bought
have read
Post-learning
One of his service boys said. Zhuge thought the only one option for him to take was the use of empty city. So he assembled his manpowers in West City, told them to open the city gates wide and sent them to clean the roads.“Why the Prime Minister asked us to do so ” the manpowers all puzzled. Zhuge said: “Don’t worry. I have secretly distrubted many many solders around to fight the upcoming battle.”
Zhuge Liang was in a very embarrassing
situation. “ Prime Minister, Si Ma’s army
is nearer and nearer, but our support is
still away. What should we do ”
Post-learning
Zhuge himself went up the city wall with two
of his service boys and began to play his favorite music there. Si Ma’s army has been informed that West City was empty.when they came to the city, they got confused and dared not to enter the city.
Si Ma has just seen:leisure Zhuge, a widely open gate, empty roads with only a few old solders as the dust-men. Zhuge said: “General Si Ma, what you have seen is the truth. The city is empty, and I have prepared to welcome you.” Si Ma thought: “Zhuge has never taken any risking plans in his life. There must be a trap.”
Post-learning
So he replied: “Thanks for your good pleasure, Prime Minister. I don’t care the city empty or not. See you next time.” Si Ma’s army camped miles away outside West City.
General Zhao Yun returned West City. The happy Zhuge sent Zhao to attack the enemy and he immediately retreated back to his State. Si Ma was again informed by his spies that West City was empty. When he marched for the second time towards West City, he encountered Zhao Yun and was defeated.
Post-learning
General Si Ma, what you have
seen is the truth. The city is
empty, and I have prepared to
welcome you.
Thanks for your good
pleasure, Prime Minister.
I don’t care the city empty
or not. See you next time.
...
Assessment
Items
I keep quiet while others are speaking.
I listen carefully.
I understand what they say.
I can make myself understood.
Points (pt.)
Great (5 pt.)
Not bad (3 pt.)
Try harder (2 pt.)
_________ in total
Assessment
Items
Pronunciation
& intonation
Fluency (流畅)
Reasonability
Great
Not bad
Try harder
Summary
1. We use since with a point of time.
2. We use for with a period of time.
1. We use continuous verbs when seeing since and for.
1. Both the simple past tense and the present perfect tense can talk about
a past experience. The present perfect tense has a connection to the present while the simple past tense doesn’t.
The present perfect tense
Homework
1. 用思维导图复习第一，二课时的内容。
2. 完成课本A1,A2的内容。
3. 运用所学的时态，视频分享一个中外文学名著的小故事。
谢谢
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