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Unit 11 How was your school trip
Section A (GF-3b)
Learning Objectives
By the end of the class, we will be able to:
1. understand what the simple past tense is and when to use the tense;
2. master the past forms of regular and irregular verbs;
3. talk about past events using the simple past tense.
Here is a passage about Leo’s trip. Read the passage and pay attention to the verbs in red.
A trip to Lucky Island
Last Sunday, my friends and I went on an adventure with the Hiking Club. The night before, I was so excited that I could not sleep! I got up really early on Sunday morning. After breakfast, I packed my lunch and left home quickly. I hurried to school and met the other students and Mr Li, our trip leader. When we were all there,we left for Lucky Island.
The boat ride to Lucky Island was really exciting! We saw a lot of fish and colourful birds. When we got to Lucky Island, we went on a long walk and saw some pretty flowers. After the hike, we were very hungry! We sat on the beach and ate our lunch. After that, we played games and took pictures. We really enjoyed ourselves. Finally it was time to go home. I cannot wait for my next adventure with Mr Li and the Hiking Club!
Those verbs in red are past forms of verbs for the Simple Past Tense.
Then put the pictures below in the correct order from memory.
Retell Leo’s trip according to the pictures.
Grammar Summary
We use the Simple Past Tense to talk about things in the past.
past
present
A month ago Millie and Amy went to the Sunshine Park.
Last Sunday they went to the park again.
We often use the following time expressions when we talk about the past.
... ago, yesterday, the day before yesterday, yesterday morning/afternoon /evening, last year/month/week/Sunday..., in 2019/2021...
We form the Simple Past Tense by adding -ed to regular words.
类别 构成方法 例词
一般情况 加-ed want → wanted
clean → cleaned
以e结尾的动词 加-d live → lived
like → liked
以“辅音字母 + y” 结尾的动词 变y为i, 再加-ed study → studied
carry → carried
以重读闭音节结尾，且末尾只有一个辅音字母的动词 双写末尾的辅音字 母，再加-ed stop → stopped
plan → planned
Many verbs in the simple past tense end in the letters -ed.
There are three different ways of pronouncing this ending: /t/, /d/ and /id/.
(1) 在清辅音后，-ed 读/t/。如walked /w kt/， stopped /st pt/。
(2) 在元音或浊辅音后，-ed读/d/。如lived /livd/，enjoyed / n d d/。
(3) 在/t/和/d/后，-ed读/id/。 如studied /st did/.
We form the Simple Past Tense of irregular words differently. We do not add -ed.
类别 例词
过去式和原形一样
let → let cut → cut put → put
中间元音变化 i—a begin → began sing → sang swim → swam
ring → rang sit → sat give → gave
drink → drank
i—o drive → drove ride → rode write → wrote
o/a—e grow → grew know → knew
throw → threw draw → drew
Turn to Page 141 for more changes of irregular verbs.
类别 例词
过去式以ought和aught结尾 buy → bought think → thought
bring → brought catch →caught
teach → taught
结尾的d变为t build →built lend →lent
send →sent spend →spent
含有双写字母的词，将双写改为单写，在词尾加t keep → kept sleep → slept
sweep → swept feel → felt
Task 1：
Write more verbs and their past forms in each group.
climb → climbed arrive → arrived study → studied
stop → stopped get → got
1.We _______ (enjoy)ourselves at the party yesterday.
2. Jack_______ (study)hard for the English test last weekend.
3.Finally,the rain _______ (stop)and we continued our football game.
4.When I was young,I_______ (live)with my grandparents in the countryside.
5.Mom_______(buy)a new bike for me as my birthday gift three days ago.
Task 2：
Fill in the blanks with the verbs in their proper forms.
The Sentence Patterns of the Simple Past Tense
含be动词的一般过去时的句式
肯定句 主语 + was/were + 其他.
否定句 主语 + was not( wasn’t)/were not( weren’t) + 其他.
一般疑问句及其回答 Was/Were + 主语 + 其他
Yes, 主语 + was/were.
No, 主语 + wasn’t/weren’t.
含实义动词的一般过去时的句式
肯定句 主语 + 动词过去式 + 其他.
否定句 主语 + did not(didn’t) + 动词原形 + 其他.
一般疑问句及其回答 Did+ 主语 + 动词原形 + 其他
Yes, 主语 + did.
No, 主语 + didn’t.
Task 3：
Rewrite the following sentences as required．
1. We worried about the weather．（改为否定句）
_________________________________________
2. Jack ate a lot at the party．（改为否定句）
_________________________________________
3. I watched TV last night．（改为一般疑问句）
_________________________________________
4. Tom came to China last month．（改为一般疑问句）
_________________________________________
5. My school trip was really nice．（对画线部分提问）
_________________________________________
6. Lisa talked with her teacher last night．（对画线部分提问）
_________________________________________
Complete the conversations with the correct forms of the verbs in the box.
1. A: I went to the countryside this summer.
B: Really How ______ the trip
A: It ______ great!
B: What ______ you ______ there
A: I ______ the chickens and ______ in a river.
have do swim go
be see feed
Task 4：
2. A: ______ you ______ a nice weekend
B: Yes, I did.
A: ______ you ______ anywhere
B: Yes, I ______ to the mountains. The air ______ so clean, and I
______ a lot of flowers.
Task 5：
Complete Jim’s letter and Bill’s reply.
Dear Bill,
How _____ (is) your school trip yesterday ____ (Do) you_____ (go) to the zoo _____ (Do) you take any photos _____ (Do) you _____ (see) any interesting animals I ____(go) to the zoo last year and it _____ (is) a lot of fun.
Jim
Dear Jim,
My school trip _____ (is) great! We _____ (have) so much fun! We _____ (go) to Green Park. We _______ (climb) the mountains there and _____ (see) a lot of flowers. We _____ (eat) our lunch under some trees and ______ (play) some games after that. But at about two o’clock, it _____ (get) very cloudy and we _______ (worry) it would rain.
Luckily, it ______ (do not), and the sun _____ (come) out again!
Bill
Still Image(静态雕像)是教育戏剧中的一个范式。
步骤：
1．活动主持者给出一个主题
2．参与者根据该主题用肢体搭建出一个静态画面
规则：
1．过程中尽量不用语言交流
2．搭建好画面之后定格
3. 充分利用肢体、表情（和道具）
目的：
1．用肢体语言展示对故事内容的理解
2．表现故事中的重要场景
接下来将会利用Still Image(静态雕像)让学生完成一个小组项目，该项目是课本Section A3b活动的补充升级。要求学生小组活动，先进行故事接龙，即兴创作出有关短途旅行的故事，主要讲述在旅途中的所做所见所感（What you did/saw/felt）。并让学生利用肢体语言及表情将其所描述的画面表现出来并定格。让学生充分感知并理解小组共同创作的旅行故事。
其理论依据：Still Image符合具身认知理论。具身认知理论认为身体在认知过程中扮演了关键角色，人的认知是凭借身体的动作、感知及体验等具身结构与认知图式的内在关联而形成的。
Still Image
Step 1 Divide Ss into 4-5 groups of ten. Choose a leader for each group.
Step 2 Ss in groups improvise one or two sentences one by one to
make up a story about a trip. The leaders can write down the
stories.
Step 3 Each group polishes the story together.
Step 4 Ss in each group say their own sentences and end up with
related still images in class. （学生说出自己即兴创作的句子
并定格出相应的画面）
Step 5 The rest of Ss make assessments.
THANK YOU!

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