资源简介

Unit 4 Adversity and Courage
Section B Learning about Language
Teaching plan
Subject：English Title：Discover useful structure: present perfect continuous tense
Period：1 class
Teaching objectives and core literacy：
Language ability：Understand and master the present perfect continuous tense
Learning ability：Enable to use the perfect continuous tense
Cultural awareness：Cultivate students' interest in learning grammar
Thinking quality：Promote students’ comparing the present perfect continuous tense and the present perfect tense
Teaching key points and difficulties
Teaching key points：Be able to use the present perfect continuous tense skillfully, and distinguish the present perfect continuous tense from the present perfect tense
Teaching difficulties：Cultivate students' interest in learning grammar
Teaching media：Multimedia, Blackboard, chalk
Teaching process：
一、Pre-class
1. Greeting
2. Leading-in
Students' activities: (1) students read the requirements of activity 1 and the sentences, understand the meaning of each sentence, and then find the appropriate adjectives from the reading text to fill in the blanks. The teacher checks the answers with the students. The students should read the complete sentences and then say the meaning of the sentences. (2) students browse the requirements and sentences of activity 2, understand the meaning of each sentence, and finish the activity independently. Then, the students check their answers with their peers, and use a table to sort out the differences between the two words in each question. The teacher asks several groups of students to present and report their results, and give feedback or supplement in time.
Teaching tips: if students have a high level of English, teachers can encourage students to consult the English-English dictionary. If the students have difficulty in presenting and reporting the results, the teacher should allow the students to explain in Chinese. (3) students will go through the requirements and the words listed in activity 3 to make sure they understand the meaning and parts of speech. The teacher checked the answers with the students. This passage is a general summary of the Reading and Thinking text. Teachers can also put it in the Reading section to help students grasp the text better.
While-class
Teacher's activities: (1) the teacher leads the students to observe the example sentence in activity 1 and pay attention to the predicate form“Have been dreaming of” in the attributive clause, then ask the students to find sentences with the same structure from the previous Reading and Thinking text. (2) the teacher asks the students to write the sentences they find on the blackboard and draw a line under the predicate section, leading the students to sum up the names of the forms and tenses of have been doing. (3) the teacher should add some sentences in the present perfect tense, compare them with the sentences written by the students, and guide the students to understand the difference between the present perfect tense and the present perfect continuous tense.
Question 1: Which tense is used to emphasise the continuation of the action
This is the adventure that I have been dreaming of.
This is the adventure that I have dreamt of.
Question 2: Which tense is used to talk about a finished action, and which is about an unfinished action
We have been managing to survive.
We have managed to survive.
Question 3: Which tense is used to emphasise the length of time
We have been struggling for days.
We have struggled for days.
The teacher focused on grammar:
The present perfect continuous tense
Structure：have/has+been+v-ing
it means that the movement starts from some time in the past, continues to the present, and may continue in the future, emphasizing the continuity of the movement.
I have been waiting for an hour, but she hasn't come yet.
我都等了一个小时了，但是她还没来。
Tom has been working hard since the new term began.
自新学期开始，汤姆一直在努力学习。
(2)From some time in the past to the present this period of time action repeated.
She has been phoning Jim every night for the past two weeks.
两星期以来，她每天晚上都给吉姆打电话。
You have been telling me not to be late all the way.
一路上你一直在告诉我不要迟到。
(3)Indicates that the action has just ended, and that the action will not normally continue, sometimes indicating the result.
I have been playing ping-pong all morning, so I'm sweating.
整个上午我一直在打乒乓球，所以我浑身是汗。
I've been painting the door, so my hands are very dirty.
我一直在给门刷油漆，所以我的手很脏。
Express a certain emotion.
You have been daydreaming but never make an effort. 你一直在做白日梦，但从不努力。（指责）
You have been lying to me. 你一直在对我说谎。（气愤）
The difference between the present perfect continuous tense and the present perfect tense
The present perfect tense emphasizes the effect or result of an action that has just been completed or a past action on the present; the present perfect tense emphasizes the continuity of the action.
I have thought it over. 我已经考虑过这件事了。
I have been thinking it over. 我一直在考虑这件事。
The present perfect progressive may indicate the repeatability of an action; the present perfect generally does not indicate the repeatability.
Have you been meeting him recently 你最近经常见他吗？
Have you met him recently 你最近见过他吗？
The present perfect is sometimes emotional; the present perfect is usually straightforward.
亨利工作有条不紊。
Henry has been doing his work orderly. (含表扬的意味）
Henry has done his work orderly. (描述事实）
Student Activities: (1) students complete activity 2 independently, then check their answers with their peers. Teachers may ask the following questions for students' consideration and discussion:
Did this action start from the past and last/repeat till now Is it likely that this action will continue in the future Is the speaker expressing strong emotion in this sentence Is the speaker trying to emphasise the action has lasted long
Share your sentences and check your answers with the students. The teacher can use the courseware or present the table below on the blackboard to guide the students to check whether the verbs used in the present perfect continuous tense have the characteristics of the table.
Sentence Started from the past and last/repeat till now Be likely to continue in the future Imply strong emotion Emphasise the action thatas lasted long
Sentence1 √ √ √ √
Sentence2 √ √ × √
Sentence3 √ √ × √
Sentence4 √ √ × √
Sentence5 √ × √ ×
（2）Students scan page 105 of the textbook for an introduction to the present perfect continuous tense. Teachers can provide more examples for students to analyze and understand to help them master the form, function and usage of this tense.For example：Due to the disaster, the local people have been living on the breadline for weeks. “I have been looking forward to your return for two years,” said the mother of a soldier. Gun sales have been shrinking after the prohibition of the use of weapons was declared.Teachers can also visualize the connotation of tenses through the number axis.
（3）Students scan the requirements and sentences in activity 3 and guess the new words from the context. Subsequently, the students in accordance with the rules summarized in the previous activities, independent completion of activity 3. Check the answers to activity 3. When checking the answers, the teacher should ask the students to explain the basis for using tenses. For questions 3 and 4, teachers can provide sentences in the present perfect continuous tense and other tenses for students to analyze.
三、After-class
Student activities: students in groups of four, according to the question prompt of activity 4, complete the interview task. Students can also create situations to interview familiar celebrities, outline interviews, and work with peers to complete role-playing.
Summary
The teacher summed up the grammar he had learned in class. The difference between the present perfect continuous tense and the present perfect tense the present perfect tense emphasizes the effect or result of an action that has just been completed or of a past action on the present; The present perfect continuous tense emphasizes the continuity of the action。
Assignment:
students are assigned to complete activity 2 on page 83 of the workbook after class in order to consolidate what they have learned in class and to understand the differences in the ideographic functions and usages of different tenses.

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