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英语时态复习课
一般过去时和过去进行时
英 语 时 态 复 习 课
一 般 过 去 时 和 过 去 进 行 时
Simple Past Tense and Past Progressive Tense
Let's tell a detective story！
栏目
Detective：Sherlock Holmes
福 尔 摩 斯
What was he doing
He was talking on the phone.
Mike
(an officer)
Yesterday morning, I got a phone call at home. It was from a stranger, he told me there was a thief(贼) who wanted to steal an important file(文件) in our office building. I was shocked and when I arrived at the office, I found a file was really lost. Please help me find the file. It’s really important to me.
8:00 a.m. last Sunday
Yesterday morning, I got a phone call at home. It was from a stranger, he told me there was a thief(贼) who wanted to steal an important file(文件) in our office building. I was shocked and when I arrived at the office, I found a file was really lost. Please help me find the file. It’s really important to me.
1. What was lost
An important file.
2. When did Mike get the phone call
3. What’s the main tense (时态) of the words Mike said
Yesterday morning.
(Last Saturday morning)
Meaning: We use simple past tense to talk about things in the past.
simple past tense
(一般过去时)
Although the police _______(work) day and night to help Mike find the file, Mike was still worried and sad all day. He_______(forget) to set the alarm clock, so he ______(wake) up late the next morning. He ____(run) to the bus stop but he still ______(miss) the bus. When he _____(is) waiting for the bus, it _______(begin) to rain heavily, and he forgot to take the umbrella.
Fill and think
worked
woke
ran
missed
was
began
forgot
Why did Mike experience so many bad things Was he just in bad luck
Because he was too worried to do things as usual.
Read the passage and fill in the blanks.
The policeman asked Mike what he did last Saturday morning.
What was Mike doing when he got the phone call
Let’s guess
He was playing the guitar.
Tense:
（时态）
past progressive tense
(过去进行时)
Mike was playing the guitar from 7:00 to 9:00 a.m.
Mike was playing the guitar at 8:00 a.m.
Past
Now
At 8:00 last Saturday morning
From 8:00 to 10:00 that morning
At this time last Saturday
Mary
Bob
Peter
The police found 3 suspects (嫌疑人) .
What were you doing at 8:00 last Saturday morning
—I was ... at that time.
Please help them answer the policeman’s questions.
Pair work
What were you doing from 8:00 to 10:00 that morning
—I was using the computer at that time.
What were you doing at this time last Saturday
—I was standing outside the building at that time.
What were you doing at 8:00 last Saturday morning
—I was cleaning the building at that time.
Bob
Identity: guard
Gender: male
Age: 40
Peter
Gender: male
Age: 30
Identity: officer
Mary
Identity: cleaner
Gender: female
Age: 35
at the time of
now
this morning
at eight yesterday
tomorrow night
at that moment
at nine this evening
from nine to ten last night
when&while clauses
Find out the adverbials of time (时间状语) can be used in past progressive tense.
Tip: 无明显时间状语时要分析语境判断时态。
Clue 1: When Bob was walking around the building, Peter came out of Mike’s office with a file.
Clue 2: Mary was looking for a file in Mike’s office while Peter was using the computer.
Think over the following two clues(线索),
only one of them is true.
When or While
Help the policeman make a report according to the chart.
Group work
Report
From their words, we know Mary went to ... last Saturday morning, and she was ... from 8:00 to 11:00 a.m.
...
We think ... stole the file when she/he...
Names Places Time & Activities
Mary office building 8:00-11:00 a.m. ：clean the building
Bob dinning hall office building 7:00 a.m. ：have breakfast
8:00-11:00 a.m. ：walk around
Peter park office ... 7:00 a.m. ：take exercise
8:00-11:00 a.m. ：use the computer
...
Student A
Student D：Reporter
Student C
Student B
Let’s have a bold guess: give this story an ending.
Without
bold(大胆的) guesses, no great discoveries can be made.
Ending:
The police checked the videos in this building and found that Peter left Mike’s office without a file in his hand. So clue 2 is true. Mary was the thief.
Give an ending
Mary
The videos(录像) in this building
Checklist Self-assessment Peer- assessment
Was the pronunciation good
Were the expressions clear
Did he/she use the two tenses correctly
Did he/she share the opinion in the end
OK good great
How to tell a story？
character
(人物)
setting(背景)
conflict
(冲突)
plot
(情节)
theme
(主题)
who
where
when
what
problems to deal with
main idea
What can we learn from this story
When we are in trouble, don’t be worried.
Think calmly, analyze reasonably(合理分析) and ask for help.
Level A:
Write down the main plots of this detective story, and write an ending for it.
Level B:
Write down the whole story with an ending and add more plots to make the story more interesting.
Homework
英语时态复习课
一般过去时和过去进行时
Thank you !
谢谢
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英语时态复习课
——一般过去时和过去进行时
教学设计
授课教师：
所在学校：
所授年级： 八年级
教材版本： 人教版
1.文本解读
本节课是基于一般过去时和过去进行时的一节时态复习课，主要围绕“侦探故事”这一话题展开，以“如何讲述并写作侦探故事”的任务为驱动，在语境中复习讲述故事常用的两种时态——一般过去时和过去进行时。
本节课创设的侦探故事情节: Mike是一名办公室职员，一天他接到陌生人来电，说有人要偷窃办公室一份十分重要的文件，等Mike赶到办公大楼后发现文件真的丢失了，于是报警。Mike因文件的丢失一度失落，进而造成生活中出现诸多不顺。警察对案件进行调查，发现三位嫌疑人Mary、Bob和Peter，并对三位嫌疑人进一步审问排查，以找到真正的嫌疑人。
学生在故事情节的层层推进下，在语境中复习一般过去时和过去进行时两个时态的语法结构和使用场景。学生需要根据案情提示对故事结局进行推断和猜测，思考从中得到的启示：认识到自己要以正确的态度与方法应对困难，保持积极向上的生活态度，培养自己的抗挫能力、理性处理问题的能力等，并引导学生使用分析、推断、评价、创造等多种策略解决问题。
2.学情分析
已有基础：
八年级的学生已学习了多个一般时态和进行时态，并在本学期的第五、六单元学习了如何运用一般过去时和过去进行时谈论过去的经历、事件和讲述故事，有一定的词汇积累。
存在问题：
学生还缺少在实际情境中灵活运用多个时态来描述和分析故事的能力，且对线索的逻辑推理上有一定困难。
解决措施：
本节课选择学生感兴趣的“侦探故事”这一话题，创设情境，帮助学生使用正确的时态进行问答和故事讲述，教师适时根据学生需要提供帮助，如引导学生关注语言表达，理清故事脉络和线索，从而对嫌疑人进行合理推断，并表达自己对故事的思考。
3.教学目标
通过本课的学习，学生能够：
获取该侦探故事的案件情节，理解一般过去时和过去进行时的意义和使用情境，能灵活运用两个时态描述故事情节。
根据给出的线索进行分析与判断，通过小组完成案件报告的活动提取、归纳并内化一般过去时和过去进行时在故事情境中的表达方式。
根据线索推断故事结局，概括讲述侦探故事的五要素，评价主人公的行为，总结应对困难的正确态度与方法。
4.教学重难点
重点：
灵活运用一般过去时和过去进行时描述并分析故事情节，认识到自己遇到困难时要积极应对，理性思考。
难点：
根据故事情节发展猜测故事结局，提升学生逻辑思考能力。
5.教学流程图
教学过程
教学目标 学习活动 效果评价
获取该侦探故事的案件情节，理解一般过去时和过去进行时的意义和使用情境，能灵活运用两个时态描述故事情节。 Activity 1 Students watch a video of the TV show Sherlock, make clear the task in this lesson: learn how to tell a detective story and write a detective story for school newspaper’s storytelling column. Activity 2 Listen and answer Look at the picture of a policeman and answer: Who is he What’s he doing Listen to know about the setting of this story and answer questions: Q1: What was lost Q2: When did Mike get the phone call Q3: What’s the main tense of the words Mike said. Review the meaning of simple past tense. Activity 3 Fill and think Fill in the blanks with the correct forms of the verbs. Think about the question: Why did Mike experience so many bad things What should you do when you have problems Activity 4 Guess and practice Look at a part of the picture and guess: What was Mike doing when he got the phone call Think about the usage of past progressive tense according to the time line. Look at the pictures of the three suspects’ actions and help them answer the policeman’s questions: Q1: What were you doing at 8:00 last Saturday morning Q2: What were you doing at this time last Saturday Q3: What were you doing from 8:00 to 10:00 that morning Find the adverbials of time can be used in past progressive tense. 观察学生回答问题的表现，根据学生的回答了解其获取信息的准确度及对时态的判断是否正确。 根据学生补全对话的完成程度，了解其对动词过去式的掌握情况，评价其对主人公经历不顺原因的分析能力。 根据学生猜图回答问题及看图表达人物动作的情况，了解其使用过去进行时进行表达的情况。并根据学生对过去进行时常用时间状语的判断情况，了解其对过去进行时时间状语的掌握程度。
设计意图：导入主题，创设情景，激发学生参与兴趣，使学生了解本节课的任务和背景知识；复习一般过去时的意义和用法，使学生进一步了解故事情节，对人物行为进行评价并做出自我反思，培养学生的批判性思维；复习过去进行时的意义、用法及常用时间状语，时间轴更清晰地帮助学生理解何时使用过去进行时，三位嫌疑人的出现推动情节进一步发展，再次调动起学生了解故事情节的积极性。（感知与注意，获取与梳理）
根据给出的线索进行分析与判断，通过小组完成案件报告的活动提取、归纳并内化一般过去时和过去进行时在故事情境中的表达方式。 Activity 5 Watch and think Students think over the two clues and make clear who may be the thief. Watch a video to know the differences between when and while clauses. Activity 6 Make a report Students work in groups of four, help the policeman make a report according to the three suspects’ confessions in the chart, make a prediction of the real thief. 观察学生对两条线索的分析判断是否正确，了解学生的逻辑分析能力。 观察学生小组讨论时是否能准确表达相关信息、报告完成的是否全面、具体，把握学生对重点语言表达的学习和内化情况。
设计意图：使学生根据线索进行分析与判断，在情境中感知when和while的使用区别，并在故事情节描述中练习一般过去时和过去进行时的应用，培养学生内化与运用的能力和交流合作能力。（描述与阐释、内化与运用）
根据线索推断故事结局，概括讲述侦探故事的五要素，评价主人公的行为，总结应对困难的正确态度与方法。 Activity 7 Give an ending Students guess the ending according to the hint and clues. Make self-assessment and peer-assessment. Activity 8 Learn to tell a story Use the mind map to sum up the five elements of this detective story, learn about how to tell and write a detective story. Think about what they can learn from this story. 观察学生在讨论和展示中能否正确进行表达并给出合理的故事结局猜测，根据需要给出必要指导和反馈。
设计意图：引导学生合理使用线索预测故事结局，总体梳理故事脉络，考察学生对该故事的理解程度，提升学生逻辑思考能力、分析、推断和创造能力，并发表个人观点，思考应对挫折的态度和处理问题的方式。（推理与论证、批判与评价、想象与创造）
Homework Level A: Write down the main plots of this detective story, and write an ending for it. Level B: Write down the whole story with an ending and add more plots to make the story more interesting.
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