Unit 10 The past Tense 2
外研版新教材高一英语必修一unit2-writing
Turn to Page 23. We’ll tell a story about toad-in-the-hole together!!!
Picture 1.
1
1.When did the story happen?
pretty good, better than you expected
wicked
morally wrong and intending to hurt people; (informal)very good, fantastic
Is there a frog in your throat? Why don't you say anything?
while-writing:write the story about 100
words
1. Make an outline
while-writing
2.Write a draft of the story. Use the expressions to help you.
post-writing
tense:
the past tense
Task 2: Decide the structure
1.Beginning
setting
2. Deห้องสมุดไป่ตู้elopment conflict
起
承
3.Climax
tension
4. Ending
comment
转
合
Task 3: write down the key words
人教版九年级英语Unit 10 By the time I got outside, the bus had already left. SectionB说课稿
Unit 10 By the time I got outside, the bus had already left. SectionB说课稿1．Knowledge Objects（1）Target LanguageBy the time she got to class，the teacher had already started teaching．When she got to school，she realized she had left her backpack at home．When I got home，I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2．Ability Objects（1）Train the students' listening skill．（2）Train the students' writing skill with the target language．（3）Train the students' speaking skill．（4）Train the students to use the three forms of the verbs．3．Moral ObjectTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．Listening practice with the target language．2．Use the correct verb forms to fill in the blanks by listening．3．Make sentences using the Past Perfect Tense．4．The three forms of the verbs．Ⅲ．Teaching Difficult Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep Ⅰ Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．They may say like this：Tina had a bad morning．First of all she overslept．By the time she got up，her brother had already gotten in the shower．And by the time she went outside，the bus had already left．She had to run all the way to school．When she got to school，she realized she had left her backpack at home．All these made her look stressed out．After that，ask the whole class to work in pairs．telling the stroy and helping each other in turns．Remind them to use the correct verb forms．2．Ask students to check each other's homework in pairs，pointing out all the mistakes they might have made．3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ 2aThis activity provides guided listening practice using the target language．We have known Tina had a bad morning．But something worse happened to Tina later．Let's go to Activity 2a on page 69 and see what happened to Tina later in the morning．Read the instructions to the class．Be sure that all of them know what to do．Call the students' attention to the four pictures．Get them to guess the correct orderof the pictures first．The first one is given as a sample．Ask one or two children to tell their stories by describing the pictures according to their own order．Then，we will hear Tina talking about what happened to her after she got to school．We can see there is a small box in each picture．Please write a number from 1 to 4 in each box to show each picture's correct order．The first one has been given as a sample．Get the children to get ready to listen to Tina continue her story．Play the recording the first time，students only listen．Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．AnswersThe pictures should be numbered in this order：3 1 2 4TapescriptBoy：So then what did you do，Tina？Girl：Well，I ran home to get my backpack．But when I got home，I realized I had left my keys in the backpack．Boy：You're kidding!Girl ：So I ran back to school without my keys or my backpack．And by the time I got back to school，the bell had rung．Boy：Oh，no!Girl：And by the time I walked into class，the teacher had started teaching already．She asked for our homework，but of course I didn't have it．Step Ⅲ 2bThis activity gives students practice in understanding and writing the target language．Ask the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．This activity has two parts．First let's fill in the blanks with the correct verb forms．We can see some verbs in the brackets．They are the base forms of the given verbs．For example，get and got，Get is the base form of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer is given．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing，tell them to get ready to listen to the conversation and check their answers．I will play the recording again．Please check your answers and correct any mistakes you might have made while listening．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Answers1．got home 2．realized 3．had left 4．got 5．had rung 6．walked 7．had startedStep Ⅳ 2cThis activity gives students oral practice with the target language．Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs，Complete the ending．Make sure they are talking in English．Move around the classroom，offering language support if needed．After ten minutes，ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended．And let the whole class decide whose ending is the best．Tell each pair to write down their ending，or do it after class if time is not enough．Sample ending of the storyThe teacher looked at Tina and said，“Why are you late and where is your homework，Tina？”“I had a bad morning today．”Tina said sadly．“I'm sorry to hear that，but may I know what happened？”said the teacher．Then Tina told the teacher and the whole class her story．All her classmates laughed loudly after it．Some of them said，“Poor Tina!”Bob，one of Tina's classmates，stood up and said，“Well，Tina，I'd love to help you．Why not let me keep the keys for you？I would put your keys in my backpack．”Step Ⅴ Grammar FocusThis activity introduces the target language of this unit．Call students' attention to the sentences on the left．Ask four different students to read the foursentences and point out where had plus a past participle is used．Write the sentences on the blackboard．Draw a simple time line for each sentence to help students to understand the grammar focus．For example：Then get the students to look at the box．Teach students to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they can read．Write the verbs on the blackboard．Ask the students to make sentences correctly using each form of the verbs in the box．For example：I usually get up at 6：30．I got up at 5：30 yesterday．By the time I got up，my sister had already gotten in the shower．Tell the students when we talk about the first thing that happened．We use had plus a past participle （had gotten）and when we talk about the second thing that happened，we use the simple past tense （got up）．Ask some to read their sentences to the class．Ask the students to make their own lists of other verbs used in this unit．Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section．The lists have to include these verbs： leave，walk，start，oversleep，ring，be．Check the answers．Some sample sentences with the three verb forms1．I got up at 6：30 every day．I got up at 6：00 yesterday．By the time I got up，my sister had already gotten in the shower．2．We usually go to school at 7：30．We went to school at 8：30 yesterday．By the time we got to the classroom，the students had gone to the chemistry lab．3．My father leaves home at 8：30．He left home at 9：30 this morning．When my father went outside，the bus had left．4．The teacher often starts teaching at 9：00．The teacher started teaching at 8：30 the day before yesterday．When Tina got to class，the teacher had already started teaching．The three forms of the verbs used in this unit：leave left leftwalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was／were beenStep Ⅵ SummarySay，In this class，we've done much listening and writing practice with target language．We've also done some oral practice in pairs．And we've discussed the Grammar Focus of this unit．Step Ⅶ Homework1．Write down the ending of Tina's story．2．Make sentences using each form of the verbs below：leave，walk，start，oversleep，ring，be3．Review the Grammar Focus．Step Ⅷ Blackboard DesignUnit 10 By the time I got outside, the bus had already left. 复习课实录T: Good afternoon, class.Ss: Good afternoon, Miss li.T: Sit down , please.Ss: Thank you.T: Today we’ll revise Unit 10. Let’s read the title twice.The teacher shows the title on the computer. The students read the title twice.T: As usual, we can work in groups and tell your partners what other things you thought according to the main points in this unit.The students work in groups and discuss. The teacher walks around the classroom to offer some help.T: Let’s stop here. Look at the screen and we begin to check the main phases.The teacher show the main phases on the computer. The students look at the phases and speak in English. The first four answer together. Then ask some individuals to ask.1.闹响2.把…忘在…3.忘记做…4.成功做到5.等待某人做某事6.让某人搭便车7.用车接8.穿衣给某人穿衣9.出席10.成百上千的11.结婚12.和某人结婚13.激起14. 熬夜15.出故障16.经过T: Now let’s read the phrases together.The students read them twice.T: So much for phrases. Let’s revise the Grammar. What tense did we learn in this unit?Ss: 过去完成时T: Let’s revise something about it.1. 构成: had +V过分2. 过去完成时态的含义:主要是表示在过去某个时间,或是动作之前已经发生或完成的动作.也就是：过去的过去.过去完成时态的用法：1、表示过去的过去，通常由when或by引导的短语或者从句做时间状语或时间状语从句①By the end of last year, I had learned about one thousand English words. (时间提示）②When I got there, they had already left. (动作提示）2、常用在宾语从句中①He told me he had already finished his homework.②I realized he had fooled me again。
外研版新教材高一英语必修一unit2-writing
Writing based on pic图作文，并掌握故事类记叙文的基本要素和写作 方法；
2.养成良好的英语写作思维品质并通过写作练习进一步深 化对英语语言学习的跨文化理解；
3.以写作的形式分享与英语相关的奇闻趣事。
Task 1: Decide the person and tense Task 2: Decide the structure Task 3: Write down the key words
and sentence patterns
Task 1: person(人称) tense （时态）
person: the first person or the third person
tense:
the past tense
Task 2: Decide the structure
1.Beginning
setting
2. Development conflict
起
承
3.Climax
tension
4. Ending
comment
转
合
Task 3: write down the key words
the first floor
(British English) the floor of a building above the one at ground level; (American English) the floor of a building at ground level.
not bad
1.Jim said to me,“we’ll have toad-in-the-hole for dinner.” I felt surprised. ( 合并句子）
Unit 10Grammar(The_Simple_Past_Tense).
2.Tom and Jim were not (be not) in the school play in 2008.
过去的时间
3.Mary didn`t do (do not) his homework last Sunday.
过去的时间
4.We didn`t see (not see) Tony two hours ago.(两小时以前）
主语+didn`t+动词原形+…
3 .一般过去时一般 疑问句的结构：
1.Be动词的句子： Was +主语+…? Were
2.含情态动词的句子：
情态动词的过去式+ 主语+动词原形+…？
3.行为动词的句子： Did+主语+动词原形+…？
1.Be动词的句子： 疑问词+was +主语+…? were
2.含情态动词的句子：
d
3. t 和 d 后读 Id
动词原形 过去式
dance danced
t
practise practised
t
stop stopped
pt
study studied
I 4词“31个一.以 的2.在.一.，i以结辅个”元直重般先辅尾音元读音接辅在变音，是字音闭字+音后“字再母e字e音字面y母+d母的时母”e.节母加+d+加,，y先中y再+结结+末双e，d+尾dde尾尾为写d中的有这间动一个有
42..含I w情en态t to动m词y a的un句t`s子h：ome just now.
It wa主s s语un+n情y 态las动t S词un的da过y. 去式+B动e动词词原过形去+…式 HW3主B主.ee行e语动语cw主为o词eu语r动led过+ad词t行去ahn的o为式cme句动ew子lh词aes：nt的Sh过uenw去daasy式.fi+v行情e…y为态ea动动rs词词ol的d的. 过过去去式式+动词原形
新版PEP小学六年级英语下Unit2-复习(一般过去时)
What did she do?
She cooked a big meal.
What did he do?
He painted a picture.
Was the man at home yesterday?
No, he wasn’t . He was in the classroom.
Were they in the park?
What did the boy do after school yesterday ?
He played football.
What did he do after class yesterday?
He played basketball.
What did the man read?
He read newspapers.
Yes, they were.
Did the boy play basketball yesterday afternoon?
No, he didn’t . He played football.
Did the man cook breakfast this morning?
Yes, he did.
5. I ____(see) a film with Ann yesterday.
2. She _____ (be) at school this morning.
4. He _____ (do not) live in Guangzhou before 2000．
Exercise
1. _____(be) you busy yesterday afternoon?
Did she…?
Yes, she did.
六年级上册英语第二单元作文过去与将来时
六年级上册英语第二单元作文过去与将来时全文共6篇示例，供读者参考篇1Learning About the Past and Future TensesHey there! I'm a 6th grader and I just finished studying Unit 2 in my English textbook all about the past and future tenses. It was kind of tricky at first, but I think I've got a pretty good handle on it now after doing all the practice activities and exercises.In this unit, we learned how to talk and write about things that already happened using the past tense. We covered the past simple tense like "I played basketball yesterday" and the past continuous tense like "I was playing basketball when my mom called." It took some getting used to conjugating all the different verbs and remembering which ones were irregular.One of the hardest things was keeping the past tense straight when telling longer stories or sequences of events. Like if I wanted to say "First I went to the park, then I ate lunch, and after that I took a nap" - making sure I used went, ate, and took instead of accidentally slipping into the present tense. Practice made perfect though!We also spent some time on the present perfect tense, which was new for talking about experiences up until now. Things like "I have played basketball many times" or "I have never been to France." Present perfect was kind of confusing because the conjugations are different - you use have/has instead of just the verb. But it's useful for summarizing your life experiences so far.My favorite part was learning about the future tenses though! I can use "will" or "going to" to talk about my plans and predictions for the future. Like "I will practice basketball every day to make the team" or "I am going to be an astronaut when I grow up." The future continuous tense with "will be + verb+ing" is fun for imagining yourself in the middle of an action, like "This time next year, I will be learning algebra."It's just so exciting to be able to properly express my goals and dreams in English now! I really want to travel the world and learn lots of languages. I'm going to go to university and study linguistics or maybe international relations. My friends and I have big plans - we're going to start a band and go on tour, or make YouTube videos and get millions of subscribers. Who knows what the future will bring?Using the future tenses also helps me talk about what I think will happen, even if I'm not 100% certain. Like "I believe humanswill colonize Mars in my lifetime" or "Global warming will make summers even hotter in the coming decades." I can share my expectations and make predictions about the world, technology, and so on based on the evidence I've learned.Sometimes I wonder what my life will actually end up being like 10, 20, or 50 years from now. Will I really become an astronaut/rockstar/YouTube celebrity like I dream about today? Or will I have a completely different career that I can't even imagine right now? Where will I live and who will my friends be? It's both exciting and a little scary to not know exactly what the future holds.But wondering about the future just makes me more curious to study hard, work towards my goals, and make the most of every opportunity I get. Then one day I'll look back and say "When I was a kid, I never could have imagined I would..." and fill in the blank with whatever amazing life experiences are in store for me. Maybe I'll write a book about it all one day!In the meantime, I'm just really glad we learned these past and future tenses in English class. Being able to talk and write clearly about the past, present, and future makes me feel more confident expressing myself. I can share stories from mychildhood, discuss what's happening now, and set ambitious goals for the years ahead.Who knows, maybe one day if I become a famous author, excerpts from this very essay will be studied by English students around the world. They'll analyze how I used the past, present and future tenses to vividly describe my youthful thoughts and aspirations from the 6th grade. But I'm getting ahead of myself! For now, it's just an ordinary essay for my English homework. Though maybe it will turn out to be anything but ordinary...the future is wide open with possibilities!篇2My Journey Through the Past and Future TensesHey there! My name is Alex, and I'm a sixth-grader who loves learning English. One of the most exciting parts of my English class this year has been exploring the past and future tenses. It's like a time machine that lets me talk about things that have already happened or things that haven't happened yet!When we started learning about the past tense, I was a little confused at first. Why do we need a special way to talk about things that have already occurred? But then my teacherexplained that it helps us communicate more clearly and gives us a way to share stories and experiences from our lives.One of the first things we learned was how to use the regular past tense form for verbs. For example, "I walked to the park yesterday" or "She played soccer last weekend." It was pretty straightforward, but then we got to the irregular verbs, and things got a bit trickier. I had to memorize words like "went," "saw," and "did" instead of just adding "-ed" to the end of the verb.At first, it felt like a lot to remember, but my teacher had us practice with fun activities and games. We would take turns sharing little stories from our past using the correct verb forms. It was like we were all little storytellers, and the past tense was our magic wand!As I got more comfortable with the past tense, I started using it all the time. I would tell my parents about my day at school or share funny stories about things that happened with my friends. It was like I had unlocked a whole new way of communicating, and I felt like a grown-up being able to talk about the past so clearly.But just when I thought I had mastered the past tense, my teacher introduced us to the future tense. This was a whole newadventure! Now, instead of talking about things that had already happened, we were learning how to talk about things that were going to happen.At first, it seemed a bit confusing. How could we talk about things that hadn't even happened yet? But my teacher explained that the future tense allows us to make plans, predictions, and express our hopes and dreams for the future.We learned phrases like "I will go to the park tomorrow" or "She is going to play soccer this weekend." It was like we had a magical crystal ball that let us peer into the future and describe what was to come.One of my favorite activities was when we had to write short stories about our future selves. I wrote about how I was going to become a famous author and travel the world, writing books about all the amazing places I visited. It was so much fun to let my imagination run wild and use the future tense to bring my dreams to life.As the weeks went by, I became more and more comfortable with both the past and future tenses. I would switch between them effortlessly, sharing stories from my childhood one moment and then talking about my plans for the summer the next.It was like I had unlocked a secret code that allowed me to move freely through time, exploring both the past and the future with ease.Now, as I look back on my journey through the past and future tenses, I can't help but feel proud of how far I've come. What started as a confusing set of rules has now become a powerful tool that allows me to communicate in new and exciting ways.And who knows, maybe one day I'll write a book about my adventures in learning English, using the past tense to share my journey and the future tense to dream about all the places my love of language will take me next.For now, though, I'm just excited to keep exploring and mastering these incredible tenses. Because with the power of the past and future at my fingertips, the possibilities are endless!篇3The Past and Future Tenses - My Journey Through TimeHi there! My name is Alex, and I'm a 6th grader who loves learning English. Today, I want to share my experience with the past and future tenses, which we covered in the second unit ofour English textbook. It's been quite an adventure, let me tell you!First, let's talk about the past tense. This tense is all about describing things that happened before the present moment. At first, it felt a bit strange to me because in my native language, we don't have as many different verb forms for the past tense. But with practice, I started to get the hang of it.One of the first things we learned was the simple past tense. This is used for actions that happened and were completed in the past. For example, "I played soccer yesterday" or "She went to the park last week." It's pretty straightforward, right? But then we moved on to the past continuous tense, which describes actions that were happening over a period of time in the past. Like, "I was studying when my friend called me."That's when things started to get a little tricky for me. I had to remember when to use the simple past and when to use the past continuous. But my teacher gave us plenty of examples and exercises, and eventually, it all started to click.And then, there were the present perfect tenses! These are used to talk about experiences or actions that happened at some point in the past, but the exact time is not specified. For instance,"I have been to France" or "She has lived in this city for five years." Whew! That was a lot to take in at first.But you know what? Practice makes perfect! The more I used these tenses in class, in homework assignments, and even in conversations with my friends and family, the more comfortable I became with them.Now, let's talk about the future tense. This is where we get to time travel and imagine what's going to happen later on. How cool is that?We started with the simple future tense, which is used to talk about things that will happen or actions that will be completed in the future. Like, "I will go to the movies this weekend" or "She will graduate next year." Easy peasy, right?But then came the future continuous tense, which describes actions that will be happening over a period of time in the future. For example, "I will be studying for my test tomorrow evening." At first, I got a little confused about when to use the simple future and when to use the future continuous. But my teacher was super patient and gave us lots of examples to practice with.And let's not forget the future perfect tense! This one is used to talk about actions that will be completed before a specifictime in the future. Like, "By next month, I will have finished reading all the Harry Potter books." Whoa, that's some serious time-traveling going on there!Phew! It's been quite a journey, let me tell you. But you know what? I've really enjoyed learning about the past and future tenses. It's like being a time traveler, able to talk about events from different points in time. And the best part is, I can now communicate more clearly and accurately in English, whether I'm describing something that happened in the past, or making plans for the future.I'm sure there's still more to learn, but I feel confident that with practice and determination, I'll master these tenses and become a true time-traveling English language pro!So, that's my story about the past and future tenses. It's been a wild ride, but also a lot of fun. And who knows, maybe one day I'll write a science fiction novel entirely in the past and future tenses! For now, I'll just keep practicing and enjoying this incredible journey through time and language.Thanks for listening, and happy time-traveling, everyone!篇4My Journey Through the Past and Future TensesEnglish is such a cool language! There are so many different ways to talk about when things happened or will happen. At first, I found all the different tenses really confusing. But as I've learned more about them, I've come to appreciate how useful and powerful they can be for expressing ourselves clearly.Let me start by talking about the past tenses, since those are the ones I learned first in my English classes. The most basic past tense is the simple past, which we use for things that happened and were completed in the past. Like if I say "I went to the park yesterday" or "She played soccer last weekend." Easy enough, right?But then there's the past continuous tense, which describes actions that were happening over a period of time in the past. For example, "I was watching TV when my mom called" or "They were cleaning the house all morning." This tense really helps paint a picture of what was going on.And things get even more interesting with the present perfect tense, which connects the past to the present. You use it for things that happened in the past, but you don't specify exactly when. Like "I have been to France" or "She has worked atthe store for five years." It's a way of talking about past experiences that are still relevant now.Then there's the present perfect continuous, which is a doozy! This tense describes actions that started in the past and are still continuing in the present. "I have been learning English for three years" or "It has been raining since this morning." Whew, that's a mouthful!As if that wasn't enough, we also have to learn about all the different future tenses too! The simple future is probably the most straightforward. It's just using "will" to talk about things that haven't happened yet, but definitely will in the future. "I will go to the movies this weekend" or "She will start college next year."But then we've got the future continuous tense too. This one describes things that will be happening over a period of future time. "I will be taking a trip next summer" or "They will be moving to a new house next month." It gives more of a sense of the action being ongoing.My personal favorite tense is the future perfect tense, because I think it's so useful for showing that something will be completed before a certain point in the future. Like "I will have finished my homework by 8 PM" or "They will have savedenough money for a car by the end of the year." It's great for setting goals and deadlines!And wouldn't you know it, there's even a future perfect continuous tense as well! This beast of a tense is for describing actions that will have been going on for a while before a certain future time. "I will have been waiting for an hour when the movie starts" or "By next year, they will have been living in that house for 10 years." I'll be honest, this one really makes my brain hurt sometimes!As I've gone through all these different tenses, both past and future, a few things have really struck me. First of all, I'm in awe of how precisely we can describe the timing of events in English. There's such nuance in being able to communicate not just when something happened, but whether it was ongoing, completed, or connected to the present or future in some way.It's also made me appreciate how important verb tenses are for good storytelling and giving clear explanations. Just think about how boring and confusing it would be to describe everything with simple present tense verbs. "I go to the park. I see my friends there. We play for a while. Then I come home." See what I mean? Using tenses like the past continuous ("We were playing on the swings") or future perfect ("By the time I gethome, I will have been outside for three hours") allows us to construct much more vivid and coherent narratives.I have to admit, keeping all these tenses straight is still pretty tricky for me at times. I definitely mix up the present perfect continuous and future perfect continuous more often than I'd like! And I sometimes accidentally use the wrong tense without realizing it while I'm speaking quickly. But overall, I feel like the more I understand and practice each tense, the more natural it becomes.Looking ahead, I know my journey with English verb tenses is far from over. There are other tenses I haven't even learned yet, like the future perfect continuous progressive! (Seriously, that's an actual tense and it sounds crazy hard.) And even for the tenses I'm familiar with, I still have lots of room to improve my fluency in using them correctly and confidently in my speech and writing.But for now, I'm really proud of how far I've come. Going from barely knowing about past, present, and future, to being able to navigate all these nuanced tenses...it's been such a fun challenge! I'm sure English speakers who have grown up with these tenses take them for granted. But for me, as someone learning English as a second language, each new tense I masterfeels like a tiny victory. It's one more tool in my arsenal for expressing myself clearly and exploring the amazing versatility of this global language.If you're also a fellow English learner who has grappled with these crazy tenses, I feel your pain! Just keep studying, keep practicing, and keep an open mind to all the quirks and exceptions that seem to pop up. Because honestly, that's part of what makes English such a beautifully rich language in the first place. Imagine how boring it would be if everything followed rigid, simple rules all the time!So in a few years, when I'm a fluent English speaker who can easily switch between past, present, future, and every continuous and perfect tense form...well, I'll have to look back and be grateful for this journey of struggling, making mistakes, and slowly figuring things out. That struggle is what makes finally "getting it" so rewarding and empowering.Who knows, maybe I'll even master that terrifying future perfect continuous progressive by then! But for now, I've got to go work on my present perfect continuous homework. Because as I mentioned earlier, I have been learning English for three years, and I'm certainly not done yet. The adventure continues!篇5My Life: Past, Present, and FutureHey there! My name is Emily, and I'm a sixth-grader at Oakwood Elementary School. In our English class, we've been learning about the past and future tenses, and our teacher asked us to write an essay about our lives – where we've been, where we are now, and where we're going. So, let me take you on a journey through my life so far!The PastI was born on a sunny day in May, nine years ago. My parents always tell me that I was a happy baby, always smiling and giggling. I don't remember much from those early years, but I do have some fuzzy memories of playing with my favorite stuffed animal, a fluffy yellow duck named Quackers.When I was four, my little brother, Alex, was born. At first, I wasn't too thrilled about having to share my parents' attention, but as we grew older, Alex and I became the best of friends. We used to spend hours playing together, making up games and adventures in our backyard.One of my earliest memories is from when I was five years old. My family went on a trip to the beach, and I saw the ocean for the first time. I remember being amazed by the vastness of the water and the sound of the waves crashing against the shore.I built my first sandcastle that day, and I was so proud of it!As I grew older, I started school and made new friends. I loved learning new things and exploring different subjects. My favorite class was always art because I loved getting creative with colors and shapes.The PresentNow, at the age of nine, I'm in the sixth grade, and life is busier than ever. School takes up a lot of my time, but I still make sure to have fun and enjoy my childhood. I love hanging out with my friends, playing sports (I'm on the school's soccer team), and reading books (the Harry Potter series is my favorite).One of the things I'm most proud of is the progress I've made in my English classes. I used to struggle with grammar and vocabulary, but thanks to the help of my amazing teacher, Mrs. Jackson, I've improved a lot. I can now write essays like this one and express myself more clearly in English.The FutureAs I look ahead to the future, I'm filled with excitement and a little bit of nervousness. In a few years, I'll be starting middle school, which means new challenges and opportunities. I'm a little worried about the increased workload and the transition to a bigger school, but I'm also looking forward to meeting new people and exploring new subjects.One of my biggest dreams for the future is to become a writer. I love storytelling and creating worlds with my words. Maybe one day, I'll write a bestselling book or a hit movie script! Who knows, you might see my name on the big screen or in a bookstore someday.I also hope to travel more in the future. I've only been to a few places outside of my hometown, but I'd love to explore different countries and cultures. Imagine standing in front of the Eiffel Tower in Paris or exploring the ancient ruins of Rome! The world is such a big and fascinating place, and I can't wait to see more of it.One thing is for sure, though: no matter what the future holds, I'll always cherish the memories of my childhood and the lessons I've learned along the way. The past has shaped me into who I am today, and the present is preparing me for the adventures that lie ahead.So, there you have it – a glimpse into my life, from the past to the present and into the future. It's been quite a journey so far, and I can't wait to see what comes next!篇6My Journey Through the Past and Future TensesHi there! My name is Emily, and I'm a sixth-grader. In our English class, we've been learning about the past and future tenses, and let me tell you, it's been quite an adventure!Let's start with the past tense. At first, it seemed pretty straightforward – we use it to talk about things that happened before, right? But then, our teacher introduced us to the different types of past tenses, and that's when things got a little tricky.There's the simple past tense, which we use for completed actions in the past. For example, "I went to the park yesterday." Simple enough, right? But then we learned about the past continuous tense, which is used for actions that were ongoing in the past. Like, "I was playing soccer when it started to rain."And that's not all! We also learned about the present perfect tense, which links the past to the present. For instance, "I have studied hard for my test." Confusing, isn't it? But don't worry;with lots of practice and some helpful examples from our teacher, we slowly started to get the hang of it.Now, let's move on to the future tense. This one seemed even more daunting at first because, well, we can't really know what's going to happen in the future, can we? But our teacher explained that the future tense is used to talk about things that haven't happened yet, but will or might happen.There are a few different ways to express the future tense in English. One way is to use the simple future tense with "will" or "shall." Like, "I will go to the beach this summer." Another way is to use the present continuous tense with a future meaning, such as "I am going to the movies tonight."And then there's the future perfect tense, which talks about an action that will be completed by a certain time in the future. For example, "By the time you arrive, I will have finished my homework." Phew, that's a mouthful!At first, all these different tenses and rules seemed overwhelming. But with lots of practice and patience from our teacher, we slowly started to get the hang of it. We did exercises, played games, and even acted out little skits to help us understand when to use each tense.And you know what? It actually became kind of fun! I realized that learning these tenses wasn't just about memorizing rules – it was about being able to express ourselves more clearly and accurately in English. It was like unlocking a secret code that allowed us to talk about different times and situations with precision.As we move forward in our English studies, I know that understanding these tenses will be incredibly important. Being able to communicate effectively in the past, present, and future tenses will open up so many opportunities for us – whether we're writing stories, giving presentations, or just having conversations with people from around the world.So, even though it's been a bit of a rollercoaster ride, I'm grateful for everything I've learned about the past and future tenses. It's not just about memorizing rules – it's about unlocking a whole new world of communication and self-expression. And who knows, maybe one day I'll be the one teaching these tenses to a new generation of English learners!。
八年级上册英语第二单元笔记译林版
八年级上册英语第二单元笔记译林版全文共3篇示例，供读者参考篇1Unit 2: Our LivesIn this unit, we will learn about different aspects of our lives, including school life, daily routines, hobbies, and future plans. Let's take a closer look at the key points covered in this unit.1. School Life:- Vocabulary related to school subjects, such as English, Math, Science, History, and Geography.- Expressions to talk about school activities, like study for exams, do homework, take a test, and participate in clubs.- Phrases to describe feelings, such as I'm tired, I'm bored, I'm excited, and I'm nervous.2. Daily Routines:- Words to describe daily activities, like wake up, get dressed, brush teeth, eat breakfast, go to school, have lunch, do homework, and go to bed.- Verbs to talk about frequency, such as always, usually, often, sometimes, rarely, and never.- Adverbs of time, such as in the morning, in the afternoon, in the evening, at night, and on weekends.3. Hobbies:- Vocabulary for different hobbies, such as playing sports, watching movies, reading books, listening to music, and painting.- Phrases to talk about likes and dislikes, such as I love, I like, I enjoy, I don't mind, I hate, and I can't stand.- Expressions to describe hobbies in progress, like play a game, watch a film, read a book, listen to music, and draw a picture.4. Future Plans:- Words to talk about future intentions, such as want to, plan to, hope to, wish to, and dream of.- Phrases to discuss future goals, like study hard, get good grades, go to college, find a job, and travel the world.- Grammar structures for future tense, including will, going to, and present continuous.By studying this unit, you will be able to talk about your daily life, hobbies, school activities, and future aspirations in English. Practice using the vocabulary and expressions in context to improve your language skills. Remember to review the key points regularly to reinforce your understanding. Good luck!篇2Unit 2 Making PlansKey Words and Phrases1. recommend 推荐,介绍2. along the river 沿河3. pick...up 接某人4. suitable 合适的,适当的5. advise 建议6. reserve 预定,保留7. prefer 更喜欢8. tourist attraction 名胜9. affordable 便宜的10. tour guide 导游11. involve 包括,涉及Dialogue 1Sandy: Hi, Lisa. I want to go to Hong Kong this summer. Can you recommend a hotel for me?Lisa: Sure. How about the Harbour View Hotel? It's right along the river and the view is amazing.Sandy: Sounds great. Can you help me pick up the tickets?Lisa: No problem. When do you want to go?Sandy: I prefer to go in August. Can you advise me on the best time to book the tickets?Lisa: You should reserve the tickets at least two months in advance during the peak season.Sandy: Got it. Thanks for the information.Dialogue 2A: Excuse me, is there a tourist attraction nearby that you can recommend?B: Well, I suggest visiting the Great Wall. It's a must-see when you're in China.A: Sounds interesting. Is the tour guide service affordable?B: Yes, it's very affordable compared to other attractions. You should definitely check it out.A: Thanks for the advice. I'll make sure to involve that in my itinerary.Grammar Points1. The usage of prepositions: We walked along the river. She lives by the beach.2. The usage of phrasal verbs: Can you pick me up at the airport? I'll drop you off on my way home.3. The difference between recommend and advise: I recommend this book. She advised me to go to the doctor.Practice Exercises1. Put the following words in the correct order to make a sentence: tourist attraction / is / affordable / this / very2. Fill in the blanks with the appropriate prepositions: The restaurant is _____ the corner. We walked _____ the park.3. Choose the correct phrasal verb to complete the sentence: Can you _____ me up at the train station?4. Use recommend or advise to complete the sentences: She _____ a good hotel for me. He _____ me to take a break.Unit SummaryIn this unit, we learned how to make plans for travel. We discussed recommendations for hotels, transportation, and tourist attractions. We also practiced using prepositions and phrasal verbs correctly in sentences. Remember to reserve your tickets in advance and involve local tour guides for a better travel experience. Have a great trip!篇3Unit 2 My DayLesson 1In this lesson, we learned how to talk about our daily routines using different tenses and vocabulary related to daily activities. Here are the key points from the lesson:1. Vocabulary:- Wake up- Get up- Brush teeth- Have breakfast- Go to school- Have classes- Do homework- Have dinner- Go to bed2. Grammar:- Present simple tense: used to talk about regular activities- Present continuous tense: used to talk about actions happening now3. Examples:- I wake up at 7 o'clock every morning.- She is having breakfast right now.- We go to school by bus.Lesson 2In this lesson, we learned how to talk about our daily schedule using imperatives, adverbs of frequency, and time expressions. Here are the key points from the lesson:1. Vocabulary:- Always- Usually- Sometimes- Often- Seldom- Never- First- Then- Next- Finally2. Imperatives:- Brush your teeth before breakfast. - Don't forget to do your homework.3. Examples:- I always go to bed at 10 o'clock.- She seldom watches TV.Lesson 3This lesson focused on talking about past activities and events using the simple past tense. Here are the key points from the lesson:1. Vocabulary:- Yesterday- Last night- Last week- Last month- Last year2. Simple past tense:- Regular verbs: add -ed to form past tense (e.g. played, watched)- Irregular verbs: form past tense differently (e.g. ate, went)3. Examples:- I went to the park yesterday.- She watched a movie last night.Overall, this unit provided us with the tools to communicate effectively about our daily routines and past activities. By mastering the vocabulary, grammar, and expressions learned in this unit, we can confidently talk about our day-to-day lives in English.。
Unit_10_Where_did_you_go_on_vacation电子教案1
2. Review the difference between regular –ed past tense verbs (stay –stayed, visited).
Brain storm: let students speak out the vacation activities they know by using the past form of the verbs.
Step 4.Task two
My classmates’ vacation
Listen to the tape of Section B2a,ab.
step 5. Listening
This activity gives students practice in understanding the target language in spoken conversation．
The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain.
Where did they go on vacation? They went to New York.
人教版七年级英语《Unit.10.Where.did.you.go.on.vacation》教案
Unit 10 Where did you go onvacation?Topic: Holidays and vacationsFunctions: Talk about past eventsStructures:Past tense of regular and irregular verbswas / wereHow questionsTarget language: Where did you go on vacation?We went to New York City.Did you go to Central Park?Yes, I did.How was the weather?It was humid.Teaching StepsPeriod 1Good morning everyone! We have finished Unit 9. Today we are going to learn a new unit—Unit 10.Step 1: Lead inAsk and answera. Can you tell me what the title of Unit 10 is? Yes, it’s Where did you go on vacation? What do you think the unit is about?b. Yes. In this unit we are going to talk about past events.Step 2: Section A 1aIn Unit 9, we talked about the recent past activities and in this unit, we are going to continue talking about the past events.First, please open your books at Page 59 and look at activity 1a.1. Look and findLet’s look at activity 1a and find what the phrases mean.2. MatchYou know what the phrases mean. Please match them with the pictures.3. Check the answersHave you finished? Let’s check the answers one by one.Answers: 1. e 2. b 3. d 4. c 5. a 6. f 7. g4. Reada. Please read the phr ases after me. Stayed at home …b. Let’s read them together.c. Would you please read them one by one?Step 3: Section A 1b1. Listen and numberListen to the tape. And number the people from 1 to 5 in the picture. 2. Check the answersLet’s check the answers.Answers: 1. went to the mountains2. visited my uncle3. stayed at home4. went to New York City5. went to summer camp3. Reada. I would like you to read the conversations together.b. Would you please read them by yourselves three times?c. This time I would like you to read them twice with your partner.d. Who would like to read in class?Step 4: Section A 1cPairwork1. ReadWould you please read the conversation in 1c with your partner?2. Practicea. Would you please make conversations with your partner to talk about where the people went on vacation in activity 1a?b. Who would like to have a try in class?Step 5: Section A 2a1. ListenNow class, let’s move to activity 2a now. Please listen to the tape for the first time.2. MatchWhere did Nancy, Kevin and Julie go on vacation? Please match the person with the place when you listen to it for the second time.3. Check the answersHave you finished? Please check your answer with your partner and see whether your answers are the same. Let’s check them together.Answers: 1. c 2. a 3. bStep 6: Section A 2b1. Listen and checka. Listen to the conversation for the first time.b. Please check (√) “Yes, I did.” or “No, I didn’t.” for each question as you hear them talk.2. Check the answersHave you finished? Let’s check them.Answers: go to Central Park? Yes, I did.play volleyball? No, I didn’t.swim? Yes, I did.go to the movies? No, I didn’t.study for exams? Yes, I did.3. Reada. Let’s read the conversations together.b. I would like you to read them by yourselves.c. Who would like to have a try to read them in class?Step 7: Section A 2cGroupworka. Now class, let’s move to activity 2c.It’s a groupwork. Would you please role play conversations between Nancy, Kevin, and Julie?b. Who would like to have a try in class?c. Well done. Please pay attention to the past forms of the verbs in the phrases.Step 8: Grammar Focus1. ReadRead the sentences in the grammar box.2. Point out the notesSimple past tense Regular verbs Irregular verbsStep 9: SummarizeLet’s summarize what we learnt in this period.Step 10: Homework1. Copy the words in activity 1a and the sentences in the grammar box.2. Practice activity 2a and 2b.Period 2Step 1: Lead inWhat did we learn in Period 1? Who can tell us? Yes. We got to know how to talk about past events. Besides them, we learnt some regular verbs and some irregular verbs. Do you still remember how to say them? OK. Let’s review them first.Step 2: Revision1. Ask and answera. Would you please translate my Chinese into English? 拜访我的舅舅、参观博物馆……b. Please practice in pairs. Student A says in Chinese and student B translates it into English.2. DictationPlease take out your dictation exercise books and let’s have a dictation.Step 3: Section A 3a1. FillNow, let’s move to a new part of lessons. Would you please look at activity 3a on Page 61? Fill in the blanks with “was” or “were” in the c onversation.2. Check the answersI think all of you did well.Answer: 1. was 2. was 3. were 4. were 5. was 6. was 7. were 8. were3. Reada. Read the conversation with your partner.b. I would like you to read it together.c. Would you like to read it in class? Please have a try.4. Explainpretty good fantastic unfriendlyStep 4: Section A 3bPairworka. Just now, we learnt how to ask about the vacation. Now, I would like you to do a pairwork to ask and answer questions about the people’s vacations in 3b. Please follow the example in 3a.b. Who would like to have a try in class?Step 5: Section A 4Game—Vacation albumJust now, we talked about some people’s vacations. How about your vacations? Please make a photo album of vacations you enjoyed. Show the album to your classmates and talk about your vacations.Step 6: SummarizeLet’s summarize what we learnt in this period.Step 7: HomeworkCopy and try to recite the conversation in 3a.Period 3Step 1: Lead inGood morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in Section A? Yes. We learnt to talk about the weekend.Step 2: RevisionReviewa. I will show you some pictures and some information and please make conversations.b. Let’s have a dictation.Step 3: Section B 1a1. Looka. In Section A, we talked about the vacations with some description words. In Section B, we are going to learn more description words.b. Open your books at Page 62. Would you please look at activity 1a?c. Look at the words and the pictures.2. MatchPlease match the words with the pictures.3. Check the answersHave you finished, everyone? Let’s check them together.Answers: 1. f 2. a 3. d 4. e 5. b 6. cStep 4: Section B 1b1. WriteLet’s move to activity 1b. Do you think the words in 1a are happy words or unhappy words? Write happy words on the left and write unhappy words on the right.2. Check the answersCheck the answers with your friends.Answers:Happy words: delicious, cheap, not crowdedUnhappy words: awful, expensive, crowdedStep 5: Section B 2a1. Listen and answera. Let’s move to activity 2a now. It is a listening exercise. For the first time, I would like you to listen only.b. Now, for the second time, please listen to it again and answer the questions in activity 2a.2. Check the answersI think most of you have finished it. Let’s check them together.Answers: 1. She went to Tokyo.2. Yes, she did.Step 6: Section B 2b1. ListenListen to the conversation for the first time.2. Listen and filla. Listen to the conversation again and fill in the chart.b. Listen to the conversation again and check them by yourselves.3. Check the answersLet’s check the answers together.Answers: vacation: greatmuseums: interesting, crowdedstores: expensivepeople: friendlyfood: delicious4. Read the tapescripta. Let’s read the tapescript together.b. Would you please read the tapescript in pairs?c. Please translate the conversation into Chinese in pairs.d. Who would like to read in class?Step 7: Section B 2cPairworkRole play. Student A is Vera’s friend. Student B is Vera. Talk about Vera’s vacation. Use the information in the chart above. Student A begins questions with these words: Where did …? What did …? Did you …? How was …? How were …?Step 8: SummarizeLet’s summarize what we learnt in this period.Step 9: HomeworkPractice activity 2a and 2b in Section B.Period 4Step 1: Lead inWe have finished the most part of Unit 10. And in this period, we will continue to finish Section B. But before that, I would like you to review what we learnt before.Step 2: Revisions1. Make a speechCan you make a speech according to the chart to tell us your vacation?2. DictationLet’s have a dictation.Step 3: Section B 3a1. Reada. Let’s go into activity 3a on Page 63. There is a diary from Bob.b. Please read it by yourselves. If you have any questions, please ask me.c. I would like you to read it together.2. Circle and underlinePlease circle the good things about his vacation and underline the bad things.3. Check the answersI think most of you have finished. Please check your answers with your partner.Answers:Circled items: the weather (great)the beach (beautiful)playing in the water (fun)helping the little boy find his father (happy)playing tennis (really fun)eating Sichuan food (delicious)Underlined items: shops were too crowded (didn’t really enjoy them)museum (kind of boring)no money for taxi / walking back to hotel (tired)4. ExplainLet me explain some key words and phrases to you.all day have a fun doing sth. be crowded kind of find sb. doing sth. be lost help sb do sth. make sb. do sth. walk back to decide to do sth. all morning for dinnerStep 4: Section B 3b1. WriteImagine you are an American student on vacation in Beijing. Would you please write a travel diary according to the pictures given below?2. Reada. Please read your diary to your partner.b. Who would like to have a try to read it in class?Step 5: Section B 4GroupworkImagine you are all foreigners on vacation in China. You meet each other at the airport on your way home. Talk about what you did on your vacation.Step 6: SummarizeLet’s summarize what we did in this period.Step 7: HomeworkTry to recite the article in 3a.Period 5Step 1: Lead inWe have spent four periods on Unit 10. This is the last period of Unit 10. In this period, we will do some exercises and make sure you learn this unit well.Step 2: Self-check-11. Check the words and the phrases you knowOpen your books and look at Self-check-1. If you know the words and the phrases well, please check them.2. ReadI would like all of you to read the words and the phrases together.Step 3: Self-check-21. Do you have any other words you don’t know? Please write them in your exercise books.2. Please ask your friends for help.3. Looking up the dictionary is also a good way to study English. I hope you can get more from dictionaries.Step 4: Self-check-31. CompleteLet’s move to Self-check-3 now. First, I would like you to complete the form below.2. Make a surveya. Make questions about vacations. Write some questions about vacations.b. I would like you to ask your partner the questions you write and write down their answers.c. Discuss the best place for a vacation with your classmates.3. WriteWrite a report on student s’ vacations.Step 5: SummarizeLet’s summarize what we did in this period.Step 6: Homework1. Do the exercises on the Students’ Book and the textbook.2. Review Unit 10.3. Watch the pictures in Just for fun on Page 64.这份文件是人教版七年级英语《Unit 10 Where did you go on vacation?》的教案，主要涵盖了五个教学周期（Period）的内容，每个周期都详细规划了教学目标、教学活动、教学方法以及课后作业。
unit 10 where did you go on vacation 教案(人教新目标七年级) (6)
Unit 10 Where did you go on Vacation?单元教材分析：本课包括三部分：Section A, Section B和Self-check.主题: Where did you go on vacations.语言功能: Talk about Past events.运用一般过去时态谈论过去发生的事情。
例如：Where did you go on Vacation?。
语言结构: Past tense to like Yes/No questions and short answersAffirmative and negative statementsgo 的一般过去时，疑问句及肯、否定回答；肯定句和否定句以及在特殊疑问句中的用法语言目标:主要语法Where did you go on vacation?I went to the mountains.Main vocabulary（词汇）:Central Park, exam, were, rainy, delicious,, expensive, Inexpensive, crowded, felt, corner, walk, questionnaire, discuss, sex根据需要可以分为四课时来讲。
第一课时：I.教材分析：这是本单元的第一部分，生词比较多，所涉及的是动词的一般过去时态，包括动词过去式的规则变化和不规则变化，但由于主要功能句子主要是谈论过去怎么过的假日，学生都有自己的不同经历，所以学生学习时会有兴趣去接受。
Language topic: Where did she go on vacation?She went to the mountains.Language strategies: Talk about the past eventsMain vocabulary: Central Park, exam, were, rainy, elicious,, expensive, Inexpensive, crowded, stayed at home, went to New York City.II.语言结构: like的一般现在时的一般疑问句及回答。
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仿照例子改写下列句子： Model: I am happy today. I was happy yesterday.
1.She is at home today. _____________________ 2.He is at the zoo today. ______________________ 3.They are bored today. ______________________ 4.I am at school today. ______________________
Janet
No , she wasn’t . She was in the restaurant .
Ben Was Ben in the library ? No , he wasn’t . He was at the zoo .
?
√
the children Were the children at the market ? No , they weren’t . They were at school .
√
×
I
√
I wasn’t in the library . I was at the zoo .
×
you
√
You weren’t at the market . You were at school .
√ ?? Was Janet at home
Janet
Yes , she was .
? at home ?√ Was Janet
Was Miss White in the classroom yesterday?
Yes, she was.
Was Ben at the restaurant yesterday afternoon? No, he wasn’t. He was in the library.
Was Mr Webb in the zoo yesterday morning? No, he wasn’t. He was in the restaurant.
Janet at home yesterday evening
Janet was at home yesterday evening .
the children at the zoo yesterday morning
The children were at the zoo yesterday morning .
1.am、is 、are 用于 一般现在时 _________
的句子中。 was、were 用于 一般过去时 ___________ 的句子中。 was 2. am、is 的过去式是 ______, were are 的过去式是 _____ 。
单数 3.was是用在_____ ，
复数 were是用在_____ 。
Was Janet at home last night? Yes, she was.JanetMr Wbb√Mike
√ ×
Ben
Miss White
√
×
×
Sally
I in the library last morning
I was in the library last morning .
you in the restaurant last night
You were in the restaurant last night .
×
Janet
Janet wasn’t at home. Janet was in the restaurant.
?
√
Janet
Mr Webb
Miss White
Mike Ben Sally
Was Sally at home last night? No, she wasn’t. She was at market.
Was Mike in the park yesterday?
No, he wasn’t. He was at the zoo.