我们的过去式初中作文

我们的过去式初中作文（精选16篇）

我们的过去式初中作文 第1篇

你忘记了我们的过去初中作文900字

几千年前，有人站在河岸边，大声的说：“逝者如斯夫，不舍昼夜。”今天，我站在时间的尾巴上，拼命地想要抓住曾经的岁月，可是它却站在时间的另一头，微笑着向我招手，渐渐远去，恍然间，我发现：其实，我的过去是不动的，只是我自己无奈地向前去，停不下来。

我总是习惯在闲适的时候，来到一片草地上，抬头仰望头顶长满云朵的天空。天是透明而忧伤的蓝，云是干净而圣洁的白，它们会带给人宁静和清新的感觉。

这时，我会将我的记忆打开，轻轻地翻阅，温习那些曾经在我生命出现过的人和事，想起那些小小的忧伤与感动。有时候，我觉得自己就象个敝帚自珍的小乞丐，喜欢在没人的时候细数那些只有自己才会珍惜的小事物。

在初中的时候，我有一个很要好的朋友――小鱼，小鱼是我给她起的外号。我从来都不直接叫她的名字，总是叫她小鱼。我们之间总是有着很好的默契。这一点，让其他的同学很是羡慕。可是，我们总是把我们自己称为“损友二人组”，因为我们总是互相传染坏习惯。

以前，小鱼是个“早起”的人，而我却一直是个“大懒虫”，每天总是踏着铃声进教室。自从她被我传染之后，也总是很“准时”的进教室，我们俩成了班上的“活闹钟”看到我们便知道5秒钟内会打铃。我们俩上课时总是在老师的眼皮底下大聊特聊，然后在下课时喟然叹曰：“真是对不起老师辛勤的劳动啊!”

我们总是说：“以后也要记着彼此，永远象现在一样。”可是，初中毕业之后，我们便分开地在不同的学校上高中，联系的`次数也越来越少。我们的友谊就好象一个布满裂痕的水晶杯，美丽而脆弱，轻轻地触摸，都会使它破裂。可是，我们谁也不说，依然小心翼翼地呵护着它。

上了高中之后，我感觉越来越孤单，象个迷路的小孩，站在十字入口，找不到前进的方向。学习与考试是我生活中仅剩的一部分。曾经有人说“学习是慢性的自杀，考试是反反复复的死。”说这话的人开开心心上大学去了，而我却仍然反反复复的死，反反复复的重生。麻木地走在繁华而又虚无的街道上，渐渐远离我身上原有的棱角，那些曾经闪闪亮亮的时光。

那天，我遇见了小鱼，我们没有说话，只是匆匆地擦肩而过。远来，曾经如此默契的两个人，竟可以象陌生人一样。物是人非，这是我当时脑中闪现的词语。我抬头看了看头顶苍凉的天空，一丝冰凉却划过脸颊，是一种叫做眼泪的东西

我们的过去式初中作文 第2篇

一、教学内容：

一般过去时的.构成及用法

二、教学目标：

1、知识目标：复习掌握一般过去时的各种句型，掌握规则和不规则动词的过去式。

功能：描述过去发生的事情

2、语言技能：听：能听懂辨别一般过去时描述的故事。

说：能够谈论自己过去的生活经历和感受。

读：能读懂描述过去的的文章，能查阅工具书为完成任务做准备。

写：能够写介绍自己和周围同学的生活经历的短文，用一般过去时编写小故事。

3、学习策略： 通过各种游戏，主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。

三、教学重难点：

教学重点：规则动词和不规则动词的一般过去式

一般过去时的各种句型

对过去的事情进行描述，

教学难点：用一般过去时编故事

四、媒体平台

多媒体课件及一般过去时的语音动画

五、教学设计

Step 1. Warm-up

Greet the class as usual , Introduce the teaching aims and the teaching ways.

Step 2. Enjoy the movie

a. Watch the movie carefully，Find out the answers to the questions

b. Watch it again, pay attention to the tense and the form of the verbs, try to retell the story

c. Review the rules of the regular verbs and some and some imregulars verbs

Step 3. Game---Snowball

a. give them an example:

A：TV

B: TV show

C: an interesting TV show

D: I watched an interesting TV show.

E: I watched an interesting TV show last night.

F: I watched an interesting TV show last night with my mother .

……

b. Groupwork.

Choose one word to do like the example, which group can finish first.

c. Read the sentence

Step 4. Practice

a. 中考连接

b. 多项选择，并说出其错误原因

Step 5. Story time

Take words ，make up a story.

要求：

1. 用上所有的动词

2. 用一般过去时

3. 尽可能用到一般过去时的各种句型

4. 语言准确，意思连贯

Step 6. Summary

Students read together.

Step 7. Assessment

Students write what they learned from this lesson ?

1.Words:

2. Sentences:

3. Grammar:

4. Others:

Step 8. Homework

我们的过去式初中作文 第3篇

关键词：学生参与,初中英语,语法课堂

一、学生参与中英语语法知识的呈现环节

教师需要充分发挥出学生课堂学习主体地位, 进一步引导学生可以自主地参与到课堂教学活动中。例如, 教师在讲解由译林教育出版社出版的牛津初中英语教材七年级下册Unit 5中动词的过去式这一语法知识点时, 可以这样引导学生:“Boys and girls, I played badminton with my friends last weekend, and we had a good time.”同时在黑板上呈现动词过去式play-played, 并让学生思考动词played是play的什么形式, 在学生了解了在一般过去时态中, 动词要用过去式的时候, 由此呈现出其他一些动词的过去, 如:look-looked, dance-danced, carry-carried..., 这样一来, 引导学生自己总结出动词过去式的基本构成法。

1. 一般情况下, 直接在动词词尾加-ed, 如:work-worked;play-played.

2. 以不发音的e结尾的动词, 词尾加-d, 如:live-lived, move-moved.

3. 以“辅音字母+y”结尾的动词, 把y改成i, 加-ed, 如:study-studied, try-tried.

4. 重读闭音节动词, 需要双写词尾字母, 再加-ed, 如:stop-stopped;shop-shopped.

“So now, please talk about what you did last weekend?”这时教师再激发学生发表自己的言论, 并运用动词的过去式这一语法知识进行英语造句。有的学生说:“I played computer games yesterday.”有的学生说:“I visited a zoo last year.”有的学生说:“I studied English last week.”等等。

除此之外, 教师还需要将学生的所表达的句子中的动词过去式呈现在黑板上, 为学生接下来的学习进行知识的总结。如果学生在进行描述过程中有一些语法错误时, 教师需要让班级中的其他同学帮忙进行纠正。

二、学生参与英语语法知识的讲解环节

教师需要合理地将班级中的学生进行分组, 以学习小组为单位, 对语法中的共同点进行知识的总结和整理。如果学习小组在研究过程中遇到困难, 教师需要指导各个学习小组之间展开知识的讨论, 直到探究出问题的答案为止。例如, 出示句子:“I played badminton with friends last weekend, and we had a good time.”提出动词have-had的过去式变化属于不规则变化, 类似的动词还有is/am-was, are-were, go-went, do-did等等, 同时在学生接下来的展示交流中提出更多的动词不规则变化, 指导学生:“Boys and girls, now, you should cooperate with your group members and have a conclusion on the past tense of verbs, including the verb formation and the related temporal adverbials.In addition, in this process, if you have some difficulties, you can ask other groups for help.”学生可以通过分析研究, 找出一般过去时句子中的存在的一些共同点, 并充分理解为什么在此句子中需要运用动词的过去式, 并加深自身对这一语法点的掌握程度。

三、学生参与英语语法教学的巩固环节

这一教学环节不仅是保证学生夯实自身语法知识基础的物质保障, 还进一步培养了学生自身的英语学习能力。为此, 英语教师必须要精心设计, 为学生创设各种各样的学习情景。为了可以使学生能够充分参与到课堂教学活动中, 教师需要充分激发出学生对于学习的兴趣, 经常性地鼓励班级中每一位学生。例如, 教师在教学初中英语教材中动词的过去式这一语法点时, 在语法知识进行巩固的教学环节, 教师需要将班级中的学生分为四人一个的学习小组, 四位学生需要运用动词的过去式形式, 分别描述自己经历过的一件令自己印象深刻的事情。教师需要等待学习小组描述完毕后, 随机抽查学习小组中的成员的学习成果, 要求学生运用转换人称的方式, 描述自己学习小组中其他成员心中最为难忘的事情。

综上所述, 教师需要在实际课堂教学的过程中, 不断发挥学生的学习主体地位, 在初中英语语法课堂教学中的多个环节, 进行积极的鼓励, 并引导学生积极地参与到课堂教学活动中, 进而全面激发学生的学习兴趣, 培养学生的综合英语学习能力, 调动学生的学习积极性, 最终实现高效的初中英语教学课堂。

参考文献

我们的过去式初中作文 第4篇

[关键词]微课程 初中英语 一般过去式 设计

[中图分类号]G633.41 [文献标识码]A [文章编号]16746058（2016）160056

目前，随着教育科学技术的不断发展，微课也受到了越来越多师生的欢迎。通过微课的引入，可以有效实现课堂的翻转。也就是说，在微课教学模式下，学生成为课堂上真正的主人，并且能使课前自学和课后复习更为高效，更有目的性。本文将以译林出版社出版的牛津初中英语中一般过去式的教学为例，探讨在微课程教学环境下的该语法点的高效教学设计。根据本文的研究，微课程环境下的初中英语一般过去式的教学主要可以分为如下几个环节：

第一， 利用微课设计一般过去式的预习环节

和传统的教学模式相比，微课教学模式的一个突出优点便是能帮助学生在课下进行自主学习，从而能够在正式的课堂学习之前发现自己所存在的问题，并有效提高课堂学习的针对性。另外，这样的学习模式还可以有效培养学生进行课前预习的良好的学习习惯，从而为学生的高效英语学习打下坚实的基础。因此，教师应该在实际的一般过去式的教学之前，先设计一个预习微课。具体来看，在该预习微课程中，教师可以设计如下教学环节：首先，教师可以通过图片与例句相结合的方法，带领学生对已经学习过的一般现在时的用法进行复习。比如，教师可以在微课中展示一个小姑娘每天七点在刷牙的图片，并引导学生们说出Mary brushes her teeth at 7 oclock every day. 然后，教师便可以在微课中这样提问：“In fact， Mary does not brush her teeth at 7 oclock every day. Instead， she just brushed her teeth at 7 last year. How could we express it？” 这样，便可以引导学生接触一般过去式这一新的时态。接着，教师便可以再给出一些用一般过去式写的句子，如I cleaned my classroom yesterday. I had a trip with my parents last summer. She took some photos in the park last Sunday.等等。在这个基础上，教师便可以要求学生仔细观察这些句子，找出这些句子中的共同点，并发现他们与以前所学习过的一般现在时的句子的差异。这样，便可以让学生首先对一般过去式这一新的时态进行初步的感知和认识，从而为课堂上正式的学习打下坚实的基础。同时，这一设计也符合新的初中英语课程标准的要求。

第二， 在课堂实际教学中利用微课实现课堂的翻转

在课堂上正式的一般过去式的教学过程中，教师可以有效利用微课教学的模式，并为他们播放提前设计好的课堂教学内容。这样，课堂上的主体不再是教师，课堂也不再是教师唱独角戏的地方，而成了学生进行思考，探讨，探究，与合作的舞台。也就是说，在课堂的实际教学中，教师可以利用微课实现课堂的翻转。具体来看，在这一环节的微课中，教师可以设计如下教学活动：首先，教师应该要求学生在课堂预习的基础上，自己归纳总结出一般现在时和一般过去式的区别。其次，教师还应该指导学生以小组为单位，共同讨论一般过去式中的动词变化有哪些规则等。然后，教师便可以在微课中为学生讲解一般过去式的句式结构，一般性的用法，特殊的用法以及相关的时间状语等。当然，在这一环节中，教师也可以这样指导学生：“Please work with your group members and probe into the usages of the present past tense.”

第三，在微课模式下进行语法知识点的强化和复习

根据本文的研究，微课程教学模式下初中英语一般过去式教学的第三个环节便是语法知识点的强化和复习环节。在这一环节中，教师应该以微课作为指导平台，为学生设计相应的练习活动或者实践运用活动，要求学生围绕一般过去式进行会话或者表演等。具体来看，教师可以设计如下教学活动。教师可以在微课中给学生展示一些相应的图片，并这样指导学生：“Boys and girls， please look at these pictures carefully and write the corresponding English sentences with the present past tense.” 总之，教师在设计这些课堂活动时，应该紧紧围绕着本节课的教学目标，并且所设计的活动应该具有层次性，符合先易后难的规律，才能真正起到复习巩固的效果。另外，在完成相关的练习之后，教师还应该设计一定的课堂检测题。通过课堂检测环节，便能明确地了解哪些内容已经掌握，哪些内容还需要加强，从而为接下来的学习提供有效的指导。

总之，语法学习是学生英语学习的重要基础，也是全面提高学生的英语综合能力的重要保证，必须放在基础的地位来抓。因此，在实际的初中英语语法教学过程中，教师应该不断拓展自己的教学思路，切不可一味地因循守旧，不知变通。反之，教师应该以当前的先进的教学模式为引领，并在充分分析学生的心理特点和学习情况的前提下，有效提高课堂的教学效率，激发学生的学习兴趣，规范课堂的教学行为，从而使每位学生都能成为课堂的主人，并能在新式的课堂中有所收获。

我的暑假英语作文过去式 第5篇

On a tree in the mountains, I saw a nest of birds. Suddenly, came a little boy, to use the slingshot to fight the birds. Dad hurriedly said: “I can not hurt the birds.” I quickly said: “The child is a friend, this is the teacher said. Your teacher did not tell you?” The children face a red, said: “I know , Then do not hit the birds ... ... ”

The children are gone. I asked my father: “Dad, the birds will not fly, then someone hurt it how to do?” Dad thought, did not say anything, took me home.

Back home, my father got a piece of wood, written in the above: “love bird” four words. I understand. We went back to the mountains, in the tree with a bird under the tree, plug the woods. A few walking grandfather, saw, said: “Yes, to love the birds. This little girl is really a good boy.” I heard my heart ... ...

过去的我们五年级作文 第6篇

前年的一天，也就是前年期末考试的前一天，我早早的起了床，捧起了那一本本课本。妈妈在家做了一杯豆浆，蒸了几个包子，要我先吃早餐在复习。

我我望着那热腾腾的早餐，不知为何没了胃口。摆手对妈妈说：“不吃了，没胃口。”妈妈看着我说：“吃了吧，吃饱才能好好复习。”我听了妈妈这番话，草草的吃了一会，又捧起了一本本课本。

“我们家张珂真懂事，明天肯定考第一名。”妈妈笑着对我说。“你烦不烦!”我对妈妈大喊。“你天天说年年说日日说，考得好就往你们脸上贴金，考不好就是我们的错!”“你还反了你!对你好你说对你不好!”

我哭着跑了出去，只留下妈妈一个人的身影。这才发现，外面下着毛毛雨。我望着我们家的`窗户，窗户上有大大小小的水珠。我踮起了脚，在窗户上画了一个哭脸。哭脸不一会儿就被雨雾覆盖，完全看不见了。我想起那时的执着1直不停地在窗户上画哭脸，现在自己都觉得好笑。

回忆、过去式作文 第7篇

回忆、过去式作文

。

现在，我怀捻着我们要站在太阳底下“猛晒”。

以前，我厌倦那件件不称心的衣服。

现在，我渴望再次穿上那件衣服。

以前，我看见那跑道我就晕。

现在，我一度渴望能再次站在那跑道上。

以前，我讨厌那严格而又严厉的老师及教练。

现在，我想念那张张傻笑而又童真的笑脸。

思念真的好可怕，

训练时，坐车时，辛苦时，过程中时，走场时，比赛时，获奖时，晕到时这些统统都浮在我脑海里，永不消磨。

那些所有关于我们这个队伍的，除了奖项，还有个最真的友谊!!!

将“以证书论人才”变成过去式 第8篇

时下, 很多人会不禁为“敲门砖”而苦恼:学历高不高, 证书多不多, 职称够不够……而这些直接影响到用人单位的录用选拔结果。人才选用标准, 不应该背着高学历、高职称和原工作经历的包袱, 最值得看重的是解决实际问题的能力和业绩。

在改革发展的新常态下, 人才无疑是最宝贵的财富。学历证书一票否决, 刻意设置好条条框框, 提前挖出“萝卜坑”, 这类现象严重制约了人才健康发展。笔者认为, 将“以证书论人才”变成过去式, 必须树立起正确的科学人才观。

俗话说, “有志不在年高, 成败不在身高。”科学人才观就是以“用”为本, 人用对了, 就是“金子”。才适其所、才尽其用, 是人才自我价值实现的重要标志;最大程度地体现对人才的价值承认, 是各项事业做大做强的基础。有学历有本事可以重用, 没学历有本事照样重用, 有多大才能就有多大舞台。通过加大对高层次人才、高技能人才等各类人才队伍的肯定与认同, 有助于增强其归属感与幸福感, 更能达到人岗相配的效果。

科学人才观的根本落脚点在于实践。实践出人才, 实干出业绩。人才只有不断实践, 才能不断增长才干、脱颖而出。我们身边有这样一群人, 他们或许学历不高, 或许没有职称, 但常年琢磨刻苦专研, 其技能精通度令人心悦诚服。生产一线中更是不乏拔尖人才, 自学成才。没人能想到, 自贡市富顺县农民陈炳金, 只有初中文化程度, 却自行实践, 一举荣获“国家科技进步二等奖”。所以, 要将实践作为精准评价、精准识别、精准培育人才的最根本、最实际、最有效的途径, 长期检验“德能勤绩廉”的真实表现, 加大对人才资源的开发力度, 形成千帆竞发、百舸争流的良好局面。

创新人才评价机制是科学人才观的重要内容, 是形成正确评价导向、激发创造活力的关键所在。评价机制是人才发挥作用的有效保障, 创新政策是改革人才选用导向的重要基础。人才发展, 离不开政策层面的保驾护航。好的政策, 有利于培养、吸引、用好人才;没有好的政策, 育才、聚才、用才就得不到保证。各级党委政府要抓好人才体制改革攻坚, 最大限度地释放人才的创新动力和创造活力, 有力推进人才队伍可持续发展。

春节英语作文过去式 第9篇

I like to wear new clothes for the Spring Festival. The Spring Festival can be couplets; The Spring Festival can pray for a peaceful and healthy family. During the Spring Festival, you can have a delicious reunion dinner. The Spring Festival can eat sweet rice cakes.

I like the Spring Festival because I can watch the Spring Festival gala. Spring Festival can give grandparents to grandma and grandpa, I wish grandma and grandpa happy New Year! The Spring Festival can also extend festive greetings to parents, elders, teachers and students. Spring Festival can go home; Children can pay a lot of red envelopes during the Spring Festival. Of course, I also collected a lot of hongbao, very happy!

I like the Spring Festival because you can visit the flower street, the street can be busy, the lights are colorful, the crowd is crowded, all the troubles are gone. I like Spring Festival because I can set fireworks and firecrackers in the countryside, so I feel the Chinese New Year is so traditional and lively and festive.

初一英语过去式作文 第10篇

In the morning,I visited my grandparents and had lunch together.

We had#39;t seen each other for a long time.

so I really missed them.

In the afternoon,I went out with my friends.

we had basketball games in the park.

初一英语过去式作文 第11篇

Jenny had a busy weekend.Last Saturday morning, she did her homework and practiced speaking English at home . She watched TV and played tennis on Saturday afternoon. That night, she went to the movies. On Sunday morning , she cleaned her room and went to the beach. . On Sunday afternoon, she visited her friends and went shopping .She had a party last night. What a busy but happy weekend she had!

我们的过去式初中作文 第12篇

在西班牙语基础教学阶段 (本科一年级教学) 中, 陈述式简单过去时动词变位的教学是本阶段的重难点之一。西班牙语的动词变位分为规则变位和不规则变位两种, 规则动词是根据一定的“规则”进行变位的, 并不是教学中的难点;不规则动词变位由于没有方法可以遵循, 因此一般被视为教学中的难点。

陈述式简单过去时表示过去曾经发生, 并且已经结束的动作, 句中经常有表示过去的时间副词ayer (昨天) , anoche (昨天晚上) , la semana pasada (上个星期) , el a觡o pasado (去年) 或时间从句。 (1) 如果一个句子表达的是过去的含义, 并且该动作已经结束, 那么在该句子中就应该使用陈述式简单过去时这个时态。

和其他时态一样, 陈述式简单过去时动词变位分为两类, 一类为规则动词变位, 另一个类为不规则动词变位。所谓规则动词变位即按照一定的规则进行动词变位。

1. 规则变位

所有规则变位的动词, 根据第一人称 (-ar) 、第二人称 (-er) 和第三人称 (-ir) 不同, 由动词词根加下列词尾构成。

例:trabajar (工作) :trabajé, trabajaste, trabajó, trabajamos, trabajasteis, trabajaron;

Apren (学习) :aprendí, aprendiste, aprendió, aprendimos, aprendisteis, aprendieron;

Vivir (居住) :viví, viviste, vivió, vivimos, vivisteis, vivieron。

2. 不规则变位

一般来说, 在不规则动词教学中经常采用的方法是要求学生背诵不规则动词所有人称的变位, 从而达到掌握的目的。但是, 由于西班牙语单词较多, 且不规则动词多为常用词, 因此采用背诵这样枯燥的方式很难达到教学要求, 并容易使学生失去学习的兴趣。因此, 在陈述式简单过去时不规则动词的教学中, 可以采用分类方法进行。

2.1 词根+规则词尾A类

在本组中陈述简单过去时不规则变位是由一个变化了的词根加固定词尾构成的 (2) 。

固定词尾为:-e, -iste, -o, -imos, -isteis, -ieron

例:estar (在) :estuve, estuviste, estuvo, estuvimos, estuvisteis, estuvieron.

poder (能够) :pude, pudiste, pudo, pudimos, pudisteis, pudieron.

对于这样的单词, 学生只需要记住该单词变化了的词根, 如estar的变化词根为“estuv”, poder的变化词根为“pud”。相对于背诵六个人称变位, 学生只需要记住变化了的词根再加上固定词尾, 这样就可以便于学生记忆和背诵。类似的单词有:haber (有) , hacer (做) , poner (放) , querer (想要) , saber (知道) , tener (有) , venir (来) 等。

2.2 词根+规则词尾B类

本组的动词变位和1.1中提到的动词变位一样, 只是在固定词尾的第三人称复数发生变化, 即当变化了的词根以“j”结尾时, 则固定词尾中的第三人称复数变位为“-eron”。conducir, traer和decir都属于此类。

例:conducir (驾驶) :conduje, condujiste, condujo, condujimos, condujisteis, condujeron;

traer (带来) :traje, trajiste, trajo, trajimos, trajisteis, trajeron;

decir (说) :dije, dijiste, dijo, dijimos, dijisteis, dijeron.

2.3 第三人称单复变化类

在陈述式现在时中有一些单词的变位属于元音变化的类型, 比如dormir, sentir, pedir.

例: (陈述式现在时) :dormir (睡觉) :duermo, duermes, duerme, dormimos, dormís, duermen.

sentir (觉得) :siento, sientes, siente, sentimos, sentís, sienten.

pedir (请求) :pido, pides, pide, pedimos, pedís, piden.

这些单词在陈述式现在时变位时除词尾外, 元音部分也发生了变化, 分别是“o”变成了“ue” (dormir) ;“e”变成了“ie” (sentir) ;“e”变成了“i” (pedir) 。这样的单词在陈述式简单过去时变位时, 其第三人称单复也发生元音变化。

例:dormir (睡觉) :dormí, dormiste, durmió, dormimos, dormisteis, durmieron.

sentir (感觉) :sentí, sentiste, sintió, sentimos, sentisteis, sintieron.

pedir (请求) :pedí, pediste, pidió, pedimos, pedisteis, pidieron.

值得注意的是, 并不是所有的在陈述式现在时变位时发生元音变化的动词在陈述式简单过去时变位的时候都发生第三人称单复时变化。我们将这样的单词归类是为了提醒学生注意, 此类在陈述式现在时发生元音变化的单词可能会在陈述式简单过去时第三人称单复变位发生变化。教师应在对此组类型讲解时做出提醒, 类似的单词还有:vestir (穿) , morir (死) 等。

2.4 书写变化类

本组中所有的单词实际是按照规则单词的规则进行变位的, 但是实际上却发生书写变化。

例:leer (阅读) :leí, leíste, leyó, leímos, leísteis, leyeron.

这个单词的变位形式是根据陈述式简单过去时规则变位的第二人称变位方法进行变位, 其读音与规则变位读音方法一样, 但是在书写上发生了字母变化, 并加标了重音符号。这是因为根据西班牙语读音规则, 一个强元音 (e) 和一个弱元音 (i) 放在一起时, 可以组成二重元音, 若此二重元音为重读音节, 则重读其中的强元音。如果在“leíste”这个单词中的“i”上不加重音符号的话, 则应重读元音“e”, 这就与规则变位中的重读音节相悖, 因此, 在“leíste”这个单词中在元音“i”上加重音符号。

“leyó”本来应该是“leío”, 根据西班牙语读音规则, 辅音“y”放在两个元音中间, 其发音和元音“i”相同, 因此“leyó”的发音和“leío”相同, 只是书写上发生变化。

在本组教学时应特别注意, 有些学生能够背诵出“leer”这类单词的陈述式简单过去时的变位, 但是在书写上经常发生错误, 这是因为学生们对于字母书写变化和增加重音符号不明确。

2.5 完全不规则类

陈述式简单过去时中还有部分不规则动词是完全不规则类型, 没有确定的规则可循, 对于此类单词, 需要学生加强背诵, 教师经常检查, 以达到掌握的目的。

例:ser/ir (是/去) :fui, fuiste, fue, fuimos, fuisteis, fueron;

dar (给) :di, diste, dio, dimos, disteis, dieron.

掌握西班牙语动词变位对西班牙语学习非常重要, 因为动词变位是理解一个西班牙语句子的关键, 如果不能掌握动词变位, 学生就完全无法理解单词的意思, 也无法进行句子和文章的学习。事实上, 在西班牙语字典 (这里指的是常规字典, 非动词变位专项书籍) 中只有对动词原形意思的解释, 而没有标明一个动词变位的原形是什么, 因此当学生遇到一个动词变位, 如果不知道其原形, 就无法知晓其含义。

如果在教学中只让学生通过背诵动词变位而达到掌握的目的, 那么很多学生都会因此而丧失学习兴趣。西班牙语基础教学阶段的常用西班牙语词汇达到5000个, 其中动词超过三分一, 如果对这超过1500个动词的100个动词变位进行背诵的话, 那么对于老师的教学和学生的学习就是无法完成的任务。

对于初级阶段学习西班牙语的学生, 要通过一定的方法使其在较短时间内掌握西班牙语动词变位, 使其能看懂一些简单的句子, 这样有利于培养学生阅读的兴趣, 从而达到西班牙语教学目标。因此, 教师在基础阶段动词变位的讲解中, 应尽量将一些相近的类型放在一起, 并结合之前学到的动词变位, 使学生在具有学习兴趣的前提下, 将以前学过的知识融会贯通起来, 从而真正掌握该语法点。

参考文献

[1]董燕生.现代西班牙语 (第一版) .北京:外语教学与研究出版社, 2001.

过生日英语作文过去式 第13篇

We hold a big party,here came so many funny things,we were talking loudly ,playing tricks on each other and had been playing some small games..

In the end , I cut birthdaycakes and distributed them to my friends while they singing the blessing songfor me.

我们的过去式初中作文 第14篇

太多曾信誓旦旦必将珍惜的情谊，败给时光的腐朽，败给自以为是的长久。

──题记

黑夜即将来临，偶然翻开记忆的画面，往事一幕幕地浮现在脑际，有快乐，有痛苦……

不经意间，我闯进了那段有喜有悲的回忆里。

相识

不知你是否还记得我们的初识：那年青葱年少的我们显得是那么地无知。那时的我们都是天真的孩子，表面上装得无所不知，其实就是懵懂无知。“嘿，我们做朋友好吗？”你从背后轻轻地拍了我的肩，呆呆的我很疑惑地望着你，不知这是怎么一回事，却还是答应了一声“哦。”你会心地对我甜甜一笑。

相知

和你做朋友的那段时间，我真的很快乐。是你教会了我怎么在别人伤心时安慰别人，因为你经常这样安慰我。是你告诉我：友情认真起来不亚于亲情，因为我们对彼此都好。

还记得：那天下着雨，你突然打电话告诉我，你跟你家人吵架了，现在无家可归了。于是我打着伞去找你，看见你躲在一家小卖部的门口，我只觉得你好可怜。没办法，只能带你回我家，一路上，我们躲在一把小伞下，两个人全身都湿透了，只好拿我的衣服给你换上。

晚上，你还“死皮赖脸”地说：“哇，真舒服，这个床就归我了，来，让一点位置给你。”

我站在原地，显得一脸无奈，“嘻嘻，网上都说睡过一张床的才是好闺蜜哦！”

一群乌鸦飞过头顶……

那晚，我们聊了很多，打打闹闹。渐渐地，我们都睡着了。不过，我很清楚地记得你问过我：“我在你心里的位置会被别人代替吗？你会离开我吗？三年后你还在不在？”我指了指我的心，信誓旦旦地说：“不会，永远不会！路有多长我就陪你走多远，无怨无悔。”

相离

时间飞逝，造化弄人。别说三年。一年就足以改变所有的一切。

换了种心态的我们不会再认为当初的那种天真的友情是现在的我们所需要的。所以，我们之间的距离越来越远，逐渐地，你的身边出现了许多我不认识的人，你对我的.态度变得不冷不淡。当我看见你身边的那些好朋友跟你玩得那么开心时，你会知道我会伤心吗？你还好吗？过得怎么样？长高了吗？变得胖了还是瘦了？头发长了还是短了？少了我的陪伴，你是否还习惯？现在陪伴着你的人，是否比我更好？你是否偶尔会想起我呢？天气冷了多穿点衣服，别生病了，别熬夜。没关系，虽然我们不如以前，但关心依旧，毕竟你是我情深似海的朋友。

十几岁的年龄，我们对这个世界认识也许都还很肤浅，以为友情的背叛就是莫大的哀伤。其实，生活本身比这些更残酷，这些只是你生命里微小的瑕疵。或许成长的意义，就在于我们都有自愈的能力吧。当时光逝去，我们轻轻回望，该发生的总要发生，该遗忘的总要遗忘。

曾经说过：“你的位置不会有人替代。”可是岁月的磨砺，让我们形同陌路。心灵深处的美好已不复存在，那儿，埋藏着我们难忘的过去。

好朋友的新朋友，麻烦你照顾好我曾经的好朋友。我会好好珍惜，珍惜没有你的未来时光。

我们的过去式初中作文 第15篇

发现满满都是我们的回忆

一个个幻影

从我身上穿过

在我身边绕过

在我身旁落座

有坐在一起聊天的

有一起吃东西的

有手挽手谈话的

有在一起偷偷讲坏话的

有安慰哭泣中的你

有好多的你和我

我们走遍了每一个角落

却终究失去了彼此

为何

我们的点滴

彼此的

都敌不过挑拨

我宁愿永不长大

只愿记忆中微笑的你

一直都在

记忆中的你

不知何时远去

我们终究变成我和你

不被信任的友情

终有一天会破碎

望它是梦

那我就不会痛彻心扉

梦一般的回忆

到底是谁

放开了对方

我和你

回不到过去

只愿你一切安好

老师从没教过我

有一种伤心

叫做撕心裂肺

有一种心情

叫做无奈被动

有一种分离

叫做在一起却回不到过去

当我们变成我和你

我们的过去式初中作文 第16篇

Previous studies have provided some empirical evidence supporting the Hypothesis,especially for the known combinations of perfective morphology with telic verbs and imperfective morphology with atelic verbs in the process of L2 learning.However,most of these studies were based on L1 backgrounds of Indo-European languages,such as English,Spanish and French,etc.There have been only a few studies that were conducted on Chinese learners of English.The research interest thus arises as to whether Chinese students from a drastically different L1 background will exhibit similar acquisitional patterns,as predicted by the Lexical Aspect Hypothesis.The present study will concentrate on one facet of the Hypothesis,i.e.the acquisition of Simple Past tense,and poses the following question:will Chinese learners of English follow the same developmental pattern of perfective morphology,i.e.Simple Pas morphemes,as proposed by the Lexical Aspect Hypothesis?

1 Research Background

English,among other languages,marks both tense,the loca-tion of an event relative to the time of speaking,and aspect,the in-ternal temporal constituency of one situation,in its temporal sys-tem.For example,the two sentences,Tom talks(present)and Tomtalked(past)show a difference in tense while Tom talked(simplepast)and Tom was talking(past progressive)show a contrast in as-pect,although both in the past tense.Vendler(1967)captured thisfacet of internal verbal features and classified them into four aspec-tual categories:states(no input of energy),activities(arbitrary be-ginning and end point-processes),accomplishments(durative andinherent end point)and achievements(inherent end point,butnon-durative).Andersen(1991)further distinguished these four as-pectual categories by three semantic features:punctual,which char-acterizes predicates as being instantaneous or as a single point;tel-ic,which marks predicates with endpoints;and dynamic,whichidentifies predicates that are non-stative.Ever since Anderson’sfirst application of the Vendlerian classification in1991,it has nowbecome an important theoretical framework for the acquisition of temporality in L2 study.The relationship between Vendlerian four aspectual categories and Andersen’s three semantic features can be illustrated in the table1.

We see that Verbs of states persist over time without change;verbs of activities are dynamic,involving a span of time without a specific endpoint;verbs of accomplishment are both telic and dynamic,for they have inherent duration,a goal or an endpoint;finally verbs of achievements are punctual,telic and dynamic,which capture the beginning or the end point of an action(Andersen,1991).As verbs of activity,accomplishment and achievement share a common semantic feature“dynamic”,which is not present in verbs of states,the predicate verbs are often distinguished between stative vs.non-stative or dynamic vs.non-dynamic.

Andersen(1991)proposed the following sequence of in the development of aspectual marker for L2 learners:the use of Imperfect spreads from stative verbs to non-stative verbs,and the use of Preterite spreads from punctual verbs(achievement)to non-punctual verbs(up to statives).His hypothesis can be summarized as follows(see also Andersen&Shirai,1996):

1)Learners first use(perfective)past marking on achievements and accomplishments,eventually extending use to activities and states.

2)In languages that encode the perfective/imperfective distinction,imperfective past appears later than perfective past,and imperfect past marking begins with states,extending next to activities,then to accomplishments,and finally to achievements.

3)In languages that have progressive aspect,progressive marking begins with activities,then extends to accomplishments and achievements.

4)Progressive markings are not incorrectly overextended to states.

In addition to Andersen,Bardovi Harlig investigated tutored learners from different L1 backgrounds(Japanese,Korean,Arabic,and Spanish)and found those students’use of Simple Past or Progressive morphology were influenced by the lexical aspect of predicate verbs.She therefore argued that telic verbs were“best case examples of past-tense carriers,state verbs showed high frequency of non-past uses and activity verbs were likely to have progressive uses.”(Bardovi-Harlig 1992,1998;Bardovi-Harlig&Bergstroèm 1996;Bardovi-Harlig&Reynolds 1995).Similar findings were obtained by Camps(2002),who posited that that preterite morphology was used more frequently in achievement,accomplishment,and activity predicates than state predicates and the use of imperfect morphology was in reverse order(i.e.states>activities>accomplishments>achievements).Although some studies appear to argue strongly for an acquisitional universal,others only stress the primacy of aspect in L2 acquisition without claiming any specific order for acquiring inflectiona morphemes.For example,Robison(1990:315)stressed that learners at the beginning stage use verbal morphology according to aspect(i.e.telic vs.atelic),not tense(i e.past vs.non-past)and there is a possibility that the application of pragmatic or lexical devices marking tense and aspect should be prior to the acquisition of inflectional morphology.

However,there are some discrepancies that suggest otherwise Weist et al(1984)argue that learners at the earliest stage only use tense morphology to encode aspect because of an undeveloped concept of time,not related to the aspectual categories.His data from Polish Children seemed to support the notion that past tense inflections are used deictically,independent of aspect.Wiberg(19961100)also noticed the frequent use of Past tense by beginning learners and proposed the“Unmarked Past Tense Hypothesis”as an alternative to the Lexical Aspect Hypothesis.According to him,Past tense is considered as a default marker for L2 learners whereas the Imperfect fulfills an ancillary role.The idea of a default Past tense marker in SLA can be traced to the field of theoretical linguistics,as Comrie(1976:121)argued that in the Past tense the Perfective aspect is the unmarked member of the dichotomy.

What is more,Shirai(2004)argued that input frequency learning environments,and L1 influence may also contribute to the acquisitional patterns.For example,although learners from different L1 backgrounds may pass through similar stages of development,as predicted by the Aspect Hypothesis,they also exhibit particular interlanguage behaviors between stages as a result of L1 influence(Shirai&Kurono1998).Yang et.al(2004),in their investigation of Chinese students’acquisition of tense and aspect,argue for a continuum rather than some clear-cut stages in the tense-aspect development,for Chinese learners have a tendency towards using pragmatic and lexical devices to indicate temporality and the shift to grammatical devices is very slow.

2 The Present Study

The present study,with a focus on Chinese learners of English,is an important test for the Lexical Aspect Hypothesis.Mandarin Chinese is basically a tenseless language and relies mainly on pragmatic devices(context clues,chronological order in narration etc.)to indicate temporal locations.But it has a very rich aspectua system with a number of aspect markers like the perfective markers了le,过guo and the imperfective markers在zai,这zhe.Bare verbs can be combined with aspect markers,resultatives,quantifiers,directional verbs or a locative PP,forming sme complex structure to indicate different ways of viewing an event.The question arises as to whether Chinese students with a unique L 1 background fit into the acquisitional patterns observed in the previous studies or there are other factors that speak otherwise.The answer to this question will be our primary concern.

The data in this study come from the Spoken and Written Eng-lish Corpus of Chinese Learners(SWECCL),constructed by Nan-jing University and the Foreign Language Teaching and Research Press,which has a corpus size of 2,000,000 words.SWECCL contains two sub corpora:the Spoken andWritten English Corpus of Chinese Learners(SECCL)and Written English Corpus of Chinese Learners(WEC-CL),each having 1,000,000 words.WECCL includescompositions from undergraduate students of Englishmajor from 9 different universities across China,topicsranging from argumentation,narration or expository writ-ings with a length of 200 to 800 words each.These com-positions are arranged according to the students’yearof study by the time when the data were collected.There are 3578 compositions,totaling 186,215 words,among which 3,059 are argumentation,529 are narra-tion and 90 are expository writings.The POS tagging software,CLAWS,has an attested 95.15%accuracy,which has facilitatedthe investigation of the lexical aspect and inflectional morphology.

From each stage of study(year 1 to year 4),I obtained 50 random compositions on the topic of narration,totaling 131,793 words.These narrative writings by Chinese students do not specifically focus on the past tense but are rendered in flexible contextual nature(e.g.historical present),which can not be construed as obligatory context(1)that fail to reflect students’lack of competence(Shirai2007)

The software Ant Conc was employed to search predicate verbs marked with Simple past tense.Concomitantly,all these predicate verbs retrieved were identified and classified according to their inherent aspectual semantics according to Vendlerian frameworkstates,activities,accomplishments and achievements.The categories,accomplishments and achievements,are also regrouped together as a single category,telic events.

The reliability of identifying and classifying aspectual catego-ries was maintained inter-rater reliability with the help of a secondrater,who is also a PhD student in the linguistic department.Thecategory of a verb should be agreed by both the author and the sec-ond rater.Some diagnostic tests that distinguish the aspectual cate-gories(Vendler 1967)were used as criteria for classifying lexicalaspects.For example,accomplishment and achievement verbs canbe used with in-phrases but not with for-phrases;and state verbscannot have a habitual interpretation.In addition,the context ofthe phrase or sentence in which the verb were used(both argu-ments and adjuncts)was considered for the adequate classification of verbal categories.For example,the verb sang inSimple past tense may appear He sang and He sanga song,which can both be displayed in AntConcconcordance lines.The first sang is considered asan activity verb and the second sang is viewed as anaccomplishment verb,due to the specific sententialcontext.The predicate verb be is not included inthis study because of its extremely high frequency,which may affect the outcome of corpus results.Fi-nally,all attempts at Simple Past uses were includ-ed regardless of target-like(e.g.finished,told,knew,wrote)or non-target like uses(e.g.telled,knowed,writted)and orthographic or phonetic mis-spellings(e.g.studyed,boath for bought)are also in-cluded.

3 Results

AntConc retrieved a total of 2,616 predicate verbs from 200Chinese students’narrative compositions.The distribution of stu-dents’use of Simple past tense from year 1 to year 4 according tothe aspectual categories is displayed in Table 2.

According to Table 2,we can see that:

1)The frequency of predicate verbs in Simple past tense in-creases with the students’year of study,the longer they studyEnglish,the more likely they are able to use Simple Past tense,which suggests a plausible relationship between the uses of SimplePast tense and learning experience.Researches investigating Chi-nese student’s English proficiency by testing their lexical densi-ty,sentence length,etc.have revealed that Chinese students’English competence does increase with the year of study,especial-ly between Year1,Year 2 and Year 3 but no big difference betweenYear 3 and Year 4(Wang et al 2002).Similarly,the Chi-squaretests show that there is no significant difference between the num-ber of Simple Past tense used in Year1 and Year 2(x 2=0.41,df=1,P<0.01))as well as between Year 3 and Year 4(x 2=6.22,df=1,P<0.01)but there is a significant difference between Year 2 andYear 3(x 2=21.17,df=1,p<0.01).It is therefore assumed thatthe students’proficiency level increases,partly because of morefrequent uses of Simple Past tense.Yet,this can be attributed ei-ther to a developed sense of lexical aspect or to an expanded vocab-ulary potential.

2)The number of predicate verbs in Simple Past tense is un-equally distributed across the four aspectual categories,irrespec-tive of the year of study(see Figure 1).Event verbs(2)(achievementand accomplishment verbs altogether)exhibit higher frequencyfrom Year 1 to Year 4,e.g.61.9%,67.6%,55.6%and 63.10%re-spectively;activity verbs remain relatively lower percentage of usesin the first two years but increase rapidly to around 30%in Year 3;state verbs remain the lowest(less than 15.7%)frequency fromyear 1 to year 4 and there is no significant development in Chinesestudent use of them for Simple Past tense.Overall share of predi-cate verbs in Simple past tense according to the four aspectual cate-gories can be described in the following ranking:accomplishments(32%)>achievements(30%)>activities(24.2%)>states(14%).

4 Discussion

According to the Hypothesis,“Learners first use(perfective)past marking on achievements and accomplishments,eventually extending use to activities and statives”,which has,to some extent,been confirmed by my corpus findings that the distribution of simple past forms is biased in favor of telics or events(accomplishments and achievements)and later(in third year),spreads to activity verbs,as the students’proficiency level increases every year.Besides,my findings also suggest that state verbs in Simple Past tense seem to be most avoided by Chinese learners compared with the other three aspectual categories and do not show any significant increase each year.

Although the initial findings are largely in accordance withthe Hypothesis,further investigation does reveal some questions:

Firstly,do the beginning learners use“a default Past tense marker”?Salaberry(1999)claims that the lowestlevel learners appear to be using a single marker ofPast tense across lexical aspectual classes:a defaultPast tense marker and perfective morphology doesnot exclusively emerge in achievement predicates butrather in all types of aspectual predicates.The argu-ment for a default Past tense marker seems contraryto the part of Aspect Hypothesis maintained by An-dersen and Shirai’s(1994)who believed,in the pro-cess of L2 learning,learners are likely to accept theprototypical combination of Perfective and Past.Mycorpus results,however,seem to be in favor of a de-fault Past tense marker that does not discriminate as-pectual contrasts at the beginning stage of Englishlearning.For example,Chi-square tests show that,in Year 1,there is no significant difference in the useof Simple past tense between state verbs and activityverbs(x 2=5.88,df=1,P<0.01)as well as no signifi-cant difference between achievement verbs and activ-ity verbs(x 2=1.44,df=1,P<0.01).Although the re-sult of Chi-square tests are unlikely to lend full sup-port to the argument of a default Past tense marker,itdoes suggest that Chinese students at the beginningstage of undergraduate study(Year 1)do not acquirea fully developed notion of lexical aspectual catego-ries in terms of the indiscrimination of states and ac-tivities or activities and achievements in the use ofSimple past.

Secondly,is the element punctual a more salient factor for Chinese learners than telicity?In other words,as far as the presen study is concerned,is there any significant difference between accomplishments and achievements in the use of Simple Past tense?My corpus results show that the overall distribution of Simple pas tense across the four aspectual categories is ranked as follows:accomplishments(32%)>achievements(30%)>activities(24.2%)>states(14%).The Chi-square tests show that,except in first year o study(185 acc.vs.134 ach.)(3),Chinese students exhibit no significant difference between accomplishments and achievements in the use of simple past,(4)which may suggest that the general telic quality(inherent endpoint)of a situation is more salient to learners than the element of punctual and learners were equally successful with accomplishments and achievements.However,according to Andersen’s aspectual marker development sequence that Preterite emerges in achievement predicates and later spreads to accomplishments,which indicates that the element punctual is salient to learners in Preterite acquisition by first relying on achievements.Evidence from Hasbún’s study(1995)appear to support this sequence by presenting a ranking of 51%of achievements,38%of accomplishments,29%of activities,and 19%of states in the use o Preterite during certain acquisitional stage.Nevertheless,Camps(2002)found that accomplishments were more used for Preterite than achievements in that learners in his study produced 154 accomplishment tokens in Preterite,compared to 64 achievement tokens.In my opinion,based on the current researches,it is not possible to claim any universal acquisitional order or pattern irrespective of the contexts(e.g.research design or L1 backgrounds),for empirical evidence do not universally recognize the predominance of accomplishments or achievement at certain stage of L2 acquisition but seems to favor learner-oriented pattern of different L1backgrounds.(c.f.Robinson 1990:315)

Thirdly,how to account for the increased use of activities by Chinese learners in Year 3?As we can see from Figure 1,activity verbs remain relatively lower percentage of uses in the first two years but increase rapidly to around 30%in Year 3,which has already been predicted by the aspect hypothesis.My additiona search of Progressive past in the same corpus reveals that Chinese students’use of Progressive past do not spread from states to activities as predicted–“imperfect past marking begins with statives,extending next to activities,then to accomplishments,and finally to achievements”,but concentrate on activities from the very beginning.Events and states remain less than 15%of uses during the four years’study(see Figure 2).

It is reasonable that the use of Progressive past is higher in activity verbs than in any other lexical aspectual categories because the meaning of’the Progressive“action in progress at the moment”is compatible with the inherent meaning of the lexical aspectual class(Andersen&Shirai 1994:148).But it is interesting to notice,in my corpus results,that the highest frequency of activity verbs used in Progressive past occur approximately at the same time(Year 3)when they are used in Simple past,as is illustrated in Figure 3.

The frequency of activity verbs in Progressive past increases steadily from Year 1 till Year 3,where 80%predicate verbs in Progressive past are these verbs.At the same stage of Year 3,activity verbs also reach the highest 31.3%in Simple past use.However there is a slight decrease of event verbs and state verbs by percentage in both Simple past and Progressive past.Wang et al.(2003conducted a corpus research on Chinese students’proficiency level and found that Chinese students in advanced stages increase the variety of vocabulary and decrease the use of high-frequency words in their writings(e.g.type/token ratio).But it would be interesting to know why Chinese students exhibit such a unique acquisitional pattern by focusing solely on the use of activities in Year 3 or whether the increase in activity verbs is due to Chinese students’increasing awareness of aspectual difference of certain verbs,e.g the same verb swam can be a accomplishment verb in swam across the river or an activity verb in swam in the river.If this is true,i can also be used as a strong test of the validity of the aspect hypothesis for L2 learners.However,further research incorporating factors not just the lexical aspect but learning environments,L 1 transfer,pragmatics,grounding(foreground vs.background)and discourse structure are all necessary in order to provide a better scenario for the aspect hypothesis.

5 Conclusion

The corpus study on Chinese students’use of Simple pas tense have provided a more complex picture of acquisition of perfective morphology than are predicted by the aspect hypothesis.On one hand,the results show that lexical aspect is an intervening factor that determines acquisition of Simple past tense;on the other hand,they also show that there is not necessary a clear-cut developmental paths in the acquisition of inflectional morphology.Therefore,the aspect hypothesis should not assume absolute terms(e.g achievements are inflected preceding accomplishments or vice versa)but a relative manner contingent on different contexts:grammatical and pragmatic.The present study on Chinese students’acquisition of past morphology in English has offered a testing ground that invites further research incorporating the multiple dimensions of past reference in L2 acquisition.

摘要：在以往的研究中,关于情状体假说的一些基本主张,特别动词完成形态和体特征的关系问题,已经得到一些实证。然而,基于对中国英语学习者口语和书面英语语料库(SWECCL)的调查发现中国学生对一般过去时态的使用呈现出一个更为复杂的局面:屈折形态的习得路径并不明晰,其过程还取决于具体情境的不同。