哈 138 中学 孙洪波

Hello, everyone! It’s my great pleasure to be here sharing my lesson “the present perfect tense” with you. The content of my lesson is to review the present perfect tense. I’ll be ready to begin this lesson from five parts. There is the analysis of the teaching material, the analysis of the students, the teaching methods, the teaching procedure, and blackboard design.

Analysis of the teaching material: 1. Status and function: The present perfect tense is very important in the New Junior English Curriculum Standards. It must be tested in the entrance examination. It’s necessary for the students to grasp the present perfect tense. 2.Teaching aims: Knowledge aims: Review the usages of the present perfect tense, let the students grasp the present perfect tense well.

Ability aims: Let the students grasp the usages of the present perfect tense. And do exercises correctly. Emotional aims: Let the students know the importance of English grammar. Try to build up the students’ confidence in themselves. Encourage the students to speak English bravely in public.

3. Teaching important points: Let the students understand the usages of the present perfect tense. Let the students use the present perfect tense correctly. 4. Teaching difficult points: Help the students use the present perfect tense with verbs to describe events happen at a particular point and to describe events that can continue over a period of time.

Analysis of the students: The students’ abilities is not the same, some students can use the present perfect tense very well, then they need some difficult exercises, but the others can’t understand the present perfect tense, then they need some easy exercises.

Teaching methods: The main task of education is to improve students’ interest and their confidence in learning language, help them develop good learning habits and form effective learning ways and cooperative spirit, so let the students discuss the present perfect tense in the group. According to the new standards, the students should be the center of the class and the teacher serves as a controller, organizer,

participant, or resource- provider. Let the students help each other in class to study better. Most of the usages will be summarized by the students themselves.

Learning methods: Let the students discuss the present perfect tense and solve questions together. The most importance is the creation of situation. The students can grasp the present perfect tense better.

The teaching procedure : There are five parts in the teaching procedure. First, introduce a book called Who Moved My Cheese. Second, look for the cheese. Third, find the cheese. Fourth, borrow and read the book called Who Moved My Cheese. Five, summarize the present perfect tense.

Step1:Introduce the book called Who Moved My Cheese. Grammar lesson is very boring. How to improve the students’ interest? The book called Who Moved My Cheese let the students think a question where the cheese is. It makes all the students take an active part in the activities in the lesson and become the center of the class.

Have you read the book yet?

What delicious cheese!

Where’s my cheese? I must find it.

Step2: Look for the cheese. A little mouse called Sniff is looking for a piece of lost cheese. It has looked for it many places, there is a house, a tree, a garden, and a school. But it hasn’t found it yet. In this part, the students need to review and grasp three structures of the present perfect tense, the assertive sentence, the negative sentence, the general sentence. The whole process is from easy to hard.

First, let the students read the sentences. Second, let the students fill the blanks. Third, let the students make the sentences according to the pictures.

Sniff has already looked for the cheese near the tree, but it hasn’t found it yet. Sniff has already entered the house, but it hasn’t found the cheese yet.

Sniff has already looked for the cheese in the school, but hasn’t found it yet. Sniff has already looked around the garden, but it hasn’t found it yet.

Sniff ___________ near the tree, but it ____ the cheese _____. Sniff ___________the house, but it ________ the cheese _____.

Sniff ___________ near the tree, but it ____ the cheese _____. Sniff has already entered the house, but it hasn’t found the cheese yet.

Sniff has already looked for the cheese near the tree, but it hasn’t found the cheese yet. Sniff has already entered the house, but it hasn’t found the cheese yet.

Sniff _______ in the school, but it _______ the cheese ___. Sniff _______ around the garden, but it ___ the cheese yet.

Sniff _______ in the school, but it _______ the cheese ___. Sniff has already looked around the garden, but it hasn’t found it yet.

Sniff has already looked for the cheese in the school, but hasn’t found it yet. Sniff has already looked around the garden, but it hasn’t found it yet.

Question: What has Sniff done yet? _________________________________.

Sniff has already looked for the cheese near the tree, but it hasn’t found it yet. Sniff has already entered the house, but it hasn’t found the cheese yet.

Sniff has already looked for the cheese in the school, but hasn’t found it yet. Sniff has already looked around the garden, but it hasn’t found it yet.

Then,Sniff enters the kitchen,and looks for the cheese.In this part, review the general question. A student asks and another one answers.

Sniff has entered the kitchen. Where’s my cheese?

______ Sniff _______ (find) the cheese in the ____? Yes, ____ ____. No, ____ ____. refrigerator, table, chair, cupboard, pot

The whole process is finished by the students. So they can grasp the basic structures better. If some students make mistakes, let the students correct each other. At the same time, let the students sum up the basic structures of the present perfect tense. So the students will remember them better.

Step3: Find the cheese. In this part, the students need to review and grasp the past participle. It will be a game. There is a box that the students will find 4 groups of the questions in it. And the students are divided into 4 teams and answer the questions. Every student must take part in answering the questions. The students need teamwork. The group that can answer fast and correctly will find the cheese.

The winner will find the cheese.

Which picture will you choose?

read ____ ____ work ____ ____ cut ____ ____ begin ____ ____ let ____ ____ put ____ ____ cost ____ ____ hit ____ ____ run ____ ____ hurt ____ ____ get ____ ____

read read read work worked worked cut cut cut begin began begun let let let cost cost cost hit hit hit run ran run hurt hurt hurt get got got

eat ___ ___ set ___ ___ bring ___ ___ give ___ ___ ride ___ ___ play ___ ___ see ___ ___ walk ___ ___ write ___ ___ fall ___ ___

eat ate eaten set set set bring brought brought give gave given ride rode ridden play played played see saw seen walk walked walked write wrote written fall fell fallen

have ____ ____ meet ____ ____ put ____ ____ hold ____ ____ fight ____ ____ climb ____ ____ sit ____ ____ win ____ ____ reach ____ ____ find ____ ____

have had had meet met met put put put hold held held fight fought fought climb climbed climbed sit sat sat win won won reach reached reached find fought fought

wear _____ _____ go _____ _____ forget _____ _____ protect _____ _____ rise _____ _____ freeze _____ _____ worry _____ _____ ask _____ _____ buy _____ _____ choose _____ _____

wear wore worn go went gone forget forgot forgotten protect protected protected rise rose risen freeze froze frozen worry worried worried ask asked asked buy bought bought choose chose chosen

The cheese is here.

Step4: Borrow and read the book called Who Moved My Cheese. In this part, the students need to review the temporal adverbial and easy continuity and non durative verbs. There will be substitution drills.

She ____already ____ the book to me. I____ already ______ the book. We ____ already ____ the book for six days. They ____ already ____the book since six days ago. ____ you ____ the book yet? (read) borrow keep lend

She has already lent the book to me. I already borrowed the book. We have already kept the book for six days. They have already kept the book since six days ago. Have you already read the book yet? (read) borrow keep lend

Mother: ____ your brother already _____yet? Mike : Yes, ____ ____. Mother : How long ____he ______ yet? Mike: He ____ already ______ for two hours. (be up/ get up) Mother: Where ____he ____? Mike: He ______ Harbin’ library. ____ you _____Harbin’ library? Mother: Yes, ___ ____. (have gone to/ have been to)

Mother: Has your brother already got up yet? Mike : Yes, he has. Mother : How long has he been up yet? Mike: He has already been up for two hours. (be up/ get up) Mother: Where has he gone? Mike: He has already gone to Harbin’ library. Have you been to Harbin’ library yet? Mother: Yes, I have. (have gone to/ have been to)

Mother: Why ____your brother _____the Library yet? Mike: He has to return the book called Who Moved My Cheese. He ____the book since last Friday. I _____some book recently, and I will return them. (borrow/ keep) Mother: It’ so early. ___ the library ____yet? Mike: Yes, ____ ____. It opens at 8:00a.m. It ___ already ______ for an hour. (open/ be open)

Mother: Why has your brother gone to the Library yet? Mike: He has to return the book called Who Moved My Cheese. He has kept the book since last Friday. I have borrowed some book recently, and I will return them. (borrow/ keep) Mother: It’ so early. Has the library opened yet? Mike: Yes, it has. It opens at 8:00a.m. It has already been open for an hour. (open/ be open)

Step5: In this part, let the students sum up the usages of the present perfect tense. There is the meaning of the present perfect tense, the structures of the present perfect tense, the past participle, the temporal adverbial and easy continuity and non durative verbs. The students can remember the present perfect tense better in this way. They are interested in the way that the students are the center of the class.

现在完成时 现在完成时表示的意义 过去分词的规则变化 现在完成时的时间状语 现在完成时的主要句型 瞬间动词和非延续性动词

pastnowfuture The present Perfect Tense 表示过去发生或已经发生的动作对现 在造成的结果或影响

现在完成时结构 肯定句： have/ has + done 否定句： haven’t/ hasn’t + done 一般疑问句 Have/ Has +sb. + done…? Yes, sb. + have/ has. No, sb. + haven’t/ hasn’t. Group work Sniff has found its cheese. Sniff’s friends haven’t found their cheese. Have they found their cheese? Yes, they have. No, they haven’t.

过去分词的规则变化： SituationMethodexample 一般情况在词尾直接加 " ed ” 以 " e ” 结尾的动词只在词尾加 " d ” 以 “ 辅音字母 + y ” 结尾的 动词 改 "y" 为 "i" ， 再加 " ed ” 重读闭音节结尾，末尾只 有一个辅音字母 先双写该辅音 字母，再加 " ed ”

现在分词的规则变化： SituationMethodexample 一般情况在词尾直接 加 " ed ” Work- worked 以 " e ” 结尾的动词只在词尾加 " d ” live -lived 以 “ 辅音字母 + y ” 结尾的动词改 "y" 为 "i" ， 再加 " ed ” Study- studied 重读闭音节结尾，末尾只有 一个辅音字母 先双写该辅 音字母，再 加 " ed ” Stop- stopped

Sniff has already found its cheese. Sniff hasn’t found its cheese yet. Has Sniff found its cheese yet? already 用在肯定句句中， yet 用在否定句和疑问 句句尾 常见的现在完成时时间状语： already, yet, so far, never ， ever, once, twice, many times, just ， before ， recently, these days, in/over/during/for the past/last two year, for a long time, up to now, till now 时间状语帮助你更好地判断现在完成时！ 现在完成时的时间状语

延续性动词和非延续性动词 Mike has borrowed some book. He has kept them for six days. borrow →keep buy →have end ／ finish →be over get up →be up, go (get) out →be out 只有延续性动词才能与一段时间连用。

We ____already____ the book from the library. We ____ the book from the library for six days. We ____ the book since. It ____ since we borrowed the book from the library. Six days ____ since we borrowed the book from the library. 实战演练 borrow, keep, pass

实战演练 1.We have already borrowed the book from the library. 2.We have kept the book from the library for six days. 3.We have kept the book since six days ago. 4.It has been six days since we borrowed the book from the library. 5.Six days has passed since we borrowed the book from the library.

Homework Please use the present perfect tense to make ten sentences to describe what Sniff has done.

Blackboard design 现在完成时 现在完成时的意 义 句子结构 过去分词 时间状语 瞬间动词和延续 性动词

Introspection after class First, the lesson is from easy to hard in order to let the students grasp the present perfect tense better. Second, create situation. A book called Who Moved My Cheese let the students think a mouse called Sniff is looking for his lost cheese. During the process, let the students review the basic structures of the present perfect tense, there is the assertive sentence, the negative sentence, and the general sentence.

Introspection after class Then let students review the past participle, the temporal adverbial and easy continuity and non durative verbs. There will be substitution drills. At last, I let the students sum up the present perfect tense. So I can know if the students have grasped the knowledge points better. In class, we’d better let the students become the center. It will not only improve their abilities, but also show more interest in studying.

Thank you!