英語(yǔ)人教版八年級(jí)下冊(cè)the present ferfect tense.doc

Grammar Teaching: the Present Perfect TenseNFLS 初中英語(yǔ)組 曾曉Teacher: Zeng Xiao Place: Nanchang Foreign Language SchoolStudents: from Nanchang Foreign Language School, Junior Two, Class FourTime: 45 minutes Part 1 Analysis of the topic: Grammar is really important in language learning. The Present Perfect Tense is a really important part of grammar learning for students in Junior high school. It enables students to talk about recent events and experiences. Part 2 Analysis of the Ss Students have already learnt some basic knowledge about the Present Perfect Tense, either from after-schools or self-learning. Furthermore, the teacher (I) gave a brief introduction about it during the last period. However, some students are still confused. Part 3 Teaching Goals and Important and difficult PointsA. Teaching Goals1. Knowledge goal: To enable students to have a systematic understanding of the Present Perfect tense. 2. Ability goal: To make the Ss be able to talk about recent events and experiences.3. Moral goal: To help students better understand the influence of the past and realize the importance of taking action.BKey teaching points and difficult points1. The definition of The Present Perfect Tense2. The structures of The Present Perfect Tense3. The forms of past participles of verbs4. The temporal adverbials used in The Present Perfect TensePart 4. Mainly Teaching Methods and AidsTask-based Language Teaching; Situational Teaching ApproachMulti-media aid, including music, pictures and PPT.Part 5. Teaching proceduresStepsTeachers activitiesStudents activitiesPurposesStep1. Lead-in(5minutes)1. Share a song “ Have You ever”2. Ask students to fill in the blanks1. listen and enjoy at the first play2. Do dictation at the second play3. Check and enjoy at the third playTo introduce the topic,To arouse students interest in learning the new topic.Step2. Task1 (3minutes)1. Demonstrate the definition of the present perfect tense by sharing two sample sentences. 2. Create a situation (opening the door) to make students understand more clearly.1. Listen and think.2. Follow the teachers order. For example, “Open the door, please.” To make students know when to use the tense. (we use the past participle tense to talk about things happened in the past, but are connected to the present.)Step3. Task 21. Ask students to predict the main idea of the passage. (encourage students to use “conjectures” to answer the questions. For example: I guess, maybe., perhaps, it is likely that.)2. Give students scanning task: find out how Li Qiang got to the future and what his first impressions of it are.1. Talk about their predictions before reading the passage.2. Scan the book and find out how Li Qiang got to the future and what his first impressions of it are.Step4. Careful Reading (20 minutes)1. Play the tape of the text.2. Go through the questions in P19, T1.1) Why did Liu Qiang go into the future?2) How did he feel when he left his own time? 3) How did he get to the year 3008? 4) What did he notice first when he arrived in AD 3008?5)What else did he find that was different?3. Guide students to find out what each paragraph is about.1. Listen to the tape and make notes.2. Read the passage again, and try to answer the questions in P19, T1. 3. Draw lines of each paragraph.To help students grasp the gist of the text.To help students learn some new words and expressions that might hinder their comprehension.To help students understand the text by reading in detail.To help students be clear of Liu Qiangs imagination about the future.Step5. Post-reading. (8 minutes)1. Show a chart with five aspects ( time travel, transport, houses, towns and air quality) and both their good changes and bad changes, as well as their reasons. Ask students to have group discussion. The topic is “Whats the writers attitude towards the future? Optimistic or pessimistic?”1. Fill in the chart carefully according to the passage.2. Discuss about Liu Qiangs opinions and share their own opinions.To help students have a review on the text.To make sure that students has get the big pieces of the passage.To encourage students to have critical thinking on Liu Qiangs opinions towards future.Step6. Homework ( 1 minute) 1. Figure out each paragraphs main idea and get some details.2. Retell the whole passage briefly. 教學(xué)設(shè)計(jì)思想：以學(xué)生為中心，調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣和學(xué)習(xí)熱情。在一步步的任務(wù)完成中教給學(xué)生技能和知識(shí)，達(dá)到教學(xué)目的。教學(xué)反思： 優(yōu)：1) 教學(xué)內(nèi)容豐富合理，趣味生動(dòng)，課堂氣氛活躍2) 課程設(shè)置合理，教學(xué)進(jìn)度適中3) 準(zhǔn)備充分，從容面對(duì)意外狀況。在19班的課并沒(méi)有因停電不能放PPT而驚慌失措缺：4) 板書(shū)設(shè)計(jì)可以再合理些。（在19班的課因?yàn)橥ｋ娝詻](méi)有使用PPT而使板書(shū)稍顯擁擠）5) 給許同學(xué)的response不夠好（許同學(xué)對(duì)“你認(rèn)為作者對(duì)待未來(lái)的態(tài)度是悲觀還是樂(lè)觀？”的回答是“悲觀。因?yàn)閷?duì)未來(lái)的美好憧憬表達(dá)了對(duì)現(xiàn)實(shí)的不滿。”）6) 建議回應(yīng)：Maybe you are right. But I think the future is supposed to be better in some way. Society is developing and people work hard today to own them a bright future.7) Homework 給得比較匆忙板書(shū)設(shè)計(jì):黑板大致分為三塊：左用來(lái)記錄學(xué)生的臨時(shí)反應(yīng)，如discussion后的prediction；中