英语现在完成时教案导学案lesson plan
完整)初中英语现在完成时教案
完整)初中英语现在完成时教案XXX: One to One Teaching PlanGrade: 9Subject: EnglishXXX: Wu XXXDate: December 3.2015Topic:Teaching the Present Perfect XXXObjectives:XXX of the present perfect tense。
students will master the main knowledge points and test points of this grammar structure。
They will be able to apply the learned skills and methods to cope with the middle school entrance exam.XXX:XXX classXXX:Mastering the sentence structure and time adverbs of the present perfect tense。
and the irregular changes of past participles.Teaching Difficulties:XXX irregular changes of past participles.XXX:XXX。
ning。
example。
and practice.XXX and Materials:XXX.Class n:40 minutesn:The present perfect tense is a must-know topic for the middle school XXX。
mastering the knowledge points and test points of the present perfect XXX well in the exam。
《现在完成时》 教学设计
《现在完成时》教学设计一、教学目标1、知识目标学生能够理解现在完成时的构成和基本用法，掌握现在完成时中常见的时间状语。
2、能力目标学生能够正确运用现在完成时进行表达，能够区分现在完成时与一般过去时的不同。
3、情感目标通过学习现在完成时，培养学生对英语语法的兴趣，提高学生学习英语的积极性和自信心。
二、教学重难点1、教学重点现在完成时的构成、基本用法以及与一般过去时的区别。
2、教学难点现在完成时中延续性动词与非延续性动词的转换，以及在具体语境中正确运用现在完成时。
三、教学方法讲授法、练习法、情景教学法、小组合作法四、教学过程1、导入（5 分钟）通过播放一段英文电影片段，其中包含现在完成时的句子，如：“I have seen this movie before” 然后提问学生是否能理解这些句子的意思，从而引出本节课的主题——现在完成时。
2、讲解现在完成时的构成（10 分钟）在黑板上写出现在完成时的构成：主语＋ have/has ＋过去分词。
向学生解释 have/has 的用法，当主语是第三人称单数时用 has，其余情况用 have。
然后通过举例让学生理解过去分词的变化规则，如：work worked，play played，see seen 等。
3、讲解现在完成时的基本用法（15 分钟）（1）表示过去发生的动作对现在造成的影响或结果。
例如：“I have lost my key I can't enter the room” 强调“丢钥匙”这个过去的动作导致了现在“进不了房间”的结果。
（2）表示过去已经开始，持续到现在的动作或状态。
例如：“I have lived here for five years” 说明“住在这里”的动作从过去开始一直持续到现在。
4、现在完成时中常见的时间状语（10 分钟）向学生介绍现在完成时中常见的时间状语，如：already（已经）、yet（还，尚未）、just（刚刚）、ever（曾经）、never（从不）、for＋时间段、since ＋时间点等。
《现在完成时》教学设计
《现在完成时》教学设计1000字一、教学目标1. 知识目标1）理解现在完成时的基本形式和用法；2）掌握用现在完成时表达已完成的动作、经历或状态；3）认识现在完成时和过去完成时的区别。
2. 能力目标1）能够正确使用现在完成时表达已完成的动作、经历或状态；2）能够辨析并正确运用现在完成时和过去完成时；3）能够理解并使用现在完成时所表示的时间概念。
3. 情感目标1）通过学习《现在完成时》能够增强对英文语法的兴趣，提高语言表达能力；2）具备有效的书面和口头交流能力，增强与国际人群的交流能力；3）进一步加强学生的语言积累，提高语言运用能力。
二、教学内容1. 现在完成时的基本形式2. 现在完成时的用法3. 现在完成时和过去完成时的区别三、教学方法1. 讲解法2. 演示法3. 模仿法4. 活动法四、教学步骤1. 导入新课T：Class, do you know what the present perfect tense is? Now, please listen to a song and see if you can identify where the present perfect tense is used in the lyrics.(Old Time Rock and Roll, by Bob Seger)CT：I like that song! But what did you notice about the verb forms in the lyrics? Did you hear anything new?S1: Yes, I heard the word “have” and “has” followed by a past participle.S2: I heard “I’ve” and “you’ve” and “we’ve” before the verbs.CT： Good job! What you heard is the present perfect tense.2. 讲授现在完成时的基本形式T：Class, now let’s take a look at the form of the present perfect tense. (展示表格)I have eaten breakfast.He has seen that movie.We have played soccer.T：Notice that each sentence has two parts. The first part is the subject plus the present tense of “have” (either “has” or “have”), and the second part is the past participle of the verb. Together, they form the present perfect tense.3. 示范现在完成时的用法T：Class, now let’s look at how the present perfect tense is used. (展示表格)T：Do you understand? The present perfect tense is used to talk about something that happened at some time in the past, but we don’t know exactly when it happened.4. 练习现在完成时的用法T：Let’s practice using the present perfect tense together.I will make some sentences on the board and you can tell me if the verb form is correct or not.I have seen that movie last week.She has gone to China in 2019.We have studied English for five years.T: Which of these sentences are correct? Why?S1: “I have seen that movie last week” is incorrect because we use the past simple tense to talk about something that happened at a specific time in the past, not the present perfect tense.S2: “She has gone to China in 2019” is incorrect because we use the present perfect tense to talk about somethingthat happened at an unspecified time in the past, not the past simple tense.S3: “We have studied English for five years” is correct because we use the present perfect tense to talk about something that began in the past and continues up to the present.5. 引入现在完成时和过去完成时的区别T: Now, let’s talk about the difference between thepresent perfect tense and the past perfect tense. (展示表格)T: What do you notice about the difference between the two tenses?S1: The present perfect tense talks about things that happened recently or are still happening, while the pastperfect tense talks about things that happened before another event in the past.S2: The past perfect tense uses “had” + past participle, while the present perfect tense uses “have/has” + past participle.6. 归纳总结T: Well done. Now, let’s summarize what we have learned today. What is the present perfect tense and how is it formed?S1: The present perfect tense is used to talk about things that happened at some point in the past.S2: It is formed by using “have” or “has” with the past participle of the verb.T: And what is the difference between the present perfect tense and the past perfect tense?S3: The present perfect tense talks about things that happened recently or are still happening, while the past perfect tense talks about things that happened before another event in the past.七、作业1、根据要求改写下列句子：1. Tom has been to Paris. (对划线部分提问)2. I have lived here for ten years. (改为否定句)3. He has finished his work already. (改为一般疑问句)2、写一篇小短文，使用现在完成时描述过去一个星期内发生的事情八、板书设计Present Perfect TenseForm: Subject + have/has + past participleUse: To talk about something that happened at some point in the past, but we don’t know exactly when.例句：I have eaten breakfast. He has seen that movie. We have played soccer.区别：Present Perfect Tense: Talks about things that happened recently or are still happening.Past Perfect Tense: Talks about things that happened before another event in the past.。
教案Lesson plan
Lesson planBackground Information:Teacher: xxxDate: Nov. 6, 2011Unite: Module 7 My School DayUnite 2 Lessons Start at Nine O'clockGrade Level: Junior Middle School Students, Grade 1Time Duration: 45 minsTeaching objectives:By the end of the lesson, students school be able to:1.Get information from a description of a school day2.Tell the time in English fluently3.Describe their school dayse conjunction "and" to join sentences5.Remember some important phrases, like get up, go home, go to…, do one`s homework, have a break, talk to, go to bed and "have breakfast/ lunch/ dinner/supper" Important&Difficult points:1.Describe a school day2.Join sentences with "and"Teaching Aids: chalk, blackboard, tape and white paperTeaching procedures:Step 1. Warming up (4 mins)a). Look at the watch and point out the timeT: Please tell me what's the time now.b). Express time in English: 3:30, 7:30, 9:00, 10:45, 12:15Write these on the blackboard and ask Ss to say it outT: Now, I would like some of you to say these.**, 3:30(half past three)**, 7:30(half past seven) 9:00 (nine o'clock)**, 10:45(ten forty five/ fifteen to eleven/ a quarter to eleven)12:15(fifteen past twelve/ a quarter past twelve)c). Ask about what are their lessons todayT: How many classes do you have today?Ss: ...T: what are they?Ss: ...Step 2. Learn the new words ( 8 mins)a). Make the students read after me from "get up" to "dinner" in P130T: Please read after me, get up...b). Students read the word by themselves, each word read twice.T: Read the words by yourselves, each word read twice.Step3. Teach the text in P44 ( 20mins)a). Play the tape and listen.T:Hi, class! Y ou all go to school every day. Today we will learn to tell somethingabout your school day. Now turn to page 44. This is an email sent by Alex, in this email he tells us his school day, I will play the tape for you. But before listening, let guess what Alex do in the pictures in page 44.T: Now, let's listen to the tape carefully to see if you are right and correct the wrong ones.b). Play the tape again and ask the Ss to finish task 1 and 2T: listen again and try to put the pictures in order and finish exercise 2. And check the answers with your partner.c). Call back the answers from the whole classd). Let the Ss read the passages after me. And answer the following questions:T: read the passages after me, and then discuss with each others to find out the answers of following questions.(put paper 1 one the blackboard)1). When does Alex get up?2). When does Alex go to school?3). When do they have a break?4). When do they have lunch?5). When do the lessons start?6). When does Alex go to bed?e). Check the answer.f). Translate passage 1, passage 2 and passage 4, then ask Ss to translate the rest.The Chinese of the passages:1. 嗨，我是格里尔诺.阿里克斯。
1现在完成时教学设计
现在完成时教学设计(The Present Present) Teaching aims(教学目标):1 Master the usage of the present perfect2 Pay attention to the differences betweenThe past and The present perfect学情分析：这是仁爱英语九年级上册Unit 1 Our country has developed rapidly Topic 1-3中的一个重要语法知识点，也是中考必考内容之一。
我新接手九年级，学生基础很差，优生很少，两极分化现象严重，学生也还适应我的教学方法。
重难点： 1 有哪些标志词2时态的构成3区别1)have/has been to 与have/has gone to2)since 与for 3)just 与justnow4持续动词与瞬间动词怎么转换Teaching methods(情境教学法，综合探究法) Teaching tools（自制课件和自编导学案）Teaching steps:Step 1 Revision1 Greeting between the teacher and thestudents2 Have a brainstorm(教师在电子白板上快速显示一个动词的do形式，然后隐去，叫两组同学，一组说do另一组说did----done)引入现在完成时Step 2 Presentation1 Show the picture of Guilin (桂林山水图),say : This is Guilin. I have been to Guilin. Then ask a student (Yangyang ):”Have you been there?”……By theway, where is …….?2（展示校门口图）(our schoolgate), 让学生回答She has just gone to the schoolgate .(这为后面区别have/has been to 与have/has gone to创设语境)3 A sk the students ,”Do you want to have a car?”(展示宝马车图片)引入He has had the car for three years.(持续动词与瞬间动词)4导入The Present Perfect1)概念（多媒体展示）2)构成have/has+ p.p（过去分词)（第三人称单数）练兵场Exercise 1写出动词的过去分词listen---- invite-----stop---- chat----play------ enjoy------do------- go-----die---- begin----3 标志（多媒体）4 难点突破（多媒体）i) have/has been to 与have/has gone to( Do Exercise 2)Exercise 2 用have/has been 与have/has gone 填空1) I ____never _____ to Beijing.2 ) Where is Maria? She __________to the library.ii) since/for( Do Exercise 3)Exercise 3用since/for填空1.I have lived in Beijing ______ three years.______2011.2. Hehaswaited for Tom ______ two hoursago.______ two hours. 3. We have learned chemistry ___ one month.____ the new term began iii) just 与just nowiv)持续动词与瞬间动词的转换（多媒体）5 区别过去时与完成时I read this book ( 只说明读过) I have read this book（不仅读了还知道内容）I have already this book（有标志词）Step 3 ConsolidationI知识梳理(思维导图)Step 4 PraticeDoExercise 4--7能力提升Exercise 4判断正误1 The film has begun for 10 minutes( )2 I have gone to Beijing. ( )3 He has gone home just now( )4 We have learned English for 3 years( )Exercise 5按要求完成句子1 We have learned English for three years(一般疑问句并肯定回答)____ you____ English for three years? ____, I_____2 My grandfather died six years ago(同义句) Mygrandfather _____ ______ _______ for six years3译1）Where have you been?2) 这辆车我买了两年了Exercise 6适当形式填空1 I ___just____(come)back from myhometown2 ____ she_____(do)her homework yet?No, she has n’t.3 What did he say? He ____(say)it wouldbe sunny4 He ___ ____ _____(leave) for a week5 In the past few years, great changes_____ _____(take) placeExercise 7单项选择( ）1 Where is Maria? She _____to Cuba.A goesB has beenC has gone ( ) 2 China _____already____ in hosting the2008 Olympic Games. A have succeeded `B has succeeded C is succeeded( )3----How long _____you___ this book?-----For two daysA have keptB have borrowedC did borrow ( )4 He ____basketball a moment agoA is playingB has playedC played ( )5Miss Fu has been an English teacher ____1991A whenB forC sinceStep 5 ProjectUse the present perfect to write five sentences。
现在完成时态(复习课教案)
一、教学目标：1. 让学生掌握现在完成时态的构成和用法。
2. 培养学生运用现在完成时态进行交际的能力。
3. 提高学生对英语时态的识记和运用能力。
二、教学内容：1. 现在完成时态的构成：have/has + 过去分词。
2. 现在完成时态的用法：表示动作发生在过去，对现在有影响或结果。
3. 现在完成时态的标志性词语：already, yet, just, ever, never, for, since等。
三、教学过程：1. 导入：通过提问引导学生思考过去发生的动作对现在的影响，引出现在完成时态。
2. 讲解：讲解现在完成时态的构成和用法，举例说明。
3. 练习：让学生进行现在完成时态的填空、改写句子等练习，巩固知识点。
4. 交际：组织学生进行角色扮演、小组讨论等活动，运用现在完成时态进行交际。
5. 总结：对本节课的内容进行总结，强调现在完成时态的用法和标志性词语。
四、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度，回答问题和参与讨论。
2. 练习完成情况：检查学生完成的练习，评估其对现在完成时态的掌握程度。
3. 交际表现：评价学生在角色扮演和小组讨论中的表现，关注其运用现在完成时态的能力。
五、教学资源：1. PPT课件：展示现在完成时态的构成、用法和标志性词语。
2. 练习题：提供现在完成时态的填空、改写句子等练习。
3. 角色扮演道具：用于学生进行角色扮演活动。
4. 小组讨论话题：提供相关话题，引导学生进行小组讨论。
六、教学步骤：1. 复习导入：通过提问学生关于他们已经学过的现在完成时态的知识，复习之前的学习内容。
2. 实例分析：通过展示一些具体的例子，让学生进一步理解现在完成时态的用法和构成。
3. 练习巩固：设计一些练习题，让学生进行现在完成时态的填空、改写句子等，以巩固他们的知识。
4. 小组活动：将学生分成小组，让他们通过讨论和交流，共同完成一些有关现在完成时态的任务。
5. 课堂总结：对这节课的内容进行总结，强调现在完成时态的重要性和使用场景。
LessonPlan教案
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
香港進食失調康復會有限公司派員到校主講《瘦身文化面面觀》講座
全級進行
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：。
Lesson Plan英语教案一般现在时教学设计
Lesson PlanTeaching the present simple tense is one of the first, and most important tasks when teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin with, and introduce simple adjectives to help students expand their understanding of the verb 'to be'. After English learners are comfortable with the present and past forms of the verb 'to be', teaching the present simple and past simple will be much easier.5 Steps for Introducing the Present SimpleStart by Modeling the Present SimpleMost English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present simply by stating some of your routines:I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one o'clock.Students will recognize most of these verbs. Model some questions for the students as well. At this point, it's a good idea to ask yourself a question and provide the answer.When do you have dinner? - I have dinner at six o'clock.When do you come to school? - I come to school at two o'clock.Where do you live? - I live in Portland.Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately.Introduce the Third Person SingularOnce the students are comfortable speaking about their own basic daily activities, introduce the third person singular for 'he' and 'she' which willprove the most difficult for students. Again, model the present simple third person ending in 's' for the students.When does Mary have dinner? - She has dinner at six o'clock.When does John come to school? - He comes to school at twoo'clock.Where does she live? - He lives in Portland.Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial difference.Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland.Introduce the NegativeIntroduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer.Does Anne live in Seattle? - No, she doesn't live in Seattle. Shelives in Portland.Do you study French? - No, you don't study French. You studyEnglish.Introduce QuestionsUp to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between 'yes/no' questions and information questions. Start with 'yes/no' questions encouraging students to answer in the short form.Do you work every day? - Yes, I do./No, I don't.Do they live in Portland? - Yes, they do./No, they don't.Does she study English? - Yes, she does/No, she doesn't.Once students are comfortable with short 'yes/no' questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the 's'.Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven o'clock.Where does she go to school? - She goes to school at theUniversity of Washington.Discuss Important Time WordsOnce students become comfortable with the present simple, introduce important time words such as 'everyday' and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as 'now', 'at the moment', etc.She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, he'scooking dinner at home.Jennifer rarely talks to strangers. Right now, she's talking to afriend.3 Strategies for Practicing the Present Simple Explaining the Present Simple on the BoardStudents will now recognize the present simple tense and be able to respond to simple questions. It's time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense.Comprehension ActivitiesOnce you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.Continued Activity PracticeStudents have learned to recognize the present simple, as well as understand the form in comprehension activities. It's time to continue by having students use the present simple to describe their own lives inboth spoken and written form. This detailed lesson on daily routines will help you continue the practice.Expected ProblemsHere are the most common challenges for students when using the present simple:•Confusing with the present continuous for actions occurring at the moment of speaking.•Use of 's' in the third person.•Auxiliary verb usage in the question and negative form, but NOT in the positive form.•Placement of adverbs of frequency.。
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PRESENT PERFECT LESSON PLAN_PART 1
Description
Find below a series of classroom activities for English students with the objective of teaching how to make affirmative sentences, negative sentences and questions in Present Perfect alternating with the Past Simple.
The time estimated for each activity is also shown.
1) Affirmative sentences (20’)
Activity 1
Ask students to close their eyes while you carry out the following actions:
-move the chair
-move the white board
-turn your back
-hold the ring binder
-draw a smiling sun
Ask students what you have done and have them act out similar actions. They have to
ask the others: what have I done?
Explain to students that here the Present Perfect is used to talk about the recent
past (a past action with an impact or result in the present). It doesn’t matter when you do it, what matters is what you do between the past and present.
Activity 2
Say to students if a specific time marker is used eg. two minutes ago you use the Past
Simple.The statement would be in the Past Simple eg I moved my chair.
Ask students what they did two minutes ago.
2) Questions- Present Perfect and Past Simple (20’)
Lying game
Ask SS to make teams of two and one of them asks 5 questions starting with “Have you ever.” The second student must answer all the questions with yes.
-Have you ever written a book?
-Have you ever been on TV?
-Have you ever driven a truck?
-Have you ever gone skiing/surfing?
-Have you ever built a fire?
-Have you ever been in an accident?
-Have you ever been pulled over by the cops?
Then the first student asks 5 “Wh” questions in the Simple Past/Present Perfect and
guesses if their partner is lying.
-When were you on TV?
-Where did you build a fire?
-Why did you write a book?
-What book have you written?
Explain to students that you usually use:
- When / Where/ Why: Past Simple because you are referring to a specific moment in
the past
- What/Which: Present Perfect
The Present Perfect is used in this case to talk about life experiences.
3) Negations- Present Perfect and Past Simple (40’)
Travel around Spain game (30’)
Ask students to sit in pairs and ask each other the travel questions below and two more that they can think of.
a) Have you travelled to....? (Yes I have/ No I haven’t)
eg. Oviedo, Teruel, Granada, Barcelona
b) Where else have you travelled to?
Ask SS to mention a city/town/village which he/she visited and particularly enjoyed.
c) How did you get there?
-I travelled by car/ bus/high speed train (AVE)
c) What places have you visited there?
The cathedral, town hall, marketplace, museum, bullring, etc.
d) What traditional food have you eaten?
appetizers, sausage, blood sausage, tortilla (egg omelette with fried potatoes), hake
(merluza), cod (bacalao), anchovy (boqueron), baby eels (anguilas), stuffed peppers,
croquettes, sweetbread (molleja), prawn (langostinos), shrimp (gambas/camarones),
seafood (mariscos).
e) Why did you visit these places?
local festival, visit relatives, parks, day-trip.
Activity 2 (10’)
Ask students to write about their travel experience using the Present Perfect and Past Simple. Then they have to share their account with the rest of the class.
Eg. I haven’t been to Barcelona, but I travelled to Oviedo during the last public holiday. I have participated in the local festival, selling beer and tapas in a stand.
4) Homework
Ask them to write about:
a) three things they have done today
b) three positive events that have happened to them this year
c) three significant decisions that they have taken this year
Explain to students that here this is the third usage of the Present Perfect, to talk about actions that take place in an unfinished time period.。