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 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 it yet.
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 ___________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 ___________ 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 _______ 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 _______ 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.
Question:
What has Sniff done yet?
_________________________________.
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 it yet.
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.
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
work
cut
begin
let
cost
hit
run
hurt
get
read
read
worked worked
cut
cut
began begun
let
let
cost
cost
hit
hit
ran
run
hurt
hurt
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.
I____ already ______ the book.
She ____already ____ the book to me.
We ____ already ____ the book for six
days .
They ____ already ____the book since six
days ago.
____ you ____ the book yet? (read)
I already borrowed the book.
She has already lent the book to me.
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)
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
现在完成时的主要句型
过去分词的规则变化
现在完成时的时间状语
瞬间动词和非延续性动词
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
past
now
future
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.
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.
过去分词的规则变化：
Situation
一般情况
Method
example
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 改 "y" 为 "i" ，
动词
再加" ed ”
重读闭音节结尾，末尾只 先双写该辅音
有一个辅音字母
字母，再加"
ed ”
现在分词的规则变化：
Situation
一般情况
Method
在词尾直接
加" ed ”
example
Workworked
以" e ”结尾的动词
只在词尾加" live -lived
d”
以“辅音字母 + y ”结尾的动 改 "y" 为 "i" ，Studystudied
词
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 ”
Stopstopped
现在完成时的时间状语
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！
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。
实战演练
borrow, keep, pass
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
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!