T he present perfect tense说课
Good morning, distinguished judges. Thank you for giving me this opportunity.
Today, my presentation will be divided into 5 parts.
Part one is the analysis of the teaching material and the students.
My teaching task is to deal with the grammar item the present perfect tense
My students are from the grade 2 of junior middle school. They have already learned the past simple tense. And in the future they should learn the past perfect tense. So it’s very important for them to master this grammar.
Part two is my teaching aim
The students should master the definition, structure and usage of present perfect tense.
They should understand how to apply those rules in real situation.
They should participate in activities to describe their experiences using this grammar.
Part three is the teaching method
My teaching today will be based on the second language acquisition theories and the student’s cognitive level.
So I will use the guided discovery method
The students are presented with authentic English text.
I will induce the students to discover the underlying grammar rule from the context.
The teacher gives the explicit explaining of grammar rules.
Part four is the teaching key and difficult points.
How to let my students discover the grammar rules in a positive and interactive way, not just by receiving what I tell them directly.
Part five is the teaching procedures:
My class will be divided into 4 steps: preparation, presentation, practice, production.
Step one: preparation
First, they should totally understand the passage in our textbook. And then, they themselves begin to generalize the grammar rules by comparing and analyzing the sentences
have / has 在结构中没有实际的含义，不能单独作谓语，必须和后面的动词一起作谓语。
Have 用于主语是其他人称（I you we they）. Has 只用于主语是第三人称单数（he she it）。Step three: practice
In the end, I will set up some activities from different situations on the basis of students’life experiences and interests.
Mechanical practice: substitution & transformation
Meaningful practice: the newly learned structures are used during the process of communication.
Step four: production
Let the students write a short article about one of their experiences using the grammar. After all these steps, I believe my students can make full use of this grammar item and produce effective English output.
Thus, all the students can do something, speak something, and learn something in my class.
