Teaching procedures:

Step 1 Warming-up (2 minutes)

(1) Say hello to students.

(2) Show some pictures to students.

The teacher will show some pictures in which there are some toys that are teacher’s favorite one from childhood. The teacher will ask students if they are beautiful and cute, and then ask students to think if they will give their favorite toy to others.

Ask them to talk in pairs, then the teacher will invite someone to show their answer to lead in the class.

(Justification: By showing some toy pictures, it can stimulate students’ interest, attract their attention, and lead in the class naturally.)

Step 2 Presentation (8 minutes)

(1) Listen to the tape.

Ask students to listen to the tape carefully and answer the following questions:

How long has Amy had the magazine?

How long has Amy had these soft toys and board games?

Students will find the answers easily, then the teacher will write down the answers on the blackboard. They are:

She has had the magazine for a couple of months.

She has had these soft toys and board games since she was a child.

(2) Focus on the two sentences and conclude the rules.

The teacher will ask students to observe these two sentences and find the similarities and differences, then the teacher will give them some hints if necessary. Students will find out that these two sentences both use present perfect tense and the structure is: sb + have/has done sth.

But in the first sentence, we use adverbial “for” + a period of time, and in the second sentence, we use adverbial “since” + a point of time.

Then the teacher will write down the rules on the blackboard to help students understand and memorize.

(Justification: By listening to the tape, students will grasp the topic and some detailed information about the listening material, and through comparing with the two sentences, students can find out the grammar rules about present perfect tense with adverbial “for” and “since”. At the same time, their individual learning abilities can be improved.)

Step 3 Practice (4 minutes)

(1) Ask students to fill in the blanks with the correct forms of the verbs in brackets.

a. We _____ (have) a piano since last November. We _____(buy) it from the Li family when they moved to the US last year.

b. This museum _____ (be) here for over 20 years. It _____ (be) one of the oldest buildings in this small town.

(2) Ask students to rewrite the sentences using “for” or “since”.

Jim is in Japan. He arrived there three days ago.

_________________________________________

b. Linda is ill. She became ill on Monday.

_________________________________________

(Justification: Through the controlled and uncontrolled practice, students can use the grammar points accurately and correctly.)

Step 4 Production (5 minutes)

Making a survey.

Ask students to work in a group of four and interview their group members about their favorite thing from childhood which they still have. For example, it can be a toy or a book. They can refer to the chart on the blackboard. Four minutes later, the teacher will invite some students to show their results, and students need to say the complete sentences. The teacher will give some evaluations.

(Justification: By making a survey, students can consolidate the grammar points, and they can also improve their oral English.

At the same time, their awareness of cooperation can be aroused.)

Step 5 Summary and homework (1 minute)

(1) Summary: Invite one student to work as a little teacher to summarize what they’ve learned today, and then make a conclusion together.

(2) Homework: Let students write three paragraphs about their favorite thing, using the chart in the production part.

(Justification: The purpose of this step is to let students recall what they learned today, and help students deepen their understanding of this grammar point.)

(2)【参考设计】

Teaching type: Reading class

Teaching contents: This lesson is from Foreign Language Teaching and Research Press, senior high school, the second book, Module 4, Cultural Corner part. It gives a brief introduction about Picasso’s career and his main contribution.

Teaching Objectives:

(1) Knowledge objectives:

① Students are able to know the different stages of Picasso’s career and his main contribution.

② Students are able to know the main features of Cubism.