In the library
T：What am I doing?
Ss：You are opening the door.
打开门后，教师走回讲台，手指开着的门，反复说：
T：I have opened the door. Please look at the door. It is open now.
板书这个句子，用彩色粉笔写出助动词have和动词opened。
Teacher asks a students to clean the blackboard．
该同学在擦拭擦黑板时，教师向全班说：
She is cleaning the blackboard.
当该同学擦完黑板，走回座位，教师让全班看着擦干净的黑板，启发大家说出：
Ss：She has cleaned the blackboard.
3．板书刚才的主要句式。向学生介绍现在完成时态这个术语，要求学生观察其构成，扼要说明这个时态表示过去的行为对现在造成的影响和结果这一用法。
4．利用黑板上的句式，扼要介绍现在完成时态的构成和动词过去分词的构成方法。
5．打开书，学生阅读课文第 3部分，教师布置两个读前提问（Pre－reading questions）：
l）Where is the history book？ 2）Where is the dictionary？
两分钟后，请学生回答。听录音，学生跟读两遍。
6．请一位同学到教室外站一会儿。让别的同学将他／她的英语书或尺子等物藏起来。请回这位同学。待他／她刚进教室，尚未走到座位之前时，教师提问：
T：Have you got an English book (or: a ruler)?
：Yes, I have.
T：Can I borrow it, please?
：Certainly.（走回自己座位，才发现东西不见了。教师要求该同学用刚刚学过的语言知识来表达）
Oh, I’ve lost my English book (Or; ruler).（问旁边的同学）Have you seen it anywhere? 如效果较好，可请几位同学反复表演。
7．指导学生做练习册习题。
8．布置作业
1）练习朗读本课对话，抄写生词；2）完成练习册习题。
四、难点讲解
Have you got a pencil? 你有铅笔吗？
在口语和非正式文体中，have got可以用来代替have。
在美国英语中，经常使用have或has；而在英国英语中则用have got或has got表示“有”。例如：
She has blue eyes．（美国英语；=She’s got blue eyes.）她长着蓝眼睛。
Do you have a brother？（美国英语；=Have you got a brother？）你有兄弟吗？
教学设计方案
Lesson 2
教学目的：
1．进一步掌握现在完成时的运用。
2．学习课文The lost Books. 养成爱学习，爱惜书的好习惯。
3．掌握重点短语和句型。
used to pay for come up with the borrowed book
Her hobby is to read.
教具 录音机，小黑板（写有不规则动词若干）。
教学过程
Step 1 Revision
1. Revise Have got …？
T: Have you got a ruler?
S: Yes. I have.
T: Can I borrow it.
S: Certainly. Here you are.
T: Thanks.
2. Revise the Present Perfect Tense
教师先说出几个句子，然后让学生接着再说一句，表明上句的结果。如：
T: I have returned the book to the library. S: Now I can borrow a new one.
T: She has finished her homework. S: She can have a rest (go out and play).
T: He has bought a new car. S: He can drive a new car now.
T: We have seen the new film. S: It’s about a small white cat. It’s very interesting.
T: They have lost the dog. S: They have put the dog’s photo in the newspaper. They want to find it.
让学生来总结出其构成：have + v. ed
出示小黑板，要求学生将上面列出的不规则动词的过去分词形式写出。
Step 2 Presentation
1．利用已学过的对话引出有关借书的话题。
T: Have you got the book……？
S: Yes. I have.
T: Can I borrow it?
S: Certainly. Here you are.
然后教师问学生：Do you often borrow books? Where can we borrow books from? 引出Library话题。
2．让学生谈谈自己借书的经历，丢失了书该怎么办。
3．让学生默读一遍课文（五分钟左右），并用铅笔划出课文中的生词，鼓励学生根据上下文来判断这些词的意思。然后回答下列几个问题：
1. What did my grandma do when she was young?
2. What does she like?
3. Do you like reading? Do you often borrow books from the school library?
4. Did my grandma lose the library books last week? What book?
5. What idea did the library think of?
6. What other good idea do you have to get the lost books back?
教师对学生标出的新单词进行讲解，并对文章中新出现的重点词汇和短语。
1）used to
意为“过去经常”，它只有过去式，用于各种人称的单、复数，表示过去存在的，
但现在已经停止的情况或习惯，后接动词原形。例如：
They used to come on foot，but they don’t do that again. They often come by bus. 他们过去经常步行来，现在不了。他们经常乘车来。
used to的疑问形式和否定形式可以用助词did或自身形成构成。美国人多用助动词 did；英国人多用used to本身。如：
他过去不常抽烟。
注意区分be used to所表示的意思是“习惯于……”，后跟名词或动名词，used是一个形容词。例如：
I’m not used to drinking. 我不习惯喝酒。
She is used to running in the morning. She is a very fast runner.
2）Her hobby is to read. 她的业余爱好是读书。
to read 是一个动词不定式，在句中用作表语。如：
Her wish is to be a singer. 她的愿望是成为一个歌手。She sings a lot every day.
3）pay for意为“给……报酬”，“付款”。常见句型有：(1) pay for+货物，(2) pay+名词／代词+for+物。例如：
How much did you pay for that book？20 yuan
I’ll pay you five yuan for it．我将为此给你五元钱。
I’m afraid I can’t pay you anything for it．我恐怕不能为此给你任何报酬。
4）come up with= find or produce (an answer)意为“提出，提供”，它是由动词和介词一起构成的短语动词。它的另一个意思是“赶上”。例如：
I hope you can come up with a better plan than this. 我希望你能提出个更好的计划。
5）the lost books lost=missing丢失的。英语中单个分词（包括现在分词和过去分词）也能作定语用，它们一般放在名词的前面。又如：a stolen car一辆失窃的汽车；a broken wind。一扇破的窗。
4．放录音，让学生先听，然后跟读。
5．学生熟悉课文后，学生回答练习册 Ex 1.的问题。
Step 3 Practice
1．Do Workbook Lesson 2, Ex 1. in class.
2．让学生根据课文内容改编成一短剧。并分角色表演。（见教学建议：表演：The Lost Book）
Step 4 Summary
1．总结本课的重点短语的用法：used to put down pay for come up with think of
2．简要叙述课文内容。
Step 5 Homework
1.Retell the story: the lost book.
2. Do Workbook Lesson 2, Ex 2、3
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