Step 1 Review 第一步 復習(時(shí)間:7分鐘)
通過(guò)教師詢(xún)問(wèn)學(xué)生的暑期活動(dòng)，導入話(huà)題，呈現部分生詞。
T: Listen! The bell is ringing. Let’s begin our class! (教師解釋The bell is ringing等于There goes the bell，板書(shū)bell，要求學(xué)生掌握。)
bell
T: Nice to see you again. Did you enjoy your summer holiday?
Ss: Yes.
T: Hi, S1, where did you go during your summer holiday?
S1: I went to …
T: S2, did you go to your grandpa’s home?
S2: Yes.
(板書(shū)grandpa，要求學(xué)生掌握。)
Grandpa
T: S3, where did you go?
S3: I went to the West Lake with my father.
T: Wow! The West Lake is a beautiful place. What did you do there?
S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards.
T: S4, what about you?
S4: I had to stay at home to help my mother with the housework.
T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to summer classes?
S5: Yes, I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.
T: Yes. The English training school is a proper place to improve your English.
(板書(shū)生詞，請學(xué)生猜漢語(yǔ)意思并領(lǐng)讀，要求學(xué)生掌握。)
proper
T: OK, you all had a good summer holiday. What about Kangkang and his friends? Let’s come to the new unit now.
Step 2 Presentation 第二步 呈現(時(shí)間:15分鐘)
創(chuàng )設語(yǔ)言情境，呈現have/has been to和have/has gone to及部分生詞。
1. (創(chuàng )設對話(huà)情境。Mr. Smith星期六組織Class 2去野營(yíng)，大家在校門(mén)口集合時(shí)發(fā)現Jim沒(méi)來(lái)。師生對話(huà)，呈現have/has gone to…)
Mr. Smith: Hello, everyone! Jim isn’t here. Where is he?
S1: Maybe he is at home.
S2: Maybe he is ill.
…
Mr. Smith: No. He has gone to Beijing to be a volunteer.
(板書(shū)并讓學(xué)生了解volunteer，教師適當講解have/has gone to的用法，并讓學(xué)生初步掌握。)
have/has gone to, volunteer
(假設星期一Jim返回學(xué)校，Mr. Smith和Jim展開(kāi)對話(huà)，呈現have/has been to。)
Jim: Good morning, Mr. Smith.
Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?
Jim: Cool!
Mr. Smith: I think you have been to many places of interest.
(板書(shū)并適當講解，要求學(xué)生初步掌握。)
have/has been to
(教師可用簡(jiǎn)筆畫(huà)呈現have/has been to和have/has gone to，講解它們的區別并要求學(xué)生掌握。)
2. (師生對話(huà)，簡(jiǎn)單操練have/has been to和have/has gone to的用法。)
(教師特意讓S3去辦公室取作業(yè)。)
T: Did you have a good summer holiday, S4?
S4: Yes.
T: Where have you been?
S4: I have been to …
T: By the way, where is S3?
S4: He has gone to the teacher’s office.
(板書(shū)by the way，要求學(xué)生掌握。)
by the way
3. (播放1a錄音，回答小黑板上呈現的問(wèn)題。以聽(tīng)力的形式呈現1a的主要內容。)
T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during the holiday. Answer the following questions on the small blackboard:
(出示小黑板。)
(1) Who has just come back from India, Sally or Rita?
(2) Where has Jane been?
(3) Where has Kangkang been?
(4) Who isn’t at school?
T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?
(教師加重語(yǔ)氣讀has just come back。)
S5:Rita.
T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?
S6: Mount Huang.
(教師引導學(xué)生用現在完成時(shí)表達。)
T: Yes. She has been to Mount Huang. Where has Kangkang been?
S7: He has been to an English summer school.
4. (重放1a錄音，總結重點(diǎn)句型并板書(shū)。)
T: Listen to the tape again. And then talk about what they have done.
Rita has just come back from India. She has been to …
Jane has been to … Kangkang has been to …
Maria isn’t at school. She has gone to …
Step 3 Consolidation 第三步 鞏固(時(shí)間:10分鐘)
鞏固1a，完成1b，并引導學(xué)生區別一般過(guò)去時(shí)與現在完成時(shí)。
1. (讓學(xué)生分角色讀對話(huà)，教師巡視并糾正學(xué)生發(fā)音。)
T: Read 1a in roles. Pay attention to your pronunciation.
2. (學(xué)生獨立完成1b的表格。師生共同核對答案，鞏固現在完成時(shí)have / has been/gone to這一基本句型。)
T: Now, please fill in the table in 1b according to 1a.
3. (由1a對話(huà)引導學(xué)生談?wù)撌钇谏�，繼續鞏固現在完成時(shí)。)
T: Kangkang has been to an English summer school to improve his English. Rita has been to India. What about you? Where have you been? And what did you do? Please work in groups of three to talk about your summer holidays.
(學(xué)生三人一組進(jìn)行問(wèn)答。)
T: Who will try to act it out in front of the class?
(挑幾組學(xué)生進(jìn)行表演，并對學(xué)生進(jìn)行適時(shí)指導和鼓勵。)
Example:
S1: Where did you go last Summer holiday?
S2: I went to the West Lake.
S1: (指S2問(wèn)S3)Where has he been?
S2: He has been to the West Lake.
S1: I went boating on the lake.
S2: (指S1問(wèn)S3) What did he/she do there?
S3: He/She went boating there.
(教師引導學(xué)生區別一般過(guò)去時(shí)與現在完成時(shí)。)
Step 4 Practice 第四步 練習(時(shí)間:8分鐘)
完成1c和2，強化練習現在完成時(shí)及部分重要詞匯。
1. (教師讓學(xué)生兩人一組，每人拿出提前準備好的旅游照片或圖片，操練現在完成時(shí)。注意區別一般過(guò)去時(shí)、一般將來(lái)時(shí)和現在完成時(shí)，完成1c。)
S1: Hi, S2. Where have you been?
S2: I have been to Shanghai.
S1: When did you go there?
S2: I went there this summer holiday.
…
S3: Hi, S4. Where has Lucy gone?
S4: She has gone to Mount Tai.
S3: When will she come back?
S4: She will come back in two days.
…
2. (根據呈現的have/has been to和have/has gone to，完成2。然后核對答案。在處理2時(shí)，板書(shū)并講解，要求學(xué)生掌握chairwoman和grandson。)
chairwoman
grandson
3. (繽紛小賽場(chǎng)。出示幻燈片或小黑板。)
(1)My teacher gave us the p answer after the discussion.(根據首字母填空)
(2)My father often took me to my hometown to see my g , a kind-hearted old man.(根據首字母填空)
(3)These (chairwoman) can’t agree with each other.(適當形式填空)
(4)-Where’s Lucy, Tom?
-She her hometown to see her grandparents.(單項選擇)
A. return to B. has gone to C. has been to D. have gone to
Step 5 Project 第五步 綜合探究活動(dòng)(時(shí)間:5分鐘)
讓學(xué)生完成暑期調查表格，并寫(xiě)出調查報告，進(jìn)一步熟練運用現在完成時(shí)。
1. (教師制作關(guān)于暑假活動(dòng)的表格，讓學(xué)生通過(guò)對話(huà)完成表格。)
Name Where has he/she been? What did he/she do?
…
…
2. Homework:
Write a survey report about the students’ summer holidays, using the simple past tense and the present perfect tense. The report includes: (1) Where have you been? (2) What did you do?
板書(shū)設計：
Our country has developed rapidly.
Section A
by the way -Where have you been, Jane?
There goes the bell. -I have been to …
Proper chairwoman Maria isn’t at school. Where’s she?
-She has gone to …