Unit 1 The Changing World Topic 1 My hometown has become more and more beautiful(Section A)教學設計

〔此課選自湘教仁愛版義務教育課程標準實驗教科書《英語》九年級上冊Unit 1 Topic 1?！?/p>

一、教學內容與分析

本單元的內容是通過對某一地點的過去和現在的對比，體現各個方面的變化，即以過去某一時刻為起點一直延續到現在的變化及過去的變化對現在所產生的影響，并以典型城市（如北京）的路況、生活條件及通訊狀況等幾個方面為代表來呈現現在完成時態的恰當運用。本節課是該話題的第一節，通過同學談論各自假期的經歷，體現have/has been to 與 have/has gone to 的不同用法，初步認識現在完成時態并鞏固一般過去時態，為本話題的順利學習起到鋪墊作用。

二、教學目標

1.知識目標：

a：重點詞匯及短語 proper， volunteer， by the way， so many

b：理解并運用 have/has been to和have/has gone to

c：一般現在時態與現在完成時態的不同用法。

2.技能目標：初步運用現在完成時表述句意，結合語境及周圍實際恰當運用 have/has been to和 have/has gone to.

3.情感態度目標：通過對話練習，訓練學生的語言表達能力和說英語的自信心，激發學生學習英語的內動力。

三、教學重點、難點

重點：初步運用現在完成時態。

難點：區別運用 have/has been to 和have/has gone to.

四、學習策略

a：任務型教學

b：合作探究

五、教學過程

Step ⅠWarming-up

T： Practise after the model . ( write down the word : go-went -gone .)

Ss : Practise 1b on Page 3 in groups .

設計說明：通過課初的熱身活動，既鞏固了以前所學的內容——動詞的過去式和過去分詞，又達到了整合話題內容的目的，為學習現在完成時態掃清了詞匯上的障礙。

StepⅡ： Leading-in

T : ( check the form which studends completed on Page 3 .）Ok， you’re smart. Now complete and study the sentences below the form in groups， then find out the same among the sentences .

Studends discuss in groups then answer :

S1 : 主語 + have/has + 動詞的過去分詞。

S2 : 一般疑問句用have/has 提問。

S3 : 一般疑問句用哪個詞提問用哪個詞回答。

T : Ok， it is the character to make up the tense “ present perfect ”.

設計說明：通過以上的鞏固復習及學生分組討論，觀察總結出現在完成時態的構成特點，把枯燥的語法學習融于句型之中，為恰當運用掃清了語法障礙，變死記為活用。

Step Ⅲ:Presentation

創設語言情境，呈現have/has been to和have/has gone to及部分生詞。

1. 創設對話情境。Mr. Smith星期六組織Class 2去野營，大家在校門口集合時發現Jim沒來。師生對話，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， and volunteer is a proper job for young people.

（讓學生了解volunteer，教師適當講解have/has gone to的用法，并讓學生初步掌握。）

（假設星期一Jim返回學校，Mr. Smith和Jim展開對話，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 so many places of interest.

（適當講解have/has been to的用法，要求學生初步掌握。）

（簡筆畫呈現have/has been to和have/has gone to，講解它們的區別并要求學生掌握。）

2. 師生對話，簡單操練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。）

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.

3.播放1a錄音，回答幻燈片上呈現的問題。以聽力的形式呈現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.

（出示幻燈片。）

（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.

（教師引導學生用現在完成時表達。）

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，總結重點句型。

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 ...

T : We know the “Present perfect” according to your studying and discussing. Now read the dialogue of 1a on Page 1 in your group with the tasks. （出示幻燈片。）

Find out:

a： The sentences with Present perfect tense then underline them on the book.

b： New words and phrases : proper，volunteer，by the way，so many，have/has been to，have/has gone to.

c : The differences between “have/has been to ” and “have/has gone to ” .

T : In groups. read the dialogue in different roles with their tasks. then finish off 1b and 1c.

設計說明：通過創設語言情境并結合圖片和簡筆畫，讓學生在身臨其境的氛圍中體會have/has gone to 和 have/has been to的不同用法，分組討論并完成1b和1c，在完成本節的任務型教學的同時鞏固了1a的內容，采用“以學帶學”的方式化解課時重點及難點內容，教師只起到組織、輔導作用，將課堂真正歸還給學生。

Step Ⅳ : Practise

T : Do you know how to usehave/has been tohave/has gone to

S1 : have/has been to 表示去過某地，現在在對話現場，強調過去的動作對現在的影響。

S2 : have/has gone to 表示去了某地，現在不在對話現場，強調動作從過去持續到現在。

T : look at the pictures on Page 2，practise them in your group in different roles，two students stand for their group to complete one of the parts . find which group is the best，then practise dialogue with the simple past tense and present perfect tense.

T : Who will try to act it out in front of the class?

（教師挑幾組學生進行表演，并對學生進行適時指導和鼓勵。）

Example:

S3:Where did you go last Summer holiday?

S4:I went to the West Lake.

S3:（指S4問S5）Where has he been?

S4:He has been to the West Lake.

S3:I went boating on the lake.

S4:（指S3問S5） What did he/she do there?

S5:He/She went boating there.

（教師引導學生區別一般過去時與現在完成時。）

設計說明：采取合作探究的方式，結合圖片鞏固難點句式，增強學生的小組合作意識和團隊精神，同時引入小組競爭，探討、補充各個小組的優點及不足，在激發學生學習內動力的同時讓他們意識到競爭，以適應社會的發展。

Step Ⅴ : Summary

T : What have you learned in this class？

S1 : Present Perfect tense.

S2 : The differences between “have/has been to ” and “ have/has gone to ”.

S3 : The differences between simple past tense and present perfect tense.

設計說明：根據老師的提示，讓學生總結出本節所學的內容，加深印象，為后幾節的學習起到拋磚引玉的作用。

Step Ⅵ: 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?

設計說明：課后鞏固兩個時態的句式，能夠根據自身經歷恰當運用，將語法知識融于生活實際，達到活學活用的目的，以保持學生學習英語的興趣。

六、板書設計

Unit 1

Topic 1 My hometown has become more and more beautiful .

( Section A )

1.go - went - gone

2.Present perfect : have/has + ～ed

3. have/has been tohave/has gone to

4. Sum up

七、教學反思

本節課從整體效果上看，達到了預期的目的，能夠盡可能地鼓勵學生參與并張口表達。在教師的引導下完成課時重點、難點內容的消化及運用。與此同時也體現出了一些值得在今后的教學中改進和完善的地方。

1.進一步提升語法教學的趣味性

淡化語法并不等于忽視語法教學，要盡量創設語言情境，讓學生有一種身臨其境的感覺再去運用語法知識，而不是去背語法的構成及意義等。

2.互動面仍存在死角

在教學中，雖然進行了分組活動，但部分基礎差的學生活動得并不是很好，鼓勵性的語言使用得較少。教師要給學生充分的信心去表述而不是急于補充。

3.急于完成課時內容，鞏固較少

本節課如能利用多媒體課件輔以適當的習題鞏固，把中考精神及課標要求滲透到平時的教學中，效果可能會更好。

總之，在今后的教學中，我要揚長避短，不斷地用更新的教學理念、教學方法、教學手段充實課堂，以達到更好的效果。

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編輯/丁俊玲