2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday?

(板书by the way，要求学生掌握)

　　 T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences

　　　 during their holidays. Pay attention to what they have done.

(播放1a录音，注意文中主人公在暑假中的活动。)

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教师加重语气读has just come back。)

S₁:Rita.

(学生若有疑问或答错，可再播放一遍录音。)

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?

S₂:　　　 Mount Huang.

(教师引导学生用现在完成时表达。)

T:　 Yes. She has been to Mount Huang. Where has Kangkang been?

S₃: He has been to an English training school.

Step 1　 Review 第一步 　复习(时间:12分钟)

(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)

T: Listen! The bell is ringing. Let’s begin our class! (老师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握)

Nice to see you again. Did you enjoy your summer holidays?

Ss: Yes.

T:　 (问其中一学生)Hi, Li Xueqing, where did you go during your summer holiday?

S₁: I went to my grandparents’ home.

T:　 What did you do there?

S₁: I went fishing, swimming and so on.

T:　 Wang Xue, where did you go?

S₂: I went to West Lake with my father.

T:　 Wow! West Lake is a beautiful place. What did you do there?

S₂: I enjoyed the beautiful scenery, took photos and bought many beautiful cards.

T:　 Li Yang, what about you?

S₃: 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. S₄, did you go to summer classes?

S₄: 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:　 The English training school is a proper place to improve your English.

　　　 (板书生词，请学生猜汉语意思并领读，要求掌握。)

Step 2　 Presentation 第二步 　呈现(时间:12分钟)

1. (创设对话情境。Mr. Smith组织Class 2去野营。在校门口集合时发现Jim没来。对话呈现have/has gone to…，完成2。)

Smith: Hello! Everyone. Are we all here?

Ss: No, Jim isn’t here.

Smith: Do you know where he is?(教师帮助学生用has gone to和volunteer回答。)

Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.

(板书volunteer，让学生猜出意思。然后板书have/has gone to，解释并稍加操练。)

(星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to …)

Jim: Good morning, Mr. Smith.

Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool! And I have been to many places of interest.

(教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。)

He has been to school.

He has gone to school.

录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照

3. Learn some functional sentences:

I felt sorry for them.

There goes the bell.

2. Learn the present perfect tense:

You have just come back from your hometown.

　　 Where have you been, Jane? I have been to Mount Huang with my parents.

　　 By the way, where’s Maria? She has gone to Cuba to be a volunteer…

1. Learn some new words and useful expressions:

cruel, proper, by the way, bell, chairwoman, yet, grandson

2. Homework: According to your survey, please write an article about teenagers nowadays.

　 (此综合探究活动既完成了课本2a部分，又综合了学生对本课内容的理解，让学生感受到世界变得越来越美好，体现了教学目标中对学生的情感教育。)

　 (为出色完成此项作业也可鼓励学生利用多种方式获得信息。)

T: It’s possible to read the text of Section B to finish your article and your parents can also help you. What else can you do to get information?

　 Ss:We can search the Internet.

　 T: Excellent! Have a break!

　 Ss:Thank you. See you!

　板书设计:

1. (让学生在课后调查自己的父母亲或爷爷奶奶童年时的生活，写一份调查报告。)

　T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ lives in their childhood? If so, you can ask your parents or your grandparents some questions. Make a simple survey report at last. (调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。)

(板书生词teenager和nowadays，并要求理解)

3. (用现在完成时的一般疑问句操练1b，完成1b。要注意第三人称单数的练习。例如：)

A: Chat on line.

B: Have you chatted on line/Has he chatted on line?

C: Yes, I have./No, he hasn’t.

Step 5　 Project 第五步 　综合探究活动(时间:5分钟)

2. (引导学生总结现在完成时的句子，结构为：have/has+动词的过去分词。然后板书几组过去分词的构成，同时告诉学生动词的不规则变化可参考书后附表，完成1b过去分词的填空部分。)

clean　　 　　 　　 cleaned　　　　　　　　　　　 shut　　　 　　 　 shut

dig　　　 dug　　　 　　 　　　　　　　　　　　　　 do　　　　 did　　 　　

(板书并掌握生词shut和dig)