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Unit 7 A Good Read 第3课时 语法课教学设计
教材分析
【What】本课时语篇围绕现在完成时语法专项学习展开。4a依托读书交流简短对话，呈现现在完成时基本句式以及副词ever、never、just、already、yet用法；4b选用读书推荐情景对话，练习限定副词填空；4c为语篇填空，选用多国书籍阅读经历，区分一般过去时与现在完成时；4d为口语调查活动，引导学生运用目标语法谈论自身阅读经历。整体内容以英文书籍阅读交流为载体，落实现在完成时语法知识。 【Why】语法依附阅读生活场景，让学生明白语言用于交流阅读经历；引导学生广泛阅读中外经典书籍，拓宽视野、体会阅读价值；借助读书交流活动，培养乐于分享阅读收获的意识，理解多元世界文化。 【How】本课时语篇块由语法例句→选词填空→时态语篇填空→口语实践层层递进，遵循“感知—操练—运用”语法学习逻辑。语篇核心句式：现在完成时(have/has+过去分词)一般疑问、否定、陈述句形式；标志性副词ever/never/just/already/yet区分使用；对比一般过去时（过去单次动作）与现在完成时（侧重对现在造成影响）。语篇运用现在完成时谈论过往阅读经历、阐述已完成阅读行为及其当下影响，实现日常读书话题交际。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生掌握一般过去时，了解动词过去式变化；具备基础读书话题词汇，能够简单表述读过的书籍；初步接触过have/has句型，零散见过现在完成时句式。 不清楚现在完成时内涵：动作发生在过去，侧重对现在的影响；无法辨析ever,never,just,already,yet用法区别；易混淆一般过去时与现在完成时，在语境中难以正确选用。 在教师引导下，可归纳出现在完成时基本结构；通过例句对比，区分五类副词使用场景；在阅读话题语境中，正确选用两种时态完成练习并进行简短口语表达。
核心素养教学目标
通过本课学习，学生能够： 语言能力：掌握现在完成时结构have/has+done，熟练运用ever/never/just/already/yet；清晰区分一般过去时与现在完成时用法；可以运用目标语法谈论个人阅读经历，完成问答、对话交流； 学习能力：学会观察例句归纳语法规则，形成自主归纳语法的学习方法；通过填空、小组采访练习，提升合作探究与口语运用能力；养成整理时态差异的笔记习惯； 3.思维品质：通过对比两种时态，提升辨析、归纳的逻辑思维；在表述个人阅读经历时，理性梳理自身读书历程，学会总结思考； 4.文化意识:知晓中外经典文学作品，拓宽文学认知；树立广泛阅读、多元阅读的理念，尊重不同国家文学文化。 完成课时目标所需的核心语言如下： 【核心词汇】 Decide on, hear of, borrow sth from sb, finish doing, s simple story, learn from, book report, classic novel, recommend, at the start of, as...as possible, allow sb to do sth, so far, in the past, Chinese literary classic, based on 【核心句型】 --Have you decided on a book for your report --Yes, I have./No, I haven’t. --Has Peter ever heard of this book --No, he’s never heard of it. --Has Chen Jie read this book yet --No, but she’s already borrowed it from the library. --What have you read recently -- I’ve just finished the Romance of the Three Kingdoms.
教学重难点
教学重点：掌握现在完成时基本结构have/has + 过去分词，及其疑问、否定句式；掌握ever,never,just,already,yet各自用法；能在读书话题语境中正确运用现在完成时。 教学难点：理解现在完成时“过去动作影响当下”的本质含义；准确辨析一般过去时与现在完成时，在语境合理选用；灵活运用目标语法进行真实口语交际。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Let the students watch a video in which the interview is adapted from the Grammar Focus and then read the sentences which contains the present perfect tense. Show the sentences from the video and let the students read together to know the present perfect tense. T:What is the present perfect tense used for 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. Read the sentences from the video together to get known the present perfect tense.
Presentation 学习理解 Introduce the definition of the present perfect tense to the students. Ask the students to read the sentences and underline the present perfect forms of the verbs. Then guide them to understand what the underlined words mean. 3.Guide the students to sum up the different structures of the present perfect tense. 4.Show the students the formation of past participles including regular and irregular words and the pronunciation of the “-ed”. Then provide some exercises for them to practice their usage. Ask several students to check the answers. 6.Ask the students to read the the sentences in the Grammar Focus and try to understand the bold words. T:What other words are often used with the present perfect tense 6.Show the signal words of the present perfect tense and show some examples to let them have a better understanding. Work on 4b to let the students practice the usage of signal words. Ask several of them to check the answers. 1.Learn the definition of the present perfect tense to the students. 2.Read the sentences in the Grammar Focus and underline the present perfect forms of the verbs. Then try to understand the meaning of the words. 3.With the help of the teacher, try to sum up the different structures of the present perfect tense. 4.Listen to the teacher’s explanation of formation of past participles including regular and irregular words and the pronunciation of the “-ed”. 5.Finish the exercises to consolidate the usage. 6.Read the sentences in the Grammar Focus and try to understand the bold words. 6.Learn the signal words of the present perfect tense with some examples. Work on 4b to practice the usage of signal words.
Practice and Production 探究应用及 迁移创新 Guide the students to compare the present perfect and the simple past. Work on 4c:Ask the students to complete the passage with simple past or present perfect forms of the verbs in brackets.Then ask several of them to check the answers. Ask the students to think about the questions and have a talk to express their ideas. T:What is the meaning of the sentence “ They have allowed me to see the world differently. ” Have you ever read a book that made you see the world or people differently Ask the students to work in pairs. Let them interview their classmates and find out who has done these activities. Provide some useful expressions for them to help them. 1.Compare the present perfect and the simple past with the help of the teacher. 2.Complete the passage with simple past or present perfect forms of the verbs in brackets. Ss:Have;tried;decided; began;have;read;have taught;have allowed;knew; realize 3.Have a deep thinking about the questions and share the ideas. Sa:It means the books have changed how I see the world. Sb:Yes, I have. Harry Potter showed me how important true friendship is./... Sc:No, I haven’t, but I hope to find such a book soon./... 4.Work in pairs to interview your classmates and find out who has done these activities.
Seat-work 随堂练习 Ⅰ.单项选择题。 1. — ______ you ever ______ (read) Journey to the West — Yes, I ______ (read) it last summer. Did; read; read B. Have; read; read C. Have; read; have read 2. I ______ (join) the reading club in Grade 7, and I ______ (be) a member for 2 years. A. joined; have been B. have joined; was C. joined; am 3. — ______ you ______ (watch) the movie The Little Prince yesterday — No, but I ______ (watch) it before. Did; watch; watched B. Have; watched; have watched C. Did; watch; have watched 4. — Why don’t you lend me the novel — Because I ______ (not finish) it yet. I ______ (start) it 3 days ago. didn’t finish; started B. haven’t finished; started C. haven’t finished; have started Ⅱ.将下列句子翻译成英文。 1. I have read this story book. ( ) ________________ 2. Have you ever watch a film base on a novel. ( ) ________________ 3. Have you joined the club last term ( ) ________________ 4. My brother hasn’t read any classic novels already. ( ) ________________ 5. Did you ever finished reading more than 500-page books ( ) ________________ 6. How long have you become a reading lover ( ) ________________ 7. I have never seen such an interesting story before. ( ) ________________ 8. We have know many famous writers so far. ( ) ________________ Ⅲ翻译句子 你吃过午饭了吗？ ________________________________________ 我的爸爸已经看过这本小说三次了。 ________________________________________ 这个男孩已经学会游泳了。 ________________________________________ 他们还没有到达学校。 ________________________________________ She has had this toy since she was five. ________________________________________ We have not seen each other for a long time. ________________________________________
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主总结本课时的核心词汇、语法规则和重点句型，帮助学生梳理知识脉络，构建系统的知识体系，强化记忆效果。
分层作业设计
A层： 基础巩固 整理现在完成时的结构、缩写形式、标志词及用法，制作语法笔记。
B层： 能力运用 整理 4d 的班级调查结果，写一份 3-5 句的英文小报告。(必须含有现在完成时)
C层： 拓展挑战 制作 “My Reading Map” 英文海报：标注书名、书籍介绍及阅读感受。(必须含有现在完成时)
板书设计
Unit7 A Good Read Section A(Grammar--4c)
教学反思
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