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百川学校集体备课课时教案
学科： 英语 年级： 八 课题： U1 past and present 第 课时
主备人： 审核人： 日期： 年 月 日
教学内容 Grammar
教学目标 By the end of this class ,students can 1. Master the basic structure have/has + past participle of the Present Perfect Tense. 2. Use the tense correctly to talk about changes and experiences in English. 3. Tell the difference between the Present Perfect Tense and the Simple Past Tense.
重点难点 Structure and basic usages of the Present Perfect Tense The connection between past actions and the present. Differences between the Present Perfect Tense and the Simple Past Tense.
教法构想 Direct method Task-based teaching method
教具选择 Multimedia pictures
教 学 过 程 学生活动 个人二次备课 （或实践情况记录）
Step 1.Revision (3 mins) 1.Show pictures of Shenzhen: past and now What changes can you see What changes have you seen in Shenzhen Lead in the new grammar: the present perfect tense. Step 2: Pre-reading & Task-reading (7 mins) 1. Students read the dialogue in the textbook. 2. Task 1: Find out changes in Shenzhen. 3. Task 2: Circle the sentences that use the present perfect tense. 4. Check answers together. Step 3 Explain the Present Perfect Tense (10 mins) 1. Q: What is the present perfect tense Structure: have/has + past participle 2. Q: When do we use it ① Actions that started in the past and continue to the present.从过去开始持续到现在的动作或状态）; ② Actions that happened in the past and have a result now.过去发生的动作但对现在有一定的影响） ③ The number of times something has happened up to now.（某个动作从过去到现在已发生的次数 3. Verb changes: Regular past participles: -ed / -d / -ied / double consonant + ed Irregular past participles: come–come, eat–eaten, see–seen… Step 4: Do exercises in the textbook (5 mins) Students finish the exercises. Teacher walks around and helps. Step 5: Find time markers & Practice (8 mins) 1. Students underline the time markers: just, already, yet, ever, never, for, since, so far, over the years 2. Activity: Sentence Chain Rules: Students take turns to make sentences using the present perfect tense. Each sentence must include a time marker. Eg: I have just finished my homework. Step 6: Compare tenses (7 mins) 1. Q: Why do we use the present perfect tense 2. Compare: Present perfect: link past and present; no specific past time. Simple past: finished at a specific past time (yesterday, ago, last…). 3. Do more exercises from the textbook. Step 7: Speaking & Micro-writing (8 mins) 1. Speaking task: Talk about changes around you (school, class, friends, life) in groups. Use: Have you … I have … Our school has … 2. Micro-writing: My Changes Write 3 sentences about your own changes using the present perfect tense. Share some good examples. Step 8: Summary & Homework (2 mins) 1. Summarize: structure, usage, time markers, difference from simple past. Homework: Finish the exercises. Write a short passage The changes in my hometown . Read the dialogue, find out the changes in Shenzhen, and circle the sentences with the present perfect pare the present perfect tense with the simple past tense, and learn to use them correctly.
教后反思百川学校集体备课课时教案
学科： 英语 年级： 八下 课题： Unit1 第 课时
主备人： 审核人： 日期： 年 月 日
教学内容 Reading 1
教学目标 By the end of the lesson, students will be able to: Understand the text about Shenzhen's development and use scanning and skimming skills to get information.Understand the spirit of innovation and the importance of "Made in China" to "Created in China".
重点难点 Difficult Points: Retell the text using key words; Understand the deep meaning of Shenzhen's development.
教法构想 Direct method Task-based teaching method
教具选择 Multimedia pictures
教 学 过 程 学生活动 个人二次备课 （或实践情况记录）
Step 1: Pre-reading Activity 1: Visual Shock Show two pictures: One of Shenzhen as a small fishing village (1980s) and one of modern Shenzhen (skyline, tech hubs). Question: "Look at these two pictures. What place is this What differences can you see " Activity 2: Prediction Display the title:"The Rise of Shenzhen: a city of innovation" and the subtitle. Questions: "What does 'rise' mean here " "Why is it called a 'city of innovation' " "What do you expect to read in the article " Step 2: While-reading Skimming: Read the article quickly and match the main ideas with each paragraph. Para 1: Introduction (Past: fishing village) Para 2: Innovation and Technology Para 3: Culture and Education Para 4: Environment and Transport Para 5: Conclusion (Reasons for success) Scanning: Read in detail and complete the chart on Page 9 (Part A). Step 3: Post-reading Focus on difficult sentences and vocabulary in context. Explain:lie at the heart of = be the most important part.very emphasizes importance. Grammar Point: Subject-verb agreement spirit... is). Explain together with does not change the subject number. Phrase:make a living by doing sth. Tense Focus: Highlight sentences in Present Perfect Tense (e.g.,has developed, has attracted, has won). Further thinking: Why do we use Present Perfect here (To show actions starting in the past affecting the present/resulting in the current status). Why has Shenzhen developed so rapidly (Innovation, hard work, government policy). Shenzhen changed from 'Made in China' to 'Created in China'. What does this mean for us as students Think about your own hometown. What is one big change What caused it (Brief sharing). VI. Homework Read the article aloud fluently. Finish the exercises on Page 10 (Part C) and write a short passage about a city you like. Ss talk about numbers Ss answer the questions Ss summarize the rules about it Ss write the article by using this grammar
教后反思树成学校集体备课课时教案
学科： 英语 年级： 八 课题： U1 past and present 第 4 课时
主备人： 审核人： 日期： 2026 年 3 月 4 日
教学内容 Integration1
教学目标 在本节课结束后，学生能够： 通过阅读星光村短文与听力材料，提取并归纳乡村在道路、住房、环境、旅游等方面的具体变化信息，完成信息表格。 结合听力与对话内容，分析乡村变化的原因（如政府支持、科技发展、旅游业），推断变化对村民生活的影响。 模仿Millie与父亲的对话结构，运用过去与现在的对比句式，与同伴谈论家乡某一地点的变化，并说明原因与感受。
重点难点 通过视频和报告了解乡村振兴成果，增强对家乡发展的关注与自豪感，树立建设家乡的责任意识。
教法构想
教具选择 Multimedia pictures
教 学 过 程 学生活动 个人二次备课 （或实践情况记录）
读 Step1. Lead-in：watch and answer questions What can you see in the picture How do you feel about the village now Step2. Presentation Read the passage and answer some questions。 听 Step1. Before listening Predict the information by thinking about what kind of information is needed. Step2. While listening Listen to the tape and fill in the note Check the answers Step3. After listening Think: Why do both villages choose to develop tourism 2. If you are one of the local people, what will you do Why Step4. Listen and judge True or False. 写 Step1: Complete the report. 说 Step1. Listen the conversation and answer Where is Millie going this weekend What was it before Step2. Listen and complete the table Step3. Make a conversation Talk about the changes in Xuzhou 作业设计： 1. Must do: Find more information about places in our city and write a short passage to show the changes of a certain place. 2.Choose to do: Make a vlog to show the changes of a certain place 认真观察星光村的相关图片，结合图片内容口头回答老师提出的两个问题，主动参与课堂活动。 运用阅读技巧在文中划出答案句并将答案写在导学单上。 根据听力任务要求，自主预测听力中会出现的信息类型。 认真听录音，快速记录关键信息并完成填空。核对答案后再听一遍。 独立思考老师提出的两个问题，梳理思路后举手发言，分享自己的观点和理由。 再次听录音，根据内容对题目进行正误判断，标注判断依据，完成后集体核对并说明错误原因。 学生汇总并整理音频中获取的春田村与河畔村在乡村建设，经济发展等方面的具体变化以及村民生活方式转变的相关信息完成结构化表格。 倾听Millie与父亲的对话录音，捕捉关键信息，口头回答相关问题。 再次听对话，提取对话中关于地点变化的细节信息，完成表格填写。 以同桌为小组，参照模版和表格信息，运用过去与现在的对比句式，创编关于徐州变化的对话，互相练习并完善表达。
教学反思百川学校集体备课课时教案
学科： 英语 年级： 八 课题： U1 past and present 第 课时
主备人： 审核人： 日期： 年 月 日
教学内容 Integration2
教学目标 By the end of this lesson, we will be able to： 1. correctly use vocabulary about changes (e, g,take place, modern, transport) and the present perfect tense to describe changes ; 2. read to extract information for a fact file and write a structured article comparing the past and present hometown changes; 3.develop their interest in hometown changes and take pride in its development.
重点难点 read to extract information for a fact file and write a structured article comparing the past and present hometown changes
教法构想 Direct method Task-based teaching method
教具选择 Multimedia pictures
教 学 过 程 学生活动 个人二次备课 （或实践情况记录）
Step1. Pre-writing（15mins） Show pictures about past and present Q:What changes can you see 2.Brain-storming:What will you write about if you want to describe the changes in your hometown 3.Read Millie's fact file in D1 and answer the questions: Q1:What changes happened in living/ public spaces Q2:How did transport change Q3: What about job chances Q4:Why did these changes happen Read the article in D2: Read the structure: Q1:How does Millie organize the article Q2:What’s the main idea of each part Read the expressions Do the exercise and check the answers together Step2. While-writing(20 mins) Outlining Drafting Step3. Post-writing(5mins) 1.Editing: (1)self-editing (2)peer-editing 2.Display and evaluation Step4：Homework 1. Complete and polish your competition and share it with others. 2. Review the whole unit and preview the next unit. Read and answer questions. Write and polish.
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