苏娜
陕西省宝鸡市千阳县城关镇初级中学 721100
八年级英语教学的有效性是针对课堂教学目标的达成度而言，达成度越高，则越有效度。提高教学的有效性，就是要不断提高教学目标的达成度。一切教学活动都需要教师来引导，教师的教学设计能力至关重要。课堂教学活动都是在教师的导演下出来的，教师导演的剧本就是教师的课堂教学设计。学生在教师的引导下，自己在主动参与中得到发展。本课的设计是基于本校的五步英语高校课堂教学模式，结合学生的展演而设计的游戏过关环节，环环相扣，层层推进，让学生在快乐而紧张的比赛中获得知识，并提升各方面的能力。
Teaching aims: (英语秀的主题)
1.Talk about the recent events and experiences
2.The Present Perfect Tense: have +past participle (regular verb)
3.Listen and get the key information
Teaching important points: (英语秀的目的)
用法1. 表示发生在过去的动作对现在造成的结果或影响。
a.现在完成时的基本句型：
肯定式：主语 + 助动词have/has + 动词的过去分词.
否定式: 主语 + 助动词have/has + not + 动词的过去分词.
疑问式：助动词Have/Has + 主语 + 动词的过去分词?
b.现在完成时的基本结构:
助动词have (has) + 动词的过去分词
Teaching difficult points: (英语秀的关键)
The Present Perfect Tense: have +past participle (regular verb)
Teaching tools (英语秀的准备环节)
A recorder: pictures: flashcards: PowerPoint
Teaching procedures (英语秀的展演环节)
Step 1 Organization (第一关：互动环节)
Enjoy music : If you are happy(增加感情，活跃气氛)
Making two-minute dialogue. (进入英语情境)
Step 2 Warming up (第二关：抢答环节)
Show some words and observe their forms. (快速识记单词，理解意思. 总结变化规律。
)
ABC型: be(am,is,are) was were been
begin began begun
break broke broken
choose chose chosen
do did done
draw drew drawn
ABB型: find found found
have had had
hear heard heard
hold held held
keep kept kept
lead led led
AAB型beat beat beaten
ABA型:become became become
come came come
run ran run
AAA型: cost cost cost
cut cut cut
hit hit hit
hurt hurt hurt
let let let
put put put
Step 3 Listening: (第三关：理解环节)
Do some choices and sum up the definition of The Present Perfect Tense.
( )1.You’ve never seen such a wonderful film before, _______?
A. haven’t you B. have you C. do you D. don’t you
( ) 2. —I have watched the game. —When ____ you ____ it?
A. have; watched B. do; watch C. did ;watch D. will; watch
( )3. Mr. Green ____ in China since five years ago.
A. lived B. has lived C. lives D. is going to live
( )4. His grandma ______ for two years.
A. died B. has died C. was dead D. has been dead
( )5. –Where is Han Mei now?
－She ____ to Shanghai. She will be back in two days.
A. has gone B. has been C. goes D. had gone
( )6.－_____ you ____to the United Stated ?
－ No, never,but I went to Canada a few years ago
A. Have; been B. Have; gone C. Did; go D. Do; go
( )7. You haven’t changed your mind,_______?
A. do you B. are you C. have you D. did you
( )8. How long have you _____ the football team of the school?
A. played B. been at C. joined D been on
( )9. —Where have you _____ these days?
—I have _____ to Kunming with my friends.
A been , gone B been , been C gone , been D gone, gone
Step 4 Reading: (第四关：小结环节)
Discuss:
发音规则：清后清，浊后浊，元音跟着浊音浊，/t/,/d/后面发/id/
变化规则：
1、一般情况下，动词词尾加-ed
2、以不发音的-e结尾的动词，词尾直接加-d
3、辅音字母+y 结尾的动词，把y变i，加ed
4、重读闭音节结尾的动词，双写词尾辅音字母，再加-ed
Step 5 Listening (第五关：差异环节)
Fill in the blanks with for or since ,and then sum up the differences between them.
1. We haven’t seen each other ______ a long time.
2. His father has been in the Party ______ 10 years ago.
3. The film has been on ______ 20 minutes.
4. Mr Green has worked here ______ he came to China.
5. His grandparents have been dead ______ several years.
6. It’s five years _______ we met last time.
Step 6 Singing (第六关：展演环节)
Let the volunteers show in front of the class.
Step 7 “Come to PROJECT” (第七关：合作及表演环节)
List the differences among the three phrase.
Finish it in work group. Talk about the different ways in them. What are the differences among them?
1.Ask the students to show in front of the class.
用have been to, have gone to, have been in 填空。
1. Mike and his parents __________ the north for half a year.
2. Mum is not at home now. she _________ the shop.
3. ______ you ever _____ to kunming ? Never.
4. Where _____ you ______ these days?
5. Has Jim arrived yet?
Yes, he _______ here for several days.
6. Where is Peter? I don’t know where he ________.
7. Hi Jim! Where _____ you _____ ?
Li Lei is looking for you.
Step 8 Homework: (第八关：评比总结环节)
a. To make a dialogue with the present perfect.
b. To sum up your harvest in this class.
Blackboard Design
【教学反思】：
一、研究教学对象，设计教学活动
只有真实准确地了解了学生的学习状况，从学生起点出发引导学生自主学习，才有可能真正体现“以学生发展为本”的教学理念。古罗马教育家普马塔克说过：“儿童的心灵不是一个需要填满的罐子，而是一颗需要点燃的火种。”为了让学生在课堂上更好地发挥主动性，教师要重视发现蕴藏学生身上的“火种”，多做“助燃”工作，防止“火种”浇灭。因此，在英语课堂教学中，多设计贴近生活的情景对话及活动，通过自我参与而发现的规律，对于学生来说更容易记忆，也更容易消化，同时也让学生体验英语学习过程中自我探索的成功喜悦。整个教学过程真正成为学生自主探索、动手操作、合作交流的过程。本课设计的八个环节刚好符合本校的六步教学的展开模式，采取的教学方法也是学生很喜欢的游戏形式，效果十分不错。
二、实施有效教学，设计导学案
教学应尊重并适应学生的个体差异。教师应了解每一个学生的性格、爱好和原有的知识结构及不同的文化背景，鼓励每一个学生都参与到学习活动中去。学生的个体差异有性格差异和学生的认知差异等，在学习的过程中，学生认知差异表现为认知方式与思维策略、认知水平和学习能力的差异。教师在教学中要鼓励与提倡解决问题策略的多样化，尊重学生在解决问题过程中所表现出的不同认知水平和认知方式，鼓励每一个学生都参与到教学活动中去。问题的设计、教学过程的展开，练习的安排要尽可能地让所有学生都能主动参与，在学习活动中提出各自解决问题的策略，并引导学生在与他人的交流中选择合适的策略，丰富自己的学习经验，本课的习题设计由浅入深，适合各个层次的学生学习，参与性强，学习效果不言而喻。
三、实践后的反思：
a. 教学环节齐全，内容充实丰富。
b.语法层次分明，重点突出。
c.难点辨析清楚，训练具有针对性。
d.课件精美有趣，总结经典。