Unit 2 Travelling Grammar 教学设计-2024-2025学年译林版八年级英语下册

Unit 2 Travelling Grammar 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master the use of have/has been (returned) vs. have/has gone (not returned), and verbs with for and since in the present perfect tense. Students will accurately apply these structures in travel - related conversations and writing. 2. Ability Objectives Improve grammar skills by completing sentences and conversations with correct tense forms. Enhance communication skills through discussing travel experiences using the target structures. 3. Affective Objectives Strengthen awareness of precise tense usage in describing travel, fostering clear communication. Encourage sharing of travel stories, building cultural and personal connection. II. Language Knowledge 1. Key Words & Phrases Present perfect structures: have/has been, have/has gone; Time expressions: for (duration), since (time point); Travel - related verbs: arrive, borrow, begin, keep 2. Key Sentences “We use have/has been to express someone went and returned. Millie and Amy have been to South Hill. “We use for with duration (Mr Dong has lived here for many years) and since with time points (Mr Dong has lived here since he was born).” 3. Key and Challenging Points Key Points: Differentiate have/has been vs. have/has gone; use for and since correctly. Challenging Points: Applying for/since with non - continuous verbs (e.g., borrow → keep); choosing the right structure for context. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Have/Has Been vs. Have/Has Gone (10 Minutes) Show examples (e.g., “Millie has been to the library (returned)” vs. “Suzy has gone to the bookshop (not back)”) and ask: “What’s the difference in meaning?” Introduce the topic: “Today, we’ll learn to use have/has been and have/has gone—key for talking about travel whereabouts!” Step 2 Tense Explanation & Practice (12 Minutes) Rule Presentation: Explain have/has been (experience, returned) and have/has gone (away, not returned). Use travel scenarios (e.g., “Kitty has gone to Hong Kong (still there)” vs. “She has been to Hong Kong (came back)”). Clarify for (duration: three days) and since (time point: Monday). Practice—Activity A1: Students complete sentences (Activity A1) with have/has been or have/has gone. Walk around to clarify usage (e.g., “Millie isn’t here—has gone”). Step 3 Application in Conversations (10 Minutes) Task—Activity A2: Students finish Daniel & Millie’s conversation (Activity A2) with present perfect verbs. Discuss answers, emphasizing have/has been (visited and back) vs. have/has gone (away). Step 4 Verbs with For and Since (8 Minutes) Rule Clarification: Explain non - continuous verbs (e.g., borrow, leave) need “state” verbs for for/since (e.g., borrow → keep; leave → be away). Use examples from Kitty’s trip. Practice—Activity B: Students correct/complete sentences (Activity B), applying for/since rules. Step 5 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap have/has been vs. have/has gone, for vs. since, and state verbs for non - continuous actions. Homework (2 Minutes): Writing: Write 3 sentences about your travel using have/has been and have/has gone. Reflection: List one travel experience and describe it with for or since. IV. Assessment of Teaching Effectiveness Check Activity A1/A2 answers for accurate have/has been/gone use. Evaluate Activity B for correct for/since application with state verbs. V. Design Purpose Introduction: Use travel examples to clarify tense differences. Explanation/Practice: Break down rules and apply in structured tasks. Application: Reinforce in conversations and writing, linking to real travel stories. VI. Blackboard Design Unit 2 Grammar—Present Perfect for Travel Key Structures: - *have/has been*: went & returned (e.g., “I have been to Japan”) - *have/has gone*: went, not back (e.g., “She has gone to Korea”) - *for*: duration (e.g., “for 5 days”) - *since*: time point (e.g., “since Monday”) State Verbs for Non - Continuous Actions: borrow → keep; leave → be away Homework: Write travel sentences! VII. Teaching Reflection Strengths: Clear tense breakdown and travel - themed practice. Weaknesses: Non - continuous verbs with for/since may confuse students. Improvements: Add a “tense sorting” game: Sort travel sentences into have/has been vs. have/has gone. This reinforces structure recognition. 学科网（北京）股份有限公司 $$