Step 1 Review 第一步 复习(时间:7分钟)
通过教师询问学生的暑期活动，导入话题，呈现部分生词。
T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握。)
bell
T: Nice to see you again. Did you enjoy your summer holiday?
Ss: Yes.
T: Hi, S1, where did you go during your summer holiday?
S1: I went to …
T: S2, did you go to your grandpa’s home?
S2: Yes.
(板书grandpa，要求学生掌握。)
Grandpa
T: S3, where did you go?
S3: I went to the West Lake with my father.
T: Wow! The West Lake is a beautiful place. What did you do there?
S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards.
T: S4, what about you?
S4: 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. S5, did you go to summer classes?
S5: 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: Yes. 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，要求学生掌握。)
proper
T: OK, you all had a good summer holiday. What about Kangkang and his friends? Let’s come to the new unit now.
Step 2 Presentation 第二步 呈现(时间:15分钟)
创设语言情境，呈现have/has been to和have/has gone to及部分生词。
1. (创设对话情境。Mr. Smith星期六组织Class 2去野营，大家在校门口集合时发现Jim没来。师生对话，呈现have/has gone to…)
Mr. Smith: Hello, everyone! Jim isn’t here. Where is he?
S1: Maybe he is at home.
S2: Maybe he is ill.
…
Mr. Smith: No. He has gone to Beijing to be a volunteer.
(板书并让学生了解volunteer，教师适当讲解have/has gone to的用法，并让学生初步掌握。)
have/has gone to, volunteer
(假设星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to。)
Jim: Good morning, Mr. Smith.
Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?
Jim: Cool!
Mr. Smith: I think you have been to many places of interest.
(板书并适当讲解，要求学生初步掌握。)
have/has been to
(教师可用简笔画呈现have/has been to和have/has gone to，讲解它们的区别并要求学生掌握。)
2. (师生对话，简单操练have/has been to和have/has gone to的用法。)
(教师特意让S3去办公室取作业。)
T: Did you have a good summer holiday, S4?
S4: Yes.
T: Where have you been?
S4: I have been to …
T: By the way, where is S3?
S4: He has gone to the teacher’s office.
(板书by the way，要求学生掌握。)
by the way
3. (播放1a录音，回答小黑板上呈现的问题。以听力的形式呈现1a的主要内容。)
T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during the holiday. Answer the following questions on the small blackboard:
(出示小黑板。)
(1) Who has just come back from India, Sally or Rita?
(2) Where has Jane been?
(3) Where has Kangkang been?
(4) Who isn’t at school?
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。)
S5:Rita.
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?
S6: 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?
S7: He has been to an English summer school.
4. (重放1a录音，总结重点句型并板书。)
T: Listen to the tape again. And then talk about what they have done.
Rita has just come back from India. She has been to …
Jane has been to … Kangkang has been to …
Maria isn’t at school. She has gone to …
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a，完成1b，并引导学生区别一般过去时与现在完成时。
1. (让学生分角色读对话，教师巡视并纠正学生发音。)
T: Read 1a in roles. Pay attention to your pronunciation.
2. (学生独立完成1b的表格。师生共同核对答案，巩固现在完成时have / has been/gone to这一基本句型。)
T: Now, please fill in the table in 1b according to 1a.
3. (由1a对话引导学生谈论暑期生活，继续巩固现在完成时。)
T: Kangkang has been to an English summer school to improve his English. Rita has been to India. What about you? Where have you been? And what did you do? Please work in groups of three to talk about your summer holidays.
(学生三人一组进行问答。)
T: Who will try to act it out in front of the class?
(挑几组学生进行表演，并对学生进行适时指导和鼓励。)
Example:
S1: Where did you go last Summer holiday?
S2: I went to the West Lake.
S1: (指S2问S3)Where has he been?
S2: He has been to the West Lake.
S1: I went boating on the lake.
S2: (指S1问S3) What did he/she do there?
S3: He/She went boating there.
(教师引导学生区别一般过去时与现在完成时。)
Step 4 Practice 第四步 练习(时间:8分钟)
完成1c和2，强化练习现在完成时及部分重要词汇。
1. (教师让学生两人一组，每人拿出提前准备好的旅游照片或图片，操练现在完成时。注意区别一般过去时、一般将来时和现在完成时，完成1c。)
S1: Hi, S2. Where have you been?
S2: I have been to Shanghai.
S1: When did you go there?
S2: I went there this summer holiday.
…
S3: Hi, S4. Where has Lucy gone?
S4: She has gone to Mount Tai.
S3: When will she come back?
S4: She will come back in two days.
…
2. (根据呈现的have/has been to和have/has gone to，完成2。然后核对答案。在处理2时，板书并讲解，要求学生掌握chairwoman和grandson。)
chairwoman
grandson
3. (缤纷小赛场。出示幻灯片或小黑板。)
(1)My teacher gave us the p answer after the discussion.(根据首字母填空)
(2)My father often took me to my hometown to see my g , a kind-hearted old man.(根据首字母填空)
(3)These (chairwoman) can’t agree with each other.(适当形式填空)
(4)-Where’s Lucy, Tom?
-She her hometown to see her grandparents.(单项选择)
A. return to B. has gone to C. has been to D. have gone to
Step 5 Project 第五步 综合探究活动(时间:5分钟)
让学生完成暑期调查表格，并写出调查报告，进一步熟练运用现在完成时。
1. (教师制作关于暑假活动的表格，让学生通过对话完成表格。)
Name Where has he/she been? What did he/she do?
…
…
2. Homework:
Write a survey report about the students’ summer holidays, using the simple past tense and the present perfect tense. The report includes: (1) Where have you been? (2) What did you do?
板书设计：
Our country has developed rapidly.
Section A
by the way -Where have you been, Jane?
There goes the bell. -I have been to …
Proper chairwoman Maria isn’t at school. Where’s she?
-She has gone to …