九年级英语全册 Unit 14 Have you packed yet Section A The second period学案

《Unit 14 have you packed yet 》学习任务：运用现在完成时，来小结已经完成和还未完成的事情目的：通过学生小组活动，询问或谈论已经完成和还未完成的事情。

学会使用 already 和yet, 并能在实际情境中简单地运用，培养学生应用英语进行交际的能力。

语言技能：listening .speaking .reading and writing语言知识：现在完成时的用法提示词语及句型：watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off，Have you watered the plants yet? Yes, I have already watered them?Have you packed the camera yet? Yes, I have already packed the camera.●教学重点、难点分析：❶教学重点：基本单词，词汇和句型❷教学难点：能够运用现在完成时谈论自己的已经完成和还未完成的事情●课前准备❶本课时的教学课件●教学设计street map, moneyTeach the new words and then check the answers.↘Presentation/Practice❶Show a picture of a person who is packing.T: Now we’re going to the beach for a vacation. Areyou ready? We will leave in ten minutes. Have you done the things you must do when you go out in the outside? Let’s check your job.Are you sure you have already done most of your jobs for your vacation? Have you packed yet?A: Have you packed the camera yet?B: Yes, I have already packed it.No, I haven’t packed yet.No yet.❷Practice the conversation and learn the new words and phrases.packed the beach towelsturned off the powerlocked the doorclosed the windowcleaned out the refrigerator(fridge)put the car in the garagebrought some medicine/enough moneybought a travel guidebook/a street mapfed the dogswatered the plantsdone the chores↘Work on 1b and 1c❶Show the picture of 1b.Work on 1b.Check the answers: packed the camerawatered the plantsbought a travel guidebook 出门旅游应该注意什么？真实的生活情景的呈现使学生体会英语与日常生活极贴近，从而可以增强学生学英语的兴趣，同时可以很自然地用already和yet来表达各个句子，让学生领悟他们在表达上的区别，能更好的掌握现在完成时的用法。

Unit 14 Have you packed yet?The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularybathing suit, water, travel, guidebook, beach towel, street map （2）Target LanguageHave you watered the plants yet?Yes, I have already watered them．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ communicative competence．3． Moral ObjectsHave everything in readiness before you do it． In this way, you can finish it perfectly or have a good time．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ communicative competence．Ⅳ． Teaching Methods1． Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep Ⅰ RevisionT: Last week we finished Unit 13． In this unit, we learned how to talk about how things affect us． For example, Loud music makes me tense． That movie made her sad． Now I ask some students to make sentences with the structure…make me…S1: Parties make me excited．S2: School vacations make me happy．S3: That movie made me want to leave．S4: The story made me cry．S5: The awful picture makes me nervous．T: Very good． From today on, we will learn Unit 14． Now． I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talking to the rest of the class）T: Has he written the number 1 yet?Class repeat the question． Has he written the number 1 yet?S s: Has he written the number 1 yet?T: （Pointing to the number 1 on the board） Yes, he has already written the number 1． Class repeat． Yes, he has already written the number 1．S s: Yes, he has already written the number 1．T: （Writing the word already on the blackboard） This is the word already．Class repeat． Already． Look at the blackboard．（pointing to the blackboard） Has he written the number 50 yet? Class repeat the question． Has he written the number 50 yet?S s: Has he written the number 50 yet?T: （Pointing to the highest number already on the blackboard）No, he hasn’t written the number 50 yet． Class repeat． No, he hasn’t written the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard） Tish is the word yet． Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?SS: Yes．Step Ⅱ 1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote． Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．Sample answersStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． Ask, What can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）Point to the box． Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item． Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape． The first time students only listen． Play the tape a second time．Now listen to the tape again． This time please put your checkmarks on the correct blanks． Check the answers with the whole class．AnswersTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t． Can’t Judy pack them?Woman: No, she’s busy． Could you please water the plants? Boy:I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK． I’ll get it． Have you packed the camera? Boy: Yes． I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything． We haven’t locked the windows yet．Step Ⅳ 1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class． Look at the example in the box． Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner． Look back at the chores in Activity lb． Say, Now look back at the chores in Activity lb． Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．While students are working in pairs, walk around the classroom and listen to some pairs． If necessary, offer language support． Then get several pairs of students to say their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet．Notes1． pack—（here）get ready for a journey by doing this2． guidebook—book for travellers, tourists, etc, with information about a place3． Have you watered the plants yet?Yes, I have already watered them: PresentPerfect Tense． The structure is have+ p． p． Pay attention to the two words already and yet． Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step Ⅴ SummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel． We’ve also learned the target language． Have you watered the plants yet? Yes, I have already watered them．Step Ⅵ HomeworkMake conversations in pairs to review the target language．Step Ⅶ Blackboard DesignUnit 14 Have you packed yet?The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyrefrigerator, garage, suitcase, clean out, put in, turn off （2） Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．2． Ability Object（1） Train students’ listening ability．（2） Train students’ speaking ability．3． Moral ObjectWe must be ready with our work before we do it．Ⅱ． Teaching Key Points1． Key Vocabularyclean out, put in, turn off2． Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．3． StructuresHave you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．Ⅲ． Teaching Difficult Points1． the target language2． How to train students’ listening ability．Ⅳ． Teaching Methods1． Listening method to improve the students’ listening ability．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework． Get some pairs to read their conversations． Collect their conversations and help students correct any mistakes．Step Ⅱ 2aThis activity provides guided listening practice using the target language．Look at the picture． Ask, What can you see in the picture? （A boy and a girl are in the kitchen． They both look a little stressed out）Go through the instructions with the class． You will hear a boy and a girl talking about getting ready to go on vacation． Write M after each thing that Mark says and T after each thing that Tina says．Look at the sample answer． Say, Tina said, No． I haven’t cleaned out the refrigerator yet． Get students to repeat No． I haven’t cleaned out the refrigerator yet．Play the recording for students the first time． This time students only listen to the recording． Play the recording a second time． This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．Check the answers with the class．Answers1． T 2． T 3． M 4． T 5． M 6． TTapescriptBoy: Mom and Dad said they want to leave in ten minutes． Are you ready, Tina?Girl: No． I haven’t cleaned out the refrigerator yet． I have to do that right now．Boy: Tina! You’re unbelievable． What about your bike?Girl: I’ve already put it in the garage． But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know． I’ve already done most of my jobs． I’ve taken out the trash．Girl: Have you fed the cat yet?Boy: Not yet． I’ll do it in a minute． Have you turned off your radio?Girl: Yes, I have． I think we’re almost ready．This activity provides guided listening practice using the target language．Go through the instructions with the class． Look at the list of questions with blanks in front of each one． Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b． Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class． Look at the sample answer． Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students． Let students write their answers in the blanks． Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6This activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles． Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No． I haven’t cleaned out the refrigerator yet．Go through the instructions with the class． Say, With your partner make a conversation using information from Activities 2a and 2b． Have students work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite two pairs to say their conversations to the class．Conversation 1S A: Have you fed the cat yet?S B: Not yet． I’ll do it in a minute．Conversation 2S A: Have you turned off your radio?S B: Yes, I have．Step Ⅴ Grammar FocusLook at the grammar focus box． Get three students to read the questions and answers to the class．Have you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes． I’ve already put it in my suitcase．Have you fed the cat?No． I haven’t fed her yet．Let students make up other sentences in pairs using have you…yet questions． For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet．Pay attention to the use of already and yet． Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago． When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now． It will happen soon． For example: I’ve already had breakfast, but I haven’t had lunch yet．Draw a simple diagram to help students understand the grammar focus．Get some pairs to say their sentences aloud to the class．A sample sentenceI’ve already had lunch, but I haven’t had supper yet．Culture noteMany Americans are used to taking at least one vacation trip a year． But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city．For some students, financial limitations and family obligations make such travel impossible． For others, it may be that taking trips is not something that is common in their home culture．Step Ⅵ SummaryIn this class, we’ve learned key vocabulary clean out, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t． Have you packed the camera yet? Yes, I’ve already put it in my suitcase． Have you fed the cat? No． I haven’t fed her yet．Step Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularychop, wood, light, village, well, farm（2） Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2． Ability Objects（1） Train students’ integrating skills．（2） Train the ability of expressing students’ own opinions．3． Moral ObjectsWe should make a plan for our everyday activities and make a schedule． It can remind us how to spend the time． It is good forour study and life．Ⅱ． Teaching Key PointTrain students’ integrating skills．Ⅲ． Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ． Teaching Methods1． Fast-reading method2． Groupwork and pairworkⅤ． Teaching Aids1． A projector2． The blackboardⅥ． Teaching ProceduresStep I RevisionT: Yesterday we learned the target language． The structure is Have you…yet? Yes． I’ve already…Have you…?No． I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes． I’ve already turned it off．S1: Have you finished your homework?S2: No． I haven’t finished it yet．T: Very good．Step Ⅱ 3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class． Look at the e-mail message． Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1． do my homework2． take the dog for a walk3． water my mom’s plants4． do some shopping5． chop wood6． light the fire7． collect water8． feed the animalsLet students read the e-mail again for further comprehension． While they are reading． Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1． chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2． chat—talk about unimportant things3． kid—（sl） child; young person4． well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source5． anyway—in any possible way; by any possible meansStep Ⅲ 3bThis activity provides reading, writing． listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart． Let students read the information in it． Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart． Under each person is a list of the things he or she has done or will do today． Now look at the chart． What do you see in the first column?S1: Numbers． Clock times．T: That’s right． Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth． It is 12:00 noon now． so the 1:00 and 2:00 times show things they will do later today． What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct． What things hasn’t he done yet?S3: He hasn’t watered the plants． He hasn’t cleaned his room．T: OK． Very good．Go through the instructions with the class． Put students in several groups．Say, Each student in a group will decide to be one of the people． The other students in the group will ask questions to find out which person in the chart he or she has decided to be． Make sure students understand how to do the exercise．Look at the example in the box． Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Yeah． It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Yes． I’ve already watered the plants．Group 2: Have you fed the dog?S2: No． I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework． But I haven’t done some shopping．Put students in some groups of three． Let students complete the work in groups．Finish the table．Review the task． Get some groups to share the results of their surveys．Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing． Then get students to work in pairs． Student A thinks of one activity．Student B gets five tries to guess the activity． Then student B thinks of an activity and student A guesses what it is．Step Ⅴ SummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm． We’ve also done a lot of reading, writing and speaking practice using the target language．Step Ⅵ Homework1． Finish off the exercises on pages 57～58 of the workbook．2． Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step Ⅶ Blackboard DesignUnit 14 Have you packed yet?The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．2． Ability Object（1） Train students’ speaking and listening ability．（2） Train students’ ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．3． Moral ObjectLove music and you can benefit from it．Ⅱ． Teaching Key Points1． Key Vocabularymember, original, songs, award2． Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．Ⅲ． Teaching Difficult Points1． How to train students’ speaking and listening ability．2． How to use the target language．Ⅳ． Teaching Methods1． Listening method2． Groupwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework． Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week．S A: Have you done your homework?S B: Yes, I’ve already done my homework．S A: Have you cleaned your room?S B: No, I haven’t cleaned my room yet．Step Ⅱ Part 1This activity introduces key vocabulary, and helps students review vocabulary they already know．Look at the picture． Ask, What can you see in the picture? （A man is playing the guitar and singing a song）Point to the box． Invite a student to read the four questions． Make sure students understand the questions． Get students to fill in the blanks on their own． A moment later, ask several students to read their answers to the class．Notes1． favorite—（adj．）best liked2． What is your favorite band?—What band do you like best? 3． band—group of persons who play music together4． band member—member of a bandStep Ⅲ 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． A record agent is interviewing members of a band． Let students read the instructions． Point to the headings and the blank lines following each heading． You will hear a woman interviewing members of a band． They are talking about the band． Now, listen and write your answers on these blank lines．Play the recording the first time．This time students only listen． Play the recording a second time． This time, ask students to write their answers on the blank lines as they listen to the recording． Play the tape again if necessary．Check the answers with the class．AnswersBand’s name: Apple Ice CreamHow long they’ve been together: About a yearNumber of concerts they’ve done: SixTapescriptWoman: Hmmm． That was… umm…not bad． Now tell me a little about yourselves． What was your name again?Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? That’s uhhh …a nice name． Hong long have you been together?Boy 1: About a year．Woman: One year, huh? And have you written any original songs yet? Boy 2: Yes, we have． We used to play stuff by other bands, but now we only play our own songs． That one you just heard was ours．Woman: Good, great! I’m interested in people who play their own music． Have you ever won an award of any kind?Boy 1: Yes, we have． We won the best new group of the year lastWoman: Wow． That’s great． Have you made a music video yet? Boy 1: No, not yet．Woman: But you’ve had your own concert?Boy 2: Oh, yeah． We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t． But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ 2bThis activity provides listening practice using the target language． Go through the instructions with the class． Look at the list of things the band may or may not have done． Get different students to read the list． Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer． On the recording you hear that the band has already written some original songs so you check that answer． If necessary, play the recording again． Then get students to put checkmarks in front of the correct answers．Check the answers．√ written original songsmade a music video√ won an awardbeen on TV√ had concertsNotes1． original—newly formed or created, not copied or imitated 2． award—（here）a prize in a competition3． video—televisionStep Ⅴ 2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the box． Invite two students to read it to the class．S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times．Go through the instructions with the class． Talk about your favorite bands with your partner．Let students work in pairs． As they work, walk around the classroom checking the progress of the pairs and offering help as needed． A moment later, invite two pairs to say their conversations to theclass．A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs．A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own．Step Ⅵ SummaryIn this class, we’ve learned some key vocabulary, such as member, original, songs, award．We’ve also learned the target language． Have they been on TV yet?Yes, they’ve been on TV lots of times by listening and speaking．Step Ⅶ HomeworkTalk about some bands using the target language, and write down the conversations．Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Improve students’ integrating skills—reading skill and writing skill．（2） Improve students’ speaking ability by groupwork．3． Moral ObjectIt is good for us to listen to music in the busy life． Music can make us relaxed, and we can work better．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult Points1． How to improve students’ reading ability．2． How to improve students’ speaking ability by groupwork．Ⅳ． Teaching Methods1． Reading method to improve students’ reading ability．2． Writing method to improve students’ writing ability．3． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A projetor2． The blackboardⅥ． Teaching ProceduresStep I RevisionRevise the target language presented in this unit．Check homework． Ask some pairs to read out their conversations．Step Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．Look at the picture． Ask students, What’s the article about? Can you guess?（It’s about a band）Go through the instructions with the students． Make sure students know what to do． Read the article carefully． Circle the things the New Ocean Waves have already done． Underline the things they haven’t done yet．Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts． Ask students to circ1e the words had three major concerts． One thing they haven’t done is They’re going to appear on CCTV next month． Let students underline those words appear on CCTV． Get students to finish the work on their own．Check the answers with the class．。

Unit 14 Have you packed yet ?The fourth period(Section B 1a-2c)Learning GoalsUse the present perfect to talk about favorite band. Learn to talk about music、singers and bands. Let the students comment on them. The students can talk about bands, singers and their music, experience the charm of music.（目标引领，用一段话表述了本节课的知识、能力和情感目标。

）Preview一、Look at p113, put the following into English orally, then write them down without looking at the text.1.最喜欢的乐队2.写原创歌曲3.获奖4.制作音乐光盘5.举办音乐会6.上电视7….的数量二、Put the following into Chinese.1. What is your favorite band?2. Have you written any original songs yet?3. Have you ever been on TV?4. You’ve had your own concert.(预习体现了以学生为主体，培养学生的参与、体验、感知、实践和交流的能力。

)Teaching steps (教学步骤)Step 1：Warming up and leading in热身导入Play different kinds of music and ask the students to answer the questions below: What kind of music do you like? and why?Ask Ss to work in groups. Then let some groups to report.（通过对熟悉的问题讨论引出要学习句型，使学生自然而然地进入新课的学习。

Section B【教学目标】，有些难度。

【教学方法】情境教学法直观教学法【教学准备】教师准备：教学案本课时的教学课件。

学生准备：搜集世界著名音乐、歌手和乐队的图片。

【快乐自学】I、听单词录音，认读并记住Section B的单词、短语。

1、所做的最早的歌曲____________2.赢得一项奖_______________ 3.作巡回演出_______________4. 务必，一定要________________5.最近十二个月________________6.on the music scene___________________7.go on a world tour____________________8.sing in front of other people_____________________II. 、听录音，完成2a、2b，并记住重要信息。

III、读3a 3b，在文中找出下列句子,翻译成英语.1. And t hey’re going to go on a world tour in which they will perform in ten different cities.2. Be sure not to miss them if they come to a city near you ---if you can get tickts.3. Good luck to the NEW Ocean Waves!4. Did you know that th ey gave half of the money they made to a homeless children?5. Have you palyed a musical instrument?【教学过程】StepI. Warm-up1、Show some bands from different places: SHE, Shinhwa, Backstreet boy, Twins, Flowers, Beyond.T: Do you like them?What is your favorite band?StepII. New teaching1、Teach the useful phrases:written many original songshad several concerts of their ownhave been on TVwon some award s2、Pair work (practice 1)Ste p III. Learn 2a, 2b and 2c1、T: A record agent is interviewing members of a band. Listen and fill in the information about the band.Check the answers with the class.2、 Listen again and check the things the band has already done.3、 Listen and imitate.4、 Pair wor k (2c)Step I V、learn 3a1、T: Just now, you talked about your favorite band. Now we are going to talk another band whose name is New Ocean Waves. What kind music do they play? Is their music very popular?2、Fast reading.3、Read the article. Circle the things the New Ocean Waves have already done. Underline the thin gs they haven’t done yet.4、Check the answers with the class.Step V. 考点透析1、appear(1) 动词“出现；露面”eg: A rainbow appeared in the sky after the rain.(2)可作系动词“似乎；好像”相当于seem, 后面可接不定式，如果不定式是“to be +形容词”eg: She appears unhappy.= She appears to be unhappy.(3) It appears that …句型常用来指一种情况或现象，其中appears 可以和seems 替换eg:It appears that I have made a mistake.2、（1）tour n. 旅行，周游 a round-the -world tour 环球旅行（2）be on tour / go on tour 作巡回演出eg : Take a company to tour to perfo rm three of Shakespear’s plays率领剧团巡回演出三部莎士比亚戏剧。

Unit 14 Have you packed yet?第三课时 Section B （1a—2c）一翻译下列词组。

1.你最喜欢的乐队2.你最喜欢的乐队成员3.赢得一个奖励4.在电视上二听听力2a&2b，根据听力材料完成下列所缺的句子。

Woman: Hmmm. That was ... umm ... not bad. Now tell me a little about yourselves.What was your name again?Boy1: Apple Ice Cream.Woman: Apple Ice Cream? That's uhhhh ... a nice name. _________________________? Boy 1: About a year.Woman: One year huh? And ____________________________?Boy 2: Yes, we have. We used to play stuff by other bands, but now we only play our own songs. That one you just heard was ours.Woman: Good. Great! _____________________________. Have you ever won an award of any kind?Boy 1: ___________________. We won the best new group of the year last month. Woman: Wow. That's great. ____________________________?Boy 1: No, not yet.Woman: But_____________________________?Boy 2: Oh,-yeah. __________________________.Woman: Have you ever been on TV?Boy 1: ____________________. But we've already talked to "Bands on Parade" about doing a TV show next month.Woman: Sounds like you are on your way.三用所给词的适当形式填空。

九年级英语全册Unit14Haveyoupackedyet教案1人教新目标版Part 1: Teaching design (第一部分：教学设计)Section AGoals●To learn to use Present perfect with already and yet●To listen and talk about having a vacationProceduresWarming upby studying grammarGrammar is so important that it should always be learned and made use of in class.Today we shall learn to use “ Present perfect with already and yet”Look at the two sentences:Have you watered the plantsyet? Yes, I have already watered them?Do you understand the structure of the two sentences?We shall make more sentences like those.Have you finished your homeworkyet? Yes, I have already finished it? Have you found your bikeyet? Yes, I have already found it?To use the “Present perfect with already and yet”more in communication, let’s go on to page 110.1a Thinking and writingHave you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?Think and write your ideas in the chart on page 110.1b Listening and checkingA family are packing things for a beach vacation. Now listen to their talk, paying attention to the “Present perfect with already and yet”.And now check√ the chores listed below the family have already done.1c Doing pairworkImagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.2a Listening and writingNext is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “Present perfect with already and yet” structure.Now on page 111write before the 6 sentences M for Mark or T for Tina.2b Listening and matchingTo match the questions below with the answers above in 2a, you shall listen to the tape again.2c Doing pairworkTo practice spoken English you are to role play a conversation using the information from 2a and 2b.3a Reading and underliningHere on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.3b Doing groupworkOn page 112 in the middle is a chart with hours and chores done.Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.4 Doing groupworkWhat are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.Closing down by singing a songHappy BirthdayHappy birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. Happy birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you.。

Are you ready ,Tina?
• 1. I haven’t cleaned out the refrigerator yet.
• 我还没有把冰箱清除干净。 • clean sth. out 打扫某物之内部，扫
除某物的尘土等。
• It’s time you cleaned your bedroom. • 现在该是你打扫卧室的时候了。 • clean sth. up 清除罪犯和不道德分
A: Have you packed the camera yet? B: Yes, I have already packedation
• 1. Have you packed yet? • 你打包了吗？ • pack v. • pack sth. （up）into… 整理行装 • pack clothes into a trunk • 把衣服装进衣箱内 • pack into塞进、挤进（某一地方 或某一段时间）
• A. went down B. will go down
• C. has gone down D. was going down • 表示已发生的动作
• All the preparations for the task__, and we’re ready to start.
• A. completed B. complete
• --Oh, not at all. I ___ here only a few minutes.
• A. have been B. had been
• C. was
D. will be
• “(for) only a few minutes”说明几 分钟前来了这里，一直到现在。
• ---___ the sports meet might be put

Unit 14 Have you packed yet ?Section A (1a-2c)No. 56 Middle School Liu JuTeaching Aims:nguage aimsa.Key words and useful expressions:suitcase, bathing suit, towel, guidebook, water(v.), clean out, refrigerator, garage.Have you watered the plants yet?No, I haven't watered the plants yet.Has she packed the camera yet?Yes, she has already put it in her suitcase.Have you fed the cat?Not yet.b. The Present Perfect Tense2.Ability aimsPractice the listening and speaking skills and learn to use the target language to talk about recent events.3.Moral aimsLearn to prepare for a vacation and adjust the arrangement.Teaching key points:words and useful expressionsThe Present Perfect TenseTeaching difficult points:Students use the target language to talk about recent events about themselves.Teaching methods: listening, speaking, writing, communicating. Teaching aids: multi-media, tape recorderTeaching procedures:Step One Lead-in1.Guessing game: Ask the students to guess what travelling things the teacher has packed in the bag.2.Teach the new words and have a word competition.Step Two Listening1.Listen to 1b and check the answers.2.Learn some new words first, then finish off 2a and 2b.3. Do some pair work.Step Three SummaryStep Four Show TimeStep Five HomeworkMake a surveyThe final exam is coming next week. What have you done for it? What haven't you done ? And what are you going to do ?.Interview one of your classmates about studying and health, then give a report.Have/Has doneHaven’t/Hasn’tdoneBe going to doMy daughter done manymath exercises,recited Chinesearticles, listenedto Englishtapes.hasn’t writtenthe new words,hasn’t eatenmore vegetables.eat more fruit,domore sports,sleep on time,study harder forthe exam.IMy classmate。

Unit 14 Have you packed yet?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularychop, wood, light, village, well, farm（2）Target LanguageHave you bought a newspaper?Y es, I’ve already bought a newspaper．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectsWe should make a plan for our everyday activities and make a schedule．It can remind us how to spend the time．It is good for our study and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: Y esterday we learned the target language．The structure is Have you…yet? Y es．I’ve already…Have you…?No．I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Y es．I’ve already turned it off．S1: Have you finished your homework?S2: No．I haven’t finished it yet．T: V ery good．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class．Look at the e-mail message．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1．do my homework2．take the dog for a walk3．water my mom’s plants4．do some shopping5．chop wood6．light the fire7．collect water8．feed the animalsLet students read the e-mail again for further comprehension．While they are reading．Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1．chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2．chat—talk about unimportant things3．kid—（sl）child; young person4．well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis activity provides reading, writing．listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart．Let students read the information in it．Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart．Under each person is a list of the things he or she has done or will do today．Now look at the chart．What do you see in the first column?S1: Numbers．Clock times．T: That’s right．Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth．It is 12:00 noon now．so the 1:00 and 2:00 times show things they will do later today．What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct．What things hasn’t he done yet?S3: He hasn’t watered the plants．He hasn’t cleaned his room．T: OK．V ery good．Go through the instructions with the class．Put students in several groups．Say, Each student in a group will decide to be one of the people．The other students in the group will ask questions to find out which person in the chart he or she has decided to be．Make sure students understand how to do the exercise．Look at the example in the box．Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Y es, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Y eah．It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Y es．I’ve already watered the plants．Group 2: Have you fed the dog?S2: No．I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework．But I haven’t done some shopping．Put students in some groups of three．Let students complete the work in groups．Finish the table．Review the task．Get some groups to share the results of their surveys．Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing．Then get students to work in pairs．Student A thinks of one activity．Student B gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 57～58 of the workbook．2．Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step ⅦBlackboard Design。

新目标初三英语Unit 14 Have you packed yet?Section APPT的教学设计执教：江西省赣州市大余县黄龙中学刘贇课件使用说明（活动介绍）教材来自人民教育出版社（新目标）九年级英语Unit 14 section A Part One本课件是PPT制作，它适应九年级B层次班级教学使用。

为了调动学生们学习英语的积极性，本课件采用了视频，音乐，图片，动感图片等参与制作。

The courseware application：Grade 9 Class B幻灯片总数：Thirty-three（33）播放方式：Click（单击）and HTML （和连播）其中连播幻灯片：from fourteenth to thirty- first（从第十四张到第三十一张）课前缓冲：Listen to a song and watch some moving pictures (听音乐的同时看插入的视频和风景)视频播放：Midi （属性: midi）教学流程：1，Ready for the class2, Courseware for use3，Show the subject4，Learning objectives5, Listening training6, Pairwork7, Listening to loud music8, check the answers9, Knowledge summary10，Exercise: Reading and writing 注：1，课前准备：课件，录音机，教材录音磁带，教科书，小黑板（准备课堂上要做的练习，教学的重点内容）2，扫除生词后练习完成时态句型，利用完成时态的句型进行课文中出现的听力训练。

3，1C和2C老师有意识编一段简单对话，让学生进行口头练习。

4，接下就马上出现一张有提示词的幻灯片，让学生背诵那段对话，检查学生的学习效果。

5，在学习过程中，从第十四张幻灯片到三十一张幻灯片是学生放松的时间，一边听高亢的音乐和动画，一边做小黑板布置的简单练习。

over three hundred stamps.
A. collects
B. collected
C. collecting
D. has collected
2. More and more young overseas Chinese come to China to
their families’ roots.
第九页，共17页。
【温馨提示】thanks for意为“因……而感谢”, 强调感谢的原因。 后接名词、代词(dàicí)或动词-ing形式。
第十页，共17页。
【活学活用】 ①多亏(duōkuī)了政府, 老年人受到了很好的照顾。 ______ ______ the government, the old people are taken good care of. ②谢谢你邀请我参加聚会。______ ______ ______ me to the party. 答案: ①Thanks to ②Thanks for inviting
D. two-weeks
第十七页，共17页。
第七页，共17页。
【活学活用】
John is a foreign teacher. So far, he
school for three years.
A. was teaching
B. has taught
C. will teach
D. taught
in the International
第八页，共17页。
to give young overseas Chinese the chance to learn 3. ______
The most to visit 4. ______

Unit 14 Have you packed yet?
Section B (3a—Self Check)
第一页，共20页。
Ⅰ. 句型展示 1. 在过去的十二个月中, 他们已举办了三场大型音乐会。 In the last twelve months, ______ ______three major concerts. 2. 如果他们来到你附近的城市, 千万不要(bùyào)错过。 ______ ______ ______ ______ ______ them if they come to a city near you. 答案: 1. they’ve had 2. Be sure not to miss
第十二页，共20页。
【活学活用】 ①我想在将来某一天去周游世界。 I want to travel the world ______ ______. ②一天, 他发现(fāxiàn)一个孩子在街角哭泣。 ______ ______, he found a child crying in the corner. 答案: ①some day/one day ②One day
back, chest等)。
on
第六页，共20页。
【活学活用】 ①那首歌曲曾轰动一时(hōng dòng yī shí)。 The song was once ______ ______. ②他抓住那个盗贼, 一拳击中他的头部。 He caught the thief, made a fist and ______ him______ the head. 答案: ①a hit ②hit; on
第七页，共20页。
2. Be sure not to miss them if they come to a city near you. 如果他们来到你附近的城市, 千万不要错过。 【自主(zìzhǔ)领悟】 be sure意为“肯定; 确信; 有把握的”, be sure (not)to do sth. 意为“一定(不)要做某事”。例如: Be sure to come here on time! 务必准时来到这里。

Unit 14 Have you packed yet?The First Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularybathing suit, water, travel, guidebook, beach towel, street map（2）Target LanguageHave you watered the plants yet?Yes, I have already watered them．2．Ability Objects（1）Train students’ listening ability．（2）Train students’communicative competence．3．Moral ObjectsHave everything in readiness before you do it．In this way, you can finish it perfectly or have a good time．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’communicative competence．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Last week we finished Unit 13．In this unit,we learned how to talk about how things affect us．For example, Loud music makes me tense．That movie made her sad．Now I ask some students to make sentences with the structure…make me…S1: Parties make me excited．S2: School vacations make me happy．S3: That movie made me want to leave．S4: The story made me cry．S5: The awful picture makes me nervous．T: Very good．From today on, we will learn Unit 14．Now．I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talking to the rest of the class）T: Has he written the number 1 yet?Class repeat the question．Has he written thenumber 1 yet?S s: Has he written the number 1 yet?T: （Pointing to the number 1 on the board）Yes, he has already written the number 1．Class repeat．Yes, he has already written the number 1．S s: Yes, he has already written the number 1．T: （Writing the word already on the blackboard）This is the word already．Class repeat．Already．Look at the blackboard．（pointing to the blackboard）Has he written the number 50 yet? Class repeat the question．Has he written the number 50 yet?S s: Has he written the number 50 yet?T: （Pointing to the highest number already on the blackboard）No, he hasn’t written the number 50 yet．Class repeat．No, he hasn’t written the number 50yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word yet．Class repeat．Yet．Now,look at the two words already and yet．Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah．Very good．So the other word yet is used to talk about things that will happen in the future．Yeah?SS: Yes．Step Ⅱ1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a studentto give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings．A beach vacation and Sightseeing in a city．Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote．Write the words on the blackboard．Read them and let students repeat．Then ask other students to add other words to the lists．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．Ask, What can you see inthe picture? （There is a family in thepicture．They are getting ready for a beachvacation）Point to the box．Invite a pair of students toread the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list．Let students read each item, then ask different students to explain the meaning of each item in their own words．Make sure students understand themeaning of each item．Go through theinstructions with the class．Point to the blank lines in front of each item in the list．Say, You will hear a family talking as they get ready to go on vacation．Listen carefully．Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape．The first time students only listen．Play the tape a second time．Now listen to the tape again．This time please put your checkmarks on the correct blanks．Check the answers with the whole class．TapescriptWoman: Have you packed the beach towels yet? Boy: No, I haven’t．Can’t Judy pack them? Woman: No, she’s busy．Could you please water the plants?Boy:I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK．I’ll get it．Have you packed the camera?Boy: Yes．I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything．We haven’t locked the windows yet．Step Ⅳ1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class．Look at the example in the box．Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner．Look back at the chores in Activity lb．Say, Now look back at the chores in Activity lb．Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a streetmap．While students are working in pairs, walk around the classroom and listen to some pairs．If necessary, offer languagesupport．Then get several pairs of students tosay their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet．Notes1．pack—（here）get ready for a journey by doing this2．guidebook—book for travellers, tourists, etc, with information about a place3．Have you watered the plants yet?Yes, I have already watered them: Present Perfect Tense．The structure is have+p．p．Pay attention to the two words alreadyand yet．Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step ⅤSummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel．We’ve also learned the targetlanguage．Have you watered the plants yet? Yes,I have already watered them．Step ⅥHomeworkMake conversations in pairs to review the target language．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Second Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularyrefrigerator, garage, suitcase, clean out, put in, turn off（2）Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．2．Ability Object（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectWe must be ready with our work before we do it．Ⅱ．Teaching Key Points1．Key V ocabularyclean out, put in, turn off2．Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．3．StructuresHave you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Ⅲ．Teaching Difficult Points1．the target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’listening ability．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Get some pairs to read their conversations．Collect their conversations and help students correct any mistakes．Step Ⅱ2aThis activity provides guided listening practice using the target language．Look at the picture．Ask, What can you see in the picture? （A boy and a girl are in the kitchen．They both look a little stressed out）Go through the instructions with the class．You will hear a boy and a girl talking about getting ready to go on vacation．Write M after each thing that Mark says and T after each thing that Tina says．Look at the sample answer．Say, Tina said, No．I haven’t cleaned out the refrigerator yet．Get students to repeat No．I haven’t cleaned out the refrigerator yet．Play the recording for students the first time．This time students only listen to the recording．Play the recording a secondtime．This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．Check the answers with the class．Answers1．T 2．T 3．M 4．T 5．M 6．T TapescriptBoy: Mom and Dad said they want to leave in ten minutes．Are you ready, Tina?Girl: No．I haven’t cleaned out the refrigerator yet．I have to do that right now．Boy: Tina! You’re unbelievable．What about your bike?Girl: I’ve already put it in the garage．But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know．I’ve already done most of my jobs．I’ve taken out the trash．Girl: Have you fed the cat yet?Boy: Not yet．I’ll do it in a minute．Have you turned off your radio?Girl: Yes, I have．I think we’re almost ready．Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions with the class．Look at the list of questions with blanks in front of each one．Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b．Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class．Look at the sample answer．Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students．Let students write their answers in the blanks．Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No．I haven’t cleaned out the refrigerator yet．Go through the instructions with the class．Say, With your partner make a conversation using information from Activities 2a and 2b．Have students work in pairs．While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite two pairs to say their conversations to the class．Conversation 1S A: Have you fed the cat yet?S B: Not yet．I’ll do it in a minute．Conversation 2S A: Have you turned off your radio?S B: Yes, I have．Step ⅤGrammar FocusLook at the grammar focus box．Get three students to read the questions and answers to the class．Have you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Let students make up other sentences in pairs using have you…yet questions．For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet．Pay attention to the use of already and yet．Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago．When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now．It will happensoon．For example: I’ve already had breakfast,but I haven’t had lunch yet．Draw a simple diagram to help students understand the grammar focus．Get some pairs to say their sentences aloud to the class．A sample sentenceI’ve already had lunch, but I haven’t had supper yet．Culture noteMany Americans are used to taking at least one vacation trip a year．But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city．For some students, financial limitations and family obligations make such travel impossible．For others, it may be that taking trips is not something that is common in their home culture．Step ⅥSummaryIn this class, we’ve learned key vocabulary cleanout, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t．Have you packed the camera yet? Yes, I’ve already put it in my suitcase．Have you fed the cat? No．I haven’t fed her yet．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularychop, wood, light, village, well, farm（2）Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’own opinions．3．Moral ObjectsWe should make a plan for our everyday activities and make a schedule．It can remind us how to spend the time．It is good for our study and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: Yesterday we learned the target language．The structure is Have you…yet? Yes．I’ve already…Have you…?No．I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes．I’ve already turned it off．S1: Have you finished your homework?S2: No．I haven’t finished it yet．T: Very good．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask thestudents what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class．Look at the e-mail message．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1．do my homework2．take the dog for a walk3．water my mom’s plants4．do some shopping5．chop wood6．light the fire7．collect water8．feed the animalsLet students read the e-mail again for further comprehension．While they are reading．Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1．chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2．chat—talk about unimportant things3．kid—（sl）child; young person4．well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis activity provides reading, writing．listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart．Let students read the information in it．Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart．Under each person is a list of the things he or she has done or will do today．Now look at the chart．What do you see in the first column?S1: Numbers．Clock times．T: That’s right．Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth．It is 12:00 noon now．so the 1:00 and 2:00 times show things they will do later today．What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct．What things hasn’t he done yet?S3: He hasn’t watered the plants．He hasn’t cleaned his room．T: OK．Very good．Go through the instructions with the class．Put students in several groups．Say, Each student in a group will decide to be one of the people．The other students in thegroup will ask questions to find out which person in the chart he or she has decided to be．Make sure students understand how to dothe exercise．Look at the example in the box．Invite a pair ofstudents to read it aloud to the class．S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Yeah．It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Yes．I’ve already watered the plants．Group 2: Have you fed the dog?S2: No．I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework．But I haven’t done some shopping．Put students in some groups of three．Let students complete the work in groups．Finish the table．Review the task．Get some groups to share the results of their surveys．Ask students to write their own schedules, listing the time of day they do each thing．Then get students to work in pairs．Student A thinks of one activity．Student B gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 57～58 of the workbook．2．Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Fourth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．2．Ability Object（1）Train students’speaking and listening ability．（2）Train students’ability to understand the target language in spoken conversation．（3）Train students’ability to use the target language．3．Moral ObjectLove music and you can benefit from it．Ⅱ．Teaching Key Points1．Key V ocabularymember, original, songs, award2．Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Ask some pairs to say theirconversations to talk about the things they have done and they haven’t done yet this week．S A: Have you done your homework?S B: Yes, I’ve already done my homework．S A: Have you cleaned your room?S B: No, I haven’t cleaned my room yet．Step ⅡPart 1This activity introduces key vocabulary, and helps students review vocabulary they already know．Look at the picture．Ask, What can you see inthe picture? （A man is playing the guitar andsinging a song）Point to the box．Invite a student to read thefour questions．Make sure students understandthe questions．Get students to fill in the blankson their own． A moment later, ask severalstudents to read their answers to the class．Notes1．favorite—（adj．）best liked2．What is your favorite band?—What band do you like best?3．band—group of persons who play music together4．band member—member of a bandStep Ⅲ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． A record agent isinterviewing members of a band．Let studentsread the instructions．Point to the headings andthe blank lines following each heading．You will hear a woman interviewing members of a band．They are talking about the band．Now, listen and write your answers on these blank lines．Play the recording the first time．This time students only listen．Play the recording a second time．This time, ask students to write their answers on the blank lines as they listen to the recording．Play the tape again if necessary．Check the answers with the class．AnswersBand’s name: Apple Ice CreamHow long they’ve been together: About a year Number of concerts they’ve done: Six TapescriptWoman: Hmmm．That was…umm…not bad．Now tell me a little about yourselves．What was your name again?Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? That’s uhhh …a nice name．Hong long have you been together? Boy 1: About a year．Woman: One year, huh? And have you writtenany original songs yet?Boy 2: Yes, we have．We used to play stuff by other bands, but now we only play our own songs．That one you just heard was ours．Woman: Good, great! I’m interested in people who play their own music．Have you ever won an award of any kind?Boy 1: Yes, we have．We won the best new group of the year last month．Woman: Wow．That’s great．Have you made a music video yet?Boy 1: No, not yet．Woman: But you’ve had your own concert? Boy 2: Oh, yeah．We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t．But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ2bThis activity provides listening practice using the target language．Go through the instructions with the class．Look at the list of things the band may or may not have done．Get different students to read the list．Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer．On the recording you hear that the band has already written some original songs so you check that answer．If necessary, play the recording again．Then get students to put checkmarks in front of the correct answers．Check the answers．Answers√written original songsmade a music video√won an awardbeen on TV√had concertsNotes1．original—newly formed or created, not copied or imitated2．award—（here）a prize in a competition 3．video—televisionStep Ⅴ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the box．Invite two students to read it to the class．S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times．Go through the instructions with the class．Talkabout your favorite bands with your partner．Let students work in pairs．As they work, walk around the classroom checking the progress of the pairs and offering help as needed． A moment later, invite two pairs to say their conversations to the class．A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs．A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own．Step ⅥSummaryIn this class, we’ve learned some key vocabulary, such as member, original, songs, award．We’ve also learned the target language．Have they been on TV yet?Yes, they’ve been on TV lots of times by listening and speaking．Step ⅦHomeworkTalk about some bands using the target language,and write down the conversations．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Fifth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start（2）Practise reading an article．（3）Practise writing something using the targetlanguage．2．Ability Objects（1）Improve students’integrating skills—reading skill and writing skill．（2）Improve students’speaking ability by groupwork．3．Moral ObjectIt is good for us to listen to music in the busy life．Music can make us relaxed, and we can work better．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult Points1．How to improve students’ reading ability．2．How to improve students’speaking ability by groupwork．Ⅳ．Teaching Methods1．Reading method to improve students’reading ability．2．Writing method to improve students’ writing ability．3．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A projetor2．The blackboardⅥ．Teaching ProceduresStep I RevisionRevise the target language presented in this unit．Check homework．Ask some pairs to read out their conversations．Step Ⅱ3aThis activity provides reading practice using thetarget language．Teach the new words．Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class．Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．Look at the picture．Ask students, What’s thearticle about? Can you guess?（It’s about a band）Go through the instructions with the students．Make sure students know what to do．Read the article carefully．Circle the things the New Ocean Waves have alreadydone．Underline the things they haven’t done yet．Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts．Ask students to circ1e the words had three major concerts．One thing they haven’t done is They’re going to appear on CCTV next month．Let students underline those words appear on CCTV．Get students to finish the work on their own．Check the answers with the class．AnswersCircled: had three major concerts; made a bit CD; played other people’s songs; played mostly our own songs; had a few songs in the top ten．Underlined; appear on CCTV; go on a world tour; hope to have a number one hitNotes1．hit—successful attempt or performance, for。

2. Have you watered the plants yet? 你浇了这些花草了吗？ water此处为动词，浇浇水，洒洒
水之意。
water the lawn / the plants / the streets
洒水于草地（花木，街道）上 water the horses 饮马
2a Listen. Who said each thing? Write “ M ”
√ packed the camera √ watered the plants
locked the windows bought a street map
√ bought a travel guidebook
packed the beach towels
1c
A: Have you watered the plants yet? B: Yes, I have already watered them.
He has been in the army for ten years.
I have studied English since 1980.
He has lived here all his life. a. be, live, study 都是延续性动词。
b.常用的时间状语： since…, for…, in the past few years, so far, all his life.
等他一到，我就把你的信给他。
3. Are you ready, Tina? 你准备好了吗，Tina? ready for sth. / to do sth. 准备就绪的
ready for work 为工作准备就绪
get ready for a journey 作好旅行准备