下载文档原格式
《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●教学设计出门旅游应该注意什么？Yes, I have already fou nd it?alrea dy第二课时●教学内容与分析：❶教学内容：Section A: 3a-4❷教学目标：1.能进一步用所学的目标语言谈论现实生活中已经发生的事情。
2.能理解3a的内容，并完成相应的练习。
●教学重难点：❶本课重点是掌握并进一步巩固第一课时的句型，要求学生能应用他们在实际情景中自如运用。
❷重点词语及句型：chop, wood, light, village, well, farmHave you bought a newspaper?Yes, I've already bought a newspaper.●课前准备：❶本课时的教学课件。
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 ca n finish it perfectly or have agood 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 w ith 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 t o talk about how things affect us．For example, Loud music makes m e tense．That movie made her sad．Now I ask some students to mak e 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 as k a student to come to theblackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talki ng 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?Ss: Has he written the number 1 yet?T: （Pointing to the number 1 on the board）Yes, he has already w ritten the number 1．Classrepeat．Yes, he has already written the number 1．Ss: Yes, he has already written the number 1．T: （Writing the word already on the blackboard）This is the word a lready．Class repeat．Already．Look at the blackboard．（pointing to the b lackboard）Has he writtenthe number 50 yet? Class repeat the question．Has he written the number 50 yet?Ss: 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 ha sn’t written the number 50 yet．Ss: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word ye t．Class repeat．Yet．Now,look at the two words already and yet．Which one is used to tal k about things that have happenedin the past?SSs: Already．T: Yeah．Very good．So the other word yet is used to talk about t hings that will happen in thefuture．Yeah?SS: Yes．Step Ⅱ1aThis activity introduces key vocabulary and helps students review voca bulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing i n a city? Ask a student to givethe example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two heading s． A beach vacation and Sightseeingin a city．Have students do the work individually first．While they are working, walk around the classroom checking the progre ss of the students．Let students tell the class the words they wrote．Write the words o n the blackboard．Read themand let students repeat．Then ask other students to add other word s to the lists．Sample answersA beach vacation1．bathing suit2．beach towel3．sunglassesSightseeing in a citytravel guidebookstreet mapcameraStep Ⅲ1bThis activity gives students practice in understanding the target lang uage in spoken conversation．Look at the picture．Ask, What can you see in the picture? （Ther e 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 conversati on 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, t hen ask different students to explainthe meaning of each item in their own words．Make sure students u nderstand the meaning of eachitem．Go through the instructions with the class．Point to the b lank lines in front of each item inthe list．Say, You will hear a family talking as they get ready t o go on vacation．Listen carefully．Make sure what the family talks about and put a checkmark in fron t of each chore that is alreadydone．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．Checkthe answers with the whole class．Answers√packed the camera√watered the plantslocked the windows√bought a travel guidebookbought a street mappacked the beach towelsTapescriptWoman: 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 t he 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 languag e．Go through the instructions with the whole class．Look at the examp le in the box．Invite a pair ofstudents to read it to the class．SA: Have you watered the plants yet?SB: Yes, I have already watered them．Tell students they will be making conversations with a partner．Loo k back at the chores in Activitylb．Say, Now look back at the chores in Activity lb．Make convers ations talking about what thefamily members have already done and what they haven’t done yet, us ing words from the chores, such as packed the camera, locked the wi ndows, bought astreet map．While students are working in pairs, walk around the classroom and l isten to some pairs．Ifnecessary, offer language support．Then get several pairs of student s to say their conversations tothe class．Conversation 1SA: Have they packed the camera yet?SB: Yes, they have already packed the camera．Conversation 2SA: Have they bought a street map yet?SB: No, they haven’t bought a street map yet．Notes1．pack—（here）get ready for a journey by doing this 2．guidebook—book for travellers, tourists, etc, with information abo ut 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 t wo words already and yet．Already is used in affirmative sentences; while yet is used in negat ive and interrogative sentences．Step ⅤSummaryIn this class, we’ve learned some important words, such as water, t ravel, guidebook, beach towel．We’ve also learned the target languag e．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?Section AThe First PeriodTarget languageA: Have you watered the plants yet?B: Yes．I have already watered them．Unit 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 t heir conversations andhelp students correct any mistakes．Step Ⅱ2aThis activity provides guided listening practice using the target lang uage．Look at the picture．Ask, What can you see in the picture? （A bo y 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 an d a girl talking about getting readyto 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 o ut the refrigerator yet．Get students to repeat No．I haven’t cle aned out the refrigerator yet．Play the recording for students the first time．This time students o nly listen to the recording．Playthe recording a second time．This time let students write Min fron t 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 d o 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 th e garage yet．That’s your job, Mark．Boy: I know．I’ve already done most of my jobs．I’ve taken out t he trash．Girl: Have you fed the cat yet?Boy: Not yet．I’ll do it in a minute．Have you turned off your r adio?Girl: Yes, I have．I think we’re almost ready．Step Ⅲ2bThis activity provides guided listening practice using the target lang uage．Go through the instructions with the class．Look at the list of qu estions with blanks in front of eachone．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 thenumber of the correct answer from Activity 2a in front of each ques tion in Activity 2b．Get several students to read the questions in Activity 2b to the cl ass．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 i n the blanks．Play the recordingagain 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 languag e．Look at the sample conversationin the speech bubbles．Invite a pair of students to read it to t he class．SA: Are you ready, Tina?SB: No．I haven’t cleaned out the refrigerator yet．Go through the instructions with the class．Say, With your partner m ake a conversation usinginformation from Activities 2a and 2b．Have students work in pair s．While they are working, walkaround the classroom checking the progress of the pairs and offerin g help as needed．Invite two pairs to say their conversations to the class．Conversation 1SA: Have you fed the cat yet?SB: Not yet．I’ll do it in a minute．Conversation 2SA: Have you turned off your radio?SB: Yes, I have．Step ⅤGrammar FocusLook at the grammar focus box．Get three students to read the ques tions 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 qu estions．For example: Have you had lunch yet? Have another student a nswer truthfully: Yes, Ihave or Yes, I have already had lunch, or No, I haven’t had lun ch yet．Pay attention to the use of already and yet．Say, When we use th e words have and already, we aretalking about something that happened in the past, but not a long t ime ago．When we use the wordshaven’t and yet, we are talking about something that will happen i n the future, but not a long time from now．It will happen soon．For example: I’ve already had breakfast, bu t 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 yea r．But in China, some of thestudents 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．Forothers, it may be that taking trips is not something that is comm on in their home culture．Step ⅥSummaryIn this class, we’ve learned key vocabulary clean out, put in, tur n off and the targetlanguage Have you watered the plants yet? No, I haven’t．Have you p acked the camera yet? Yes, I’ve already put it in my suitcase．Ha ve you fed the cat? No．I haven’t fed her yet．Step ⅦHomeworkGet students to write some sentences according to the target languag e．Step ⅧBlackboard DesignUnit 14 Have you packed yet?Section AThe Second PeriodTarget languageA: Have you watered the plants yet?B: No, I haven’t．A: Have you packed the camera yet?B: Yes, I’ve already put it in my suitcase．A: Have you fed the cat?B: No．I haven’t fed her yet．Unit 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 schedu le．It can remind us how tospend 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 y ou…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．chop v．砍；劈wood n．木头；木材light v．点燃；点着village n．乡村；村庄well n．井；水井farm n．农场；农庄Read the words and ask students to repeat again and again until the y can pronounce the wordsfluently and accurately．Before reading the e-mail message, ask the students what chores do y ou 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 mess age．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providin g a good model for the rest of theclass．Get students to read the e-mail message individually, and underline t he different chores on their own,Check the answerswith 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 t hey are reading．Walk around the classroom,offering help if they have any words or phrases they don’t understa nd．Notes1．chore—small duty or piece of work, especially ordinary everyday t ask（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homewor k, take the dog for a walk, water mymom’s plants．2．chat—talk about unimportant things3．kid—（sl）child; young person4．well—（here n．）shaft, usually lined with brick or stone, for o btaining water from an underground source5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis activity provides reading, writing．listening and speaking practi ce using the target language．Look at the pictures of the three people and read their names alou d to the class．Then point to the chart．Let students read the information in it．M ake sure students understand theinformation in the chart by asking questions and point out things．T: Look at the three pictures above the chart．Under each person i s a list of the things he or she hasdone or will do today．Now look at the chart．What do you see i n 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,a nd so forth．It is 12:00 noonnow．so the 1:00 and 2:00 times show things they will do later to day．What has Steve alreadydone?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 peopl e．The other students in the groupwill ask questions to find out which person in the chart he or sh e has decided to be．Make surestudents understand how to do the exercise．Look at the example in the box．Invite a pair of students to rea d it aloud to the class．SA: Have you bought a newspaper?SB: 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 orElise．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 practic e 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 h aven’t done some shopping．Put students in some groups of three．Let students complete the wor k in groups．Finish the table．Review the task．Get some groups to share the results of their sur veys．Sample answersYouLi Hong （student’s name）Wang Bin （student’s name）Things I have doneScience projectPlanCleaningThings I haven’t done yethomeworkShoppingWashingOptional activityAsk students to write their own schedules, listing the time of day they do each thing．Then getstudents to work in pairs．Student A thinks of one activity．Student B gets five tries to guess the activity．Then student B th inks of an activity and student Aguesses what it is．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as cho p, wood, light．village, well, farm．We’ve also done a lot of reading, writing an d 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 h aven’t done yet this week in pairs．Step ⅦBlackboard DesignUnit 14 Have you packed yet?Section AThe Third PeriodTarget language:A: Have you bought a newspaper?B: Yes, I’ve already bought a newspaper．Unit 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 s poken 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 a bout the things they havedone and they haven’t done yet this week．SA: Have you done your homework?SB: Yes, I’ve already done my homework．SA: Have you cleaned your room?SB: No, I haven’t cleaned my room yet．Step ⅡPart 1This activity introduces key vocabulary, and helps students review voc abulary they already know．Look at the picture．Ask, What can you see in the picture? （A ma n is playing the guitar andsinging a song）Point to the box．Invite a student to read the four questions．Ma ke sure students understand thequestions．Get students to fill in the blanks on their own． A mom ent later, ask several students toread 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 lang uage in spoken conversation．Look at the picture． A record agent is interviewing members of a b and．Let students read theinstructions．Point to the headings and the blank lines following e ach heading．You will hear awoman interviewing members of a band．They are talking about the ba nd．Now, listen and writeyour answers on these blank lines．Play the recording the first time．This time students only listen．P lay 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 y ourselves．What was your name again?Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? Th at’s uhhh …a nice name．Hong long have y ou 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 n ow 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 mus ic．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 Par ade" 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．G o through the instructions withthe class．Look at the list of things the band may or may not ha ve done．Get different students toread 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 d one．Point to the sample answer．On the recording you hear that the ban d has already written someoriginal songs so you check that answer．If necessary, play the rec ording again．Then getstudents 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 imitated 2．award—（here）a prize in a competition3．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．SA: Have they been on TV yet?SB: Yes, they’ve been on TV lots of times．Go through the instructions with the class．Talk about your favorit e bands with your partner．Let students work in pairs．As they work, walk around the classroo m checking the progress of thepairs and offering help as needed． A moment later, invite two pair s 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 ⅥSummaryIn this class, we’ve learned some key vocabulary, such as member, o riginal, songs, award．W e’ve also learned the target language．Have t hey 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?Section BThe Fourth PeriodTarget language:A: Have they been on TV yet?B: Yes, they’ve been on TV lots of times．Unit 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, of f 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 s kill．（2）Improve students’speaking ability by groupwork．3．Moral ObjectIt is good for us to listen to music in the busy life．Music ca n make us relaxed, and we can workbetter．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．。
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 and speaking 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 answersA beach vacation 1．bathing suit 2．beach towel 3．sunglasses Sightseeing in a city travel guidebook street map cameraStep 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．Answers√ packed the camera√ watered the plantslocked the windows√ bought a travel guidebookbought a street mappacked the beach towelsTapescriptWoman: 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 alread y 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 alrea dy 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 alreadydone 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．NotesHave 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．Do some exercises about Present Perfect TenseStep Ⅴ SummaryIn this class, we’ve learn ed 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 Design。
