Unit 14 Have you packed yet 教案 (人教版九年级全) (6)

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九年级英语全册《Unit 14 have you packed yet》教案人教新目标版

《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。

新人教版英语九年级《unit 14 have you packed yet》优秀教案(重点资料).doc

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．。

九年级英语 Unit 14Have you packed yet 教案人教新目标版

英语九年级上册Unit14《Haveyoupackedyet》教案(新人教版)

Unit 14 Have you packed yet?Structures: Present perfect with already and yetTarget language: Have you watered the plants yet? Yes, I have already watered them? Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned offLearning strategies: Brainstorming, Role playingSection AGoals●To learn to use Present perfect with already and yet●To listen and talk about having a vacationProceduresWarming up by studying grammarGrammar is so important that it should always be learned and made use of inclass.Today we shall learn to use “ Present perfect with already and yet”Look at the two sentences:Have you watered the plants yet? Yes, I have already watered them?Do you understand the structure of the two sentences?Have you finished your homework yet? Yes, I have already finished it?Have you found your bike yet? 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?A beach vacation Sightseeing in a city1. bathing suit 1. camera2. umbrella 2. mobile phone3. drinking water 3. bikeA family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.Woman: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:Yup. 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.√Packed the camera √Watered the plants× Locked the window √Bought a travel guidebook× Bought a street map × Packed the beach towelsImagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. P aying attention to the “ Present perfect with already and yet”A:Have you watered the plants yet?B: Yes, I have already watered them.A:Have you packed the camera yet?B: Yes, I have already packed the camera.A:Have you bought a street map yet?B: Yes, I have already bought a street map.A:Have you locked the window yet?B: Yes, I have already locked the window.A:Have you packed the beach towels yet?B: Yes, I have already packed the beach towels.A:Have you bought a travel guidebook yet?B: Yes, I have already bought a travel guidebook.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.Boy: 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 thegarage 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.1.No. I haven’t cleaned out the refrigerator yet.2.I’ve already put it in the garage.3.But I haven’t locked the garage yet.4.I’ve already done most of my jobs.5.Not yet. I’ll do it in a minute.6.Yes, I have. I think we’re almost ready.Have you fed the cat yet? →5What about your bike? →2Are you ready, Tina? →1Have you turned off your radio? →6To practice spoken English you are to role play a conversation using the information from 2a andA: Are you ready, Tina?B:No, I haven’t cleaned out the ref rigerator.B:No, I haven’t put the food in the garage yet.B:No, I haven’t locked the garage yet.B:No, I haven’t done my jobs yet.B:No, I haven’t taken out the trash.B:No, I haven’t fed the cat yet?B:No, I haven’t turned off my radio yet.3a Reading and underliningHere on page 112 is an e-mail message from Crystal. Now read it and underline all the differentSubject: So busy！From: CrystalHi Jake,Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to getup at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals—he and his family lived on the farm.Anyway, I have to run now.Take care,CrystalNow read the message again to blacken the expressions and circle the “Present perfect with a lready and yet” structure.3b Doing groupwork9:00 am Do my homework Water the plants Buy a newspaper 10:00 am Buy a newspaper Feed the dog Do my homework 11:00 am Feed the dog Do my homework Clean the room12:00 noon1:00 pm Water the plants Clean the room Water the plants2:00 pm Clean the room Buy a newspaper Feed the dogA: Have you bought a newspaper?B:Yes, I’ve already bought a newspaper.A: Have you done your homework?B:Yes, I’ve already d one your homework.A: Have you feed the dog?B:Yes, I’ve already feed the dog.A: Have you watered the plants?B:Yes, I’ve already w atered the plants.A: Have you cleaned the room?B:Yes, I’ve already c leaned the room.4 Doing groupworkWhat are you going to do this week? Now you are supposed to make a list of the things done andYou Xu Lanfang Li BaoliThings I have done Write a research paper Write a news report Go abroadThings I haven’t doneVisit my mother Find a friend Read a novelyetClosing down by singing a songHappy BirthdayHappyh birthday to you. Happy birthday to you.Happy birthday, dear. Happy birthday to you.Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you.。

九年级英语 Unit 14 Have you packed yet教案人教新目标版

Unit 14 Have you packed yetSECTION BGoalsTo learn to use Present perfect with already and yet structuresTo listen, talk and read about musicProceduresWarming up by listening to music by a musical bandIn music, a band is a group of musicians, or musicalensemble, usually popular or folk, playing parts of orimprovising off of a musical arrangement.Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu.1 Answering questionsOn page 113 in the box are 4 questions. Read them and give your personal answers.1.What is your favorite band? →Blind Men Band from Zuoquan， Shanxi Province2.Have you seen them in concert yet? → Yes, I have.3.When did yo u first hear them? → In the 1970s4.Who is your favorite band member? → Liu Hongquan2a Listening and fillingNext you are going to hear an interview by a record agent of a band.Ban’s name: Apple Ice Cream.How long they’re been together: About a year.Number of concerts they’ve done: SixAfter listening you have to fill in information about the band in the chart on page 113. So read the clues there first.2b Listening and checkingWhat are the things that the band has already done? Now listen to the recording and check the items in the box on page 113.×Been on TVFinally you are supposed to read the tapescript. While readinglook for examples of “Present perfect with already and yet”structure. Circle and understand them.2c Doing pairworkWhat is your favorite band? Now in pairs ask and answerquestions about it?A: What is the name of your favorite band?B: Zuoquan Blind Men BandA: Have they written any original songs?B: Yes, they have. They play stuff and sing songs by others.But they have written many original music pieces and songs.A: Have they been on TV?B: Yes, they have been on TV lots of times, including CCTV.A: Have they had concerts in the big city?B: Yes, in ten days last year they have had seven concerts in Beijing. They even played their music and sang their folk songs for students and teachers in China Music and SongUniversity.A: Have they ever won a reward of any kind yet?B:No, they haven’t. There have not been any rewards set just for the blind musicians in China yet.A: Have they made any music videos yet?B: Yes, they have. Their music videos have even been shown to the public on CCTV.3a Reading, circling and underliningOn page 114 is an article about the New Ocean Waves! Read it!already done, and underline the ones they haven’t done yet.You are supposed to read the article once again. This time look for and blacken all the expressions.3b pleting a reviewOn page 114 is an unfinished review about Apple Ice Cream. Read it and plete it using information from 2b, with as many “ Present perfect with already and yet” structures as possible.They have not been on TV. But they have already talked to “Bands on Parade” about doing a TV show next month.3c Writing about a bandWhat’s your favorite band?Now write a review of the band you like best.A big band, also known as a jazz orchestra, is a largemusical ensemble that plays jazz music, especially swing.The band is divided up into a number of sections, byinstrument; each section usually has four or more members.All bands usually have a rhythm section, made up of drum set, bass, piano, and possibly guitar. There are also sections for trumpets, trombones, and saxophones (who sometimes double on flute or clarinet).Big Band was popular from the late 1920s to the early 1950s.4 Doing groupworkIn groups of four ask questions to find out answers to the survey in the chart on page 114.A:Have you ever been to a concert?B: Yes, I have. I went to the National Day concert last year.A: Did you enjoy it?B: Yes, I enjoyed it very much.A:Have you ever been to a zoo?B: Yes, I have. I went to the Crouching Tiger City Zoo last year.A: Did you enjoy it?B: Yes, I enjoyed it very much.A:Have you ever collected something?B: Yes, I have. I collected many old Chinese coins last year.Closing down by listening jazz musicA jazz band is a musical ensemble that plays jazz music. Jazz bands usually consist of a rhythm section and a horn section.The rhythm section of a jazz band consists of the drums, bass, and usually at least one instrument capable of playing chords, such as a piano or guitar. The rhythm section is the foundation for the band; it sets the feel for the piece. The horn section consists of wind instruments, which play the melody and main acpaniment. Typical horns found in a big jazz band include 4 trumpets, saxophones (2 altos, 2 tenors, and a baritone), and 4 trombones and a bass trombone. The saxophones may also double on flute and clarinet and the trumpets on flugelhorn. SELF CHECK1 Filling blanksTo test our learning of grammar, let’s go to page 115. First we do the test number 1, filling in the blanks.2. Reading and listingOn page 115 in the middle on the left is a conversation between Sue and Jerry. Read it and make a list of things Jerry has done, and the things he has not done.Jerry:It’s in the front hall.Sue: Have said goodbye to Grandma?×Jerry: The telephone was busy.Sue: And have you watered the plants yet?×Jerry:Oh, no. I haven’t. I’ll do it now.Sue: Have you cleaned your room?×Jerry: Do I need to?Sue: Yes, you do.Jerry: Okay.Sue: What else? Oh yeah, have you washed the dishes?×Jerry:It’s your job to wash the dishes.Sue: No, i t’s your turn.Jerry:Okay. I’ll do it.Sue: One more thing. Have you gotten the mail from the mail box?√Jerry: Look on the table.Sue: Thanks.Just for fun!Read the song words and listen to the song called:《Moon river》Moon river wider than a mileI'm crossing you in style some dayOld dream maker, your heart breakerWherever you're goingI'm going your wayTwo drifters off to see the worldThere's such a lot of world to seeWe're after the same rainbow's endWaiting round the bendMy huckleberry friendsMoon river and meReading: He’s already visited the place where his ancestors lived.Before you read, listen to the recording, for the forms and for the meanings.While you the “ Present perfect with already and yet” structure, underline the expressions and blacken the connectives.Part 2: Teaching Resources (第二部分：教学资源)I. What is music?Music is the art of making sound by human voice or special musical instruments like violin, oboe, trumpet, drum and so on.In music, sounds are arranged in time to give a pleasing result. There are many different kinds of music.Music is written using note symbols on a staff, which is a group of horizontal lines. The line which a note is written on shows what pitch it is. The notes are separated into measures using vertical lines on the staff.II. What is a song?A song is a piece of music which has words in. Old Macdonald had a Farm is a song.Songs can be made in many ways. Some people form bands which write and record songs to make money from it. Other songs are folk songs, which are songs created by people long ago and have been sung as tradition in many countries. Some people also make parodies of songs, which is changing the words of the song but keeping the tune. Parodies are usually made to make fun of a song or it's writer/singer.III. Origins and CharacteristicsChinese music can be traced back as far as the third millennium B.C. Manuscriptswordand instruments from the early periods of its history are not extant, however, because in 212 B.C., Shih Huang-ti of the Ch'in dynasty caused all the books and instruments to be destroyed and the practice of music to be stopped. Certain outlines of ancient Chinese music have nevertheless been ascertained. Of primary significance is the fact that the music and philosophy of China have always been inseparably bound; musical theory and form have been invariably symbolic in nature and remarkably stable through the ages. Ancient Chinese hymns were slow and solemn and were acpanied by very large orchestras. Chamber music was also highly developed. Chinese opera originated in the 14th cent. as a serious and refined art.- 11 - / 11。

九年级英语 Unit 14 Have you packed yet教案人教新目标版

Unit 14 Have you packed yetSECTION BGoalsTo learn to use Present perfect with already and yet structuresTo listen, talk and read about musicProceduresWarming up by listening to music by a musical bandIn music, a band is a group of musicians, or musicalensemble, usually popular or folk, playing parts of orimprovising off of a musical arrangement.Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu.1 Answering questionsOn page 113 in the box are 4 questions. Read them and give your personal answers.1.What is your favorite band? →Blind Men Band from Zuoquan， Shanxi Province2.Have you seen them in concert yet? → Yes, I have.3.When did you first hear them? → In the 1970s4.Who is your favorite band member? → Liu Hongquan2a Listening and fillingNext you are going to hear an interview by a record agent of a band.Ban’s name: Apple Ice Cream.How long they’re been together: About a year.Number of concerts they’ve done: SixAfter listening you have to fill in information about the band in the chart on page 113. So read the clues there first.TapescriptWoman: Hmmm. That was… umm… not bad. Now tell me a little about yourselves. What was your name again?Boy l: Apple Ice Cream.Woman:Apple Ice Cream? That’s uhhh… a nice name. How long have you been together? Boy l: About a year.Woman: One year, huh? And have you written any original songs yet?Boy2: 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 l: 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 l: 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 l: No, we haven’t. But we’ve already talked to “Bandson Parade” about doing a TV show next month.Woman: Sounds like you are on your way.2b Listening and checkingWhat are the things that the band has already done? Now listen to the recording and check the items in the box on page 113.√Written original songs√Won an reward√Had concerts×Made a music video×Been on TVFinally you are supposed to read the tapescript. While readinglook for examples of “Present perfect with already and yet”2c Doing pairworkWhat is your favorite band? Now in pairs ask and answer questions about it?3a Reading, circling and underliningOn page 114 is an article about the New Ocean Waves! Read it!already done, and underline the ones they haven’t done yet.You are supposed to read the article once again. This time look for and blacken all the expressions.3b Completing a reviewOn page 114 is an unfinished review about Apple Ice Cream. Read it and complete it using information from 2b, with as many “ Present perfect with already and yet” structures as possible.3c Writing about a bandWhat’s your favorite band?Now write a review of the band you like best.A big band, also known as a jazz orchestra, is a largemusical ensemble that plays jazz music, especially swing.The band is divided up into a number of sections, byinstrument; each section usually has four or more members.All bands usually have a rhythm section, made up of drum set, bass, piano, and possibly guitar. There are also sections for trumpets, trombones, and saxophones (who sometimes double on flute or clarinet).Big Band was popular from the late 1920s to the early 1950s.4 Doing groupworkIn groups of four ask questions to find out answers to the survey in the chart on page 114.A:Have you ever been to a concert?B: Yes, I have. I went to the National Day concert last year.A: Did you enjoy it?B: Yes, I enjoyed it very much.A:Have you ever been to a zoo?B: Yes, I have. I went to the Crouching Tiger City Zoo last year.A: Did you enjoy it?B: Yes, I enjoyed it very much.A:Have you ever collected something?B: Yes, I have. I collected many old Chinese coins last year.A: Did you enjoy them?B: Yes, I enjoyed them very much.A:Have you ever painted a picture?B: Yes, I have. I painted a picture called Taihangshan last week.A: Did you enjoy it?B: Yes, I enjoyed it very much.A:Have you ever played a musical instrument?B: Yes, I have. I used to play ehu.Closing down by listening jazz musicA jazz band is a musical ensemble that plays jazz music. Jazz bands usually consist of a rhythm section and a horn section.The rhythm section of a jazz band consists of the drums, bass, and usually at least one instrument capable of playing chords, such as a piano or guitar. The rhythm section is the foundation for the band; it sets the feel for the piece. The horn section consists of wind instruments, which play the melody and main accompaniment. Typical horns found in a big jazz band include 4 trumpets, saxophones (2 altos, 2 tenors, and a baritone), and 4 trombones and a bass trombone. The saxophones may also double on flute and clarinet and the trumpets on flugelhorn.SELF CHECK1 Filling blanksTo test our learning of grammar, let’s go to page 115. First we do the test number 1, filling in the blanks.lock, clean out, feed, chat, hear1. Have you fed the dog and cleaned your room?2. Don’t forget to lock the door if you are the last person to leave.3. I need to clean out my cupboard. I never use the things in it anymore.4. My friend from America called me yesterday. We chatted for hours.5. Have you heard the new song from Mariah Carey? It’s really good.2. Reading and listingOn page 115 in the middle on the left is a conversation between Sue and Jerry. Read it and make a list of things Jerry has done, and the things he has not done. Sue: Have you done your chores? We are leaving in an hour.Jerry: I have done some of them.Sue: Have you packed the bag?√Jerry:It’s in the front hall.Sue: Have said goodbye to Grandma?×Jerry: The telephone was busy.Sue: And have you watered the plants yet?×Jerry:Oh, no. I haven’t. I’ll do it now.Sue: Have you cleaned your room?×Jerry: Do I need to?Sue: Yes, you do.Jerry: Okay.Sue: What else? Oh yeah, have you washed the dishes?×Jerry:It’s your job to wash the dishes.Sue:No, it’s your turn.Jerry:Okay. I’ll do it.Sue: One more thing. Have you gotten the mail from the mail box?√Jerry: Look on the table.Sue: Thanks.Just for fun!Read the song words and listen to the song called:《Moon river》Moon river wider than a mileI'm crossing you in style some dayOld dream maker, your heart breakerWherever you're goingI'm going your wayTwo drifters off to see the worldThere's such a lot of world to seeWe're after the same rainbow's endWaiting round the bendMy huckleberry friendsMoon river and meReading: He’s already visited the place where his ancestors lived.Before you read, listen to the recording, for the forms and for the meanings.While you read, circle the “ Present perfect with already and yet” structure, underline the expressions and blacken the connectives.Have you been back to the place where your ancestors lived, worked, studied and played? Robert Qian, a Chinese Canadian, already has. Now in China, he has found that his family is like a tall tree with long roots.Robert is just one young overseas Chinese who has come to visit his ancestors’ homeland, as part of the In Search of Roots summer camp program. The program is organized by the local government of Guangdong Province. This program started in 1980, and so far has brought thousands of overseas Chinese students to China to l ook for their families’ roots. The young people are usually between 16Part 2: Teaching Resources (第二部分：教学资源)I. What is music?Music is the art of making sound by human voice or special musical instruments like violin, oboe, trumpet, drum and so on.In music, sounds are arranged in time to give a pleasing result. There are many different kinds of music.Music is written using note symbols on a staff, which is a group of horizontal lines. The line which a note is written on shows what pitch it is. The notes are separated into measures using vertical lines on the staff.II. What is a song?A song is a piece of music which has words in. Old Macdonald had a Farm is a song.Songs can be made in many ways. Some people form bands which write and record songs to make money from it. Other songs are folk songs, which are songs created by people long ago and have been sung as tradition in many countries. Some people also make parodies of songs, which is changing the words of the song but keeping the tune. Parodies are usually made to make fun of a song or it's writer/singer.III. Origins and CharacteristicsChinese music can be traced back as far as the third millennium B.C. Manuscripts and instruments from the early periods of its history are not extant, however, because in 212 B.C., Shih Huang-ti of the Ch'in dynasty caused all the books and instruments to be destroyed and the practice of music to be stopped. Certain outlines of ancient Chinese music have nevertheless been ascertained. Of primary significance is the fact that the music and philosophy of China have always been inseparably bound; musical theory and form have been invariably symbolic in nature and remarkably stable through the ages. Ancient Chinese hymns were slow and solemn and were accompanied by very large orchestras. Chamber music was also highly developed. Chinese opera originated in the 14th cent. as a serious and refined art.。

九年级英语上册 Unit 14《Have you packed yet》教案人教新目标版

Unit 14 Have you packed yet?Language goals:In this unit students learn to talk about recent events.New languages:Have you packed the beach towels yet?No, I haven’t packed it yet.Yes, I’ve already put it in my suitcase.New words:suit,garage,wood,light, appear, turn, government, southern, villager, stronglyDifficult points:1. Learn to use “already” and “yet”.2. How to express and ask the recent events.3. How to use The Present Perfect Tense.4. How to improve the students’writing ability according to the reading materials. Teaching aids: puter, video, recorderTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 5: Section B ReadingPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages: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.3. Train the speaking and listening abilities.4. Master “already,yet”and use it freely.5. Can ask or talk about the recent events.Teaching procedures:Step 1. Warming upUse the following activity to help students understand the concept behind the words already and yet.Ask one student to write the number 1 to 20 on the blackboard. (Write the numbers slowly and stop whenever the teacher says stop.)After the student has written the numbers 1 through 5, start talking to the rest of the class. [T=Teacher, S = Student ]T: Has he (she) written the number yet?S: Has he (she) written the number yet?T: (Pointing to number 1.) Yes, he has already written the number 1.S: Yes, he has already written the number 1.T: (Writing the word already on the board.) This is the word already.Then ask questions with the word yet.T: Has he (she) written the number 50 yet?S: Has he (she) written the number 50 yet?T: No, he hasn’t written the number 50 yet.S: No, he hasn’t written the number 50 yet.T: (Writing the word yet on the board.) This is the word yet.Write the words already and yet on the board and ask students which one is used to talk about things that have happened in the past (already) and things that will happen in the future (yet).Step 2. Section A 1aRead the instructions to the class.Ask a student to give an example of a beach vacation and sightseeing in a city.Then ask students to add some things to the lists under the two headings a beach vacation and Sightseeing in a city. Ask students to do this on their own.Ask students to tell the class the words they wrote.Step 3. Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.1. Point out the picture. Ask students to say what they see in the picture.Point out the six chores on the list. Read each item to the class. Askdifferent students to explain the meaning of each item in their own words.2. Then read the instructions. Say: You will hear a family talking as theyget ready to go on vacation.3. Point to the blank lines in front of each item in the list and say:Listen to what the family talks about and put a checkmark in front of eachchore that is already done.4. Play the recording the first time. Students only listen. Play the secondtime. Say, now listen again and then put your answers on the correct blanks.5. Check the answers.6. Explanation. (Show the picture.)Step 4. Section A 1c Pair workThis activity provides guided oral practice using the target language.1. Read the instructions.2. Point out the example in the box. Ask two students to read it to the class.3. Say, Now work with a partner. Look back at activity 1b and talk about whatthe family members have already done and what they haven’t done yet.4. Ask different pairs of students to say their conversations to the class. Step5. Section A 2a /2bThis activity provides guided listening practice using the target language.(1) Point out the picture. (Showing the picture.), and ask students to saywhatthey see. (A boy and a girl are in the kitchen. They both look a littlestressed out.)(2) Read the instructions and say: You will hear a boy and girl talking boutgetting ready to go on vacation. Write M after each thing that Mark saysand T after each thing that Tina says.(3) Play the recording. Students only listen the first time. Play therecordingagain. This time students write M in front of Mark’s statements, T in frontof Tina’s statements. (Show the picture.)(4) Check the answers.Answers:1. T 2. T 3. T 4. M 5.M 6. TStep 6. Pair work Section A 2cThis activity provides guided oral practice using the target language.Point to the sample conversation in the speech bubbles. Ask two studentsto read it to the class.Read the instructions. Say: With your partner make a conversation usinginformation from activities 2a and 2b.Ask students to work in pairs. And then ask one or two pairs to say theirconversations to the class.Step 7. Grammar focusReview the grammar box. Ask students to read the questions and answers to the class.Step 8. ConclusionIn this class, we’ve learned key vocabulary: bathing,suit,towel,water, clean out, garage.Master the target languages.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.Homework(1) Read the new words and write them well.(2) Learn to use the target languages.(3) Get students to write some sentences according to the target language.Period 2Teaching aims:1. Learn to talk about the recent events.2. Can make a list of the things you have done and the ones you haven’t done yet.3. Train the reading and speaking abilities.Teaching procedures:Step 1. Warming upThe teacher introduces the recent events about himself / herself.T: I am very busy recently. I have so many chores to do every day. But I am busy with my work every day. So I haven’t done most of them. I have alreadydone… I haven’t done…yet.Then the teacher asks:How about Crystal? What chores does she have to do? Read 3a, underline thedifferent chores.Step 2.Reading (Section A3a)(1) This 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(2) Read the words and ask students to repeat again and again until theycan pronounce the words fluently and accurately．Before reading the message, ask the students what chores do you usuallydo? Please tell me．（do my homework, clean my room, water the plants,clean our classroom etc．）(3) Go through the instructions with the class. Look at the message. Leta student read the 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 message individually, and underline the different chores on their own.(4) Check the answers with the class．Answers:1．do my homework 2．take the dog for a walk3．water my mom’ s plants 4．do some shopping5．chop wood 6．light the fire 7．collect water8．feed the animals(5) Let students read the again for further prehension．While they arereading．Walk around the classroom, offering help if they have any wordsor phrases they don’ t understand．Notes:1. chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）2. chat—talk about unimportant things3. kid—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 3. Pair work (Section A3b)(1) This activity provides reading, writing, listening, and speaking practiceusing the target language.Look at the pictures of the three people and read their names aloud to theclass．Then point to the chart．Let students read the information in it．Makesure students understand the information in the chart by asking questionsand point out things．T: Look at the three pictures above the chart．Under each person is a listof the things he or she has done or will do today．Now look at the chart．Whatdo 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 soforth. It is 12:00 noon now. So the 1:00 and 2:00 times show things theywill 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．(2) 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 otherstudents in the group will ask questions to find out which person in thechart he or she has decided to be. Make sure students understand how todo the exercise.Look at the example in the box. Invite a pair of students to read 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 or Elise．(3) Get students to do the work in groups．While they are working, move around the classroom checking the work of eachgroup. 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 4. Pair work (Section A 4)This activity provides reading, writing, listening and speaking practiceusing the target language．(1) Go through the instructions with the class．(2) Invite a good student to give an example of things that he or she hasandhasn’ t done this week: I have done my homework．But I haven’ t donesome shopping．(3) Put students in some groups of three. Let students plete the work ingroups．(4) Finish the table．(5) Review the task．Get some groups to share the results of their surveys．Sample answersYou Li Hong （student’s name）Wang Bin （student’s name）Things I have done Science project Plan Cleaning.Things I haven’t done yet homework Shopping Washing Optional activity.(6) Ask students to write their own schedules, listing the time of day theydo each thing. Then get students to work in pairs. Student A thinks ofone activity. Student B gets five tries to guess the activity. Thenstudent B thinks of an activity and student A guesses what it is．Step 5. Conclusion(1) In this class, we’ve learned some key vocabulary words such as chop, wood,light, village, well, farm．(2) We’ve also done a lot of reading, writing and speaking practice usingthe target language．Homework(1) Get students to talk about the things they have done and they haven’ t doneyet this week in pairs．(2) Preview Section B 1a / 1b / 2a / 2b.Period 3Teaching aims:1. Learn some new languages words and learn some useful expressions.2. Strengthen the target language and practice more.3. Train the speaking and listening abilities.Teaching procedures:Step 1. Presentation (SectionB1)(1) Revision. Check homework. Ask some pairs to say their conversations to talkabout the things they have done 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．(2) This activity introduces key vocabulary, and helps students reviewvocabulary 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 surestudents understand the questions. Get students to fill in the blanks ontheir own. A moment later, ask several students to read their answers tothe class.Notes:1．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 2. Section B 2aThis activity gives students practice in understanding target language in spoken conversation.(1) Look at the picture. A record agent is interviewing members of a band.Letstudents read the instructions．Point to the headings and the blank linesfollowing each heading. You will hear a woman interviewing members of aband. They are talking about the band. Now, listen and write your answerson these blank lines.(2) Play the recording the first time. This time students only listen. Playtherecording a second time. This time, ask students to write their answers onthe blank lines as they listen to the recording. Play the tape again ifnecessary.(3) Check the answers with the class.Answers:Band’s name: Apple Ice CreamHow long they’ve been together: About a year.Number of concerts they’ve done: Six.Step 3. Section B 2bThis activity provides listening practice using the target language.(1) Go through the instructions with the class. Look at the list of thingsthe band may or may not have done. Get different students to read the list.Make sure students understand the task.(2) You will hear the same recording again. This time please listen and checkthe things the band has already done.(3) Point to the sample answer. On the recording you hear that the band hasalready written some original songs so you check that answer. If necessary,play the recording again. Then get students to put checkmarks in frontof the correct answers.(4) Check the answers.Answers:√written original songs made a music video√won an award been on TV√had concertsNotes:1．original—newly formed or created, not copied or imitated2．award—（here）a prize in a petition3．video—televisionStep 4. Pair work Section B2cThis activity provides guided oral practice using the target language．(1) Look at the sample conversation in the box．Invite two students to read it tothe class．SA: Have they been on TV yet?SB: Yes, they’ve been on TV lots of times.(2) Go through the instructions with the class. Talk about your favorite bandswith your partner.(3) Let students work in pairs. As they work, walk around the classroomchecking the progress of the pairs and offering help as needed. A momentlater, 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 5. Conclusion(1) In this class, we’ve learned some key vocabulary, such as member, original,songs, and award.(2) 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．HomeworkPreview Section B 3a /3b /3c /Self check 1/2.Review the new word in Section B.Talk about some bands using the target language, and write down the conversations.Period 4Teaching aims and demands:(1) Master the key vocabulary:hit, appear, tour, miss, lead singer, mostly, top ten, good luck(2) Practice writing something using the target language．(3) Improve students’ integrating skills—reading skill and writing skill.(4) Improve students’ speaking ability by group work.Teaching procedures:Step 1. Warming-upGreet the whole class as usual.Ask the students to talk about their favorite bands.The teacher says: Just now, you talked about your favorite band. Now we are going to talk another band whose name is New Ocean Waves. Look at the picture and talk about the band. What kind music do they play? Is their music very popular?Step2. Section B 3a(1) Teach the new words. Show the new words on the screen by a projector． scene n．（戏剧、歌剧等）的发生地点；背景hit n．成功而轰动一时的事物（如歌曲等）appear v．出现；露面；（公开）演出lead n．主角；领导some day 来日；将来某一日be off 离开；走开(2) Read the words and ask students to repeat them again and again until theycan pronounce them correctly and fluently．(3) Look at the article. Don’t miss the New Ocean Waves! Invite a studentto read the article aloud to the class. Correct any pronunciation mistakesto make sure the student is providing a good model for the rest of the class．(4) Look at the picture. Ask students: What’s the article about? Can you guess?（It’ s about a band.）(5) Go through the instructions with the students. Make sure students knowwhat to do. Read the article carefully. Circle the things the New OceanWaves have already done. Underline the things they haven’t done yet.(6) Check the answers with the class.Answers:Circled: had three major concerts; made a bit CD; played other people’ssongs; 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 numberone hitNotes:1. hit—successful attempt or performance, for example, hit songs, songsthat win wide popularity2. lead—principal part in a play; actor or actress who plays such a part.3. some day—on a day in the future; pay attention to the difference betweensome day and one day; one day means on a day in the past or in the future Step 3.Writing: Section B 3bThis activity provides reading and writing practice using the target Language.(1) Read the instructions aloud to the class.(2) Get a student to read the sentences at the beginning of the paragraphto theclass. Tell students that they should look back at 3a and finish writing theparagraph using the information in 3a. Have students finish the paragraphon their own.(3) While they are working, walk around the classroom offering help andanswering questions as needed. When they finish, invite a student to readhis or her pleted paragraph to the class.Step 4. Section B 3cThis activity provides writing practice using the target language.Read the instructions. Write about your favorite band aloud. Then ask several students to say the name of the band they want to write about.（For example, F4, Twins, Beyond and Backstreet Boys．）Make sure students know enough about the band they choose to write at least five sentences. (Get students to use the paragraph in Activity 3b as a sample.)A sample position:Backstreet Boys is a pop band. They have been together for nearly ten years.There are five American singers in the band.They have already written their own original songs. They have already made many music records and have had many concerts of their own．They have won many awards many times．But they haven’t been to China yet．I hope they cane to China to have a concert this year．This activity provides writingpractice using the target language.Step 5. Group work Section B 4Read the instructions to the class. Give an example from your own experience, you may ask a good student to do this instead if you would prefer.Ask students to plete the work in small groups. And then Review the task.Ask a few students to tell the class about what one should do in different situations. Answers will vary, but should emphasize politeness.Step 6. Self-check1Ask the students to find the sentences with the five words—arrive,meet,spend, behave, imagine in Section A and Section B, and pay attention to the meanings and usage of them.Let the students make sentences with the five words.Get the students to fill in the blanks with the proper forms, and then check theanswers together.Step 7. Self-check 2This activity provides reading, writing, listening and speaking practice usingthe target language.(1) Go through the instructions for this activity with the whole class.Invite a pair of students to read the dialogue aloud.(2) Correct any pronunciation errors to make sure the two students areprovidinga good model for the rest of the class.(3) Let students read the conversation in pairs again.(4) Get a few students to share their answers.Answers:Things he has done: 1. packed his bag 2. gotten the mailThings he hasn’t done yet:1. said goodbye to Grandma2. watered (he plants)3. cleaned his room4. washed the dishesStep 8. Summary and homeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, pleasemake sentences using the words in Self-check1 in your exercise books. Thenfinish off the workbook.Period 5Teaching aims:1. Train the reading and speaking abilities.2. Fast-reading to get a general idea of the text.3.Careful-reading to get the detailed information in the text.4. Master some vocabulary words and target language.Teaching procedures:Step 1.Learn the new wordsThis activity introduces the key vocabulary words.(1) Show the following vocabulary on the screen by a projector.root n．根；根部；根源 overseas adj．外国的；海外的homeland n．祖国；家乡 search v．搜寻；搜索in search of 寻找；寻求 farmer n．农民；农场主field n．田间；田地move n．被感动 deeply adv．深刻地；强烈地strongly adv．强有力地；强劲地abroad adv．在国外；海外connect v．连接，关联 local adj．地方的；当地的(2) Read the words and have students repeat them again and again until theycan pronounce them fluently and accurately.Step 2. Section 1 Before you readThis activity allows students to activate their background knowledge before attempting the reading.(1)Look at the picture. Let students describe what is happening in thepicture.(2)Read the title aloud. Get students to predict what they think the articleis about, based on the title.(3)Have students finish Task 1. But don’t look at the reading text.Instead, they use their background knowledge to try to answer thequestions.As students work, walk around, looking at their progress. When moststudents plete the task, let students answer the questions with a partner. Step 3. Section 2While you readThis activity encourages students to predict what they are about to read.(1) Go through the instructions with the students．(2) Get them to plete the task in small groups. When they work, walk aroundthe classroom and make sure students discuss in English their reasons forselecting each word. Ask students to report their answers. Vote on the mostlikely words.(3) Answers will vary. But it is likely students will select culture, family,history, grandfather and tradition.Step 4. Section 3 After you read(1) Ask the students to read each sentence, and find and correct the singlemistake. They should refer back to the information in the reading.(2) Ask students to use the reading to order the sentences 1 to 8. See aboveanswers for correct numbering of the sentences.Answer: 2, 4, 8, 5, 6, 1, 3, 7(3) Present the imaginary situation, and ask students to suggest things thatoverseas students could do in Shanghai. List them on the board. Check twoof the activities. Explain that means that they have already been done.Put a cross by another one. This example shows it has not been done yet.(4) Tell students to write their own plan using activities from the boardas well as their own ideas. Remind them of the two ways to talk about theactivities: the Present Perfect positive, and the Present Perfect negative.Monitor and provide language support where necessary.(5) Ask students to exchange notebooks with a partner. They should identifyany mistakes they made. Instead if saying ‘You made three mistakes’, say‘There are three things I can change which will improve our English’. Step 4. Section 4 Go for it!(1) Ask students to create a family tree. They may need the help of theirfamily for names and relationships. Ask some students to do an oralpresentation on their tree to the class, or in groups.(2) Encourage other students to ask questions when they want more information.Put up a classroom display of all the family trees.Step 5. If you have timeExplain to students that they are Robert Qian or Cathy Qin. Ask students to list ideas for activities that they want to write about.Ask students to also make notes on why they think overseas students enjoyedthese activities. Monitor and ask questions like: Do you think American/foreign students have ever tried this before? Do you think they have thisin America/overseas?Now ask the students to describe how these activities have affected them. Step 6. PracticeDeal with some exercises on the video.Step 7. Conclusion(1) Train the reading and speaking abilities.(2) Master some vocabulary words and target language.。

九年级英语全册《Unit 14 Have you packed yet》教案3 人教新目标版

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。

九年级英语下教案人教版Unit 14 Have you packed

Unit 14 Have you packed yet?The First PeriodⅠ．Teaching Aims and Demands1．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 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 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 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 Ⅲ1bThis 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 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 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 ⅤSummaryIn 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 ⅥHomeworkMake conversations in pairs to review the target language．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Second PeriodⅠ．Teaching Aims and Demands1．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 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．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 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 ⅥSummaryIn 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 ⅦHomeworkGet students to write some sentences according to the target language．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 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 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．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 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 DesignUnit 14 Have you packed yet?The Fourth PeriodⅠ．Teaching Aims and Demands1．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 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 ⅡPart 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 Ⅲ2aThis 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 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 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．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 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 PeriodⅠ．Teaching Aims and Demands1．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 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 Ⅱ3aThis 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．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 example, hit songs, songs that win wide popularity。

九年级英语 Unit 14Have you packed yet 教案人教新目标版

九年级英语全册 Unit 14 Have you parked yet？单元整理教案人教新目标版

Unit 14 Have you packed yet?Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：bathing 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 Point：Target 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 Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Last week we finished Unit 13. In this unit, we learned how to talk about how things affectus. 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…From today on, we will learn Unit 14.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.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 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? Point to the box. Invite a pair of students to read the conversation to the class.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.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.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.Tell students they will be making conversations with a partner. Look back at the chores in Activity 1b. Say, Now look back at the chores in Activity 1b. 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. Then get several pairs of students to say their conversations to the class.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?Section AThe First PeriodTarget languageA: Have you watered the plants yet?B: Yes, I have already watered them.Unit 14 Have you packed yet?Section AThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：refrigerator, 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 Vocabulary：clean output 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 Aids：1．A tape recorder 2．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? Go through the instructions with the class. Check the answers with the class.Step Ⅲ 2bThis 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. Ask a student to readthe question and answer to the class:Play the recording for students. Let students write their answers in the blanks. Play the recording again if necessary. Correct the answers.Step Ⅳ 2cThis 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.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.Step Ⅴ Grammar FocusLook at the grammar focus box. Get three students to read the questions and answers to the class.Let students make up other sentences in pairs using have you … yet questions.Pay attention to the use of already and yet.Draw a simple diagram to help students understand the grammar focus.Get some pairs to say their sentences aloud to the class.Step Ⅵ SummaryIn this class, we've learned key vocabulary clean output in, turn off and the target language 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 ac cording to the target language.Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?Section AThe Second Period Target 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?Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：chop, 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 Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionYesterday we le arned 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?Step Ⅱ 3aThis activity provides reading practice using the target language.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.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.Step 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.Go through the instructions with the class. Put students in several groups.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 ate working, move around the classroom checking the work of each group.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.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?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?Section BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：member, 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 Object：Love music and you can benefit from it.Ⅱ．Teaching Key Points1．Key Vocabulary：member, 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 Aids：1．A tape recorder 2．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.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? 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.Step 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.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. Point to the sample answer.Step 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.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 ofthe pairs and offering help as needed. A moment later, invite two pairs to say their conversations to the class.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 conversation .Step Ⅷ Blackboard 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?Section BThe 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 Aids：1．A projector 2．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 tin 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 picture. Ask students,Check the answers with the class.Step Ⅲ 3bThis activity provides reading and writing practice using the target language. Read the instructions aloud to the class. Get a students to read the sentences at the beginning of the paragraph to the class. Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b. Have students finish the paragraph on their own. While they are working, walk around the classroom offering help and answering questions as needed. When they finish, invite a student to read his or her completed paragraph to the class.Step Ⅳ 3cThis activity provides writing practice using the target language.Read the instructions Write about your favorite band aloud. Then ask several students to say the name of the band they want to write about. Make sure students know enough about the band they choose to write at least five sentences.Get students to use the paragraph in Activity 3b as a sample. When they work, walk around the classroom offering more help if needed. When they finish, invite a student to read his/her composition as an example, with different students contributing sentences and correcting each other's information.Step Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Have students complete the work in pairs. Get a few students to share the results of their surveys.Step Ⅵ SummaryIn this class, we're done a lot of practice reading and writing as well as speaking.Step Ⅶ Homework1．Read the article in Activity 3a again.2．Complete the article in 3c.3．Do the survey in Activity 4 if students haven't finish it.Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?Section BThe Fifth PeriodAnswers to Activity 3b:Apple Ice Cream is a rock band.They have been together for about a year. They have written their own original songs. They won “ The Best New Group of the Year” award last year. They haven't made a music video yet, but they've had six concerts of their own. They haven't been on TV yet, but they have talked to Bands on Parade about doing a TV show next month.Unit 14 Have you packed yet?Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in the blanks and make sentences using lock, clean out, feed, chat, hear(2) Finish the table according to the conversation.2．Ability ObjectTrain students' writing ability.3．Moral ObjectOpportunity belongs to those who have made full preparation.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the table.Ⅲ．Teaching Difficult PointMake sentences using lock, clean out, feed, chat, hear.Ⅳ．Teaching Methods1．Teaching by explanation2．Speaking methodⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask a few students to read the article in 3a. Then Have a student read his or her own article.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the box. Get a student to read them. Make sure the students understandthe meaning of the words. Then say, Please fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Get students to fill in the blanks on their own.Check the answers. Ask five students each to read a sentence, filling in the blanks. The rest of the students check their answers.Step Ⅲ Part 2This activity provides reading, writing, listening and speaking practice using the target language.Go through the instructions for this activity with the whole class. Invite a pair of students to read the dialogue aloud. Correct any pronunciation errors to make sure the two students are providing a good model for the rest of the class.Let students read the conversation in pairs again. Ask students to say the first thing that Jerry has done. (He has packed his bag) Then get students to make the list individually. While they are working. walk around the classroom providing help if needed.Review the task. Get a few students to share their answers.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language. Ask two students to read the conversation aloud.Ask some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and HomeworkIn this class, we've done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please make sentences using the words in Activity 1 in your exercise books. Then finish off the exercises on pages 58～60 of the workbook.Step Ⅵ Blackboard DesignUnit 14 Have you packed yet?Self checkThe Sixth PeriodSample answers to Activity 1:1．Don't forget to lock the door after you go out. 2．You should clean out your bed yourself.3．I have already fed the dog.4．We chatted for a long time when we met last time. 5．We listened carefully but could hear nothing.Unit 14 Have you packed yet?语法教学两课时1. 现在完成时表示两种动作：一是动作发生在过去，但强调对现在产生的结果和影响。

九年级英语下教案人教版Uni14 Have you packed yet

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。

Unit 14 Have you packed yet？教学设计(2)

《Have you packed yet？》教学设计（2）教学过程：Step1:Lead-in1. Lead-in.播放SHE的歌曲“ Super Star”请学生随音乐模仿演唱。

T: Do you like music?Do you like this band?Can you tell me sth about them?Have you seen them in concerts?Ss: (Say sth about this band.)【设计说明】这是学生熟悉并喜爱的话题，因此能迅速达到口头熟练掌握的目的，扫清障碍为后面的内容做好铺垫。

联系学生的现代校内外生活，让课堂教学成为学生生命成长和个性张扬的过程。

Step2: Presentation1. Brain storm.1) 让学生把自己搜集到的一些喜欢的乐队、组合的海报或图片在班内分享。

T: Boys and girls, yesterday I asked you to collected some poster of your favourite bands, did you do that?Ss: Yes.T: Great! Who would like to introduce some bands to us?Ss: (展示海报，并做简单介绍)【设计说明】从学生的兴趣出发，让他们主动搜集相关资料，这是学生熟悉并喜爱的话题，因此能迅速达到口头熟练掌握的目的，扫清障碍为后面的内容做好铺垫。

2. Activity 1.1) Let Ss look at the picture. Ask,T: What can you see in the picture? (A man is playing the guitar and singing a song)2) Point to the box; invite a student to read the four questions. Make sure Ss understand the questions. Get Ss to fill in the blanks on their own.A moment later, ask several Ss to read their answers to the class.3) Then let Ss to ask and answer questions with a partner.【设计说明】请学生根据自己的实际情况和兴趣爱好回答这些问题，培养口语表达能力。

广东省珠海九中九年级英语全册《Unit 14 Have you packed yet》教案人教新

《Unit 14 Have you packed yet》教案I．Learning objectives 教学目标II. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以Preparing for a vacation 为话题,共设计了四个部分的内容:Section A该部分有4个模块: 第一模块围绕Have you packed the beach towels yet? 这一话题展开口语(1a,1c)、听力(1b)训练; 第二模块围绕 Talking about recent events 进行大量的听力(2a-2b)、口语(2c)训练; 第三模块继续围绕 Talking about different chores这一话题展开口语(3b)和阅读(3a)训练;第四模块围绕The things you have to do this week 进行列表并展开小组及个人活动（4）。

Section B该部分有4个模块:第一模块是围绕Talking about a band 这一话题展开口语训练（1）;第二模块围绕Talking about members of a band 进行听力（2a,2b）和口语（2c）训练;第三模块继续围绕Talking about a band 进行阅读(3a)和写作(3b,3c)训练;第四模块拓展为采访训练（4）。

Self check该部分有2个模块:第一模块是词汇的学习与运用(1);第二模块就本单元的中心话题进行对话阅读和写作训练(2)。

Reading该部分共设置了5项任务:第一项任务以问题讨论的方法激活学生相关背景知识;第二项任务要求学生通过快速阅读获取信息;第三项任务利用讨论、写作等练习形式加深学生对阅读内容的理解;第四项任务要求学生能运用所学知识解决实际问题;第五项任务要求学生运用所学知识展开实践活动.2．教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c)New function presentingPeriod 2 (Section A: 3a, 3b, 4; Section B: 1, 2a, 2b, 2c, 3a, 3b, 3c, 4) PracticePeriod 3 (Self check: 1, 2; Section 4)Self checkPeriod 4 (Reading: Section 1-Section 3)ReadingIII. Teaching plans for each period分课时教案Period 1 New function presentingLanguage goals 语言目标1. Words && expressions 生词和短语bathing, suit, towel, water(v.), guidebook, refrigerator, clean out2. Key sentences 重点句子( P111)I haven’t cleaned out the refrigerator yet.Have you fed the cat yet?Not yet. I’ll do it in a minute.Ability goals 能力目标Enable the students to understand and talk about recent events and the chores people have to do before a vacation.Emotion && attitude goals 情感与态度目标Enable the students to make preparations independently before a vacation. Strategy goals 策略目标Brainstorming.Culture awareness goals文化意识目标Learn the differences between western and Chinese vacation.Teaching important points 教学重点The Present Perfect tense.Teaching procedures and ways 教学过程与方式Step I Revision and Lead-in ( 1a: P110)Ask two or more students to show their work and how they did it.T: In the last unit, you were asked to write a passage about a story which happened last weekend, using the Past Tense. Now I’d like to know who’d like to display your project on the classroom wall.A sample version:On the morning of last weekend, my friend Kangkang and I were on the way to FenghuaPark when we found a tree bent, we felt very sorry for the tree and set out to do something to help it. We straightened the tree by tying it to a stick. We put a rope around the tree and put up a notice, which read, “Take Care of Trees”. When we finished working, we all felt tired.When we got to the park, it was almost 12:00. It was very hot, we felt tired and hungry. But we were happy and very satisfied with what we had done because we had made a contribution to the protection of the environment.T: Well, summer holiday is ing. Can you tell me what you are going to do during summer holiday?S1: I’m going to Beijing to visit some places of interest.T: Good idea. You’d better visit the Great Wall, or you will not be a real man.Whatabout you, Tina?S2: I want to go to Dalian to relax myself because Dalian is a beautiful city and the weather is nice.T: I think so. By the way, do you like the sea?S2: Of course. I like it very much. It’s so wide and beautiful.T: Why not go to the beach and go on a beach vacation? S2: Good idea!T: When we go on a beach vacation what you will pack?S1: A camera.S2: Some clothes.S3: A map.T: I think so. You’d better take a guidebook, a bathing suit and a towel. They are very useful when you are on a beach vacation.What are you going to pack when you go on a trip?S4: I think I am going to pack an umbrella. It is very useful because it can be used both on a sunny day and a rainy day.T: I agree with you. What else are you going to pack, Judy?S5: A camera is very useful, I think. It can give me a good memory about the trip.Collect more possible things to pack: some clothes, a lot of money, some snacks, some fruit, towel, map, umbrella, sunglasses, bathing suit, guidebook ...T: Well, we have got so many things to pack. We can’t pack all of them into a small suitcase. What are the three most important things to pack for the trip?S6: A camera, some clothes and money.T: Have you packed your camera?S7: Yes, I have already packed it.T: Have you packed your money?S7: No, I haven’t. I have to go to the bank to get it.T: You must be careful with your money. Money is not everything, but you cannot have a pleasant holiday without it. Have you packed your bathing suit, Jessie?S8: No, I haven’t washed it yet.Get several more students to show their answers and write some important sentences on the blackboard.T: Thank you for your wonderful work.Get the students to practice small dialogues using “Have you ...?”Sample dialogue 1:S1: Hello, where are you going?S2: I’m going on a beach vacation.S1: Have you packed your guidebook?S2: Yes. I have already packed it in the suitcase.Sample dialogue 2:S3: Hi, where are you going?S4: I’m going to the supermarket to buy some rice and dumplings.S3: Have you locked your door?S4: Yes, I have. It is dangerous to leave the door open when I go out.S3: That’s right. You must be careful.T: Good. You really did a great job. Now I wonder what the three most important things to pack are when you go on a beach vacation / a city vacation. Write your ideasbelow in 1a on page 110.Sample answers:Step II Listening and Practice (1b, 1c: P110; 2a, 2b: P111)T: What would you do if you are going to do some listening practice?S1: I think we should know what we are asked to do first.T: Then what are you asked to do according to the instruction?S1: We are asked to listen and check the chores the people have already done. T: Now I want to know before you leave for a holiday, what chores you should do at home?S1: I think I should close the window.S2: I should water the flowers.T: Good idea. If you do not water the flowers, they will dry and die soon.S3: I’d better take out the trash.S4: I should clean out the refrigerator.S5: Turn off the light.S6: Lock the door.T: That’s right. If you leave the door and the window open, a thief will visit your house. Well, I think all of your advice is wonderful. Listen to the recording and check the chores the people have already done in 1b on page 110.Play the tape.T: Just now we listened to a conversation. I think they have prepared everythingfor their beach vacation. Now make conversations in pairs, using the information from 1b on page 110. Which pair would like to perform your conversation first? Good, you two, please.S1: Have you watered the plants yet?S2: Yes, I have already watered them.T: Well done. Next pair, please.S3: Have you packed the beach towels yet?S4: No, I haven’t. Can’t Judy pack them?S3: No, she’s busy.S4: Have you packed your guidebook and the street map?S5: I have already bought the guidebook, but I haven’t got the street map yet. T: Before we listen to another recording, let’s look at the picture on page 111 first. What can you see in the picture?S1: I can see a boy and a girl.T: What else can you see?S2: I can see a lovely cat with a long tail.T: What are they doing?S3. They are talking about something.T: What do you think they are talking about?S4: I think they are talking about preparing a trip.T: Now listen and find out what they are talking about. Then tell me who said each thing. Write “M” for Mark and “T” for Tina.Play the recording for the first time and check the answers.T: Listen again and match each question in 2b with an answer from 2a.After that, check the answers.Step III Pairwork (2c: P111)T: After listening, we’ve got some information from the conversation. Now use the information from 2a and 2b to role play a conversation.Sample conversation 1:S1: Hi, Tina. Are you ready for the beach vacation?S2: No, I haven’t cleaned out the refrigerator yet.S1; Have you fed the cat yet?S2: Not yet. I’ll feed it in a minute.S1: Have you turned off your radio?S2: Yes. I have. I think we’re almost ready.Sample conversation 2:S1: Hi, Tina. Are you ready for the beach vacation?S2: No, I haven’t locked the garage yet.S1: I’ve already done most of my jobs.S2: Have you taken the towels?S1: No, I will do it in a minute.Step IV Grammar Focus (P111)T: Look at the Grammar Focus box on page 111. Now we will learn something about the Present Perfect Tense. It is used to indicate an action that took place in the past or not long ago but the “influence” still exists. For example, “I’ve dropped my pen on the ground.” —You can see the pen on the floor now; “I’ve opened the door.” — Now the door is open.Ask the students to write some sentences down on the blackboard, using the Present Perfect Tense. Circle have done in the sentences.T: Well, do you know the differences between the Present Perfect Tense and the Past Tense?Show the following to the students.(1) She has taught English for eight years.(2) Have you fed your dog yet?(3) Has he got up?(4) —e and have breakfast with us.— Thank you. I’ve just had it.(5) What have I said to make you so angry?表示过去某时发生的动作，这动作可能刚刚停止，也可能还在进行。

人教新目标英语九年级全一册Unit14Haveyoupackedyet教案5

课题：Unit 14 Have you packed yet? Section A教学目标： 1. Words && expressions 生词和短语bathing, suit, towel, water(v.), guidebook, refrigerator, clean out2. Key sentences 重点句子( P111)I haven’t cleaned out the refrigerator yet.Have you fed the cat yet?Not ye t. I’ll do it in a minute.重难点：The Present Perfect tense.教学反思：课题：Unit 14 Have you packed yet? Section B课型：New教学目标：1. Words && expressions 生词和短语chop, wood, light, village, well, farm, member, scene, last, major, hit, appear,miss, lead, mostly, some day, be off, air, poem2. Key sentences 重点句子(P113)Have you seen them in concert yet?Have they been on TV yet?重难点：How to talk about punctuality and how to use Present Perfect Tense.教学反思：课题：Unit 14 Have you packed yet? Self check教学目标：1. Word && expression 生词和短语realize, invite, show up, stay up, rush, embarrassed, empty, deeply, ancestor, turning point2. Key sentences 重点句子(P115)Have you fed the dog and cleaned your room?Have you done your chores?重难点：How to ask and answer questions about what one has done.教学反思：课题：Unit 14 Have you packed yet? Reading教学目标：1. Words && expressions 生词和短语root, move, deeply, abroad, clear, ancestor, historian, search for, in search of, turning point2. Key sentences 重点句子(P116)He’s already visited the place where his ancestors lived.Have you been back to the place where your ancestors lived, worked, studied and played?Robert i s just one young overseas Chinese who has come to visit his ancestors’ homeland.重难点：Talk about the family roots.教学反思：。

人教新目标英语九年级全一册Unit14Haveyoupackedyet教案1

Unit 14 Have you packed yet?一.学习目标1.学会制作旅行所需物品的清单2.了解外出旅行前的各种准备工作学习重点：现在完成时的用法和结构。

包含already /yet 的现在完成时二.课前预习过程1.预习并写出下列单词海滨度假______ 旅游手册______城市观光_________ 立刻，马上______游泳衣_________ 放进______把照相机装包里_________ 喂猫______浇花______ 关上收音机______街道地图______ 清除某物内部使之整洁______ 2.预习现在完成时定义：______构成：______3.熟背本单元出现的主要动词的过去式和过去分词buy --------- bought--------- bought put ---------- put---------- putdo ---------- did---------- done feed--------- fed---------- fed see---------- saw---------- seen write ---------- wrote---------- written win---------- won---------- won make ---------- made---------- made have---------- had---------- had be ---------- was/were------ been sing---------- sang ---------- sung take ---------- took---------- taken hear---------- heard----------- heard get ---------- got ---------- gotten say---------- said---------- said find---------- found---------- found come---------- came---------- come bring ---------- brought ---------- brought go ---------- went ---------- gone leave---------- left ---------- left三、课堂导学过程1. 交流预习成果。

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Unit 14 Have you packed yet?第一课时单元分析与提示教学目标语言目标：能够运用所学知识，谈论或询问最近已经发生的事情。

认知目标1、学习现在完成时。

2、学习already和yet的用法。

3、学会以下基本句型Have you watered the plants yet? No, I haven’tHave you packed the camera yet?Yes, I’ve already put it in my suitcaseHave you fed the cat? No, I haven’t fed her yet.情感目标教育学生做事情要有条理，养成“今日事，今日毕”的好习惯。

培养学生养成反省的好习惯教学重、难点现在完成时1、现在完成时的构成现在完成时表示某个动作发生在过去，但对现在有影响，这个动作或状态可能已经结束，也可能还要持续下去。

其构成形式：have / has + 动词的过去分词，否定式：在have / has 后加not —haven’t / hasn’t；一般疑问句式：将have / has放在主语之前。

2、现在完成时的用法(1) 表示过去发生的某一动作对现在造成的影响或结果。

常用的时间状语有：already, yet, ever, never, just等。

例如：I have had breakfast. 我吃过早饭了。

（我现在饱了）She has seen the film. 她看过这部电影了（她已经知道电影的内容了）He has gone to Beijing. 他已经去北京了。

（他现在不在这里）(2) 表示过去已经开始，持续到现在的动作或状态，往往和表示一段时间的状语连用。

如：for + 时间段；since + 时间点/ 时间段+ago / 一般过去时态的从句I have taught in this school for ten years.I have taught in this school since ten years ago.注意：for和since引导的短语都表示“一段时间”，所以谓语动词应该用延续性动词，不能用非延续性动词。

延续性动词表示该动词可以延续一段时间，如：live, work, study, teach, stay等，非延续性动词是指该动词所表示的动作不能延续，是短暂的、瞬间完成的。

如：borrow, come, arrive, get, leave, die等。

许多非延续性动词可以用意思相同或相近的延续性动词来表示。

如：leave→be away from arrive→be in go→be awaycome→be in / at buy→have borrow→keepjoin→be in / be a member of die→be dead begin→be on finish→be overHe has gone →He has been away for an hourI have bought a watch →I have had the watch for several daysYou have kept the book for three months.My brother has been in the Party for one years.注意：非延续性动词的否定形式可以表示状态的延续，可与for, since引导的时间状语连用：I haven’t seen him for a long time.（我很长时间没有看见他了）(3) have / has been to 和have / has gone两个句型have / has been to 表示“曾经去过”，说话人现在在这里have / has gone to表示“已经去了”说话人现在不在这里，可能到了某地，也可能在路上。

3、现在完成时与一般过去时的区别(1) 侧重点不同：现在完成时侧重于过去的动作对现在造成的影响；而一般过去时侧重于表示过去的动作（什么事情，发生的时间、地点、原因），与现在无关。

如：Yesterday I went to the zoo.（昨天我去了动物园）仅说明昨天去了动物园，与现在无关He has read the book.（他已看过那本书）说明他了解书的内容(2) 连用的时间状语不同。

与现在完成时连用的有：already, yet, still, just, so for, ever, never, since/for…。

与一般过去时连用的有：ago, yesterday, last……, in 2005, just now, three years ago.注意：询问某事过去发生的具体时间、地点时必须用一般过去时。

现在完成时不能与表示过去的时间状语连用。

教学安排4课时第一课时：Section A: 1a, 1b, 1c, 2a, 2b, 2c第二课时：Section A: 3a, 3b, 4第三课时：Section B: 1a, 1b, 2a, 2b, 2c, 3a第一课时：Section B: 3b, 3c, 4 and Self CheckUnit 14 第二课时Teaching aims1、能用所学的目标语言简单谈论或询问最近已经发生的事情。

2、能初步理解副词already和yet的用法，并能在实际情境中简单地运用。

3、能听懂听力内容，并能完成相应的练习。

Teaching of new lesson1、Presentation（1）首先，老师用英语要求一个学生上来为大家唱一首歌。

T: could you please sing a song for us?T: Has he sung a song yet? ( yet )S: No, h e hasn’t sung a song yet.S: Yes, she has already sung a song.（2）请学生表演几个动作：playing basketball, cleaning the blackboard, drawing on the blackboard.Standing up, singing a song, dancing, closing the door……用同样的方式来强化目标句型already及yet的用法。

（3）口头练习后让学生自己来总结already和yet的用法。

老师归纳、补充：already用于现在完成时的肯定句，一般放在句子的中间；yet用于否定句和疑问句中，放在句子的末尾。

2、Practice1a. 谈论课本中的图画：Where is it ? What are they doing ? What are they going to do? What are they talking about?1b. （1）首先读方框中的六个词组，确定学生明白每个词组的意思，并强调动词的原形及其过去分词的拼写。

然后提示学生：You will hear a family talking as they get ready to go on vacation.（2）放录音，让学生根据指示语的要求选择已经做过的事情。

（3）核对答案，同时跟读录音内容。

1c. （1）学生读右边方框里的对话，强调yet和already的用法。

（2）要求学生根据录音内容，依照右边方框中的对话，两人一组进行操练。

2a. 首先介绍图画中的内容：T：This is Mark and this is Tina. They are in the Kitchen. They are getting ready to go on vacation. They are talking about chores. They have already done some chores. Listen to the tape. Who said each thing? Write “M” for Mark or “T” for Tina. 然后放录音，让学生按要求完成2a。

2b. 首先学生读方框中的句子，确定学生明白每句话的意思。

然后，放录音，学生根据要求填上相应的数字。

最后，核对答案，同时跟读录音内容，必要时对难点进行解释。

2c. （1）学生读右边方框中的对话。

（2）要求学生根据录音内容，继续完成右边方框中的对话，两人一组进行练习。

（3）抽查几组学生，要求他们在全班面前说出他们的对话。

3. Consolidation and Extension完成一个教学任务：要求每个小组长对自己的组员进行调查，调查他们是否已经完成了今天要做的事情，然后评出本组最好的学生。

调查中必须用到所学的already和yet。

Finish yesterday’s homewor k, hand in your homework on time, clean the classroom, help your mother with some chores……Homework写一段话：睡觉前妈妈询问你今天是否完成了应该做的事情。

Unit 14 第三课时Teaching aims1、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。

Teaching of new lesson1. Revision通过提问来复习上一节所学的目标语言：Have you finished yesterday’s homework yet?Have you cleaned the classroom yet?Have you reviewed your lesson?Have you past the test?2. PresentationT: I am very busy recently. I have so many chores to do every day. But I am busy with my work every day. So I haven’t done most of them. I have already done…… I haven’t done……yet.3. 阅读3a（1）转入本课话题：How about Crystal? What chores does she have to do? Read 3a, underline the different chores.（2）仔细读课文，回答以下几个问题：a.Why didn’t Crystal get back to Jake so oner ?b.When did she start her homework?c.Why hasn’t she done any of the things yet?d.What chores did her father often do when he was a kid?（3）学生再次读课文，加深对课文的理解。

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