山东省肥城市湖屯镇九年级英语《Unit14 Have you packed yet》教案4 人教新目标版

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．。

初中英语九年级《Unit 14 Have you packed yet》精选文档PPT课件

√ packed the camera √ watered the plants x locked the windows x bought a street map √ bought a travel guidebook x packed the beach towels
4
A: Have you watered the plants yet? B: Yes, I have already watered them.
5. The monkey died last month.
The monkey _h_a_s__ b__ee_n__ d__ea_d__ for a month.
6. A: Hong long _____ you ____ ( D )
B: Two weeks. 12
A.did,get ill B. have,fallen ill C. were,ill D. have,been ill
M
6.Yes, I have.
T
6
Listen again and match each question below with an answer from last part.
Have you fed the cat yet? What about your bike? Are you ready, Tina? Have you turned off your radio?
2.I ’ ve already put it in the garage. T
3.But I haven ’ t locked the garage yet. T 4.I ’ ve already done most of my jobs. M
5.Not yet. I ’ ll do it in a moment.

九年级英语教案Unit14Haveyoupackedyet？

Unit 14 Have you packed yet?unit 14 have you packed yet?一、教学内容unit 14 have you packed yet?二、学习目标1. 通过询问是否为旅行作好准备，了解现在完成时的用法，比较与一般过去时的区别，以便能在日常生活中正确运用。

2. 通过本单元的学习，使我们懂得生活，学会生活，培养独立生活的能力。

三、教学重点难点现在完成时的用法及现在完成时与一般过去时的区别；本模块中的一些重点短语。

四、重点词和短语1. pack sth. 打包某物2. yet 已经，还already【即学即用】(1) —has your father finished his work ?—no, he hasn’t.a. alreadyb. yetc. agod. just(2) i have already finished reading the book. （变成否定句）i finished reading the book .3. clean out 清除clean up4. in a minute=immediately=at once=right away/now 立即/马上5. take the dog for a walk 带狗去散步go for a walk 去散步have a walk with sb. 和某人去散步6. do some cleaning/reading 清扫/阅读do some shopping=go shopping 购物do chores=do the housework 做家务7. chat to/with sb. 与某人聊天8. light the fire for breakfast 生火做饭light n. 电灯；光light adj. 浅的；轻的lighting n. 照明, 照明设备lighter n. 打火机【即学即用】(1) he told me that travels much faster than sound.a. lightb. lightsc. lightingd. lighted(2) after they settled down, they the fire and began to cook.a. lightedb. litc. are lightingd. light9. take care 保重10. write original songs 写原创歌曲11. win an award 获得奖项12. be on tv 上电视appear on tv 在电视上出现13. make a hit cd 制作一张非常成功的cd14. lead singer/actor 主唱/主演15. in the top ten 排行榜前十名16. hope to have a number one hit some day 希望有一天有一首歌能排在第一名17. say goodbye to sb. 向某人道别18. it’s one’s turn to do sth. 轮到某人做某事do sth. in turns 轮流做某事turn right/left 向右/左转。

九年级英语-Unit_14_Have_you_packed_yetAqqlUK

Unit 14 Have you packed yet? （period 1）教学反思本课的内容是九年级：Unit 14 Have you packed yet?第一课时，本节课的重点是：（１）帮助学生复习现在完成时；（２）在现在完成时中，学生学会正确使用yet, already；（３）学生学会用现在完成时询问最近发生或还未发生的事；（４）学生学会用现在完成时来谈论自己或他人已做或还未做的事；难点是：学生学会用现在完成时询问最近发生或还未发生的事；学生学会用现在完成时来谈论自己或他人已做或还未做的事本节课围绕“Preparing for the vacation”开展一系列教学活动。

首先通过让学生看图片猜测老师所在的学校，引入并复习了句型：Have you ever been to …?然后询问层层深入，直到引出话题：到海南去take a beach vacation以及到上海去take a city vacation，然后通过brainstorming, pairwork, discussion等活动形式，让学生们掌握了yet 和already在现在完成时的不同用法以及听力材料中的主要短语，为听力活动的顺利开展作了铺垫。

接下来我采用四组家庭去旅游这一主线，把pairwork, listening, interviewing, discussion等活动串联起来。

学生们在好奇与期待中完成了老师布置的各任务，在不知不觉中掌握了目标语言。

裘村中学的老师们很热情，学生们很友好，很配合。

谢谢你们！一节课上好后，全体听课老师给我提了宝贵意见。

结合他们的意见和我自己的上课体会，我认为我的课可以在以下几方面有所改进。

一、时间安排上为了复习现在完成时，我在导入部分时间花得偏多，所以在做后面的听力1b,2a,2b时，有点仓促。

基础好的学生能完成老师布置的听力任务，但基础相对薄弱的学生可能只有抄答案的能力了。

所以课后，我一直在思索：如何降低本节课的听力难度？我想一方面可以给学生们再听一遍，另一方面在听力活动前多给学生们一些提示信息来帮助他们降低听力难度。

山东省肥城市湖屯镇九年级英语《Unit14 Have you pac

Unit 14 Have you packed yet？Self check and Reading【教学目标】语言目标技能目标1、培养阅读技巧，提高阅读能力。

2、能就阅读材料展开讨论，发表自己的观点。

情感目标理解根祖文化，充分认识到祖国母亲的重要性及对个人的重大意义，培养其爱国情操。

【教学重、难点】教学重点理解“In search of Roots”教学难点学生通过快速阅读获取信息,运用所学知识解决实际问题。

【教学方法】任务型教学法分层次教学法【教学准备】教师准备：教学案本课时的教学课件家庭照片学生准备：搜集海外华人寻根图片。

【自学乐园】 Fill in the blanks1.Robert and Cathy are young _______ .One is Canada, the other is American.They are both less than ___ years old. ______ of them can speak Chinese. Both of them have never been to China before.2. In Search of Roots by the local government of Guangdong Province. It ________ in 1980, and so far thousands of _______ Chinese students to look for their families’ . The purpose is to _____ young overseas Chinese the_______ to learn more about themselves.3.During the two-week camp,they _____Chinese culture, _____changes and_________interesting sights. They have also________village life: they______from the village well, through the countryside, and _____ the villagers do th eir daily activities.Step1.Revision1、Greeting the whole cla ss as usual。

山东省肥城市王庄镇初级中学九年级英语全册《Unit 14 Have you packed yet

Unit14： Have you packed yet? Period 3 SectionB【学习目标】1.掌握10个单词及短语。

award,wave,scene,hit,appear,lead,lead singer,some day,be off,poem2.现在完成时态的灵活运用。

【预习导学】1. 你最喜爱的乐队 2.写出原创歌曲3. 录制唱片4. 获奖5. 举办音乐会6.许多次7. 音乐会的数量 1.打击，碰撞 2.出现 3.诗 4.一次机会8.turn off 9.be sure to do sth. 10.洗盘子 11.in the last twelve months【合作交流】N umber of concerts they’ve done .The number of ,意为“……的数字，数目”，一般后面接名词复数，number是句中真正的主语，由介词of引出的短语是修饰number的定语其谓语动词用单数。

如：The number of the students in this class is fifty与the number of 相近的词是a number of . a number of 意为“许多，大量”，相当于many a lot of 后接可数名词复数，做主语时，谓中动词用复数。

例如：（许多学生在操场上玩）are missing from the library . （图书馆有一些书不见了）选择：—How many students are there in your school ?— the students in our school over two thousand .A. The number of , isB. The number of , areC. A number of , ismust 和have to的区别：◆ have to是“不得不”，表示客观上的意义；否定句,助动词do + not +have You don’t have to go.你现在不必走。

九年级英语全册《Unit 14 Have you packed yet-Section B 2》课件人教新目标版

* appear on CCTV * go on a world tour * have a number one hit
T 1. The passage is about the New Ocean
Wave band.
F 2. The have never had concerts. F 3. They’re going to go on a world
Have you done exercises? Yes, I have. I have already done in the gym.
Have you painted a picture? No, I haven’t yet. I’ll do it right away.
17
“As Long As You Love Me” many
Photo
“Backstreet Boys”
Hit CD
Have had concerts all over the world
Awards
Backstreet Boys is a pop band. They have been together for nearly 17 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
3a Reading
How many major concerts have they had in the last 12 months? They have had three major concerts and made a hit CD.

山东省肥城市王庄镇初级中学九年级英语全册《Unit 14

Unit14： Have you packed yet? Period 2 Section A（3a—4）【学习目标】1．描述你自己在周末所要做的家务活。

2．Key words: chop, wood, light, well, anyway3．Key phrases: get back to sb. /chat with / do some shopping/ feed…on…【预习导学】（一）英汉短语互译1. 和某人聊天______________2. feed the dog_______________3. 购物________________4. so many chores________________5. 答复某人______________(二) 预习Section A,3a, 完成下列句子6. I have to _________ the dog ________ a walk（遛狗）an d __________________ __________ (买东西).7. My grandfather had to get up at 5 am to _________ ________(劈柴) and _________ _________ _________ (生火) for the breakfast.8. Then my grandf ather had to ___________ __________ ___________(喂家畜).【合作交流】1. already与yet already副词，意思是“已经”，常用于肯定句中。

yet用于否定句和疑问句，yet常放在句末。

如：1)He h as already been to Japan .他已经去过日本。

2) He h asn’t been to Japan yet.他还未去过日本。

3)---Has he finished his homework?他已经完成他的作业吗?---Not yet .还没呢。

山东省肥城市湖屯镇九年级英语《Unit14 Have you packed yet》教案2 人教新

Unit 14 Have you packed yet？Section A 3a-4 【教学目标】固。

情感目标的学习计划中已经完成的和未完成的事项。

【快乐自学】I.认读并记住3a单词，大声读背。

Ⅱ、根据汉语意思写出单词、短语。

1、_____9.有如此多的家务要做____________________10.购物___________11.劈木头____________12．生火________13.住在农场________________14、溜狗___________15.做作业____________16.喂动物_______________17.从村井里提水_______________Ⅲ、仔细阅读3a，回答以下几个问题：a. Why didn’t Crystal get back to Jake sooner ?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?【教学过程】Step1. Warm-up1.Greet the class and revise.T: Yesterday we learned the structure:Have you …yet? Yes. I've already …Have you …? No, I haven't … yet.Now who can make sentences using the structure?Students work in pairs.Step2. learn 3a1、Learn new words.T: I am very busy recently. I have so many chores to do every day. But I am busywith my work every day. So I haven’t done most of them. I have already done (I)haven’t done…yet.2、Fast reading.How about Grystal? What chores does she have to do? Read 3a, underline the differentchores.Teach the new words and phrases:chop wood ,collect water from the village well,feed the animal ,slight the fire for breakfastStep3. 考点透析1、get back to sb回复某人的信、电子、等。

山东省肥城市湖屯镇九年级英语《Unit14 Have you packed yet》教案3 人教新

Unit 14 Have you packed yet？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______________________________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 they’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 e to a city near you ---if you can get tickts.3. Good luck to the NEW Ocean Waves!4. Did you know that they 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)Step 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 work (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 things th ey 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 app ears 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 pany to tour to perform three of Shakespear’s plays率领剧团巡回演出三部莎士比亚戏剧。

山东省肥城市湖屯镇九年级英语《Unit14 Have you packed yet》教案5 人教新

Unit 14 Have you packed yet?复习教案【教学目标】【教学重、难点】教学重点：本单元重点单词、短语、句型教学难点：现在完成时的用法【教学方法】自主学习法小组合作探究法【教学准备】材料准备：本课时的教学课件。

学生准备：教学案【教学过程】Step1. Lead-inT: Today we’ll have a revision of Unit 14. First of all, let’s review words and phrases.Step2. 自主复习，合作探究I. Words: 1．wooden→n. ______2．appear→(反义→n.消失 _________3．village→（村民）4. visit.→n._______5．south→ad7．目的→________8．proud→n. _________9．步骤__________10. 政府_______________ 18.从井里打水_______ 19. 生活在农场______ 20.保重________ 21.在过去的12个月中__________ 22. 灌制了一个热卖的CD__________ 23. 环游世界__________ 24. 洗毛巾________25.写诗________26. 无家可归的儿童________ 27. 弹奏一种乐器_________ 28. 一棵根深叶茂的大树_________29. 到目前为止________ 30. 体验乡村生活________31. 多亏了________32.期待着__________III、Key sentences1、你装好照相机了吗？是的，我已经把它放入旅行箱了。

2、我还没有把冰箱清除干净。

___________________________________________________________3、如果他们到达离你很近的城市，千万不要错过。

初三英语Unit14Haveyoupackedityet知识精讲汤姆森试题

初三英语Unit14 Have you packed it yet知识精讲一. 本周教学内容：Unit 14 Have you packed it yet?一. 〔Key points〕疑难解析1. Have you packed yet?你打包了吗？pack v. pack sth. 〔up〕into…整理行装pack clothes into a trunk把衣服装进衣箱内pack into塞进、挤进〔某一地方或者某一段时间是〕Crowds packed into the cinemas on a wet day.在雨天，一大群人挤进电影院。

She managed to pack a lot of sightseeing into the short time she had in London.她在伦敦，逗留的短短时间是中，紧凑地安排了一连串的观光活动。

2. Have you watered the plants yet?你浇了这些花草了吗？water此处为动词，浇浇水，洒洒水之意water the lawn / the plants / the streets 洒水于草地〔花木，〕上water the horses 饮马3. I haven’t cleaned out the refrigerator yet.我还没有把冰箱去除干净。

clean sth out 清扫某物之内部，扫除某物的尘土等。

It’s time you cleaned your bedroom.如今该是你清扫卧室的时候了。

clean sth. up 去除罪犯和不道德分子，HY〔某事物〕The mayor has decided to clean up the city.长已决定要HY政。

clean sth. down 清扫，擦干净clean down the walls 把墙上的尘土扫下4. I’ll do it in a minute. 我马上就做。

九年级英语全册Unit14HaveyoupackedyetSectionB1a2c)教案人教新目标版

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

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

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

山东省肥城市王庄镇初级中学九年级英语全册《Unit 14

Unit14： Have you packed yet? Period 1 Section A（1a---2c）【学习目标】1.掌握9个单词及短语。

Bathing suit, towel, water, guidebook, clean out,Refrigerator , garage, suitcase, take out2.掌握现在完成时态的意义及用法。

【预习导学】（一）用already或 yet填空1. I’ve _________ done most of my jobs.2. Have you fed the cat ________ ?3. I haven’t cl eaned out the refrigerator __________.4. ——Have you watered the plants __________?——Yes, I’ve ________ watered them.(二) 预习单词，完成下列句子5. Have you packed your _________ _________ (泳衣)?6. I have already ________ (浇) the flowers.7. Have you _________ ________ (关上) the TV?8. She hasn’t _________ _________ (打扫) her room.9. I’ll do it _________ _________ __________ (一会儿).(三) 翻译下列短语pack the camera_____________ water the p lants_____________lock the windows____________ bought a travel guidebook_______________bought a street map__________ pack the beach towels___________【合作交流】1. bathing suitbathing suit 动名词作定语，修饰名词，如singing lessonrunning star swimming pool另外bathing 做名词，意为“游泳，洗澡”。

新人教版英语九年《Unit 14 Have you packed yet》教案

Unit 14 Have you packed yet?The First PeriodⅠ． Teaching Aims and Demands 1． 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 Points 1．How to train students’listening ability．2．How to train students’communicative competence．Ⅳ． Teaching Methods 1．Listening-and-answeringactivity 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 hersad． 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 numbers1 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 thenumber 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 number50 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 thefuture． 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 tothe 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 beachvacation）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 theclass． 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 pairof 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 this 2．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 ishave+ 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 Demands 1． 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 mysuitcase．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 Points 1． the target language2．How to train students’listening ability．Ⅳ． Teaching Methods1． Listening method to improvethe 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 guidedlistening 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．Getstudents 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． T TapescriptBoy: Mom and Dad said they want toleave 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 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．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 forstudents．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? 6 Step Ⅳ 2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair ofstudents 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 aretalking 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 travelimpossible． 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 Demands 1． 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 tospend the time． It is good for our study and life．Ⅱ． Teaching Key PointTrain students’integrating skills．Ⅲ． Teaching Difficult Point How 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 ityet．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 fluentlyand 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 againfor 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 unimportantthings3． kid—（sl） child; young person 4．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 aloudto 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．。

九年级英语-Unit_14_Have_you_packed_yetAqqUHH

Unit 14 Have you packed yet?第一课时一．Teaching aims:1.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。

二．教学方式：活动教学法，任务型教学法等。

三．Teaching steps:1.At first,let a student sing a song for us. Could you please sing a song for us? Before hesing ,I say ,Has he sung a song yet?No,he hasn’t sung a song yet.then after he sang,I say ,Has he sung a song yet?Yes,he has already sung a song .2.Do some other activities,playing basketball ,cleaning the blackboard,practice thesentences.3.show two pictures:If you go on a beach vacation ,what things do you want to pack?Bathing suit,beach towel,camera,sunglasses,suitcase,hat,slippers.If you go on a vacation in a city,what things do you want to pack?Camera,sneakers,guidebook,street map,money.4.Talk about the pictures in the text.Where is it?What are they doing?What are they going to do?What are they talking about?You will hear a family talking as they get ready to go on vacation.Play the tape,let them listen and do the exercises,chek the answers.5.1c,let the students read the dialogue.Pay attention to the using of yet and already.Let them work in pairs.Let some pairs act it out.6.2a,Introduce the content in the picture.Play the tape ,let them do the exercises,chek the answers.7.2b,play the tape,let them fill in the blanks.2c,let them work in pairs.let some pairs act out the dialogue.8.Consolidation and Extension:Practice already ,yetYou can ask some questionsFor example,Have you finished yesterday’s homework yet ?No,I will do it in a minute.Yes ,I have already finished it.在备课过程中，我改变过分依赖教学参考书的奴隶式备课方法，成为一个有自己见解的思考者。

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