鲁教版初中英语八年级下册Unit8 Have you packed yet复习课件
鲁教版八年级英语下册Unit8HaveyoupackedyetPeriod6优质教案
Sue: Thanks．
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 studen ts to make the list individually．While they are working．walk around the classroom providing help if needed．
Sam ple answers
1． Don’t forget to lock the door after you go out．
2．You should clean out your bed your self．
3．I have already fed the dog．
4．We chatted for a long time when we met last time．
2．Finish the table．
教学难点：Make sentences using lock, clean out, feed, chat, hear．
突破措施：1．Teaching by explanation
2．Speaking method
教具准备
1．A projector
2．The blackboard
Jerry: it’s your job to wash the dishes．
Sue: No, it’s your turn．
Jerry: Okay．I’ll do it．
鲁教版《初中英语+八年级下册》(八下)- Unit 8 Have you packed yet教案2 鲁教版.doc
Unit 8 Have you packed yet?Part 1: Teaching design (第一部分：教学设计)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 madeuse of in class.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?We shall make more sentences like those.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?Think and write your ideas in the chart on page 110.A beach vacation Sightseeing in a city1. bathing suit 1. camera2. umbrella 2. mobile phone3. drinking water 3. bike1b Listening and checkingA family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.TapescriptWoman:Have you packed the beach towels yet?Boy: No, I haven’t. Can’t Judy pack them?Woman:No, she’s busy. Could you please water the plants?Boy: I’ve already watered them.Woman: Oh, thanks.Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.Man:That’s OK. I’ll get it. Have you packed the camera?Boy: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.And now check√ the chores listed below the family have already done.√Packed the camera √Watered the plants× Locked the window √Bought a travel guidebook× Bought a street map × Packed the beach towels1c Doing pairworkImagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.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.TapescriptBoy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl:No. I haven’t cleaned out the refrigerator yet. I have to do that right now. Boy:Tina! You’re unbelievable. What about your bike?Girl:I’ve already put it in the garage. But I haven’t locked thegarage yet. That’s your job, Mark.Boy: I know. I’ve already done most of my jobs. I’ve taken out thetrash.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.Now on page 111write before the 6 sentences M for Mark or T for Tina.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.2b Listening and matchingTo match the questions below with the answers above in 2a, you shall listen to the tape again.Have you fed the cat yet? →5What about your bike? →2Are you ready, Tina? → 1Have you turned off your radio? →62c Doing pairworkTo practice spoken English you are to role play a conversation using the information from 2a and 2b.A: Are you ready, Tina?B:No, I haven’t cle aned out the refrigerator.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 m y radio yet.3a Reading and underliningHere on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.Subject: 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 get up at5 am and chop wood and light the fire for breakfast. Then hehad to collect water from the village well. Then he had to feedthe 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 already and yet” structure.3b Doing groupworkOn page 112 in the middle is a chart with hours and chores done.9:00 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 room 12:00 noon1:00 pm Water the plants Clean the room Water the plants 2:00 pm Clean the room Buy a newspaper Feed the dogNow in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.A: Have you bought a newspaper?B:Yes, I’ve already bought a newspaper.A: Have you done your homework?B:Yes, I’ve already done yo ur 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 watered the plants.A: Have you cleaned the room?B:Yes, I’ve already cleaned the room.4 Doing groupworkWhat are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.You Xu Lanfang Li BaoliWrite a news report Go abroadThings I have done Write a researchpaperVisit my mother Find a friend Read a novel Things I haven’tdone yetClosing 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.。
八年级英语下册 Unit 8 Have you packed yet教案4 鲁教版
Unit 8 Have you packed yet? The First Period Ⅰ． 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 wr itten the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word yet．Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?SS: Yes．Step Ⅱ 1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote．Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．Sample answersA beach vacation 1． bathing suit 2． beach towel 3． sunglasses Sightseeing in a city travel guidebook street mapcameraStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． Ask, What can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）Point to the box． Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item．Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape． The first time students only listen． Play the tape a second time．Now listen to the tape again． This time please put your checkmarks on the correct blanks． Check the answers with the whole class．Answers√ packed the camera√ watered the plantslocked the windows√ bought a travel guidebookbought a street mappacked the beach towelsTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t．Can’t Judy pack them?Woman: No, she’s busy． Could you please water the plants?Boy:I’ve 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 stree t map yet．Notes1． pack—（here）get ready for a journey by doing this2． guidebook—book for travellers, tourists, etc, with information about a place 3． 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, gui debook, 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?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 arein 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 c leaned 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 statem ents．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: T ina! 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 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 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．S A: Are you ready, Tina?S B: No．I haven’t cleaned out the refriger ator 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． Forexample: 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 lear ned 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?Section AThe Second PeriodTarget languageA: Have you watered the plants yet?B: No, I haven’t．A: Have you packed the camera yet?B: Yes, I’ve already put it in my suitcase．A: Have you fed the cat?B: No．I haven’t fed her yet．Unit 14 Have you packed yet?The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularychop, wood, light, village, well, farm（2） Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2． Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3． Moral ObjectsWe should make a plan for our everyday activities and make a 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 Ⅱ 3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．chop v．砍；劈wood n．木头；木材light v．点燃；点着village n．乡村；村庄well n．井；水井farm n．农场；农庄Read the words and ask students to repeat again and again until 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 thing s 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 answersYou Li Hong（student’s name）Wang Bin（student’s name）Things I have done ScienceprojectPlan CleaningThings I haven’t doneyethomework Shopping Washing Optional 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 thi s 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 alr eady bought a newspaper．Unit 14 Have you packed yet?The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of time s．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 abil ity．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 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 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．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 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 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 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?Section BThe Fourth PeriodTarget language:A: Have they been on TV yet?B: Yes, they’ve been on TV lots of times．Unit 14 Have you packed yet?The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, 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．scene n．（戏剧、歌剧等）的发生地点；背景last adj．最近的；最后的major adj．较大的；较大范围的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miss v．错过；遗漏lead n．主角；领导mostly adv．主要地；大部分some day 来日；将来某一日be off 离开；走开air n．（音乐）曲调；旋律；乐曲poem n．诗；韵文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．。
最新鲁教版八年级英语下册 Unit 8 Have you packed yet？Period 2教案
Unit 8 Have you packed yet？Period 2Teaching objectives: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 already done… I haven’t done…yet.Then the teacher asks:How about Crystal? What chores does she have to do? Read 3a, underline the different chores.Step 2. Reading (Section A 3a)(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 e-mail message, ask the students what chores do youusually do? Please tell me．（do my homework, clean my room, water theplants, clean our classroom etc．）(3) 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 providinga good model for the rest of the class．Get students to read the e-mail message individually, and underlinethe 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 e-mail again for further comprehension．While theyare reading．Walk around the classroom, offering help if they have anywords or 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 obtainingwater from an underground source5. anyway—in any possible way; by any possible meansStep 3. Pair work (Section A 3b)(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 picture s above the chart．Under each person is a list of the things he or she has done or will do today．Now look at thechart．What do you see in the first column?S1: Numbers. Cloc k times．T: That’s right. Those ar e clock times．Those times show what the three people were doing at 9:00, at 10:00 andso forth. 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 aloudto the class.SA: Have you bought a newspaper?SB: Y es, I’ve alre ady 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 p lants．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 practice。
最新鲁教版八年级英语下册 Unit 8 Have you packed yet教案5 鲁教版
精品教育资料Unit 8 Have you packed yet?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。
难点解析1．精品教育资料例如：Uncle Wang lived here in 1986.（现在不一定在这儿住了）Uncle Wang has lived here since 1986.（现在还在这儿居住。
）2．3.典型例题1. I have already fed the dog．(变为一般疑问句)Have you fed the dog yet?解析：像陈述旬里的some，already之类，在一般疑问句的舞台上往往化作相应的any，yet(yet还须置句末)。
2．—1 have seen the film Titanic already．一When_______ you________ it?A．have；seen B．will；seem C．did；see D．did；seen 解析：询问动作发生的具体时间应用一般过去时，故答案应选C。
3. So far，we_______ lots of English words．A．will learn B．are learning C．has learnt D．have learn解析：此题的关键是明白so far的意义，因为它强调的是到目前为止的时间，包括现在。
而现在完成时的一种用法就是过去的动作一直持续到现在，因而答案是D。
单元练习I．根据释义写出本单元学过的单词1. r ______ : a room for storing food at a low temperature2. g _______: a building or indoor space in which to park or keep motor vehicle(交通工具)3. a _______: to come before the public4. m_______: great in number, size or extent5. s ______: look over carefully in order to find something, explore6. c_______: to join or fasten together7. h ______: a writer, student or scholar of history8. h_______: one's native land9. s_______: a usually rectangular piece of luggage for carrying clothing10. a_______ : something done or to be done, businessII．句型转换1. He waters the plants often．(用already改写)He_______ _______ ________the plants．2. I have already cleaned the refrigerator．(变为一般疑问句)_______ you_______ the refrigerator______?3. Mr. Li began to teach English in this school in 1999．(同义句转换)Mr. Li_______ ________ English in this school since 1999．4. Our monitor has been a League member for two years．(同义句转换)Our monitor________ the League two years ago．5. 一Have you packed the camera yet?(肯定回答)—Yes, I________ ________ _______ it in my suitcase.6. My grandpa had to collect water from the village well. (改为反意疑问句)My grandpa had to collect water from the village well,_______ ________?7. They can hardly believe it. (改为反意疑问句)They can hardly believe it,_______ _______?8. He spent hours cleaning out the refrigerator. (同义句转换)He_________ hours_________ _________ out the refrigerator.。
鲁教版八年级英语下册Unit8Haveyoupackedyet优质教案4
Unit 8 Have you packed yet? The First Period Ⅰ． 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 wr itten the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard） Tish is the word yet． Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?SS: Yes．Step Ⅱ 1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote． Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．Sample answersA beach vacation 1． bathing suit 2． beach towel 3． sunglasses Sightseeing in a city travel guidebook street mapcameraStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． Ask, What can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）Point to the box． Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item． Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape． The first time students only listen． Play the tape a second time．Now listen to the tape again．This time please put your checkmarks on the correct blanks ． Check the answers with the whole class．Answers√ packed the camera√ watered the plantslocked the windows√ bought a travel guidebookbought a street mappacked the beach towelsTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t．Can’t Judy pack them?Woman: No, she’s busy． Could you please water the plants?Boy:I’ve 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 wha t 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 stree t 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, gui debook, 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?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 cl eaned out the refrigerator yet．Play the recording for students the first time． This time students only listen to therecording． Play the recording a second time． This time let students write Min front of Mark’s statements, and T in front of Tina’s stateme nts．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: Ti na! 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 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 Ⅳ 2cThis activity provides guided oral practice using the target language． Look at the sampleconversation 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 refrigera tor 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 learn ed key vocabulary clean out, put 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 according to the target language．Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?Section AThe Second PeriodTarget languageA: Have you watered the plants yet?B: No, I haven’t．A: Have you packed the camera yet?B: Yes, I’ve already put it in my suitcase．A: Have you fed the cat?B: No．I haven’t fed her yet．Unit 14 Have you packed yet?The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularychop, wood, light, village, well, farm（2） Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2． Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3． Moral ObjectsWe should make a plan for our everyday activities and make a 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 Ⅱ 3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．chop v．砍；劈wood n．木头；木材light v．点燃；点着village n．乡村；村庄well n．井；水井farm n．农场；农庄Read the words and ask students to repeat again and again until 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 th e 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 t he 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 answersYou Li Hong（student’s name）Wang Bin（student’s name）Things I have done ScienceprojectPlan CleaningThings I haven’t doneyethomework Shopping WashingOptional 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?Section AThe Third PeriodTarget language:A: Have you bought a newspaper?B: Yes, I’ve alrea dy bought a newspaper．Unit 14 Have you packed yet?The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．2． Ability Object（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target language in 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 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 "Ban ds 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．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 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 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 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?Section BThe Fourth PeriodTarget language:A: Have they been on TV yet?B: Yes, they’ve been on TV lots of times．Unit 14 Have you packed yet?The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, 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 imp rove 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．scene n．（戏剧、歌剧等）的发生地点；背景last adj．最近的；最后的major adj．较大的；较大范围的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miss v．错过；遗漏。
八年级英语下册 Unit 8 Have you packed yet教案1 鲁教版
Culture
Focus
Different attitudes toward chores and life.
Remember your family roots.
II. Teaching materials analyzing and rearranging教材分析和重组
How many major concerts have they had?
Talk about family roots(P 116)
Have you been back to the place where your ancestors lived?
词汇
1.重点词汇
water, wood, farm, ocean, hit, appear, turn, government, thousands of, southern, villager, strongly, step
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. What about you, Tina?
Period IV (Reading
III. Teaching procedures and ways教学过程与方式
Period 1 New function presenting
Language goals语言目标
1. Words & expressions单词与短语
bathing, suit, towel,water(v.), guidebook, refrigerator,clean out
鲁教版八年级英语下册Unit8HaveyoupackedyetPeriod1优质教案
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．
2．Pairwork to make every student work in class．
教具准备
1．A tape recorder
【教案】鲁教版英语八下Unit8Haveyoupackedyetword教案1
【关键字】教案Unit 8 Have you packed yet?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。
难点解析1．例如：Uncle Wang lived here in 1986.（现在不一定在这儿住了）Uncle Wang has lived here since 1986.（现在还在这儿居住。
）2．3.典型例题1. I have already fed the dog．(变为一般疑问句)Have you fed the dog yet?解析：像陈述旬里的some，already之类，在一般疑问句的舞台上往往化作相应的any，yet(yet还须置句末)。
2．—1 have seen the film Titanic already．一When_______ you________ it?A．have；seen B．will；seem C．did；see D．did；seen解析：询问动作发生的具体时间应用一般过去时，故答案应选C。
3. So far，we_______ lots of English words．A．will learn B．are learning C．has learnt D．have learn解析：此题的关键是明白so far的意义，因为它强调的是到目前为止的时间，包括现在。
而现在完成时的一种用法就是过去的动作一直持续到现在，因而答案是D。
单元练习I．根据释义写出本单元学过的单词1. r ______ : a room for storing food at a low temperature2. g _______: a building or indoor space in which to park or keep motor vehicle(交通工具)3. a _______: to come before the public4. m_______: great in number, size or extent5. s ______: look over carefully in order to find something, explore6. c_______: to join or fasten together7. h ______: a writer, student or scholar of history8. h_______: one's native land9. s_______: a usually rectangular piece of luggage for carrying clothing10. a_______ : something done or to be done, businessII．句型转换1. He waters the plants often．(用already改写)He_______ _______ ________the plants2. I have already cleaned the refrigerator．(变为一般疑问句)_______ you_______ the refrigerator______?3. Mr. Li began to teach English in this school in 1999．(同义句转换) Mr. Li_______ ________ English in this school since 1999．4. Our monitor has been a League member for two years．(同义句转换) Our monitor________ the League two years ago．5. 一Have you packed the camera yet?(肯定回答)—Yes, I________ ________ _______ it in my suitcase6. My grandpa had to collect water from the village well. (改为反意疑问句) My grandpa had to collect water from the village well,_______ ________?7. They can hardly believe it. (改为反意疑问句)They can hardly believe it,_______ _______?8. He spent hours cleaning out the refrigerator. (同义句转换)He_________ hours_________ _________ out the refrigerator.III．用所给动词的适当形式填空1.__________ Jim ________ (finish)doing his homework yet?2. Oh, I______ (leave) my bag on the bus. What shall I do?3. I have_______ (be) with my friends for a year4.He________ already_______ (buy) a newspaper.5.In the last twelve months, New Ocean Waves________ (have) three major concerts.6.________ you _________ (write) a poem?Yes, I have. I_______ some last year.7.They spent half an hour_______ (pack) their bags.8. Do I need _________ (clean) my room?9. Many tourists________ deeply________. (move) by his behavior.10. So far, it_________ _________ (bring)thousands of oversea Chinese students to China to explore the roots of their families.IV．完形填空After she did a lot of shopping, Mrs. Smith came out of the shop and started to walk to the bus stop. Her bag was so 1 that she had to rest for a few minutes. She stopped 2 a new, bright ear. It was just at the side of the road. As she stood there, shesaw a policeman 3 towards her. "Excuse me, madam," said the p oliceman. "Can you 4 that sign over there?""Yes, I can,” said Mrs. Smith. "It 5 ‘No parking’. ""Yes, madam. So why have you parked your car here? I shall 6 to give you a parking ti cket. ""But this isn't my car,' ” said Mrs. Smith."Isn't it?" said the policeman, and his face turned 7 . "I'm very 8 . Still I have to put a ticket on the front of 9 ear. "But he was not able to finish writing the ticket because 10 woman had arrived. She kissed the policeman and said, "Hello, dear. I knew I could 11 you here at this time of the day. Happy birthday! I have got a 12 for you. I have 13 you your birthday present. ""Thank you, dear, "said the policeman. "But 14 is it? "His wife pointed at the red car. "Here it is," she said. "But you 15 leave it on this road for very long. There's 'No Parking' sign over there. "1. A. beautiful B. expensive C. heavy D. important2. A. in B. by C. on D. under3. A. coming B. come C. comes D. came4. A. tell B. believe C. look D. read5. A. was B. says C. spoke D. wrote6. A. ask B. decide C. love D. have7. A. red B. left C. right D. back8. A. angry B. happy C. glad D. sorry9. A. my B. your C. the D. her10. A. a B. another C. other D. the other11. A. catch B. find C. get D. look for12. A. ticket B. cake C. thief D. surprise13. A. sent B. taken C. given D. brought14. A. how B. where C. what D. which15. A. needn't B. mustn't C. won't D. shan'tV．阅读理解One day, Mrs. King asked Lucy to go shopping for her."Here is a shopping list, so you won't forget anything," she said."OK, Mum]"said Lucy. When she got to the shop, she picked up all the things on the list."I haven't forgotten anything , "she said to herself. But then it was time to pay for t hem."Oh, sorry!" she said to the shopkeeper. "I've forgotten my money! Well, I'll keep the things on this shelf for you," said the shopkeeper.Lucy ran home at once. Her mother saw her when she arrived"That was quick! "she said. "Have you finished yet?""No, Mum, "said Lucy. "I forgot the money!""Well, you should take the shopping basket with you, too! "said Mother.In the shop, Lucy got all the things on her shopping list, and took them home. When she reached home, her mother asked:"Have you got everything?""Yes, Mom, "said Lucy. "I haven't forgotten anything. "She quickly put the basket on the table. She was taking things out of the basket when she dropped a bag of sweets. The bag fell on the floor and broke open. The sweets went every- where! "Oh, my dear !"she said."Bad luck ! "said Mother. "It doesn't matter !"They both started to pick them up."How much did you pay for all these things? "asked her mother."Not too much," said Lucy. "I didn't spent all the money. I brought some back. ""Where is it?" asked the mother."Here it is, Mum! That's one thing I haven't forgotten today!"1 What did Mrs. King give Lucy before she went shopping?2 Why did the girl have to run home?3 What her mother tell her to take?4 Did Lucy get everything at last?5 What happened when she was taking the things out of the basket?6 Do you often forget anything? Do you have any good ideas to improve your memory?VI．书面表达根据图画内容及所给英文提示，写一段100词左右的短文①school library, Miss Gao, librarian, borrow…from, but, not lend, others;②two books, at a time, keep, two weeks, not finish, to renew;③many magazines and newspaper, not take out of, keep quiet参考答案I. 1. refrigerator 2. garage 3. appear 4. major 5. search6. connect7. historian8. homeland9. suitcase 10. affairII. 1. has already watered 2. Have: cleaned; yet 3. has taught 4. joined5. have; already packed6. didn't he7. can they8. took; to cleanIII. 1. Has; finished 2. have left 3. been 4. has; bought 5. has had6. Have; written; wrote7. packing8. to clean9. were; moved 10. has brought IV. 1~5 CBADB 6~10 DADCB 11 ~ 15 BDDBBV. 1. A shopping list2. Because she has forgotten to bring the money.3. A shopping basket.4. Yes, she did.5. She dropped a bag of sweets on the floor and it broke open.6.略VI. This is our school library. Miss Gao is a librarian. Miss Gao told us, "You may borrow two books at a time and keep them for two weeks, but not lend them to others. If you can't finish them on time, you must go to the library to renew them. "There are many magazines and newspapers in the reading room, too, but we can't take them out. Miss Gao told us to keep quiet while we are passing along outside the library.此文档是由网络收集并进行重新排版整理.word可编辑版本！。
最新鲁教版八年级英语下册 Unit 8 Have you packed yet教案3 鲁教版
Unit 8 Have you packed yet?SECTION 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”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 Song University.。
最新鲁教版八年级英语下册《Unit 8 Have you packed yet Period 3》教案
《Unit 8 Have you packed yet Period 3》教学目标1． Knowledge Objects：（1） Key Vocabulary：chop, wood, light, village, well, farm（2） Target Language：Have 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 Objects：We 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．重点难点分析及突破措施教学重点：Train students’ integrating skills．教学难点：How to improve students’ integrating skills 突破措施：1． Fast-reading method2． Groupwork and pairwor k教具准备1． A projector2． The blackboard板书设计Unit 8Have you packed yet?Section AThe Third PeriodTarget language:A: Have you bought a newspaper?B: Yes, I’ve already bought a newspaper．教学过程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)Step 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 fi nished 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．chop v．砍；劈wood n．木头；木材light v．点燃；点着village n．乡村；村庄well n．井；水井farm n．农场；农庄Read the words and ask students to repeat again and again until 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 stu dents 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 shop ping5． 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．）。
鲁教版《初中英语+八年级下册》(八下)- Unit 8 Have you packed yet教案4 鲁教版.doc
Unit 8 Have you packed yet? The First Period Ⅰ． 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 wr itten the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word yet．Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?SS: Yes．Step Ⅱ 1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote．Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．Sample answersA beach vacation 1． bathing suit 2． beach towel 3． sunglasses Sightseeing in a city travel guidebook street mapcameraStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture． Ask, What can you see in the picture? （There is a family in the picture． They are getting ready for a beach vacation）Point to the box． Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item．Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape． The first time students only listen． Play the tape a second time．Now listen to the tape again． This time please put your checkmarks on the correct blanks． Check the answers with the whole class．Answers√ packed the camera√ watered the plantslocked the windows√ bought a travel guidebookbought a street mappacked the beach towelsTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t．Can’t Judy pack them?Woman: No, she’s busy． Could you please water the plants?Boy:I’ve 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 stree t map yet．Notes1． pack—（here）get ready for a journey by doing this2． guidebook—book for travellers, tourists, etc, with information about a place 3． 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, gui debook, 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?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。
鲁教版八年级英语下册Unit 8 Have you packed yetSection A教学课件
___M__
5. Not yet. I’ll do it in a minute.
___M__
6. Yes, I have.
___T__
2b Listen again. Match each question below with an answer from 2a.
Have you fed the cat yet?
We have known each other since 1997. （现在完成时把过去的动作和现在联系起来并着眼于现在）
She has been to Beijing. (现在已不在北京，从结果上和现在联系起来） She has been in Beijing for two years. （现在仍在北京，从时间上和现在联系起来）
A beach vacation
Sightseeing in a city
1. bathing suit
1. camera
2. umbrella
2. mobile phone
3. drinking water 3. bike
1b Listen and check (√)the chores the people
现在完成时的三种基本用法： 1.未完成用法。表示动作或状态开始于过去，一直延续 到现在，可能继续发展，也可能刚刚结束。 He has been in the army for ten years. I have studied English since 1980. He has lived here all his life. a. be, live, study 都是延续性动词。
A: Have you bought a newspaper? B: Yes, I’ve already bought a newspaper.
鲁教版八年级英语下册Unit8Haveyoupackedyet？Period3优质教案
Unit 8 Have you packed yet？Period 3Teaching objectives:1. Learn some new languages words and learn some use ful expressions.2. Strengthen the target language and practice more.3. Train the speaking and listening abilities.Teaching procedures:Step 1. Presentation (Section B 1)(1) Revision. Check homework. Ask some pairs to say their conversations to talk aboutthe 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) Th is 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 playingthe 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.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 activi ty gives students practice in understanding target language inspoken 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. Play therecording 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 things the bandmay or may not have done. Get different students to read the list. Make sure studentsunderstand the task.(2) You will hear the same recording again. This time please listen and check thethings the band has already done.(3) Point to the sample answer. On the recording you hear that the band has alreadywritten some original songs so you check that answer. If necessary, play therecording again. Then get students to put checkmarks in front of the correctanswers.(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 competition3．video—televisionStep 4. Pair work Section B 2cThis activity provides guided oral practice using the t arget language．(1) Look at the sample conversation in the box．Invite two students to read it tothe c lass．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 bands withyour partner.(3) Let students work in pairs. As they work, walk ar ound the classroom checking theprogress of the pairs and offering help as needed. A moment later, invite two pairsto 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 so me bands using the target language, and write down the conversations.。
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1. His father ___ the Party since 1978 . D Ａ. joined Ｂ. has joined Ｃ. was in Ｄ. has been in 2.—Do you know him well ? B — Sure .We __friends since ten years ago . Ａ. were Ｂ. have been Ｃ. have become Ｄ. have made 3.—How long have you ____ here ? A —About two months . Ａ. been Ｂ. gone Ｃ. come Ｄ. arrived
九年级英语中考第一轮复习
八下 Unit 8
Have you packed yet?
现在完成时是中招说明中要求必 现在完成时是中招说明中要求必 须掌握的六种基本时态之一， 须掌握的六种基本时态之一，是最重 要也是最难掌握的一个时态。 要也是最难掌握的一个时态。其在中 考中的地位较高， 考中的地位较高，是单选题每年必考 的语法项目。 的语法项目。
考点二： 考点二：考查与一般过去时的区别 例1.—These farmers have been to the United States . B —Really ? When ___ there ? Ａ. will they go Ｂ. did they go Ｃ. do they go Ｄ. have they gone 例2.—______ you ___ your homework yet ? B —Yes . I _____ it a moment ago . Ａ. Did ; do ; finished B. Have ; done ; finished Ｃ. Have ; done ; have finished Ｄ. will ; do ; finish
课本基础过关-句子 课本基础过关 句子
Have you … yet ? Yes, I have …already. haven’t…yet. No .I haven’t…yet
buy a travel guide ookA: Have you bought a travel guide book? B: Yes. I have already bought it.
学习目标
1.熟记本单元重点单词，短语和句子。 熟记本单元重点单词，短语和句子。 熟记本单元重点单词
-Have you watered the plants? -No，I haven’t. ， -Have you packed the camera yet? -Yes. I’ve already put it in my suitcase.
常与现在完成时连用的时间状语： 常与现在完成时连用的时间状语：
so far, up to now, over the years, by now, in the past/last few years, for +时间段，since+时间点， 时间段， 时间点， 时间段 时间点 since+时间段 时间段+ago， 时间段 ， since+从句（过去时） 从句（ 从句 过去时）
Look and say
旅游准备
Grammar Focus
- Have you watered the plants yet? - No, I haven’t. - Have you packed the camera yet? - Yes. I’ve already put it in my suicase. - Have you fed the cat? - No, I haven’t fed her yet.
课本基础过关-短语 课本基础过关 短语
1.clean out 2.get back to sb. 3.take the dog for a walk 4.chat with sb. 5.take care/be careful/ 6.take care of/look after/ 7.in the last twelve months 8.in the top ten 9.be sure (not) to do sth. 10.another two /two more 11.good luck to sb. 12.what else= what other things 13.so far 14.look forward to 15.thanks to
2.巩固并能正确应用现在完成时。 巩固并能正确应用现在完成时。 巩固并能正确应用现在完成时 3.对比应用各种时态，并能准确应用 对比应用各种时态， 对比应用各种时态 多种时态谈论近来发生的事情。 多种时态谈论近来发生的事情。
本节课学习安排
1.课本基础知识过关（依纲靠本） 课本基础知识过关（依纲靠本） 课本基础知识过关 2.现在完成时复习和考点分析（对症下药） 现在完成时复习和考点分析（对症下药） 现在完成时复习和考点分析 3.和本单元相关的其他考点突破（点滴不漏） 和本单元相关的其他考点突破（ 和本单元相关的其他考点突破 点滴不漏） 4.本课总结和复习（内化梳理） 本课总结和复习（内化梳理） 本课总结和复习 5.当堂检测（活学活用） 当堂检测（ 当堂检测 活学活用）
so /such对比练习 对比练习
总结，复述， 总结，复述，内化知识
读例句，复述考点， 读例句，复述考点， 再次理解、梳理、记忆。 再次理解、梳理、记忆。
活学活用 课堂检测
现在完成时与过去时的区别
简析： 简析：现在完成时与一般过去时容易混 淆，就是因为它们所表示的动作都发生在过 但二者又有区别： 去，但二者又有区别：一般过去时表示过去 某个时间发生的事、 某个时间发生的事、存在的状态或经常发生 的动作， 的动作，说话的侧重点在于陈述一件过去的 事情，与现在没有关系； 事情，与现在没有关系；现在完成时表示与 现在有关系的发生在过去的动作， 现在有关系的发生在过去的动作，它不与表 示过去的时间状语（ 示过去的时间状语（如yesterday , last week , a moment ago等）连用。 等 连用。
Ｂ 例4. He has _______ been to Shanghai , has he ? Ａ. already Ｂ.never Ｃ.ever Ｄ. still Ｃ ？ 例5. Have you met Mr. Li ______？ Ａ.just Ｂ. ago Ｃ.before Ｄ. a moment ago 例6. The famous writer ____ one new book Ｄ in the past two year . Ａ. is writing Ｂ.was writing Ｃ.wrote Ｄ.has written
D 1.—______fine day it is today! —Yes,the sunshine is______beautiful that I'd like to go swimming in the sea. A.How, such B. What a, very C. How, so D. What a, so 2. The camera is _____expensive_____ I can't afford it. A A. so, that B. such, that C. so, as to D. enough, that B 3. Can you believe that in _____ rich country there are _______ many poor people? A. such; such B. such a; so C. so; so D. so; such 4. The stone is so heavy that I can't lift it up. .(改写句子 改写句子) 改写句子 such a that It is_________a heavy stone________I can't lift it up
中考考点（现在完成时）： 中考考点（现在完成时）：
考点一：考查基本概念、时间状语和 考点一：考查基本概念、时间状语和have gone to/have been to/have been in/
例1：Both his parents look sad . Maybe they ： Ｂ ____what's happened to him . Ａ. knew Ｂ. have known Ｃ. must know Ｄ.will know 例2. Miss Green isn‘t in the office . she_____ to A the library . Ａ.has gone Ｂ. went Ｃ.will go Ｄ. has been A 例3.My parents ______ Shandong for ten years . Ａ. have been in Ｂ. have been to Ｃ. have gone to Ｄ.have been
考点三：考查非延续性动词的用法 考点三：
常用的非延续性动词及替代形式如下： 常用的非延续性动词及替代形式如下：
close→be closed, open→be open finish/end→be over , fall asleep/ go to sleep →be asleep come/get back→be back , go/leave-be away , become →be , borrow →keep , buy→have , begin/start→be on , die→be dead , come/arrive→be here/in , join→be in/be a member of．．． ．．． marry→be married