初中英语(鲁教版)八年级下册 Unit 8 Have you packed yet？Section A2课件 .ppt

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鲁教版英语八下《Unit 8 Have you packed yet》课件(3)

Have you ever won an award of any kind? Boy1: 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? Boy1: No, not yet. Woman: But you’ve had your own concert? Boy2: Oh, yeah.
Unit 8 Have you packed it yet?
Section B Period 1
2a Listening
What can you see in the picture?
I can see some people sitting around and talking. Can you guess what they are talking about? I think they are talking about music.
We’ve had six concerts of our own. Woman: Have you ever been on TV? Boy1: No, we haven’t. But we’ve already talked to “Bands on Parade” about doing a TV show next month. Woman: Sounds like you are on ynswer questions about your favorite bands in pairs.
A sample conversation: A: What’s your favorite band? B: My favorite band is Beyond. A: Have they been on TV? B: Yes, they’ve been on TV lots of

unit8haveyoupackedyet教案(鲁教版初二下)doc初中英语

unit8haveyoupackedyet 教案（鲁教版初二下）doc 初中英语学习目标1. 通过询咨询是否为旅行作好预备，了解现在完成时的用法，比较与一样过去时的区不，以便能在日常生活中正确运用。

2.通过本单元的学习，使我们明白得生活，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 ．（变为一样疑咨询句）Have you fed the dog yet?解析：像陈述旬里的some，already 之类，在一样疑咨询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；seenB ．will ；seemC ．did；see D．did ；seen解析：询咨询动作发生的具体时刻应用一样过去时，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刻，包括现在。

而现在完成时的一种用法确实是过去的动作一直连续到现在，因而答案是D。

单元练习I •依照释义写出本单元学过的单词1. r _____ : a room for stori ng food at a low temperature2. g _____ : a buildi ng or in door space in which to park or keepmotor vehicle交通工具）（3. a _____ : to come before the public4. m _____ : great in nu mber, size or exte nt5. s ______ : look over carefully in order to find someth ing, explore6. c ______ : to join or faste n together7. h _____ : a writer, stude nt or scholar of history8. h _____ : on e's n ative land9. s ______ : a usually recta ngular piece of luggage for carry ing cloth ing10. a _____ : someth ing done or to be done, bus in essII .句型转换1. He waters the plants often .（用already 改写）He ______________________ the plants .2. I have already cleaned the refrigerator.（变为一样疑咨询句）______ 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?（确信回答）—Yes, I ______ _______ ______ it in my suitcase.6. My grandpa had to collect water from the village well. （改为反意疑咨询句）My grandpa had to collect water from the village well, ______________ ?7. They can hardly believe it. （改为反意疑咨询句）They can hardly believe it, ______ ______ ?8. He spent hours cleaning out the refrigerator. （同义句转换）He _______ hours ___________________ o ut 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 year.4. 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 ______ s ome last year.7. They spe nt half an hour _____ (pack) their bags.8. Do I n eed ________ (clea n) my room?9. Many tourists ______ deeply ________ . (move) by his behavior.10. So far, it ________________ (bri ng)thousa nds of oversea Chin ese stude nts to China to explore the roots of their families.IV •完形填空After she did a lot of shopp ing, 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 n ew, bright ear. It was just at the side of the road. As she stood there, she saw a policeman 3 towards her. "Excuse me, madam," said the policeman. "Canyou 4 that sig n 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 park ing ticket.""But this isn't my car,' " said Mrs. Smith."Is n't it?" said the policema n, 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 woma n had arrived. She kissed the policema n 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 prese nt.""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 Park ing' sig n over there."1. A. beautiful B. expe nsive C. heavy D. importa nt2. 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. ano ther 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. take n C. give n D. brought14. A. how B. where C. what D. which15. A. need n't B. must n't C. wo n't D. sha n'tV •阅读明白得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 them."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 ．书面表达依照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, libraria n, borrow …from, but, not lend, others;②two books, at a time, keep, two weeks, not fini sh, to ren ew;③many magaz ines and n ewspaper, 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 list.2. 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.。

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。

英语鲁教版八年级下Unit8Haveyoupackedyet课件1文库

minute. 我马上下楼。
to the minute, exactly 一分不差，准确地
The train arrived at 5 o’clock to the minute.
那班列车在五点整到站。
the minute that, as soon as 一……就…… I’ll give him your message the minute that he arrives. 等他一到，我就把你的信给他。
2、反复性用法，表示过去到现在这段时间内反复发生的动作。
I have been to the city twice this week.
I have often wondered where she gets her money all these days.
这种用法从时间上与现在发生了联系。
2. refrigerator yeTt.
ห้องสมุดไป่ตู้
3. 2. I’ve already put it in the garTage.
4. 3. But I haven’t locked the garagTe
yet.
M
5. 4. I’ve already done most of Mmy
jobs.
T
6. 5. Not yet. I’ll do it in a minute.
The mayor has decided to clean up the city.
市长已决定要整顿市政。 clean sth. down 清扫, 擦干净
clean down the walls 把墙上的尘土扫下
2. I’ll do it in a minute. 我马上就做。 in a minute, soon 立刻 I’ll come downstairs in a

八年级英语下册 Unit 8 Have you packed yet教案1 鲁教版

2. Role playing
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

八年级英语下册Unit8Haveyoupackedyet教案4鲁教版

Unit 8 Have you packed yet? The First Period Teaching Aims and Demands1Knowledge Objects1 Key Vocabularybathing suit, water, travel, guidebook, beach towel, street map2Target LanguageHave you watered the plants yet?Yes, I have already watered them2Ability Objects1Train students’listening ability2Train students ’ communicative competence3 Moral ObjectsHave everything in readiness before you do it In this way, you can finish itperfectly or have a good timeTeaching Key PointTarget LanguageTeaching Difficult Points1How to train students’listening ability2How to train students’communicative competenceTeaching Methods1Listening-and-answering activity to help the students go through with thelistening material2 Pairwork to make every student work in classTeaching Aids1 A tape recorder2 The blackboardTeaching ProceduresStepRevisionT: Last week we finished Unit 13 In this unit, we learned how to talk about howthings affect us For example, Loud music makes me tense That movie made hersad Now I ask some students to make sentences with the structure make meS1 : Parties make me excitedS2 : School vacations make me happyS3 : That movie made me want to leaveS5: 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．（A fter the student has written the numbers 1 through 5, start talking to the restof the class ）T: Has he written the number 1 yet?Class repeat the question ． Has he written the number 1 yet?S : Has he written the number 1 yet?sT: （ 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 : Has he written the number 50 yet?sT: （ 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 totalk about things that have happened in the past?SSs: Already．T:Yeah ． Very good happen in the future SS:Yes ．Step Ⅱ 1a ．So the other word yet is used to talk about things that will ．Yeah?This activity introduces key vocabulary and helps students review vocabulary theyalready know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask astudent 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 thestudents ．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 Sightseeing in a city1． bathing suit travel guidebook2． beach towel street map3． sunglasses cameraStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation ．Look at the picture ． Ask, What can you see in the picture? （ There is a family inthe 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 thatis 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 map packedthe 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, lockedthe windows, bought a street map ．While students are working in pairs, walk around the classroom and listen to somepairs ． If necessary, offer language support ． Then get several pairs of studentsto say their conversations to the class ．Conversation 1S A: Have they packed the camera yet?S : Yes, they have already packed the camera ．BConversation 2S : Have they bought a street map yet?AS 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 negativeand interrogative sentences．Step Ⅴ SummaryIn this class, we’ve learned some important beach towel ． We’ve also learned the target yet? Yes, I have already watered them．words, such as water, travel, gui debook, language ． Have you watered the plantsStep 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 cleaned out the refrigeratoryet ．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．T2 ．T3 ．M4．T5 ．M6．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 rightnow．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 Activity2b． 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 blanksPlay the recording again if necessaryCorrect the answersAnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step 2cThis activity provides guided oral practice using the target languageLook at the sample conversation in the speech bubbles Invite a pair of students to read itto the classS A: Are you ready, Tina?S B: NoI haven ’t cleaned out the refriger ator yetGo through the instructions with the class Say, With your partner make a conversation using information from Activities 2a and 2b Have students work inpairs While they are working, walk around the classroom checking the progress of the pairs and offering help as neededInvite two pairs to say their conversations to the classConversation 1S A: Have you fed the cat yet?S B: Not yet I ’ll do it in a minuteConversation 2S : Have you turned off your radio?AS B: Yes, I haveStep Grammar FocusLook at the grammar focus box Get three students to read the questions and answers to the classHave you watered the plants yet?No, I haven ’tHave you packed the camera yet?Yes I ’ve already put it in my suitcaseHave you fed the cat?No I haven ’t fed her yetLet 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 longtime ago ． When we use the words haven ’t and yet, we are talking about somethingthat 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 evenmaking a trip to another city ． For some students, financial limitations and family obligations make such travel impossible ． For others, it may be that taking tripsis 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 thetargetlanguage 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 suitcaseA: Have you fed the cat?B: No I haven ’t fed her yetUnit 14 Have you packed yet?The Third PeriodTeaching Aims and Demands1Knowledge Objects1 Key Vocabularychop, wood, light, village, well, farm2 Target LanguageHave you bought a newspaper?Yes, I ’ve already bought a newspaper2Ability Objects1Train students’integrating skills2Train the ability of expressing students’own opinions3 Moral ObjectsWeshould 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 lifeTeaching Key PointTrain students’integrating skillsTeaching Difficult PointHow to improve students’integrating skillsTeaching Methods1 Fast-reading method2 Groupwork and pairworkTeaching Aids1 A projector2 The blackboardTeaching 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 ．农村；农村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 pronouncethe 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 thedifferent 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 dogfor 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 thethings 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 latertoday ． What has Steve already done?S : He ’s already done his homework ．2He’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 theclass ．S : Have you bought a newspaper?AS : Yes, I ’ve already bought a newspaper ．BAsk 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?S : Yes ． I ’ve already watered the plants ．1Group 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 Wang Bin （student ’s name）（student ’s name）Things I have done SciencePlan Cleaning projectThings I haven ’t donehomework Shopping Washing yetOptional activityAsk students to write their own schedules, listing the time of day they do eachthing ． 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 Vocabulary member,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 : Yes, I ’ve already done my homework ．BS : Have you cleaned your room?AS 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 2aThis activity gives students practice in understanding the target language in spoken conversationLook 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 eachheadingYou will hear a woman interviewing members of a band They are talking about the band Now, listen and write your answers on these blank linesPlay the recording the first time This time students only listen Play the recording a second timeThis time, ask students to write their answers on the blank lines as they listen to the recording Play the tape again if necessaryCheck the answers with the classAnswersBand’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 yourselvesWhat was your name again?Boy 1: Apple Ice CreamWoman:Apple Ice Cream? That ’s uhhh a nice name Hong long have you been together?Boy 1: About a yearWoman: One year, huh? And have you written any original songs yet?Boy 2: Yes, we haveWe used to play stuff by other bands, but now we only playour own songs That one you just heard was oursWoman: 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 monthWoman: Wow That ’s greatHave you made a music video yet?Boy 1: No, not yetWoman: But you’ve had your own concert?Boy 2: Oh, yeah We’ve had six concerts of our ownWoman: 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 maynot 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 alreadywritten 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√hadconcerts Notes1． 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 theclass ．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 withyour partner．Let students work in pairs．As they work, walk around the classroom checking theprogress 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 greatstart（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 Point。

八年级英语下册 Unit 8 Have you packed yet？Grammar课件鲁教版五四制

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。
---Hi, Tracy, you look tired. --- I am tired. I ___ the living room all day. A. painted B. had painted C. have been painting D. have painted
When I was at college I ___ three foreign languages, but I ___ all except a few words of each. A. spoke; had forgotten B. spoke; have forgotten C. had spoken; had forgotten D. had spoken; have forgotten “但都忘了”是现在的情况，要用现在完成时，强调结果。
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）
---___ the sports meet might be put off. ---Yes, it all depends on the weather. A. I’ve been told B. I’ve told C. I’m told D.I told “被告知”是过去的事，对现在的影响是“我已知道”。

八年级英语下册 Unit 8 Have you packed yet教案5 鲁教版

"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.
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.
"Yes, I can,” said Mrs. Smith. "It5‘No parking’. "
"Yes, madam. So why have you parked your car here? I shall6to give you a parking ticket. "
"But this isn't my car,' ” said Mrs. Smith.
6. A. ask B. decide C. love D. have
7. A. red B. left C. right D. back
8. A. angry B. happy C. glad D. sorry
9. A. my B. your C. the D. her

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?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?V ocabulary:watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned offLearning strategies: Brainstorming, Role playingSection AGoals●To learn to use Present perfect with already and yet●To listen and talk about having a vacationProceduresWarming up by studying grammarGrammar is so important that it should always be learned and made use of in class.Today we shall learn to use “ Present perfect with already and yet”Look at the two sentences:Have you watered the plantsyet? Yes, I have already watered them?Do you understand the structure of the two sentences?We shall make more sentences like those.Have you finished your homeworkyet? Yes, I have already finished it?Have you found your bikeyet? Yes, I have already found it?To use the “ Present perfect with already and yet” more in munication, 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 towelsyet?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 mapyet. 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 windowsyet.And now check√the chores listed below the family have already done.√Packed the camera √Watered the plants1c Doing pairworkImagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. P aying attention to the “ Present perfect with already and yet” structure.2a Listening and writingNext is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.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 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.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.’ve already put it in the garage.3.But I haven’t locked the garage yet.’ve already done most of my jobs.yet. I’ll do it in a minu te.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 and2b.A: Are you ready, Tina?B:No, I haven’t cleaned 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 my radio yet.3aReading and underliningHere on page 112 is an 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 Ilove listening to him. He started telling me about all of the chores hehad to do when he was a kid. He had to get up at 5 am and chop wood andlight the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals—he and his family lived on the farm.Anyway, I have to run now.Take care,CrystalNow read the message again to blacken the expressions the “Present perfect with already and yet” structure.3b Doing groupworkOn page 112 in the middle is a chart with hours and chores done.Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.4 Doing groupworkWhat are you going to do this week? Now you are supposed to make a list of the things done andthings to be done. You have to ask two of your classmates for their things done and to be done.Closing down by singing a songHappy 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.。

鲁教版八年级英语下册Unit 8 Have you packed yet？ Reading精品课件

15、一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。2021年7月2021/7/312021/7/312021/7/317/31/2021
16、提出一个问题往往比解决一个更重要。因为解决问题也许仅是一个数学上或实验上的技能而已，而提出新的问题，却需要有创造性的想像力，而且标志着科学的真正进步。2021/7/312021/7/31July 31, 2021
2. Have you ever talked about your ancestors with your family?
3. Do you think “ancestors” are important?
Read the passage and underline the “the Present Perfect with already and yet” structure. Find these questions’ answers. 1.Where did he go to visit? 2.What do they do in their ancestors’ village? 3.What’s the purpose of the In Search of Roots summer camp program?
11、一个好的教师，是一个懂得心理学和教育学的人。2021/7/312021/7/312021/7/31Jul-2131-Jul-21
12、要记住，你不仅是教课的教师，也是学生的教育者，生活的导师和道德的引路人。2021/7/312021/7/312021/7/31Saturday, July 31, 2021
Robert Qian was in China. is
good
The program begins in 1980. was started

英语：鲁教版八年级下Unit8《Have you packed yet》(课件3)

__written original songs __won an award __had concerts
__made a music video
__been in TV
Tapescript
Woman: Hmmm. That was… umm…not bad. Now tell me a little about yourselves. What was your name again? Boy1: Apple Ice Cream. Woman: Apple Ice Cream? That’s uhhhh …a nice name. How long have you been together? Boy1: About a year.
Band’s name:
Apple Ice Cream _____________________________
How long they’ve been together: About a year _____________________________ Number of concerts they’ve done: Six _____________________________
Have you ever won an award of any kind? Boy1: 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? Boy1: No, not yet. Woman: But you’ve had your own concert? Boy2: Oh, yeah.

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八年级英语下册 Unit 8 Have you packed yet？Grammar课件鲁教版五四制