Have you packed yet

概要： 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 O

Step Ⅵ Summary

In this class, we’ve learned 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 Homework

Get students to write some sentences according to the target language.

Step Ⅷ Blackboard Design

Unit 14 Have you packed yet?

Section A

The Second Period

Target language

A: 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 Period

Ⅰ. Teaching Aims and Demands

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.

Ⅱ. Teaching Key Point

Train students’ integrating skills.

Ⅲ. Teaching Difficult Point

How to improve students’ integrating skills.

Ⅳ. Teaching Methods

1. Fast-reading method

2. Groupwork and pairwork

Ⅴ. Teaching Aids

1. A projector

2. The blackboard

Ⅵ. Teaching Procedures

Step I Revision

T: 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 3a

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

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.

Answers

1. do my homework

2. take the dog for a walk

3. water my mom’s plants

4. do some shopping

5. chop wood

6. light the fire

7. collect water

8. feed the animals

Let 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.

Notes

1. 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 things

3. kid—(sl) child; young person

4. well—(here n. )shaft, usually lined with brick or stone, for obtaining water from an underground source

5. anyway—in any possible way; by any possible means

Step Ⅲ 3b

This 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?

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