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

Unit 14 Have you packed yet?
Language goals:
In this unit students learn to talk about recent events.
New languages:
Have you packed the beach towels yet?
No, I haven’t packed it yet.
Yes, I’ve already put it in my suitcase.
New words: suit, garage, wood, light, appear, turn, government, southern, villager, strongly
Difficult points:
1. Learn to use “already” and “yet”.
2. How to express and ask the recent events.
3. How to use The Present Perfect Tense.
4. How to improve the students’ writing ability according to the reading materials.
Teaching aids: computer, video, recorder
Teaching periods:
Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar Focus
Period 2: Section A 3a /3b /4
Period 3: Section B 1a /1b /2a /2b /2c
Period 4: Section B 3a /3b /3c /4 / Self check
Period 5: Section B Reading

Period 1
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
Have you watered the plants yet? No, I haven’t.
Have you packed the camera yet? Yes, I’ve already put it in my suitcase.
Have you fed the cat? No. I haven’t fed her yet.
3. Train the speaking and listening abilities.
4. Master “already, yet”and use it freely.
5. Can ask or talk about the recent events.
Teaching procedures:
Step 1. Warming up
Use the following activity to help students understand the concept behind the words already and yet.
Ask one student to write the number 1 to 20 on the blackboard. (Write the numbers slowly and stop whenever the teacher says stop.)
After the student has written the numbers 1 through 5, start talking to the rest of the class. [T=Teacher, S = Student ]
T: Has he (she) written the number yet?
S: Has he (she) written the number yet?
T: (Pointing to number 1.) Yes, he has already written the number 1.
S: Yes, he has already written the number 1.
T: (Writing the word already on the board.) This is the word already.
Then ask questions with the word yet.
T: Has he (she) written the number 50 yet?
S: Has he (she) written the number 50 yet?
T: No, he hasn’t written the number 50 yet.
S: No, he hasn’t written the number 50 yet.
T: (Writing the word yet on the board.) This is the word yet.
Write the words already and yet on the board and ask students which one is used to talk about things that have happened in the past (already) and things that will happen in the future (yet).
Step 2. Section A 1a
Read the instructions to the class.
Ask a student to give an example of a beach vacation and sightseeing in a city.
Then ask students to add some things to the lists under the two headings a beach vacation and Sightseeing in a city. Ask students to do this on their own.
Ask students to tell the class the words they wrote.
Step 3. Section A 1b
This activity gives students practice in understanding the target language in spoken conversation.
1. Point out the picture. Ask students to say what they see in the picture.
Point out the six chores on the list. Read each item to the class. Ask different students to explain the meaning of each item in their own words.
2. Then read the instructions. Say: You will hear a family talking as they get ready to go on vacation.
3. Point to the blank lines in front of each item in the list and say:
Listen to what the family talks about and put a checkmark in front of each chore that is already done.
4. Play the recording the first time. Students only listen. Play the second time. Say, now listen again and then put your answers on the correct blanks.
5. Check the answers.
6. Explanation. (Show the picture.)
Step 4. Section A 1c Pair work
This activity provides guided oral practice using the target language.
1. Read the instructions.
2. Point out the example in the box. Ask two students to read it to the class.
3. Say, Now work with a partner. Look back at activity 1b and talk about what the family members have already done and what they haven’t done yet.
4. Ask different pairs of students to say their conversations to the class.
Step 5. Section A 2a /2b
This activity provides guided listening practice using the target language.
(1) Point out the picture. (Showing the picture.), and ask students to say what
they see. (A boy and a girl are in the kitchen. They both look a little
stressed out.)
(2) Read the instructions and say: You will hear a boy and girl talking bout
getting ready to go on vacation. Write M after each thing that Mark says
and T after each thing that Tina says.
(3) Play the recording. Students only listen the first time. Play the recording
again. This time students write M in front of Mark’s statements, T in front
of Tina’s statements. (Show the picture.)
(4) Check the answers.
Answers: 1. T 2. T 3. T 4. M 5.M 6. T
Step 6. Pair work Section A 2c
This activity provides guided oral practice using the target language.
Point to the sample conversation in the speech bubbles. Ask two students to read it to the class.
Read the instructions. Say: With your partner make a conversation using information from activities 2a and 2b.
Ask students to work in pairs. And then ask one or two pairs to say their conversations to the class.
Step 7. Grammar focus
Review the grammar box. Ask students to read the questions and answers to the class.
Step 8. Conclusion
In this class, we’ve learned key vocabulary: bathing, suit, towel, water, clean out, garage.
Master the target languages.
Have you watered the plants yet? No, I haven’t.
Have you packed the camera yet? Yes, I’ve already put it in my suitcase.
Have you fed the cat? No. I haven’t fed her yet.
Homework
(1) Read the new words and write them well.
(2) Learn to use the target languages.
(3) Get students to write some sentences according to the target language.

Period 2
Teaching aims:
1. Learn to talk about the recent events.
2. Can make a list of the things you have done and the ones you haven’t done yet.
3. Train the reading and speaking abilities.
Teaching procedures:
Step 1. Warming up
The 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 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．）
(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 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.
(4) 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
(5) 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．）
2. chat—talk about unimportant things
3. kid—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 3. Pair work (Section A 3b)
(1) 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?
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 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.
SA: Have you bought a newspaper?
SB: Yes, I’ve already bought a newspaper．
Ask students, which of the three people could it be? Can you find out? Yeah．It could be Steve or Elise．
(3) Get students to do the work in groups．
While they are working, move around the classroom checking the work of 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 4. Pair work (Section A 4)
This activity provides reading, writing, listening and speaking practice using the target language．
(1) Go through the instructions with the class．
(2) Invite a good student to give an example of things that he or she has and
hasn’ t done this week: I have done my homework．But I haven’ t done some shopping．
(3) Put students in some groups of three. Let students complete the work in groups．
(4) Finish the table．
(5) Review the task．Get some groups to share the results of their surveys．
Sample answers
You Li Hong （student’s name）Wang Bin （student’s name）
Things I have done Science project Plan Cleaning.
Things I haven’t done yet homework Shopping Washing Optional activity.
(6) Ask students to write their own schedules, listing the time of day 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 5. Conclusion
(1) In this class, we’ve learned some key vocabulary words such as chop, wood, light, village, well, farm．
(2) We’ve also done a lot of reading, writing and speaking practice using the target language．
Homework
(1) Get students to talk about the things they have done and they haven’ t done yet this week in pairs．
(2) Preview Section B 1a / 1b / 2a / 2b.

Period 3
Teaching aims:
1. Learn some new languages words and learn some useful expressions.
2. Strengthen the target language and practice more.
3. Train the speaking and listening abilities.
Teaching procedures:
Step 1. Presentation (Section B 1)
(1) Revision. Check homework. Ask some pairs to say their conversations to talk about the things they have done and they haven’ t done yet this week．
SA: Have you done your homework?
SB: Yes, I’ve already done my homework．
SA: Have you cleaned your room?
SB: No, I haven’t cleaned my room yet．
(2) This activity introduces key vocabulary, and helps students 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.
Notes:
1．favorite—（adj．）best liked
2．What is your favorite band?—What band do you like best?
3．band—group of persons who play music together
4．band member—member of a band
Step 2. Section B 2a
This activity gives students practice in understanding target language in
spoken conversation.
(1) Look at the picture. A record agent is interviewing members of a band. 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.
(2) 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.
(3) Check the answers with the class.
Answers:
Band’s name: Apple Ice Cream
How long they’ve been together: About a year.
Number of concerts they’ve done: Six.
Step 3. Section B 2b
This activity provides listening practice using the target language.
(1) 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.
(2) You will hear the same recording again. This time please listen and check the things the band has already done.
(3) 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.
(4) Check the answers.
　Answers:
　　√written original songs made a music video
　　√won an award been on TV
　　√had concerts
Notes:
　　1．original—newly formed or created, not copied or imitated

2．award—（here）a prize in a competition
3．video—television
Step 4. Pair work Section B 2c
　　 This activity provides guided oral practice using the target language．
　　 (1) Look at the sample conversation in the box．Invite two students to read it to
the class．
SA: Have they been on TV yet?
SB: Yes, they’ve been on TV lots of times.
(2) Go through the instructions with the class. Talk about your favorite bands with your partner.
(3) 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, invit