2019-2020年九年級(jí)英語 Unit 14Have you packed yet教案 人教新目標(biāo)版.doc

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2019-2020年九年級(jí)英語 Unit 14Have you packed yet教案 人教新目標(biāo)版 Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary bathing suit, water, travel, guidebook, beach towel, street map （2）Target Language Have you watered the plants yet? Yes, I have already watered them． 2． Ability Objects （1） Train students’ listening ability． （2） Train students’ municative petence． 3． Moral Objects Have everything in readiness before you do it． In this way, you can finish it perfectly or have a good time． Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1． How to train students’ listening ability． 2． How to train students’ municative petence． Ⅳ． Teaching Methods 1． 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 Aids 1． A tape recorder 2． The blackboard Ⅵ． Teaching Procedures Step Ⅰ Revision T: 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 e 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? Ss: 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． Ss: 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? Ss: Has he written the number 50 yet? T: （Pointing to the highest number already on the blackboard） No, he hasn’t written the number 50 yet． Class repeat． No, he hasn’t written the number 50 yet． Ss: 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 1a This 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 answers A beach vacation 1． bathing suit 2． beach towel 3． sunglasses Sightseeing in a city travel guidebook street map camera Step Ⅲ 1b This 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 plants locked the windows √ bought a travel guidebook bought a street map packed the beach towels Tapescript Woman: 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 1c This 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． SA: Have you watered the plants yet? SB: Yes, I have already watered them． Tell students they will be making conversations with a partner． Look back at the chores in Activity lb． Say, Now look back at the chores in Activity lb． Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map． While students are working in pairs, walk around the classroom and listen to some pairs． If necessary, offer language support． Then get several pairs of students to say their conversations to the class． Conversation 1 SA: Have they packed the camera yet? SB: Yes, they have already packed the camera． Conversation 2 SA: Have they bought a street map yet? SB: No, they haven’t bought a street map yet． Notes 1． pack—（here）get ready for a journey by doing this 2． guidebook—book for travellers, tourists, etc, with information about a place 3． Have you watered the plants yet? Yes, I have already watered them: Present Perfect 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 Summary In this class, we’ve learned some important words, such as water, travel, guidebook, beach towel． We’ve also learned the target language． Have you watered the plants yet? Yes, I have already watered them． Step Ⅵ Homework Make conversations in pairs to review the target language． Step Ⅶ Blackboard Design Unit 14 Have you packed yet? Section A The First Period Target language A: Have you watered the plants yet? B: Yes． I have already watered them． Unit 14 Have you packed yet? The Second Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary refrigerator, garage, suitcase, clean out, put in, turn off （2） 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． 2． Ability Object （1） Train students’ listening ability． （2） Train students’ speaking ability． 3． Moral Object We must be ready with our work before we do it． Ⅱ． Teaching Key Points 1． Key Vocabulary clean out, put in, turn off 2． 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． 3． Structures 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． Ⅲ． Teaching Difficult Points 1． the target language 2． How to train students’ listening ability． Ⅳ． Teaching Methods 1． Listening method to improve the students’ listening ability． 2． Pairwork to make every student work in class． Ⅴ． Teaching Aids 1． A tape recorder 2． The blackboard Ⅵ． Teaching Procedures Step I Revision Check homework． Get some pairs to read their conversations． Collect their conversations and help students correct any mistakes． Step Ⅱ 2a This activity provides guided listening practice using the target language． Look at the picture． Ask, What can you see in the picture? （A boy and a girl are in the kitchen． They both look a little stressed out） Go through the instructions with the class． You will hear a boy and a girl talking about getting ready to go on vacation． Write M after each thing that Mark says and T after each thing that Tina says． Look at the sample answer． Say, Tina said, No． I haven’t cleaned out the refrigerator yet． Get students to repeat No． I haven’t cleaned out the refrigerator yet． Play the recording for students the first time． This time students only listen to the recording． Play the recording a second time． This time let students write Min front of Mark’s statements, and T in front of Tina’s statements． Check the answers with the class． Answers 1． T 2． T 3． M 4． T 5． M 6． T Tapescript Boy: Mom and Dad said they want to leave in ten minutes． Are you ready, Tina? Girl: No． I haven’t cleaned out the refrigerator yet． I have to do that right now． Boy: Tina! You’re unbelievable． What about your bike? Girl: I’ve already put it in the garage． But I haven’t locked the garage yet． That’s your job, Mark． Boy: I know． I’ve already done most of my jobs． I’ve taken out the trash． Girl: Have you fed the cat yet? Boy: Not yet． I’ll do it in a minute． Have you turned off your radio? Girl: Yes, I have． I think we’re almost ready． Step Ⅲ 2b This activity provides guided listening practice using the target language． Go through the instructions with the class． Look at the list of questions with blanks in front of each one． Then look back at the statements in Activity 2a． Say, Some of the statements in Activity 2a are answers to questions in Activity 2b． Write the number of the correct answer from Activity 2a in front of each question in Activity 2b． Get several students to read the questions in Activity 2b to the class． Look at the sample answer． Ask a student to read the question and answer to the class． Are you ready, Tina? No, I haven’t cleaned out the refrigerator yet． Play the recording for students． Let students write their answers in the blanks． Play the recording again if necessary． Correct the answers． Answers Have you fed the cat yet? 5 What about you bike? 2 Are you ready, Tina? 1 Have you turned off your radio? 6 Step Ⅳ 2c This activity provides guided oral practice using the target language． Look at the sample conversation in the speech bubbles． Invite a pair of students to read it to the class． SA: Are you ready, Tina? SB: No． I haven’t cleaned out the refrigerator yet． Go through the instructions with the class． Say, With your partner make a conversation using information from Activities 2a and 2b． Have students work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed． Invite two pairs to say their conversations to the class． Conversation 1 SA: Have you fed the cat yet? SB: Not yet． I’ll do it in a minute． Conversation 2 SA: Have you turned off your radio? SB: Yes, I have． Step Ⅴ Grammar Focus Look 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 sentence I’ve already had lunch, but I haven’t had supper yet． Culture note Many 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 mon in their home culture． 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． 木頭；木材 light v． 點(diǎn)燃；點(diǎn)著 village n． 鄉(xiāng)村；村莊 well n． 井；水井 farm n． 農(nóng)場；農(nóng)莊 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 prehension． 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? S2: He’s already done his homework． He’s already bought a newspaper． He’s already fed the dog． T: That’s correct． What things hasn’t he done yet? S3: He hasn’t watered the plants． He hasn’t cleaned his room． T: OK． Very good． Go through the instructions with the class． Put students in several groups． Say, Each student in a group will decide to be one of the people． The other students in the group will ask questions to find out which person in the chart he or she has decided to be． Make sure students understand how to do the exercise． Look at the example in the box． Invite a pair of students to read it aloud to the class． 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． Get students to do the work in groups． While they are working, move around the classroom checking the work of each group． Ask two groups to do the work as the examples． Group 1: Have you watered the plants? S1: Yes． I’ve already watered the plants． Group 2: Have you fed the dog? S2: No． I haven’t fed the dog yet． （Person 1: Kathy; Person 2: Elise） Step Ⅳ Part 4 This 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 plete the work in groups． Finish the table． 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 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