Unit 14 Have you packed yet
新人教版英语九年级《unit 14 have you packed yet》优秀教案(重点资料).doc
Unit 14 Have you packed yet?The First PeriodⅠ． 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 written 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 answersStep 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．AnswersTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t． Can’t Judy pack them?Woman: No, she’s busy． Could you please water the plants? Boy:I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK． I’ll get it． Have you packed the camera? Boy: Yes． I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything． We haven’t locked the windows yet．Step Ⅳ 1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class． Look at the example in the box． Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner． Look back at the chores in Activity lb． Say, Now look back at the chores in Activity lb． Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．While students are working in pairs, walk around the classroom and listen to some pairs． If necessary, offer language support． Then get several pairs of students to say their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street 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, guidebook, 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?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 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．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: 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．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．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6This activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles． Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No． I haven’t cleaned out the 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 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 learned key vocabulary clean out, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t． Have you packed the camera yet? Yes, I’ve already put it in my suitcase． Have you fed the cat? No． I haven’t fed her yet．Step Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ Blackboard DesignUnit 14 Have you packed yet?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 forour 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．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class． Look at the e-mail message． Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1． do my homework2． take the dog for a walk3． water my mom’s plants4． do some shopping5． chop wood6． light the fire7． collect water8． feed the animalsLet students read the e-mail again for further comprehension． While they are reading． Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1． chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2． chat—talk about unimportant things3． kid—（sl） child; young person4． well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source5． anyway—in any possible way; by any possible meansStep Ⅲ 3bThis activity provides reading, writing． listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart． Let students read the information in it． Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart． Under each person is a list of the things he or she has done or will do today． Now look at the chart． What do you see in the first column?S1: Numbers． Clock times．T: That’s right． Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth． It is 12:00 noon now． so the 1:00 and 2:00 times show things they will do later today． What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct． What things hasn’t he done yet?S3: He hasn’t watered the plants． He hasn’t cleaned his room．T: OK． Very good．Go through the instructions with the class． Put students in several groups．Say, Each student in a group will decide to be one of the people． The other students in the group will ask questions to find out which person in the chart he or she has decided to be． Make sure students understand how to do the exercise．Look at the example in the box． Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Yeah． It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Yes． I’ve already watered the plants．Group 2: Have you fed the dog?S2: No． I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of 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 answersOptional 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?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 lastWoman: Wow． That’s great． Have you made a music video yet? Boy 1: No, not yet．Woman: But you’ve had your own concert?Boy 2: Oh, yeah． We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t． But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ 2bThis activity provides listening practice using the target language． Go through the instructions with the class． Look at the list of things the band may or may not have done． Get different students to read the list． Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer． On the recording you hear that the band has already written some original songs so you check that answer． If necessary, play the recording again． Then get students to put checkmarks in front of the correct answers．Check the answers．√ written original songsmade a music video√ won an awardbeen on TV√ had concertsNotes1． original—newly formed or created, not copied or imitated 2． 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 theclass．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?The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Improve students’ integrating skills—reading skill and writing skill．（2） Improve students’ speaking ability by groupwork．3． Moral ObjectIt is good for us to listen to music in the busy life． Music can make us relaxed, and we can work better．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult Points1． How to improve students’ reading ability．2． How to improve students’ speaking ability by groupwork．Ⅳ． Teaching Methods1． Reading method to improve students’ reading ability．2． Writing method to improve students’ writing ability．3． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A projetor2． The blackboardⅥ． Teaching ProceduresStep I RevisionRevise the target language presented in this unit．Check homework． Ask some pairs to read out their conversations．Step Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．Look at the picture． Ask students, What’s the article about? Can you guess?（It’s about a band）Go through the instructions with the students． Make sure students know what to do． Read the article carefully． Circle the things the New Ocean Waves have already done． Underline the things they haven’t done yet．Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts． Ask students to circ1e the words had three major concerts． One thing they haven’t done is They’re going to appear on CCTV next month． Let students underline those words appear on CCTV． Get students to finish the work on their own．Check the answers with the class．。
Unit 14Have you packed yet
语法重点：现在完成时
一、含义 现在完成时用来表示现在之前已发生或完
成的动作或状态，但其结果却和现在有联系, 也就是说, 动作或状态发生在过去但它的影 响现在还存在。 e.g. I have lost my wallet.
e.g. ready for work
get ready for a journey be ready to start
6. Then I have to take the dog for a walk. 我还必须带着狗出去遛遛。
(1) take v. 携带，拿走某物，伴随某人 take letters to the post 把信送到邮局 take a friend home in one’s car 用汽车送朋友回家。 take the dog out for a walk 带狗出去散步。
e.g. He has already obtained a scholarship. I haven’t seen much of him recently (lately). We have seen that film before. Have they found the missing child yet?
3. 现在完成时常常与表示频度的时间状语连用， 如often, sometimes, ever, never, twice, on several occasion等：
e.g. Have you ever been to Beijing? I have never heard Bunny say anything against her. I have used this pen only three times. It is still good. George has met that gentleman on several occasions.
Unit 14Have you packed yet人教版九年级英语教案
Unit 14 Have you packed yet?Topic: Preparing for a vacationFunctions: Talk about recent eventsTarget language: Have you watered plants yet?Yes. I have already watered them.Teaching StepsPeriod 1Lead in:Good morning, everyone! Today we are going to learn a new lesson, Unit 14, “Have you packed yet?”Where would you like to go? What are the three most important things to pack for the trip?Step 1: Section A 1a1．Talk about the pictureLet’s look at the picture first.What can we see in the picture? What are the family members doing?Student A, could you please tell us?...Yes. We can see the family members are busy packing for a vacation.2．Fill in the charta. If we go on a beach vacation, what do we need to pack?bathing suit, beach towel, slippers, comfortable shoes, sportswear, sunglasses, umbrella ...b. If we go on a city vacation, what do we need to pack?Step 2: Section A 1b1．Read the sentencesPlease look at the chores in the box. I’d like to invite some students to read them in class. Students in this group, please.2．Listen and checka. Please listen and check (√) the chores the people have already done.b. Let’s check the answers.Step 3: Section A 1cTask: Get ready for a vacationLet’s try to retell the story in class (use the information from activity 1b).What are the family doing?What chores have they done?What chores haven’t they done?e.g.The family are preparing for a vacation.They have already ...They haven’t ...yet.Step 4: Section A 2a1．Lead-inBefore you leave for holiday, what chores should you do at home?2．Read the sentencesI’d like to invite some students to read the sentences in class and translate them into Chinese. Any volunteers?...3．Listen and writea. Who said each thing? Let’s listen to the tape. Write “M” for Mark or “T” for Tina.b. Have yo u finished? Let’s check the answers.Step 5: Section A 2b1．Read the questionsI’d like to invite some students to read the questions and translate them into Chinese. Any volunteers?...2．Listen and matcha. Listen again and match each question below with an answer from activity 2a.b. Have you finished? Let’s check the answers.Step 6: Section A 2cTask 1: Role play the conversationsPlease work in pairs and role play the conversations.Task 2: Give a reportWhat chores have they done? Please try to give a report.Step 7: SummarySummarizea．Let’s summarize what we learned in this period.b．Yes, we learned present perfect tense. We also learned some useful phrases about getting prepared for vacation, such as pack the beach towels, buy a street mapand so on.Step 8: Homework1．Try to recite the sentences in grammar focus.2．Write a passage to tell what chores Tina and Mark have done to get ready for the vacation.Period 2Step 1: RevisionGood morning, boys and girls.DictationDo you still remember what we learned yesterday?a. Now let’s have a dictation. Please open your dictation books. I’ll read the sentences in grammar focus, please write them down.1) Have you watered the plants yet?2)Yes. I’ve already put it in my suitcase.3) Have you packed the camera yet?4) Have you fed the cat?b. OK. Please hand in your dictation books now.Step 2: Section A 3a1．Lead-inWhat chores do you do at home? Today we’re going to learn more phrases about chores. Please open your textbooks to Section A, 3a.2．Comprehensiona. Please read the e-mail quickly and answer the following questions.1) Has Crystal finished homework?2) When did Crystal start homework?3) Who came to chat with Crystal?4)Where did Crystal’s grandfather live when he was a kid?Have you finished? I’d like to invite students in Group One to answer thequestions one by one....b. Read the e-mail message and underline the different chores....Have you finished? Who can tell us the chores you underlined?...Answers:do my homeworktake the dog for a walkwater my mom’s plantsdo some shoppingchop woodlight the firecollect waterfeed the animals3．Read the e-maila. Please listen to the tape and read after it.b. Read the article by yourselves. Are there any new words you don’t know how to pronounce?c. I’d like to invite some students to read the article in class. Any volunteers? Yes, Student A, please.4．Translate the article into Chinese.a. Now please work in pairs and translate the article into Chinese.b. If you have any difficulty, please raise up your hands.c. Now I’d like to invite some students to translate the article into Chinese. Student B, please.5．Key words or structuresLet’s deal with the language points and useful expressions.1) anyway 无论如何，不管怎样，反正（继续讲述故事或改变话题等时使用）e.g. “Well, anyway, I rang the bell.”Anyway you can try, even if there’s not much chance of success.无论如何，你可以试试，即使没有多少成功的机会。
Unit 14 Have you packed yet 整单元课件
Listen and answer.
How many major concerts have they had in the last 12 months? They have had three major concerts and made a hit CD.
3a Read the article. Circle the things the
4 Groupwork
Answer the questions. Then survey two other students. Try to find out more information.
A: Have you ever been to a concert? B: Yes, I have. I went to the National Day concert last year. A: Did you enjoy it? B: Yes, I enjoyed it very much.
2. won an award 赢得一项奖 1) award n. 做过决定而赠与之物（奖品 等） His horse was given the highest award at the show. 他的马在展览会中得到最高奖。 2) v. 颁发、授与、赏给 He was awarded the first prize. 他获得了第一名的奖励。
Notes
1. written original songs 所做的最早的歌曲 1) original adj. 最初的, 最早的 The original plan was better than the plan we followed. 原先的计划优于我们所实行的计划。 2) 新创的, 有创见的 an original design 别出心裁的设计
Unit 14Have you packed yet 单元重点词组句型
Unit14 Have you packed it yet?一、常用词组1. a bathing suit 一件泳衣2. a beach vacation 一次沙滩之旅3.water the plants 给植物浇水4. a travel guidbook 一本旅行指南5.clean out the refridgerator/garage 把冰箱内部整理干净/车库6.in a minute=right now 立刻、马上7.turn off the light 关灯8.have so many chores to do 有很多家务要做9.take the dog for a walk=go for a walk with a dog 遛狗10.light the fire (lit,lighted) 点火11.chop the wood (chopped,chopped) 劈木头12.collect the water from the village well 从村井中取水13.feed the animals on sth (fed,fed) 给动物喂食14.get back to sb 尽快与某人联系，作回复15.write original songs 写原创歌曲16.win an award 获奖17.on the music scene 在音乐圈18.make a music vedio 制作音乐录象19.appear on TV 出现在电视上20.in the top ten 在前十名21.make a hit CD 发行一张轰动一时的唱片22.good luck to sb 祝某人好运23.look forward to doing sth/sb/sth 期待做某事/某人/某事24.experience the village life 体验乡村生活25.lead singers 主唱歌手26.so far=up to now 到目前为止27.walk through the countryside 在乡间散步28.watch villagers do their daily activities 观看村民们做日常工作29.thanks to 幸亏，由于30.in search of roots 寻根二、重点句子1.The program is organized by the local government of Guangdong Province.这个节目是由广东省当地政府所组织的。
Unit 14 Have you packed yet
Unit 14 Have you packed yetUnit 14 Have u paed etSETIN BGalsT learn t use Present perfet ith alread and et struturesT listen, tal and read abut usiPreduresaring up b listening t usi b a usial bandIn usi, a band is a grup f usiians, r usial enseble, usuall ppular r fl, plaing parts f r iprvising ff f a usial arrangeentN let’s listen t a piee f sad usi b a Blind en Band fr Zuquan，Shanxi Prvine The hief blind an usiian is Liu Hngquan He is plaing n his ehu1 Ansering questinsn page 113 in the bx are 4 questins Read the and give ur persnal ansers1hat is ur favrite band? →B lind en Band fr Zuquan，Shanxi Prvine2Have u seen the in nert et? → es, I have3hen did u first hear the? → In the 1970s4h is ur favrite band eber? → Liu Hngquan2a Listening and fillingNext u are ging t hear an intervie b a rerd agent f a bandBan’s nae: Apple Ie reaH lng the’re been tgether: Abut a earNuber f nerts the’ve dne: SixAfter listening u have t fill in infratin abut the band in the hart n page 113 S read the lues there firstTapesriptan: H That as… u… nt bad N tell e a little abut urselveshat as ur nae again?B l: Apple Ie reaan: Apple Ie rea? That’s uhhh… a nie nae H lng have u been tgether?B l: Abut a earan: ne ear, huh? And have u ritten an riginal sngs et?B2: es, e have e used t pla stuff b ther bands, but n e nl pla ur n sngs That ne u ust heard as ursan: Gd Great! I’interested in peple h pla their n usi Have u ever n an aard f an ind?B l: es, e have e n the best ne grup f the ear last nthan: That’s great Have u ade a usi vide et?B l: N, nt etan: But u’ve had ur n nert?B 2: h, eah e’ve had six nerts f ur nan: Have u ever been n TV?B l: N, e haven’t But e’ve alread taled t “Bandsn Parade” abut ding a TV sh next nthan: Sunds lie u are n ur a2b Listening and heinghat are the things that the band has alread dne? N listen t the rerding and he the ites in the bx n page 113√ritten riginal sngs√n an reard√Had nerts×ade a usi vide×Been n TVFinall u are suppsed t read the tapesript hile readingl fr exaples f “Present perfet ith alread and et”struture irle and understand the2 Ding pairrhat is ur favrite band? N in pairs as and anserquestins abut it?A: hat is the nae f ur favrite band?B: Zuquan Blind en BandA: Have the ritten an riginal sngs?B: es, the have The pla stuff and sing sngs b thersBut the have ritten an riginal usi piees and sngsA: Have the been n TV?B: es, the have been n TV lts f ties, inluding TVA: Have the had nerts in the big it?B: es, in ten das last ear the have had seven nerts in Beiing The even plaed their usi and sang their fl sngs fr students and teahers in hina usi and Sng UniversitA: Have the ever n a reard f an ind et?B: N, the haven’t There have nt been an reards set ust fr the blind usiians in hina etA: Have the ade an usi vides et?B: es, the have Their usi vides have even been shn t the publi n TV3a Reading, irling and underliningn page 114 is an artile abut the Ne ean aves! Read it!hile reading irle the things that the Ne ean aves havealread dne, and underline the nes the haven’t dne etDn’t iss the Ne ean aves！D u lie pp usi？st peple d ne f the best bands n the usi sene is the Ne ean aves In the last telve nths, the’ve had three ar nerts and ade a hit D The’re ging t appear n TV next nth And then the’re ging t g n a rld tur in hih the ill perfr in ten different ities Be sure nt t iss the if the e t a it near u—if u an get tiets, that is“Fr ears, e plaed ther peple’s sngs,” sas lead singer Zhu en “But n e pla stl ur n sngs e’ve had a fe sngs in the tp ten, but e reall hpe t have a nuberne hit se da”Gd lu t the Ne ean aves The’re ff t a great start And the’re reall nie peple Did u n that the gave half f the ne the ade t a harit fr heless hildren?u are suppsed t read the artile ne again This tie l fr and blaen all the expressins3b pleting a revien page 114 is an unfinished revie abut Apple Ie rea Read it and plete it using infratin fr 2b, ith as an “ Present perfet ith alread and et” strutures as pssibleApple Ie rea is a usi band The have ritten their n riginal sngs althugh the used t sing sngs b ther peple The have n the best ne grup f the ear last nth althugh the have nt ade a usi vide et The have had their n nert Atuall the have had six nerts f their n The have nt been n TV But the have alread taled t “Bands n Parade” abut ding a TV sh next nth3 riting abut a bandhat’s ur favrite band?N rite a revie f the band u lie bestA big band, als nn as a azz rhestra, is a large usial enseble that plas azz usi, espeiall singThe band is divided up int a nuber f setins, b instruent; eah setin usuall has fur r re ebers All bands usuall have a rhth setin, ade up f dru set, bass, pian, and pssibl guitar There are als setins fr trupets, trbnes, and saxphnes(h seties duble n flute r larinet)Big Band as ppular fr the late 1920s t the earl 190s4 Ding gruprIn grups f fur as questins t find ut ansers t the surve in the hart n page 114 A: Have u ever been t a nert?B: es, I have I ent t the Natinal Da nert last earA: Did u en it?B: es, I ened it ver uhA: Have u ever been t a z?B: es, I have I ent t the ruhing Tiger it Z last earA: Did u en it?B: es, I ened it ver uhA: Have u ever lleted sething?B: es, I have I lleted an ld hinese ins last earA: Did u en the?B: es, I ened the ver uhA: Have u ever painted a piture?B: es, I have I painted a piture alled Taihangshan last eeA: Did u en it?B: es, I ened it ver uhA: Have u ever plaed a usial instruent?B: es, I have I used t pla ehuA: Did u en it?B: es, I ened it ver uhA: Have u ever sung in frnt f ther peple?B: es, I have I t part in a it singing petitin esterdaA: Did u en it?B: es, I ened it ver uhA: Have u ever taen a train?B: es, I have I ent t visit universit b train last nthA: Did u en it?B: es, I ened it ver uhA: Have u ever visited a far?B: es, I have I lived n a far befre I ent t llege in 198A: Did u en it?B: es, I ened it ver uhA: Have u ever ritten a pe?B: es, I have I have ritten five pes in EnglishA: Did u en the?B: es, I ened the ver uhlsing dn b listening azz usiA azz band is a usial enseble that plas azz usi azz bands usuall nsist f a rhth setin and a hrn setinThe rhth setin f a azz band nsists f the drus, bass, and usuall at least neinstruent apable f plaing hrds, suh as a pian r guitar The rhth setin is the fundatin fr the band; it sets the feel fr the pieeThe hrn setin nsists f ind instruents, hih pla the eld and ain apanient Tpial hrns fund in a big azz band inlude 4 trupets, saxphnes (2 alts, 2 tenrs, and a baritne), and 4 trbnes and a bass trbne The saxphnes a als duble n flute and larinet and the trupets n flugelhrnSELF HE1 Filling blansT test ur learning f graar, let’s g t page 11 First e d the test nuber 1, filling in the blansl, lean ut, feed, hat, hear1 Have u fed the dg and leaned ur r?2 Dn’t frget t l the dr if u are the last persn t leave3 I need t lean ut upbard I never use the things in it anre4 friend fr Aeria alled e esterda e hatted fr hursHave u heard the ne sng fr ariah are? It’s reall gd2 Reading and listingn page 11 in the iddle n the left is a nversatin beteen Sue and err Read it and ae a list f things err has dne, and the things he has nt dneSue: Have u dne ur hres? e are leaving in an hurerr: I have dne se f theSue: Have u paed the bag?√err: It’s in the frnt hallSue: Have said gdbe t Granda?×err: The telephne as busSue: And have u atered the plants et?×err: h, n I haven’t I’ll d it nSue: Have u leaned ur r?×err: D I need t?Sue: es, u derr: aSue: hat else? h eah, have u ashed the dishes?×err: It’s ur b t ash the dishesSue: N, it’s ur turnerr: a I’ll d itSue: ne re thing Have u gtten the ail fr the ail bx?√err: L n the tableSue: Thansust fr fun!Read the sng rds and listen t the sng alled:《n river》n river ider than a ileI’ rssing u in stle se dald drea aer, ur heart breaerherever u’re gingI’ ging ur aT drifters ff t see the rldThere’s suh a lt f rld t seee’re after the sae rainb’s endaiting rund the bendhuleberr friendsn river and eReading: He’s alread visited the plae here his anestrs livedBefre u read, listen t the rerding, fr the frs and fr the eaningshile u read, irle the “ Present perfet ith alread and et” struture, underline the expressins and blaen the nnetivesHave u been ba t the plae here ur anestrs lived, red, studied and plaed? Rbert Qian, a hinese anadian, alread has N in hina, he has fund that his fail is lie a tall tree ith lng rtsRbert is ust ne ung verseas hinese h has e t visit his anestrs’heland, as part f the In Searh f Rts suer ap prgra The prgra is rganized b the lal gvernent f Guangdng Prvine This prgra started in 1980, and s far has brught thusands f verseas hinese students t hina t l fr their failies’rts The ung peple are usuall beteen 16 and 2 ears ld st, lie Rbert, an hardl spea an hinese, and have never been t hina befreThe students ainl visit parts f Guangdng Prvine in suthern hina During thet-ee ap, the stud hinese ulture, see hanges that have happened in that area, and visit interesting sights Ging t their anestrs’village is ften the st exiting part f the trip The students feel that the are part f the village, and experiene village life The drin fr the village ell, g fr als thrugh the untrside, and ath the villagers d their dail ativitiesath Qin, a ung Aerian student, had this t sa, “Thans t In Searh f Rts, I a beginning t understand hinese rts, and h I a It has been a great trip, and I have s an eries f hina t tae ith e”…Part 2: Teahing Resures (第二部分：教学资)I hat is usi?usi is the art f aing sund b huan vie r speial usial instruents lie vilin, be, trupet, dru and s nIn usi, sunds are arranged in tie t give a pleasing result There are an different inds f usiusi is ritten using nte sbls n a staff, hih is a grup f hrizntal lines The line hih a nte is ritten n shs hat pith it is The ntes are separated int easures using vertial lines n the staffII hat is a sng?A sng is a piee f usi hih has rds in ld adnald had a Far is a sngSngs an be ade in an as Se peple fr bands hih rite and rerd sngs t ae ne fr it ther sngs are fl sngs, hih are sngs reated b peple lng ag and have been sung as traditin in an untries Se peple als ae pardies f sngs, hih is hanging the rds f the sng but eeping the tune Pardies are usuall ade t ae fun f a sng r it’s riter/singerIII rigins and harateristishinese usi an be traed ba as far as the third illenniu B anusripts and instruents fr the earl perids f its histr are nt extant, hever, beause in 212 B, Shih Huang-ti f the h’in dnast aused all the bs and instruents t be destred and the pratie f usi t be stpped ertain utlines f anient hinese usi have nevertheless been asertained f priar signifiane is the fat that the usi and philsph f hina have alas been inseparabl bund; usial ther and fr have been invariabl sbli in nature and rearabl stable thrugh the ages Anient hinese hns ere sl and slen and ere apanied b ver large rhestras haber usi as als highl develped hinese pera riginated in the 14th ent as a serius and refined art。
初中英语九年级《Unit 14 Have you packed yet》精选文档PPT课件
4
A: Have you watered the plants yet? B: Yes, I have already watered them.
5. The monkey died last month.
The monkey _h_a_s__ b__ee_n__ d__ea_d__ for a month.
6. A: Hong long _____ you ____ ( D )
B: Two weeks. 12
A.did,get ill B. have,fallen ill C. were,ill D. have,been ill
M
6.Yes, I have.
T
6
Listen again and match each question below with an answer from last part.
Have you fed the cat yet? What about your bike? Are you ready, Tina? Have you turned off your radio?
2.I ’ ve already put it in the garage. T
3.But I haven ’ t locked the garage yet. T 4.I ’ ve already done most of my jobs. M
5.Not yet. I ’ ll do it in a moment.
Unit 14 Have you packed yet 单元知识点
Unit 14 Have you packed yet ?Section A 1a-Grammer Focus 学案执笔：周敏I 学习目标1. 学会下列单词:towel water2. 了解下列单词，能正确读出并知道其汉语意思：bathing，suit,guidebook,garage3. 掌握并能熟练运用：——Have you packed the beach towels yet ?――Yes, I have. / No , I haven’t.4. 运用现在完成时谈论自己的已经完成和还未完成的事情,学会使用already 和yet。
II.重点呈现：――Have you packed … yet ?――Yes, I have. / No , I haven’t.III.课前预习：1.写出下列单词的过去式与过去分词do ______ _____ have ______ ______ pack ____ _____ lock _______ _______buy_____ _____bring _____ _____ put _____ _____ feed _______ _______2.同学们，我们以前学过现在完成时,还记得吗？请你从SectionA中选出五个现在完成时的句子写在下面，试着译成汉语，并回忆完成时的含义,构成及用法。
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3.预习Section A 1a-Grammer Focus ，找出你认为重要的单词，短语和句型并把预习过程中遇到的不明白的问题写在下面的横线上。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 14Ⅰ. 单项选择（15分）选择可以填入空白处的最佳选项。
（）1. ― What movie will be shown TV tonight?― Shaolin Temple.A. inB. atC. fromD. on（）2. When you travel to a city, you’d better buy a to get more information about it.A. newspaperB. suitcaseC. guidebookD. camera（）3. Maybe I have heard of this girl before, but I can ______ remember her name.A. hardlyB. reallyC. mostlyD. easily（）4. trees were cut off. And many birds lost their home.A. Thousand ofB. Thousands ofC. Two thousandsD. Two-thousand（）5. ― Are you full now?― No. I want apple pies.A. more oneB. one moreC. more twoD. two more ( ) 6. You ever saw computers years ago, but now they are everywhere.A. sometimesB. usuallyC. hardlyD. almost ( ) 7. This is a very big company. It has workers. Do you want to work here?A. five thousandB. five thousandsC. five thousands ofD. five thousand of( ) 8. My job is feeding the cat. Now it’s your turn the dog.A. feedingB. to feedC. to have fedD. being fed( ) 9. My friend, Darren, is coming to visit us. I’m looking forward him.A. meetB. meetingC. to meetD. to meeting ( ) 10. — The radio is too noisy and there is nothing interesting on it. Why don’t you ?—All right. I’ll do that.A. turn it onB. turn it offC. turn it backD. turn it up（）11. ― Have you ever to a zoo?― Yes, but only once. I visited Beijing Zoo last year.A. goneB. beenC. visitedD. seen（）12. ― What are you ______ your suitcase for?― I’m ready f or a trip.A. makingB. shuttingC. packingD. putting （）13. — How long ______ the movie Aftershock ______?— For just several minutes.A. did; beginB. has; begunC. has; been onD. will; on （）14. ― When did you st art your math homework?― One hour ago, but I it yet.A. didn’t finishB. finishedC. have finishedD. haven’t finished（）15. ― What a cool day! How about climbing Mount Tai?― . Let’s ask Yang Liu to go with us.A. Never mindB. Not at allC. Sounds greatD. Good luckⅡ. 完形填空（15分）阅读下列短文，选择可以填入空白处的最佳选项。
John loved playing basketball after school. John’sparents were anxious about their son because he 16 halfof his spare time playing basketball, even though he wouldsoon 17 the college entrance exam (高考).Many evenings, John returned home 18 at thebeginning of the new term. His parents told him toconcentrate more 19 his studies, but their words went in one 20 and out the other. His parents were so angry that they 21 his basketball. From that day on, John returned home on time but locked 22 in his room.At first, his parents dreamt their son could study hard to enter a top university. But 23 news shattered(破灭) their dream. John’s pre-exam test scores were 24 . One night, John’s mother looked into his room and 25 him reading a basketball magazine.So John’s parents discussed the matter. They 26 to make a deal(约定) with John. If John scored high marks in the following tests, he could get his ball back and 27 once again; if he failed, they would keep the ball 28 he improved.John 29 reading his magazines. He started working hard. He started getting high marks and got his 30 back. The ball stayed with John until he entered a top university.( ) 16. A. wasted B. worked C. spent D. used( ) 17. A. take B. pass C. fail D. make( ) 18. A. early B. late C. quickly D. slowly( ) 19. A. in B. to C. at D. on( ) 20. A. hand B. foot C. ear D. eye( ) 21. A. brought B. took away C. played D. put up( ) 22. A. himself B. itself C. herself D. themselves( ) 23. A. good B. bad C. exciting D. excited( ) 24. A. low B. high C. more D. less( ) 25. A. made B. heard C. kept D. found( ) 26. A. ordered B. thought C. decided D. allowed( ) 27. A. read B. play C. hit D. throw( ) 28. A. until B. after C. while D. since( ) 29. A. went on B. put off C. enjoyed D. gave up( ) 30. A. job B. confidence C. ball D. magazineⅢ. 阅读理解（30分）ASeveral days ago, while I was logging onto QQ, my cousin’s QQ head popped out online. We hadn’t seen each other for a few months, so I decided to sta rt a conversation with her. My cousin is studying in a college of our city. Her hobby is surfing the Internet. Every time I am on the computer, she is always online, listening to music or decorating her “personal space”. I like visiting her space. It’s cre ative and modern and worth a visit. I can’t imagine my designing such a colorful web page.When I read the sentences she sent to me, I noticed that the Chinese characters had been changed, but I could still guess their meanings. I took a strong interest in this type of new characters. Further observation made me realize that they added some common Chinese radicals(部首) to the original characters, making them more vivid, a little like Japanese. My cousin said this gives new life to the Chinese language and culture.It is true that the Internet has reinvented our language, but I still can’t accept this new cultural change. Some Chinese characters have meanings in the shapes; one shouldn’t superficially change them by adding an additional radical. So I persuaded my cousin to change her new idea and use standard characters to communicate. And she willingly accepted my advice.( )31. The author’s cousin was a(n) ________.A. engineerB. teacherC. modelD. student ( )32. The author woul d like to visit his cousin’s space _________.A. because he wants to design a web pageB. because the music is well worth listening toC. because it is very attractive and popularD. because it is the best one on the Internet( )33. The second paragraph mainly tells us that ________.A. the Internet has an effect on the Chinese charactersB. the Chinese people have learned a lot from the InternetC. the QQ message online is very useful to everyoneD. the text message is more important than the QQ messages( )34. The underlined word “reinvented” in the passage means “_________”.A. destroyedB. improvedC. discoveredD. introduced( )35. We can learn from this passage that _________.A. the author is a teacher in a collegeB. the author can design a webpage creativelyC. the Chinese characters have been changed into JapaneseD. the author thinks people should use standard characters to communicateBA terrible mudslide(泥石流) swept through Zhouqu County in northwestChina’s Gansu Province on August 7, 2010. Lots of people were killed and injured in the disaster (灾难), and some are still missing. Now the new school semester began. How about the students there?Up till now, most people including teachers and students are still living in the tents. The students should have started their new semester on August 15. However, the terrible mudslide disrupted the plan since two schools were damaged and three others were used as resettlement areas (安置区). The new semester had to be put off for ten days. Also, since many teachers were killed, parents were worrying that their children might not be able to go to school. Luckily, 54 teachers from neighboring areas were sent to Zhouqu County, and 12 volunteer teachers arrived there, too. Moreover, all the students got their textbooks and school things for free.On the first day of school, a girl said, “The disaster is weighing heavily on my mind (沉重地压在我的心上). But today school begins. I’m with my classmates again.I feel so happy.”Zhouqu County has two primary schools, two junior high schools and one senior high school. The students of the only senior high school had to start the new semester in a school in the neighboring area. Although the new school is far from their homes, they are happy to return to school.根据短文内容，选择最佳选项。