新目标英语九年级_Unit_14_Have_you_packed_yet_课件

合集下载

新人教版英语九年《Unit 14 Have you packed yet》word教案

Unit 14 Have you packed yet?The First Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularybathing 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 itperfectly or have a good time．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points 1．How to train students’listening ability．2．How to train students’communicative competence．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 Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: 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 hasalready 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’twritten 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 Ⅱ1aThis activity introduces key vocabularyand 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 wordsthey wrote．Write the words on theblackboard．Read them and letstudents repeat．Then ask otherstudents to add other words to the lists．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．Ask, What canyou see in the picture? （There is afamily in the picture．They are gettingready 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 understandthe meaning of each item．Go throughthe instructions with the class．Point to the blank lines in front of each item in the list．Say, You will hear a familytalking 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 studentsonly listen．Play the tape a secondtime．Now listen to the tape again．This time please put your checkmarks on the correct blanks．Check the answers with the whole class．TapescriptWoman: 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 guidebookand 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 mysuitcase．Woman: Well, I guess that’s everything．Boy: Almost everything．We haven’tlocked the windows yet．Step Ⅳ1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class．Look at the example inthe box．Invite a pair of students toread 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．Lookback 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, offerlanguage support．Then get severalpairs 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 this 2．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 wordsalready and yet．Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step ⅤSummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel．We’ve alsolearned the target language．Have you watered the plants yet? Yes, I have already watered them．Step ⅥHomeworkMake conversations in pairs to review the target language．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Second Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabulary refrigerator, 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 V ocabularyclean 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 Points 1．the target language2．How to train students’listeningability．Ⅳ．Teaching Methods 1．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 Ⅱ2aThis 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 repeatNo．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．T TapescriptBoy: Mom and Dad said they want to leave in ten minutes．Are you ready, Tina?Girl: No．I haven’t cleaned out the refrigerator yet．I have to do that rightnow．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 Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions with the class．Look at the list of questionswith 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 sampleanswer．Ask a student to read thequestion 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? 6 Step Ⅳ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speechbubbles．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 ⅤGrammar 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…yetquestions．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 happensoon．For example: I’ve already hadbreakfast, 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 ⅥSummaryIn 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 ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularychop, 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 tospend the time．It is good for ourstudy and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’integrating skills．Ⅳ．Teaching Methods1．Fast-reading method 2．Groupwork and pairwork Ⅴ．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 thestructure?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 Ⅱ3aThis 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, askthe 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 manychores, 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 source 5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis 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 studentsread 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．Hehasn’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 understandhow to do the exercise．Look at the example in the box．Invitea 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 ⅣPart 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．Ask students to write their ownschedules, listing the time of day they do each thing．Then get students towork in pairs．Student A thinks of oneactivity．Student B gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．Step ⅤSummaryIn 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 ⅥHomework1．Finish off the exercises on pages57～58 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 ⅦBlackboard DesignUnit 14 Have you packed yet?The Fourth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularymember, 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 V ocabularymember, original, songs, award 2．Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．Ⅲ．Teaching Difficult Points 1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods 1．Listening method 2．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 ⅡPart 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 liked 2．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 Ⅲ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．A record agent isinterviewing members of a band．Letstudents 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．Thistime students only listen．Play therecording 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 ifnecessary．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: Six TapescriptWoman: Hmmm．That was…umm…not bad．Now tell me a little aboutyourselves．What was your name again?Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? That’s。

九年级英语全册《Unit 14 Have you packed yet-Section B 1》课

2a Listening
What can you see in the picture?
I can see some people sitting around and talking. Can you guess what they are talking about? I think they are talking about music.
A sample conversation:
A: What’s your favorite band? B: My favorite band is Beyond. A: Have they been on TV? B: Yes, they’ve been on TV lots of
times.
According to the chart , make up new dialogues.
_S_i_x__________________________
__written original songs __won an award __had concerts __made a music video __been in TV
Please ask and answer questions about your favorite bands in pairs.
Band’s name:
_A_p_p__le__Ic_e__C_r_e_a_m_______________
How long they’ve been together:
_A_b_o_u__t _a_y_e_a_r__________________
Number of concerts they’ve done:
Things done

新目标初中英语九年级《Unit 14 Have you packed yet》

新目标英语九年级Unit14Haveyoupackedyet课件

03 Text Analysis
Overview of Text Content
The text is a dialogue between two friends, Alice and Bob, who are preparing for a trip to the mountains.
The dialogue covers topics such as packing, the weather,
The present continuous tense of the verb "to be" is used in the sentence "We are meeting at the train station at 6 o'clock."
The present continuous tense of the verb "to bring" is used in the sentence "I am bringing my camera."
New Goal English 9th Grade Unit 14 Have You Packed yet Courseware
目录
• Course Introduction • Unit Theme Introduction • Text Analysis • Practice and Activities • Learning Strategies and Skills • Summary and Outlook
The word "weather" is used to describe the condition of the atmosphere at a given time.

新目标英语九年级下册Unit 14 Have you packed yet 7课时全英文教案设计

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 ⅠRevisionT: 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 Ⅱ1aThis 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 Ⅲ1bThis 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 Ⅳ1cThis 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 ⅤSummaryIn 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 ⅥHomeworkMake conversations in pairs to review the target language．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Second Period Ⅰ．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 Ⅱ2aThis 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．Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions with the class．Look at the list of questions with blanks in front of each one．Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b．Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class．Look at the sample answer．Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students．Let students write their answers in the blanks．Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ2cThis 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 ⅤGrammar 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 ⅥSummaryIn 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 ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard 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 for our study and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: Yesterday we learned the target language．The structure is Have you…yet? Yes．I’ve already…Have you…?No．I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes．I’ve already turned it off．S1: Have you finished your homework?S2: No．I haven’t finished it yet．T: Very good．Step Ⅱ3aThis 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 wordsfluently 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 Ⅲ3bThis 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 understandthe 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 ⅣPart 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: Ihave 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 ⅤSummaryIn 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 ⅥHomework1．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 ⅦBlackboard 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 ⅡPart 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 Ⅲ2aThis 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 anaward of any kind?Boy 1: Yes, we have．We won the best new group of the year last month．Woman: Wow．That’s great．Have you made a music video yet?Boy 1: No, not yet．Woman: But you’ve had your own concert?Boy 2: Oh, yeah．We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t．But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ2bThis activity provides listening practice using the target language．Go through the instructions with the class．Look at the list of things the band may or may not have done．Get different students to read the list．Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer．On the recording you hear that the band has already written some original songs so you check that answer．If necessary, play the recording again．Then get students to put checkmarks in front of the correct answers．Check the answers．Answers√written original songsmade a music video√won an awardbeen on TV√had concertsNotes1．original—newly formed or created, not copied or imitated2．award—（here）a prize in a competition3．video—televisionStep Ⅴ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the box．Invite two students to read it to the class．S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times．Go through the instructions with the class．Talk about your favorite bands with your partner．Let students work in pairs．As they work, walk around the classroom checking the progress of the pairs and offering help as needed．A moment later, invite two pairs to say their conversations to the class．A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs．A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own．Step ⅥSummaryIn 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 ⅦHomeworkTalk about some bands using the target language, and write down the conversations．Step ⅧBlackboard 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 Ⅱ3aThis 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．AnswersCircled: had three major concerts; made a bit CD; played other people’s songs; played mostly our own songs; had a few songs in the top ten．Underlined; appear on CCTV; go on a world tour; hope to have a number one hitNotes1．hit—successful attempt or performance, for example, hit songs, songs that win wide popularity 2: lead—principal part in a play; actor or actress who plays such a part．3．some day—on a day in the future; pay attention to the difference between some day and one day; one day means on a day in the past or in the future4．charity—（kindness in giving）help to the poor; money, food, etc．so givenStep Ⅲ3bThis activity provides reading and writing practice using the target language．Read the instructions aloud to the class．Get a students to read the sentences at the beginning of the paragraph to the class．Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b．Have students finish the paragraph on their own．While they are working, walk around the classroom offering help and answering questions as needed．When they finish, invite a student to read his or her completed paragraph to the class．A sample paragraphApple Ice Cream is a rock band．They have been together for about a year．They have written their own original songs although they used to sing other people’s songs．They won "The Best New Group of the year．" award last year．They haven’t made a music video yet, but they’ve had six concerts of their own．。

九年级新目标英语Unit14_Have_you_packed_yet_reading__精品课件

Thanks to In Search of Roots , I am beginning to understand my Chinese roots and who I am .
多亏了这次“寻根活动”我开始了解我的根在中国，开始懂得我是谁了。
thanks to为习语介词，thanks不可以改为thank you ， to 后也不接动词原形，这个短语表示原因， Cathy Qin, a young American 意为“由于”、“多亏”，to表示感谢的对象。
numbers to China
age
In 1980
About 1000
Between 16 to 25
Robert is just one young overseasChinese In Search of寻找，寻求 who has to visit his ancestors’ We are income search of a typist ．我们在招聘一名打字员。 homeland, as part of the In Search of Roots They went out to Australia in search of gold summer camp program.The program is ．他们去澳大利亚淘金 organized by the local government of Guangdong Province .This program started in 1980, so far has brought thousands so far and 通常与现在完成时连用 of overseas Chinese students to China to I have had no reply from her so far. look for their families’ roots. The young So far 50 people have died in the people are usually between 16 and 25 years fighting. old. Most, like Robert, can hardly speak any Chinese, and have never been to China before.

九年级英语-Unit_14_Have_you_packed_yetAlHPAH

新目标初三英语Unit 14 Have you packed yet?Section APPT的教学设计执教：江西省赣州市大余县黄龙中学刘贇课件使用说明（活动介绍）教材来自人民教育出版社（新目标）九年级英语Unit 14 section A Part One本课件是PPT制作，它适应九年级B层次班级教学使用。

为了调动学生们学习英语的积极性，本课件采用了视频，音乐，图片，动感图片等参与制作。

The courseware application：Grade 9 Class B幻灯片总数：Thirty-three（33）播放方式：Click（单击）and HTML （和连播）其中连播幻灯片：from fourteenth to thirty- first（从第十四张到第三十一张）课前缓冲：Listen to a song and watch some moving pictures (听音乐的同时看插入的视频和风景)视频播放：Midi （属性: midi）教学流程：1，Ready for the class2, Courseware for use3，Show the subject4，Learning objectives5, Listening training6, Pairwork7, Listening to loud music8, check the answers9, Knowledge summary10，Exercise: Reading and writing 注：1，课前准备：课件，录音机，教材录音磁带，教科书，小黑板（准备课堂上要做的练习，教学的重点内容）2，扫除生词后练习完成时态句型，利用完成时态的句型进行课文中出现的听力训练。

3，1C和2C老师有意识编一段简单对话，让学生进行口头练习。

4，接下就马上出现一张有提示词的幻灯片，让学生背诵那段对话，检查学生的学习效果。

5，在学习过程中，从第十四张幻灯片到三十一张幻灯片是学生放松的时间，一边听高亢的音乐和动画，一边做小黑板布置的简单练习。

九年级英语-Unit_14_Have_you_packed_yetAqqlUK

Unit 14 Have you packed yet? （period 1）教学反思本课的内容是九年级：Unit 14 Have you packed yet?第一课时，本节课的重点是：（１）帮助学生复习现在完成时；（２）在现在完成时中，学生学会正确使用yet, already；（３）学生学会用现在完成时询问最近发生或还未发生的事；（４）学生学会用现在完成时来谈论自己或他人已做或还未做的事；难点是：学生学会用现在完成时询问最近发生或还未发生的事；学生学会用现在完成时来谈论自己或他人已做或还未做的事本节课围绕“Preparing for the vacation”开展一系列教学活动。

首先通过让学生看图片猜测老师所在的学校，引入并复习了句型：Have you ever been to …?然后询问层层深入，直到引出话题：到海南去take a beach vacation以及到上海去take a city vacation，然后通过brainstorming, pairwork, discussion等活动形式，让学生们掌握了yet 和already在现在完成时的不同用法以及听力材料中的主要短语，为听力活动的顺利开展作了铺垫。

接下来我采用四组家庭去旅游这一主线，把pairwork, listening, interviewing, discussion等活动串联起来。

学生们在好奇与期待中完成了老师布置的各任务，在不知不觉中掌握了目标语言。

裘村中学的老师们很热情，学生们很友好，很配合。

谢谢你们！一节课上好后，全体听课老师给我提了宝贵意见。

结合他们的意见和我自己的上课体会，我认为我的课可以在以下几方面有所改进。

一、时间安排上为了复习现在完成时，我在导入部分时间花得偏多，所以在做后面的听力1b,2a,2b时，有点仓促。

基础好的学生能完成老师布置的听力任务，但基础相对薄弱的学生可能只有抄答案的能力了。

所以课后，我一直在思索：如何降低本节课的听力难度？我想一方面可以给学生们再听一遍，另一方面在听力活动前多给学生们一些提示信息来帮助他们降低听力难度。

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)。

• ⑴already，just，ever，never， before，yet等连用。 • ⑵recently，so far，in the past/“last + 一段时间”等时间状语连用。 • ⑶“for +时间段或since +过去时间点” 连用（含从句，从句过去时）。 • ⑷与once，twice，three times（三次），several times（几次）等表示重复次数的词语连用。
1.No. I haven ’ t cleaned out the refrigerator yet.T
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
bought a travel guide book
A: Have you bought a travel guide book? B: Yes. I have.
Have you … yet ? Yes, I have …already. No .I haven’t…yet.
bought a street map
四、中考考点：
考点一：考查基本概念例如： Both his parents look sad . Maybe Ｂ they ____what's happened to him . Ａ. knew Ｂ. have known Ｃ. must know Ｄ.will know
简析：现在完成时主要强调过去发生的动作对现在造成的影响，或过去发生的动作还未结束，一直持续到现在或将来，重点在于对现在的影响。
√
√ √ √ √ √
A beach vacation
bathing suit
Sightseeing in a city
bike
sunglasses
mobile phone
beach towels
umbrella
Have you … yet ?
Yes, I have …already. No .I haven’t…yet.
Have you … yet ? Yes, I have …already. No .I haven’t…yet.
feed the cat feed-fed-fed
Have you … yet ?
Yes, I have …already.
No .I haven’t…yet.
locked the windows
Have you … yet ?
Yes, I have …already. No .I haven’t…yet.
cleaned out the refrigerator (fridge)
Listen and check (√ )the chores the people have already done.
考点四：考查非延续性动词的用法 D 例1. His father ______ the Party since 1978 . Ａ. joined Ｂ. has joined Ｃ. was in Ｄ. has been in 例2.—Do you know him well ? — Sure .We _________ friends since ten years B ago . Ａ. were Ｂ. have been Ｃ. have become Ｄ. have made A here ? 例3.—How long have you ____ —About two months . Ａ. been Ｂ. gone Ｃ. cack the camera
2.浇灌花木
3.锁上窗户
4.买一本旅行手册
5.买一张街道地图
2. water the plants
3. lock the windows
4. buy a travel guidebook
5. buy a street\city map 6. pack the beach towels 7. pack the bathing suit
考点五：考查词组have/has been in / to与 have/has gone to的区别
例1. Miss Green isn„t in the office . she_______ to A the library . Ａ.has gone Ｂ. went Ｃ.will go Ｄ. has been 例2. My parents ______ Shandong for ten years . A Ａ. have been in Ｂ. have been to Ｃ. have gone to Ｄ.have been
Have you … yet ? Yes, I have …already. No .I haven’t…yet.
watered the plants
Have you … yet ? Yes, I have …already. No .I haven’t…yet.
locked the garage
考点三：考查与一般过去时的区别
例1.—These farmers have been to the United States . B there ? —Really ? When ___ Ａ. will they go Ｂ. did they go Ｃ. do they go Ｄ. have they gone B you ___ your homework yet ? 例2.—______ —Yes . I _____ it a moment ago . Ａ. Did ; do ; finished B.Have ; done ; finished Ｃ. Have ; done ; have finished Ｄ. will ; do ; finish
A: Hi, my boy. We are going out right now.
Are you ready 1_________________?
B: Yes, I‟m ready, mum. Have you fed the cat A: Let me see. 2_____________________? B: Yes, I fed the cat half an hour ago. What about A: Good. 3______________ the dog? at once B: Oh, sorry. I forgot it, but I‟ll fed it 4___________. Have you packed your bathing suit yet? A: 5 _______________________________ We‟ll go swimming there. B: Yes, I‟ve already packed my new bathing suit.
考点二：考查时间状语
Ｂ例1. He has _______ been to Shanghai , has he ? Ａ. already Ｂ.never Ｃ.ever Ｄ. still Ｃ例2. Have you met Mr Li ______ ？Ａ. just Ｂ. ago Ｃ.before Ｄ. a moment ago Ｄ one new book 例3. The famous writer ____ in the past two year . Ａ. is writing Ｂ.was writing Ｃ.wrote Ｄ.has written
语法聚焦
现在完成时态
意义结构标志词
例题
（助动词）have/has+过去分词
• 现在完成时的用法:表示过去发生或已经完
成的某一动作对现在造成的影响或结果。 He has gone to Shanghai
I have already eaten my lunch. I have studied English since 1980. He has been in the army for ten years.
√ √ x x √ x
packed the camera watered the plants locked the windows bought a street map bought a travel guidebook packed the beach towels
Listen. Who said each thing? Write “ M ” for Mark or “ T ” for Tina.
简析：现在完成时中，非延续性动词不能与for和 since引导的表示一段时间的状语连用，通常是用相应的延续性动词来代替。常用的非延续性动词及替代形式如下： finish/end—→be over , go/leave-be away , borrow —→keep , buy—→have , begin/start—→be on , die—→be dead , marry—→be married(to),
12. 马上
13. 喂猫
14.关上你的录音机
13. feed the cat
14. turn off your radio
Points explanations
1.yet 放句末,否定句，疑问句 already 放句中或句末，肯定 2.put …in…把…放进去 put it in the garage\put it in my suitcase 3.in a minute=at once=right away 4.feed-fed-fed 5.what about=how about 6.turn on 打开 turn off 关上 turn up 调高 turn down 调低