人教版新目标九年级Unit14 Have you packed yet单元复习课件

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．。

初三英语下学期unit-14-have-you-packed-yet新目标

The price ___, but I doubt whether it will remain so. A. went down B. will go down C. has gone down D. was going down 表示已发生的动作
Are you ready ,Tina?
P111 2a. Listening
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
在雨天, 一大群人挤进电影院。
She managed to pack a lot of sightseeing into the short time she had in London.
她在伦敦，逗留的短短时间中，紧凑地安排了一连串的观光活动。
2. Have you watered the plants yet?
The mayor has decided to clean up the city. 市长已决定要整顿市政。
clean sth. down 清扫，擦干净
clean down the walls 把墙上的尘土扫下
2. I’ll do it in a minute. 我马上就做。 in a minute, soon 立刻 I’ll come downstairs in a minute. 我马上下楼。 to the minute, exactly 一分不差，准确地
revision
• • • • • • • • • 1 science (adj.) • • 2 therefore (同义词） • • 3 hard (同义词) • • 4 hard (adv.) • 5 serve (过去式， 6 fair (反义词） 7 danger (adj.)

九年级英语 Unit 14Have you packed yet 教案人教新目标版

Unit 14 Have you packed yetSECTION BGoalsTo learn to use Present perfect with already and yet structuresTo list en, talk and read about musicProceduresWarming up by listening to music by a musical bandIn music, a band is a group of musicians, or musicalensemble, usually popular or folk, playing parts of orimprovising off of a musical arrangement.Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu.1 Answering questionsOn page 113 in the box are 4 questions. Read them and give your personal answers.2a Listening and fillingNext you are going to hear an interview by a record agent of a band.After listening you have to fill in information about the band in the chart on page 113. So read the clues there first.2b Listening and checkingWhat are the things that the band has already done? Now listen to the recording and check the items in the box on page 113.Finally you are supposed to read the tapescript. While readinglook for examples of “Present perfect with already and yet”2c Doing pairworkWhat is your favorite band? Now in pairs ask and answerquestions about it?Have they been on TV?Yes, they have. Their music videos have even been shown to the public on3a Reading, circling and underliningOn page 114 is an article about the New Ocean Waves! Read it!already done, and underline the ones they haven’t done yet.You are supposed to read the article once again. This time look for and blacken all the expressions.3b Completing a reviewOn page 114 is an unfinished review about Apple Ice Cream. Read it and co mplete it using information from 2b, with as many “ Present perfect with already and yet” structures as possible.3c Writing about a bandWhat’s your favorite band?Now write a review of the band you like best.known as a jazz orchestra, is a large4 Doing groupworkIn groups of four ask questions to find out answers to the survey in the chart on page 114.Have you everld Chinese coins last year.Have you everClosing down by listening jazz musicA jazz band is a musical ensemble that plays jazz music. Jazz bands usually consist of a rhythm section and a horn section.The rhythm section of a jazz band consists of the drums, bass, and usually at least one instrument capable of playing chords, such as a piano or guitar. The rhythm section is the foundation for the band; it sets the feel for the piece. The horn section consists of wind instruments, which play the melody and main accompaniment. Typical horns found in a big jazz band include 4 trumpets, saxophones (2 altos, 2 tenors, and a baritone), and 4 trombones and a bass trombone. The saxophones may also double on flute and clarinet and the trumpets on flugelhorn.SELF CHECK1 Filling blanksTo test our learning of grammar, let’s go to page 115. First we do the test number 1, filling in the blanks.2. Reading and listingOn page 115 in the middle on the left is a conversation between Sue and Jerry. Read it and make a list of things Jerry has done, and the things he has not done.plant sJust for fun!Read the song words and listen to the song called:《Moon river》Moon river wider than a mileI'm crossing you in style some dayOld dream maker, your heart breakerWherever you're goingI'm going your wayTwo drifters off to see the worldThere's such a lot of world to seeWe're after the same rainbow's endWaiting round the bendMy huckleberry friendsMoon river and meReading: He’s already visited the place where his ancestors lived.Before you read, listen to the recording, for the forms and for th e meanings.While you the “ Present perfect with already and yet” structure, underline the expressions and blacken the connectives.yochangesPart 2: Teaching Resources (第二部分：教学资源)I. What is music?Music is the art of making sound by human voice or special musical instruments like violin, oboe, trumpet, drum and so on.In music, sounds are arranged in time to give a pleasing result. There are many different kinds of music.Music is written using note symbols on a staff, which is a group of horizontal lines. The line which a note is written on shows what pitch it is. The notes are separated into measures using vertical lines on the staff.II. What is a song?A song is a piece of music which has words in. Old Macdonald had a Farm is a song.Songs can be made in many ways. Some people form bands which write and record songs to make money from it. Other songs are folk songs, which are songs created by people long ago and have been sung as tradition in many countries. Some people also make parodies of songs, which is changing the words of t he song but keeping the tune. Parodies are usually made to make fun of a song or it's writer/singer.III. Origins and CharacteristicsChinese music can be traced back as far as the third millennium B.C. Manuscripts and instruments from the early periods of its history are not extant, however, because in 212 B.C., Shih Huang-ti of the Ch'in dynasty caused all the books and instruments to be destroyed and the practice of music to be stopped. Certain outlines of ancient Chinese music have nevertheless been ascertained. Of primary significance is the fact that the music and philoso phy of China have always been inseparably bound; musical theory and form have been invariably symbolic in nature and remarkably stable through the ages. Ancient Chinese hymns were slow and solemn and were accompanied by very large orchestras. Chamber music was also highly developed. Chinese opera originated in the 14th cent. as a serious and refined art.。

九年级英语Unit14 Have you packed yet教案人教新目标版教案

九年级英语Unit14 Have you packed yet教案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’ municative petence．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’ municative petence．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 e to the blackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talking to the rest of the class）T: Has he written the number 1 yet?Class repeat the question． Has he written the number 1 yet?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 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 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 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 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． Theyboth 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 Ⅲ 2bThis 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． Aska 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 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 mon 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 spendthe 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 words fluently and accurately．Before reading the 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 message． Let a student read the 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 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 again for further prehension． While they are reading． Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1． chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the message, there are many chores, such as do my homework, take the dog for a walk, water my mom’splants．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 plete 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 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 an award 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 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．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 petition3． 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 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 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 Ⅲ 3bThis 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。

九年级英语 Unit 14 Have you packed yet 人教新目标版

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．V ery 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 answersA beach vacation 1．bathing suit 2．beach towel 3．sunglasses Sightseeing in a city travel guidebook street map cameraStep 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．Answers√packed the camera√watered the plantslocked the windows√bought a travel guidebookbought a street mappacked the beach towelsTapescriptWoman: 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 astreet 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?Section AThe First PeriodTarget languageA: Have you watered the plants yet?B: Yes．I have already watered them．Unit 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 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?Section AThe Second PeriodTarget languageA: Have you watered the plants yet?B: No, I haven’t．A: Have you packed the camera yet?B: Yes, I’ve already put it in my suitcase．A: Have you fed the cat?B: No．I haven’t fed her yet．Unit 14 Have you packed yet?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularychop, wood, light, village, well, farm（2）Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2．Ability 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 isgood 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．chop v．砍；劈wood n．木头；木材light v．点燃；点着village n．乡村；村庄well n．井；水井farm n．农场；农庄Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class．Look at the e-mail message．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．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 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 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 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．Sample answersYou Li Hong （student’sname）Wang Bin （student’sname）Things I have done Science project Plan CleaningThings I haven’t done yet homework Shopping WashingOptional 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?Section AThe Third PeriodTarget language:A: Have you bought a newspaper?B: Yes, I’ve already bought a newspaper．Unit 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 an award 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?Section BThe Fourth PeriodTarget language:A: Have they been on TV yet?B: Yes, they’ve been on TV lots of times．Unit 14 Have you packed yet?The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhit, 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．scene n．（戏剧、歌剧等）的发生地点；背景last adj．最近的；最后的major adj．较大的；较大范围的hit n．成功而轰动一时的事物（如歌曲等）appear v．出现；露面；（公开）演出miss v．错过；遗漏lead n．主角；领导mostly adv．主要地；大部分some day 来日；将来某一日be off 离开；走开air n．（音乐）曲调；旋律；乐曲poem n．诗；韵文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 hit。

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

Unit 14 Have you packed yet?The First PeriodⅠ． Teaching Aims and Demands 1． 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 Points 1．How to train students’listening ability．2．How to train students’communicative competence．Ⅳ． Teaching Methods 1．Listening-and-answeringactivity 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 hersad． 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 numbers1 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 thenumber 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 number50 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 thefuture． 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 tothe 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 beachvacation）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 theclass． 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 pairof 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 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 ishave+ 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 Demands 1． 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 mysuitcase．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’listening ability．Ⅳ． Teaching Methods1． Listening method to improvethe 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 guidedlistening 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．Getstudents 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． T TapescriptBoy: Mom and Dad said they want toleave in ten minutes．Are you ready, Tina?Girl: No． I haven’t cleaned out the refrigerator yet． I have to do that right now．Boy: Tina! You’re unbelievable．What about your bike?Girl: I’ve already put it in the garage． But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know． I’ve already done most of my jobs． I’ve taken out the trash．Girl: Have you fed the cat yet? Boy: Not yet． I’ll do it in a minute． Have you turned off your radio?Girl: Yes, I have． I think we’re almost ready．Step Ⅲ 2bThis 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 forstudents．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 Ⅳ 2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair ofstudents 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 aretalking 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 travelimpossible． 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 Demands 1． 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 tospend the time． It is good for our study and life．Ⅱ． Teaching Key PointTrain students’integrating skills．Ⅲ． Teaching Difficult Point How 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 ityet．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 fluentlyand 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 againfor 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 unimportantthings3． kid—（sl） child; young person 4．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 aloudto 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．。

九年级英语全册《Unit 14 have you packed yet》教案人教新目标版

《Unit 14 have you packed yet 》学习任务：运用现在完成时，来小结已经完成和还未完成的事情目的：通过学生小组活动，询问或谈论已经完成和还未完成的事情。

学会使用 already 和yet, 并能在实际情境中简单地运用，培养学生应用英语进行交际的能力。

语言技能：listening .speaking .reading and writing语言知识：现在完成时的用法提示词语及句型：watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off，Have you watered the plants yet? Yes, I have already watered them?Have you packed the camera yet? Yes, I have already packed the camera.●教学重点、难点分析：❶教学重点：基本单词，词汇和句型❷教学难点：能够运用现在完成时谈论自己的已经完成和还未完成的事情●课前准备❶本课时的教学课件●教学设计出门旅游应该注意什么？Yes, I have already fou nd it?alrea dy第二课时●教学内容与分析：❶教学内容：Section A: 3a-4❷教学目标：1.能进一步用所学的目标语言谈论现实生活中已经发生的事情。

2.能理解3a的内容，并完成相应的练习。

●教学重难点：❶本课重点是掌握并进一步巩固第一课时的句型，要求学生能应用他们在实际情景中自如运用。

❷重点词语及句型：chop, wood, light, village, well, farmHave you bought a newspaper?Yes, I've already bought a newspaper.●课前准备：❶本课时的教学课件。

九年级英语 Unit 14 Have you packed yet教案人教新目标版

Unit 14 Have you packed yetSECTION BGoalsTo learn to use Present perfect with already and yet structuresTo listen, talk and read about musicProceduresWarming up by listening to music by a musical bandIn music, a band is a group of musicians, or musicalensemble, usually popular or folk, playing parts of orimprovising off of a musical arrangement.Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu.1 Answering questionsOn page 113 in the box are 4 questions. Read them and give your personal answers.1.What is your favorite band? →Blind Men Band from Zuoquan， Shanxi Province2.Have you seen them in concert yet? → Yes, I have.3.When did you first hear them? → In the 1970s4.Who is your favorite band member? → Liu Hongquan2a Listening and fillingNext you are going to hear an interview by a record agent of a band.Ban’s name: Apple Ice Cream.How long they’re been together: About a year.Number of concerts they’ve done: SixAfter listening you have to fill in information about the band in the chart on page 113. So read the clues there first.TapescriptWoman: Hmmm. That was… umm… not bad. Now tell me a little about yourselves. What was your name again?Boy l: Apple Ice Cream.Woman:Apple Ice Cream? That’s uhhh… a nice name. How long have you been together? Boy l: About a year.Woman: One year, huh? And have you written any original songs yet?Boy2: 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 l: 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 l: 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 l: No, we haven’t. But we’ve already talked to “Bandson Parade” about doing a TV show next month.Woman: Sounds like you are on your way.2b Listening and checkingWhat are the things that the band has already done? Now listen to the recording and check the items in the box on page 113.√Written original songs√Won an reward√Had concerts×Made a music video×Been on TVFinally you are supposed to read the tapescript. While readinglook for examples of “Present perfect with already and yet”2c Doing pairworkWhat is your favorite band? Now in pairs ask and answer questions about it?3a Reading, circling and underliningOn page 114 is an article about the New Ocean Waves! Read it!already done, and underline the ones they haven’t done yet.You are supposed to read the article once again. This time look for and blacken all the expressions.3b Completing a reviewOn page 114 is an unfinished review about Apple Ice Cream. Read it and complete it using information from 2b, with as many “ Present perfect with already and yet” structures as possible.3c Writing about a bandWhat’s your favorite band?Now write a review of the band you like best.A big band, also known as a jazz orchestra, is a largemusical ensemble that plays jazz music, especially swing.The band is divided up into a number of sections, byinstrument; each section usually has four or more members.All bands usually have a rhythm section, made up of drum set, bass, piano, and possibly guitar. There are also sections for trumpets, trombones, and saxophones (who sometimes double on flute or clarinet).Big Band was popular from the late 1920s to the early 1950s.4 Doing groupworkIn groups of four ask questions to find out answers to the survey in the chart on page 114.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.A:Have you ever been to a zoo?B: Yes, I have. I went to the Crouching Tiger City Zoo last year.A: Did you enjoy it?B: Yes, I enjoyed it very much.A:Have you ever collected something?B: Yes, I have. I collected many old Chinese coins last year.A: Did you enjoy them?B: Yes, I enjoyed them very much.A:Have you ever painted a picture?B: Yes, I have. I painted a picture called Taihangshan last week.A: Did you enjoy it?B: Yes, I enjoyed it very much.A:Have you ever played a musical instrument?B: Yes, I have. I used to play ehu.Closing down by listening jazz musicA jazz band is a musical ensemble that plays jazz music. Jazz bands usually consist of a rhythm section and a horn section.The rhythm section of a jazz band consists of the drums, bass, and usually at least one instrument capable of playing chords, such as a piano or guitar. The rhythm section is the foundation for the band; it sets the feel for the piece. The horn section consists of wind instruments, which play the melody and main accompaniment. Typical horns found in a big jazz band include 4 trumpets, saxophones (2 altos, 2 tenors, and a baritone), and 4 trombones and a bass trombone. The saxophones may also double on flute and clarinet and the trumpets on flugelhorn.SELF CHECK1 Filling blanksTo test our learning of grammar, let’s go to page 115. First we do the test number 1, filling in the blanks.lock, clean out, feed, chat, hear1. Have you fed the dog and cleaned your room?2. Don’t forget to lock the door if you are the last person to leave.3. I need to clean out my cupboard. I never use the things in it anymore.4. My friend from America called me yesterday. We chatted for hours.5. Have you heard the new song from Mariah Carey? It’s really good.2. Reading and listingOn page 115 in the middle on the left is a conversation between Sue and Jerry. Read it and make a list of things Jerry has done, and the things he has not done. Sue: Have you done your chores? We are leaving in an hour.Jerry: I have done some of them.Sue: Have you packed the bag?√Jerry:It’s in the front hall.Sue: Have said goodbye to Grandma?×Jerry: The telephone was busy.Sue: And have you watered the plants yet?×Jerry:Oh, no. I haven’t. I’ll do it now.Sue: Have you cleaned your room?×Jerry: Do I need to?Sue: Yes, you do.Jerry: Okay.Sue: What else? Oh yeah, have you washed the dishes?×Jerry:It’s your job to wash the dishes.Sue:No, it’s your turn.Jerry:Okay. I’ll do it.Sue: One more thing. Have you gotten the mail from the mail box?√Jerry: Look on the table.Sue: Thanks.Just for fun!Read the song words and listen to the song called:《Moon river》Moon river wider than a mileI'm crossing you in style some dayOld dream maker, your heart breakerWherever you're goingI'm going your wayTwo drifters off to see the worldThere's such a lot of world to seeWe're after the same rainbow's endWaiting round the bendMy huckleberry friendsMoon river and meReading: He’s already visited the place where his ancestors lived.Before you read, listen to the recording, for the forms and for the meanings.While you read, circle the “ Present perfect with already and yet” structure, underline the expressions and blacken the connectives.Have you been back to the place where your ancestors lived, worked, studied and played? Robert Qian, a Chinese Canadian, already has. Now in China, he has found that his family is like a tall tree with long roots.Robert is just one young overseas Chinese who has come to visit his ancestors’ homeland, as part of the In Search of Roots summer camp program. The program is organized by the local government of Guangdong Province. This program started in 1980, and so far has brought thousands of overseas Chinese students to China to l ook for their families’ roots. The young people are usually between 16Part 2: Teaching Resources (第二部分：教学资源)I. What is music?Music is the art of making sound by human voice or special musical instruments like violin, oboe, trumpet, drum and so on.In music, sounds are arranged in time to give a pleasing result. There are many different kinds of music.Music is written using note symbols on a staff, which is a group of horizontal lines. The line which a note is written on shows what pitch it is. The notes are separated into measures using vertical lines on the staff.II. What is a song?A song is a piece of music which has words in. Old Macdonald had a Farm is a song.Songs can be made in many ways. Some people form bands which write and record songs to make money from it. Other songs are folk songs, which are songs created by people long ago and have been sung as tradition in many countries. Some people also make parodies of songs, which is changing the words of the song but keeping the tune. Parodies are usually made to make fun of a song or it's writer/singer.III. Origins and CharacteristicsChinese music can be traced back as far as the third millennium B.C. Manuscripts and instruments from the early periods of its history are not extant, however, because in 212 B.C., Shih Huang-ti of the Ch'in dynasty caused all the books and instruments to be destroyed and the practice of music to be stopped. Certain outlines of ancient Chinese music have nevertheless been ascertained. Of primary significance is the fact that the music and philosophy of China have always been inseparably bound; musical theory and form have been invariably symbolic in nature and remarkably stable through the ages. Ancient Chinese hymns were slow and solemn and were accompanied by very large orchestras. Chamber music was also highly developed. Chinese opera originated in the 14th cent. as a serious and refined art.。

九年级英语全册Unit14HaveyoupackedyetSectionB1a2c)教案人教新目标版

Unit 14 Have you packed yet ?The fourth period(Section B 1a-2c)Learning GoalsUse the present perfect to talk about favorite band. Learn to talk about music、singers and bands. Let the students comment on them. The students can talk about bands, singers and their music, experience the charm of music.（目标引领，用一段话表述了本节课的知识、能力和情感目标。

）Preview一、Look at p113, put the following into English orally, then write them down without looking at the text.1.最喜欢的乐队2.写原创歌曲3.获奖4.制作音乐光盘5.举办音乐会6.上电视7….的数量二、Put the following into Chinese.1. What is your favorite band?2. Have you written any original songs yet?3. Have you ever been on TV?4. You’ve had your own concert.(预习体现了以学生为主体，培养学生的参与、体验、感知、实践和交流的能力。

)Teaching steps (教学步骤)Step 1：Warming up and leading in热身导入Play different kinds of music and ask the students to answer the questions below: What kind of music do you like? and why?Ask Ss to work in groups. Then let some groups to report.（通过对熟悉的问题讨论引出要学习句型，使学生自然而然地进入新课的学习。

九年级英语 Unit 14 Have you packed yet _ 单元 reading 课件人教版新目标

HOME
Imagine you are Robert . After returning from China, write a report for the “In Search of Roots” website.
Dear Cathy, I have just returned from a two-week trip to Guangdong Province in Southern China. In the past fourteen days,…
Section 2
HOME
Cathy Qin, a young American student, had this to say, “Thanks to In Search of Roots, I am beginning to understand my Chinese roots, and who I am. It has been a great trip, and I have so many memories of China to take with me.” The program leaders believe strongly in the program, and say that the purpose of it is to give young overseas Chinese the chance to learn more about themselves. “I’ve really enjoyed the trip so far.” says Robert. “This has been a big step for me, and I’m looking forward to finding out more about my roots during my time here.”