黑崎夏梨带冬狮郎回家:九年级14单元教案

Unit14 Have you packed yet?
TheFirst Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
bathing suit, water, travel, guidebook, beachtowel, street map
（2）TargetLanguage
Haveyou watered the plants yet?
Yes, Ihave already watered them．
2．Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3．Moral Objects
Haveeverything in readiness before you do it．In this way, you can finish it perfectly or have a good time．
Ⅱ．Teaching Key Point
TargetLanguage
Ⅲ．Teaching Difficult Points
1．How to train students’ listening ability．
2．How to train students’ communicative competence．
Ⅳ．Teaching Methods
1．Listening-and-answering activity to help the students go through with thelistening material．
2．Pairwork to make every student work in class．
Ⅴ．Teaching Aids
1．A tape recorder
2．The blackboard
Ⅵ．Teaching Procedures
Step ⅠRevision
T:Last week we finished Unit 13． Inthis unit, we learned how to talk about how things affect us．For example, Loud music makes me tense．That movie made her sad． Now Iask some students to make sentences with the structure…makeme…
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 blackboardand write the numbers 1 to 20 on the blackboard．
（Afterthe student has written the numbers 1 through 5, start talking to the rest ofthe class）
T: Hashe written the number 1 yet?
Classrepeat the question． Hashe written the number 1 yet?
Ss:Has he written the number 1 yet?
T: （Pointingto the number 1 on the board） Yes,he has already written the number 1．Class repeat． Yes,he has already written the number 1．
Ss:Yes, he has already written the number 1．
T: （Writingthe word already on the blackboard）This is the word already．
Classrepeat． Already．Look at the blackboard． （pointingto the blackboard） Hashe written the number 50 yet? Class repeat the question．Has he written the number 50 yet?
Ss:Has he written the number 50 yet?
T: （Pointingto the highest number already on the blackboard）
No, hehasn’t written the number 50 yet． Classrepeat． No, he hasn’t written the number 50 yet．
Ss:No, he hasn’t written the number 50 yet．
T: （Writingthe word yet on the blackboard） Tishis the word yet． Classrepeat． 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 Ⅱ1a
Thisactivity introduces key vocabulary and helps students review vocabulary theyalready know．
Readthe instructions aloud to the class．
Say,Who can give an example of a beach vacation and sightseeing in a city? Ask astudent to give the example． （bathingsuit, travel guidebook）
Getstudents 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．
Whilethey are working, walk around the classroom checking the progress of thestudents．
Letstudents 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．
Sampleanswers
A beach vacation
1． bathing suit
2． beach towel
3． sunglasses
Sightseeing in a city
travel guidebook
street map
camera
Step Ⅲ1b
Thisactivity gives students practice in understanding the target language in spokenconversation．
Lookat the picture． Ask,What can you see in the picture? （Thereis a family in the picture． Theyare getting ready for a beach vacation）
Pointto 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．
Lookat the six chores on the list． Letstudents read each item, then ask different students to explain the meaning ofeach item in their own words． Makesure 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． Makesure what the family talks about and put a checkmark in front of each chorethat is already done．
Playthe tape． The first time students only listen．Play the tape a second time．
Nowlisten to the tape again． Thistime please put your checkmarks on the correct blanks．Check the answers with the whole class．
Answers
√ packed the camera
√ watered the plants
locked the windows
√ bought a travel guidebook
bought a street map
packed the beach towels
Tapescript
Woman:Have you packed the beach towels yet?
Boy:No, I haven’t． Can’tJudy pack them?
Woman:No, she’s busy． Couldyou please water the plants?
Boy:I’vealready 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’llget 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． Wehaven’t locked the windows yet．
Step Ⅳ1c
Thisactivity provides guided oral practice using the target language．
Gothrough the instructions with the whole class．Look at the example in the box．Invite a pair of students to read it to the class．
SA:Have you watered the plants yet?
SB:Yes, I have already watered them．
Tellstudents 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 andwhat they haven’t done yet, using words from the chores, such as packed thecamera, locked the windows, bought a street map．
Whilestudents are working in pairs, walk around the classroom and listen to somepairs． If necessary, offer language support．Then get several pairs of students to say their conversations to the class．
Conversation1
SA:Have they packed the camera yet?
SB:Yes, they have already packed the camera．
Conversation2
SA:Have they bought a street map yet?
SB:No, they haven’t bought a street map yet．
Notes
1．pack—（here）getready for a journey by doing this
2．guidebook—bookfor travellers, tourists, etc, with information about a place
3．Have you watered the plants yet?
Yes, Ihave already watered them: Present
PerfectTense． The structure is have+ p．p． Pay attention to the two words already andyet． Already is used in affirmative sentences;while yet is used in negative and interrogative sentences．
Step ⅤSummary
Inthis class, we’ve learned some important words, such as water, travel, guidebook,beach towel． We’vealso learned the target language． Haveyou watered the plants yet? Yes, I have already watered them．
Step ⅥHomework
Makeconversations in pairs to review the target language．
Step ⅦBlackboard Design
Unit 14 Have you packed yet?
Section A
The First Period
Target language
A: Have you watered the plants yet?
B: Yes． I have already watered them．
Unit14 Have you packed yet?
TheSecond Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
refrigerator, garage, suitcase, clean out, putin, turn off
（2）Target Language
Have you watered the plants yet?
No, I haven’t．
Have you packed the camera yet?
Yes．I’ve already put it in my suitcase．
Have you fed the cat?
No．I haven’t fed her yet．
2．Ability Object
（1）Train students’ listening ability．
（2）Train students’ speaking ability．
3．Moral Object
Wemust be ready with our work before we do it．
Ⅱ．Teaching Key Points
1．Key Vocabulary
cleanout, put in, turn off
2．Target Language
Haveyou watered the plants yet?
No, Ihaven’t．
Haveyou packed the camera yet?
Yes．I’ve already put it in my suitcase．
Haveyou fed the cat?
No．I haven’t fed her yet．
3．Structures
Haveyou packed the camera yet?
Yes．I’ve already put it in my suitcase．
Haveyou fed the cat?
No．I haven’t fed her yet．
Ⅲ．Teaching Difficult Points
1．the target language
2．How to train students’ listening ability．
Ⅳ．Teaching Methods
1．Listening method to improve the students’ listening ability．
2．Pairwork to make every student work in class．
Ⅴ．Teaching Aids
1．A tape recorder
2．The blackboard
Ⅵ．Teaching Procedures
Step IRevision
Checkhomework． Get some pairs to read their conversations．Collect their conversations and help students correct any mistakes．
Step Ⅱ2a
Thisactivity provides guided listening practice using the target language．
Lookat the picture． Ask,What can you see in the picture? （Aboy and a girl are in the kitchen．They both look a little stressed out）
Gothrough 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．
Lookat the sample answer． Say,Tina said, No． Ihaven’t cleaned out the refrigerator yet．Get students to repeat No． Ihaven’t cleaned out the refrigerator yet．
Playthe recording for students the first time．This time students only listen to the recording．Play the recording a second time． Thistime let students write Min front of Mark’s statements, and T in front of Tina’sstatements．
Checkthe answers with the class．
Answers
1．T 2． T 3．M 4． T 5．M 6． T
Tapescript
Boy:Mom and Dad said they want to leave in ten minutes．Are you ready, Tina?
Girl:No． I haven’t cleaned out the refrigerator yet．I have to do that right now．
Boy: Tina!You’re unbelievable． Whatabout your bike?
Girl:I’ve already put it in the garage．But I haven’t locked the garage yet．
That’syour job, Mark．
Boy: Iknow． 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． Ithink we’re almost ready．
Step Ⅲ2b
Thisactivity provides guided listening practice using the target language．
Gothrough 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 2aare answers to questions in Activity 2b．Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．
Getseveral students to read the questions in Activity 2b to the class．Look at the sample answer． Ask astudent to read the question and answer to the class．
Areyou ready, Tina?
No, Ihaven’t cleaned out the refrigerator yet．
Playthe recording for students． Letstudents write their answers in the blanks．Play the recording again if necessary．
Correctthe answers．
Answers
Haveyou fed the cat yet? 5
Whatabout you bike? 2
Areyou ready, Tina? 1
Haveyou turned off your radio? 6
Step Ⅳ2c
Thisactivity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair of students to read it to the class．
SA:Are you ready, Tina?
SB:No． I haven’t cleaned out the refrigerator yet．
Gothrough the instructions with the class．Say, With your partner make a conversation using information from Activities 2a and 2b．Have students work in pairs． Whilethey are working, walk around the classroom checking the progress of the pairs andoffering help as needed．
Invitetwo pairs to say their conversations to the class．
Conversation1
SA:Have you fed the cat yet?
SB:Not yet． I’ll do it in a minute．
Conversation2
SA:Have you turned off your radio?
SB:Yes, I have．
Step ⅤGrammar Focus
Lookat the grammar focus box． Getthree students to read the questions and answers to the class．
Haveyou watered the plants yet?
No, Ihaven’t．
Haveyou packed the camera yet?
Yes．I’ve already put it in my suitcase．
Haveyou fed the cat?
No．I haven’t fed her yet．
Letstudents make up other sentences in pairs using have you…yetquestions． Forexample: Have you had lunch yet? Have another student answer truthfully: Yes, Ihave or Yes, I have already had lunch, or No, I haven’t had lunch yet．
Payattention to the use of already and yet．Say, When we use the words have and already, we are talking about somethingthat 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 willhappen in the future, but not a long time from now．It will happen soon． Forexample: I’ve already had breakfast, but I haven’t had lunch yet．
Draw asimple diagram to help students understand the grammar focus．

Getsome pairs to say their sentences aloud to the class．
Asample sentence
I’vealready had lunch, but I haven’t had supper yet．
Culturenote
ManyAmericans 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 annualvacation, or even making a trip to another city．For some students, financial limitations and family obligations make suchtravel impossible． Forothers, it may be that taking trips is not something that is common in theirhome culture．
Step ⅥSummary
Inthis class, we’ve learned key vocabulary clean out, put in, turn off and thetarget
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． Ihaven’t fed her yet．
Step ⅦHomework
Getstudents to write some sentences according to the target language．
Step ⅧBlackboard Design
Unit 14 Have you packed yet?
Section A
The Second Period
Target language
A: Have you watered the plants yet?
B: No, I haven’t．
A: Have you packed the camera yet?
B: Yes, I’ve already put it in my suitcase．
A: Have you fed the cat?
B: No． I haven’t fed her yet．
Unit14 Have you packed yet?
TheThird Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
chop,wood, light, village, well, farm
（2）Target Language
Haveyou bought a newspaper?
Yes, I’vealready bought a newspaper．
2．Ability Objects
（1）Train students’ integrating skills．
（2）Train the ability of expressing students’ own opinions．
3．Moral Objects
Weshould make a plan for our everyday activities and make a schedule．It can remind us how to spend the time．It is good for our study and life．
Ⅱ．Teaching Key Point
Trainstudents’ integrating skills．
Ⅲ．Teaching Difficult Point
How toimprove students’ integrating skills．
Ⅳ．Teaching Methods
1．Fast-reading method
2．Groupwork and pairwork
Ⅴ．Teaching Aids
1．A projector
2．The blackboard
Ⅵ．Teaching Procedures
Step IRevision
T:Yesterday we learned the target language．The structure is Have you…yet?Yes． I’ve already…Haveyou…?
No．I haven’t…yet．
Nowwho 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 Ⅱ3a
Thisactivity provides reading practice using the target language．
Showthe 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
Readthe words and ask students to repeat again and again until they can pronouncethe words fluently and accurately．
Beforereading the e-mail message, ask the students what chores do you usually do?Please tell me． （domy homework, clean my room, water the plants, clean our classroom etc．）
Gothrough the instructions with the class．Look at the e-mail message． Let astudent read the e-mail aloud to the class．
Correctany pronunciation errors to make sure the student is providing a good model forthe rest of the class．
Getstudents to read the e-mail message individually, and underline the differentchores on their own,
Checkthe answers with the class．
Answers
1．do my homework
2．take the dog for a walk
3．water my mom’s plants
4．do some shopping
5．chop wood
6．light the fire
7．collect water
8．feed the animals
Letstudents read the e-mail again for further comprehension．While they are reading． Walkaround the classroom, offering help if they have any words or phrases they don’tunderstand．
Notes
1．chore—small duty or piece of work, especiallyordinary everyday task
（inthe home, on a farm, etc． ）
In thee-mail message, there are many chores, such as do my homework, take the dog fora walk, water my mom’s plants．
2．chat—talk about unimportant things
3．kid—（sl）child; young person
4．well—（here n． ）shaft,usually lined with brick or stone, for obtaining water from an undergroundsource
5．anyway—in any possible way; by any possible means
Step Ⅲ3b
Thisactivity provides reading, writing．listening and speaking practice using the target language．
Lookat the pictures of the three people and read their names aloud to the class．
Thenpoint to the chart． Letstudents read the information in it．Make sure students understand the information in the chart by asking questionsand 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． Whatdo you see in the first column?
S1:Numbers． Clock times．
T:That’s right． Thoseare clock times．
Thosetimes show what the three people were doing at 9:00,at 10:00,and so forth．It is 12:00 noon now． sothe 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’salready bought a newspaper．
He’salready fed the dog．
T:That’s correct． Whatthings hasn’t he done yet?
S3:He hasn’t watered the plants． Hehasn’t cleaned his room．
T: OK．Very good．
Gothrough 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 inthe chart he or she has decided to be．Make sure students understand how to do the exercise．
Lookat the example in the box．Invite a pair of students to read it aloud to the class．
SA:Have you bought a newspaper?
SB:Yes, I’ve already bought a newspaper．
Askstudents, which of the three people could it be? Can you find out? Yeah．It could be Steve or Elise．
Getstudents to do the work in groups．
While theyare working, move around the classroom checking the work of each group．
Asktwo groups to do the work as the examples．
Group1: Have you watered the plants?
S1:Yes． I’ve already watered the plants．
Group2: Have you fed the dog?
S2:No． I haven’t fed the dog yet．
（Person1: Kathy; Person 2: Elise）
Step ⅣPart 4
Thisactivity provides reading, writing, listening and speaking practice using thetarget language．
Gothrough the instructions with the class．
Invitea good student to give an example of things that he or she has and hasn’t donethis week: I have done my homework．But I haven’t done some shopping．
Putstudents in some groups of three． Letstudents complete the work in groups．
Finishthe table．
Reviewthe task． Get some groups to share the results oftheir surveys．
Sampleanswers
You
Li Hong （student’s name）
Wang Bin （student’s name）
Things I have done
Science project
Plan
Cleaning
Things I haven’t done yet
homework
Shopping
Washing
Optionalactivity
Askstudents to write their own schedules, listing the time of day they do eachthing． Then get students to work in pairs．Student A thinks of one activity．
StudentB gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．
Step ⅤSummary
In thisclass, we’ve learned some key vocabulary words such as chop, wood, light．
village,well, farm． We’vealso done a lot of reading, writing and speaking practice using the targetlanguage．
Step ⅥHomework
1．Finish off the exercises on pages 57～58of the workbook．
2．Get students to talk about the things they have done and they haven’t done yetthis week in pairs．
Step ⅦBlackboard Design
Unit 14 Have you packed yet?
Section A
The Third Period
Target language:
A: Have you bought a newspaper?
B: Yes, I’ve already bought a newspaper．
Unit14 Have you packed yet?
TheFourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
member,original, songs, award
（2）TargetLanguage
Havethey 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 spokenconversation．
（3）Train students’ ability to use the target language．
3．Moral Object
Love music and you can benefit from it．
Ⅱ．Teaching Key Points
1．Key Vocabulary
member,original, songs, award
2．Target Language
Have they been on TV yet?
Yes, they’ve been on TV lots of times．
Ⅲ．Teaching Difficult Points
1．How to train students’ speaking and listening ability．
2．How to use the target language．
Ⅳ．Teaching Methods
1．Listening method
2．Groupwork to make every student work in class．
Ⅴ．Teaching Aids
1．A tape recorder
2．The blackboard
Ⅵ．Teaching Procedures
Step IRevision
Checkhomework． Ask some pairs to say their conversationsto talk about the things they have done and they haven’t done yet this week．
SA:Have you done your homework?
SB:Yes, I’ve already done my homework．
SA:Have you cleaned your room?
SB:No, I haven’t cleaned my room yet．
Step ⅡPart 1
Thisactivity introduces key vocabulary, and helps students review vocabulary theyalready know．
Lookat the picture． Ask,What can you see in the picture? （Aman is playing the guitar and singing a song）
Pointto the box．Invite a student to read the four questions．Make sure students understand the questions．Get students to fill in the blanks on their own．A moment later, ask several students to read their answers to the class．
Notes
1．favorite—（adj．）bestliked
2．What is your favorite band?—Whatband do you like best?
3．band—group of persons who play music together
4．band member—memberof a band
Step Ⅲ2a
Thisactivity gives students practice in understanding the target language in spokenconversation．
Lookat the picture． Arecord 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．
Playthe recording the first time． Thistime students only listen． Playthe recording a second time． Thistime, ask students to write their answers on the blank lines as they listen tothe recording． Playthe tape again if necessary．
Checkthe answers with the class．
Answers
Band’sname: Apple Ice Cream
Howlong they’ve been together: About a year
Numberof concerts they’ve done: Six
Tapescript
Woman: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 nicename． 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． Weused 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． Wewon 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． Butwe’ve already talked to "Bands on Parade" about doing a TV show nextmonth．
Woman:Sounds like you guys are on your way．
Step Ⅳ2b
Thisactivity 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．
Youwill hear the same recording again．
Thistime please listen and check the things the band has already done．
Pointto the sample answer． Onthe recording you hear that the band has already written some original songs soyou check that answer． Ifnecessary, play the recording again．Then get students to put checkmarks in front of the correct answers．
Checkthe answers．
Answers
√ writtenoriginal songs
made amusic video
√ wonan award
beenon TV
√ hadconcerts
Notes
1．original—newly formed or created, not copied orimitated
2．award—（here）aprize in a competition
3．video—television
Step Ⅴ2c
Thisactivity provides guided oral practice using the target language．
Lookat the sample conversation in the box．Invite two students to read it to the class．
SA:Have they been on TV yet?
SB:Yes, they’ve been on TV lots of times．
Gothrough the instructions with the class．Talk about your favorite bands with your partner．
Letstudents work in pairs． Asthey work, walk around the classroom checking the progress of the pairs andoffering help as needed． Amoment 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 ⅥSummary
Inthis 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 ⅦHomework
Talkabout some bands using the target language, and write down the conversations．
Step ⅧBlackboard Design
Unit 14 Have you packed yet?
Section B
The Fourth Period
Target language:
A: Have they been on TV yet?
B: Yes, they’ve been on TV lots of times．
Unit14 Have you packed yet?
TheFifth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
hit,appear, tour, miss, lead singer, mostly, top ten, good luck, off to a greatstart
（2）Practise reading an article．
（3）Practise writing something using the target language．
2．Ability Objects
（1）Improve students’ integrating skills—readingskill and writing skill．
（2）Improve students’ speaking ability by groupwork．
3．Moral Object
It isgood for us to listen to music in the busy life．Music can make us relaxed, and we can work better．
Ⅱ．Teaching Key Point
Practisereading and writing using the target language．
Ⅲ．Teaching Difficult Points
1．How to improve students’ reading ability．
2．How to improve students’ speaking ability by groupwork．
Ⅳ．Teaching Methods
1．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 Aids
1．A projetor
2．The blackboard
Ⅵ．Teaching Procedures
Step IRevision
Revisethe target language presented in this unit．Check homework． Asksome pairs to read out their conversations．
Step Ⅱ3a
Thisactivity provides reading practice using the target language．
Teachthe new words． Showthe 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
Readthe words and ask students to repeat them again and again until they canpronounce them correctly and fluently．
Lookat the article Don’t miss the New Ocean Waves! Invite a student to read thearticle aloud to the class．Correct any pronunciation mistakes to make sure the student is providing a goodmodel for the rest of the class．
Lookat the picture． Ask students,What’s the article about? Can you guess?（It’sabout a band）
Gothrough 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．
Beforestudents do it, give them two examples: One thing the New Ocean Waves havealready 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．
Checkthe answers with the class．
Answers
Circled:had three major concerts; made a bit CD; played other people’s songs; playedmostly 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
Notes
1．hit—successful attempt or performance, forexample, hit songs, songs that win wide popularity
2:lead—principal part in a play; actor or actresswho plays such a part．
3．some day—on a day in the future; pay attention tothe difference between some day and one day; one day means on a day in the pastor in the future
4．charity—（kindness in giving）helpto the poor; money, food, etc． sogiven
Step Ⅲ3b
Thisactivity 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 theclass． Tell students that they should look backat Activity 2b and finish writing the paragraph using the information inActivity 2b． Havestudents finish the paragraph on their own．While they are working, walk around the classroom offering help and answeringquestions as needed． Whenthey finish, invite a student to read his or her completed paragraph to theclass．
Asample paragraph
AppleIce Cream is a rock band． Theyhave been together for about a year．They have written their own original songs although they used to sing otherpeople’s songs． Theywon "The Best New Group of the year．"award last year． Theyhaven’t made a music video yet, but they’ve had six concerts of their own．
Theyhaven’t been on TV yet, but they have talked to Bands on Parade about doing aTV show next month．
Step Ⅳ3c
Thisactivity provides writing practice using the target language．
Readthe instructions Write about your favorite band aloud．Then ask several students to say the name of the band they want to write about． （Forexample, F4, Twins, Beyond and Backstreet Boys．）
Makesure students know enough about the band they choose to write at least fivesentences．
Getstudents to use the paragraph in Activity 3b as a sample．When they work, walk around the classroom offering more help if needed．When they finish, invite a student to read his/her composition as an example,with different students contributing sentences and correcting each other’sinformation．
Asample composition
BackstreetBoys is a pop band． Theyhave been together for nearly ten years．There are five American singers in the band．
Theyhave already written their own original songs．They have already made many music records and have had many concerts of theirown． They have won many awards many times．But they haven’t been to China yet．I hope they can come to China to have a concert this year．
Step ⅤPart 4
Thisactivity provides reading, writing, listening and speaking practice using thetarget language．
Readthe instructions to the whole class．
Invitea good student to give an example of things that he or she has done．Make sure students understand what to do．Give students a few minutes to do the surveys in pairs．Get a pair of students to model the sample dialogue．
SA:Have you ever been to a concert?
SB:Yes, I have． Iwent to the National Day Concert last year．
SA:Did you enjoy it?
SB:Yes, they had a great air show．
Correctany pronunciation errors to make sure the students are providing a good modelfor the rest of the class．
Havestudents complete the work in pairs．Get a few students to share the results of their surveys．
Asample survey
Have you ever…
You
Li Ping
（student’s name）
Wang Gang
（student’s name）
Been to a concert
National Day Concert
New Year Concert
Been to a Zoo
Beijing zoo
Collected something
Stamps
Coins
Painted a picture
A picture of horse
Played a musical instrument
Violin
Guitar
Piano
Sung in front of other people
Taken a train
Visited a farm
Xing sheng Farm
Guangming Farm
Written a poem
A Little Girl
Have somepairs say their dialogues．
Dialogue1
S1:Have you ever played a musical instrument?
LiPing: Yes． Ihave． I played the guitar last month．
S1:Did you enjoy it?
LiPing: Yes, it made me happy and relaxed．
Dialogue2
S2:Have you ever collected something?
WangGang: Yes, I have． Icollected coins last year．
S2:Did you enjoy it?
WangGang: Yes, I learned some knowledge from it．It was very interesting and meaningful．
Note
air—（olduse）tune
Step ⅥSummary
Inthis class, we’re done a lot of practice reading and writing as well asspeaking．
Step ⅦHomework
1．Read the article in Activity 3aagain．
2．Complete the article in 3c．
3．Do the survey in Activity 4 if students haven’t finish it．
Step ⅧBlackboard Design
Unit 14 Have you packed yet?
Section B
The Fifth Period
Answers to Activity 3b:
Apple Ice Cream is a rock band．
They have been together for about a year． They have written their own original songs． They won "The Best New Group of the Year" award last year．
They haven’t made a music video yet, but they’ve had six concerts of their own． They haven’t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month．
Unit14 Have you packed yet?
TheSixth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Fill in the blanks and make sentences using lock, clean out, feed, chat, hear
（2）Finish the table according to the conversation．
2．Ability Object
Train students’ writing ability．
3．Moral Object
Opportunity belongs to those who have madefull preparation．
Ⅱ．Teaching Key Points
1．Fill in blanks and make sentences．
2．Finish the table．
TeachingDifficult Point
Makesentences using lock, clean out, feed, chat, hear．
Ⅳ．Teaching Methods
1．Teaching by explanation
2．Speaking method
Ⅴ．Teaching Aids
1．A projector
2． The blackboard
Ⅵ．Teaching Procedures
Step IRevision
Checkhomework． Ask a few students to read the article in 3a．Then Have a student read his or her own article．
Step ⅡPart 1
Thisactivity focuses on vocabulary introduced in the unit．
Lookat the words in the box． Get astudent to read them． Makesure the students understand the meaning of the words．Then say, Please fill in the blanks with the words．In some cases, students may need to use another form of the word, for exampleadjusting for tense or subject/verb agreement．
Getstudents to fill in the blanks on their own．
Checkthe answers． Askfive students each to read a sentence, filling in the blanks．The rest of the students check their answers．
Showthe answers on the screen by a projector．
1． 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 very good．
Havestudents make their own sentences with the words, preferably sentences that
aremeaningful． Walkaround the classroom．Collect a few students’ answers with mistakes on the blackboard．Then help students correct the mistakes．
Sampleanswers
1．Don’t forget to lock the door after you go out．
2．You should clean out your bed your self．
3．I have already fed the dog．
4．We chatted for a long time when we met last time．
5．We listened carefully but could hear nothing．
Step ⅢPart 2
Thisactivity provides reading, writing, listening and speaking practice using thetarget language．
Gothrough the instructions for this activity with the whole class．Invite a pair of students to read the dialogue aloud．Correct any pronunciation errors to make
surethe two students are providing a good model for the rest of the class．
Sue:Have you done your chores? We are leaving in an hour．
Jerry:I’ve done some of them．
Sue:Have you packed your bag?
Jerry:It’s in the front hall．
Sue:Have you 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． Haveyou 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． Haveyou gotten the mail from the mail box?
Jerry:Look on the table．
Sue:Thanks．
Let studentsread the conversation in pairs again．Ask students to say the first thing that Jerry has done． （Hehas packed his bag）Thenget students to make the list individually．While they are working． walkaround the classroom providing help if needed．
Reviewthe task． Get a few students to share their answers．
Answers
Thingshe has done
1．packed his bag
2．gotten the mail
Thingshe hasn’t done yet
1．said goodbye to Grandma
2．watered （he plants
3．cleaned his room
4．washed the dishes
Notes
1．The telephone was busy． =Theline was busy．
2．gotten—（American English）It is the past participle of get． InBritish English, the form is got．
Step ⅣJust for Fun!
Thisactivity provides reading and speaking practice with the target language．Ask two students to read the conversation aloud
A:Please water the plants．
b: I’vealready watered them．
Getall the students to read the conversation again．Then let students look at the picture．Ask, What is funny about this cartoon? Help students to explain．The boy gave the plants too much water．
Asksome pairs of students to present this conversation to the rest of the class．
Step ⅤSummary and Homework
Inthis class, we’ve done much writing practice using the key vocabulary words andthe target language presented in this unit．After class, please make sentences using the words in, Activity 1 in your exercise books．Then finish off the exercises on pages 58～60of the workbook．
Step ⅥBlackboard Design
Unit 14 Have you packed yet?
Self check
The Sixth Period
Sample answers to Activity 1:
1． Don’t forget to lock the door after you go out．
2． You should clean out your bed yourself．
3． I have already fed the dog．
4． We chatted for a long time when we met last time．
5． We listened carefully but could hear nothing．
Unit14 Have you packed yet?
TheSeventh Period
Reading．Students find Chinese roots．
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
KeyVocabulary
root,ancestor, homeland, mainly, hardly, highlight, well clear, abroad, connect, insearch of, turning point
Text: Studentsfind Chinese roots
2．Ability Objects
Fast-readingto get a general idea of the text．
Careful-readingto get the detailed information in the text．
Learnthe words and phrases from the context．
3．Moral Object
Chinais our homeland．Wherever we are． wenever forget we are Chinese． Welove China forever．
Ⅱ．Teaching key Points
Keyvocabulary
Trainstudents’ reading and writing skills．
Ⅲ．Teaching Difficult Point
Trainstudents’ reading and writing skills．
Ⅳ．Teaching Methods
Fast-readingto improve students’ reading ability．
Careful-readingto get the detailed information．
Pairworkand groupwork．
Ⅴ．Teaching Aid
Aprojector
Ⅵ．Teaching Procedures
Step IKey Vocabulary
Thisactivity introduces the key vocabulary words．
Showthe following vocabulary on the screen by a projector．
root n． 根；根部；根源
overseas adj． 外国的；海外的
ancestor n． 祖先；祖宗
homeland n． 祖国；家乡
search v． 搜寻；搜索
in search of 寻找；寻求
affair n． 事；事务；业务
Overseas Chinese Affairs Office 中国海外事务管理局
Netherlands n． 荷兰
Austria n． 奥地利
Germany n． 德国
Indonesia n． 印度尼西亚
mainly adv． 主要地；重要地
highlight v． 强调；使突出
buffalo n． 水牛；野牛
farmer n． 农民；农场主
field n． 田间；田地
move n． 被感动
deeply adv． 深刻地；强烈地
point n． 点；处；地点
turning point 转折点
culturally adv． 文化地；人文地
ancestrally adv． 祖先地
grave n． 墓穴；坟墓
historian n． 历史学家；史学家
strongly adv． 强有力地；强劲地
clear v． 消除；扫除
abroad adv． 在国外；海外
connect v． 连接，关联
local adj． 地方的；当地的
Readthe words and have students repeat them again and again until they canpronounce them fluently and accurately．
Step ⅡPart 1
Thisactivity allows students to activate their background knowledge beforeattempting the reading．
Lookat the picture． Letstudents describe what is happening in the picture．Read the title aloud． Getstudents to predict what they think the article is about, based on the title．
Havestudents finish Task 1． Butdon’t look at the reading text．Instead, they suetheir background knowledge to try to answer the questions．As students work,
walkaround, looking at their progress．
Whenmost students complete the task, let students answer the questions with a  partner．
Elicitanswers from Students． Askif other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answersaccordingly．
Step Ⅲ2a
Thisactivity encourages students to predict what they are about to read．
Gothrough the instructions with the students．Get them to complete the task in small groups．When they work, walk around the classroom and make sure students discuss inEnglish their reasons for selecting each word．Ask students to report their answers．Vote on the most likely words．
Answerswill vary． Butit is likely students will select culture, family, history, grandfather andtradition．
Step Ⅳ2b
Thisactivity builds on Activity 2aand asks students to confirm their predictions．Look at the instructions． Askstudents to go through the reading to complete the task in small groups．Let students report their answers．
Answers
culturefamily Guangdong grandfather
Step ⅤPart 3
Thisactivity encourages students to use the strategy of reading context．Look at the story． Findout the words indicated in bold． Letdifferent students guess the meaning．Don’t give them the correct answers．Get students to read the article once．Say, Pay attention to the bold words and expressions．And note any other word or sentence you don’t understand．Read in context, guessing their meanings from the other words around them．Let students read the article again for comprehension．Ask a student to read the instructions aloud to the class．And let students look at the example．Then ask students to match the correct meanings with the correct words andexpressions．Remind students to look at the story again for extra help．Give them one or two minutes to do the work．
Checkthe answers．
Answers
root eancestor a hardly g highlight b well c turning point d abroad f
Getstudents to make sentences with the words and expressions．Answers to this activity will vary．Then ask a student to write his answers on the blackboard．Help correct any mistakes．
Sampleanswers
1．Pull up the plant by roots．
2．My ancestor’s hometown is in Shandong Province．
3．I can hardly believe that．
4．This is the highlight of the story．
5．There was only one well in our village in the past．
6．Work hard and there will be a turning point．
7．Do you want to travel abroad?
Step ⅥPart 4
Thisactivity helps students read for specific information and paraphrase ideas．
Gothrough the instructions with the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．
Letstudents do the activity individually or in pairs．Students should try to remember or guess the answers before looking at thereading． Check the answers．Let different students to give their answers．Ask students to give correct statements for the false statements．
Sampleanswers
T T TF （It started in 1980）T
Step ⅦPart 5
Thisactivity helps students work in a group and think critically about what theyhave read．
Read thetask aloud to the class． Getstudents to do the activity in small groups．Help students think of different activities that overseas Chinese might findinteresting．
Checkthe answers． Letstudents share their answers with the class and agree on the best activitiesand reasons．
Optionalactivity
As anoptional in-class or homework activity, ask students to write their own familytrees and write about how life was different for their grandparents．
Culturenote
Doeseveryone want to talk about his or her ancestors? Not really．Some people may have been adopted or may have divorced parents that they do notcare to discuss． SomeAustralians are also sensitive about their ancestors for a different reason．In the early years of its settlement, many thousands of British citizens weretransported to Australia for criminal offences．These offences were often mild for such a punishment, for example, a hungrychild stealing a loaf of bread．Regardless, many Australians are descended from criminals and while some peoplelaugh about it, others are not proud of the fact．
Step ⅧSummary
Inthis class, we’ve practised a lot of reading and writing．
Step Ⅸ．Homework
1．Read the story in Activity 2b again for further comprehension．
2．Revise the target language in this unit．
Step Ⅹ．Blackboard Design
Reading: Students find Chinese roots．
The Seventh Period
Sample answers to Activity 3:
1． Pull up the plant by roots．
2． My ancestor’s hometown is in Shandong Province．
3． I can hardly believe that．
4． This is the highlight of the story．
5． There was only one well in our village in the past．
6． Work hard and there will be a turning point．
7． Do you want to travel abroad?