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九年级英语下册unit 14英文教案

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2021-02-26 02:56
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2021年2月26日发(作者:物候现象)


Unit 14 Have you packed yet?


The First Period


Ⅰ.



Teaching Aims and Demands


1




Knowledge Objects



1




Key Vocabulary



bathing suit, water, travel, guidebook, beach towel, street map



2



Target Language


Have you watered the plants yet?


Yes, I have already watered them




2




Ability Objects



1




Train students



listening ability





2




Train students



communicative competence




3




Moral Objects


Have everything in readiness before you do it




In this way, you can finish it perfectly or have a good time




Ⅱ.



Teaching Key Point


Target Language


Ⅲ.



Teaching Difficult Points


1




How to train students



listening ability




2




How to train students



communicative competence




Ⅳ.



Teaching Methods


1




Listening-and-answering activity to help the students go through with the listening material




2




Pairwork to make every student work in class




Ⅴ.



Teaching Aids


1




A tape recorder


2




The blackboard


Ⅵ.



Teaching Procedures


Step




Revision


T: Last week we finished Unit 13




In this unit, we learned how to talk about how things affect us




For example, Loud


music makes me tense




That movie made her sad




Now I ask some students to make sentences with the structure



make me




S


1


: Parties make me excited




S


2


: School vacations make me happy




S


3


: That movie made me want to leave




S


4


: The story made me cry




S


5


: 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




1a


This activity introduces key vocabulary and helps students review vocabulary they already know




Read the instructions aloud to the class




Say,


Who


can


give


an


example


of


a


beach


vacation


and


sightseeing


in


a


city?


Ask


a


student


to


give


the


example





bathing suit, travel guidebook




Get students to add some things to the lists under the two headings




A beach vacation and Sightseeing in a city




Have


students do the work individually first




While they are working, walk around the classroom checking the progress of the students




Let


students


tell


the


class


the


words


they


wrote




Write


the


words


on


the


blackboard




Read


them


and


let


students


repeat




Then ask other students to add other words to the lists




Sample answers


A beach vacation


1




bathing suit


2




beach towel


3




sunglasses


Step




1b


This activity gives students practice in understanding the target language in spoken conversation




Look at the picture




Ask, What can you see in the picture?



There is a family in the picture




They are getting ready for


a beach vacation




Point to the box




Invite a pair of students to read the conversation to the class




A: Have you packed the beach towels yet?


B: No, I haven


< br>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


Sightseeing in a city


travel guidebook


street map


camera


the class




Point to the blank lines in front of each item in the list




Say, You will hear a family talking as they get ready


to go on vacation




Listen carefully




Make sure what the family talks about and put a checkmark in front of each chore


that is already done




Play the tape




The first time students only listen




Play the tape a second time




Now listen to the tape again




This time please put your checkmarks on the correct blanks




Check the answers with the


whole class




Answers




packed the camera




watered the plants





locked the windows




bought a travel guidebook





bought a street map





packed the beach towels


Tapescript


Woman: Have you packed the beach towels yet?


Boy: No, I haven



t




Can



t Judy pack them?


Woman: No, she



s busy




Could you please water the plants?


Boy:I



ve already watered them




Woman: Oh, thanks




Man: What about the travel guidebook and the street map?


Woman: I



ve already bought the travel guidebook, but I haven



t got the street map yet




Man: That



s OK




I



ll get it




Have you packed the camera?


Boy: Yes




I



ve already put it in my suitcase




Woman: Well, I guess that



s everything




Boy: Almost everything




We haven



t locked the windows yet




Step




1c


This activity provides guided oral practice using the target language




Go through the instructions with the whole class




Look at the example in the box




Invite a pair of students to read it to


the class




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 1


S


A


: Have they packed the camera yet?


S


B


: Yes, they have already packed the camera




Conversation 2


S


A


: Have they bought a street map yet?


S


B


: No, they haven



t bought a street map yet




Notes


1




pac k


—(


here


get ready for a journey by doing this


2




guidebook



book for travellers, tourists, etc, with information about a place


3




Have you watered the plants yet?


Yes, I have already watered them: Present


Perfect Tense




The structure is have+ p




p




Pay attention to the two words already and yet




Already is used in


affirmative sentences; while yet is used in negative and interrogative sentences




Step




Summary


In this class, we



ve learned some important words, such as water, travel, guidebook, beach towel



the target language




Have you watered the plants yet? Yes, I have already watered them




Step




Homework


Make conversations in pairs to review the target language




Step




Blackboard Design


Unit 14 Have you packed yet?


Section A


The First Period


Target language


A: Have you watered the plants yet?


B: Yes




I have already watered them






Unit 14 Have you packed yet?


The Second Period


Ⅰ.



Teaching Aims and Demands


1




Knowledge Objects



1




Key Vocabulary



refrigerator, garage, suitcase, clean out, put in, turn off



2




Target Language



Have you watered the plants yet?



No, I haven



t





Have you packed the camera yet?



Yes




I



ve already put it in my suitcase





Have you fed the cat?



No




I haven



t fed her yet




2




Ability Object



1




Train students



listening ability





2




Train students



speaking ability




We



ve also learned



3




Moral Object


We must be ready with our work before we do it




Ⅱ.



Teaching Key Points


1




Key Vocabulary


clean out, put in, turn off


2




Target Language


Have you watered the plants yet?


No, I haven



t




Have you packed the camera yet?


Yes




I



ve already put it in my suitcase




Have you fed the cat?


No




I haven



t fed her yet




3




Structures


Have you packed the camera yet?


Yes




I



ve already put it in my suitcase




Have you fed the cat?


No




I haven



t fed her yet




Ⅲ.



Teaching Difficult Points


1




the target language


2




How to train students



listening ability




Ⅳ.



Teaching Methods


1




Listening method to improve the students



listening ability




2




Pairwork to make every student work in class




Ⅴ.



Teaching Aids


1




A tape recorder


2




The blackboard


Ⅵ.



Teaching Procedures


Step I Revision


Check homework




Get some pairs to read their conversations




Collect their conversations and help students correct any


mistakes




Step




2a


This activity provides guided listening practice using the target language




Look at the picture




Ask, What can you see in the picture?



A boy and a girl are in the kitchen




They both look a little


stressed out




Go


through


the


instructions


with


the


class




You


will


hear


a


boy


and


a


girl


talking


about


getting


ready


to


go


on


vacation




Write M after each thing that Mark says and T after each thing that Tina says




Look at the sample answer




Say, Tina said, No




I haven



t cleaned out the refrigerator yet




Get students to repeat


No




I haven



t cleaned out the refrigerator yet




Play the recording for students the first time




This time students only listen to the recording




Play the recording a


second time




This time let students write Min front of Mark



s statements, and T in front of Tina



s statements




Check the answers with the class




Answers


1




T 2




T 3




M 4




T 5




M 6




T


Tapescript


Boy: Mom and Dad said they want to leave in ten minutes




Are you ready, Tina?


Girl: No




I haven



t cleaned out the refrigerator yet




I have to do that right now




Boy: Tina! You



re unbelievable




What about your bike?


Girl: I



ve already put it in the garage




But I haven



t locked the garage yet




That



s your job, Mark




Boy: I know




I



ve already done most of my jobs




I



ve taken out the trash




Girl: Have you fed the cat yet?


Boy: Not yet




I



ll do it in a minute




Have you turned off your radio?


Girl: Yes, I have




I think we



re almost ready




Step




2b


This activity provides guided listening practice using the target language




Go through the instructions with the class




Look at the list of questions with blanks in front of each one




Then look


back at the statements in Activity 2a




Say, Some of the statements in Activity 2a are answers to questions in Activity 2b




Write the number of the correct


answer from Activity 2a in front of each question in Activity 2b




Get several students to read the questions in Activity 2b to the class




Look at the sample answer




Ask a student to read


the question and answer to the class




Are you ready, Tina?


No, I haven



t cleaned out the refrigerator yet




Play the recording for students




Let students write their answers in the blanks




Play the recording again if necessary




Correct the answers




Answers


Have you fed the cat yet? 5


What about you bike? 2


Are you ready, Tina? 1


Have you turned off your radio? 6


Step




2c


This activity provides guided oral practice using the target language




Look at the sample conversation in the speech


bubbles




Invite a pair of students to read it to the class




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 1


S


A


: Have you fed the cat yet?


S


B


: Not yet




I



ll do it in a minute




Conversation 2


S


A


: Have you turned off your radio?


S


B


: Yes, I have




Step




Grammar Focus


Look at the grammar focus box




Get three students to read the questions and answers to the class




Have you watered the plants yet?


No, I haven



t




Have you packed the camera yet?


Yes




I



ve already put it in my suitcase




Have you fed the cat?


No




I haven



t fed her yet




Let students make up other sentences in pairs using have you



yet questions




For example: Have you had lunch yet?


Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven



t had lunch yet




Pay


attention


to


the


use


of


already


and


yet




Say,


When


we


use


the


words


have


and


already,


we


are


talking


about


something that happened in the past, but not a long time ago




When we use the words haven



t and yet, we are talking


about something that will happen in the future, but not a long time from now




It will happen soon




For example: I



ve


already had breakfast, but I haven



t had lunch yet




Draw a simple diagram to help students understand the grammar focus





Get some pairs to say their sentences aloud to the class




A sample sentence


I



ve already had lunch, but I haven



t had supper yet




Culture note


Many Americans are used to taking at least one vacation trip a year




But in China, some of the students may not be in


the habit of taking an annual vacation, or even making a trip to another city




For some students, financial limitations


and family obligations make such travel impossible




For others, it


may be


that taking trips is not something that is


common in their home culture




Step




Summary


In this class, we



ve learned key vocabulary clean out, put in, turn off and the target


language Have you watered the plants yet? No, I haven



t




Have you packed the camera yet? Yes, I



ve already put it in


my suitcase




Have you fed the cat? No




I haven



t fed her yet




Step




Homework


Get students to write some sentences according to the target language




Step




Blackboard Design


Unit 14 Have you packed yet?


Section A


The Second Period


Target language


A: Have you watered the plants yet?


B: No, I haven< /p>



t




A: Have you packed the camera yet?


B: Yes, I



ve already put it in my suitcase




A: Have you fed the cat?


B: No




I haven



t fed her yet






Unit 14 Have you packed yet?


The Third Period


Ⅰ.



Teaching Aims and Demands


1




Knowledge Objects



1




Key Vocabulary


chop, wood, light, village, well, farm



2




Target Language


Have you bought a newspaper?


Yes, I



ve already bought a newspaper




2




Ability Objects



1




Train students



integrating skills





2




Train the ability of expressing students



own opinions




3




Moral Objects


We should make a plan for our everyday activities and make a schedule




It can remind us how to spend the time




It is


good for our study and life




Ⅱ.



Teaching Key Point


Train students



integrating skills




Ⅲ.



Teaching Difficult Point


How to improve students



integrating skills




Ⅳ.



Teaching Methods


1




Fast-reading method


2




Groupwork and pairwork


Ⅴ.



Teaching Aids


1




A projector


2




The blackboard


Ⅵ.



Teaching Procedures


Step I Revision


T: Yesterday we learned the target language




The structure is Have you



yet? Yes




I



ve already



Have you



?


No




I haven



t


yet




Now who can make sentences using the structure?


S


1


: Have you turned off your radio yet?


S


2


: Yes




I



ve already turned it off




S


1


: Have you finished your homework?


S


2


: No




I haven



t finished it yet




T: Very good




Step




3a


This activity provides reading practice using the target language




Show the key vocabulary words on the screen by a projector




chop v




砍;劈



wood n




木头;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




Answers


1




do my homework


2




take the dog for a walk


3




water my mom



s plants


4




do some shopping


5




chop wood


6




light the fire


7




collect water


8




feed the animals


Let students read the e-mail again for further comprehension




While they are reading




Walk around the classroom,


offering help if they have any words or phrases they don



t understand




Notes


1




chore



small duty or piece of work, especially ordinary everyday task



in the home, on a farm, etc






In


the


e-mail


message,


there


are


many


chores,


such


as


do


my


homework,


take


the


dog


for


a


walk,


water


my


mom



s


plants




2




chat



talk about unimportant things


3




kid


—(


sl




child; young person


4




well


—(


here n





shaft, usually lined with brick or stone, for obtaining water from an underground source


5




anyway



in any possible way; by any possible means


Step




3b


This activity provides reading, writing




listening and speaking practice using the target language




Look at the pictures of the three people and read their names aloud to the class




Then point to the chart




Let students read the information in it




Make sure students understand the information in the


chart by asking questions and point out things




T: Look at the three pictures above the chart




Under each person is a list of the things he or she has done or will do


today




Now look at the chart




What do you see in the first column?


S


1


: 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?


S


2


: 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?


S


3


: 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?


S


1


: Yes




I



ve already watered the plants




Group 2: Have you fed the dog?


S


2


: No




I haven



t fed the dog yet





Person 1: Kathy; Person 2: Elise




Step




Part 4


This activity provides reading, writing, listening and speaking practice using the target language




Go through the instructions with the class




Invite


a


good


student


to


give


an


example


of


things


that


he


or


she


has


and


hasn



t


done


this


week:


I


have


done


my


homework




But I haven



t done some shopping




Put students in some groups of three




Let students complete the work in groups




Finish the table




Review the task




Get some groups to share the results of their surveys




Sample answers



Things I have done


Things I haven



t done yet


Optional activity


Ask students to write their own schedules, listing the time of day they do each thing




Then get students to work in


pairs




Student A thinks of one activity




Student B gets five tries to guess the activity




Then student B thinks of an activity and student A guesses what it is




Step




Summary


In 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




Homework


1




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




Blackboard 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






Unit 14 Have you packed yet?


The Fourth Period


Ⅰ.



Teaching Aims and Demands


1




Knowledge Objects



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




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 Object


You


Science project


homework


Li


Hong


< br>student



s


Wang


Bin



student

< p>


s


name




Plan


Shopping


name




Cleaning


Washing



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 I Revision


Check 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




Part 1


This 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




Notes


1




fav orite


—(


adj




best liked


2




What is your favorite band?



What band do you like best?


3




band



group of persons who play music together


4




band member



member of a band



Step




2a


This 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

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