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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 Ⅰ
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… 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? Ss:
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． Ss:
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? Ss:
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． Ss:
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
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
Step Ⅲ
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’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
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 Ⅳ
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． SA:
Have you watered the plants yet? SB:
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 SA:
Have they packed the camera yet? SB:
Yes, they have already packed the camera． Conversation
2 SA:
Have they bought a street map yet? SB:
No, they haven’t bought a street map yet． Notes 1．
pack—（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 Ⅴ
Summary In
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
Homework Make
conversations in pairs to review the target language． Step Ⅶ
Blackboard Design
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． 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 Ⅱ
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 Ⅲ
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 Say,
Some of the statements in Activity 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 Ⅳ
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． SA:
Are you ready, Tina? SB:
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 Invite
two pairs to say their conversations to the class． Conversation
1 SA:
Have you fed the cat yet? SB:
Not yet． I’ll do it in a minute． Conversation
2 SA:
Have you turned off your radio? SB:
Yes, I have． Step Ⅴ
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 Ⅵ
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 Ⅶ
Homework Get
students to write some sentences according to the target language． Step Ⅷ
Blackboard Design
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? 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
This
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． 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 Ⅲ
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? 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． SA:
Have you bought a newspaper? SB:
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 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
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 Ⅴ
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 Ⅵ
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 Ⅶ
Blackboard Design
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 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． 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 Ⅱ
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．
favorite—（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 Ⅲ
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 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． Answers Band’s
name: Apple Ice Cream How
long they’ve been together: About a year Number
of 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 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
2b This
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 songs made a
music video √ won
an award been
on TV √ had
concerts Notes 1．
original—newly formed or created, not copied or
imitated 2．
award—（here）a
prize in a competition 3．
video—television Step Ⅴ
This
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． SA:
Have they been on TV yet? SB:
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
Summary In
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
Homework Talk
about some bands using the target language, and write down the conversations． Step Ⅷ
Blackboard Design
Unit
14 Have you packed yet? The
Fifth 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 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 Object It 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 Point Practise
reading 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 I
Revision Revise
the target language presented in this unit．
Check homework． Ask
some pairs to read out their conversations． Step Ⅱ
This
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． Answers Circled:
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 Notes 1．
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 future 4．
charity—（kindness in giving）help
to the poor; money, food, etc． so
given Step Ⅲ
3b This
activity provides reading and writing practice using the target language．
Read the instructions aloud to the class．
Get a students to read the sentences at the beginning of the paragraph to the
class． Tell students that they should look back
at Activity 2b and finish writing the paragraph using the information in
Activity 2b． Have
students finish the paragraph on their own．
While they are working, walk around the classroom offering help and answering
questions as needed． When
they finish, invite a student to read his or her completed paragraph to the
class． A
sample paragraph Apple
Ice Cream is a rock band． They
have been together for about a year．
They have written their own original songs although they used to sing other
people’s songs． They
won "The Best New Group of the year．"
award last year． They
haven’t made a music video yet, but they’ve had six concerts of their own． They
haven’t been on TV yet, but they have talked to Bands on Parade about doing a
TV show next month． Step Ⅳ
This
activity provides writing practice using the target language． Read
the instructions Write about your favorite band aloud．
Then ask several students to say the name of the band they want to write about． （For
example, F4, Twins, Beyond and Backstreet Boys．） Make
sure students know enough about the band they choose to write at least five
sentences． Get
students 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’s
information． A
sample composition Backstreet
Boys is a pop band． They
have been together for nearly ten years．
There are five American singers in the band． They
have already written their own original songs．
They have already made many music records and have had many concerts of their
own． 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 Ⅴ
Part 4 This
activity provides reading, writing, listening and speaking practice using the
target language． Read
the instructions to the whole class． Invite
a 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． I
went to the National Day Concert last year． SA:
Did you enjoy it? SB:
Yes, they had a great air show． Correct
any pronunciation errors to make sure the students are providing a good model
for the rest of the class． Have
students complete the work in pairs．
Get a few students to share the results of their surveys． A
sample survey
Have some
pairs say their dialogues． Dialogue
1 S1:
Have you ever played a musical instrument? Li
Ping: Yes． I
have． I played the guitar last month． S1:
Did you enjoy it? Li
Ping: Yes, it made me happy and relaxed． Dialogue
2 S2:
Have you ever collected something? Wang
Gang: Yes, I have． I
collected coins last year． S2:
Did you enjoy it? Wang
Gang: Yes, I learned some knowledge from it．
It was very interesting and meaningful． Note air—（old
use）tune Step Ⅵ
Summary In
this class, we’re done a lot of practice reading and writing as well as
speaking． Step Ⅶ
Homework 1．
Read the article in Activity 2．
Complete the article in 3．
Do the survey in Activity 4 if students haven’t finish it． Step Ⅷ
Blackboard Design
Unit
14 Have you packed yet? The
Sixth 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 made
full preparation． Ⅱ．
Teaching Key Points 1．
Fill in blanks and make sentences． 2．
Finish the table． Teaching
Difficult Point Make
sentences 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 I
Revision Check
homework． Ask a few students to read the article in Step Ⅱ
Part 1 This
activity focuses on vocabulary introduced in the unit． Look
at the words in the box． Get a
student to read them． Make
sure 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 example
adjusting for tense or subject/verb agreement． Get
students to fill in the blanks on their own．
Check
the answers． Ask
five students each to read a sentence, filling in the blanks．
The rest of the students check their answers． Show
the answers on the screen by a projector．
Have
students make their own sentences with the words, preferably sentences that are
meaningful． Walk
around the classroom．
Collect a few students’ answers with mistakes on the blackboard．
Then help students correct the mistakes． Sample
answers 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 Ⅲ
Part 2 This
activity provides reading, writing, listening and speaking practice using the
target language． Go
through 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 sure
the 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． 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． Let students
read the conversation in pairs again．
Ask students to say the first thing that Jerry has done． （He
has packed his bag）Then
get students to make the list individually．
While they are working． walk
around the classroom providing help if needed．
Review
the task． Get a few students to share their answers． Answers Things
he has done 1．
packed his bag 2．
gotten the mail Things
he 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． =The
line was busy． 2．
gotten—（American English）
It is the past participle of get． In
British English, the form is got． Step Ⅳ
Just for Fun! This
activity provides reading and speaking practice with the target language．
Ask two students to read the conversation aloud A:
Please water the plants． b: I’ve
already watered them． Get
all 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．
Ask
some pairs of students to present this conversation to the rest of the class． Step Ⅴ
Summary and Homework In
this class, we’ve done much writing practice using the key vocabulary words and
the target language presented in this unit．
After class, please make sentences using the words in, Activity Step Ⅵ
Blackboard Design
Unit
14 Have you packed yet? The
Seventh Period Reading．
Students find Chinese roots． Ⅰ．
Teaching Aims and Demands 1．
Knowledge Objects Key
Vocabulary root,
ancestor, homeland, mainly, hardly, highlight, well clear, abroad, connect, in
search of, turning point Text: Students
find Chinese roots 2．
Ability Objects Fast-reading
to get a general idea of the text． Careful-reading
to get the detailed information in the text． Learn
the words and phrases from the context． 3．
Moral Object China
is our homeland．
Wherever we are． we
never forget we are Chinese． We
love China forever． Ⅱ．
Teaching key Points Key
vocabulary Train
students’ reading and writing skills． Ⅲ．
Teaching Difficult Point Train
students’ reading and writing skills． Ⅳ．
Teaching Methods Fast-reading
to improve students’ reading ability． Careful-reading
to get the detailed information． Pairwork
and groupwork． Ⅴ．
Teaching Aid A
projector Ⅵ．
Teaching Procedures Step I
Key Vocabulary This
activity introduces the key vocabulary words． Show
the following vocabulary on the screen by a projector．
Read
the words and have students repeat them again and again until they can
pronounce them fluently and accurately． Step Ⅱ
Part 1 This
activity allows students to activate their background knowledge before
attempting the reading． Look
at the picture． Let
students describe what is happening in the picture．
Read the title aloud． Get
students to predict what they think the article is about, based on the title． Have
students finish Task 1． But
don’t look at the reading text．
Instead, they suetheir background knowledge to try to answer the questions．
As students work, walk
around, looking at their progress． When
most students complete the task, let students answer the questions with a partner． Elicit
answers from Students． Ask
if 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 answers
accordingly． Step Ⅲ
This
activity encourages students to predict what they are about to read． Go
through 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 in
English their reasons for selecting each word．
Ask students to report their answers．
Vote on the most likely words． Answers
will vary． But
it is likely students will select culture, family, history, grandfather and
tradition． Step Ⅳ
2b This
activity builds on Activity Answers culture
family Guangdong grandfather Step Ⅴ
Part 3 This
activity encourages students to use the strategy of reading context．
Look at the story． Find
out the words indicated in bold． Let
different 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 and
expressions．
Remind students to look at the story again for extra help．
Give them one or two minutes to do the work． Check
the answers． Answers root e
ancestor a hardly g highlight b well c turning point d abroad f Get
students 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． Sample
answers 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 Ⅵ
Part 4 This
activity helps students read for specific information and paraphrase ideas． Go
through the instructions with the class．
Elicit the first answer from the students from memory．
Make sure that they understand what they need to do． Let
students do the activity individually or in pairs．
Students should try to remember or guess the answers before looking at the
reading． Check the answers．
Let different students to give their answers．
Ask students to give correct statements for the false statements． Sample
answers T T T
F （It started in 1980）
T Step Ⅶ
Part 5 This
activity helps students work in a group and think critically about what they
have read． Read the
task aloud to the class． Get
students to do the activity in small groups．
Help students think of different activities that overseas Chinese might find
interesting． Check
the answers． Let
students share their answers with the class and agree on the best activities
and reasons． Optional
activity As an
optional in-class or homework activity, ask students to write their own family
trees and write about how life was different for their grandparents． Culture
note Does
everyone want to talk about his or her ancestors? Not really．
Some people may have been adopted or may have divorced parents that they do not
care to discuss． Some
Australians are also sensitive about their ancestors for a different reason．
In the early years of its settlement, many thousands of British citizens were
transported to Australia for criminal offences．
These offences were often mild for such a punishment, for example, a hungry
child stealing a loaf of bread．
Regardless, many Australians are descended from criminals and while some people
laugh about it, others are not proud of the fact． Step Ⅷ
Summary In
this 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
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