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Have you packed yet
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 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 Sightseeing in a city
travel guidebook
street map
camera
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.
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