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 Ⅳ 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.
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?
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.
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 2a
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