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
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
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?
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
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.
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