2． Ability Objects

(1) Train students’ integrating skills．

(2) Train the ability of expressing students’ own opinions．

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．

Step I Revision

Check homework． Get some pairs to read their conversations． Collect their conversations and help students correct any mistakes．

Step Ⅱ 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 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 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 Ⅳ 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 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

1． Listening method to improve the students’ listening ability．

2． How to train students’ listening ability．

1． the target language

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．

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．

1． Key Vocabulary

clean out, put in, turn off

3． Moral Object

We must be ready with our work before we do it．