Have you packed yet

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.

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 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

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?

Section A

The Second Period

Target language

A: Have you watered the plants yet?

B: No, I haven’t.

A: Have you packed the camera yet?

B: Yes, I’ve already put it in my suitcase.

A: Have you fed the cat?

B: No. I haven’t fed her yet.

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 3a

This activity provides reading practice using the target language.

Show the key vocabulary words on the screen by a projector.

chop v. 砍;劈

wood n. 木头;木材

light v. 点燃;点着

village n. 乡村;村庄

well n. 井;水井

farm n. 农场;农庄

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.)

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