Have you packed yet說課稿7篇

Have you packed yet?第一課時 說課稿

1. 教材分析

1.本教材的地位及作用：

本單元圍繞“Preparingforavacation”話題開展一系列教學(xué)活動.首先通過詢問和談?wù)摱燃偾暗臏?zhǔn)備工作,引出并學(xué)習(xí)帶有already和yet的現(xiàn)在完成時態(tài).在此基礎(chǔ)上,讓學(xué)生談?wù)撟约汉退艘炎龊臀醋龅氖?進(jìn)一步熟練運用目標(biāo)語言。教材中提供的所有活動都以現(xiàn)在完成時態(tài)為中心，通過一系列的聽、說、讀、寫的訓(xùn)練，來加深對現(xiàn)在完成時態(tài)的理解，明白英漢兩種在結(jié)構(gòu)及表達(dá)方法的一些異同點。從而提高他們運用所學(xué)語言的綜合能力。

2.教學(xué)目標(biāo)（知識目標(biāo)、能力目標(biāo)、情感目標(biāo)）

1）知識目標(biāo)：

重點詞匯--- bathingsuit, water, travel, guidebook, beach towel, street map

語言目標(biāo)---Have youwatered the plants yet?

Yes, I have already watered them．

2）能力目標(biāo)：訓(xùn)練學(xué)生運用所學(xué)知識進(jìn)行聽、說、讀、寫的綜合能力。

3）情感目標(biāo)：引導(dǎo)學(xué)生學(xué)會自理。培養(yǎng)學(xué)生學(xué)習(xí)英語的強(qiáng)烈興趣，意識到合作學(xué)習(xí)的重要性。

3.重點和難點：

學(xué)會制作旅行所需物品清單；了解外出旅游前的各種準(zhǔn)備工作?，F(xiàn)在完成時態(tài)。

2、說學(xué)生

目前班級學(xué)生人數(shù)過多，教學(xué)時間又有限，教師不可能照顧到每一個學(xué)生，而且課后與學(xué)生溝通的時間也不多，情感聯(lián)系由此而減弱，這不僅使少數(shù)學(xué)生的心理需求困惑難以得到滿足，而且他們也會感到被老師們冷落，長時間下去，這些學(xué)生的學(xué)習(xí)積極性就消失了，因此影響課堂氣氛，使課堂教學(xué)不能得到有效的進(jìn)行，這就導(dǎo)致教師的教學(xué)、學(xué)生的學(xué)習(xí)和成長都極為不利。因此就出現(xiàn)了同一個老師面對同一個班的學(xué)生教同樣的內(nèi)容，有的學(xué)生成績優(yōu)秀，有的學(xué)生出現(xiàn)學(xué)困；有的學(xué)生喜歡英語，而有的學(xué)生討厭英語，甚至提及英語就頭疼，造成學(xué)生個體差異明顯，后進(jìn)生面大。

因此我想到了分層教學(xué)。根據(jù)學(xué)生的成績、學(xué)生的潛力、學(xué)生的學(xué)習(xí)態(tài)度三方面因素把學(xué)生分為A、B、C三個層次。A層次是學(xué)習(xí)成績、學(xué)習(xí)自覺性、主動性各方面較優(yōu)秀的學(xué)生。B層次是有一定基礎(chǔ)，學(xué)習(xí)自覺性、主動性不強(qiáng)，但潛力較大的學(xué)生。C層次為學(xué)習(xí)成績較不理想，其他各方面都較差的學(xué)生。當(dāng)然，這種層次的劃分也不是一成不變的，利用競爭機(jī)制，根據(jù)測驗成績，允許學(xué)生層次位置有所變化。

3、說教法

《新課標(biāo)》明確指出：教師應(yīng)該避免使用單純傳授語言知識的教學(xué)方法，盡量采用“任務(wù)型”的教學(xué)途徑。在任務(wù)型教學(xué)過程中，教師既是任務(wù)的設(shè)計者，又是任務(wù)的組織者。面對不同層次組成的班級，要想大面積提高教學(xué)質(zhì)量，必須貫徹因材施教的原則。這要求教師在設(shè)計任務(wù)時應(yīng)具有階梯性，形成由初級任務(wù)到高級任務(wù)和由高級任務(wù)涵蓋初級任務(wù)的循環(huán)。使每一學(xué)生都能為之，各有提高，讓每個學(xué)生都能獲得求知的滿足與成功的體驗，激發(fā)其學(xué)習(xí)興趣，從而達(dá)到教學(xué)的最終目的。

4.說流程

這是本單元的第一課時，內(nèi)容是Section A 的1a—2a。我將采取五部分即五個教學(xué)任務(wù)進(jìn)行授課。

Task 1 導(dǎo)入。找一名同學(xué)在黑板上寫1至20的數(shù)字，問學(xué)生問題“Has he written the number 1 yet?”“Yes, he hasalready written the number 1”“Has he written the number 50 yet?．”” No, he hasn’t written thenumber 50 yet．”通過這樣的對話練習(xí)，學(xué)習(xí)含有already 和yet的現(xiàn)在完成時。

Task 2 旅游風(fēng)向標(biāo)：調(diào)查本組成員外出旅游時通常隨身攜帶的物品。學(xué)生兩人一組開展此項活動，討論到海灘度假時隨身攜帶哪三件物品，到城市旅游時隨身攜帶哪三件物品。在調(diào)查過程中，學(xué)生不僅擴(kuò)展了旅行方面的詞匯，而且學(xué)會了做物品陳列清單，培養(yǎng)了一定的生活能力。

教師分層布置任務(wù)并提出具體要求：

1）學(xué)生分三大組（以層次為分組單位）討論。通過詢問獲取信息。各組選一人做記錄，向全班匯報。

2）教師把各組記錄收集在一起，抽取任意一份，請B 層小組的同學(xué)用句子把上述物品的價格表達(dá)出來。

3）然而教師請C層小組學(xué)生復(fù)述句子，A層小組學(xué)生把句子串成一篇短文。

Task 3 放心出游：讓學(xué)生列出他們在外出旅行前作的準(zhǔn)備工作，并在課堂上通過各小組活動交流各自的信息，作出簡單的報告。

教師分層布置任務(wù)并提出具體要求：

1）用頭腦風(fēng)暴的形式讓所有學(xué)生說出外出旅游前要做的一些準(zhǔn)備?？梢蚤_展組與組之間的競賽?？凑l說得多。如：lock the widows, buy a street map, feed the pets,turn off the computer and so on.

2）C層小組的同學(xué)在頭腦風(fēng)暴的同時，在筆記本上做記錄為下一步活動做鋪墊。

3）將學(xué)生分成四人一組，調(diào)查各自家庭在外出前的準(zhǔn)備工作及分工情況。

4）請A層同學(xué)把以上結(jié)果寫成小短文，作出簡單的報告。

Task 4聽力練習(xí)（1b 和2a）

根據(jù)聽力材料，每個對話都將設(shè)計五個由易到難的問題：

如：1b 對話的五個問題1) Have youpacked the beach towels yet??

2) Can’t Judy packthem?

3) Couldthe boy water the plants?

4) Who willget the street map ?

5) Have theboy packed the camera?

根據(jù)材料內(nèi)容及問題的提出，本人進(jìn)行了具體的任務(wù)設(shè)計

A層： 1) 聽懂并理解對話內(nèi)容。（一遍）2) 快速準(zhǔn)確地完成提出的問題。3) 就對話內(nèi)容互相提問和回答。4) 復(fù)述對話。

B層： 1) 基本聽懂對話、把握對話大意。（一遍）2) 能獨立完成提出的問題。3) 大致能重復(fù)或模仿對話中的關(guān)鍵句。

C層： 1) 參照對話完成聽力，了解對話大意。（兩遍）2) 在老師的提示下完成提出的問題。

通過分類完成聽力訓(xùn)練，為所有學(xué)生提供了語言實踐的機(jī)會。讓他們了解了自己的聽力、理解水平，從而激發(fā)了他們下次提高聽力的愿望。

Task 5 布置作業(yè)：

為了體現(xiàn)面向全體學(xué)生，我將作業(yè)布置為三種：

A組同學(xué)針對Task3放心出游寫一篇關(guān)于自己家人的短文；

B組同學(xué)模仿1b 作一個對話；

C組同學(xué)將所學(xué)語言點及新單詞背誦下來。

Have you packed yet? 第一課時說課稿二

一．教材分析

本單元的核心教學(xué)項目為“運用現(xiàn)在完成時來談?wù)撟罱寻l(fā)生的事情”，這是本單元的第一課時，主要任務(wù)為通過聽、說的教學(xué)，使學(xué)生能夠運用所學(xué)的目標(biāo)語言，談?wù)摶蛟儐栕罱呀?jīng)發(fā)生的事情。

二.教學(xué)目標(biāo)

1.知識目標(biāo)：

（1）words and expressions

bathing suit, towel, suitcase, water (v.), guidebook,refrigerator, clean out, garage.

(2)key sentences

Have you watered the plants yet ? --- Yes, I have alreadywatered them.

Have you packed the beach towels yet ? --- No, I haven’t. /Notyet.

2.能力目標(biāo)

（1）Enable students to understand and talk aboutrecent events and the chores people have to do before a vacation.

（2）Enable students to understand how to use thetwo words “already and yet”.

（3）能聽懂聽力內(nèi)容，并能完成相應(yīng)的練習(xí)。

3.情感目標(biāo)：

培養(yǎng)學(xué)生做事要有條理，養(yǎng)成“今日事，今日畢”的好習(xí)慣。

教學(xué)重點：The Present Perfect Tense.

教學(xué)難點：Talk about recent events by using target language.

三.教學(xué)方法

教法是完成教學(xué)任務(wù)和目的的方法手段，是決定教學(xué)效果的重要因素。在教學(xué)過程中我按照復(fù)習(xí)、導(dǎo)入新課、操練、歸納和鞏固練習(xí)五步教學(xué)發(fā)法與多媒體展示相結(jié)合的方法授課，并穿插對話、小組調(diào)查等活動。其素材來源于現(xiàn)實生活，內(nèi)容樸實，形式多變。

1.采用多媒體教學(xué)

多媒體技術(shù)有利于把許多抽象的問題具體化和形象化。圖文并茂地為學(xué)生展現(xiàn)不能直接觀察到的事物，有效地激發(fā)學(xué)生的學(xué)習(xí)興趣，使學(xué)生產(chǎn)生強(qiáng)烈的學(xué)習(xí)欲望。國外實驗學(xué)家通過大量的實驗證明：人類獲取的信息83%來自視覺，11%來自聽覺，兩者加起來就有94%。還有3.5%來自嗅覺，1.5%來自觸覺，1%來自味覺。多媒體技術(shù)即能看得見，又能聽得見。這樣，通過多種感官的刺激所獲取的信息量比單一地聽老師講課強(qiáng)得多。

2.采用情景教學(xué)法進(jìn)行對話

在課堂上創(chuàng)設(shè)適當(dāng)?shù)那榫?，根?jù)所聽到的信息進(jìn)行倆倆對話或用所學(xué)知識進(jìn)行小組調(diào)查，讓學(xué)生進(jìn)行口語訓(xùn)練，設(shè)制貼近生活話題。這樣既可以消除學(xué)生緊張的心理，又培養(yǎng)了學(xué)生的語言表達(dá)能力。即所謂“生活是最好的老師”。

四、學(xué)習(xí)方法

“興趣是最好的老師”。教學(xué)是教與學(xué)的雙邊活動的過程。教師的“教”是建立在學(xué)生的“學(xué)”的基礎(chǔ)上的。根據(jù)中學(xué)生思想活躍、喜愛活動的心理特點，在本課中我為學(xué)生設(shè)計了對話、小組活動等，可以使學(xué)生在活動中尋找興趣，在興趣中享受學(xué)習(xí)的歡樂，從中更加熱愛學(xué)習(xí)。

五、教學(xué)程序

se sentences (現(xiàn)在完成時句子). Step1. Greetings.

Step2. Presentation and practice.

（1） present the words and sentence patterns.

“bathing suit. towel. water（v.）.guidebook.”

Have you watered the plants yet ? ---Yes, I have already watered them.

Have you packed the beach towels yet ? ---No, I haven’t. /Not yet.

（2）Look at the picture in the screen.（1b）.

a. listen and check the chores the people have done.

b. make conversations in pairs according to the informations in 1b.

（3）Look at the picture in the screen （2a）.

a. Listen. Who said each thing ? Write “M”（for Mark） or “T”（for Tina）.

b. role play a conversation between Mark and Tina.

Step3. Groupwork.

1. do a survey in your group. Complete the chart.

2. tell your classmates by using “have / has done” sentence patterns.

Step4. Summery.

Have a brief summery about the sentence patterns.

“ have/has +done” 用來談?wù)撟罱l(fā)生的事情。

“already 用于現(xiàn)在完成時的肯定句中，yet 用于現(xiàn)在完成時的否定句和疑問句中 ”

Step5.Exx.

1. I have already bought a dictionary.（變?yōu)榉穸ň洌?/p>

I ______ ______ a dictionary ______.

2. He has already watered the flowers.（改為一般疑問句）

______ he ______ the flowers ______ ?

3.Jack’s never made dumplings, ______ ______ ?（完成反意疑問句）

4.I’ll do it in a minute.（對劃線部分提問）

______ ______ will you do it ?

5.They have cleaned out the refrigerator. （對劃線部分提問）

______ have they ______ ?

Step6. Homework.

Try to talk about recent events by using the Present Perfect Ten

Have you packed yet? 第二課時說課稿

1．學(xué)科名稱

Have you packed yet?（九年級上學(xué)期）

2．所在班級情況，學(xué)生特點分析

所教兩班現(xiàn)有學(xué)生102人，總體來看，這兩個班的學(xué)生存在兩級分化，處于中間位置的學(xué)生不多，成績提升不是很明顯。班上的部分男生還沒有形成良好的學(xué)習(xí)習(xí)慣，平時放松自己，各方面表現(xiàn)要相對落后?；A(chǔ)較差但要求上進(jìn)的學(xué)生也不多，占20%，他們上課能積極發(fā)言，認(rèn)真完成作業(yè)，態(tài)度好，但缺乏一定的學(xué)習(xí)方法及缺少學(xué)習(xí)毅力，在某種程度上還是不能夠嚴(yán)格要求自己。拔尖學(xué)生占10%，能嚴(yán)格要求自己，能自學(xué)?；A(chǔ)較差，不思進(jìn)取，無心學(xué)習(xí)的學(xué)生，占20%左右。但好的一方面是已臨近畢業(yè)，大部分學(xué)生都能夠認(rèn)識到他們的目標(biāo)，能在學(xué)習(xí)上肯下功夫

3．教學(xué)內(nèi)容分析

本單元是以現(xiàn)在完成時為主要學(xué)習(xí)內(nèi)容。首先引導(dǎo)學(xué)生明確本單元學(xué)習(xí)目標(biāo)，整體把握課文，掌握重點和難點。并要求學(xué)生在復(fù)習(xí)舊知識的基礎(chǔ)上，進(jìn)一步學(xué)習(xí)新知識，提高聽說和課文閱讀能力。通過欣賞有關(guān)名勝古跡的相應(yīng)圖片引導(dǎo)學(xué)生把握本文以|"Have you packed yet"為中心話題選材，組材的特點，分析現(xiàn)在完成時態(tài)的結(jié)構(gòu)及用法，理解課文的主旨。課堂教學(xué)應(yīng)以聽說、誦讀法、小組活動貫穿始終，讓學(xué)生活學(xué)活用，并進(jìn)行應(yīng)有的思考，全面提教學(xué)效率。

本單元以Preparing for a vacation 為話題,共設(shè)計了四個部分的內(nèi)容：

Section A部分有4個模塊：第一模塊圍繞Have you packed the beach towels yet?這一話題展開口語（1a, 1c）、聽力（1b）訓(xùn)練；第二模塊圍繞Talking about recent events進(jìn)行聽力（2a-2b）、口語（2c）訓(xùn)練；第三模塊繼續(xù)就Talking about different chores這一話題展開口語（3b）和閱讀（3a）訓(xùn)練；第四模塊仍就The things you have to do this week進(jìn)行列表并展開小組及個人活動 (4)。

Section B部分有4個模塊：第一模塊就Talking about a band展開口語訓(xùn)練；第二模塊圍繞Talking about members of a band進(jìn)行聽力（2a-2b）、口語（2c）訓(xùn)練；第三模塊繼續(xù)圍繞Talking about a band進(jìn)行閱讀（3a）和寫作（3b, 3c）訓(xùn)練；第四模塊拓展為采訪訓(xùn)練 (4)。

Self Check部分有2個模塊：第一模塊對所學(xué)詞匯進(jìn)行填空訓(xùn)練(1)；第二模塊就本單元的中心話題進(jìn)行對話閱讀和寫作訓(xùn)練(2)。

Reading部分共設(shè)置了5項任務(wù)：第一項任務(wù)以問題討論的方式激活學(xué)生相關(guān)背景知識；第二項任務(wù)要求學(xué)生通過快速閱讀獲取信息；第三項任務(wù)要求學(xué)生通過討論、寫作等形式加深對閱讀內(nèi)容的理解；第四項任務(wù)要求學(xué)生能運用所學(xué)知識解決實際問題；第五項任務(wù)要求學(xué)生能運用所學(xué)知識展開實踐活動。

4．教學(xué)目標(biāo)

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 studentsownopinions．

3． Moral Objects

We should make a plan for our everyday activities and make aschedule． It can remind us how to spend the time． It is good for our study and life．

5．教學(xué)難點分析

1.現(xiàn)在完成進(jìn)行時（Present Perfect Progressing

Tense）由have/has＋been＋動詞的現(xiàn)在分詞（即動詞的ing形式）構(gòu)成，表示動作從過去的某個時刻開始，繼續(xù)到現(xiàn)在，可能繼續(xù)下午，也可能剛剛結(jié)束。

例如：

I’ve been writing letters for an hour (and I’ve still got somemore to

do).

I’ve been sitting in the garden (and have just come indoors).

上述第一例說明動作還將繼續(xù)下去，第二例說明動作在說話時刻之前剛剛結(jié)束。

2.現(xiàn)在完成進(jìn)行時與現(xiàn)在完成時（Present Perfect Tense）有時可以互相交換使用，含義沒有什么差別。

例如：

We’ve been living here for ten years.

We’ve lived here for ten years.

這兩句話都表示“我們已經(jīng)在這里居住了十年了”。

6．教學(xué)課時

Period 1 (Section A: 1a,1b, 1c, 2a, 2b, 2c) New function presenting

Period 2 (Section A； 3a, 3b, Section； B: 1, 2a, 2b, 2c 3a, 3b, 3c,4)Practice

Period 3 (Self Check: 1,2； Section 4) Self Check

Period 4 (Reading:Section 1- Section 3) Reading

7．教學(xué)過程

Have you packed yet?

TheSecond 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 theplants yet?

No, I haven’t．

Have you packed thecamera 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 theirconversations． Collect their conversations and help students correct anymistakes．

Step Ⅱ 2a

This activity provides guided listening practice using thetarget 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 talkingabout getting ready to go on vacation． Write M after each thing that Marksays and T after each thing that Tina says．

Look at the sample answer． Say, Tina said, No． I haven’t cleaned out the refrigeratoryet． Get students to repeat No． I haven’t cleaned out the refrigeratoryet．

Play the recording for students the first time． This time students only listen to therecording． Play the recording a second time． This time let students write Min frontof 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

Tape script

Boy: Mom and Dad said they want to leave in ten minutes． Are you ready, Tina?

Girl: No． I haven’t cleaned out the refrigeratoryet． 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 thetarget language．

Go through the instructions with the class． Look at the list of questions withblanks in front of each one． Then look back at the statements inActivity 2a．

Say, Some of the statements in Activity 2a are answers toquestions in Activity 2b． Write the number of the correct answerfrom Activity 2a in front of each question in Activity 2b．

Get several students to read the questions in Activity 2b tothe class． Look at the sample answer． Ask a student to read the question andanswer 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 inthe 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 targetlanguage． Look at the sample conversation in the speech bubbles． Invite a pair of students to read itto the class．

SA: Are you ready, Tina?

SB: No． I haven’t cleaned out the refrigeratoryet．

Go through the instructions with the class． Say, With your partner make aconversation using information from Activities 2a and 2b． Have students work in pairs． While they are working, walk aroundthe 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 thequestions 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 haveyou…yet questions． For example: Have you had lunch yet? Have another studentanswer truthfully: Yes, I have or Yes, I have already had lunch, or No, Ihaven’t had lunch yet．

Pay attention to the use of already and yet． Say, When we use the words have andalready, we are talking about something that happened in the past, but not along time ago． When we use the words haven’t and yet, we are talking aboutsomething that will happen in the future, but not a long time from now． It will happen soon． For example: I’ve already hadbreakfast, but I haven’t had lunch yet．

Draw a simple diagram to help students understand the grammarfocus．

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 ayear． But in China, some of the students may not be in the habit oftaking an annual vacation, or even making a trip to another city． For some students, financiallimitations and family obligations make such travel impossible． For others, it may be that takingtrips 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 targetlanguage．

Step Ⅷ Blackboard Design

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．

8．課堂練習(xí)

Choose the right answer.

1.( )----Has Jim seen this film ___?

----Yes, he has ___ seenit.

A. yet; already B. already; yet C. already; ever

2.( )---- ___ you written to your father?

---- No, I havent.

A. Did B. Are C. Have

3.( ) Has he ___ to the park yet?

A. go B. went C. gone

4.( ) ----Have you ___ a newspaper?

----Yes, I ___ a newspaper this morning.

A. buy; bought B. buy; buy C. bought; bought

5.( )----What a nice dog! How long have you had it?

---- ___ two years.

A. For B. Since C. In

6.( )----When did you borrow the English story-book?

----I borrowed it last week. I ___ it for a week.

A. have bought B. have kept C. have borrowed

9．作業(yè)安排

1． Finish off the exercises on pages 57～58 of the workbook．

2． Get students to talk about the things they have done and theyhaven’t done yet this week in pairs．

10．附錄（教學(xué)資料及資源）

（1）Reading Tasks

He’s already visited the place where his ancestors lived.

根據(jù)課本第116-117頁的短文完成下列表格，每空詞數(shù)不限。

Reading Tasks

1. The local government 2. Two weeks

3. 16 and 254. Chinese culture

5. going to their ancestors’ village

（2）典型例題

1. I have already fed the dog．(變?yōu)橐话阋蓡柧?

Have you fed the dog yet?

解析：像陳述旬里的some，already之類，在一般疑問句的舞臺上往往化作相應(yīng)的any，yet(yet還須置句末)。

2．—1 have seen the film Titanic already．

一When_______ you________ it?

A．have；seenB．will；seemC．did；seeD．did；seen

解析：詢問動作發(fā)生的具體時間應(yīng)用一般過去時，故答案應(yīng)選C。

3. So far，we_______ lots of English words．

A．will learnB．a(chǎn)re learningC．has learntD．have learn

解析：此題的關(guān)鍵是明白so far的意義，因為它強(qiáng)調(diào)的是到目前為止的時間，包括現(xiàn)在。而現(xiàn)在完成時的一種用法就是過去的動作一直持續(xù)到現(xiàn)在，因而答案是D。

（3）單元練習(xí)

I．根據(jù)釋義寫出本單元學(xué)過的單詞

1. r ______ : a room for storing food at a low temperature

2. g _______: a building or indoor space in which to park orkeep motor vehicle(交通工具)

3. a _______: to come before the public

4. m_______: great in number, size or extent

5. s ______: look over carefully in order to find something,explore

6. c_______: to join or fasten together

7. h ______: a writer, student or scholar of history

8. h_______: ones native land

9. s_______: a usually rectangular piece of luggage forcarrying clothing

10. a_______ : something done or to be done, business

II．句型轉(zhuǎn)換

1. He waters the plants often．(用already改寫)

He_______ _______ ________the plants．

2. I have already cleaned the refrigerator．(變?yōu)橐话阋蓡柧?

_______ you_______ the refrigerator______?

3. Mr. Li began to teach English in this school in 1999．(同義句轉(zhuǎn)換)

Mr. Li_______ ________ English in this school since 1999．

4. Our monitor has been a League member for two years．(同義句轉(zhuǎn)換)

Our monitor________ the League two years ago．

5. 一Have you packed the camera yet?(肯定回答)

—Yes, I________ _______________ it in my suitcase.

6. My grandpa had to collect water from the village well. (改為反意疑問句)

My grandpa had to collect water from the village well,_______________?

7. They can hardly believe it. (改為反意疑問句)

They can hardly believe it,_______ _______?

8. He spent hours cleaning out the refrigerator. (同義句轉(zhuǎn)換)

He_________ hours_________ _________ out the refrigerator.

III．用所給動詞的適當(dāng)形式填空

1.__________ Jim ________ (finish)doing his homework yet?

2. Oh, I______ (leave) my bag on the bus. What shall I do?

3. I have_______ (be) with my friends for a year.

4.He________ already_______ (buy) a newspaper.

5.In the last twelve months, New Ocean Waves________ (have)three major concerts.

6.________ you _________ (write) a poem?

Yes, I have. I_______some last year.

7.They spent half an hour_______ (pack) their bags.

8. Do I need _________ (clean) my room?

9. Many tourists________ deeply________. (move) by hisbehavior.

10. So far, it_________ _________ (bring)thousands of overseaChinese students to China to explore the roots of their families.

IV．完形填空

After she did a lot of shopping, Mrs. Smith came out of theshop and started to walk to the bus stop. Her bag was so1that she had to restfor a few minutes. She stopped2a new, bright ear. It was just at the side ofthe road. As she stood there, she saw a policeman3 towards her. "Excuse me, madam,"said the policeman. "Can you4that sign over there?"

"Yes, I can,” said Mrs. Smith. "It5‘No parking’."

"Yes, madam. So why have you parked your car here? Ishall6to give you a parking ticket. "

"But this isnt my car, ” said Mrs. Smith.

"Isnt it?" said the policeman, and his face turned7 . "Im very 8 .Still I have to put a ticket on the front of9 ear. "But he was not able to finishwriting the ticket because10 woman hadarrived. She kissed the policeman and said, "Hello, dear. I knew I could11 you here at this time of the day. Happybirthday! I have got a12 for you. Ihave13 you your birthday present. "

"Thank you, dear, "said the policeman. "But 14 isit? "His wife pointed at the red car. "Here it is," she said."But you15leave it on this road for very long. Theres No Parking signover there. "

1. A. beautiful B. expensive C. heavy D. important

2. A. in B. By C. On D. under

3. A. coming B. come C. comes D. came

4. A. tell B. believe C. look D. read

5. A. was B. says C. spoke D. wrote

6. A. ask B. decide C. love D. have

7. A. red B. left C. right D. back

8. A. angry B. happy C. glad D. sorry

9. A. my B. your C. the D. her

10. A. a B. another C. other D. the other

11. A. catch B. find C. get D. look for

12. A. ticket B. cake C. thief D. surprise

13. A. sent B. taken C. given D. brought

14. A. how B. where C. what D. which

15. A. neednt B. mustnt C. wont D. shant

V．閱讀理解

One day, Mrs. King askedLucy to go shopping for her.

"Here is a shoppinglist, so you wont forget anything," she said.

"OK, Mum]"saidLucy. When she got to the shop, she picked up all the things on the list.

"I haventforgotten anything , "she said to herself. But then it was time to pay forthem.

"Oh, sorry!"she said to the shopkeeper. "Ive forgotten my money! Well, Ill keep the things on this shelf foryou," said the shopkeeper.

Lucy ran home at once.Her mother saw her when she arrived.

"That was quick!"she said. "Have you finished yet?"

"No, Mum,"said Lucy. "I forgot the money!"

"Well, you shouldtake the shopping basket with you, too! "said Mother.

In the shop, Lucy gotall the things on her shopping list, and took them home. When she reached home,her mother asked:

"Have you goteverything?"

"Yes, Mom,"said Lucy. "I havent forgotten anything. "

She quickly put thebasket on the table. She was taking things out of the basket when she dropped abag of sweets. The bag fell on the floor and broke open. The sweets went every-where! "Oh, my dear !"she said.

"Bad luck ! "said Mother. "It doesnt matter!"

They both started to pick them up.

"How much did you pay for all these things? "askedher mother.

"Not too much," said Lucy. "I didnt spent allthe money. I brought some back. "

"Where is it?" asked the mother.

"Here it is, Mum! Thats one thing I havent forgottentoday!"

1What did Mrs. King give Lucy before she went shopping?

2Why did the girl have to run home?

3What her mother tell her to take?

4Did Lucy get everything at last?

5What happened when she was taking the things out of thebasket?

6Do you often forget anything? Do you have any good ideas toimprove your memory?

VI．書面表達(dá)

根據(jù)圖畫內(nèi)容及所給英文提示，寫一段100詞左右的短文

①school library, Miss Gao, librarian,borrow…from, but, not lend, others;

②two books, at a time, keep, two weeks,not finish, to renew;

③many magazines and newspaper, not takeout of, keep quiet

參考答案

I. 1. refrigerator2. garage 3. appear4. major5. search

6. connect7. historian8.homeland 9. suitcase10. affair

II. 1. has already watered2. Have: cleaned; yet3. has taught 4.joined

5. have; already packed6. didnt he7. can they8. took; to clean

III. 1. Has; finished 2.have left3. been4. has; bought 5. hashad

6. Have; written;wrote7. packing 8. to clean9. were; moved 10. has brought

IV. 1~5 CBADB 6~10 DADCB11 ~ 15 BDDBB

V. 1. A shopping list.

2. Because she hasforgotten to bring the money.

3. A shopping basket.

4. Yes, she did.

5. She dropped a bag ofsweets on the floor and it broke open.

6.略

VI. This is our school library. Miss Gao is a librarian. MissGao told us, "You may borrow two books at a time and keep them for twoweeks, but not lend them to others. If you cant finish them on time, you mustgo to the library to renew them. "There are many magazines and newspapersin the reading room, too, but we cant take them out. Miss Gao told us to keepquiet while we are passing along outside the library.

11．自我問答

上完這節(jié)課后，經(jīng)過認(rèn)真的反思,我認(rèn)為在提高學(xué)生閱讀能力上下功夫，應(yīng)該教給學(xué)生一些有用的閱讀方法及技巧，并讓他們多練習(xí)，逐步把這種方法及技巧轉(zhuǎn)變?yōu)閷W(xué)生的個人能力，使他們能夠從英語閱讀活動中享受到樂趣。我們每個教者需要平時多注意對學(xué)生學(xué)習(xí)方法的指導(dǎo)，學(xué)習(xí)策略的培養(yǎng)，采用靈活多樣的方法，激發(fā)學(xué)生學(xué)習(xí)英語的興趣。

Have you packed yet? Section A 說課稿

各位評委：大家好，今天我說課的題目是初中英語人教版九年級unit14. Have you packed yet?本課的中心話題是為旅游做準(zhǔn)備。通過為旅游做準(zhǔn)備，使自己養(yǎng)成勤于思考，善于總結(jié)的好習(xí)慣。整個說課我將分成五個大部分進(jìn)行講述：即教材分析、教學(xué)方法、學(xué)習(xí)方法、教學(xué)環(huán)節(jié)的設(shè)計、教學(xué)程序。

一、教材分析

（一）教材的地位和作用

《新目標(biāo)》(Go For It)是人教社出版的課程標(biāo)準(zhǔn)系列教材之一的英語教材，它采用任務(wù)型語言教學(xué)模式，融匯話題，交際功能和語言結(jié)構(gòu)，形成了一套循序漸近的生活化的學(xué)習(xí)程序。每個單元都列出明確的語言目標(biāo)，主要的功能項目與語法結(jié)構(gòu)，需要掌握的基本詞匯，幷分為A、B兩部分。A部分是基本的語言內(nèi)容，B部分是知識的擴(kuò)展和綜合的語言運用。

我說課的內(nèi)容是A部分基本的語言內(nèi)容和文化知識。主要是通過Preparing for a vacation引起話題，要求學(xué)生能夠談?wù)撟约鹤罱寻l(fā)生的事情。

（二）教學(xué)目標(biāo)的確立和依據(jù)

為了完成正常的教學(xué)任務(wù)，還要有效地培養(yǎng)學(xué)生的創(chuàng)新精神和實踐能力，我確立如下的教學(xué)目標(biāo)：

1．知識目標(biāo)：

A:掌握詞匯：watered, travel guidebook, beach towel, bathing suit, refrigerator,cleaned out ,turned off

B:掌握句型：Have you packed the camera yet? Yes ,I have already packed the camera .

2．能力目標(biāo)：

A:學(xué)會談?wù)撘呀?jīng)完成和還未完成的事情。

B:學(xué)會使用already和yet，并能在實際情境中簡單的運用，培養(yǎng)學(xué)生應(yīng)用英語進(jìn)行交際的能力。

3．情感目標(biāo)：

通過對本課的學(xué)習(xí)，增強(qiáng)實際交際能力，開闊眼界。

（三）重點和難點：

1.重點：基本單詞，詞匯和句型。

2.難點：能夠運用現(xiàn)在完成時談?wù)撟约旱囊呀?jīng)完成和還未完成的事情。

二、教學(xué)方法

（1）.情境教學(xué)法 通過動畫導(dǎo)入新課。

（2）.聽說教學(xué)法 通過聽錄音，模仿對話來鞏固句型。加強(qiáng)聽說訓(xùn)練。

（3）.任務(wù)教學(xué)法 通過Pairwork,Roleplay 強(qiáng)化所學(xué)的知識。

（4）.采用多媒體課件，增大教學(xué)容量和增強(qiáng)直觀性 。

三、學(xué)法指導(dǎo)

一個差的老師只會奉獻(xiàn)而好的老師則會交給學(xué)生，發(fā)現(xiàn)真理的方法。中國有句古話“受人以魚，不如授人以漁”，學(xué)習(xí)也是這樣，要教學(xué)生學(xué)會學(xué)習(xí)，才是每一個從教者的目標(biāo)。本單元是口語會話課，以討論法引導(dǎo)學(xué)生在自主學(xué)習(xí)重點單詞與語法的基礎(chǔ)上鼓勵他們合作、探究、小組活動等。注重學(xué)生的口語實踐和學(xué)習(xí)體驗，不求面面俱到，但求積極參與，獨特體驗。

四、教學(xué)環(huán)節(jié)的設(shè)計

學(xué)生具有無限的潛力，我們常說“沒有學(xué)不好的學(xué)生，只有教不好的老師”。因此，在教學(xué)中需要教師適時適當(dāng)?shù)囊龑?dǎo)，本節(jié)課中我尤其側(cè)重訓(xùn)練學(xué)生通過合作、探究來獲取知識的過程，并注重改變學(xué)生以往的學(xué)習(xí)方法，通過設(shè)計有效地例句來引導(dǎo)學(xué)生，使他們始終處于主動尋求知識的渴望。我充分放手讓學(xué)生發(fā)揮其主體地位，使其真正成為課堂的主人。本節(jié)課我講解的時間不超過15分鐘，讓學(xué)生有充分的30分鐘進(jìn)行會話，以達(dá)到了解、掌握本單元的重點的目的，課前我給學(xué)生布置了預(yù)習(xí)作業(yè)，讓他們查找有關(guān)國家、城市的相關(guān)圖片或資料，使學(xué)生在預(yù)習(xí)中就掌握了大量的信息，具備了相應(yīng)的選擇能力和重組能力，這也恰恰是新課程標(biāo)準(zhǔn)的要求。

五、教學(xué)程序

Have you packed yet? SectionA 3a 3b 4 說課稿

一說教材

（一）教材的地位及作用

新目標(biāo)英語教材概述

今天我說課的內(nèi)容是新目標(biāo)九年級unit14 Section A3a 3b 4?！缎履繕?biāo)英語》教材的語言教育理念是：知識用于行動強(qiáng)調(diào)“語言應(yīng)用”，培養(yǎng)“創(chuàng)新、實踐能力”，發(fā)展“學(xué)習(xí)策略”。它采用任務(wù)型語言教學(xué)（Task-basedLanguage Teaching）模式，融匯話題，交際功能和語言結(jié)構(gòu)，形成了一套循序漸進(jìn)的生活化的學(xué)習(xí)程序。教材中每單元都設(shè)計一個或幾個與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)過程中，使用英語獲取信息，用英語進(jìn)行交流，培養(yǎng)運用英語解決實際問題的能力。

單元分析及教材的處理

本單元主要以Preparing for avacation 為中心話題，圍繞著描述“一系列已經(jīng)完成和還需要完成的事情”展開，進(jìn)一步學(xué)習(xí)和運用有關(guān)現(xiàn)在完成時態(tài)，讓學(xué)生學(xué)會談?wù)撘呀?jīng)完成的事情。本課是Section A第二課時，其要主目標(biāo)是“Talk about recentevents. Things that have been done and haven’t been done.能夠運用現(xiàn)在完成時來詢問最近已經(jīng)發(fā)生或還未發(fā)生的事，并且能夠運用現(xiàn)在完成時來談?wù)撟约夯蛩艘炎龌蛭醋龅氖?。例如：“Have you packedthe camera yet?” “I’ve alreadybought a newspaper.”同時還要掌握其肯定及否定回答，是本課的語言目標(biāo)。

本節(jié)課為Section A的第而二課時，主要學(xué)習(xí)內(nèi)容是：閱讀一封e-mail :講述我要做和已做的事情與爺爺年幼時要做的事.嘗試了解祖輩幼時生活的辛苦,另一方面也考慮一下統(tǒng)籌安排時間.對他人已完成和未完成的事進(jìn)行詢問,并做出肯定和否定回答。由于前面已有現(xiàn)在完成時的基礎(chǔ)，我想趁熱打鐵，繼續(xù)這個話題，就把教材的順序做了調(diào)整，倒過來上。

（二）教學(xué)目標(biāo)

根據(jù)課標(biāo)及14單元的內(nèi)容，我將本節(jié)課的教學(xué)目標(biāo)細(xì)化為以下五方面：語言目標(biāo)，能力目標(biāo)，情感和態(tài)度目標(biāo)，策略目標(biāo)及認(rèn)知目標(biāo)。

1 語言目標(biāo)：(1) 能夠運用現(xiàn)在完成時來詢問最近已經(jīng)發(fā)生或還未發(fā)生的事,如:Have you done your homework?

(2) 能夠運用現(xiàn)在完成時來談?wù)撟罱呀?jīng)發(fā)生或還未發(fā)生的事,如:I’ve already bought a newspaper. Ihaven’t done any of those things yet.

2 知識目標(biāo)：掌握本課的重點詞匯和句型,如: get back to, chop wood, light the fire, farm ,anyway , village well

I haven’t done any of those things yet. Have you bought a newspaper? Yes. I’vealready bought a newspaper？

3能力目標(biāo) 能夠讀懂重要句型及語言結(jié)構(gòu)，并能夠仿照例子學(xué)會調(diào)查并進(jìn)行調(diào)查報告總結(jié)。

4 情感目標(biāo) .

懂得傾聽他人，尊重他人

通過組織小組調(diào)查和討論,培養(yǎng)人際交往能力和團(tuán)隊合作精神.

通過游戲激發(fā)學(xué)生的學(xué)習(xí)積極性.

通過討論如何安排家務(wù)與學(xué)習(xí)任務(wù),明白統(tǒng)籌安排時間的重要性,并體會祖輩過去生活的艱辛.

5策略目標(biāo)通過Survey和游戲培養(yǎng)交際能力.

6認(rèn)知目標(biāo)通過多種形式的活動,提高對事物的分析、判斷能力以及綜合運用英語的能力。

（三）教學(xué)重點及難點

教學(xué)重點：

1：詞匯：get back to, chopwood, light the fire, farm ,anyway , village well ;chores to do ; water the plants; feed the animals,etc