1． Key Vocabulary

clean out, put in, turn off

3． Moral Object

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

2． Ability Object

(1) Train students’ listening ability．

(2) Train students’ speaking ability．

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．

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?

The Second Period

2． guidebook-book for travellers, tourists, etc, with information about a place

Step Ⅰ Revision

T: Last week we finished Unit 13． In this unit, we learned how to talk about how things affect us． For example, Loud music makes me tense． That movie made her sad． Now I ask some students to make sentences with the structure…make me…

S₁: Parties make me excited．

S₂: School vacations make me happy．

S₃: That movie made me want to leave．

S₄: The story made me cry．

S₅: The awful picture makes me nervous．

T:　 Very good． From today on, we will learn Unit 14． Now． I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．

(After the student has written the numbers 1 through 5, start talking to the rest of the class)

T: Has he written the number 1 yet?

Class repeat the question． Has he written the number 1 yet?

S_s: Has he written the number 1 yet?

T: (Pointing to the number 1 on the board) Yes, he has already written the number 1． Class repeat． Yes, he has already written the number 1．

S_s: Yes, he has already written the number 1．

T: (Writing the word already on the blackboard) This is the word already．

Class repeat． Already． Look at the blackboard． (pointing to the blackboard) Has he written the number 50 yet? Class repeat the question． Has he written the number 50 yet?

S_s: Has he written the number 50 yet?

T: (Pointing to the highest number already on the blackboard)

No, he hasn’t written the number 50 yet． Class repeat． No, he hasn’t written the number 50 yet．

S_s: No, he hasn’t written the number 50 yet．

T: (Writing the word yet on the blackboard) Tish is the word yet． Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?

SSs: Already．

T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?

SS: Yes．

Step Ⅱ 1a

This activity introduces key vocabulary and helps students review vocabulary they already know．

Read the instructions aloud to the class．

Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example． (bathing suit, travel guidebook)

Get students to add some things to the lists under the two headings． A beach vacation and Sightseeing in a city． Have students do the work individually first．

While they are working, walk around the classroom checking the progress of the students．

Let students tell the class the words they wrote． Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．

Sample answers

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation．

Look at the picture． Ask, What can you see in the picture? (There is a family in the picture． They are getting ready for a beach vacation)

Point to the box． Invite a pair of students to read the conversation to the class．

A: Have you packed the beach towels yet?

B: No, I haven’t．

Look at the six chores on the list． Let students read each item, then ask different students to explain the meaning of each item in their own words． Make sure students understand the meaning of each item． Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．

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

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．

S_A: Have you watered the plants yet?

S_B: 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

S_A: Have they packed the camera yet?

S_B: Yes, they have already packed the camera．

Conversation 2

S_A: Have they bought a street map yet?

S_B: No, they haven’t bought a street map yet．

Notes

1． pack-(here)get ready for a journey by doing this

2． The blackboard

1． A tape recorder

2． Pairwork to make every student work in class．