Have you packed yet說(shuō)課稿7篇

Have you packed yet?第一課時(shí) 說(shuō)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(kāi)展一系列教學(xué)活動(dòng).首先通過(guò)詢問(wèn)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(shí)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(yùn)用目標(biāo)語(yǔ)言。教材中提供的所有活動(dòng)都以現(xiàn)在完成時(shí)態(tài)為中心，通過(guò)一系列的聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，來(lái)加深對(duì)現(xiàn)在完成時(shí)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(diǎn)。從而提高他們運(yùn)用所學(xué)語(yǔ)言的綜合能力。

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

1）知識(shí)目標(biāo)：

重點(diǎn)詞匯--- bathingsuit, water, travel, guidebook, beach towel, street map

語(yǔ)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(yùn)用所學(xué)知識(shí)進(jìn)行聽(tīng)、說(shuō)、讀、寫(xiě)的綜合能力。

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

3.重點(diǎn)和難點(diǎn)：

學(xué)會(huì)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(shí)態(tài)。

2、說(shuō)學(xué)生

目前班級(jí)學(xué)生人數(shù)過(guò)多，教學(xué)時(shí)間又有限，教師不可能照顧到每一個(gè)學(xué)生，而且課后與學(xué)生溝通的時(shí)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(huì)感到被老師們冷落，長(zhǎng)時(shí)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(zhǎng)都極為不利。因此就出現(xiàn)了同一個(gè)老師面對(duì)同一個(gè)班的學(xué)生教同樣的內(nèi)容，有的學(xué)生成績(jī)優(yōu)秀，有的學(xué)生出現(xiàn)學(xué)困；有的學(xué)生喜歡英語(yǔ)，而有的學(xué)生討厭英語(yǔ)，甚至提及英語(yǔ)就頭疼，造成學(xué)生個(gè)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(jī)、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(gè)層次。A層次是學(xué)習(xí)成績(jī)、學(xué)習(xí)自覺(jué)性、主動(dòng)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(jué)性、主動(dòng)性不強(qiáng)，但潛力較大的學(xué)生。C層次為學(xué)習(xí)成績(jī)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(jìng)爭(zhēng)機(jī)制，根據(jù)測(cè)驗(yàn)成績(jī)，允許學(xué)生層次位置有所變化。

3、說(shuō)教法

《新課標(biāo)》明確指出：教師應(yīng)該避免使用單純傳授語(yǔ)言知識(shí)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(guò)程中，教師既是任務(wù)的設(shè)計(jì)者，又是任務(wù)的組織者。面對(duì)不同層次組成的班級(jí)，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(jì)任務(wù)時(shí)應(yīng)具有階梯性，形成由初級(jí)任務(wù)到高級(jí)任務(wù)和由高級(jí)任務(wù)涵蓋初級(jí)任務(wù)的循環(huán)。使每一學(xué)生都能為之，各有提高，讓每個(gè)學(xué)生都能獲得求知的滿足與成功的體驗(yàn)，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(shuō)流程

這是本單元的第一課時(shí)，內(nèi)容是Section A 的1a—2a。我將采取五部分即五個(gè)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(xiě)1至20的數(shù)字，問(wèn)學(xué)生問(wèn)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(guò)這樣的對(duì)話練習(xí)，學(xué)習(xí)含有already 和yet的現(xiàn)在完成時(shí)。

Task 2 旅游風(fēng)向標(biāo)：調(diào)查本組成員外出旅游時(shí)通常隨身攜帶的物品。學(xué)生兩人一組開(kāi)展此項(xiàng)活動(dòng)，討論到海灘度假時(shí)隨身攜帶哪三件物品，到城市旅游時(shí)隨身攜帶哪三件物品。在調(diào)查過(guò)程中，學(xué)生不僅擴(kuò)展了旅行方面的詞匯，而且學(xué)會(huì)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(guò)詢問(wèn)獲取信息。各組選一人做記錄，向全班匯報(bào)。

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

3）然而教師請(qǐng)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?cè)谕獬雎眯星白鞯臏?zhǔn)備工作，并在課堂上通過(guò)各小組活動(dòng)交流各自的信息，作出簡(jiǎn)單的報(bào)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(shuō)出外出旅游前要做的一些準(zhǔn)備?？梢蚤_(kāi)展組與組之間的競(jìng)賽。看誰(shuí)說(shuō)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(shí)，在筆記本上做記錄為下一步活動(dòng)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(qǐng)A層同學(xué)把以上結(jié)果寫(xiě)成小短文，作出簡(jiǎn)單的報(bào)告。

Task 4聽(tīng)力練習(xí)（1b 和2a）

根據(jù)聽(tīng)力材料，每個(gè)對(duì)話都將設(shè)計(jì)五個(gè)由易到難的問(wèn)題：

如：1b 對(duì)話的五個(gè)問(wèn)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(wèn)題的提出，本人進(jìn)行了具體的任務(wù)設(shè)計(jì)

A層： 1) 聽(tīng)懂并理解對(duì)話內(nèi)容。（一遍）2) 快速準(zhǔn)確地完成提出的問(wèn)題。3) 就對(duì)話內(nèi)容互相提問(wèn)和回答。4) 復(fù)述對(duì)話。

B層： 1) 基本聽(tīng)懂對(duì)話、把握對(duì)話大意。（一遍）2) 能獨(dú)立完成提出的問(wèn)題。3) 大致能重復(fù)或模仿對(duì)話中的關(guān)鍵句。

C層： 1) 參照對(duì)話完成聽(tīng)力，了解對(duì)話大意。（兩遍）2) 在老師的提示下完成提出的問(wèn)題。

通過(guò)分類完成聽(tīng)力訓(xùn)練，為所有學(xué)生提供了語(yǔ)言實(shí)踐的機(jī)會(huì)。讓他們了解了自己的聽(tīng)力、理解水平，從而激發(fā)了他們下次提高聽(tīng)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(duì)Task3放心出游寫(xiě)一篇關(guān)于自己家人的短文；

B組同學(xué)模仿1b 作一個(gè)對(duì)話；

C組同學(xué)將所學(xué)語(yǔ)言點(diǎn)及新單詞背誦下來(lái)。

Have you packed yet? 第一課時(shí)說(shuō)課稿二

一．教材分析

本單元的核心教學(xué)項(xiàng)目為“運(yùn)用現(xiàn)在完成時(shí)來(lái)談?wù)撟罱寻l(fā)生的事情”，這是本單元的第一課時(shí)，主要任務(wù)為通過(guò)聽(tīng)、說(shuō)的教學(xué)，使學(xué)生能夠運(yùn)用所學(xué)的目標(biāo)語(yǔ)言，談?wù)摶蛟儐?wèn)最近已經(jīng)發(fā)生的事情。

二.教學(xué)目標(biāo)

1.知識(shí)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(tīng)懂聽(tīng)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(diǎn)：The Present Perfect Tense.

教學(xué)難點(diǎn)：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(guò)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(duì)話、小組調(diào)查等活動(dòng)。其素材來(lái)源于現(xiàn)實(shí)生活，內(nèi)容樸實(shí)，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(wèn)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(guó)外實(shí)驗(yàn)學(xué)家通過(guò)大量的實(shí)驗(yàn)證明：人類獲取的信息83%來(lái)自視覺(jué)，11%來(lái)自聽(tīng)覺(jué)，兩者加起來(lái)就有94%。還有3.5%來(lái)自嗅覺(jué)，1.5%來(lái)自觸覺(jué)，1%來(lái)自味覺(jué)。多媒體技術(shù)即能看得見(jiàn)，又能聽(tīng)得見(jiàn)。這樣，通過(guò)多種感官的刺激所獲取的信息量比單一地聽(tīng)老師講課強(qiáng)得多。

2.采用情景教學(xué)法進(jìn)行對(duì)話

在課堂上創(chuàng)設(shè)適當(dāng)?shù)那榫埃鶕?jù)所聽(tīng)到的信息進(jìn)行倆倆對(duì)話或用所學(xué)知識(shí)進(jìn)行小組調(diào)查，讓學(xué)生進(jìn)行口語(yǔ)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(yǔ)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(dòng)的過(guò)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(ài)活動(dòng)的心理特點(diǎn)，在本課中我為學(xué)生設(shè)計(jì)了對(duì)話、小組活動(dòng)等，可以使學(xué)生在活動(dòng)中尋找興趣，在興趣中享受學(xué)習(xí)的歡樂(lè)，從中更加熱愛(ài)學(xué)習(xí)。

五、教學(xué)程序

se sentences (現(xiàn)在完成時(shí)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(lái)談?wù)撟罱l(fā)生的事情。

“already 用于現(xiàn)在完成時(shí)的肯定句中，yet 用于現(xiàn)在完成時(shí)的否定句和疑問(wèn)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(wèn)句）

______ he ______ the flowers ______ ?

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

4.I’ll do it in a minute.（對(duì)劃線部分提問(wèn)）

______ ______ will you do it ?

5.They have cleaned out the refrigerator. （對(duì)劃線部分提問(wèn)）

______ have they ______ ?

Step6. Homework.

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

Have you packed yet? 第二課時(shí)說(shuō)課稿

1．學(xué)科名稱

Have you packed yet?（九年級(jí)上學(xué)期）

2．所在班級(jí)情況，學(xué)生特點(diǎn)分析

所教兩班現(xiàn)有學(xué)生102人，總體來(lái)看，這兩個(gè)班的學(xué)生存在兩級(jí)分化，處于中間位置的學(xué)生不多，成績(jī)提升不是很明顯。班上的部分男生還沒(méi)有形成良好的學(xué)習(xí)習(xí)慣，平時(shí)放松自己，各方面表現(xiàn)要相對(duì)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(wú)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(shí)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(shí)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(diǎn)和難點(diǎn)。并要求學(xué)生在復(fù)習(xí)舊知識(shí)的基礎(chǔ)上，進(jìn)一步學(xué)習(xí)新知識(shí)，提高聽(tīng)說(shuō)和課文閱讀能力。通過(guò)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(diǎn)，分析現(xiàn)在完成時(shí)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(tīng)說(shuō)、誦讀法、小組活動(dòng)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(jì)了四個(gè)部分的內(nèi)容：

Section A部分有4個(gè)模塊：第一模塊圍繞Have you packed the beach towels yet?這一話題展開(kāi)口語(yǔ)（1a, 1c）、聽(tīng)力（1b）訓(xùn)練；第二模塊圍繞Talking about recent events進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊繼續(xù)就Talking about different chores這一話題展開(kāi)口語(yǔ)（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(kāi)小組及個(gè)人活動(dòng) (4)。

Section B部分有4個(gè)模塊：第一模塊就Talking about a band展開(kāi)口語(yǔ)訓(xùn)練；第二模塊圍繞Talking about members of a band進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（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(xiě)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(gè)模塊：第一模塊對(duì)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(duì)話閱讀和寫(xiě)作訓(xùn)練(2)。

Reading部分共設(shè)置了5項(xiàng)任務(wù)：第一項(xiàng)任務(wù)以問(wèn)題討論的方式激活學(xué)生相關(guān)背景知識(shí)；第二項(xiàng)任務(wù)要求學(xué)生通過(guò)快速閱讀獲取信息；第三項(xiàng)任務(wù)要求學(xué)生通過(guò)討論、寫(xiě)作等形式加深對(duì)閱讀內(nèi)容的理解；第四項(xiàng)任務(wù)要求學(xué)生能運(yùn)用所學(xué)知識(shí)解決實(shí)際問(wèn)題；第五項(xiàng)任務(wù)要求學(xué)生能運(yùn)用所學(xué)知識(shí)展開(kāi)實(shí)踐活動(dòng)。

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(diǎn)分析

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

Tense）由have/has＋been＋動(dòng)詞的現(xiàn)在分詞（即動(dòng)詞的ing形式）構(gòu)成，表示動(dòng)作從過(guò)去的某個(gè)時(shí)刻開(kāi)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(shuō)明動(dòng)作還將繼續(xù)下去，第二例說(shuō)明動(dòng)作在說(shuō)話時(shí)刻之前剛剛結(jié)束。

2.現(xiàn)在完成進(jìn)行時(shí)與現(xiàn)在完成時(shí)（Present Perfect Tense）有時(shí)可以互相交換使用，含義沒(méi)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(shí)

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(guò)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(yè)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?wèn)句)

Have you fed the dog yet?

解析：像陳述旬里的some，already之類，在一般疑問(wèn)句的舞臺(tái)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(wèn)動(dòng)作發(fā)生的具體時(shí)間應(yīng)用一般過(guò)去時(shí)，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?yàn)樗鼜?qiáng)調(diào)的是到目前為止的時(shí)間，包括現(xiàn)在。而現(xiàn)在完成時(shí)的一種用法就是過(guò)去的動(dòng)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(xiě)出本單元學(xué)過(guò)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(xiě))

He_______ _______ ________the plants．

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

_______ 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(wèn)句)

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

7. They can hardly believe it. (改為反意疑問(wèn)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(dòng)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(shū)面表達(dá)

根據(jù)圖畫(huà)內(nèi)容及所給英文提示，寫(xiě)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(wèn)答

上完這節(jié)課后，經(jīng)過(guò)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(gè)人能力，使他們能夠從英語(yǔ)閱讀活動(dòng)中享受到樂(lè)趣。我們每個(gè)教者需要平時(shí)多注意對(duì)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(yǔ)的興趣。

Have you packed yet? Section A 說(shuō)課稿

各位評(píng)委：大家好，今天我說(shuō)課的題目是初中英語(yǔ)人教版九年級(jí)unit14. Have you packed yet?本課的中心話題是為旅游做準(zhǔn)備。通過(guò)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(gè)說(shuō)課我將分成五個(gè)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(jì)、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(yǔ)教材，它采用任務(wù)型語(yǔ)言教學(xué)模式，融匯話題，交際功能和語(yǔ)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(gè)單元都列出明確的語(yǔ)言目標(biāo)，主要的功能項(xiàng)目與語(yǔ)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(yǔ)言內(nèi)容，B部分是知識(shí)的擴(kuò)展和綜合的語(yǔ)言運(yùn)用。

我說(shuō)課的內(nèi)容是A部分基本的語(yǔ)言內(nèi)容和文化知識(shí)。主要是通過(guò)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(shí)踐能力，我確立如下的教學(xué)目標(biāo)：

1．知識(shí)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(huì)談?wù)撘呀?jīng)完成和還未完成的事情。

B:學(xué)會(huì)使用already和yet，并能在實(shí)際情境中簡(jiǎn)單的運(yùn)用，培養(yǎng)學(xué)生應(yīng)用英語(yǔ)進(jìn)行交際的能力。

3．情感目標(biāo)：

通過(guò)對(duì)本課的學(xué)習(xí)，增強(qiáng)實(shí)際交際能力，開(kāi)闊眼界。

（三）重點(diǎn)和難點(diǎn)：

1.重點(diǎn)：基本單詞，詞匯和句型。

2.難點(diǎn)：能夠運(yùn)用現(xiàn)在完成時(shí)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(guò)動(dòng)畫(huà)導(dǎo)入新課。

（2）.聽(tīng)說(shuō)教學(xué)法 通過(guò)聽(tīng)錄音，模仿對(duì)話來(lái)鞏固句型。加強(qiáng)聽(tīng)說(shuō)訓(xùn)練。

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

（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(gè)差的老師只會(huì)奉獻(xiàn)而好的老師則會(huì)交給學(xué)生，發(fā)現(xiàn)真理的方法。中國(guó)有句古話“受人以魚(yú)，不如授人以漁”，學(xué)習(xí)也是這樣，要教學(xué)生學(xué)會(huì)學(xué)習(xí)，才是每一個(gè)從教者的目標(biāo)。本單元是口語(yǔ)會(huì)話課，以討論法引導(dǎo)學(xué)生在自主學(xué)習(xí)重點(diǎn)單詞與語(yǔ)法的基礎(chǔ)上鼓勵(lì)他們合作、探究、小組活動(dòng)等。注重學(xué)生的口語(yǔ)實(shí)踐和學(xué)習(xí)體驗(yàn)，不求面面俱到，但求積極參與，獨(dú)特體驗(yàn)。

四、教學(xué)環(huán)節(jié)的設(shè)計(jì)

學(xué)生具有無(wú)限的潛力，我們常說(shuō)“沒(méi)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(shí)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(guò)合作、探究來(lái)獲取知識(shí)的過(guò)程，并注重改變學(xué)生以往的學(xué)習(xí)方法，通過(guò)設(shè)計(jì)有效地例句來(lái)引導(dǎo)學(xué)生，使他們始終處于主動(dòng)尋求知識(shí)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(shí)間不超過(guò)15分鐘，讓學(xué)生有充分的30分鐘進(jìn)行會(huì)話，以達(dá)到了解、掌握本單元的重點(diǎn)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(guó)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(shuō)課稿

一說(shuō)教材

（一）教材的地位及作用

新目標(biāo)英語(yǔ)教材概述

今天我說(shuō)課的內(nèi)容是新目標(biāo)九年級(jí)unit14 Section A3a 3b 4?！缎履繕?biāo)英語(yǔ)》教材的語(yǔ)言教育理念是：知識(shí)用于行動(dòng)強(qiáng)調(diào)“語(yǔ)言應(yīng)用”，培養(yǎng)“創(chuàng)新、實(shí)踐能力”，發(fā)展“學(xué)習(xí)策略”。它采用任務(wù)型語(yǔ)言教學(xué)（Task-basedLanguage Teaching）模式，融匯話題，交際功能和語(yǔ)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(jì)一個(gè)或幾個(gè)與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)過(guò)程中，使用英語(yǔ)獲取信息，用英語(yǔ)進(jìn)行交流，培養(yǎng)運(yùn)用英語(yǔ)解決實(shí)際問(wèn)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(kāi)，進(jìn)一步學(xué)習(xí)和運(yùn)用有關(guān)現(xiàn)在完成時(shí)態(tài)，讓學(xué)生學(xué)會(huì)談?wù)撘呀?jīng)完成的事情。本課是Section A第二課時(shí)，其要主目標(biāo)是“Talk about recentevents. Things that have been done and haven’t been done.能夠運(yùn)用現(xiàn)在完成時(shí)來(lái)詢問(wèn)最近已經(jīng)發(fā)生或還未發(fā)生的事，并且能夠運(yùn)用現(xiàn)在完成時(shí)來(lái)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(shí)還要掌握其肯定及否定回答，是本課的語(yǔ)言目標(biāo)。

本節(jié)課為Section A的第而二課時(shí)，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(shí)要做的事.嘗試了解祖輩幼時(shí)生活的辛苦,另一方面也考慮一下統(tǒng)籌安排時(shí)間.對(duì)他人已完成和未完成的事進(jìn)行詢問(wèn),并做出肯定和否定回答。由于前面已有現(xiàn)在完成時(shí)的基礎(chǔ)，我想趁熱打鐵，繼續(xù)這個(gè)話題，就把教材的順序做了調(diào)整，倒過(guò)來(lái)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(yǔ)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(yǔ)言目標(biāo)：(1) 能夠運(yùn)用現(xiàn)在完成時(shí)來(lái)詢問(wèn)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(yùn)用現(xiàn)在完成時(shí)來(lái)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(shí)目標(biāo)：掌握本課的重點(diǎn)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(yǔ)言結(jié)構(gòu)，并能夠仿照例子學(xué)會(huì)調(diào)查并進(jìn)行調(diào)查報(bào)告總結(jié)。

4 情感目標(biāo) .

懂得傾聽(tīng)他人，尊重他人

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

通過(guò)游戲激發(fā)學(xué)生的學(xué)習(xí)積極性.

通過(guò)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(shí)間的重要性,并體會(huì)祖輩過(guò)去生活的艱辛.

5策略目標(biāo)通過(guò)Survey和游戲培養(yǎng)交際能力.

6認(rèn)知目標(biāo)通過(guò)多種形式的活動(dòng),提高對(duì)事物的分析、判斷能力以及綜合運(yùn)用英語(yǔ)的能力。

（三）教學(xué)重點(diǎn)及難點(diǎn)

教學(xué)重點(diǎn)：

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