Unit 14 Section A 教学参考.docVIP

Unit 14 Section A 教学参考 ? ·Use the following activity to help students understand the concept behind the words already and yet. ·Choose a student to be it. Ask that student to come to the front of the room. Whisper in that students ear these instructions: Please write the numbers 1 to 20 on the board. Write the numbers slowly and stop whenever I say stop. 稟sk the student to start writing the numbers. After the student has written the numbers 1 through 5, start talking to the rest of the class. [T=Teacher, S=Student] T: Has he (she) written the number 1 yet? Class repeat the question. Has he written the number 1 yet? SS: 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. SS: Yes, he has already written the number 1. T: (writing the word already on the board) This is the word already. Class repeat. Already. 稟s the student at the board continues writing the numbers, repeat the same procedure with some other numbers that the student has already written. 稵hen ask questions with the word yet. T: Has he (she) written the number 50 yet? Class repeat the question. Has he written the number 50 yet? SS: Has he written the number 50 yet? T: (pointing to the highest number already on the board) No, he hasnt written the number 50 yet. Class, repeat. No, he hasnt written the number 50 yet. SS: No, he hasnt written the number 50 yet. T: (writing the word yet on the board) This is the word yet. Class repeat. Yet. 稲epeat the same procedure with several numbers. 稺rite the words already and yet on the board and ask students which one is used to talk about things that have happened in the past (already) and things that will happen in the future (yet). ?1a This activity introduces key vocabulary and helps students review vocabulary they already know. 稲ead the instructions. Ask a student to give an example of a beach vacation and sightseeing in a city. 稵hen ask s