九年级英语Have you packed yet 7新人教版.doc

Have you packed yet
第7课时
The Seventh Period
Reading． Students find Chinese roots．
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
Key Vocabulary
root, ancestor, homeland, mainly, hardly, highlight, well clear, abroad, connect, in search of, turning point
Text: Students find Chinese roots
2． Ability Objects
Fast-reading to get a general idea of the text．
Careful-reading to get the detailed information in the text．
Learn the words and phrases from the context．
3． Moral Object
China is our homeland． Wherever we are． we never forget we are Chinese． We love China forever．
Ⅱ． Teaching key Points
Key vocabulary
Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Methods
Fast-reading to improve students’ reading ability．
Careful-reading to get the detailed information．
Pairwork and groupwork．
Ⅴ． Teaching Aid
A projector
Ⅵ． Teaching Procedures
Step I Key Vocabulary
This activity introduces the key vocabulary words．
Show the following vocabulary on the screen by a projector．
root n． 根；根部；根源
overseas adj． 外国的；海外的
ancestor n． 祖先；祖宗
homeland n． 祖国；家乡
search v． 搜寻；搜索
in search of 寻找；寻求
affair n． 事；事务；业务
Overseas Chinese Affairs Office 中国海外事务管理局
Netherlands n． 荷兰
Austria n． 奥地利
Germany n． 德国
Indonesia n． 印度尼西亚
mainly adv． 主要地；重要地
highlight v． 强调；使突出
buffalo n． 水牛；野牛
farmer n． 农民；农场主
field n． 田间；田地
move n． 被感动
deeply adv． 深刻地；强烈地
point n． 点；处；地点
turning point 转折点
culturally adv． 文化地；人文地
ancestrally adv． 祖先地
grave n． 墓穴；坟墓
historian n． 历史学家；史学家
strongly adv． 强有力地；强劲地
clear v． 消除；扫除
abroad adv． 在国外；海外
connect v． 连接，关联
local adj． 地方的；当地的
Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
This activity allows students to activate their background knowledge before attempting the reading．
Look at the picture． Let students describe what is happening in the picture． Read the title aloud． Get students to predict what they think the article is about, based on the title．
Have students finish Task 1． But don’t look at the reading text． Instead, they suetheir background knowledge to try to answer the questions． As students work,
walk around, looking at their progress．
When most students complete the task, let students answer the questions with a partner．
Elicit answers from Students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．
Step Ⅲ 2a
This activity encourages students to predict what they are about to read．
Go through the instructions with the students． Get them to complete the task in small groups． When they work, walk around the classroom and make sure students discuss in English their reasons for selecting each word． Ask students to report their answers． Vote on the most likely words．
Answers will vary． But it is likely students will select culture, family, history, grandfather and tradition．
Step Ⅳ 2b
This activity builds on Activity 2a and asks students to confirm their predictions． Look at the instructions． Ask students to go through the reading to complete the task in small groups． Let students report their answers．
Answers
culture family Guangdong grandfather
Step Ⅴ Part 3
This activity encourages students to use the strategy of reading context． Look at the story． Find out the words indicated in bold． Let different students guess the meaning． Don’t give them the correct answers． Get students to read the article once． Say, Pay attention to the bold words and expressions． And note any other word or sentence you don’t understand． Read in context, guessing their meanings from the other words around them． Let students read the article again for comprehension． Ask a student to read the instructions aloud to the class． And let students look at the example． Then ask students to match the correct meanings with the correct words and expressions． Remind students to look at the story again for extra help． Give them one or two minutes to do the work．
Check the answers．
Answers
root e ancestor a hardly g highlight b well c turning point d abroad f
Get students to make sentences with the words and expressions． Answers to this activity will vary． Then ask a student to write his answers on the blackboard． Help correct any mistakes．
Sample answers
1． Pull up the plant by roots．
2． My ancestor’s hometown is in Shandong Province．
3． I can hardly believe that．
4． This is the highlight of the story．
5． There was only one well in our village in the past．
6． Work hard and there will be a turning point．
7． Do you want to travel abroad?
Step Ⅵ Part 4
This activity helps students read for specific information and paraphrase ideas．
Go through the instructions with the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Let students do the activity individually or in pairs． Students should try to remember or guess the answers before looking at the reading． Check the answers． Let different students to give their answers． Ask students to give correct statements for the false statements．
Sample answers
T T T F （It started in 1980） T
Step Ⅶ Part 5
This activity helps students work in a group and think critically about what they have read．
Read the task aloud to the class． Get students to do the activity in small groups． Help students think of different activities that overseas Chinese might find interesting．
Check the answers． Let students share their answers with the class and agree on the best activities and reasons．
Optional activity
As an optional in-class or homework activity, ask students to write their own family trees and write about how life was different for their grandparents．
Culture note
Does everyone want to talk about his or her ancestors? Not really． Some people may have been adopted or may have divorced parents that they do not care to discuss． Some Australians are also sensitive about their ancestors for a different reason． In the early years of its settlement, many thousands of British citizens were transported to Australia for criminal offences． These offences were often mild for such a punishment, for example, a hungry child stealing a loaf of bread． Regardless, many Australians are descended from criminals and while some people laugh about it, others are not proud of the fact．
Step Ⅷ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅸ． Homework
1． Read the story in Activity 2b again for further comprehension．
2． Revise the target language in this unit．
Step Ⅹ． Blackboard Design
Reading: Students find Chinese roots．
The Seventh Period
Sample answers to Activity 3:
1． Pull up the plant by roots．
2． My ancestor’s hometown is in Shandong Province．
3． I can hardly believe that．
4． This is the highlight of the story．
5． There was only one well in our village in the past．
6． Work hard and there will be a turning point．
7． Do you want to travel abroad?