Unit14 Have you packed yet教案(共七課時)新目標

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. 外國的；海外的
ancestor n. 祖先；祖宗
homeland n. 祖國；家鄉
search v. 搜尋；搜索
in search of 尋找；尋求
affair n. 事；事務；業務
overseas chinese affairs office 中國海外事務管理局
netherlands n. 荷蘭
austria n. 奧地利
germany n. 德國
indonesia n. 印度尼西亞
mainly adv. 主要地；重要地
highlight v. 強調；使突出
buffalo n. 水牛；野牛
farmer n. 農民；農場主
field n. 田間；田地
move n. 被感動
deeply adv. 深刻地；強烈地
point n. 點；處；地點
turning point 轉折點
culturally adv. 文化地；人文地
ancestrally adv. 祖先地
grave n. 墓穴；墳墓
historian n. 歷史學家；史學家
strongly adv. 強有力地；強勁地
clear v. 消除；掃除
abroad adv. 在國外；海外
connect v. 連接，關聯
local adj. 地方的；當地的 
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.