教案7(英语教案)
孔子歇后语-培训班总结
Reading: Students find Chinese roots.
The Seventh Period
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.
清除；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 sue
their 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 c
ancestor a hardly g
highlight b well c
turning point d abroad f
Get students to
make sentences with the words and expressions.
Answer, 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. Student, should try to remember or
guess the answer, 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?