2． My ancestor’s hometown is in Shandong Province．

Step I Key Vocabulary

This activity introduces the key vocabulary words．

Show the following vocabulary on the screen by a projector．

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．

A projector

Fast-reading to improve students’ reading ability．

Careful-reading to get the detailed information．

Pairwork and groupwork．

Train students’ reading and writing skills．

Key vocabulary

Train students’ reading and writing skills．

3． Moral Object

China is our homeland． Wherever we are． we never forget we are Chinese． We love China forever．

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．

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． gotten-(American English) It is the past participle of get． In British English, the form is got．

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language． Ask two students to read the conversation aloud

A: Please water the plants．

b: I’ve already watered them．

Get all the students to read the conversation again． Then let students look at the picture． Ask, What is funny about this cartoon? Help students to explain． The boy gave the plants too much water．

Ask some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework

In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please make sentences using the words in, Activity 1 in your exercise books． Then finish off the exercises on pages 58-60 of the workbook．

Step Ⅵ Blackboard Design

Unit 14 Have you packed yet?

The Seventh Period

Reading． Students find Chinese roots．