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本单元围绕living environment展开。在以Hometown feelings为题的本课中，学生需要理解文本意思，了解主人公的生活背景，深层次理解文章内涵——乡愁。同时，在教师的引导下，联系生活实际，运用跨学科知识，学会用发展的眼光看待同一话题，结合当下时事政治相关内容，培养民族自豪感，培养学生的道路自信、理论自信、制度自信。树立正确的价值观。
通过对本单元生词预习和SectionA 的学习后，对大部分学生而言，阅读和理解本篇文章的浅层含义是不难的。但由于大部分学生来自于城市，且年龄较小，因此对于乡愁和乡村发展的理解并不深刻。本节课，一方面教师通过多媒体资源介绍帮助学生了解更多的实际情况，拓展视野，更好地了解当下的乡村发展。另一方面巧设阅读任务和设问，并借助现代信息技术教学手段，帮助学生理解文本深层次内涵。最终帮助学生建立道路自信、理论自信、制度自信。
By the end of this class, students will be able to get improved in the following aspects:
1. Language ability:
(1) The students will be able to learn and master some words and phrases, like migrant worker, make a living, and so on.
(2)The students can use background information and previous knowledge to express their ideas clearly based on the topic and materials the teacher offers.
2. Learning ability
Students can adjust their learning skills and improve their English comprehensive ability by concentrating on the class and take an active part in different class activities, like fast-reading, detailed reading, group discussion, and so on.
3. Thinking ability
The students can analyze and infer the reasons behind some certain phenomena, and express their own opinions creatively and precisely. Meanwhile, they are expected to improve their ability of analyzing and making generalizations through different tasks, like matching the main idea with each paragraph.
4. Cultural awareness
By having a deeping exploration of the passage, students can have a better understanding of hometown feelings the writer wants to express. They can also have a further understanding of the reasons why migrants have to leave hometown and the dilemma between making a living outside and hometown feelings. What's more, by learning the facts about the rapid development in the countryside, students will form a firm belief in our country and people.
1. To evoke students' emotional sympathy since most of the students or their family don't have similar experience like Zhong Wei.
2. To fully understand hometown feelings as well as the reasons behind the massive migrant workers.
3. To fully understand why the writer chooses a tree as a symbol of his hometown to carry his hometown feelings. (In China, there is a famous saying, "Fallen leaves return to the roots". It means one will finally revert to his origin. It is a result of Chinese traditional culture and a universal idea.)
1. The teacher leads into the topic of migrant workers by asking the students two questions.
In China, when do we have the busiest traffic?
During the Spring Festival.
2. The teacher leads into the title of hometown feelings by asking questions.
(1) How often do they go back home?
(2) Do they miss their family and hometown?
The questions and answers cover all the key information of paragraph 1. Besides asking questions, the teacher shows some impressive pictures to leave a deep impression on students about how massive the migration is. This way, the students can have a basic understanding of the background information.
After the free talk above, students are required to read the passage and finish the global reading task.
Match the main idea for each paragraph.
Para1 Some things never change in their hometowns.
Para2 and 3 Many Chinese like Zhongwei leave their hometowns.
Para4 Their hometowns have changed.
Invite a student to finish the task on the screen. This way, the teacher can know how students are thinking. Meanwhile, the students can be prouder and more active in the English class.
After students have a basic understanding of the passage, they are expected to read the passage in details and finish the given tasks.
(Paragraph 1 is about the background information of Zhong Wei. The teacher has introduced the information in the lead-in part by asking students questions about migrants.)
Para 2&3 Changes in Zhong Wei's hometown
1. Read and find out the changes of hometowns.
Large hospitals, new roads, new schools, and new teachers from big cities.
2. Read between lines and guess Zhong Wei's feelings
(1) How does Zhong Wei feel about the changes?
Zhong Wei feels happy/glad/interested/approving about the developments. （T: How do you know that? --- Zhong Wei thinks such developments are good and he also knows that his hometown cannot always stay the same.）
3. Watch a video and answer the questions.
(1) What other changes have happened in the countryside?
New houses, new industry, new technology.
(2) What are the hometowns like now? (The teacher has designed an activity for students to choose right words to describe the countryside)
Modern, attractive, rich, beautiful, clean, convenient, comfortable…
After students finish the competition, review the words by reading together.
Para 4 Things never change
1.Read and answer the questions
(1) What hasn't changed in Zhong Wei's hometown?
A big old tree.
(2) How does the big old tree make Zhong Wei feel?
Happy, soft, sweet, and unforgettable.
Discussion.
After the detailed reading and a deep exploration of the passage, students are required to have a discussion based on the questions.
(1)Is the tree the only thing unchanged? Why does Zhong Wei only mention it?
No. First, the big old tree carries his best memories about his hometown. Second, it is because of Chinese culture. (Leaves will finally return to the roots and one will eventually return to his origin. In Zhong Wei's heart, hometown to him is what a leave to the root of a tree.
(2) News: Migrant Workers Going Back
T: What draws migrant workers back?
Students are free to give their opinions.
With the teacher's help, students will also analyze benefits of living in countryside: rapid development (changed) and hometown feelings(unchanged).
Better contryside, better China.
With the rapid development of China, everyone is expected to have a strong pride and a firm belief in our nation and culture.
1. Find a poem about hometown feelings.
2. Read the poem to your classmates.
The purposes of the homework is to let students learn more about hometowm feelings, arouse students interest in learning English and broaden their horizons. More importantly, it can improve their learning abilities in the process of searching for the proper poems.
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