Unit 7 Journeys Lesson 19 The Silk Road 教学设计（表格式）北师大版九年级全册

教学设计
课程基本信息
学科 英语 年级 九年级 学期 春季
课题 Unit 7 Journeys Lesson 19 The Silk Road
教科书 书 名：北师大版初中英语九年级全一册教科书 出版社：北京师范大学出版社
教学目标
在本节课学习结束的时候，学生能够： 1.通过略读和扫读获取古丝绸之路的长度、途经地、用途的基本信息，梳理并整合作者一家游览古丝绸之路的路线以及四个要地的地理人文信息和历史变迁，独立绘制关于古丝绸之路的思维导图； 2. 推理与判断作者对此次古丝绸之路之旅的情感态度，并给出理由； 3. 结合文本，分析与评价古丝绸之路的历史作用和当代价值，表达自己对如今宣传丝绸之路文化是否有意义的看法； 4. 利用思维导图，向外国同学口头介绍古丝绸之路，增强对祖国历史和文化的认同感和自豪感；
教学重难点
教学重点： 1.通过略读和扫读获取古丝绸之路的长度、途经地、用途的基本信息，梳理并整合作者一家游览古丝绸之路的路线以及四个要地的地理人文信息和历史变迁，独立绘制关于古丝绸之路的思维导图； 2.推理与判断作者对此次古丝绸之路之旅的情感态度，并给出理由。 教学难点： 1.结合文本，分析与评价古丝绸之路的历史作用和当代价值，表达自己对如今宣传丝绸之路文化是否有意义的看法； 2.利用思维导图，向外国同学口头介绍古丝绸之路，增强对祖国历史和文化的认同感和自豪感。
教学内容
教学内容选择北师大版初中英语九年级全一册Unit 7 Lesson 19的阅读文本The Silk Road，课型为阅读课。 所选语篇属于“人与社会”范畴中的“历史、社会与文化”主题群。文本介绍了作者一家从兰州到敦煌的古丝绸之路之旅。作者通过父亲了解了丝绸之路的基本人文和地理信息，包括长度、途径地和用途。于是在暑假，作者一家从兰州出发，途经武威、嘉峪关、玉门关，最后到达敦煌，详细记录了四个重要途径地的历史变迁以及作者的所见、所闻、所感。配图为古丝绸之路上的城墙与建筑，充满着古朴气息。 本文体裁为游记，主要围绕作者一家在去年暑假游览丝绸之路的见闻展开，结构清晰，为总-分-总结构。首段介绍了丝绸之路的长度、途径地和基本用途，2-5段借助start at、the next stop、after that和finally等词汇呈现游览顺序，介绍了作者一家从兰州出发，途径丝绸之路上四个重要城市的游览经历。同时，作者交替使用一般过去时与一般现在时以及表现在和过去的时间词语来描述四个重要城市的变迁。最后一段作者总结自己此行的感受，即：本次旅游不仅是一次风景之旅，更是一次历史之旅。 作者通过记录此次古丝绸之路之旅，旨在帮助学生了解古丝绸之路的基本人文地理信息、历史变迁及其在政治、经济、军事和文化等方面对中国乃至世界的发展所起的重要作用，思考古丝绸之路对于全球化的意义和宣传古丝绸之路的必要性，加深对祖国历史和文化的理解和热爱，并拓展学生的国际视野。
教学过程
Lead-in Ss observe pictures in the cover of the unit and the lesson, and share the information they get and predict what they may learn in the lesson.
Pre-reading Ss watch a video and share how much they have already known about the Silk Road and begin their mindmaps. Ss share what they expect to know about the Silk Road.
While-reading 1st reading Ss read, check whether their predictions about the Silk Road right or not. Ss find out the genre of the text and what the text is mainly about. 2nd reading Ss read to get new information about the Silk Road from the text and improve their mindmaps. Ss read to sort out the route and stops of the journey, and changes of Wuwei, Jiayuguan, Dunhuang, and Yumenguan. 3rd reading Ss read and evaluate the writer’s attitude towards the journey and opinions about the Silk Road.
Post-reading Group Discussion: Ss think about the historic significance of the Silk Road, and improves their mindmaps. The ancient Silk Road has disappeared, but every year a Silk Road Week is held. Do you think it is necessary or meaningful Why What’s the contemporary value (当代价值) of the Silk Road Ss discuss and share their views on the contemporary value (当代价值) of the Silk Road, then finish their mindmaps. Presentation Jack, an exchange student, is interested in the Silk Road but he doesn’t know much about it. Here are some questions he has. How long was the silk road What places did it go through What was the Silk Road used for Why is it so important in the past and present Ss introduce the Silk Road to Jack and answer his questions based on their mindmaps. Ss summarize what they’ve learned today and finish the self-assessment chart.
作业设计
Compulsory homework: Write a letter to the exchange student, Jake, who is interested in the Silk Road. You can draw a map in English, recommend a route and design a travel plan for him. Optional homework: Every year China organizes a Silk Road Week. Search the internet for information on this, and think about how you can help promote the Silk Road culture from one of the following aspects: song and dance, transport, trade, architecture, and literature.