教学设计个人信息
姓名
单位
联系方式
设计者
赵彩红
北大附中石景山学校
18211196504
教学基本信息
课题
Unit7 Journeys Lesson 19 The Silk Road
学科
英语
学段
初中
年级
初三
相关
领域
历史 丝绸之路
教材
书名： 北师大版英语九年级（全一侧） 出版社：北京师范大学出版社
出版日期：2015年7月
1.指导思想与理论依据
《英语课程标准（2001版）》明确指出基础教育阶段英语课程的总目标是:“通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神”。 具体到阅读教学，我们不应该仅停留在语言知识的学习上，而应关注培养学生基本的阅读技能，促进学生思维能力的发展，引导他们通过阅读发展心智，拓宽视野。本课的设计思想主要体现在以下几方面：
一、培养问题意识、促进心智发展
问题意识能促进学生积极主动地开展学习，能激发学生的求知兴趣和欲望。本节课我以问题贯穿整个教学过程。在设计问题时既要在一定程度上与学生已有的知识或技能有联系,也渗透一些学生原来尚未掌握的新知识,这样既能使学生有所获，也能激发学生的求知欲望和积极性，并且还可引发学生生成更多、更有深度和创意的新问题，使学生善学、乐学、好学。此外，本课也有意识地引导学生有效使用学习策略，如课上指导学生总结文中出现的城市的共同点、体会文章所传递的文化内涵等，提升学生的学习力。
二、进行学科融合、拓展学生视野
本节课融合了英语、地理、历史、语文等学科的内容，在教学过程中，通过引导学生阅读在地图上找出所出现的城市，有关丝绸之路部分历史知识、朗读古诗等，有机地将几门学科的知识进行巧妙的融合，同时从古丝绸之路引导学生了解“一带一路”，引导学生关注时事、拓宽其文化视野。
三、注重对学生情感、态度、价值观的引导
语言是工具，是文化的载体。文化无好坏之分，当我们更多的关注外国文化、历史的同时，首先是对祖国文化、历史的熟知。通过本节课的学习学生能够以英语阅读的形式了解丝绸之路及沿途四个重要城市的重要历史作用及其变迁，学生能够对祖国文化有更深刻的了解，增强祖国意识，并学会用英语介绍丝绸之路及沿途四个重要城市。激发学生作为中国人的自豪感。
2.教学背景分析
教材分析：
第7单元的话题是“Different kinds of journeys”， 包含三课：学生通过阅读第19课的一篇游记，了解丝绸之路的历史和沿途城市；通过阅读第20课一首关于生活的诗，学会欣赏诗歌；通过阅读第21课的材料，体会南极探险的不易，学会坚持就是胜利。本单元从实地旅行，到抽象的生活之旅，从全方位对旅游这一话题进行诠释。
本课是一篇游记。作者本次旅游源于爸爸对历史的兴趣、对丝绸之路着迷，因此，带领全家游览了原丝绸之路上的一些城市。文章第一段对丝绸之路进行了简单的介绍，接下来用四段文章具体介绍游览的过程：从兰州出发，经过武威，到嘉峪关，再到玉门关，最后抵达敦煌。带领读者游览丝绸之路上的这些重要城市.讲述了它们在历史上的重要作用以及现在的情况。最后是作者对于这次旅游的感想：本次旅游不仅是一次风景之旅，更是一次“历史之旅。”
本课阅读文章最大的特色是学科融合，在阅读的同时渗透了历史知识——丝绸之路及沿途重要城市的历史作用，以及著名诗人王之涣对于玉门关的描写。学生在学习英语的过程中加深对祖国历史、文化的理解并加深对中华民族传统文化的热爱。
学情分析：
学生在历史课上已经学习过有关丝绸之路的历史知识，同时利用假期的时间部分学生曾经去过嘉峪关和敦煌游览，因此学生对本课有一定背景知识，这可以降低阅读的难度，吸引学生的兴趣，同时在阅读过程中引起学生的共鸣。
本节课的授课对象是初三2班学生，他们的学习积极性较高，大部分学生能流畅表达自己的观点和想法，经过初中前两年英语学习，学生具备基本的阅读能力和一些简单的阅读技巧及方法。但是班内也存在一些学困生，基础薄弱，尤其进入初三上学期，两级分化较为严重。部分对历史不感兴趣的学生可能略感枯燥。在设计上，考虑学生的层次差距，教学设计具有阶梯性，由易到难，让学困生在阅读中重新找回自信。此外，在阅读过程中也有意识地培养了学生的创造性思维以及解决问题的意识，为他们的终身学习和发展打下良好的基础。
3.教学目标(含重、难点)
教学目标：
在本课学习结束时，学生能够：
1. 分享自己通过历史学科或其它途径所掌握的有关丝绸之路的相关知识，并通过快速阅读文章检查并完善已有的知识，了解丝绸之路的长度、起点、重点、途径的重要城市以及它的重要历史作用。
2. 通过集体讨论的形式确定阅读游记类文章需要关注作者旅游的时间、原因、出行方式、地点、所见、所闻、所感；并通过快速阅读找出本文作者提到了本次旅游的时间、原因、地点、对地点的简介和自己的感受，分析文章结构。
3．通过分析、归纳、填表格的方式对比作者所游览的城市在历史上的重要性及现在的变化。
4. 模仿本文写一篇简单的游记。
.5. 热爱旅游，热爱祖国的历史和文化。
教学重点：
1. 通过快速阅读了解丝绸之路的长度、起点、重点、途径的重要城市。
2. 通过分析、归纳、填表格的方式对比作者所游览的城市在历史上的重要性及现在的变化。
教学难点：
1.对比分析作者所游览的城市的共同点。
2.模仿本文写一篇简单的游记。
教学过程
注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work
教学阶段
Teaching steps
教师活动
Teacher’s activities
学生活动
Students’ activities
设计意图
Aims
互动模式
及时间
IP & Time
Step 1 Lead-in
Show the students a picture of a silk scarf and ask: What is it made of?
Then show a picture of a road and tell the Ss:
There was a road called the Silk Road.
Look at the pictures and answer the question.
以图片导入，激发学生兴趣，引出本单元话题——丝绸之路。
CW&
IW
2′
Step 2
Pre-reading
1. Ask: What do you know about the Silk Road?
2. Show the map of the world and help Ss to go over the words: Asia, Africa, Europe, south America, north America and Australia.
3. Show the pictures and ask the Ss to guess where they are.
Talk about what they’ve already known about the Silk Road.
Look at the map and go over the words about continents
Look at the pictures about different places of interest and guess which cities they are in.
与学生已有的知识，自己的生活经验建立联系，激活学生的背景知识。
复习部分地理词汇。
通过游戏激发阅读兴趣，使学生在读前对这些城市有简要的了解。
CW,
&
IW
3’
Step 3
While-
reading
1. Ask the Ss to skim the passage for the main idea.
Ask: What kind of the passage is it? How to read it?
Ask the student to tick what are mentioned in the passage and where they can find the answers.
Help the students to analyze the structure and get the whole picture of the passage.
2. Ask the Ss to circle the cities that the writer visited on the map.
3. Ask the Ss to read carefully and think about what the cities have in common?
4. Ask the Ss to fill in the forms.
Ask the Ss: Do you know any poems about these places?
Skim the passage quickly and find out the main idea.
Understand the structure of the passage and know how to read this kind of the passage.
Circle the cities the writer visited on the map.
Read carefully and think about the question.
Think and share
通过快速阅读了解文章大意。
分析文章结构。
为输出做铺垫。
帮助学生获取细节信息。
通过找共同点的形式培养学生分析总结的能力。为输出做铺垫。
学科融合，分享交流。
CW&
IW
4
CW&
GW
2’
CW
IW&
PW
5’
CW&IW
8’
Step 4 Post-listening
1. Ask the Ss to read the whole passage aloud.
2. Ask the Ss to read carefully and fill in the forms.
3. Ask:
What was the fun_ction of the Silk Road in the past?
What have you learned after reading the journey?
4. Ss write a passage about their memorable trip.
5.Ask the Ss to share their writings;
Read aloud
Fill in the forms.
The Ss think and share their opinions.
Write a passage by themselves.
One student read the writing and the others tick what are mentions and evaluate the writing.
通过朗读、填空的形式再次对文章进行梳理。引导学生关注游记的结构。
对丝绸之路作用进行概括。
引导学生热爱旅游、旅游除了放松心情之外还能给我们带来其他更多的 收获。
以写作的形式进行输出
CW
IW&
PW
5’
2’
9’
5’
Homework
Read the passage.
Finish their writings.
Find some information about One Belt One road.
5.学习效果评价设计
How well can you do these things?
I know something about the original Silk Road.
I know which cities the writer went.
I can say something about the cities in the past and present.
I know the structure of the journey.
I can write a short passage
课件28张PPT。Lesson 19 The Silk Road北大附中石景山学校 赵彩红It is made of silk.Silk roadNorth AmericaEuropeAsiaAfricaSouth AmericaAustraliaLanzhouYumenguanDunhuangLiangzhouWuwei1.What’s the title of the passage?A journey along the silk road.2. What kind of the passage is it?
A journeywhenwherehowdescriptionfeelingHow to read a journey?whowhywhenwherehowwhydescriptionfeelingWhat are mentioned in the passage?
Where can you find the answer?Para 1Para 1Para 1Para 2-5Para 6Brief introduction about the journey.
Description of the cities.
Feeling about the journey.Paragraph 1Paragraph
2-5Paragraph 6Main idea for each paragraphHow long was the Silk Road?
Which places did it go through?
What was it used for?Skim the text and find the answers to the questions
It was 6,500 kilometres long (from Xi’an to Rome).
It went through Asia, the Middle East, North Africa and Europe.
It was used to trade silk and
many other things.Some items traded along the Silk RoadoudBactrian camelsglasscarpetsMetal workjadespicessilkPorcelainstartedwent on toThe next stopafter thatfinallyWhich cities did they visit?
Circle them on the map.What do the cities have in common?They were important and busy in the past.
Now we can get a sense of history there.Connected three main citiesA capitalOn the edge of the desertwith lot of people …Many business people…an important part of the Great Wall built hereOnly connect between…long history and great artworkinfluenced
by many different culturesA poemIn history
黄河远上白云间，
一片孤城万仞山。
羌笛何须怨杨柳，
春风不度玉门关。王之涣《凉州词》old stone monumentsproud of the city’s long historyA part of the Great WallGreat artworkPresentLet’s read together My dad _____________ history so my family went to some famous places along the __________________last summer.
We _________ Lanzhou and _________ Wuwei. Wuwei _________ three main cities in the area. It was also a ______ in ancient times. Now you can ______________history. We saw lots of old _________________and people _____________it.is interested inoriginal silk roadstarted atwent on tocapitalconnectedget a sense ofstone monumentswere proud of _________was Jiayuguan. It was an _________and __________ city with lots of people coming and going. _____________________________was built there. Even today it’s a city that many business people __________.
_________ we went to Yumenguan. It was the only connection _____________________.
__________ we arrived in Dunhuang, a city ___________and_____________. Now it’s __________________in north-west China.The next stopimportantbusytravel throughAfter thatbetween Central Asia and ChinaFinallywith long historygreat artworka major place of interestAn important part of the Great Wall The trip wasn’t just _________________.
It help me understand ________________
the area and see how people from different places __________________.a scenic journeythe history ofinfluenced each other in many ways.What was the fun_ction of the Silk Road in the past?22---Trade route
---A bridage that linked Ancient China to the outside world
----it made the whole world colorful.
…
What have you learned after reading the journey?Something about the Silk Road.
…
…One Belt One Road The People's Republic of China supreme leader xi jinping in2013 put forward economic cooperation concept and suggested it is the multinational belt.
中华人民共和国最高领导人习近平于2013年提出的经济合作概念, ，属于跨国经济带.
“One belt one road” means the ?“silk road economic belt”?and “the Maritime silk road in the 21st century”.
“一带一路”是指“丝绸之路经济带”和“21世纪海上丝绸之路”的简称。
Introduction:whenwherehowwhydescriptionfeelingThink about a memorable trip that you went on.Listen and tick what are mention?Read ten thousand books,
travel ten thousand mileswe can not only relax ourselves and make new friends but at the same time we can learn much about the geography, biology, and history of the places you visit.?.
