主题语境

人与社会

语篇类型

杂志文章

授课时长

一课时（40分钟）

Content Analysis

【What】 本板块的语篇围绕单元话题，介绍丝绸之路的地理风貌、历史渊源，重点聚焦其曾在经济贸易，文化交流等领域起到的作用，突出其对文明交流互鉴所作出的重大贡献。在古代丝绸之路上，商品互通、文化包容、科技互动，沿线各国人民共同谱写了经济互利、文明互鉴的史诗乐章。

【Why】 本文通过对丝绸之路的介绍，帮助学生了解其对人类文明、文化交流的重要意义，增强世界遗产保护的意识，学会站在人类命运共同体的视角去思考世界遗产保护的问题。

【How】 本文的语篇为说明文。文章结构严谨，条理清晰，语言简洁而富有逻辑性。本文为“总—分—总”结构，句式紧凑，词汇丰富，语言精炼，采用恰当的连接词使内容的阐述更具客观性，凸显出说明文的行文特点，作者还采用举例子的写作手法，进一步确保说明的内容为读者理解。

Students Analysis

The students are Senior Two students from Nanjing Senior High School.

1. Background knowledge of the topic:

Ss can understand and relate to the topic of “Protecting our heritage sites” through their constant exposure to contents in study. Besides, they have accumulated a certain amount of vocabulary related to the topic to help express their ideas.

2. Competence of reading techniques:

After plenty of years of English learning and training, Senior Two Ss have mastered some basic reading techniques, such as skimming, which enable them to quickly grasp the general idea and to locate the detailed information of the text. However, Ss are relatively weak in sorting, summarizing, integrating the text information and inferring information from the key sentences. Thus, T should offer Ss some guidance when necessary.

3. Anticipated difficulties and solutions:

Meeting a new teacher for the first time, Ss may feel shy and intimidated during the class. Therefore, T should arrange some eye-catching warming-up activities to break the ice and win Ss’s trust. What’s more, though Senior Two Ss are quite competent in finding detailed information, they have difficulty in reasoning the value orientation behind the text as well as leaning how to draw a lesson from the text. So, T should dig deeply into the value orientation behind the text, and elaborately design some task-based individual and group activities including activities of applying and practicing, and activities of transferring and creating centering on the thematic meaning to improve Ss’ core competencies such as thinking capacity and cultural awareness.  

Teaching Aims

By the end of this class, Ss will be able to:

1. sort out the factual information about the Silk Road;

2. analyze and appreciate the writing strategies the author uses;

3. raise awareness of heritage protection and promotion.

Teaching Focus

1. Let Ss, through reading, retrieve and sort out the factual information about the Silk Road;

2. Lead Ss to analyze and appreciate the writing strategies of expository writing. Ss will be guided to use those strategies under T’s guidance.

Teaching Difficulty

1. Reason out the writer’s purpose, and appreciate and explore the language features of magazine article from different angles to deepen Ss’s understanding of thematic meaning;

2. Encourage Ss to share their prospects of the Silk Road being a significant heritage site, and inspire and motivate Ss to promote Chinese culture.

Teaching Methods

Task-based teaching approach, cooperative and interactive approach.

Teaching Materials

PowerPoint, Ss’ learning sheets, and whiteboard

Teaching Procedures

Teaching Aims

Steps

Activities

Intentions

Core Competences

Step 1:

Lead-in

(2’)

Ø T shows photos about the Silk Road, and ask Ss about the things we can do on the Silk Road.

利用图片和问题，创设情境，引出本课主题，并激活学生已有知识与经验.

语言能力：在具体语境中运用已有语言知识进行个性化的表达。

Step 2:

Prediction

(1’)

Ø T raises a question:

Q: According to the title and the illustration, what might be mentioned in the text?

读前预测文本内容，形成阅读动机。

语言能力：获取、梳理、预测信息的能力。

1. sort out the factual information about the Silk Road

Step 3:

Reading and understanding

(15’)

Ø T guides Ss to figure out the structure of the passage and the main idea of each part.

通过小组合作，略读文本，归纳段意，通过关键词梳理文章结构，为下一步获取和整合事实性信息作准备。

语言思维品质：利用思维导图、知识结构图，培养学生归纳、分析信息的思维能力。

学习能力：合作探究能力。

Ø Have Ss read Para. 1 and answer:

Q: How long is the Chang’an-Tianshan Corridor of the Silk Road? Why is this “only the beginning of the road for the Silk Road”?

Ø Have Ss read Para. 2 and  describe the following three scenes: wild deserts, snow-capped mountains, and vast grasslands

Ø Have Ss listen to the tape of Para. 3 carefully to fill in the blanks.

Ø Have Ss read Para. 4 and circle the items appeared in the marketplace of goods except silk at the peak.

Ø Have Ss read Para. 5 and find three proofs that the Silk Road is a fruitful road.

Ø Have Ss read Para. 6 and  underline Silk Road’s significance.

获取、梳理、归纳、整合文本信息，

鼓励学生在回答问题的过程中实现语言和知识的内化。

语言技能：能识别语篇中的内容要点，理解丝绸之路的历史与现实意义。

学习能力：挖掘文字内涵，体会主题意义的能力；整合运用语言进行表达的能力。

3. to analyze and appreciate the writing strategies the author uses.

Step 4:

Exploring and appreciating

(6’)

Ø T invites Ss to explore the writing purpose of this article.

通过挖掘作者的意图，探究文本背后的情感态度、价值观，加深学生对主题意义的理解。

语言能力：挖掘文字内涵，体会主题意义的能力；整合运用语言进行表达的能力。

Ø T guides Ss to analyze the writing strategies the writer uses to achieve his writing purpose.

通过分析归纳作者的写作技巧，进一步深化学生对于说明文这一文体特征的认识，为后续的语言产出活动做好铺垫。

语言技能：能把握说明文的写作技巧，理解采取各类写作技巧的必要性。

4. raise awareness of “a human community with a shared future”.

Step 5:

Further exploration

(15’)

Ø T have Ss to finish a writing task independently.

Q：As a senior high school student, what should we do to promote the spirit of the Silk Road and protect the heritage?

Ø T invites Ss to share their ideas within their groups.

Ø T invites several groups to present their group work to the class.

小组合作探究，通过得体、自信表达，进一步加深对丝绸之路重要性的理解。深化主题意义，加强德育浸润，帮助学生坚定文化自信，颂扬中国优秀传统文化，保护珍贵文化遗产。

文化意识：培养学生正确的价值观，坚定文化自信，厚植中华情怀。

学习策略：有合作学习的意识，乐于分享与话题相关的学习资源与个人观点。

Homework

(1’)

Ø Compulsory: Write a summary of the article, using proper writing strategies.

Ø Optional: Draw a mind map of the article. Add other aspects as you want.

分层设置作业，兼顾学生的个体差异。

学习能力：培养学生选择恰当的策略和方法，逐步提高英语综合运用能力。

备注：T: Teacher  Ss: Students