單元整體（導讀課）學程設計案

第

Unit1AtriptotheSilkRoad

IntroductiontotheSilkRoad

StudentslearnaboutthehistoricalandculturalsignificanceoftheSilkRoadinclass.Itwasnot

onlyatraderoutebutalsoabridgeforculturalexchange,alongwhichvariousgoods,technologies,

religionsandphilosophieswerespread.

獻TravelPlans

JennyandherclassmatesareplanningatripalongtheSilkRoadinChina.Inthee-mailtoLiMing,

械

Jennysharestheirtravelplan.TheywillstartinXi'an,visittheTerracottaWarriorsandenjoy

Chinesefood.ThentheywilltakeatraintoLanzhouandwalkalongtheYellowRiver.Theirlast

課stopontheSilkRoadisDunhuang,whereJennylooksforwardtovisitingtheMogaoCavesand

seeingthebeautifulancientpaintings.ThetripwillendinBeijing.

標LanguageKnowledge

?Vocabulary:StudentsneedtomasterwordsandphrasesrelatedtotravelandtheSilkRoad,such

as"trip","silk","road","lead","chance","send",nnewsH,"learnabout".

分雌

?SentencePatterns:Theylearnsentencepatternsforexpressingpermissionrequests,suchas"May

麗

I...";fortalkingabouttravelplans,suchas"Wewill...";andforaskingdistances,suchasnHowfar

析分析

isitfrom...to...".

?Grammar:Themaingrammarpointinthisunitisthesimplefuturetense,whichisusedtoexpress

actionsorstatesthatwillhappeninthefuture.

Towardstheendofthisunitstudy,youwillbeableto:

融?knowaboutculturesalongtheSilkRoad;

轆?talkaboutplacesofinterest;

?makeasimpletripplan;

?expresssomethingthatwillhappeninthefuture.

ConnectionwiththePreviousUnit

?Intheunitsbefore"ATriptotheSilkRoad"，studentsusuallyhavelearnedsomebasicEnglish

languageknowledgesuchassimplegreetings,self-introductions,anddailyactivities.Thisunit

buildsonthatfoundation.Forexample,thevocabularyandsentencepatternsaboutdailylife

provideabasisforstudentstoexpresstheirtravelplansandexpectationsinthisunit.Theskillsof

listening,speaking,reading,andwritingthattheyhaveacquiredpreviouslyarefurtherdeveloped

whentheydescribeamorecomplextopiclikeatrip.

?Ifthepreviousunitinvolvedtopicsrelatedtolocalcultureorgeographytosomeextent,itcan

serveasaprecursortounderstandingthebroaderandmorefar-reachingculturalandgeographical

單元conceptsoftheSilkRoad.TheSilkRoadisamoreextensiveexplorationofdifferentculturesand

教

regions,sotheculturalandgeographicalawarenesscultivatedinthepreviousunitcanhelpstudents

位betterunderstandthesignificanceoftheSilkRoad.

材

間的RelationtotheSubsequentUnits

糅"ATriptotheSilkRoad"unitcanlaythegroundworkforsubsequentunitsthatmaycoverother

分

historicalorculturaltopics.AfterlearningabouttheSilkRoad'shistoricalandculturalexchanges,

studentsarebetterpreparedtounderstandotherhistoricaltraderoutes,culturaldiffusion

析

phenomena,orinternationalcooperationinhistory.

?Intermsoflanguageskills,thelanguageknowledgeandskillspracticedinthisunit,suchasusing

thefuturetensetotalkaboutplansandthevocabularyrelatedtotravelandculture,willbe

reinforcedandexpandedinlaterunits.Forexample,ifthefollowingunitisaboutdifferenttypesof

internationaltravelorculturalfestivalsaroundtheworld,studentscanapplythesentencepatterns

andvocabularytheylearnedinthisunitandmakeconnectionsbetweendifferentculturalcontexts

andtravelscenarios.

節與

錠令EachlessoninUnit1"ATriptotheSilkRoad^^contributesincrementallytotheoverallunit

mgoals.Lesson1typicallyintroducesthebasicconceptofthetrip,equippingstudentswith

與目

融essentialvocabularylike"trip"and"SilkRoad“andsimplesentencepatternsforexpressing

哪

糕intentions,thuslayingthefoundationforlanguageuse.

令Lesson2mightfocusontravelplans,enablingstudentstolearnmorevocabularyrelatedto

destinationsandtransportation,andfurtherpracticeusingfuture-tensesentencestructures.

Thisreinforcesthelanguage-learninggoalandbeginstobuildculturalawarenessasthey

explorethesignificanceoftheSilkRoadcities.

令Subsequentlessons,suchasthoseaboutspecificcitiesalongtheSilkRoad,deepenstudents*

understandingoftheculturalandhistoricalaspects.Theyalsoenhancelanguageskillsthrough

readingaboutattractions,writingdescriptions,andspeakingabouttheirimpressions.Finally,

Inthelastculturalclass,studentswilllearnmoreabouttheSilkRoadanditssignificance

throughthenarrationofMarcoPolo*stravels,ensuringstudentshaveachievedcomprehensive

languageproficiencyandculturalunderstanding.

令Firstly,simplifycomplexvocabulary.Replacesomearchaicorrarely-usedwordswithmore

commonequivalentsandexplainnewtermswithvividexamplesorpictures.Forinstance,

whenintroducing“caravan”,showapictureofalineofcamelscarryinggoods.

蝴令Secondly,adjustreadingpassages.Shortenoverlylongtextsandbreakthemintosmaller

磷sectionswithguidingquestions.Thishelpsstudentsbetterunderstandthecontent.

意見

令Thirdly,addhands-onactivities.Forexample,organizeagroupprojectwherestudentsplan

theirownSilkRoadtrip,applyingvocabularyandsentencepatternslearned.

令Finally,incorporatemultimediaresources.UsevideosabouttheSilkRoadtoenhancecultural

understandingandmakethelearningexperiencemoreengaging.

。BythetimestudentsreachthisunitinGrade7,theyhaveabasicfoundationin

English.Theyknowcommonvocabularyfordailylife,likewordsforfood,family,

andschool.Theycanusesimplepresentandpasttensestocommunicateaboutroutine

activitiesandpastevents.However,thevocabularyspecifictotheSilkRoad,suchas

學牲

“caravan"and"oasis,“isnewtothem.

的

情痛令Intermsofskills,theycanunderstandandspeaksimpleEnglishonfamiliartopics.

分Butwhenitcomestolisteningto,speakingabout,reading,orwritingmaterialsrelated

totheSilkRoad,theyfacechallenges.TheculturalandhistoricalcontextoftheSilk

析

Roadisalsolargelyunknowntothem.Theyneedtobuildontheirexistingknowledge

tomasterthenewlanguageandculturalcontentpresentedinthisunit.

?ForstudentslearningUnit1AtriptotheSilkRoadofthenewHebeiEducationPress

EnglishtextbookforGrade7,Volume2,severalchallengesarise.Vocabularyposesan

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