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②Enable students to talk about a trip they went on and share it in class.
Aims of emotions:
①Cultivate students’ cultural awareness by reviewing the history and culture of the Silk Road.
②Understand the meanings of travelling by talking about their own trip.
Ⅱ.Teaching emphasis and difficulties
1. Integrate different aspects about the Silk Road into comprehensible logic ones by reviewing its origin, places of interest and Marco Polo.
2. Enable students to retell Li Ming’s trip with the key words.
3. Instruct students to talk about their own trip in simple past tense.
Ⅲ. Teaching Methods
Task-based approach; Communicative Teaching Method
Ⅳ. Teaching Procedures
Step 1 Warming up
Ask students to review some key information about the Silk Road from the following three aspects.
1. The origin of the Silk Road
The Silk Road gets its name because of____.
A. silk trade B. tea trade C. china trade
2. Places of interest: Show some pictures and let students talk about the places of interest along the Silk Road.
3. Marco Polo: Let students talk about Marco Polo with some clues in this unit.
Purpose: This step aims to activate students’ background information about the Silk Road by reviewing the main points about the Silk Road in this unit. It also aims to promote students’ cultural awareness and cultivate their love for our rich culture.
The quick review is designed in different forms such as multiple choices, free talk based on some pictures and blank-filling. This design lowers the degree of difficulty and makes it suitable for our students’ learning level.
Step 2 Reading
1. Pre-reading
Ask students to predict the content according to the title and pictures.
1) This lesson is a ________(blog/e-mail/diary...).
2) _______wrote this blog.
3) Maybe this blog is about _______.
Purpose: Prediction is an important reading skill for students. This task can guide students to predict the genre and the main content of this text. And the prediction here can help students grasp some useful information about the text and make preparations for the following detailed reading.
2. Fast-reading
Let students go though this passage quickly and find out the main idea with the skill of skimming.
What did Li Ming mainly talk about in this lesson?