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Unit 7 Lesson 19 The Silk Road(第一课时)
Lesson Focus
·Reading to learn about places along the Silk Road
·Use of articles involving a, an and the Talking about a memorable trip
Warm-up
Exercise 1
Purpose: to help students discuss what they know about the Silk Road
If possible, bring a piece of silk ( possibly a silk scarf) into the class. Ask students to identify what type of material it is ( silk) and then ask where silk was first used ( in China).
Before directing students to the Student Book, write the words“the Silk Road”on the board. Have students go into groups. Have them discuss what they know about the Silk Road. Ask them to try to answer the three questions in Exercise 1 and make notes (without reading the text).
Have students volunteer to give answers. Write down their answers on the board, without indicating which answers are correct or in-correct. (They will discover the answers when they read the text in Exercise 2. )
Reading
Exercise 2
Purpose：to help students skim a text to answer questions about the Silk Road
Direct students to the photo. Ask“What can you see in the photo ” Elicit an appropriate response. Example: A person is walking in the desert. I can see camels. Point out the heading in the book (The Silk Road) and say“This person is on a journey. Where is this person ” Elicit The person is on a journey on the Silk Road. If you feel your students are ready to do the exercise, you may skip this step.
Ask students to tell you what skimming is. Make sure students understand that skimming a text means that you read to get the overall idea. ( You don't need to analyse every de-tail.) Say“Skim the text. Find the answers to the questions in Exercise 1”. Monitor as students read, offering help as needed.
Go over the answers, asking students to say each answer aloud. Have them check the answers they gave in Exercise 1. Ask“Did anyone get the answers correct ”
Answers
1. It was 6,500 kilometres long (from Xian to Rome).
2. It went through Asia, the Middle East, North Africa and Europe.
3. It was used to trade silk and many other things.
Exercise 3
Purpose: to help students complete a table about places along the Silk Road based on a text
Direct students to the text. Ask“What ancient cities in China are mentioned in the text ”Give students a few moments to locate and underline the names ( Xian, Lanzhou, Wuwei, Jiayuguan, Yumenguan, Dunhuang) . Write the names on the board. If you feel your students are ready, you may skip this step.
Direct students to the table. Say“Draw a table in your notebook”. Have students complete the table. Ask them to provide information from the text about four of the cities: Wuwei, Jiayuguan, Yumenguan and Dunhuang. In pairs, ask them to make brief notes about the cities (then and now), as noted in the example. Monitor, offering help as needed.
Write the names of the four cities on the board with two columns below each for“In history”and“Present”. Have eight students come forward and have each fill out a column for one of the cities.
Go over the answers together, asking those individual students to say their answers aloud.
Answers
Answers will vary but should include the following:
Place In History Present
Wuwei ·an important city on the Silk Road ·connected three main cities in the area ·a capital city ·a modern city ·has a sense of history ·can see old stone monuments people are proud of the city's history
Jiayuguan on the edge of the desert an important place on the Silk Road a busy city with a lot of travellers many business people travel through an important part of the Great Wall built here
Yumenguan in the Gobi Desert the only connection between Central Asia and China ·is found out about in a famous poem by Wang Zhihuan
Dunhuang long history and great artwork ·influenced by manly different cultures ·major place of interest
Expansion: Do Some Research!
Note: Use this activity with more proficient students. In groups, have students research the Silk Road route through China. Materials can be made available to them from the Internet.
Have them locate the cities on a map of China and consider the difficulties of travelling this route. Have students present their ideas to the class. (If wanted, also have them research the overall Silk Road route including locations of the Middle East, North Africa and Europe. )
Option: In groups, research the following aspects and present ideas to the class: What kind of journey can people take on the Silk Road today What can a person see on such a journey
Exercise 4
Purpose: to help students complete sentences using the names of places based on a text
Direct students to the sentences. Say“Read the text and complete these sentences using the names of places”. Review the places noted in Exercise 3. Monitor, offering help as needed.
Go over the answers, asking individual students to say the sentences aloud.
Answers
1. Jiayuguan, 2. Wuwei, 3. Dunhuang, 4. Yumenguan
Exercise 5
Purpose: to help students discuss their opinions on history and historical trips
Ask students to imagine they are on the trip that the author took. Have them think about the pros - positive things, and cons - negative or difficult things, of taking the trip. You may wish to have them work in small groups or do this as a class. Elicit some of their thought sand write them on the board. If you feel your students are ready, you may skip this step.
Ask“Do you enjoy history ”Elicit some answers, asking students to say why or why not. Ask those students who like history if they have ever made a trip to a historical place. Then ask the class, “Would you like to take a trip like this ”Give students a few moments to think about it. Then have them share their opinions with a partner. Monitor, offering help as needed, encouraging them to say why or why not and give examples from their lives.
Go over their opinions, asking individual students to share with the class.

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