高一英语cultural corner教案

Unit8 Adventure - Culture Corner教案
The Silk Road
Pre-reading
■ Get students to look at the pictures and read the headings. Then ask them to tell you what the passage is about.
■ Elicit information about the Silk Road from the class. Encourage the students to tell you anything they know about the Silk Road.

Exercise 1
■ Ask the students to read the passage.
■ Look at the words listed in Exercise 1. Ask the students if they already know some of them.
■ Encourage them to guess the meanings of the others from the way they are used in context. Ask students to scan the text, find the words listed and match the words to their meanings.

Answers
1 scriptures (f) 2 associate (a) 3 identify (d) 4 impact (e)
5 obtain (b) 6 transmit (c)

Exercise 2
■ Ask students to read the text again, find the answers to the questions and discuss them in pairs.

Answers
1 Yes, Xinjiang is the area associated most closely with the Silk Road.
2 The Silk Road got its name in the 19th century when a German geographer identified it as the route through which the Romans obtained their silk from China.
3 Buddhism from India entered China along the Silk Road and made a huge impact on Chinese culture.

Bulletin Board

Objectives
■ To discuss a problem
■ To write descriptions of travel experiences
■ To exchange ideas about different travel experiences
■ To further explore the theme of the unit
■ Ask students about their travel experiences. Where have they been? What have they done?
■ Describe a footprint map to the students. Then ask students to read the notes on the Bulletin Board.
■ Ask students what information is included in each description and what elements make each description interesting.
■ Ask students to choose one place that they have visited or want to visit and write a description of it.
■ Display their writing on the class bulletin board. Encourage students to read other students' descriptions after class.  
 
Unit Diary
Objectives
■ To encourage students to reflect on what they have learned in this unit
■ To encourage students to think about their own learning style
■ To identify effective learning methods
■ To develop students’ confidence
■ To encourage students to take active control of their studies
■ To help teachers get a clearer insight into the students’ learning strengths and weaknesses
Part 1 (1)
This asks students to think of the topics of the unit and decide which lesson was their favourite.
Part 2 (2-5)
This deals with the unit objectives and evaluates the difficulty and practicality of the unit’s language and tasks.
Part 3 (6)
This asks students to reflect on learning strategies and to identify and discuss ways to improve their language learning.
Part 4 (7-8)
This evaluates the students’ preferences in regard to language skills and topics.
Part 5 (9)
This allows students to evaluate their progress