Unit 1 A trip to the Silk Road 单元导读-【绿卡初中创新题】2025-2026学年七年级下册英语同步教案(冀教版·新教材)河北专版

该教案聚焦“丝绸之路之旅”主题，围绕旅行相关词汇、将来时等语言知识，衔接前序单元日常词汇与基础时态，通过递进式学习支架（从基础词汇积累到旅行计划写作）构建知识脉络。 特色在于融合文化意识与语言能力培养，如用视频、图片直观教学“caravan”等词汇，小组项目设计旅行计划提升思维品质。借助思维导图梳理单元框架，助力教师系统教学，帮助学生提升跨文化沟通与语言应用能力。

单元导读教案 第 1单元 单元主题 Unit 1 A trip to the Silk Road 课 标 分 析 课标陈述 摘录 Introduction to the Silk Road Students learn about the historical and cultural significance of the Silk Road in class. It was not only a trade route but also a bridge for cultural exchange, along which various goods, technologies, religions and philosophies were spread. Travel Plans Jenny and her classmates are planning a trip along the Silk Road in China. In the e-mail to Li Ming, Jenny shares their travel plan. They will start in Xi'an, visit the Terracotta Warriors and enjoy Chinese food. Then they will take a train to Lanzhou and walk along the Yellow River. Their last stop on the Silk Road is Dunhuang, where Jenny looks forward to visiting the Mogao Caves and seeing the beautiful ancient paintings. The trip will end in Beijing. 关键词句分析 Language Knowledge ·Vocabulary: Students need to master words and phrases related to travel and the Silk Road, such as "trip", "silk", "road", "lead", "chance", "send", "news", "learn about". ·Sentence Patterns: They learn sentence patterns for expressing permission requests, such as "May I..."; for talking about travel plans, such as "We will..."; and for asking distances, such as "How far is it from...to...". ·Grammar: The main grammar point in this unit is the simple future tense, which is used to express actions or states that will happen in the future. 得出结论 Towards the end of this unit study, you will be able to: · know about cultures along the Silk Road; · talk about places of interest; · make a simple trip plan; · express something that will happen in the future. 教 材 分 析 单元与单元之间的关系 Connection with the Previous Unit ·In the units before "A Trip to the Silk Road", students usually have learned some basic English language knowledge such as simple greetings, self-introductions, and daily activities. This unit builds on that foundation. For example, the vocabulary and sentence patterns about daily life provide a basis for students to express their travel plans and expectations in this unit. The skills of listening, speaking, reading, and writing that they have acquired previously are further developed when they describe a more complex topic like a trip. ·If the previous unit involved topics related to local culture or geography to some extent, it can serve as a precursor to understanding the broader and more far-reaching cultural and geographical concepts of the Silk Road. The Silk Road is a more extensive exploration of different cultures and regions, so the cultural and geographical awareness cultivated in the previous unit can help students better understand the significance of the Silk Road. Relation to the Subsequent Units "A Trip to the Silk Road" unit can lay the groundwork for subsequent units that may cover other historical or cultural topics. After learning about the Silk Road's historical and cultural exchanges, students are better prepared to understand other historical trade routes, cultural diffusion phenomena, or international cooperation in history. ·In terms of language skills, the language knowledge and skills practiced in this unit, such as using the future tense to talk about plans and the vocabulary related to travel and culture, will be reinforced and expanded in later units. For example, if the following unit is about different types of international travel or cultural festivals around the world, students can apply the sentence patterns and vocabulary they learned in this unit and make connections between different cultural contexts and travel scenarios. 节与节之间及与目标达成的关系 · Each lesson in Unit 1 “A Trip to the Silk Road” contributes incrementally to the overall unit goals. Lesson 1 typically introduces the basic concept of the trip, equipping students with essential vocabulary like “trip” and “Silk Road” and simple sentence patterns for expressing intentions, thus laying the foundation for language use. · Lesson 2 might focus on travel plans, enabling students to learn more vocabulary related to destinations and transportation, and further practice using future - tense sentence structures. This reinforces the language-learning goal and begins to build cultural awareness as they explore the significance of the Silk Road cities. · Subsequent lessons, such as those about specific cities along the Silk Road, deepen students' understanding of the cultural and historical aspects. They also enhance language skills through reading about attractions, writing descriptions, and speaking about their impressions. Finally, In the last cultural class, students will learn more about the Silk Road and its significance through the narration of Marco Polo's travels, ensuring students have achieved comprehensive language proficiency and cultural understanding. 教材处理意见 · Firstly, simplify complex vocabulary. Replace some archaic or rarely - used words with more common equivalents and explain new terms with vivid examples or pictures. For instance, when introducing “caravan”, show a picture of a line of camels carrying goods. · Secondly, adjust reading passages. Shorten overly long texts and break them into smaller sections with guiding questions. This helps students better understand the content. · Thirdly, add hands-on activities. For example, organize a group project where students plan their own Silk Road trip, applying vocabulary and sentence patterns learned. · Finally, incorporate multimedia resources. Use videos about the Silk Road to enhance cultural understanding and make the learning experience more engaging. 学 情 分 析 学生的 起点 · By the time students reach this unit in Grade 7, they have a basic foundation in English. They know common vocabulary for daily life, like words for food, family, and school. They can use simple present and past tenses to communicate about routine activities and past events. However, the vocabulary specific to the Silk Road, such as “caravan” and “oasis,” is new to them. · In terms of skills, they can understand and speak simple English on familiar topics. But when it comes to listening to, speaking about, reading, or writing materials related to the Silk Road, they face challenges. The cultural and historical context of the Silk Road is also largely unknown to them. They need to build on their existing knowledge to master the new language and cultural content presented in this unit. 学习的难点障碍点 · For students learning Unit 1 A trip to the Silk Road of the new Hebei Education Press English textbook for Grade 7, Volume 2, several challenges arise. Vocabulary poses an initial hurdle. Words like “caravan,” “oasis,” “emperor,”and “merchant” are not part of their everyday vocabulary, and understanding their context - specific meanings can be difficult. · Grammatically, the proper use of the simple future tense to express travel plans can be confusing. Distinguishing between “will” and “be going to” in this context is not straightforward. · Culturally, grasping the historical significance of the Silk Road, including the complex cultural exchanges that occurred, is a challenge. They may lack the background knowledge to fully understand the importance of the route. · In terms of language skills, reading long passages filled with new vocabulary and complex sentence structures related to the Silk Road can slow down comprehension. Writing detailed travel plans or descriptions of Silk-Road-related places requires a higher-level organization of thoughts and accurate use of the newly-learned language elements. 破解策略 Strategies to Overcome Learning Difficulties in “A Trip to the Silk Road” Vocabulary: Use visual aids like pictures or short videos to illustrate words such as “caravan” and “oasis”. Create word-association games where students link new words to familiar ones. For instance, relate “merchant” to “seller”. Grammar: Provide real-life examples to clarify the use of “will” and “be going to”. For example, “I will visit Dunhuang” (a spontaneous decision) vs “I am going to visit Dunhuang” (a pre-planned one). Practice through role-plays where students plan their Silk Road trips. Cultural Understanding: Show documentaries about the Silk Road to expose students to its historical and cultural significance. Organize group discussions where students share research findings on cultural exchanges along the route. Reading and Writing: For reading, teach skimming and scanning techniques. In writing, start with guided writing, providing sentence starters and outlines for travel plans or descriptions related to the Silk Road. 单元学科核心素养目标 Language ability: Be able to understand the dialogue about tourism; be able to use the simple future tense to talk about tourism plans; be able to introduce the places of interest along the Silk Road in English; be able to read the phonetic symbols /au /, / i: /, / ŋk / and /ʃn/, and master the letter combinations of these sounds; be able to read articles about tourism; be able to correctly express what will happen in the future; be able to write short articles about travel plans or travel experiences; be able to read pictures about different scenic spots. Cultural awareness: Understand the Chinese culture along the Silk Road, have a deeper understanding of the long history and culture of the motherland, and understand the historical figures who contributed to the opening of the Silk Road. Thinking quality: Be able to extract the key information of a travel plan and the guide's commentary; be able to use the relevant sentence patterns to write a dialogue about tourism; be able to use the given vocabulary to write a short article to introduce his travel plan or a place of interest to others. Learning ability: Be able to actively participate in all kinds of English practice activities in and out of class, learn to listen and actively use English to communicate; actively learn and actively use the Internet to collect information about Marco Polo, Zhang Qian, Ban Chao, Zheng He, etc. 单元大概念 Cultural Background The unit centers on the Silk Road, an ancient trade and cultural exchange route. It allows students to understand the historical and cultural background of the Silk Road, including its origin, development, and the exchange of goods, technologies, and cultures along the route. Through this, students can enhance their awareness of cultural diversity and develop an international perspective. Cultural Connectivity The Silk Road serves as a prime example of how different cultures were interconnected in history. Through this unit, students learn that the Silk Road was not just a trade route but a bridge for the exchange of ideas, religions, art, and technologies between the East and the West. For instance, they might study how Chinese silk influenced fashion in Western regions, or how Western musical instruments found their way into Chinese culture along this route. Exploration through Travel The theme of travel is central to the unit. The idea of a trip along the Silk Road encourages students to explore new places, learn about different cultures, and have adventures. It ignites their sense of curiosity and discovery, much like the ancient travelers who set out on the Silk Road to explore unknown lands. This exploration aspect also includes learning about the geographical features, historical sites, and local customs of the areas along the Silk Road. 单元核心问题 About the Silk Road Itself What is the Silk Road and why is it important? Where did the Silk Road start and end? What places did it pass through? From the Perspective of Travel If you take a trip to the Silk Road, what preparations do you need to make? What kind of cultural experiences and interesting things might you encounter during the trip to the Silk Road? Based on Language Learning and Application How can we use the words and phrases related to the Silk Road to describe our travel plans? How do we write a postcard or a short passage about a trip to the Silk Road? 单元学习安排 及过程概述 序号 节次名称 课 型 课时分配 1 Lesson 1 A trip to China Listening & speaking 1 2 Lesson 2 Our trip plan Reading & writing 1 3 Lesson 3 A visit to Xi’an Reading & speaking 1 4 Lesson 4 Other stops along the Silk Road Reading & project 1 5 Lesson 5 A trip plan Reading & showing 1 6 Marco Polo and the silk road Understanding cultures 1 单元整体框架图（思维导图） Lesson 1 A trip to China It mainly introduces Jenny's plan to travel to China, and mentions his travel plan and expectations for China. Lesson 3 A visit to Xi’an The article introduces the historic city of Xi'an in detail, focusing on the world-famous scenic spot of Terra Cotta Warriors and Horses, describing its spectacular scenery and historical significance. Through texts, pictures and other forms, students can learn English vocabulary and sentence patterns related to Xi'an, deeply understand the history and culture of Xi'an, and feel the charm of the starting city of the Silk Road. Lesson 2 Our trip plan Jenny sent an email to Li Ming to share his travel plans along the Silk Road, mentioning starting from Xi'an, visiting the Terra Cotta Warriors and other scenic spots, then taking the train to Lanzhou, walking along the Yellow River, and finally visiting the Mogao Caves in Dunhuang. It also introduces the travel route and the distance between cities, so that students can understand the relevant expressions of travel planning and enrich their understanding of the Silk Road. Unit 1 A trip to the Silk Road Marco Polo and the silk road This lesson mainly tells the story of Marco Polo and the Silk Road. He came to China on the Silk Road with a yearning for the East. During his stay in China, he was appreciated by Kublai Khan and traveled around the world to see many new things. After he returned to China, he talked about what he had seen and heard in the East, and his experience was recorded in a book. The book aroused Europeans' strong interest in the East, promoted cultural exchanges between the East and the West. Lesson 5 A trip plan Jenny mentioned in her diary her plans to visit Beijing. She is looking forward to going to Beijing and plans to visit many famous scenic spots. I plan to go to the magnificent Palace Museum to experience the glory of the ancient royal family, and I also want to go to the magnificent Great Wall to appreciate its grandeur and historical details. Jenny has carefully planned her trip to Beijing and is looking forward to experiencing the unique historical and cultural charm of Beijing. Lesson 4 Other stops along the Silk Road It mainly introduces two cities along the Silk Road, Lanzhou and Dunhuang. Lanzhou, the capital of Gansu Province, has a long history. There is Zhongshan Bridge, the first bridge of the Yellow River. People can walk on the bridge and visit the sculpture of the Yellow River Mother by the Yellow River. Dunhuang, one of the main stops on the Silk Road, is famous for its Mogao Caves, where people can enjoy ancient paintings and sculptures. 学科网（北京）股份有限公司 $