The Silk Road
1. Brief description of the text.
The Silk Road is a skimming text.
According to history, Zhang Qian's second mission to the Western Regions (119 BC to 115 BC), led by a 300-member delegation to the Wusun, and from the Wusun to send a deputy envoy to visit the Dawan, Kangju, the Dayuezhi and the Daxia and other countries. When the Han envoys arrived at Anshi, the king of Anshi sent his generals with 20,000 cavalry to the eastern border to welcome them. On the return of the Han envoys, Anshi also presented a large bird eggs (ostrich eggs), Lixuan Dengren (Roman acrobats) to Emperor Wu of Han.
The author first describes the giant stone sculptures of the Silk Road standing in the city of Xi'an, Shaanxi, and then explains the historical significance of the Silk Road from point to point and from emotion to reason. From the group of sculptures to the situation more than 2,000 years ago, focusing on the Han Dynasty, Zhang Qian's deputy envoys and generals of Anshi country on the border of the exchange of gifts, showing the two countries' different etiquette, culture and economic development. The text is detailed and vivid in its descriptions, and the characters' actions, words and expressions are vivid. The author goes on to summarize the significant role of the Silk Road in the promotion and prosperity of the economy, trade and culture of Western and Chinese countries. The last paragraph and the beginning of the corresponding.
The text vividly reproduces the prosperity of the Silk Road in the old days, "chi orders to go post, endless in the time and months; merchants and hawkers, day money in the plugging" ("After the Han Dynasty Book - Western Biography"). The article structure is clear, the language is vivid, the narrative plot is specific and palpable, easy to provoke the reader to the west of the prosperous history of reverie.
The intention of the selection of this text, one is to let students understand the Silk Road on the history of the East and West countries political, economic and cultural exchanges and enhance the friendship between people of different countries made a significant contribution to the second is to understand the main content of the text, to understand the order of the text and the expression of the characteristics of the order of the narrative, understanding of the meaning of the deep sentences, to improve the ability to read independently.
The focus of the teaching of this article is to guide students to read the text independently, to understand the main content, to appreciate the significant role of the Silk Road and the author's method of expression, to stimulate interest in understanding the Silk Road and the history of the West.
2. Word analysis.
(1) Understanding of sentences.
① look at this group of sculptures, as if to see the Silk Road in the years of endless travelers on the scene, as if to hear the drift in the desert in the leisurely camel bells ......
The Silk Road giant stone sculpture stands in the city of Xi'an, Shaanxi Province, outside the Yuxiangmen, which is the ancient capital of the Han Dynasty, Chang'an, but also the starting point of the Silk Road, this is a concentrated history, and the Silk Road. This group of sculptures is the concentration of history, is the testimony of the prosperity of the past. So the author stood here, "as if seeing", "as if hearing", naturally reminded of the Silk Road two thousand years ago the glorious history. This is also the author's motivation for writing this article.
This sentence also with the text of the last sentence "more than two thousand years later today, whenever people gaze at the 'Silk Road' giant stone carvings, invariably caused by the past trade, cultural prosperity of the reverie ......
② Chinese emissary arched his hand in thanks, said happily: "I did not expect, a road will be thousands of miles away from us linked together, this is really a great road ah!"
This sentence of the Chinese ambassador points out the 'center' of the whole text. This road connects China and Anshi, which are thousands of miles apart, and enables the two peoples to have friendly exchanges, exchange gifts, and carry out economic, trade, and cultural exchanges, and that is why the Chinese ambassador exclaimed that this is a "great road".
(2) Understanding of words.
Lifelike: describes an artistic image that is very vivid and lifelike.
Lifelike: describes an artistic image that is very vivid and realistic, like living. In the text, it refers to the giant stone carvings on the Silk Road, where camels and merchants with high noses and concave eyes in the Western regions are full of vigor and have different postures, which are very vivid and lifelike (can be combined with the illustrations to let the students understand).
Hoho: the vastness of the water, describing the vastness of the sound. The fact that more than 10,000 troops were waiting at the border fully reflects the importance and respect of Anshi to the Chinese envoys.
Colorful: a great variety of colors, very beautiful. The Chinese gift of silk and satin is colorful and dazzling. Silk silk satin are silk fabrics. The commodities of the Silk Road, mainly Chinese silk, were prized in ancient Central and West Asia, as well as in Africa and Europe. In the 4th century B.C., the Greek Ctesias called China "Ceres", meaning silk country. A Roman writer of the 3rd century A.D. said: "The people of the Silk Kingdom make precious silks, whose colors are as beautiful as wild flowers, and whose material is as delicate as spider silk.
The mountains: high, steep mountains. The Silk Road crossed Europe and Asia, passing through snow-capped mountains, deserts and salt marshes. The use of this word in the text is meant to illustrate the long distance traveled.
The beautiful and beautiful: wheel, tall; Huan, numerous. It describes the houses as tall and magnificent. The text is used to describe China's music, dance, painting, sculpture and other arts, due to draw the strengths of Western culture and become more colorful, exquisite.
Reverie: to imagine.
The Silk Road
1. Why is it called the Silk Road?
Because on this road, the main trade item is silk.
2. What was the Silk Road like? Find a suitable sentence in the text to explain.
1) "Merchants, having opened their eyes in this Oriental metropolis, are returning to their homeland laden with goods." ──This is a road that carries goods.
(2) "Looking at this group of statues, it is as if I saw the Silk Road in the year the scene of endless merchants and travelers, as if I heard the leisurely camel bells drifting in the desert ...... " - this is a busy road.
(3) "I did not expect that a road will be thousands of miles away from us linked together, this is a great road ah!" ── It is a great road.
(4) "Since then, a team of camels on the pair traveling on this long trade avenue ...... become more colorful and beautiful." ── It is a road of commodity circulation and cultural exchange.
3, say "Silk Road" time, place, people, events.
1) Time: 115 BC. Can be projected from the present time, so that students feel the age of the long.
(2) Location: northern Iranian plateau. Show the "Silk Road" map, let the students find the route and distance from Xi'an to the northern part of the Iranian plateau, and feel the long way.
(3) Characters: generals of the state of Anshi, Chinese emissaries. Focusing on Zhang Qian, the Marquis of Bowang, you can start from a sentence in the text, "Zhang Qian had already made two missions to the Western Regions in 139 and 119 B.C.E. before that, through great hardships and dangers." Introduction, contact with the information collected outside the classroom to introduce students to Zhang Qian's mission to the Western Regions and contributions.
(4) Things: the general of the state of Anshi warmly greeted the Chinese emissary and both sides exchanged gifts.
4. Imagine: What was the scene when the general of the state of Anshi met the Chinese emissary? Summarize it in one word.
(1) Grand.
(2) Enthusiastic.
5. "Unexpectedly, a road connects us thousands of miles away from each other, which is really a great road." Read this sentence, what do you realize? How do you understand the word "connection"? How does the text describe how "we" are "connected"?
Students will identify places where the Chinese emissary and the Sabbatical State interacted with each other.
Students will find out where the Chinese emissaries and the Sabbathians interacted with each other. They will find out that the Chinese emissaries brought the Sabbathians "silk and silk" and the Sabbathians brought their own country's "camel's egg" and their own cultural specialties, such as magic and acrobatics, The Sabbathites, on the other hand, offered China their own "camel's egg" and their own cultural specialties such as "magic" and "acrobatics".
6, through the role of reading aloud, you realize the two peoples how the mood? Students fully communicate.
In the text of the Sabbath country subjects waiting for the "vast army at the border to meet", just appeared camel caravan when people "cheering" "music" "jubilation". "the jubilation of the people when the camel caravan first appeared." The Chinese envoy's "striding forward" and "beaming"; the general of the Sabbath's "dismounting" and "nodding his head in joy" and other places can be seen. "and other places, you can see the friendship and harmony between the two countries.
7, what is the role of the Silk Road? Please use draw down.
Promote Asian-European exchanges and the development of human civilization ties.