Unit 4 Period 3 Integrated skills（表格式教学设计）英语译林版选择性必修第三册

该高中英语教学设计聚焦“世界遗产保护”主题，通过视频导入引发兴趣，依托阅读社论梳理遗产多元价值（历史记录、自然杰作、精神灵感），结合听力采访提取保护措施（限流预约、资金投入、公众教育），以表格填空、笔记整理为支架构建“输入-内化-输出”学习脉络。 特色在于多模态资源（视频、社论、电台采访）融合与任务驱动教学，小组讨论辩证分析保护措施可行性（思维品质），写作环节强化“价值-措施-呼吁”逻辑表达（语言能力），分层作业（回信/倡议信）兼顾差异，既提升学生语言综合运用与全球责任担当（文化意识），又为教师提供可直接实施的技能与素养融合教学方案。

Unit 4 Protecting our heritage site Period 3 Integrated skills教学设计 教学基本信息 单元名称 选择性必修第三册Unit 4 Protecting our heritage site 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第三册 出版社：译林出版社 出版日期：2021年7月 课时安排 2课时(80min) 课型 读写课 教学设计理念 本节课以 “世界遗产保护” 为核心主题，遵循 “输入 - 内化 - 输出” 的教学逻辑，通过多模态输入（视频导入、阅读社论、听力采访）引导学生了解世界遗产的价值、现状及保护措施，培养信息提取、辩证分析和语言综合运用能力。采用情境教学法、小组合作法和任务驱动法，结合遗产保护相关的视频、文本和互动任务，实现语言技能（听、说、读、写）与文化意识（遗产保护、全球责任）的深度融合，激发学生对世界遗产的敬畏之心和保护担当，提升跨文化视野和逻辑思辨能力。 教材分析 【What】本课包含阅读、听力、口语、写作和语言点五大核心活动：阅读环节围绕 “遗产价值” 的社论展开，介绍自然与文化遗产的意义及 UNESCO 的角色；听力部分是关于遗产保护的电台采访，涉及保护措施（限制游客、资金投入、公众教育）；口语部分讨论遗产保护的重要性和具体方法；写作环节要求撰写呼吁保护世界遗产的文章；语言点聚焦遗产保护相关的核心短语和句型。 【Why】帮助学生掌握遗产保护相关核心词汇（如 heritage site, nature reserve, preservation, restoration, raise awareness）和功能句型（呼吁、建议、观点表达），培养信息筛选、文本分析及观点类写作能力；引导学生用英语辩证看待遗产保护的现实问题，认识遗产对人类的多元价值，增强文化保护意识和全球责任担当，同时提升逻辑表达和跨文化沟通能力。 【How】通过阅读和听力输入遗产保护的核心信息（价值、措施、现状），通过口语讨论深化对 “遗产保护” 的理解与思考，最终通过写作整合输出个人观点与呼吁。各环节层层递进，既注重单项技能训练，又强调技能间的协同发展，实现语言学习与主题探究的有机统一。 学情分析 1. What I know 高二学生对世界遗产（如金字塔、九寨沟）有基础认知，具备一定的英语听说读写能力，能简单表达个人观点，但对遗产保护的具体措施、相关英语词汇（如 restoration, vulnerable, raise awareness）积累不足，辩证分析保护措施有效性的能力和写作逻辑连贯性有待提升。 2. What I want to know 学生在英语表达中可能面临 “保护措施描述不具体”“呼吁类写作缺乏感染力”“逻辑衔接不自然” 等问题，需提升用英语清晰阐述保护方案、撰写有力呼吁文的能力，同时深化对遗产保护现实意义的理解。 3. What I learned 学完本课后，学生能理解世界遗产的多元价值，掌握遗产保护相关的常用表达，学会辩证分析保护措施的可行性，能撰写结构完整、逻辑连贯、呼吁有力的英语文章，同时增强遗产保护意识和全球责任担当。 教学目标 1. 语言能力 能听懂遗产保护相关的电台采访，提取关键信息（保护措施、资源需求）；能读懂关于遗产价值的社论，归纳核心观点与例证；能用英语讨论遗产保护的重要性和具体方法，掌握 “建议 - 补充 - 赞同” 的表达逻辑；能撰写呼吁保护世界遗产的文章，语言流畅、逻辑清晰、呼吁有力。 2. 学习能力：通过阅读和听力提取、整合信息，形成自主探究的学习策略；在小组讨论中合作构建观点，提升批判性思维和合作沟通能力。 3. 文化意识：了解世界遗产的多元价值（历史、自然、精神），认识遗产保护的紧迫性和全球性意义；增强对中外遗产的保护意识，树立文化自信和全球责任担当。 4. 思维品质：能辩证分析不同遗产保护措施的优势与适用场景；培养逻辑思辨思维，在写作中清晰呈现 “价值 - 问题 - 措施 - 呼吁” 的逻辑链条 教学重难点 教学重点 掌握遗产保护相关核心词汇（heritage site, preservation, restoration, raise awareness, vulnerable）和功能句型（建议类、呼吁类）。 理解世界遗产的多元价值和保护措施，学会用具体细节支撑观点。 掌握呼吁类文章的写作结构（引出重要性 - 提出措施 - 发出呼吁）和写作技巧。 教学难点 辩证分析遗产保护措施的可行性与局限性，避免观点片面； 把握呼吁类写作的情感基调与逻辑连贯性，做到有理有据、感染力强； 准确运用相关词汇和句型描述保护措施、表达呼吁意图。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in Watch a video and answer the following question. What are the possible values of our cultural heritage in your opinion? ●引导学生结合课件提示，梳理遗产的多元价值（历史记录、灵感来源、身份认同等）。 5 min Activity 2 Reading Linda has found an editorial about the importance of world heritage. 1. Read the editorial and fill in the table below. The value of our heritage  Lead in The plains of the Serengeti and pyramids of Egypt are the great heritage sites we take (1) ______ in and must be (2) _________.  The UNESCO thinks of heritages as “our (3) ______ from the past, what we live with today, what we pass on to future generations” and  “irreplaceable sources of life and (4) __________”. Some examples of heritage sites The incredible (5) ________ of heritage sites reminds us of the power of nature and the genius of man. Jiuzhaigou Valley, (6) _____ to mighty snow-capped mountains, thick forests with wildlife, has a (7) ________ scenery, (8) ______ makes us realize that nature has truly created a masterpiece.  Borobudur Temple (9) ________ us with the effort, determination and intense belief of the people who built it with only primitive tools. Conclusion  Heritage sites not only provide (10) _______ to questions but also pose questions. Heritage sites provide us with opportunities to wonder, to be inspired and to think more deeply about our time on the Earth. 答案：(1) pride (2) protected (3) legacy (4) inspiration (5) splendour (6) home (7) dreamlike (8) which (9) impresses (10) answers 2. Read the editorial again and answer the following questions. ① According to the editorial,why should we protect heritage sites? ② How do you understand the quote from Cicero? 答案：① Because the incredible splendour of heritage sites is a reminder of the power of nature and the genius of man. ② From my point of view, Cicero’s quote means that knowing about our past helps us understand the present and the future better. If we were ignorant of our past, our knowledge about cultural and natural environments would be lacking. We would lose vital information that could help us become better by not repeating past mistakes. We would also not appreciate all the efforts and struggles of the people that came before us. ●通过表格填空训练信息提取能力，通过深度问答培养文本分析和思辨能力，理解遗产的核心价值。 12 min Activity 3 Listening Linda is listening to a radio interview about the protection of heritage sites. Listen and finish the exercises below. 1. Listen to the interview and decide whether the following statements are true (T) or false (F). ①Mr Li is a professor in the field of history. T/F ②The host thinks making laws is a good way to protect heritage sites. T/F ③ Mr Li wants more tourists coming to the heritage sites. T/F ④The host thinks that limits can ensure the safety of these sites. T/F ⑤Mr Li’s main job is to raise funds for the local heritage projects. T/F ⑥We can educate local officials about the importance of heritage sites. T/F 答案：①F ②T ③F ④F ⑤T ⑥F 2.Listen to the interview again and complete the notes below. How to protect heritage sites Measures to limit the number of tourists Ask tourists to (1) _____________ through an app or on the website in advance (2) _____________________how long tourists can spend visiting the heritage sites on a daily basis Resources (3) _______ Equipment (4) _____________________________ in many other fields Education Launch campaigns (5) __________________ (6) __________________ 答案：(1) purchase tickets (2) Set strict time limits on (3) Money (4) Scientists, engineers and experts (5) Set up websites (6) Give out leaflets ●整合听、说、读所学，强化呼吁类写作能力，提升逻辑表达和语言运用的准确性。 18 min Activity 4 Speaking In pairs, discuss the protection of heritage sites. Use the following ideas to help you. the importance of protecting heritage sites methods of protection Expressions I think we’ve talked enough about this point. Maybe we could move on to … I think there’s nothing more to talk about this aspect. Let’s change the topic to … ●内化输入信息，练习观点表达，提升口语沟通和批判性思维能力。 15 min 应用实践 Activity 5 Writing 1. Write an article calling for the protection of heritage sites. Use your ideas from Speaking and the information in parts Reading and Listening to help you. Planning your writing Learning about the structure To write an article calling for the protection of heritage sites, you can follow the structure below: · State the importance of the protection of heritage sites. · Give your ideas on how to protect our heritage sites. · Sum up the main points and call on people to take action. Learning about the language Make sure you use very clear and direct language. You can also use modal verbs to express obligation to protect heritage sites. Learning about writing techniques An effective closing paragraph is essential to a piece of successful writing. At the end of the writing, you should sum up the main points. You could also include an interesting statement or a projection for the future. There are some common expressions that can be used to draw conclusions, e.g. in conclusion, to conclude, to sum up, in summary. Checking your writing Remember to check your writing after you finish and exchange drafts between you and your partner. Pay attention to the following aspects. Punctuation Spelling Grammar Choice of words Style (formal/informal) Structure Self-review What ideas do you give on the protection of our heritage sites? Does your writing have an effective conclusion? Peer review What does your partner think of the structure of your writing? What suggestions does your partner give for further improvement? 2.Share your writing in class and evaluate which one is the best. ●整合听、说、读所学，强化呼吁类写作能力，提升逻辑表达和语言运用的准确性。 15min Activity 5 Language points 聚焦遗产保护核心短语, 完成巩固练习。 ●夯实核心词汇短语，为语言输出提供支撑。 6min Activity 6 Summary 以表格的形式，总结本节读写课的要点。 ●梳理知识脉络，强化对核心内容的记忆和理解。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解学习薄弱点，提升学习主动性。 3min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择第一项，基础较好的同学可以选择第二项。 书面表达 假定你是李华，你的英国笔友Peter对中国文化遗产很感兴趣，他来信询问你所在城市保护文化遗产的相关措施。请你给他写一封回信，内容包括： 1. 介绍当地一处文化遗产（如古桥、古村落等）； 2. 列举1-2条保护措施； 3. 邀请他来参观。 注意：​ 1.词数100左右；​2.可适当增加细节，使行文连贯。 Dear Peter, ____________________________________________ ____________________________________________Yours, Li Hua 参考范文： Dear Peter, I’m glad to hear that you’re interested in Chinese cultural heritage protection. My city is home to an ancient stone bridge built in the Ming Dynasty, which has stood over the river for nearly 500 years. To protect it, the local government has closed the bridge to heavy vehicles to avoid damage. Besides, regular inspections and repairs are carried out by experts every year to keep it in good condition. Volunteers also guide visitors to respect the rules, like not carving on the stones. This bridge is a symbol of our history and wisdom. I sincerely invite you to come and admire its beauty in person. Yours, Li Hua 二选一 二选一 假如你是高中生李华，你在浏览网页时发现，世界上很多文化遗产遭到了人类活动的破坏，对此你深感痛惜，决定用英语写一封倡议信，呼吁大家保护世界文化遗产。内容包括： 1. 文化遗产的现状及原因； 2. 2.文化遗产的重要意义；3.呼吁保护文化遗产。 注意： 1. 词数100左右； 2.可适当增加细节，以使行文连贯。 Dear friends, As a high school student, I am deeply concerned about the destruction of cultural heritage around the world. ____________________________________________ ____________________________________________Yours, Li Hua 参考范文： Dear friends, As a high school student, I am deeply concerned about the destruction of cultural heritage around the world. Human activities such as war, urbanization, and tourism have damaged many cultural sites, and we risk losing them forever. It is time for us to take action and protect our global heritage. The incredible splendour of heritage sites is a reminder of the power of nature and the genius of man. Besides, heritage sites provide us with opportunities to wonder, to be inspired and to think more deeply about our time on the Earth. As Cicero remarked, “To be ignorant of what occurred before you were born is to remain always a child.” Let us work together to protect it for future generations. Yours, Li Hua ●分层作业满足不同水平学生需求，在真实语境中运用所学知识，强化跨文化沟通能力。 板书设计 Unit 4 Protecting our heritage sites Integrated skills 1. Values of Heritage Sites Historical: record of the past Natural: masterpiece of nature Spiritual: source of inspiration & identity 2. Protection Measures Limit tourists: book tickets in advance, set time limits Resources: money for restoration Education: launch campaigns, set up websites 3. Writing Structure Beginning: State the importance → Body: Put forward measures → Ending: Call for action 4. Key Expressions 教学反思 优点： 以 “世界遗产保护” 这一兼具全球性与现实意义的主题为核心，结合视频、音频、文本等多模态资源，有效激发学生参与热情；教学环节遵循 “输入 - 内化 - 输出” 逻辑，层层递进，符合学生认知规律；分层作业和互评环节关注学生差异，提升学习主动性；将语言学习与文化保护意识、全球责任担当培养有机融合，实现育人价值。 缺点： 部分学生在口语讨论中对保护措施的阐述不够具体，缺乏实例支撑；写作中存在 “措施与意义脱节”“呼吁缺乏感染力” 的问题；部分核心词汇（如 vulnerable, restoration）的运用不够准确；时间分配较紧张，部分学生未能充分打磨写作细节。 改进： 提前提供保护措施的案例素材（如故宫限流、敦煌数字化保护），为学生讨论和写作提供支架；增加 “措施 - 意义” 关联的写作微训练，强化逻辑衔接；课前发放核心词汇预习单，课堂预留更多时间进行词汇应用练习；优化时间分配，在写作环节设置 “初稿 + 快速修改” 流程，确保学生能及时完善作品。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $