Unit 3 Back to the Past-Assessment 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 3 Back to the Past-Assessment 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language ability to express historical topics in English, cultural awareness to respect diverse ancient civilizations, thinking quality to analyze historical events logically, and learning ability to explore historical knowledge independently and cooperatively. 2. 教学重难点 Key points: Master core vocabularies and sentence patterns related to ancient civilizations and historical relics; grasp the main idea of historical texts. Difficult points: Use complex sentences to describe historical events and express personal views on historical heritage protection. 教学过程 I. Lead-in: Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class by showing high-definition pictures and short video clips of world-famous historical relics, such as the Great Wall of China, the Pyramids of Egypt, the Colosseum in Rome, and the Terracotta Army. After playing the video, the teacher asks students two questions in English: “Have you ever heard of these historical relics? What do you know about their history?” Then, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher guides students to use simple English to express relevant information, and timely corrects minor errors in pronunciation and grammar without dampening their enthusiasm. After the sharing, the teacher makes a brief summary: “These precious historical relics are witnesses of the past, carrying the splendid civilizations of different times and regions. Today, we will focus on the Assessment of Unit 3 Back to the Past, reviewing and applying what we have learned to better understand and inherit historical heritage.” Design Intention: The use of visual materials such as pictures and videos can quickly attract students’ attention, activate their prior knowledge about historical relics and ancient civilizations, and reduce the difficulty of entering the learning state. Asking open questions encourages students to actively participate in classroom interaction, exercise their oral expression ability in a relaxed atmosphere, and lay a foundation for the subsequent review and assessment of the unit. II. Review and Consolidation: Sort Out Knowledge System and Highlight Key Points 1. Vocabulary Review The teacher organizes vocabulary review in the form of “word association”. First, write the core topic word “historical relics” on the blackboard, and then ask students to brainstorm and list words and phrases related to it, such as “ancient civilization, ruin, preserve, protect, discover, excavate, cultural heritage, take measures, in danger, survive” and so on. Students are divided into groups of 4, and each group is given 5 minutes to complete the brainstorming. After that, each group sends a representative to write the collected words and phrases on the blackboard. The teacher checks and supplements, and focuses on explaining the usage of key words and phrases that students are likely to confuse, such as the difference between “preserve” and “protect”, the collocation of “take measures to do sth.”, and the usage of “in danger” and “in danger of doing sth.”. For example, the teacher gives example sentences: “We should preserve historical relics to pass on cultural heritage.” “The government has taken effective measures to protect the ancient temple.” “Many ancient ruins are in danger of being destroyed by natural disasters.” Then, the teacher designs a small exercise: ask students to fill in the blanks with the correct form of the given words, so as to test their mastery of vocabulary. The exercise content is closely related to the unit theme, such as “The archaeologists spent three years __________ (excavate) the ancient tomb and found many precious cultural relics.” “It is our responsibility to __________ (preserve) the traditional culture and historical relics left by our ancestors.” Design Intention: The “word association” activity can help students sort out the vocabulary system related to the unit theme, establish the connection between words, and deepen their memory. Group cooperation can stimulate students’ learning enthusiasm and improve their ability to cooperate and communicate. The explanation of key words and phrases and the design of fill-in-the-blank exercises can help students consolidate the usage of vocabulary, lay a solid language foundation for the subsequent reading, listening, speaking and writing tasks. 2. Sentence Pattern Review On the basis of vocabulary review, the teacher focuses on reviewing the key sentence patterns of the unit, mainly including complex sentences with attributive clauses, adverbial clauses of cause and condition, and passive voice related to historical events. The teacher first lists typical sentence patterns in the unit on the blackboard, such as: “The Great Wall, which was built in ancient China, is one of the greatest wonders in the world.” (attributive clause) “Because ancient civilizations have rich cultural connotations, we should attach great importance to their protection.” (adverbial clause of cause) “If we take effective measures, we can prevent historical relics from being destroyed.” (adverbial clause of condition) “Many historical relics were discovered by archaeologists by accident.” (passive voice) Then, the teacher explains the structure and usage of each sentence pattern, and asks students to make sentences with the given sentence patterns, combining the theme of historical relics. For example, ask students to make a sentence with the attributive clause: “The Terracotta Army, which was made by the first emperor of Qin, shows the superb craftsmanship of ancient Chinese people.” After students finish making sentences, the teacher checks them one by one, corrects the errors in sentence structure and expression, and guides students to use sentence patterns flexibly. In addition, the teacher also reviews the usage of tenses related to historical events, such as the simple past tense to describe historical events that have happened, and the present perfect tense to express the impact of historical events on the present. Design Intention: Sentence patterns are the basis of English expression. Reviewing key sentence patterns can help students master the correct sentence structure, improve their ability to express complex meanings in English. Letting students make sentences independently can test their mastery of sentence patterns and exercise their ability to combine vocabulary and sentence patterns to express specific meanings, which lays a foundation for the subsequent comprehensive language application. 3. Text Review The teacher guides students to review the main texts of the unit, focusing on sorting out the main ideas and logical structure of the texts. The teacher first asks students to recall the main content of each text in the unit, such as the introduction of ancient civilizations, the discovery and protection of historical relics, and the significance of inheriting historical heritage. Then, the teacher uses a mind map to show the logical structure of the texts on the screen, helping students clarify the connection between each part of the texts. For example, for the text about the Terracotta Army, the mind map includes “background of the Terracotta Army”, “discovery process”, “characteristics and value”, “protection measures” and other parts. Then, the teacher asks students to retell the main content of the text according to the mind map, using the vocabulary and sentence patterns reviewed earlier. Students can retell individually or in groups, and the teacher gives timely comments and guidance, encouraging students to use accurate vocabulary and fluent sentences to express. In addition, the teacher also guides students to summarize the reading skills mastered in the unit, such as skimming to find the main idea, scanning to find key information, and analyzing the author’s attitude and viewpoint. Design Intention: Reviewing the texts can help students sort out the knowledge system of the unit, deepen their understanding of the unit theme, and at the same time consolidate the reading skills mastered. The use of mind maps can make the logical structure of the texts more intuitive, help students grasp the key points of the texts, and improve their ability to summarize and retell. Retelling activities can exercise students’ oral expression ability and comprehensive language application ability. III. Assessment Practice: Integrate Skills and Break Through Difficult Points 1. Listening Assessment Practice The teacher prepares a listening material closely related to the unit theme, which is about the introduction of a historical site (such as the Pompeii Ruins). The listening material includes two parts: short conversations and a long passage. Before playing the listening material, the teacher guides students to predict the content of the listening according to the title and options, and tells them the key points of listening: pay attention to the time, place, characters and key events related to the historical site. Then, the teacher plays the listening material twice. For the first time, students listen to get the main idea; for the second time, students listen carefully and complete the corresponding exercises, such as multiple-choice questions, fill-in-the-blank questions and short-answer questions. After the listening, the teacher checks the answers with students, and focuses on analyzing the difficult points in the listening material, such as the understanding of long sentences, the recognition of key information, and the distinction between similar sounds. For students who make mistakes, the teacher asks them to listen to the relevant parts again, helps them find the reasons for the mistakes, and guides them to master the listening skills. For example, if a student fails to catch the key information because of the speed of the listening material, the teacher tells them to focus on the key words and phrases, and not to get stuck on a single word or sentence. Design Intention: Listening assessment practice can test students’ listening ability, help them adapt to different listening speeds and accents, and improve their ability to obtain and process information in listening. Guiding students to predict before listening and analyze difficult points after listening can help them master listening skills, break through the listening difficulties, and lay a foundation for the subsequent comprehensive assessment. 2. Reading Assessment Practice The teacher selects a reading passage related to the protection of historical relics, which is of the same difficulty as the unit texts. The reading passage mainly introduces the current situation of a certain historical relic, the problems existing in its protection, and the corresponding solutions. Before asking students to read, the teacher puts forward the following reading tasks: (1) Skim the passage and find the main idea. (2) Scan the passage and find the key information (such as the problems of historical relic protection and the solutions). (3) Read the passage carefully and answer the detailed questions, including multiple-choice questions, judgment questions and short-answer questions. Students complete the reading tasks independently. After that, the teacher organizes students to exchange their answers in groups, and then checks the answers uniformly. For the difficult questions, the teacher guides students to analyze the passage together, find the basis for the answers, and explain the reading skills used, such as how to find the topic sentence, how to infer the author’s meaning, and how to understand the difficult sentences. In addition, the teacher also asks students to summarize the main content of the passage in their own words, and express their views on the protection of historical relics, using the vocabulary and sentence patterns reviewed earlier. Design Intention: Reading assessment practice can test students’ reading ability, including skimming, scanning and careful reading skills, and their ability to understand and process the information in the passage. Independent reading can cultivate students’ independent learning ability, while group exchange can help students learn from each other, solve problems together, and improve their cooperative learning ability. Asking students to express their views can exercise their ability to use language to express personal opinions, break through the difficult point of expressing views on historical heritage protection. 3. Speaking Assessment Practice The teacher designs a speaking task with the theme of “How to Protect Historical Relics”. Students are divided into groups of 4, and each group is given a specific scenario: “Suppose you are members of a cultural heritage protection organization, and you need to put forward some practical suggestions on the protection of a local historical relic, and introduce these suggestions to the public.” Each group is given 10 minutes to discuss and prepare. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns reviewed earlier, and helps them solve the problems encountered in the discussion, such as how to express suggestions clearly, how to organize language logically. After the preparation, each group sends a representative to make a 3-5 minute speech, introducing the suggestions of their group. The teacher evaluates each group’s speech from the aspects of content, language expression, logical structure and pronunciation intonation, gives positive comments and constructive suggestions, such as “Your suggestions are very practical, but you can use more complex sentences to make your expression more fluent and vivid.” “Pay attention to the pronunciation of the word ‘preserve’, and try to speak more clearly.” After all groups finish their speeches, the teacher makes a summary, emphasizing the importance of protecting historical relics, and encouraging students to use English to communicate and express their views actively. Design Intention: Speaking assessment practice can test students’ oral expression ability, logical thinking ability and cooperative communication ability. The scenario-based task is close to real life, which can stimulate students’ interest in speaking, and make them apply the learned knowledge to practical communication. Group discussion can cultivate students’ cooperative learning ability, and the teacher’s evaluation and guidance can help students find their own shortcomings and improve their oral expression level, breaking through the difficult point of using English to discuss and express views on historical topics. 4. Writing Assessment Practice The teacher assigns a writing task: “Write a short passage about the importance of protecting historical relics and your suggestions on how to protect them. The passage should be about 120-150 words, using the vocabulary and sentence patterns learned in the unit.” Before students start writing, the teacher guides them to sort out the writing ideas: first, introduce the importance of historical relics; then, put forward specific suggestions on protecting historical relics; finally, express their determination to inherit and protect historical relics. The teacher also reminds students to pay attention to the logical structure of the passage, the correct use of vocabulary and sentence patterns, and the standardization of grammar and spelling. Students write independently. After finishing writing, students exchange their compositions in groups, and help each other correct errors in grammar, spelling, sentence structure and expression. Then, the teacher selects several typical compositions (including excellent compositions and compositions with common errors) to comment on in class. For excellent compositions, the teacher affirms their advantages, such as fluent language, clear logic and accurate use of vocabulary and sentence patterns, and asks students to learn from them. For compositions with errors, the teacher points out the common errors, such as incorrect use of tenses, wrong collocation of words, and incomplete sentences, and guides students to correct them. After the comment, students revise their own compositions according to the teacher’s guidance and the opinions of their group members. Design Intention: Writing assessment practice can test students’ writing ability, including the ability to organize ideas, use vocabulary and sentence patterns, and standardize language expression. Guiding students to sort out writing ideas can help them write with clear logic and avoid writing without focus. Group mutual correction can cultivate students’ ability to find and correct errors, and improve their writing level. The teacher’s comment on typical compositions can help students clarify their advantages and shortcomings, and master the writing skills, breaking through the difficult point of using complex sentences to describe and express views in writing. IV. Summary and Reflection: Consolidate Learning Achievements and Improve Learning Ability First, the teacher leads students to summarize the content of this class: review the core vocabulary, key sentence patterns and main texts of Unit 3 Back to the Past, and carry out listening, speaking, reading and writing assessment practices, which helps students consolidate the learned knowledge and improve their comprehensive language application ability. Then, the teacher asks students to reflect on their own performance in this class: what have they mastered well? What are the shortcomings? For example, are they proficient in the usage of key vocabulary and sentence patterns? Are they able to complete listening, speaking, reading and writing tasks smoothly? What problems do they encounter in the assessment practice? How to solve these problems? Students think independently for 3 minutes, and then share their reflection results with their deskmates. After the sharing, the teacher makes a final summary: historical relics are the precious wealth of human beings, and protecting historical relics is our common responsibility. Through this unit’s study and assessment, we not only master the relevant English knowledge and skills, but also enhance our awareness of protecting cultural heritage. I hope students can continue to consolidate the learned knowledge after class, actively use English to communicate and express, and make efforts to inherit and carry forward the splendid human civilization. Design Intention: Summarizing the class content can help students sort out the knowledge learned in this class, form a systematic knowledge structure, and consolidate the learning achievements. Guiding students to reflect on their own performance can help them find their own shortcomings, clarify the direction of future efforts, and improve their learning ability. The teacher’s final summary can further enhance students’ awareness of protecting cultural heritage, integrate the cultivation of cultural awareness into the teaching process, and realize the goal of four-dimensional core literacy training. V. After-class Assignment: Extend Learning and Strengthen Assessment 1. Review the vocabulary, sentence patterns and texts of Unit 3, and finish the vocabulary and sentence pattern exercises in the unit assessment workbook. 2. Search for information about a world-famous historical relic in English, write a short introduction (about 100 words), and prepare to share it in the next class. 3. Watch an English documentary about historical relics, and take notes on the key information, such as the history, characteristics and protection measures of the historical relics. Design Intention: After-class assignment is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class, and further improve their independent learning ability. Searching for information and watching documentaries can enrich students’ knowledge about historical relics, expand their horizons, and at the same time improve their English reading and listening ability, laying a foundation for the subsequent learning and assessment. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $