Unit 4 Protecting Our Heritage Sites-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第三册

该教案聚焦“保护遗产地”主题，核心知识点为遗产相关词汇与表达。通过3分钟视频展示世界遗产地（含完好与受损案例）导入，激活学生情感与已有知识，再以8个核心词汇（如heritage、preserve）的情境化讲解及互动活动搭建语言支架，为后续讨论与表达奠定基础。 此资料亮点在于多模态教学与核心素养融合，视频与图片资源直观呈现遗产现状（文化意识），辩论活动（经济发展与遗产保护）培养批判性思维（思维品质），小组讨论与词汇应用提升语言表达能力（语言能力）。助力教师高效推进主题教学，帮助学生构建知识体系与综合素养。

Unit 4 Protecting Our Heritage Sites-Welcome to the unit 教学目标和重难点 1. 教学目标 Language competence: Master heritage-related vocabulary and expressions. Cultural awareness: Understand global heritage value and cross-cultural respect. Thinking quality: Develop critical thinking on heritage protection. Learning ability: Cultivate autonomous and cooperative learning skills in relevant topics. 2. 教学重难点 Key points: Master core vocabulary like heritage, preserve and conflict; use basic expressions to talk about heritage sites. Difficult points: Express opinions on heritage protection fluently and logically in English. 教学过程 Step 1: Lead-in (Lead students into the unit theme and activate prior knowledge) The teacher starts the class with a warm greeting: “Good morning, everyone! Today we are going to start a new unit which is closely related to our history, culture and even the future of human beings. Before we begin, let’s watch a short video together.” Then, the teacher plays a 3-minute video that shows various world heritage sites, including the Great Wall of China, the Pyramids of Egypt, the Great Barrier Reef and some endangered heritage sites damaged by natural disasters or human activities. The video is accompanied by light and solemn background music, with simple English subtitles introducing the name and basic information of each heritage site. After watching the video, the teacher asks two guiding questions in turn: “First, what did you see in the video? Can you name any of the sites you saw?” “Second, how did you feel when you saw those damaged heritage sites?” The teacher invites 3-4 students to answer the questions freely. For students who have difficulty expressing themselves, the teacher gives appropriate prompts, such as “Did you see a long wall in China?” or “Did you feel sad when you saw the broken statues?” Then, the teacher writes the key word “heritage sites” on the blackboard and explains it briefly: “Heritage sites are places of great value to human civilization, including natural wonders and cultural relics. They are our precious treasures left by history.” Finally, the teacher leads students to read the unit title “Protecting Our Heritage Sites” twice and says: “Today, we will focus on this topic—how to protect our heritage sites, and we will start with the Welcome to the unit part to explore more about it.” Design Intention: The video is a multi-modal teaching resource that can attract students’ attention quickly and arouse their emotional resonance. By showing both well-preserved and damaged heritage sites, it helps students initially understand the beauty and fragility of heritage sites, laying an emotional foundation for the subsequent discussion on heritage protection. The guiding questions can activate students’ prior knowledge and oral expression desire, and lower the threshold for them to participate in classroom activities. The brief explanation of “heritage sites” helps students clarify the core concept of the unit, ensuring that they can follow the teaching rhythm smoothly. Step 2: Vocabulary Preview (Master core vocabulary to lay a foundation for subsequent activities) The teacher shows 8 core vocabulary words on the PPT, including nouns (heritage, civilization, pyramid, conflict), verbs (preserve, ruin, collapse), and adjectives (urgent). For each word, the teacher provides the phonetic symbol, English definition and a simple example sentence related to heritage sites, and reads the word and example sentence twice, asking students to follow along. For example, for “preserve”, the teacher says: “Preserve, /prɪˈzɜːv/, verb, to keep something safe or in its original state. Example: We must preserve our cultural heritage for future generations.” For “conflict”, the teacher explains: “Conflict, /ˈkɒnflɪkt/, noun, a disagreement or fight between two or more groups. Example: There is a conflict between economic development and heritage protection.” After introducing all the words, the teacher organizes a “Quick Response” activity. The teacher says the Chinese meaning or definition of a word, and students stand up quickly and say the corresponding English word and read the example sentence. For example, the teacher says “保护（动词）”, and students respond “preserve, We must preserve our cultural heritage for future generations.” The teacher praises students who respond quickly and accurately, and corrects the pronunciation of students who make mistakes in time. Then, the teacher asks students to work in pairs to make one simple sentence with each word, and invites 2-3 pairs to share their sentences with the whole class. For example, a pair may say: “The ancient pyramid is an important part of human civilization.” The teacher comments on their sentences positively, pointing out the advantages and giving suggestions for improvement if necessary. Design Intention: Vocabulary is the foundation of language communication. Previewing core vocabulary before formal activities can help students avoid language barriers in subsequent discussions and improve the efficiency of classroom activities. The combination of phonetic symbols, definitions and example sentences helps students understand and memorize words in context, rather than mechanical memorization. The “Quick Response” activity and pair work can increase the interactivity of vocabulary learning, arouse students’ learning enthusiasm, and help teachers check students’ mastery of vocabulary in time. Step 3: Picture Discussion (Combine pictures to guide students to talk about heritage sites and their current situation) The teacher shows 4 pictures on the PPT, which are closely related to the unit theme: Picture 1 is the Great Wall of China (well-preserved, with tourists visiting); Picture 2 is the Bamiyan Buddha statues in Afghanistan (damaged, with broken remains); Picture 3 is the Great Barrier Reef (partially bleached due to global warming); Picture 4 is a group of volunteers cleaning and repairing an ancient temple. The teacher divides students into 4 groups, and each group is responsible for discussing one picture. The teacher assigns tasks to each group: “Group 1, please talk about what you see in Picture 1 and how you feel about it. Group 2, discuss why the Bamiyan Buddha statues were damaged and what we can learn from it. Group 3, analyze the reasons for the bleaching of the Great Barrier Reef and its impact. Group 4, talk about the significance of the volunteers’ actions and what we can do to learn from them.” Before the discussion, the teacher reminds students: “When discussing, please use the vocabulary we just learned, such as preserve, ruin, conflict, urgent. You can also express your own opinions freely, and don’t be afraid to make mistakes.” Then, students start group discussion, and the teacher walks around the classroom, listening to the discussions of each group, providing appropriate guidance for groups with insufficient ideas, and correcting students’ inappropriate expressions in time. After the discussion, each group sends a representative to share the group’s opinions with the whole class. For example, the representative of Group 2 may say: “The Bamiyan Buddha statues were destroyed by violence. They are important cultural heritage of the world, and their destruction is a great loss to human civilization. We should protect our heritage sites and avoid such tragedies.” The teacher listens carefully to each representative’s speech, gives positive comments, and guides other students to supplement. For example, after Group 3’s sharing, the teacher asks: “Does anyone have other opinions on the reasons for the bleaching of the Great Barrier Reef?” After all groups finish sharing, the teacher summarizes: “From your discussions, we can see that some heritage sites are well protected, while others are facing serious threats, such as natural disasters, human activities and conflicts. Protecting heritage sites is very urgent and important, which requires the joint efforts of all of us.” Design Intention: Pictures are intuitive and vivid, which can help students better understand the current situation of heritage sites. Dividing students into groups for discussion can cultivate their cooperative learning ability and make each student have the opportunity to express their own opinions. Assigning different tasks to each group can ensure that the discussion is targeted and comprehensive, covering the types, threats and protection methods of heritage sites. The teacher’s guidance and comments can help students standardize their oral expression and deepen their understanding of the theme. Step 4: Theme Exploration (Deepen students’ understanding of heritage protection and guide them to put forward practical suggestions) On the basis of the picture discussion, the teacher puts forward a core question to the whole class: “What are the main threats to heritage sites? And what can we do as senior high school students to protect them?” The teacher gives students 5 minutes to think independently, and then invites students to express their opinions freely. The teacher writes the key points of students’ answers on the blackboard, such as “Threats: natural disasters (earthquakes, floods), human activities (tourism, pollution, destruction), conflicts.” “Suggestions: protect the environment, follow the rules when visiting heritage sites, spread the concept of heritage protection, participate in volunteer activities.” Then, the teacher introduces some international organizations and measures for heritage protection, such as UNESCO (United Nations Educational, Scientific and Cultural Organization) and its World Heritage List, and says: “UNESCO has been working hard to protect world heritage sites and has formulated a series of measures to protect endangered heritage sites. Many countries also cooperate with each other to protect shared heritage sites.” The teacher shows a short introduction of UNESCO’s work on the PPT, which is simple and easy to understand, helping students understand the global efforts in heritage protection. Next, the teacher organizes a “Debate Activity” with the topic “Economic development is more important than heritage protection” vs “Heritage protection is more important than economic development”. The teacher divides students into two groups: the affirmative group and the negative group. Each group has 5 minutes to prepare their arguments, and then each group sends 2-3 representatives to express their views. During the debate, the teacher reminds students to express their views clearly and logically, and use the vocabulary and expressions they have learned. For example, the affirmative group may say: “Economic development can improve people’s living standards. Without economic development, we may not have enough funds to protect heritage sites. So economic development is more important.” The negative group may respond: “Heritage sites are irreplaceable. Once they are destroyed, they can never be restored. They are the spiritual wealth of human beings, so heritage protection is more important.” After the debate, the teacher summarizes: “In fact, economic development and heritage protection are not contradictory. We can achieve balanced development by formulating scientific plans, such as developing eco-tourism to promote economic development while protecting heritage sites.” Design Intention: The core question can guide students to think deeply about the theme of heritage protection, from understanding the threats to putting forward solutions, and gradually deepen their understanding. Introducing UNESCO helps students expand their international vision and understand the global significance of heritage protection. The debate activity can cultivate students’ critical thinking ability and logical expression ability, and let them realize the relationship between economic development and heritage protection, avoiding one-sided understanding. The teacher’s summary can help students establish a correct concept of balanced development. Step 5: Summary and Reflection (Summarize the class content and guide students to reflect on their learning) The teacher summarizes the content of the class: “Today, we started with a video to understand the theme of protecting our heritage sites, previewed the core vocabulary related to heritage, discussed the current situation of heritage sites through pictures, explored the threats to heritage sites and the ways to protect them, and had a debate on the relationship between economic development and heritage protection. We have learned a lot of knowledge and improved our oral expression ability.” Then, the teacher guides students to reflect on their own learning: “Please think about what you have learned today, what you have mastered, and what you still need to improve. For example, have you mastered the core vocabulary? Can you express your opinions on heritage protection fluently? Do you have any new understanding of heritage protection?” The teacher invites 2-3 students to share their reflection, and says: “Heritage protection is not only the responsibility of governments and organizations, but also the responsibility of every one of us. I hope that through today’s class, you can establish the awareness of protecting heritage sites, and take practical actions to protect our precious heritage in daily life.” Finally, the teacher ends the class with a famous quote: “Heritage is the shared wealth of mankind. It is our legacy from the past, what we live with today, and what we pass on to future generations.” Design Intention: The summary helps students sort out the knowledge system of the class, consolidate the key points of learning, and form a complete understanding of the theme. Guiding students to reflect on their own learning can help them find their own advantages and disadvantages, and clarify the direction of improvement in future learning. The famous quote at the end can arouse students’ emotional resonance again, strengthen their awareness of heritage protection, and achieve the educational goal of the class. 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 $