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

Unit 4 Protecting Our Heritage Sites-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master related vocabulary, understand heritage protection, develop logical thinking and form autonomous learning habits. 2. 教学重难点 Key: Master core vocabulary and sentence patterns, grasp the text’s structure and main ideas. Difficulty: Analyze the causes of heritage danger and understand the significance of protection deeply. 教学过程 Step 1: Warming-up and Lead-in The teacher greets the students in English and starts the warming-up activity with a question: “Have you ever visited a heritage site? What do you know about it?” Then, the teacher shows pictures of world-famous heritage sites, such as the Great Pyramid of Giza, the Temples of Angkor and the Historic Centre of Vienna, and asks students to discuss in pairs for a few minutes: “What do these sites have in common? Are they safe now?” After the discussion, invite 2-3 groups to share their opinions. Finally, the teacher leads to the topic of the lesson: “Today, we will read an article about heritage sites in danger and explore how to protect them.” Design Intention: The warming-up activity is designed to arouse students’ interest in the topic by connecting their real-life experiences. Showing pictures of famous heritage sites helps students build a visual connection with the text content, activate their existing knowledge about heritage sites, and lay a solid foundation for the subsequent reading. The pair discussion encourages students to express their ideas in English, improving their oral expression ability and creating a positive English learning atmosphere. Step 2: Pre-reading First, the teacher presents the core vocabulary and phrases of the text on the blackboard or multimedia, including “heritage, preserve, urgent, wear down, wear and tear, ruin, incredible, violence, conflict, outcome, specialist”. For each word and phrase, the teacher explains its meaning, pronunciation and usage briefly, and gives example sentences related to heritage protection, such as “The preservation of cultural heritage should be at the top of every nation's agenda.” and “Natural forces can wear down heritage sites gradually.” Then, the teacher introduces the background knowledge of UNESCO and world heritage sites briefly: “UNESCO is an organization that aims to protect cultural and natural heritage sites around the world. There are currently around 1,100 heritage sites in more than 160 countries, but many of them are facing various dangers.” Design Intention: Pre-reading focuses on solving the language barriers for students. By explaining core vocabulary and phrases in advance, students can avoid being distracted by new words during reading, which helps them understand the text more smoothly. The introduction of background knowledge enables students to have a basic understanding of UNESCO and world heritage sites, deepening their understanding of the text’s theme and laying a foundation for grasping the main ideas of the article. At the same time, it helps students accumulate relevant cultural knowledge and improve their cultural awareness. Step 3: While-reading Task 1: Skimming Ask students to read the text quickly and finish two tasks: 1. Find out the main idea of the text. 2. Divide the text into several parts and summarize the main idea of each part. After students finish reading, invite some students to share their answers. The teacher summarizes and corrects: The text mainly introduces the dangers faced by world heritage sites and calls on people to protect them. The text can be divided into three parts: Part 1 (Paragraph 1) introduces the importance of world heritage sites and points out that many of them are in urgent need of protection; Part 2 (Paragraphs 2-4) analyzes the specific dangers faced by heritage sites, including natural forces, human activities and the problems caused by World Heritage status; Part 3 (the rest of the text) puts forward some suggestions on protecting heritage sites and emphasizes the responsibility of every citizen. Design Intention: Skimming is a basic reading skill that helps students grasp the main idea of the text quickly and form an overall understanding of the text structure. Dividing the text into parts and summarizing the main idea of each part can train students’ ability to sort out information and logical thinking, helping them understand the text’s framework clearly and lay a foundation for detailed reading. Task 2: Scanning Ask students to read the text carefully again and fill in the following table about the dangers faced by heritage sites and specific examples: Types of Dangers Specific Performances Examples Natural forces Long-term natural forces wear down heritage sites; natural disasters destroy heritage sites. The Great Pyramid of Giza is shorter than it was originally; the city of Bam was ruined by an earthquake in 2003. Human activities Wars cause damage; fighters destroy heritage sites on purpose. Ancient clay sculptures and buildings are destroyed by missile attacks; heritage sites are destroyed on purpose in conflict areas. Problems caused by World Heritage status Flood of tourists causes wear and tear; human population growth leads to widespread development which endangers heritage sites. The temples of Angkor suffer wear and tear from tourists; the Historic Centre of Vienna is in danger due to development. After students finish filling in the table, the teacher checks the answers with the whole class, explains the difficult points in the text, such as the sentence “I have the belief that some of you have heard about UNESCO heritage sites or maybe even visited one!” (that guides the appositive clause), and helps students understand the structure and meaning of the sentence. Design Intention: Scanning is a skill to find specific information quickly. By filling in the table, students can deepen their understanding of the details of the text, clarify the types of dangers faced by heritage sites and their specific manifestations. Explaining difficult sentences helps students break through the language difficulties in the text, master the usage of appositive clauses, and improve their language competence. At the same time, it trains students’ ability to extract and sort out specific information, laying a foundation for in-depth analysis of the text. Task 3: In-depth Reading Organize students to discuss in groups of 4 around the following questions: 1. Why are heritage sites important to mankind? 2. What are the main causes of the dangers faced by heritage sites? 3. What can we do to protect heritage sites? During the discussion, the teacher walks around the classroom, guides students to express their ideas in English, and helps students solve the problems they encounter. After the discussion, each group sends a representative to share their opinions. The teacher summarizes and supplements: Heritage sites are important because they carry human civilization and natural wonders, which are precious wealth left by history. The main causes of the dangers include natural forces and human activities, among which human activities are more controllable. To protect heritage sites, governments, organizations and individuals should work together: governments should formulate relevant laws and policies; organizations like UNESCO should strengthen supervision; individuals should enhance their awareness of protection and take practical actions. Design Intention: In-depth reading aims to guide students to think deeply about the text content, not just stay on the surface of the text. Group discussion encourages students to communicate and cooperate, express their views freely, and improve their oral expression ability and cooperative learning ability. By discussing the importance of heritage sites, the causes of dangers and protection measures, students can deepen their understanding of the text’s theme, develop their logical thinking and critical thinking ability, and establish a sense of responsibility for protecting heritage sites, which is conducive to the cultivation of their cultural awareness and thinking quality. Step 4: Post-reading Task 1: Vocabulary and Sentence Pattern Practice 1. Ask students to complete the following sentences with the core vocabulary and phrases learned in the text (using the proper form): ① The ______ (保护) of historical buildings requires joint efforts. ② We must find solutions to ______ (冲突) between development and conservation. ③ The long-term natural forces can ______ (磨损) heritage sites gradually. ④ The flood of tourists causes a lot of ______ (磨损) to the ancient temples. 2. Ask students to rewrite the following sentences using the sentence patterns learned in the text (such as appositive clauses): ① Some students believe that we should take more measures to protect heritage sites. ② The news that many heritage sites are in danger makes us worried. After students finish the exercises, the teacher checks the answers, explains the common mistakes, and emphasizes the correct usage of vocabulary and sentence patterns. Design Intention: Vocabulary and sentence pattern practice is an important part of consolidating the knowledge learned. By completing the exercises, students can deepen their memory and understanding of core vocabulary and sentence patterns, and improve their ability to use them flexibly. This helps students convert the input language knowledge into output ability, improving their language competence and laying a foundation for their future English writing and speaking. Task 2: Text Retelling Ask students to retell the text according to the text structure and key information, using the core vocabulary and sentence patterns learned. Students can retell the text individually or in pairs. The teacher invites 2-3 students to retell the text in front of the class, and gives comments and guidance, emphasizing the fluency and accuracy of the retelling. Design Intention: Text retelling is an effective way to test students’ understanding of the text and their ability to use language. By retelling the text, students can sort out the text structure and key information again, consolidate the knowledge learned, and improve their oral expression ability and logical thinking ability. At the same time, it helps students form a systematic understanding of the text, deepening their memory of the text content. Task 3: Extended Discussion Ask students to discuss the following question: “As senior high school students, what can we do to protect our own cultural heritage sites?” Invite students to share their ideas freely, such as learning about cultural heritage sites, propagating the importance of protection, not damaging cultural relics when visiting heritage sites, and participating in volunteer activities related to heritage protection. The teacher summarizes and encourages students to take practical actions to protect cultural heritage sites, emphasizing that everyone has the responsibility to inherit and protect human civilization. Design Intention: Extended discussion connects the text content with students’ real life, guiding students to transfer the knowledge and awareness learned in the class to practical life. This not only deepens students’ understanding of the theme of heritage protection, but also cultivates their sense of social responsibility and cultural confidence, realizing the goal of cultivating cultural awareness. At the same time, it encourages students to think actively, improve their critical thinking ability and problem-solving ability. Step 5: Summary and Homework Summary The teacher summarizes the content of the lesson: In this class, we read an article about the dangers faced by world heritage sites, mastered the core vocabulary and sentence patterns related to heritage protection, understood the importance of heritage sites and the main dangers they face, and discussed the measures to protect heritage sites. We also realized that protecting heritage sites is the responsibility of every citizen. The teacher emphasizes that we should enhance our awareness of heritage protection and take practical actions to inherit and protect human civilization. Design Intention: The summary helps students sort out the knowledge learned in the class, form a systematic understanding of the lesson content, and consolidate the key and difficult points. At the same time, it strengthens students’ awareness of heritage protection, sublimates the theme of the lesson, and achieves the goal of cultivating students’ cultural awareness and social responsibility. Homework 1. Review the core vocabulary and sentence patterns learned in this class, and write 5 sentences using the core vocabulary and appositive clauses. 2. Write a short passage (about 100 words) titled “My Views on Protecting Heritage Sites”, using the knowledge and ideas learned in this class. 3. Surf the Internet to find more information about world heritage sites in danger and their protection measures, and share it in the next class. Design Intention: Homework is designed to consolidate the knowledge learned in the class and extend the learning content. Writing sentences and short passages helps students improve their writing ability and flexibly use the vocabulary and sentence patterns learned. Surfing the Internet to find relevant information encourages students to learn independently, expand their knowledge, improve their learning ability, and lay a foundation for the next class’s learning. At the same time, it further deepens students’ understanding of heritage protection and strengthens their sense of responsibility. 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 $