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

该高中英语教案聚焦同位语从句的形式、引导词、用法及与定语从句的区分。通过埃及阿布辛贝神庙保护短视频导入，呈现视频脚本中的典型句子，引导学生观察讨论共同结构，搭建从主题情境到语法探究的学习支架。 此资料特色在于将语法教学与“保护遗产地”单元主题深度融合，采用“归纳+演绎”教学法，通过小组合作探究引导词分类、对比分析两种从句培养思维品质。分层练习（识别、补全对话、写作句子）提升语言能力，主题讨论与拓展写作强化文化意识，为教师提供结构化教学流程，助力高效课堂，帮助学生实现知识向能力转化。

Unit 4 Protecting Our Heritage Sites-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on language ability, cultivates thinking quality through grammar exploration, strengthens cultural awareness by linking heritage protection, and develops learning ability via independent and cooperative inquiry to achieve the integration of knowledge and practice. 2. 教学重难点 Key: Master the form, guiding words and usage of appositive clauses. Difficulty: Distinguish appositive clauses from attributive clauses, and flexibly use them in contexts related to heritage protection. 教学过程 Step 1: Lead-in (Warm-up & Preview) The teacher greets the students and starts the class with a short video clip about the protection of Abu Simbel temples in Egypt, which is closely related to the theme of the unit. After playing the video, the teacher asks two guiding questions: “What challenges did the experts face when protecting Abu Simbel temples?” and “What beliefs supported them to complete the protection work?” Students are invited to answer the questions freely. Then, the teacher presents three sentences extracted from the video script on the blackboard or multimedia courseware: 1. No one can deny the fact that they were constructed in the 13th century BCE. 2. They had no idea whether the temples could be saved from the rising waters. 3. We have the belief that we will need this kind of cooperation in heritage preservation. The teacher asks students to observe the three sentences carefully, find out the common structure, and think about the function of the clauses after the nouns “fact”, “idea” and “belief”. After a short discussion in pairs, the teacher invites several students to share their findings, and then naturally leads to the topic of this lesson: appositive clauses, which are the core grammar points of this unit’s Grammar and Usage section. Design Intention: The lead-in links the grammar teaching with the unit theme of heritage protection, which not only helps students review the relevant content of the unit text but also stimulates their learning interest by using vivid video materials. By presenting typical sentences and guiding students to observe and discuss, it lays a foundation for the subsequent exploration of appositive clauses, and embodies the teaching concept of “context first and meaning-driven” advocated in the new curriculum standards. Step 2: Presentation & Exploration (Learning New Knowledge) First, the teacher formally defines appositive clauses: An appositive clause is a clause that follows an abstract noun to explain its meaning and content, and it is in an appositive relationship with the abstract noun before it. Then, the teacher takes the three sentences in the lead-in as examples to analyze the structure of appositive clauses in detail: the antecedent (abstract noun) + the guiding word + the clause. The teacher emphasizes that the antecedent of appositive clauses is usually abstract nouns, such as fact, idea, belief, news, doubt, question, feeling, clue, guarantee, etc., which are closely related to the theme of heritage protection and can be frequently used in relevant expressions. Next, the teacher guides students to explore the guiding words of appositive clauses. The teacher divides the students into groups of 4 and provides them with more example sentences related to heritage protection, all extracted from the unit text or extended materials: 1. Some experts had a feeling that it was possible to save the temples. 2. At first, they had no idea which way could work. 3. There was no guarantee that it would work. 4. The experts had no clue whether any parts of the temples would break during transport. 5. We have no doubt that UNESCO is trying to protect the heritage sites. 6. The motion that we should protect our cultural and natural heritage sites was passed. 7. Do you have any idea when the temples will open? The groups are required to complete two tasks: 1. Underline the guiding words in each appositive clause. 2. Classify these guiding words and summarize their characteristics and usages. During the group discussion, the teacher walks around the classroom, provides timely guidance for students who have difficulties, and records the common problems of students. After the discussion, each group sends a representative to report their findings, and the teacher summarizes and sorts out the guiding words of appositive clauses: 1. That: It is used to introduce an appositive clause that states a definite fact or situation. It does not act as a component in the clause and cannot be omitted. For example, “the fact that they were constructed in the 13th century BCE” and “the belief that we will need this kind of cooperation in heritage preservation”. 2. Whether: It is used to introduce an appositive clause that expresses uncertainty or a question, meaning “whether”. It cannot be replaced by if and cannot be omitted. For example, “no idea whether the temples could be saved from the rising waters” and “no clue whether any parts of the temples would break during transport”. After summarizing the guiding words, the teacher focuses on distinguishing appositive clauses from attributive clauses, which is one of the difficult points of this lesson. The teacher presents two groups of contrastive sentences on the courseware: Group 1: a. We have no doubt that UNESCO is trying to protect the heritage sites. (appositive clause) b. This was the clue that helped the police find the man who had destroyed the ancient statues. (attributive clause) Group 2: a. The news that certain heritage sites in China are under threat is worrying. (appositive clause) b. The news that he told me is worrying. (attributive clause) The teacher guides students to observe and compare the two groups of sentences, and asks them to think about the differences between appositive clauses and attributive clauses from two aspects: 1. The relationship between the clause and the antecedent. 2. The function of the guiding word in the clause. After students’ discussion and expression, the teacher makes a summary: The appositive clause explains the content and meaning of the antecedent, and the antecedent is an abstract noun; the guiding word does not act as a component in the appositive clause (except wh-words). The attributive clause modifies the antecedent, which can be a concrete noun or an abstract noun; the guiding word (relative pronoun or relative adverb) must act as a component in the attributive clause. Design Intention: This link adopts the teaching method of “induction + deduction”, which conforms to the cognitive law of senior high school students. By providing example sentences closely related to the unit theme, students can perceive the usage of appositive clauses in a specific context. Group discussion encourages students to participate actively, cultivates their cooperative learning ability and thinking quality. The contrastive analysis of appositive clauses and attributive clauses helps students break through the teaching difficulty, deepen their understanding of the grammar points, and lays a solid foundation for their subsequent application. Step 3: Practice & Consolidation (Applying Knowledge) This link is divided into three levels of exercises, from easy to difficult, to help students consolidate the learned knowledge and realize the transformation from knowledge to ability. All exercises are closely combined with the theme of heritage protection to ensure the consistency of teaching content. Level 1: Basic Practice - Identify Appositive Clauses. The teacher presents 5 sentences on the courseware, and asks students to tick the sentences with appositive clauses and explain the reasons. 1. We have no doubt that UNESCO is trying to protect the heritage sites. 2. This was the clue that helped the police find the man who had destroyed the ancient statues. 3. Many people do not know the reason why this heritage site is threatened. 4. There is no question whether we should protect our shared heritage — we simply have to. 5. I want to plan my trip but I have no idea when the temples will open. After students finish answering, the teacher checks the answers one by one, focuses on explaining the easily confused sentences (Sentence 2 and Sentence 3 are attributive clauses), and further strengthens the distinction between appositive clauses and attributive clauses. Design Intention: Basic practice focuses on examining students’ ability to identify appositive clauses, which is the basis for subsequent application. By setting easily confused sentences, it helps students consolidate the key and difficult points learned, and lays a foundation for more difficult exercises. Students complete the exercise individually first, then check the answers in pairs. The teacher invites several students to read the completed dialogue, corrects the mistakes in time, and focuses on explaining the usage of guiding words in key blanks (such as whether in blank 1, that in blank 2, how many in blank 3, etc.). For students who make mistakes frequently, the teacher provides individual guidance to ensure that most students can master the usage of guiding words. Design Intention: Intermediate practice combines appositive clauses with dialogue, which is close to real language communication scenarios. It not only examines students’ ability to use guiding words flexibly but also enriches students’ knowledge about heritage protection, realizing the integration of grammar teaching and theme education. Pair checking helps students learn from each other and improve their cooperative learning ability. Level 3: Advanced Practice - Write Sentences with Appositive Clauses. The teacher puts forward two requirements: 1. Combine the theme of heritage protection, write 3 sentences with appositive clauses, using different guiding words (at least including that and whether). 2. The sentences should be logical and in line with the context of heritage protection. After students finish writing individually, the teacher collects some typical sentences (including excellent sentences and sentences with mistakes) and presents them on the courseware for class evaluation. For excellent sentences, the teacher affirms and praises them, and asks the students who wrote them to share their ideas; for sentences with mistakes, the teacher guides the whole class to find out the mistakes and correct them together, focusing on the common mistakes such as wrong guiding words, omitted guiding words, and confusion between appositive clauses and attributive clauses. Design Intention: Advanced practice is a higher-level requirement, which aims to cultivate students’ ability to use appositive clauses flexibly in writing. By combining with the unit theme, it not only consolidates grammar knowledge but also deepens students’ understanding of heritage protection. Class evaluation helps students find their own problems and learn from others’ advantages, which is conducive to improving their language expression ability and thinking quality. Step 4: Consolidation & Extension (Integrating Knowledge) First, the teacher organizes a group discussion activity with the theme “How to Protect Our Heritage Sites”. Each group is required to discuss and put forward 3-4 specific suggestions, and use at least 2 appositive clauses when expressing their suggestions. For example, “We hold the belief that strengthening publicity and education can improve people’s awareness of heritage protection.” “There is no doubt that the government should formulate more strict laws to protect heritage sites.” During the discussion, the teacher walks around the classroom, guides students to use appositive clauses correctly, and records the excellent expressions of each group. After the discussion, each group sends a representative to report their suggestions to the whole class. The teacher comments on the content of the suggestions and the use of appositive clauses, affirms the reasonable suggestions, and corrects the improper use of grammar. Then, the teacher summarizes the discussion results, emphasizes that protecting heritage sites is the responsibility of every citizen, and guides students to establish the awareness of protecting cultural heritage. Next, the teacher extends the knowledge: introduces the application of appositive clauses in writing (such as argumentative essays and expository essays related to cultural heritage), and presents a short paragraph about heritage protection, which uses 3 appositive clauses. The teacher reads the paragraph aloud, asks students to find out the appositive clauses and analyze their functions, and guides students to understand how to use appositive clauses to make the writing more rigorous and logical. Design Intention: The group discussion activity integrates grammar application with theme practice, which not only enables students to apply appositive clauses flexibly in oral expression but also deepens their understanding of the unit theme, realizing the integration of language ability, cultural awareness and thinking quality. Knowledge extension helps students expand their vision, understand the application of appositive clauses in different genres, and lay a foundation for their future writing. Step 5: Summary & Reflection (Sorting Out Knowledge) First, the teacher invites students to summarize the key points of this lesson independently: the definition, structure, guiding words of appositive clauses, and the difference between appositive clauses and attributive clauses. Then, the teacher makes a systematic summary, combs the knowledge framework of this lesson, and emphasizes the key and difficult points again: mastering the usage of guiding words (that, whether, wh-words) and distinguishing appositive clauses from attributive clauses. Then, the teacher guides students to reflect on their learning process: “What have you learned in this lesson?” “Which part do you think is the most difficult?” “What problems do you still have?” Students are invited to share their reflections freely. For the problems raised by students, the teacher answers them in detail, and makes targeted supplements and explanations to ensure that students can basically master the knowledge of this lesson. Finally, the teacher assigns after-class homework, which is divided into two parts: 1. Basic homework: Complete the exercises on Page 49 of the textbook, and sort out the key points and difficult points of this lesson in the notebook. 2. Extended homework: Write a short passage (about 80-100 words) about “My Views on Heritage Protection”, using at least 3 appositive clauses. The homework is closely combined with the unit theme and grammar points, helping students consolidate the knowledge learned in class and improve their writing ability. Design Intention: Student-led summary helps students sort out the knowledge independently, improve their learning ability and logical thinking ability. Reflection link enables the teacher to understand students’ learning situation in time, and make targeted adjustments in subsequent teaching. The layered homework meets the needs of different students, and the extended homework integrates grammar application with theme writing, realizing the organic combination of knowledge consolidation and ability improvement. 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 $