Unit 4 Protecting Our Heritage Sites-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns about heritage protection, and improve comprehensive skills of listening, speaking, reading, viewing and writing. Cultural Awareness: Understand the value of global heritage, respect diverse cultures and strengthen the awareness of inheriting and protecting Chinese and world cultural heritage. Thinking Quality: Cultivate logical, critical and innovative thinking through analyzing heritage protection issues and putting forward solutions. Learning Ability: Master effective learning strategies to independently collect and sort out heritage-related information and improve autonomous learning ability. 2. 教学重难点 Key Points: Master core vocabulary (heritage, preserve, ruin, conflict, etc.) and phrases related to heritage protection; grasp the methods of extracting key information from listening materials and visual materials. Difficult Points: Use the mastered language knowledge to express views on heritage protection fluently and logically; integrate listening, viewing and speaking skills to complete comprehensive language tasks. 教学过程 Step 1: Lead-in The teacher starts the class by showing pictures of world-famous heritage sites, including the Great Wall of China, the Pyramids of Egypt, the Colosseum in Rome and the Great Barrier Reef in Australia. Then the teacher asks students two questions in English: “Have you ever heard of these heritage sites? What do you know about their current situation?” After students answer the questions freely, the teacher further guides: “Many of these precious heritage sites are facing serious threats, such as natural disasters, human destruction and environmental pollution. Today, we will learn how to protect our heritage sites through integrated skills of listening, speaking, viewing and writing.” Then the teacher writes the topic “Protecting Our Heritage Sites” on the blackboard and briefly introduces the main content of this lesson: listening to a report on heritage protection, analyzing visual materials about heritage threats, discussing protection measures and writing a short proposal. Design Intention: The visual pictures can arouse students’ interest in learning quickly and help them connect their existing knowledge with the lesson topic. By asking open-ended questions, students are encouraged to express their own views, which lays a foundation for the subsequent listening and speaking activities. At the same time, the brief introduction of the lesson content helps students clarify the learning objectives and establish a clear learning framework. Step 2: Pre-listening (Vocabulary & Background Preview) First, the teacher presents the core vocabulary and phrases related to the listening material on the screen, including heritage, preserve, conservation, ruin, damage, conflict, wear down, in danger, take measures, joint efforts, etc. For each word and phrase, the teacher explains its meaning in simple English, gives example sentences related to heritage protection and asks students to read after the teacher to consolidate their pronunciation and memory. For example, for the word “preserve”, the teacher says: “Preserve means to keep something safe from harm or destruction. We should preserve our cultural heritage for future generations.” Then, the teacher introduces the background of the listening material briefly: “The listening material is a report made by a UNESCO specialist, which mainly talks about the current situation of some world heritage sites, the threats they are facing and the corresponding protection measures. Before listening, please think about: What threats may heritage sites face? What measures can we take to protect them?” The teacher asks students to discuss these two questions in pairs for 2 minutes, and then invites 2-3 groups to share their opinions. Design Intention: Previewing core vocabulary and phrases can help students remove language barriers in listening, improve listening efficiency and lay a solid foundation for understanding the listening material. The background introduction enables students to have a preliminary understanding of the listening content, activate their relevant background knowledge and improve their ability to predict the listening content. Pair discussion not only enriches students’ thinking but also cultivates their cooperative learning ability and oral expression ability. Step 3: While-listening (Listening Practice & Information Extraction) The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea of the report, and then answer the following question: “What is the main content of the UNESCO specialist’s report?” After students finish answering, the teacher checks the answers and summarizes the main idea: The report introduces the current situation of some world heritage sites, the main threats they are facing (such as natural erosion, human activities and environmental pollution) and the protection measures taken by UNESCO and relevant countries. For the second time, the teacher asks students to listen carefully again and fill in the blanks in the listening task sheet. The task sheet includes three parts: 1. The names of the three heritage sites mentioned in the report and their current situations; 2. The main threats each heritage site is facing; 3. The protection measures taken for each heritage site. During the listening process, the teacher can pause appropriately at the key information points to help students catch the key content. After listening, students check their answers in pairs, and then the teacher explains the key information points in the listening material, corrects the wrong answers and emphasizes the key sentences and vocabulary, such as “Many heritage sites are in danger of being ruined due to human activities.” and “UNESCO has taken a series of measures to protect these precious heritage sites, including setting up nature reserves and carrying out publicity activities.” In addition, the teacher asks students to listen to the listening material for the third time (if necessary) and retell the main content of the report in their own words in pairs. Each student retells one part of the report, and then they work together to complete the whole retelling. Design Intention: Listening three times step by step (getting the main idea, extracting key information and retelling) conforms to the law of listening teaching and helps students improve their listening ability gradually. The filling-in-the-blank task can guide students to focus on the key information, improve their ability to extract and sort out information. Pair retelling not only tests students’ understanding of the listening material but also exercises their oral expression ability and logical thinking ability, realizing the integration of listening and speaking skills. Step 4: While-viewing (Visual Material Analysis & Information Integration) After the listening practice, the teacher shows visual materials (including bar charts, pie charts and short videos) on the screen. The bar chart shows the number of world heritage sites in different regions that are facing threats; the pie chart shows the proportion of different threats (natural disasters, human destruction, environmental pollution, etc.) to heritage sites; the short video introduces the current situation of a local heritage site and the problems in its protection process. First, the teacher guides students to analyze the bar chart and pie chart. The teacher asks questions: “According to the bar chart, which region has the largest number of threatened heritage sites? What about the smallest? According to the pie chart, what is the biggest threat to heritage sites? What proportion does it account for?” Students are asked to observe the charts carefully, discuss in groups of four and then share their findings. The teacher summarizes the key information in the charts and guides students to use appropriate English expressions to describe the data, such as “Asia has the largest number of threatened heritage sites, accounting for 45% of the total. Human destruction is the biggest threat to heritage sites, accounting for 38%.” Then, the teacher plays the short video twice. For the first time, students watch carefully to get the main content of the video; for the second time, students are asked to take notes on the key information, including the name of the local heritage site, its characteristics, the current problems in protection and the local people’s attitudes towards heritage protection. After watching, students share their notes in groups, and the teacher comments and supplements, emphasizing the key expressions in the video, such as “This heritage site has a history of over 500 years and is an important part of local culture.” and “Some local people lack the awareness of heritage protection and often damage the heritage site unconsciously.” Finally, the teacher guides students to integrate the information from the listening material and the visual materials, and asks: “What are the common threats to heritage sites mentioned in the listening and viewing materials? What are the similarities and differences between the protection measures mentioned?” Students discuss in groups and then the teacher invites several students to share their opinions, helping students sort out the integrated information and form a systematic understanding of heritage protection issues. Design Intention: The visual materials (charts and short videos) are intuitive and vivid, which can help students understand the threats to heritage sites more deeply and enrich their knowledge of heritage protection. Analyzing charts can cultivate students’ data analysis ability and the ability to express data in English. Watching short videos can improve students’ viewing ability and information extraction ability. Integrating information from listening and viewing materials helps students form a comprehensive understanding of the topic, realize the integration of listening and viewing skills, and lay a foundation for the subsequent speaking and writing activities. Step 5: Speaking Practice (Discussion & Opinion Expression) Based on the listening and viewing materials, the teacher designs a group discussion activity. The discussion topic is: “As senior high school students, what can we do to protect heritage sites?” The teacher divides students into groups of four and assigns roles to each group member: recorder (responsible for recording the group’s opinions), speaker (responsible for sharing the group’s opinions), questioner (responsible for asking questions to other groups) and responder (responsible for answering questions from other groups). Before the discussion, the teacher gives some guiding questions and useful expressions to help students carry out the discussion smoothly. Guiding questions: 1. What small actions can we take in our daily life to protect heritage sites? 2. How can we help publicize the importance of heritage protection? 3. What suggestions can we put forward to the government and relevant departments on heritage protection? Useful expressions: I think we should...; We can... to protect heritage sites; In my opinion, it is important to...; One effective way is to...; We suggest that the government should... Students have a 10-minute group discussion. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides guidance and help to students who have difficulties in expression. For example, if a student cannot express “We should not scribble on heritage sites”, the teacher can guide them to say: “We should not write or draw on heritage sites.” After the discussion, each group’s speaker shares the group’s opinions with the whole class. The other groups can ask questions to the sharing group, and the sharing group’s responder answers the questions. After all groups finish sharing, the teacher makes a summary, affirms the reasonable suggestions put forward by each group, supplements some other effective measures, and emphasizes the importance of every student’s participation in heritage protection. In addition, the teacher organizes a short debate activity. The debate topic is: “Is it more important to develop tourism or protect heritage sites?” The class is divided into two teams: the affirmative team (developing tourism is more important) and the negative team (protecting heritage sites is more important). Each team has 3 minutes to state their views and 2 minutes to refute the other team’s views. After the debate, the teacher comments on the performance of both teams, emphasizing that developing tourism and protecting heritage sites are not contradictory, but should be carried out in a coordinated way. Design Intention: Group discussion and debate activities can fully mobilize students’ enthusiasm and initiative, and provide them with a platform to express their views in English. The role assignment in group discussion helps students clarify their responsibilities and improve their cooperative learning ability. Guiding questions and useful expressions can help students overcome language barriers and express their views more fluently and logically. The debate activity can cultivate students’ critical thinking ability and oral expression ability, and deepen their understanding of the relationship between heritage protection and tourism development. Step 6: Writing Practice (Proposal Writing & Language Application) On the basis of listening, viewing and speaking activities, the teacher guides students to carry out writing practice. The writing task is to write a short proposal on protecting heritage sites, which is intended to call on students and citizens to participate in heritage protection activities. The teacher first introduces the structure of a proposal: 1. Opening paragraph: Introduce the current situation of heritage sites and the importance of heritage protection; 2. Body paragraphs: Put forward specific protection measures (at least 3 measures); 3. Closing paragraph: Call on everyone to participate in heritage protection. Then, the teacher provides some key vocabulary, phrases and sentence patterns that can be used in the proposal, such as: precious, valuable, in danger, take action, work together, make efforts, contribute to, it is everyone’s responsibility to..., we should attach great importance to..., etc. The teacher also gives a short sample proposal to help students understand the writing requirements and writing style. For example, the opening paragraph of the sample proposal: “Heritage sites are precious treasures left by our ancestors, which carry the history and culture of a nation. However, many heritage sites are facing serious threats and are in danger of being destroyed. Therefore, it is everyone’s responsibility to protect our heritage sites.” Students start to write the proposal independently. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulties in writing, such as helping them sort out ideas, correct grammatical mistakes and improve sentence expression. For example, if a student writes “We can protect heritage sites”, the teacher can guide them to improve it into “We can take a series of effective measures to protect heritage sites, such as not damaging heritage sites and publicizing the importance of heritage protection.” After students finish writing, they exchange their proposals in pairs and help each other revise them. They need to check whether the structure of the proposal is complete, whether the measures are specific and reasonable, whether the language is fluent and whether there are grammatical mistakes. Then, the teacher selects 2-3 excellent proposals and 1-2 proposals with common problems to comment on in class. For the excellent proposals, the teacher affirms their advantages and asks students to learn from them; for the proposals with problems, the teacher points out the problems and guides students to correct them together. Design Intention: Writing practice is the extension and application of listening, viewing and speaking activities, which helps students integrate the mastered language knowledge and improve their writing ability. Introducing the structure of the proposal and providing key vocabulary and sample proposals can help students clarify the writing requirements and reduce writing difficulties. Pair revision can cultivate students’ ability to evaluate and revise their own and others’ works. Class comment helps students find their own problems and learn from others’ advantages, improving their writing level comprehensively. Step 7: Summary First, the teacher summarizes the whole lesson with the help of students. The teacher asks: “What have we learned today? What skills have we practiced?” Students answer one by one, and the teacher supplements and sorts out: Today, we have learned the core vocabulary and phrases related to heritage protection, practiced listening, viewing, speaking and writing skills through a series of activities, understood the current situation of heritage sites and the importance of heritage protection, and put forward specific protection measures. The teacher emphasizes again that heritage is the common wealth of mankind, and everyone has the responsibility to protect heritage sites. Then, the teacher assigns homework: 1. Revise the proposal written in class and submit it to the teacher; 2. Collect more information about a world heritage site that you are interested in, and write a short introduction (about 100 words) to it, including its characteristics and current situation; 3. Discuss with your family members about heritage protection and share the knowledge and views learned in this lesson with them. Design Intention: Summarizing the lesson with students helps students sort out the knowledge and skills learned in the lesson, deepen their memory and form a systematic understanding. The homework is designed to consolidate the knowledge and skills learned in class, extend the learning content to after class, and encourage students to apply the learned knowledge to real life, realizing the combination of learning and application. At the same time, sharing with family members helps spread the concept of heritage protection and enhance students’ sense of social 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 $