Unit 4 Protecting Our Heritage Sites-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 It focuses on developing students’ language competence, cultural awareness, thinking quality and learning ability, helping them master related vocabulary and reading skills, understand the value of the Silk Road, cultivate critical thinking and form the awareness of heritage protection. 2. 教学重难点 Key: Master core vocabulary and complex sentences in the text, grasp the structure and main ideas of the passage about the Chang’an-Tianshan Corridor. Difficulty: Understand the cultural significance of the Silk Road and apply reading strategies flexibly. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing students a short video clip about the Silk Road, which includes scenes of the Chang’an-Tianshan Corridor, ancient trade activities and cultural exchanges. After playing the video, the teacher asks two questions: “Have you ever heard of the Silk Road? What do you know about it?” Then, invite 2-3 students to share their answers freely. After that, the teacher briefly introduces the background of the Silk Road, emphasizing that it is an ancient trade route network connecting East Asia and the Mediterranean, and the Chang’an-Tianshan Corridor is a key part of it, which was jointly applied for UNESCO World Heritage status by China, Kazakhstan and Kyrgyzstan. Finally, the teacher leads to the topic of the extended reading: “Today, we will read an article about the Silk Road and explore its charm and significance together.” Design Intention: The video clip can attract students’ attention quickly and arouse their interest in the topic. Asking questions and inviting students to share can activate their prior knowledge about the Silk Road, lay a foundation for the following reading. Meanwhile, the brief introduction of the background helps students understand the macro context of the text, reducing the difficulty of reading and enabling them to enter the reading state smoothly. Step 2: Pre-reading (Vocabulary and Strategy Preview) First, the teacher presents the core vocabulary in the extended reading text on the blackboard or PPT, including corridor, stretch, pursue, submit, assign, emerge, splendid, vast, landscape, heritage, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives example sentences combined with the text context. For example, for “corridor”, the teacher says: “Corridor is a noun, meaning a long passage, and in the text, it refers to the Chang’an-Tianshan Corridor, a key section of the Silk Road.” For “pursue”, the teacher explains: “Pursue is a verb, meaning to try to achieve or get something, and the sentence in the text is ‘The three countries jointly pursued an application for UNESCO World Heritage status’.” Then, the teacher introduces the reading strategy for this class — skimming and scanning. The teacher explains: “Skimming is to read quickly to get the main idea of the passage, and scanning is to read quickly to find specific information. Today, we will use these two strategies to read the article.” Design Intention: Previewing core vocabulary can help students avoid obstacles in understanding the text due to unfamiliar words, improve reading efficiency. Introducing reading strategies can guide students to read scientifically, cultivate their learning ability, and enable them to master practical reading methods, which is conducive to their independent reading in the future. Step 3: While-reading (In-depth Reading and Comprehension) Activity 1: Skimming for the Main Idea Ask students to read the passage quickly (skimming) and answer the following questions: 1. What is the main topic of the passage? 2. What are the main contents introduced in the passage? After students finish reading, organize them to discuss in groups of 4 for 3 minutes, then invite several groups to report their answers. The teacher summarizes and supplements: The main topic of the passage is the Silk Road, especially the Chang’an-Tianshan Corridor. The passage mainly introduces the geographical scope of the Chang’an-Tianshan Corridor, its application for World Heritage, the starting point of the Silk Road, the geographical changes along the route, and the historical development of the Silk Road. Design Intention: Skimming activity can help students grasp the main idea of the passage quickly, train their ability to extract key information, and lay a foundation for in-depth understanding of the text. Group discussion can stimulate students’ enthusiasm for participation, enable them to exchange ideas with each other, and improve their cooperative learning ability. Activity 2: Scanning for Specific Information Ask students to read the passage again carefully (scanning) and complete the following table. The table includes four columns: Items, Specific Information. The items are: 1. The scope of the Chang’an-Tianshan Corridor; 2. The countries that jointly applied for World Heritage; 3. The starting point of the Silk Road; 4. The geographical changes along the Silk Road westward; 5. The time when the Silk Road began to develop; 6. The person who made contributions to the development of the Silk Road; 7. The period when the Silk Road played an important role; 8. The time when the Silk Road remained in use. Students complete the table independently, then check the answers with their deskmates. The teacher walks around the classroom to guide students who have difficulties, and then explains the key points of the answers, emphasizing the key information in the text, such as “The Chang’an-Tianshan Corridor stretches over a distance of around 5,000 kilometres through China, Kazakhstan and Kyrgyzstan, covering a total of 8,700 kilometres of trade routes.” “The starting point of the corridor and the entire Silk Road network is Chang’an (present-day Xi’an), in Shaanxi Province of north-west China.” Design Intention: Scanning activity can train students’ ability to find specific information quickly and accurately, help them understand the details of the text, and deepen their understanding of the main idea. Completing the table can make the key information of the text more systematic and clear, which is conducive to students’ memory and mastery. Checking answers with deskmates can enhance mutual learning and help students find and correct their mistakes in time. Activity 3: Analyzing Key Sentences and Paragraphs The teacher selects several key sentences and paragraphs from the text to analyze, helping students understand the structure and language features of the text. 1. Analyze the first sentence of the text: “Covering vast distances and an astonishing variety of landscapes, the Silk Road was a network of ancient trade routes that extended from East Asia all the way to the Mediterranean.” The teacher explains the participial phrase “Covering vast distances and an astonishing variety of landscapes” as an adverbial of accompaniment, and the attributive clause “that extended from East Asia all the way to the Mediterranean” modifying “a network of ancient trade routes”. 2. Analyze Paragraph 2: This paragraph mainly introduces the Chang’an-Tianshan Corridor and its World Heritage application. The teacher guides students to find the key sentence of this paragraph: “A key section of the extensive Silk Road network is the Chang’an-Tianshan Corridor...” and explains the function of this sentence — topic sentence, which summarizes the main content of the paragraph. 3. Analyze Paragraph 4: This paragraph introduces the historical development of the Silk Road. The teacher guides students to sort out the time clues in the paragraph: the 2nd century BCE (the Silk Road began to develop), between the 6th and 14th centuries (the network expanded and played an important role), until the 16th century (remained in use). Meanwhile, the teacher emphasizes the role of Zhang Qian: “Assigned by the emperor, the ambassador Zhang Qian journeyed from Chang’an to Central Asia, seeking to build bridges between the Han Dynasty and the Western Regions.” Design Intention: Analyzing key sentences and paragraphs can help students master the complex sentence structures in the text, improve their language competence, and understand the logical structure of the text. Sorting out time clues can help students clarify the historical development context of the Silk Road, deepen their understanding of the text content. Emphasizing Zhang Qian’s role can help students understand the historical background of the Silk Road’s development and lay a foundation for cultivating their cultural awareness. Step 4: Post-reading (Consolidation and Expansion) Activity 1: Vocabulary and Sentence Practice 1. Vocabulary practice: Ask students to complete the following sentences with the core vocabulary learned in the pre-reading and while-reading stages. (1) The river ______ for hundreds of miles through the desert. (stretches) (2) The government ______ a policy to protect cultural heritage. (pursues) (3) After years of hard work, she finally ______ her dream. (achieved, related to pursue) (4) The beautiful ______ of the Tianshan Mountains attracts thousands of tourists every year. (landscape) Students complete the sentences independently, then the teacher checks the answers and explains the usage of the words again. 2. Sentence rewriting: Ask students to rewrite the following sentences according to the example. Example: Covering vast distances and an astonishing variety of landscapes, the Silk Road was a network of ancient trade routes. → The Silk Road, which covers vast distances and an astonishing variety of landscapes, was a network of ancient trade routes. Sentences to rewrite: (1) Assigned by the emperor, Zhang Qian journeyed from Chang’an to Central Asia. (2) Passing through the splendid Tianshan Mountains, the Silk Road emerges in the rolling valleys of Central Asia. After students finish rewriting, invite several students to show their answers, and the teacher comments and corrects them, emphasizing the usage of participial phrases and attributive clauses. Design Intention: Vocabulary and sentence practice can help students consolidate the knowledge they have learned, improve their ability to use language flexibly, and lay a foundation for their writing and speaking. Rewriting sentences can help students master the transformation between different sentence structures, enrich their language expression forms, and improve their language competence. Activity 2: Group Discussion and Expression Divide students into groups of 4, and ask them to discuss the following questions: 1. What is the significance of the Silk Road in world history? 2. Why is it important to protect the heritage sites along the Silk Road? 3. What can we do as senior high school students to protect these heritage sites? Each group elects a representative to record the discussion results, and then each group’s representative reports the discussion results to the whole class. The teacher listens carefully, makes comments and supplements, emphasizing that the Silk Road played an important role in promoting trade and cultural exchanges between different regions, and protecting the heritage sites along the Silk Road is crucial to inheriting human civilization and promoting cultural exchange and mutual learning. For the third question, the teacher encourages students to put forward practical suggestions, such as learning more about the Silk Road and its heritage sites, propagating the importance of heritage protection to others, and not damaging cultural relics when visiting heritage sites. Design Intention: Group discussion can stimulate students’ thinking, enable them to express their views freely, improve their oral expression ability and cooperative learning ability. Discussing the significance of the Silk Road and the ways to protect heritage sites can help students cultivate cultural awareness and the awareness of heritage protection, and guide them to combine the text content with real life, realizing the integration of knowledge and practice. Activity 3: Text Summary Ask students to write a summary of the passage within 100 words, including the main content of the passage: the introduction of the Silk Road, the Chang’an-Tianshan Corridor, its historical development and significance. Students write the summary independently, then exchange their summaries with their deskmates and put forward revision suggestions. The teacher selects several typical summaries to comment on, pointing out the advantages and deficiencies, and guiding students to improve their summary writing ability. For example, the teacher can say: “This summary covers all the key points of the passage, but the logic is not clear enough. You can sort out the content according to the order of geographical introduction, historical development and significance.” Design Intention: Writing a text summary can help students sort out the main content of the text, improve their ability to generalize and summarize, and test their understanding of the text. Exchanging and revising summaries with deskmates can help students learn from each other, find their own deficiencies, and improve their writing ability. Step 5: Summary and Homework Summary The teacher summarizes the content of this class: In this class, we read an article about the Silk Road, mastered the core vocabulary and key sentences in the text, grasped the main idea and details of the passage by using skimming and scanning strategies, discussed the significance of the Silk Road and the ways to protect its heritage sites, and improved our language competence, thinking quality and cultural awareness. The teacher emphasizes that the Silk Road is a precious heritage of human civilization, and we should cherish and protect it, and inherit and carry forward the spirit of the Silk Road. Design Intention: Summarizing the class content can help students sort out the knowledge they have learned in this class, strengthen their memory and mastery, and let students have a clear understanding of the learning achievements of this class. Emphasizing the importance of protecting the Silk Road heritage can further cultivate students’ cultural awareness and the awareness of heritage protection, and achieve the teaching goal of moral education. Homework 1. Review the core vocabulary and key sentences learned in this class, and recite 5 key sentences. 2. Polish the text summary written in class and hand it in the next class. 3. Surf the Internet to find more information about the Silk Road and its heritage sites, and write a short passage (120-150 words) about one of the heritage sites, introducing its characteristics and significance. 4. Discuss with your family members about the ways to protect heritage sites, and share your views in the next class. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and sentences can help students consolidate the knowledge they have learned. Polishing the summary can improve students’ writing ability. Looking for extra-curricular information can expand students’ horizons, cultivate their independent learning ability, and deepen their understanding of the Silk Road. Discussing with family members can extend the classroom content to real life, enhance the awareness of heritage protection of students and their families, and achieve the goal of integrating teaching into life. 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 $