Unit 4 Protecting Our Heritage Sites-Project 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-Project 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to heritage protection, and improve abilities in English listening, speaking, reading and writing. Cultural Awareness: Understand the value of global heritage, enhance the awareness of heritage protection and cross-cultural communication. Thinking Quality: Develop critical and innovative thinking to analyze heritage protection issues and put forward solutions. Learning Ability: Cultivate autonomous and cooperative learning abilities to apply knowledge in practical projects. 2. 教学重难点 Key Points: Master core vocabulary such as preserve, conservation, ruin and conflict, and key sentence patterns; grasp the process of completing a heritage protection project. Difficult Points: Use English flexibly to express views on heritage protection, design feasible project plans, and integrate language skills with practical application. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of pictures and short videos about world-famous heritage sites, including the Great Wall of China, the Pyramids of Egypt, the Great Barrier Reef and some heritage sites that are being damaged, such as the murals in the Mogao Grottoes that are fading and the coral reefs that are dying due to global warming. After playing the video, the teacher asks students two questions in English: “What do you think of these heritage sites? What problems are they facing now?” Then, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher guides students to use simple English to express their feelings and observations, and properly prompts core words such as “heritage site”, “protect”, “damage” and “threat” to activate students’ existing knowledge reserve and arouse their interest in the topic. Design Intention: The visual audio-visual materials can quickly attract students’ attention and let them intuitively feel the beauty and fragility of heritage sites. By asking open questions, students are encouraged to participate in the discussion actively, which not only activates their oral English expression ability, but also lays an emotional and cognitive foundation for the subsequent project learning. At the same time, the preliminary presentation of core vocabulary helps students get familiar with the key language points in advance and reduces the difficulty of subsequent learning. Step 2: Pre-project Preparation (Language Input and Task Clarification) Vocabulary and Sentence Pattern Learning First, the teacher sorts out the core vocabulary and sentence patterns related to the project based on the unit content, and presents them in the form of word cards and example sentences. The core vocabulary includes preserve (v.), conservation (n.), ruin (v./n.), conflict (n./v.), urgent (adj.), fragile (adj.), ecosystem (n.), sustainable (adj.), contribution (n.) and so on. For each word, the teacher explains its meaning, part of speech and usage, and gives example sentences closely related to heritage protection, such as “We must take urgent measures to preserve these irreplaceable cultural heritage sites.” and “The conflict between economic development and heritage conservation has attracted widespread attention.”. Then, the teacher focuses on explaining the key sentence patterns, such as “The more we acknowledge the outstanding universal value of our heritage sites, the more likely we are to treat them with respect.” (the + comparative degree, the + comparative degree), “Due to high seawater temperatures caused by global warming, a large amount of coral is killed.” (due to + noun phrase to express reasons), and “Local authorities have introduced several measures: a booking system for visitors, restrictions on cruise ships.” (colon to list specific contents). After the explanation, the teacher arranges a short oral practice: students work in pairs to make sentences with the learned words and sentence patterns, and each pair shares 1-2 sentences with the whole class. The teacher comments and corrects them in time to ensure that students can master and use these language points initially. Task Introduction and Group Division The teacher introduces the specific requirements of the project clearly: “In this project, you will work in groups to complete a ‘Heritage Protection Proposal’. Each group needs to choose a heritage site (it can be a local heritage site, a national heritage site or an international heritage site), investigate its current situation, analyze the threats it faces, and put forward practical protection measures. Finally, each group will make an English presentation to show their proposal to the whole class.” Then, the teacher divides students into groups of 4-5 people. When dividing groups, the teacher fully considers students’ English level, personality and strengths, and adopts the principle of heterogeneous grouping to ensure that each group has students with strong oral expression ability, writing ability and organizational ability, so as to promote mutual help and common progress among students. After grouping, each group elects a group leader, who is responsible for coordinating the group’s work, assigning tasks and communicating with the teacher. The teacher also provides a task division reference: one student is responsible for investigating the background and current situation of the heritage site, one student is responsible for collecting information about the threats faced by the heritage site, one student is responsible for putting forward protection measures, and one student is responsible for sorting out the information and drafting the proposal. If the group has 5 students, one more student is responsible for designing the presentation PPT and assisting in the presentation. Design Intention: Vocabulary and sentence patterns are the basis of language application. By focusing on teaching core language points and carrying out oral practice, students’ language accumulation is enhanced, which provides a guarantee for the smooth development of the subsequent project. The clear task introduction enables students to understand the purpose and requirements of the project, and the scientific group division and task assignment help to cultivate students’ cooperative learning ability and sense of responsibility. Heterogeneous grouping can give full play to the advantages of each student and improve the efficiency and quality of group work. Step 3: In-project Implementation (Group Cooperation and Practice) Information Collection and Collation Under the leadership of the group leader, each group starts to collect information according to the assigned tasks. The teacher guides students to collect information through various channels, such as English websites (such as UNESCO’s official website), English newspapers, magazines, documentaries and other resources. When collecting information, the teacher reminds students to pay attention to the authenticity and authority of the information, and encourages students to use English to collect and record information as much as possible. For example, students can search for English introductions of heritage sites on UNESCO’s official website, collect English news reports about heritage protection, and watch English documentaries such as “Heritage Under Threat”. During the information collection process, students in each group communicate and discuss with each other. For example, the student responsible for investigating the current situation of the heritage site shares the collected information with other group members, and the group members discuss together to screen out the key information; the student responsible for analyzing the threats summarizes the main threats (such as natural factors: earthquakes, floods, global warming; human factors: over-tourism, pollution, illegal construction) and explains them in English. The teacher walks around the classroom, observes the situation of each group, and provides timely help when students encounter difficulties. For example, if students have difficulty finding English information, the teacher can recommend some reliable English websites; if students do not know how to express a certain concept in English, the teacher can give appropriate prompts and guidance. After collecting the information, each group sorts out the information systematically. The group leader organizes the group members to discuss and determine the structure of the proposal, which generally includes four parts: introduction of the heritage site (location, historical and cultural value), current situation and threats, protection measures, and conclusion (call for action). Each group member is responsible for writing the part corresponding to their own task in English, and then the group leader integrates all parts to form a preliminary draft of the proposal. During the writing process, the teacher reminds students to use the learned vocabulary and sentence patterns flexibly, pay attention to the coherence and logicality of the article, and avoid grammatical errors. Proposal Revision and Improvement After completing the preliminary draft of the proposal, each group exchanges their drafts with another group for mutual evaluation. The evaluation criteria are: whether the content is complete and accurate, whether the vocabulary and sentence patterns are used correctly and flexibly, whether the logical structure is clear, and whether the protection measures are practical and feasible. Students in each group read the other group’s draft carefully, put forward modification suggestions in English, and then feedback to the other group. For example, if a group’s proposal lacks specific protection measures, the evaluating group can suggest: “You can add specific measures such as limiting the number of visitors and strengthening environmental monitoring.”; if there are grammatical errors in the draft, the evaluating group can point them out and help correct them. After receiving the modification suggestions, each group revises and improves their own proposal. The group leader organizes the group members to discuss the suggestions, adopts reasonable suggestions, and modifies the inappropriate parts. During the revision process, the teacher provides targeted guidance according to the actual situation of each group. For example, for groups with weak writing ability, the teacher can help them sort out the logical structure and correct key grammatical errors; for groups with good writing ability, the teacher can encourage them to use more complex sentence patterns and advanced vocabulary to improve the quality of the proposal. After the revision, each group completes the final version of the proposal and prepares for the presentation. Design Intention: The process of information collection and collation is an important part of cultivating students’ autonomous learning ability and information processing ability. By guiding students to collect English information through various channels, their ability to use English to obtain and process information is improved. Group discussion and mutual evaluation not only promote students’ communication and cooperation, but also enable students to find their own shortcomings and learn from each other’s strengths. The teacher’s targeted guidance ensures that each group can complete the proposal smoothly and effectively improves students’ English writing ability. Presentation Preparation Each group prepares the presentation according to the final version of the proposal. The group members discuss and determine the presentation content and division of labor: one or two students are responsible for presenting the proposal in English, one student is responsible for operating the PPT, and other students are responsible for answering questions raised by the teacher and other students. The teacher reminds students to pay attention to the following points when preparing the presentation: the language should be fluent and accurate, the speed should be appropriate, the expression should be clear and confident, and the PPT should be simple, clear and closely related to the content of the proposal. In addition, the teacher encourages students to add some pictures, videos or data to the PPT to make the presentation more vivid and persuasive. During the preparation process, the teacher arranges a short trial presentation for each group. Each group presents their proposal briefly, and the teacher and other students give feedback and suggestions. For example, if a student’s oral expression is not fluent, the teacher can suggest that they practice more and pay attention to the pronunciation and intonation; if the PPT content is too complicated, the teacher can suggest that they simplify it and highlight the key points. The group members revise and improve their presentation according to the feedback and suggestions to ensure that the formal presentation can be carried out smoothly. Design Intention: The presentation preparation process helps to improve students’ oral expression ability and logical thinking ability. The trial presentation and feedback enable students to find their own problems in advance and make targeted improvements, which enhances their confidence in the formal presentation. At the same time, the preparation of PPT and the division of labor in the presentation further cultivate students’ cooperative learning ability and organizational ability. Step 4: Post-project Presentation and Evaluation Group Presentation Each group takes turns to make a presentation in front of the whole class. The presentation time of each group is 5-8 minutes. During the presentation, students in the group should cooperate closely: the presenter expresses the content of the proposal clearly and fluently in English, the PPT operator cooperates with the presenter to display the relevant content, and other group members are ready to answer questions. The teacher and other students listen carefully, take notes, and pay attention to the content, language expression and presentation effect of the proposal. After each group’s presentation, the teacher invites other students to ask questions. The questions can be about the content of the proposal (such as “Why do you think these protection measures are feasible?”), the language expression (such as “How to use the word ‘conservation’ correctly in a sentence?”) or other relevant aspects. The group members who make the presentation answer the questions in English. If the group members cannot answer the questions immediately, the teacher can give appropriate prompts and guidance to help them complete the answer. Multi-dimensional Evaluation The evaluation of the project is carried out from three aspects: self-evaluation, mutual evaluation and teacher evaluation, so as to ensure the fairness and comprehensiveness of the evaluation. First, self-evaluation: Each group evaluates their own performance in the project, including the completion of tasks, the degree of group cooperation, the mastery of language points, and the effect of the presentation. Students fill in the self-evaluation form in English, which includes questions such as “Did you complete your assigned tasks on time?”, “Did you cooperate well with your group members?”, “What did you learn in this project?” and so on. Second, mutual evaluation: Each group evaluates the performance of other groups, including the completeness and feasibility of the proposal, the accuracy and fluency of language expression, the effect of the presentation, and the degree of group cooperation. Students fill in the mutual evaluation form in English, and put forward reasonable suggestions for improvement. Third, teacher evaluation: The teacher comprehensively evaluates each group’s performance based on the whole process of the project, including the process of information collection and collation, the quality of the proposal, the effect of the presentation, the mastery of language points, and the degree of group cooperation. The teacher not only affirms the advantages of each group, but also points out the existing problems and puts forward targeted improvement suggestions. For example, for groups with excellent proposals and fluent presentations, the teacher gives full affirmation and encourages them to continue to work hard; for groups with insufficient performance, the teacher patiently guides them to find the reasons and puts forward specific improvement measures. After the evaluation, the teacher summarizes the results of the evaluation, announces the excellent groups, and awards small prizes to encourage them. At the same time, the teacher emphasizes that the purpose of the project is not only to complete the task, but also to learn knowledge, improve ability and enhance the awareness of heritage protection. Design Intention: Group presentation provides a platform for students to show their learning achievements and improve their oral expression ability and on-site response ability. Multi-dimensional evaluation helps students comprehensively understand their own performance and the performance of other groups, which is conducive to cultivating students’ self-reflection ability and critical thinking ability. The teacher’s evaluation and encouragement can enhance students’ learning motivation and self-confidence, and make students have a deeper understanding of the significance of the project. Step 5: Summary and Extension Class Summary The teacher summarizes the whole teaching process and the students’ performance in the project. First, the teacher reviews the core vocabulary and sentence patterns learned in this class, and emphasizes the key points and difficulties of the project. Then, the teacher affirms the efforts and achievements of each group, and points out the common problems in the project, such as insufficient accuracy of language expression, insufficient feasibility of protection measures, etc., and gives corresponding improvement suggestions. Finally, the teacher leads students to review the significance of heritage protection, and emphasizes that everyone has the responsibility to protect heritage sites and inherit human civilization. Extension Activities To further consolidate the learning effect and enhance students’ awareness of heritage protection, the teacher arranges two extension activities: 1. Individual activity: Each student writes an English short essay with the theme of “My Responsibility in Heritage Protection”, which requires combining their own experience and the knowledge learned in this unit, expressing their views on heritage protection and their own responsibilities. The essay should be 100-120 words, using the learned vocabulary and sentence patterns. 2. Group activity: Each group revises and improves their heritage protection proposal according to the evaluation suggestions, and submits the final version to the teacher. The teacher selects excellent proposals and displays them in the classroom or on the school’s English bulletin board to let more students understand the importance of heritage protection. In addition, the teacher recommends some English resources related to heritage protection to students, such as English documentaries, websites and books, and encourages students to continue to learn and understand relevant knowledge after class, so as to expand their horizons and improve their English level. Design Intention: Class summary helps students sort out the knowledge and experience learned in this class, deepen their understanding and memory. Extension activities extend the learning content from the classroom to after class, which not only consolidates the students’ language knowledge and skills, but also further enhances their awareness of heritage protection and sense of social responsibility. The recommendation of English resources helps students develop the habit of autonomous learning and lays a foundation for their long-term English learning. 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 $