Unit 4 Protecting Our Heritage Sites-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and attributive/appositive clauses to express views on heritage protection. Cultural Awareness: Understand global heritage value, respect cultural diversity and enhance sense of cultural responsibility. Thinking Quality: Analyze heritage threats and solutions logically, develop critical and innovative thinking. Learning Ability: Improve autonomous and cooperative learning skills in thematic inquiry and practice. 2. 教学重难点 Key Points: Master core vocabulary (heritage, preserve, conflict, collapse, etc.) and appositive clauses; grasp the structure and main ideas of heritage-related texts. Difficult Points: Use appositive clauses correctly in writing/speaking; analyze the balance between heritage protection and development dialectically. 教学过程 Step 1: Lead-in & Review (Warm-up) The teacher starts the class by showing pictures and short videos of world-famous heritage sites, including the Great Wall of China, the Pyramids in Egypt, the Great Barrier Reef in Australia, and some damaged heritage sites like the Bamiyan Buddhas. Then the teacher asks students to answer the following questions in pairs: “What do you know about these heritage sites? What problems are they facing? Why is it important to protect them?” After 5 minutes of pair discussion, invite 3-4 groups to share their ideas with the whole class. Then the teacher briefly reviews the key vocabulary and sentences learned in the previous lessons, such as “preserve...from...”, “come into conflict with”, “the fact that...”, and “there is no doubt that...”, and checks students’ mastery by asking random questions. Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the theme of heritage protection. Pair discussion provides students with opportunities to practice oral expression and activate their prior knowledge about heritage sites. Reviewing key vocabulary and grammar helps consolidate what students have learned, laying a solid foundation for the subsequent teaching activities. It also connects the previous lessons with the assessment, ensuring the continuity and integrity of the teaching process. Step 2: Reading Comprehension (Text Analysis & Skill Training) The teacher distributes a reading passage about heritage protection, which is closely related to the unit theme. The passage mainly introduces the current situation of global heritage sites, the main threats they are facing (such as natural disasters, human activities, and climate change), and some practical protection measures taken by UNESCO and various countries. First, ask students to read the passage quickly (skimming) and answer the following questions: 1. What is the main idea of the passage? 2. What are the main threats to heritage sites mentioned in the passage? This step aims to train students’ skimming ability to grasp the main content of the text quickly. After students finish reading, invite some students to answer the questions, and the teacher makes comments and supplements. Then, ask students to read the passage carefully (scanning) and complete the following tasks: 1. Underline the core vocabulary and key sentences in the passage; 2. Fill in the blanks according to the passage (focusing on the use of core vocabulary and appositive clauses); 3. Discuss with their groups: What are the advantages and disadvantages of the protection measures mentioned in the passage? Are there any other better suggestions? After the group discussion, the teacher organizes the whole class to exchange ideas. For the core vocabulary and key sentences underlined by students, the teacher checks and explains the difficult ones, such as the usage of “urgent”, “suspend”, “outcome”, and the structure of appositive clauses (the fact that..., the question that...). For the filling-in-the-blank task, the teacher corrects the answers and emphasizes the correct use of words and grammar. For the discussion task, the teacher encourages students to put forward their own opinions and guides them to think comprehensively about heritage protection measures. Design Intention: Reading comprehension is an important part of English learning, which can improve students’ language input ability. Skimming and scanning training helps students master different reading skills and adapt to different reading needs. Underlining core vocabulary and key sentences helps students consolidate their vocabulary and grammar knowledge. Group discussion encourages students to cooperate and communicate, develop their critical thinking ability, and enable them to put forward their own views on heritage protection, which is in line with the requirements of thinking quality and learning ability in core literacy. Step 3: Vocabulary & Grammar Consolidation (Practice) This step is divided into two parts: vocabulary practice and grammar practice, aiming to help students master the key and difficult points of the unit. In the vocabulary practice part, the teacher designs the following activities: 1. Word formation: Ask students to form new words according to the given roots, such as “preserve → preservation”, “conflict → conflicting”, “urgent → urgency”; 2. Collocation exercise: Ask students to complete the collocations with the core vocabulary, such as “preserve cultural heritage”, “solve the conflict between development and protection”, “face an urgent need”; 3. Sentence making: Ask students to make sentences with the given vocabulary, and require each sentence to be related to heritage protection. For example, “We should take effective measures to preserve our cultural heritage from being destroyed.” In the grammar practice part, the focus is on appositive clauses. The teacher first briefly reviews the definition and structure of appositive clauses, emphasizing that appositive clauses are used to explain the content of abstract nouns (such as fact, question, doubt, idea, etc.), and that the conjunction “that” cannot be omitted in most cases. Then, the teacher designs the following exercises: 1. Fill in the blanks with appropriate conjunctions (that, whether, what, how, etc.); 2. Rewrite sentences, converting simple sentences into compound sentences with appositive clauses; 3. Error correction: Correct the mistakes in the sentences with appositive clauses. During the practice process, the teacher walks around the classroom, provides guidance to students who have difficulties, and checks their practice results in time. After the practice, the teacher explains the key and difficult points in the exercises, summarizes the common mistakes and precautions, and ensures that students can master the use of appositive clauses correctly. Design Intention: Vocabulary and grammar are the foundation of English learning. Through various forms of practice, students can consolidate their mastery of core vocabulary and grammar, and improve their ability to use language correctly. Word formation and collocation exercises help students expand their vocabulary and master the usage of words. Sentence making and sentence rewriting exercises help students apply the learned knowledge to practical language use, improving their language competence. Error correction helps students find and correct their own mistakes, enhancing their ability to use grammar correctly. Step 4: Listening Training (Input & Comprehension) The teacher plays a listening material about heritage protection twice. The listening material is a dialogue between two students, talking about their experience of visiting a local heritage site, the problems they found there, and their suggestions for protection. Before playing the listening material, the teacher asks students to read the listening tasks carefully (such as multiple-choice questions, blank-filling questions, and true-false questions) to help them predict the content of the listening material and focus on the key information. Then, play the listening material for the first time, and ask students to complete the tasks roughly. Play the listening material for the second time, and ask students to check and correct their answers. After the listening practice, the teacher checks the answers with the whole class, explains the key listening points (such as the key words, tone, and logical connection in the dialogue), and analyzes the reasons for the common mistakes. For the parts that students find difficult to understand, the teacher can play the relevant parts again and explain them in detail. In addition, the teacher invites students to retell the main content of the listening material in their own words, either individually or in pairs. This not only checks students’ listening comprehension but also exercises their oral expression ability. Design Intention: Listening is an important part of language input, which can improve students’ ability to understand spoken English. Predicting the listening content before listening helps students improve their listening efficiency. Playing the listening material twice ensures that students can fully understand the content. Retelling the listening material helps students integrate the listening input into their own language output, improving their oral expression ability and language comprehensive application ability. Step 5: Speaking Practice (Output & Communication) The teacher organizes a group discussion activity with the theme “How can we protect our local heritage sites?”. First, the teacher divides the students into groups of 4-5, and assigns different roles to each group member, such as the host, the speaker who puts forward suggestions, the speaker who explains the feasibility of the suggestions, and the recorder. The teacher provides some guiding questions for the discussion: 1. What are the local heritage sites in our city/town? 2. What problems are they facing now? 3. What measures can we take to protect them (as students, as citizens, as the government)? 4. What are the challenges in protecting these heritage sites, and how can we overcome them? During the group discussion, the teacher walks around the classroom, listens to the discussion of each group, provides guidance and help when necessary, and encourages students to use the core vocabulary and grammar learned in the unit (such as appositive clauses, the collocations of core vocabulary) to express their views. The teacher also reminds students to listen to the opinions of other group members carefully and communicate politely. After the discussion, each group sends a representative to make a presentation to the whole class, introducing the group’s views and suggestions on local heritage protection. The presentation time is 3-5 minutes per group. After each presentation, other students can ask questions or put forward supplementary opinions, and the teacher makes comments and evaluations, focusing on the accuracy of language use, the rationality of suggestions, and the performance of group cooperation. Design Intention: Speaking practice is an important part of language output, which can improve students’ oral expression ability and communication ability. Group discussion provides students with a platform to cooperate and communicate, enabling them to practice using the learned language knowledge in real communication scenarios. Assigning roles helps improve the efficiency of group discussion and ensures that every student participates in the activity. The theme of local heritage protection is closely related to students’ real life, which can arouse their sense of participation and responsibility, and also help them understand the importance of heritage protection in daily life, reflecting the requirements of cultural awareness. Step 6: Writing Practice (Comprehensive Output) The teacher assigns a writing task: Write a letter to the local government, suggesting measures to protect local heritage sites. The writing requirements are as follows: 1. Introduce the current situation of local heritage sites and the problems they are facing; 2. Put forward 2-3 practical protection measures and explain the reasons; 3. Express your hope for the government’s response; 4. Use at least 3 core vocabulary words and 2 appositive clauses learned in the unit; 5. The number of words is about 150-200. Before students start writing, the teacher guides them to sort out the writing ideas: first, the greeting and self-introduction; second, the current situation and problems of local heritage sites; third, the specific protection suggestions and reasons; fourth, the hope and closing. The teacher also reminds students to pay attention to the format of the letter, the accuracy of language use, and the logical connection of the content. In addition, the teacher provides some useful expressions for students to refer to, such as “I am writing to suggest that...”, “There is no doubt that...”, “We should take measures to...”, “I hope that the government will...”. Students start writing independently, and the teacher walks around the classroom to provide guidance to students who have difficulties in writing, such as helping them sort out ideas, correct grammatical mistakes, and improve the expression of sentences. After students finish writing, they exchange their compositions with their deskmates and correct each other’s mistakes (focusing on vocabulary, grammar, format, and logical connection). Then, the teacher selects 2-3 typical compositions (one excellent composition and one composition with common mistakes) to comment on in the whole class. For the excellent composition, the teacher affirms its advantages and asks students to learn from it; for the composition with mistakes, the teacher points out the mistakes and guides students to correct them together. Design Intention: Writing is a comprehensive reflection of students’ language competence, which can improve their ability to use language in writing. The writing task of writing a letter to the local government is closely related to the unit theme and real life, which can stimulate students’ writing interest and sense of responsibility. Guiding students to sort out writing ideas helps them write more logically and coherently. Peer correction helps students find their own mistakes and learn from each other, improving their learning ability. Commenting on typical compositions helps students understand the key points of writing and improve their writing level. Step 7: Summary First, the teacher leads the students to summarize the key content of this lesson, including the core vocabulary, grammar (appositive clauses), and the key points of heritage protection. The teacher emphasizes that heritage protection is the responsibility of every citizen, and encourages students to take action to protect heritage sites in their daily life. Then, ask students to reflect on their own performance in this lesson: What have I learned in this lesson? What are my strengths and weaknesses? What do I need to improve in the future? Students can write down their reflections in their notebooks, and some students can share their reflections with the whole class. Finally, the teacher makes a summary evaluation of the whole class’s performance, affirms the progress made by students, points out the existing problems, and puts forward suggestions for improvement. The teacher also assigns after-class tasks: 1. Review the key vocabulary and grammar of the unit; 2. Finish the remaining exercises in the workbook; 3. Collect more information about heritage protection and share it in the next class. Design Intention: Summarizing the key content helps students sort out the knowledge they have learned in this lesson and form a systematic knowledge structure. Reflection helps students understand their own learning situation, find their own strengths and weaknesses, and improve their learning ability. The teacher’s evaluation and suggestions can guide students to adjust their learning methods and make better progress in the future. After-class tasks help consolidate the knowledge learned in class and expand students’ knowledge about heritage protection. 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 $