Unit 3 Our culture, our treasure-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第三册

Unit 3 Our culture, our treasure-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language ability to talk about cultural symbols in English, cultural awareness to respect and inherit traditional Chinese culture, thinking quality to analyze cultural connotations, and learning ability to explore cultural knowledge independently and cooperate with others. 2. 教学重难点 Key points: Master words and expressions related to cultural symbols; express opinions on favorite cultural symbols in simple English. Difficult points: Understand the cultural connotations behind symbols and use appropriate English to introduce Chinese cultural symbols. 教学过程 Step 1: Lead-in (Lead students into the unit theme and activate prior knowledge) The teacher starts the class with a famous quote by Ji Xianlin: “In the long history, traditional Chinese culture, with its unique charm, has won praise from the world, and has been the pride of the Chinese people!” The teacher writes the quote on the blackboard and asks students to read it aloud twice. Then the teacher raises questions in English: “Do you agree with this quote? What cultural symbols of China do you know that can show the charm of our culture?” After asking the questions, the teacher gives students 2 minutes to think independently, and then invites 3-4 students to share their answers. The teacher responds positively to each student’s answer, such as “That’s a great answer! Panda is indeed a precious cultural symbol of China.” or “I appreciate your thinking. Beijing Opera is a treasure of Chinese traditional art.” During the sharing, the teacher records the cultural symbols mentioned by students (such as panda, Beijing Opera, chopsticks, Chinese characters, blue and white porcelain, shadow puppetry) on the blackboard and writes the corresponding English expressions beside each symbol to help students accumulate vocabulary. Design Intention: The quote from Ji Xianlin can directly point out the theme of the unit—Chinese traditional culture, arouse students’ sense of cultural pride and enthusiasm for learning, and lay an emotional foundation for the follow-up teaching. Asking questions can activate students’ prior knowledge about Chinese cultural symbols, let students connect their daily life experience with the unit theme, and reduce the difficulty of subsequent learning. Recording the cultural symbols and their English expressions on the blackboard can help students quickly master the basic vocabulary related to the theme and pave the way for the subsequent listening and speaking activities. Step 2: Listening and Comprehension (Input language materials and deepen the understanding of cultural symbols) First, the teacher tells students: “Today we will watch a short video about three typical Chinese cultural symbols. While watching, please pay attention to what cultural symbols are introduced and try to remember the key information about them.” Then the teacher plays the video (the video content is about chopsticks, pandas and Beijing Opera, which is consistent with the textbook content) twice. The first time, students only watch and listen to get the general idea; the second time, students are asked to take notes briefly, recording the key information of each cultural symbol (such as the function of chopsticks, the living habits of pandas, the characteristics of Beijing Opera). After playing the video, the teacher organizes a group discussion. Students are divided into groups of 4, and they share their notes with group members, compare and supplement the key information, and discuss the question: “What do you think is the cultural connotation behind these three cultural symbols?” The teacher walks around the classroom, observes the discussion situation of each group, and provides appropriate guidance when students have difficulties. For example, if students can’t express the cultural connotation of chopsticks, the teacher can prompt: “Chopsticks are not only a tool for eating, but also reflect the harmony and unity of Chinese people. Do you agree?” After the group discussion, each group sends a representative to report the discussion results. The teacher summarizes and combs the key information of each cultural symbol: Chopsticks, with a long history, are not only practical tableware, but also symbolize harmony, unity and respect for elders in Chinese culture; Pandas, as national treasures of China, are gentle and lovely, representing peace and friendship between China and other countries; Beijing Opera, a traditional Chinese opera, integrates singing, dancing, reciting and acting, carrying the aesthetic taste and cultural connotation of the Chinese nation. At the same time, the teacher teaches the key words and expressions in the video, such as “charm”, “symbol”, “represent”, “integrate” and “carry”, explains their meanings and usages, and gives example sentences related to cultural symbols, such as “Beijing Opera carries the traditional culture of China.” Design Intention: Watching the video can make the teaching content more vivid and intuitive, arouse students’ interest in learning, and help students better understand the specific connotation of cultural symbols. Listening twice, with clear requirements each time, can help students gradually improve their listening ability, from grasping the general idea to extracting key information. Group discussion can cultivate students’ cooperative learning ability and communication ability, and let students learn from each other and complement each other. The teacher’s guidance and summary can help students sort out the key knowledge, master the key vocabulary and expressions, and deepen their understanding of the cultural connotation behind the symbols. Step 3: Language Practice (Output language and improve language application ability) This step is divided into two parts: individual practice and pair work, to ensure that every student can participate in the language practice and improve their oral expression ability. In the individual practice part, the teacher asks students to choose one of the cultural symbols mentioned before (including those mentioned by students in the lead-in and those introduced in the video) and write a short introduction (3-5 sentences) in English. The introduction should include the name of the cultural symbol, its characteristics and its cultural connotation. The teacher gives an example on the blackboard: “Pandas are national treasures of China. They are black and white, gentle and lovely. They represent peace and friendship, and are an important symbol of cultural exchanges between China and other countries.” During the writing process, the teacher walks around the classroom, answers students’ questions in time, and corrects the mistakes in students’ expressions (such as grammar mistakes, wrong word usage, etc.) to help students improve the accuracy of their language. After the individual practice, the pair work part begins. Students work in pairs, take turns to read their own introductions to each other, and give suggestions for improvement. For example, if a student’s introduction is too simple, the partner can prompt: “You can add more details about its history.” If there is a grammar mistake, the partner can help correct it. After the communication between pairs, the teacher invites 2-3 students to read their introductions in front of the whole class, and comments on their expressions, affirming their advantages and putting forward suggestions for improvement. For example, “Your introduction is very clear, but you can use the word ‘carry’ we just learned to make the sentence more vivid.” In addition, the teacher designs a small interactive activity: “Cultural Symbol Guess Game”. The teacher writes the English name of a cultural symbol on a piece of paper (such as “shadow puppetry”, “Chinese characters”, “blue and white porcelain”) and asks one student to come to the front of the classroom, look at the paper, and describe the cultural symbol in English (without saying its name), and the other students guess what it is. The student who guesses correctly can get a small reward (such as a sticker). This activity can stimulate students’ enthusiasm and make them apply the learned vocabulary and expressions in a relaxed and pleasant atmosphere. Design Intention: Individual practice can help students consolidate the learned vocabulary and expressions, and exercise their ability to organize language independently. Pair work can let students communicate and interact with each other, learn from each other’s strengths, and improve their oral expression ability and communication ability. The “Cultural Symbol Guess Game” can increase the fun of teaching, arouse students’ enthusiasm for participation, and let students apply the learned knowledge flexibly in practice, so as to achieve the goal of improving language application ability. Step 4: Exploration and Expansion (Expand cultural vision and cultivate cultural awareness) The teacher raises the question: “In addition to the cultural symbols we talked about today, there are many other precious cultural treasures in China, such as Confucius’ philosophy, the Great Wall, traditional Chinese medicine, etc. Why do we need to protect and inherit these cultural treasures?” Then the teacher gives students 3 minutes to think independently, and then organizes a class discussion. Students can express their own views freely, and the teacher guides students to realize that traditional Chinese culture is the spiritual wealth of the Chinese nation, inheriting and protecting cultural treasures can help us enhance cultural confidence, promote cultural exchanges between China and the world, and let the world understand the charm of Chinese culture. Next, the teacher introduces some foreign cultural symbols (such as the Eiffel Tower in France, the Pyramids in Egypt, the Statue of Liberty in the United States) briefly, and asks students: “What are the differences and similarities between Chinese cultural symbols and foreign cultural symbols?” Through the discussion, students can understand that different countries have different cultural symbols, which reflect the unique cultural characteristics of each country, and we should respect the cultural diversity of the world, learn from each other’s excellent cultures, and promote cultural exchanges and integration. In addition, the teacher assigns a small exploration task: “After class, please find information about a Chinese cultural symbol that you are interested in, and prepare a 1-minute English speech to introduce it. We will share it in the next class.” This task can guide students to explore cultural knowledge independently, expand their cultural vision, and lay a foundation for the follow-up learning of the unit. Design Intention: The class discussion on protecting and inheriting cultural treasures can help students establish a sense of cultural responsibility and enhance their cultural confidence, which is in line with the requirements of cultural awareness in core literacy. Introducing foreign cultural symbols can help students understand cultural diversity, cultivate their cross-cultural communication awareness and ability, and let students learn to respect and tolerate different cultures. The after-class exploration task can stimulate students’ interest in exploring cultural knowledge, cultivate their independent learning ability, and connect the in-class teaching with the after-class learning, forming a complete learning system. Step 5: Summary and Reflection (Sort out knowledge and consolidate learning effects) First, the teacher invites students to summarize what they have learned in this class. Students can share their gains from the aspects of vocabulary, cultural knowledge, oral expression, etc. For example, “I learned the English expressions of many cultural symbols, such as chopsticks and Beijing Opera.” “I know the cultural connotation behind pandas.” Then the teacher makes a final summary: In this class, we focused on Chinese cultural symbols, understood the cultural connotation behind them, mastered the relevant vocabulary and expressions, and practiced our oral expression ability. We also realized the importance of protecting and inheriting traditional Chinese culture and respecting cultural diversity. Then, the teacher guides students to reflect on their own learning: “What did you do well in this class? What aspects do you need to improve? For example, did you actively participate in the discussion? Did you master the key vocabulary? Do you have difficulty in expressing your views in English?” Through reflection, students can have a clear understanding of their own learning situation, find out their shortcomings, and put forward improvement plans for themselves. Finally, the teacher arranges the after-class homework: 1. Review the key vocabulary and expressions learned in this class, and write 5 sentences using these words and expressions (related to cultural symbols). 2. Complete the exploration task assigned in the expansion link, prepare a 1-minute English speech about a Chinese cultural symbol. 3. Watch an English video about Chinese cultural symbols and take notes of the key information. Design Intention: Letting students summarize the knowledge they have learned can help them sort out the key points of the class, consolidate the learning effects, and cultivate their ability to summarize and sort out knowledge. Guiding students to reflect on their own learning can help them find out their shortcomings, improve their learning efficiency, and cultivate their self-reflection ability. The after-class homework is closely related to the in-class teaching, which can help students consolidate the learned knowledge, expand their learning channels, and lay a foundation for the follow-up learning of the unit. 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 $