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

Unit 3 Our culture, our treasure-Reading 教学目标和重难点 1. 教学目标 It focuses on language ability, cultivating students’ skills in reading and expressing cultural themes. It develops cultural awareness to respect and inherit Chinese culture. It trains thinking quality through analyzing cultural connotations and guides learning ability to master effective reading strategies. 2. 教学重难点 Key points: Grasp the main idea and details of the reading passage, master core vocabularies and sentence patterns related to cultural heritage. Difficult points: Understand the cultural connotations behind the text and express personal views on cultural protection in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students a series of pictures and short videos about Chinese cultural treasures, such as the Great Wall, the Forbidden City, Chinese calligraphy, Peking Opera masks and shadow puppetry. Then the teacher asks two guiding questions: “What do these pictures and videos show?” and “As a Chinese student, what do you know about these cultural treasures?” After that, the teacher invites 3-4 students to share their answers in English. Finally, the teacher summarizes and leads to the topic of the reading passage: “Today we will read an article about our cultural treasures and explore how to protect and inherit them.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the topic of cultural treasures. The guiding questions help activate students’ prior knowledge about Chinese cultural heritage, enabling them to connect their own life experience with the teaching content. This link lays a good foundation for the smooth development of the subsequent reading activities, and also subtly cultivates students’ cultural identity and pride. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher presents the core vocabularies and phrases in the reading passage on the blackboard or multimedia, including “heritage, preserve, inherit, promote, cultural relics, masterpiece, traditional craft” and so on. For each vocabulary, the teacher explains its meaning, pronunciation and usage with simple English sentences, and combines it with the cultural context related to the unit. For example, when explaining “preserve”, the teacher says: “To preserve means to keep something safe or in its original state. We need to preserve our cultural relics because they are precious gifts from our ancestors.” Then, the teacher asks students to read the words aloud twice to familiarize themselves with their pronunciation and spelling. Next, the teacher shows the title of the reading passage and the first paragraph to the students, and asks them to predict the main content of the passage. The guiding questions for prediction are: “What do you think the passage will talk about according to the title?” “What aspects of cultural treasures may be mentioned in the passage?” Students are allowed to discuss in groups of 4 for a short time, and then each group sends a representative to share their predictions. The teacher comments on students’ predictions positively, affirming their reasonable guesses and encouraging them to verify their predictions in the process of reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies helps students reduce reading obstacles and improve reading efficiency. Explaining vocabularies in combination with cultural context not only helps students master the usage of words, but also deepens their understanding of cultural connotations. Prediction activities can stimulate students’ reading motivation, cultivate their ability of logical reasoning and imagination, and make them read with a clear purpose. Step 3: While-reading (Comprehension and Analysis) Activity 1: Skimming for the Main Idea The teacher asks students to read the whole passage quickly (skimming) and answer the following question: “What is the main idea of the passage?” After students finish reading, the teacher invites several students to answer the question, and then summarizes the main idea together with the students: The passage introduces the importance of Chinese cultural treasures, introduces some typical cultural treasures and their characteristics, and calls on people to protect and inherit cultural heritage. Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the core content of the passage, cultivate their ability to extract key information and grasp the overall framework of the text. This helps students form a holistic understanding of the passage and lays a foundation for in-depth reading. Activity 2: Scanning for Specific Details The teacher asks students to read the passage again carefully (scanning) and complete the following table. The table includes three columns: “Name of Cultural Treasure”, “Characteristics” and “Significance”. Students need to find relevant information from the passage and fill in the table. During the reading process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as reminding them of the key sentences or paragraphs related to the information. After students finish filling in the table, the teacher invites 2-3 students to present their answers on the blackboard or multimedia, and corrects and supplements them together with the whole class. For example, if a student misses the characteristics of a certain cultural treasure, the teacher can guide other students to find the relevant content in the passage and supplement it. Design Intention: Scanning is a reading strategy to find specific information quickly. Completing the table can help students sort out the details of the passage systematically, deepen their understanding of the content of the passage, and cultivate their ability to extract and organize information. The teacher’s guidance ensures that every student can participate in the activity and master the reading strategy. Activity 3: Close Reading for Deep Understanding The teacher selects 2-3 key sentences or paragraphs from the passage and guides students to conduct close reading and analysis. For example, the teacher may select the sentence: “Cultural treasures are not only the precious wealth of a nation, but also the common wealth of all mankind.” The teacher asks students to analyze the meaning of this sentence, and discusses with students: “Why are cultural treasures the common wealth of all mankind?” “What impact do cultural treasures have on the development of human civilization?” Another example is selecting the paragraph about the protection of cultural treasures. The teacher asks students to read the paragraph carefully and answer the questions: “What problems are our cultural treasures facing now?” “What measures does the passage put forward to protect cultural treasures?” Then, the teacher guides students to think further: “What other measures can we take to protect cultural treasures in our daily life?” During the discussion, the teacher encourages students to express their own views freely, and guides them to use the new words and sentence patterns they have learned. The teacher also pays attention to correcting students’ grammatical mistakes and inappropriate expressions in time, helping them improve their English expression ability. Design Intention: Close reading helps students dig deep into the connotation of the text, understand the author’s attitude and purpose, and cultivate their critical thinking ability and deep reading ability. Through the analysis of key sentences and paragraphs, students can not only master the language knowledge, but also understand the cultural connotations behind the text, which is conducive to the cultivation of their cultural awareness. The discussion link also provides students with opportunities to practice oral English and express their own views. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher designs some exercises to consolidate the core vocabularies and sentence patterns learned in the reading passage. For example, fill in the blanks with the correct form of the given words: 1. We should try our best to (preserve) our cultural heritage. 2. The Great Wall is a famous cultural (relic) in China. 3. It is our responsibility to (inherit) traditional culture. Then, the teacher asks students to complete the exercises independently, and checks the answers together with the whole class. For the wrong answers, the teacher explains the reasons and emphasizes the usage of the words and sentence patterns again. In addition, the teacher asks students to make sentences with the core vocabularies and sentence patterns. For example, ask students to make a sentence with “promote”, and invite several students to share their sentences. The teacher comments on the sentences positively, affirming the correct sentences and modifying the inappropriate ones. Design Intention: Vocabulary and sentence pattern consolidation is an important link to consolidate the learning effect. Through fill-in-the-blank and sentence-making exercises, students can further master the usage of core vocabularies and sentence patterns, and improve their ability to use language flexibly. This link helps students convert the language knowledge learned in reading into their own language ability. Activity 2: Group Discussion and Presentation The teacher divides students into groups of 4-5, and assigns the discussion topic: “As a high school student, what can we do to protect and inherit our cultural treasures?” Each group is required to discuss the topic fully, and collect and organize their views. During the discussion, the teacher walks around the classroom, listens to the discussions of each group, and provides guidance and help when necessary. For example, if a group has no ideas, the teacher can remind them from the aspects of daily life, study and social practice. After the discussion, each group sends a representative to give a presentation in English, introducing the group’s views. The presentation time of each group is 2-3 minutes. After each group’s presentation, the teacher and other students can ask questions or make comments. The teacher summarizes the presentations of all groups, affirms their positive views and practical suggestions, and encourages students to put their views into practice. Design Intention: Group discussion and presentation can cultivate students’ cooperative learning ability, oral expression ability and logical thinking ability. The discussion topic is closely related to students’ actual life, which can stimulate their enthusiasm for participation and make them realize their responsibility in protecting and inheriting cultural heritage. This link also helps students apply the language knowledge and reading skills learned in class to practical communication, and further deepen their understanding of the topic. Activity 3: Writing Practice The teacher asks students to write a short passage (about 100 words) with the title “My Views on Protecting Cultural Treasures”. The requirements are: 1. Express the importance of protecting cultural treasures. 2. Put forward 1-2 practical suggestions on protecting cultural treasures. 3. Use the core vocabularies and sentence patterns learned in the reading passage. Students are allowed to refer to the content of the reading passage and the views discussed in the group. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them sort out their ideas, correcting their grammatical mistakes and inappropriate expressions. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and comments on them. The comments focus on the content, language usage and structure of the passage, affirming the advantages and pointing out the areas that need improvement. Then, students are allowed to exchange their works with their deskmates and revise them according to the comments. Design Intention: Writing practice is an important way to test students’ language application ability. Through writing, students can further consolidate the language knowledge and reading skills learned in class, and improve their ability to organize language and express views in English. The teacher’s guidance and comments help students find their own problems and improve their writing level. Exchanging and revising works with deskmates can also cultivate students’ ability of mutual evaluation and learning. Step 5: Summary and Extension First, the teacher summarizes the content of the whole class with the students: “In today’s class, we read an article about Chinese cultural treasures, mastered the core vocabularies and sentence patterns related to cultural heritage, understood the importance of cultural treasures and the measures to protect them, and also practiced our reading, speaking and writing abilities.” Then, the teacher emphasizes: “Cultural treasures are the soul of a nation, and protecting and inheriting cultural heritage is the responsibility of every Chinese. We should not only learn about our own cultural treasures, but also actively promote Chinese culture to the world.” Next, the teacher arranges the after-class extension task: 1. Read more articles about Chinese cultural treasures and accumulate relevant vocabulary and expressions. 2. Interview your family members or friends about their views on cultural protection, and write a short interview report (in English). 3. Recommend a Chinese cultural treasure to your foreign pen pal, and introduce its characteristics and significance in English. Design Intention: The summary helps students sort out the knowledge and skills learned in class, form a systematic understanding, and deepen their memory. The extension task extends the teaching content from the classroom to daily life, enabling students to continue to learn and practice after class, and further improve their language ability and cultural awareness. The interview and recommendation tasks also help students apply the language knowledge learned in class to practical life, and enhance their sense of responsibility and mission in inheriting and promoting Chinese culture. Step 6: Homework Arrangement 1. Review the core vocabularies and sentence patterns learned in this class, and copy them 3 times each. 2. Finish the writing task assigned in the post-reading activity and revise it according to the comments. 3. Complete the after-class extension task and hand it in the next class. 4. Preview the next part of the unit. Design Intention: Homework is an important link to consolidate the teaching effect. Reviewing vocabularies and sentence patterns helps students deepen their memory and master the language knowledge. Finishing the writing task and extension task helps students further improve their language application ability. Previewing the next part helps students lay a foundation for the next class and improve their learning efficiency. 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 $