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

Unit 3 Our culture, our treasure-Grammar and composition 教学目标和重难点 1. 教学目标 It focuses on language competence by mastering euphemism and argumentative writing skills, cultivates cultural awareness by inheriting traditional culture, develops thinking quality through logical reasoning, and fosters learning ability via independent and cooperative exploration. 2. 教学重难点 Key points: Master the functions and usage of euphemism in cultural communication; grasp the structure and writing skills of argumentative essays about cultural heritage. Difficult points: Use euphemism appropriately and write logically rigorous essays. 教学过程 Lead-in: Cultural Situation Activation The teacher starts the class by showing pictures and short videos of Chinese cultural treasures, such as shadow puppetry, blue and white porcelain, and Confucius’ thoughts, with simple English introductions. Then the teacher asks two questions: “What cultural treasures around you do you know?” and “How would you politely express your opinions on protecting cultural heritage?” After inviting 3-4 students to share their answers, the teacher naturally leads to the grammar focus of this lesson—euphemism, and points out that euphemism is an important language tool in cross-cultural communication and cultural inheritance, which can help us express our views politely and appropriately when talking about cultural treasures. Design Intention: This link takes the familiar cultural treasures of students as the starting point, which can quickly arouse students’ interest in learning and activate their existing cultural knowledge and English expression ability. By asking questions, it guides students to think about the importance of polite expression in cultural communication, lays a foundation for the learning of euphemism, and also connects the grammar knowledge with the unit theme “Our Culture, Our Treasure”, reflecting the integration of language learning and cultural inheritance. Grammar Learning: Mastery of Euphemism Recognition and Understanding of Euphemism First, the teacher presents several groups of sentences related to cultural heritage in the unit, and asks students to read them carefully and find out the differences in expression effects: Group 1: ① “This ancient building is old and shabby.” ② “This ancient building has a long history and needs careful protection.” Group 2: ① “You are wrong to damage cultural relics.” ② “It might be more appropriate to avoid damaging cultural relics.” Group 3: ① “We must protect cultural heritage.” ② “It is of great significance for us to protect cultural heritage.” After students finish reading and discussing in groups, the teacher summarizes the definition and function of euphemism: Euphemism is a kind of language expression that uses mild, indirect and polite words to replace harsh, direct or inappropriate words. Its main functions in cultural communication are to show respect, avoid embarrassment, and convey opinions politely. Then the teacher combines the unit theme and explains that when we talk about cultural treasures, euphemism can help us express our views on cultural protection, cultural inheritance and other issues more appropriately, and promote effective cross-cultural communication. Design Intention: By presenting contrastive sentences, students can intuitively feel the expression effect of euphemism, which is more vivid and easy to understand than direct explanation. The selected sentences are closely related to the unit theme, which not only helps students master grammar knowledge, but also deepens their understanding of cultural heritage protection. Group discussion can stimulate students’ thinking enthusiasm and cultivate their cooperative learning ability. Common Types and Usage of Euphemism Based on the unit text and related cultural contexts, the teacher introduces three common types of euphemism in English and their usage in cultural communication: ① Indirect expression: Use “might”, “could”, “would” and other modal verbs to weaken the tone and express opinions politely. For example, “We could try to promote traditional shadow puppetry to more young people.” The teacher explains that this kind of euphemism is often used when putting forward suggestions on cultural inheritance, which can make the suggestions more acceptable. ② Euphemistic substitution: Use mild words to replace words that may cause discomfort. For example, instead of saying “This cultural relic is broken”, we can say “This cultural relic needs to be repaired”. The teacher combines the example of cultural relic protection to let students understand that this kind of euphemism can show respect for cultural treasures. ③ Emphasizing positive meaning: Highlight the positive aspects to avoid negative expressions. For example, instead of saying “Shadow puppetry is not popular among young people”, we can say “Shadow puppetry has great potential to attract young people with proper promotion”. The teacher points out that this kind of euphemism is helpful to convey confidence in cultural inheritance and stimulate people’s enthusiasm for protecting cultural treasures. After explaining each type, the teacher invites students to make sentences according to the examples, combining the cultural treasures they know, such as blue and white porcelain, Peking Opera, Chinese characters, etc. The teacher walks around the classroom to guide students, corrects their mistakes in use, and affirms their correct expressions. Design Intention: The classification of euphemism is closely combined with the unit theme and cultural context, which avoids the isolation of grammar learning and makes students realize that grammar is a tool for expressing cultural connotation. The sentence-making practice enables students to apply the learned knowledge in time, consolidate the grammar points, and at the same time exercise their ability to connect language knowledge with cultural content. Consolidation Exercise of Euphemism The teacher designs two kinds of exercises to help students consolidate the usage of euphemism: Exercise 1: Rewrite the following sentences with euphemism, combining the context of cultural heritage. ① “You should not destroy the ancient murals.” ② “This traditional craft is outdated.” ③ “We have to protect the old buildings.” After students finish rewriting, the teacher invites several students to share their answers, comments on them, and summarizes the key points of rewriting, emphasizing that euphemism should be combined with the context and conform to the theme of cultural respect and inheritance. Exercise 2: Group discussion. The teacher puts forward a topic: “How to politely persuade others to protect cultural heritage?” Each group discusses and designs 3-4 sentences using euphemism, and then each group sends a representative to present their results. The teacher comments on the performance of each group, affirms the excellent expressions, and guides students to improve the inappropriate ones. Design Intention: The exercises are designed from single sentence rewriting to group discussion, which is gradual and in line with the law of students’ learning. The topic of the discussion is closely related to the unit theme, which not only consolidates the grammar knowledge, but also guides students to think about the practical significance of euphemism in cultural communication, and cultivates their ability to use language comprehensively. Composition Guidance: Argumentative Essay on Cultural Heritage Analysis of Essay Requirements and Genre Features The teacher first presents the composition requirement of this lesson: Write an argumentative essay of about 150 words on the topic “It is our responsibility to protect cultural heritage”. Then the teacher analyzes the genre features of argumentative essays: It needs to have a clear thesis, sufficient arguments and rigorous logic. Combined with the unit theme, the teacher points out that the thesis of this essay should be clear about the importance of protecting cultural heritage, the arguments can be from the aspects of cultural value, historical significance, social influence, etc., and the logic should be clear, from the thesis to the arguments, and then to the conclusion. Then the teacher presents a model essay, and asks students to read it carefully, analyze its structure, thesis, arguments and the use of euphemism. The model essay is as follows: “Cultural heritage is the precious wealth left by our ancestors, carrying the historical memory and cultural connotation of a nation. It is our unshirkable responsibility to protect cultural heritage. On the one hand, cultural heritage records the development process of a nation, helping us understand our history and roots. On the other hand, it is a symbol of national identity, which can enhance our cultural confidence. We could take practical actions to protect cultural heritage, such as participating in cultural protection activities, promoting traditional culture to others, and avoiding damaging cultural relics. In short, protecting cultural heritage is not only for us, but also for the future generations.” After students finish reading, the teacher leads them to analyze: The thesis of the model essay is “It is our unshirkable responsibility to protect cultural heritage”; the arguments are the historical value and national identity of cultural heritage; the conclusion is that we should take actions to protect cultural heritage. At the same time, the model essay uses euphemism such as “could” to put forward suggestions, which is polite and appropriate. The teacher also emphasizes the connection between grammar and composition: the proper use of euphemism can make the argumentative essay more persuasive and polite. Design Intention: By presenting the composition requirements and model essays, students can clearly understand the genre features and writing requirements of argumentative essays. The analysis of the model essay helps students grasp the structure of the essay and the use of euphemism in the essay, providing a model for their own writing. The connection between grammar and composition reflects the integration of knowledge and application, and helps students realize that grammar learning is to better serve writing. Brainstorming and Outline Design The teacher organizes students to carry out brainstorming around the topic “It is our responsibility to protect cultural heritage”. First, the teacher divides students into groups of 4-5, and asks each group to discuss the following questions: ① What is the importance of cultural heritage? ② What difficulties are there in protecting cultural heritage? ③ What actions can we take to protect cultural heritage? ④ How to use euphemism to express our views in the essay? During the discussion, the teacher walks around the classroom to guide students, reminds them to combine the cultural treasures they know, such as shadow puppetry, Chinese characters, Confucius’ thoughts, etc., to put forward specific arguments and suggestions, and pay attention to the use of euphemism. After the discussion, each group sends a representative to share their discussion results, and the teacher writes down the key points on the blackboard for all students to refer to. Then the teacher guides students to design the outline of the essay according to the discussion results. The outline is divided into three parts: ① Introduction: Put forward the thesis clearly, pointing out that protecting cultural heritage is our responsibility. ② Body: List 2-3 arguments to prove the thesis, and put forward specific suggestions using euphemism. ③ Conclusion: Summarize the main points, emphasize the importance of protecting cultural heritage, and call on everyone to take actions. The teacher gives an example of the outline: Introduction: Cultural heritage is the soul of a nation, so protecting it is our bounden responsibility. Body 1: Cultural heritage carries historical and cultural value, helping us inherit excellent traditional culture. Body 2: We could take practical actions, such as learning about cultural heritage and promoting it to others. Conclusion: Protecting cultural heritage is our common responsibility, which can help us build cultural confidence and pass on precious cultural wealth to future generations. Design Intention: Brainstorming can stimulate students’ thinking, help them accumulate rich writing materials, and cultivate their cooperative learning ability and divergent thinking. The design of the outline helps students sort out their ideas, clarify the structure of the essay, avoid confusion in writing, and lay a solid foundation for the formal writing. The combination of the outline and euphemism also ensures that students can apply the grammar knowledge they have learned to writing. Writing Practice and Guidance Students start formal writing according to the designed outline. The teacher reminds students to pay attention to the following points: ① The thesis is clear and prominent; ② The arguments are sufficient and specific, combined with specific cultural examples; ③ The logic is rigorous, and the connection between paragraphs is natural; ④ Properly use euphemism to make the expression polite and appropriate; ⑤ Pay attention to the correct use of words and sentences, and avoid grammatical mistakes. During the writing process, the teacher walks around the classroom to provide individual guidance. For students who have difficulty determining the thesis, the teacher guides them to clarify their views according to the discussion results; for students who lack arguments, the teacher reminds them to combine the cultural treasures they know to supplement specific examples; for students who do not use euphemism properly, the teacher gives specific guidance and examples to help them correct. For students with better writing ability, the teacher encourages them to use more complex sentence structures and rich vocabulary to improve the quality of the essay. After students finish writing, they exchange their essays in groups, and each group selects one excellent essay and one essay that needs improvement. The group members discuss and put forward revision suggestions, focusing on whether the thesis is clear, whether the arguments are sufficient, whether euphemism is used properly, and whether there are grammatical mistakes. Design Intention: Individual guidance can meet the different learning needs of students, help students solve the difficulties encountered in writing, and improve their writing ability in a targeted way. Group exchange and revision can let students learn from each other, find their own problems in writing through reading others’ essays, and cultivate their ability to evaluate and revise essays. This link also reflects the student-centered teaching concept, allowing students to actively participate in the writing process. Evaluation and Feedback: Consolidation and Improvement Essay Evaluation and Display The teacher selects several representative essays, including excellent essays and essays with common problems, and displays them in front of the whole class. For excellent essays, the teacher reads them aloud, analyzes their advantages: clear thesis, sufficient arguments, proper use of euphemism, rigorous logic, and correct words and sentences, and encourages other students to learn from them. For essays with common problems, the teacher guides students to find out the problems together, such as unclear thesis, insufficient arguments, improper use of euphemism, grammatical mistakes, etc., and puts forward specific revision suggestions. For example, if a student writes “We must protect cultural heritage, or we will lose our culture”, the teacher points out that this sentence is too direct, and can be revised into “It is necessary for us to protect cultural heritage, as it is crucial for us to inherit our own culture”, which uses euphemism and is more polite and persuasive. If a student’s argument is too general, such as “Cultural heritage is very important”, the teacher guides the student to supplement specific examples, such as “Cultural heritage like shadow puppetry integrates painting, carving and music, which is a precious part of our traditional culture”. Design Intention: The display and evaluation of essays can let students clearly understand the standards of excellent essays, find their own gaps, and learn from others’ advantages. The teacher’s targeted comments and revision suggestions can help students correct their mistakes in time, improve their writing ability, and at the same time consolidate the grammar knowledge of euphemism. Summary and Reflection The teacher summarizes the whole lesson: In this lesson, we have learned the definition, types and usage of euphemism, and mastered the writing skills of argumentative essays on cultural heritage. We should realize that euphemism is not only a grammar knowledge, but also an important tool for cross-cultural communication and cultural inheritance. When writing argumentative essays about cultural heritage, we should combine clear thesis, sufficient arguments and proper euphemism to express our views politely and persuasively. Then the teacher asks students to reflect on their own learning: ① What have I learned in this lesson? ② What are the difficulties I encountered in learning euphemism and writing? ③ How can I improve my ability in the future? Students can think independently for a few minutes, and then share their reflections with their deskmates. The teacher invites 2-3 students to share their reflections with the whole class, and gives affirmation and encouragement. Design Intention: The summary helps students sort out the knowledge system of the whole lesson, consolidate the learned knowledge, and clarify the connection between grammar and composition. Reflection can let students know their own learning situation, find out their own shortcomings, and put forward improvement plans, which is conducive to cultivating their learning ability and self-reflection ability. 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 $