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

Unit 3 Our culture, our treasure-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language ability, cultivating students’ skills in listening, speaking, reading and writing to express cultural themes. It develops cultural awareness to respect and inherit Chinese culture, promotes thinking quality through critical analysis, and fosters learning ability for independent and cooperative learning. 2. 教学重难点 Key points: Master core vocabulary and expressions about cultural heritage protection; improve integrated language skills to discuss cultural topics. Difficult points: Use appropriate language to express views on cultural protection and overcome barriers in cross-cultural communication. 教学过程 Step 1: Lead-in — Arouse Interest and Connect with Prior Knowledge The teacher starts the class by showing a short video about Chinese cultural treasures, including shadow puppetry, blue and white porcelain, and Chinese characters. The video is played without subtitles first, and then with English subtitles. After playing the video, the teacher asks two questions: “What cultural treasures are shown in the video?” and “What do you know about these cultural treasures?” Students are invited to share their answers freely. Some students may mention shadow puppetry as a traditional Chinese performing art, some may talk about blue and white porcelain’s unique craftsmanship, and others may introduce the evolution of Chinese characters. The teacher listens carefully, gives positive feedback, and supplements simple English expressions related to these cultural treasures, such as “shadow puppetry”, “blue and white porcelain”, “cultural heritage”, “inheritance” and “protection”. Then, the teacher presents some pictures of cultural treasures from other countries, such as the Pyramids in Egypt and the Eiffel Tower in France, and asks: “What are the differences and similarities between Chinese cultural treasures and foreign cultural treasures?” This question guides students to think about cross-cultural issues and lays a foundation for the follow-up teaching. Design Intent: The video and pictures can visually stimulate students’ senses and arouse their interest in cultural treasures. By asking questions, students are encouraged to actively participate in the class and connect their prior knowledge of cultural treasures with English learning. This link not only helps students review relevant Chinese knowledge but also naturally introduces the core vocabulary and topics of the unit, making the transition from daily life to English learning smooth and natural. Step 2: Listening — Improve Listening Comprehension and Master Key Information Before listening, the teacher briefly introduces the background of the listening material: It is a dialogue between two students, Li Hua and Tom, who are discussing the protection of Chinese cultural heritage. The teacher lists some new words and expressions in the listening material on the blackboard, such as “cultural relic”, “preserve”, “donate”, “repair”, “promote” and “awareness”, and explains their meanings and usages with simple English sentences. For example, “Preserve means to keep something in its original state. We should preserve our cultural relics.” Then, the teacher plays the listening material for the first time. Students are asked to listen carefully and get the main idea of the dialogue: Li Hua and Tom are talking about the ways to protect cultural relics, including donating money, volunteering to repair cultural relics, and promoting cultural awareness among young people. After the first listening, the teacher checks students’ understanding of the main idea by asking: “What are Li Hua and Tom talking about?” Students are required to answer in simple English. If some students have difficulty, the teacher can give appropriate hints. Next, the teacher plays the listening material for the second time. Students are asked to finish the listening task in the textbook: fill in the blanks with the information they hear. The blanks mainly involve key details, such as the specific ways to protect cultural relics, the organizations that are committed to cultural heritage protection, and the difficulties they face. During the listening process, the teacher reminds students to focus on key words and sentences and take simple notes if necessary. After the second listening, students exchange their answers in pairs. The teacher walks around the classroom to observe students’ communication and provide help if needed. Then, the teacher invites several pairs to share their answers and corrects the mistakes. For the key information that students miss easily, the teacher plays the relevant part of the listening material again to help students understand. Finally, the teacher leads students to read the listening script together. While reading, the teacher emphasizes the pronunciation, intonation and stress of key sentences, such as “We should try our best to preserve our cultural relics.” and “It’s important to raise people’s awareness of cultural heritage protection.” Students are asked to read after the teacher and practice speaking the sentences fluently. Design Intent: This step focuses on improving students’ listening comprehension ability. By pre-teaching new words and expressions, students can reduce the difficulty of listening and better understand the listening material. Playing the listening material twice, with different tasks each time, helps students gradually grasp the main idea and key details of the material. Pair work and group sharing not only enhance students’ communication skills but also allow students to learn from each other and deepen their understanding of the listening content. Reading the listening script helps students connect listening and speaking, laying a foundation for the follow-up speaking and writing activities. Step 3: Speaking — Practice Oral Expression and Exchange Views on Cultural Protection Based on the listening content, the teacher leads students to review the ways to protect cultural heritage mentioned in the dialogue. Then, the teacher puts forward a discussion topic: “What other ways can we use to protect Chinese cultural heritage?” First, students are divided into groups of 4-5. Each group is given 5 minutes to discuss the topic. During the discussion, students are required to use the new words and expressions learned in the listening part, such as “preserve”, “promote”, “awareness”, “volunteer” and “donate”. The teacher walks around the classroom, listens to students’ discussions, and provides guidance when necessary. For example, if a student cannot express an idea clearly, the teacher can give hints, such as “You can say ‘We can organize cultural heritage lectures to let more people know about it.’” After the group discussion, each group selects a representative to share their group’s views with the whole class. The representative should list at least 3 ways to protect cultural heritage and explain each way briefly. Other students can ask questions or supplement their views after the representative’s speech. For example, if a group mentions “organizing cultural heritage exhibitions”, another student can supplement “We can also use the Internet to hold online exhibitions to reach more people.” The teacher makes comments on each group’s performance, affirming their strengths and pointing out areas for improvement. For example, “Your group has put forward many practical ways, and your expression is clear. If you can use more complex sentences, it will be better.” At the same time, the teacher summarizes the ways to protect cultural heritage mentioned by all groups and writes them on the blackboard, such as “Organize cultural heritage lectures and exhibitions”, “Use the Internet to promote cultural heritage”, “Train more professionals to repair cultural relics”, “Strengthen the management of cultural relics” and “Encourage young people to inherit traditional culture”. Then, the teacher sets up a role-play activity. Students are divided into pairs. One student acts as a foreign student who is interested in Chinese cultural heritage, and the other student acts as a Chinese student who introduces Chinese cultural heritage and the ways to protect it. The teacher provides a sample dialogue for reference: “Foreign student: I’m very interested in Chinese shadow puppetry. Can you tell me how we can protect it? Chinese student: Sure. We can organize shadow puppetry performances in schools to let more young people know about it. We can also record shadow puppetry shows and post them online.” Students have 10 minutes to prepare the role-play. During the preparation, the teacher provides help to students who have difficulty. Then, several pairs are invited to perform their dialogues in front of the class. The teacher and other students evaluate their performances from the aspects of language accuracy, fluency and communication effect. Design Intent: Speaking activities are designed to improve students’ oral expression ability and ability to use English to discuss cultural topics. Group discussion allows students to exchange ideas freely and develop their cooperative learning ability. Role-play simulates real communication scenarios, enabling students to apply the knowledge and skills learned to practical communication. The teacher’s comments and guidance help students find their own shortcomings and improve their oral expression ability. This step also helps students deepen their understanding of cultural heritage protection and cultivate their sense of responsibility for inheriting Chinese culture. Step 4: Reading — Improve Reading Comprehension and Learn About Cultural Heritage Protection The teacher presents a reading passage titled “Protecting Our Cultural Heritage”. The passage mainly introduces the importance of protecting cultural heritage, the current situation of Chinese cultural heritage protection, and some successful cases of cultural heritage protection at home and abroad. Before reading, the teacher asks students to look at the title and pictures of the passage and predict the main content of the passage. Students are invited to share their predictions, and the teacher writes down the key points of their predictions on the blackboard. Then, students read the passage independently. During reading, students are asked to finish two tasks: 1. Underline the key sentences that express the main idea of each paragraph. 2. Circle the new words and expressions that they don’t understand. The teacher walks around the classroom to observe students’ reading status and provide help if needed. After independent reading, students exchange their key sentences and new words in pairs. For the new words and expressions that students don’t understand, the teacher explains them in simple English and gives examples. For example, “Heritage means the traditions, beliefs and customs that are passed down from generation to generation. Cultural heritage is the treasure of a nation.” Next, the teacher asks students to answer the following questions to check their understanding of the passage: 1. Why is it important to protect cultural heritage? 2. What is the current situation of Chinese cultural heritage protection? 3. What are the successful cases of cultural heritage protection mentioned in the passage? 4. What can we do as students to protect cultural heritage? Students are invited to answer the questions one by one. For question 1, students can answer: “Because cultural heritage is the treasure of a nation, it carries the history and culture of a nation and helps us understand our roots.” For question 2, students can answer: “Some cultural relics are well protected, but some are still facing the risk of damage and loss.” For question 3, students can mention the protection of the Forbidden City in China and the protection of the Colosseum in Italy. For question 4, students can answer: “We can learn more about cultural heritage, promote it among our friends and family, and volunteer to protect cultural relics.” Then, the teacher leads students to analyze the structure of the passage. The passage is divided into three parts: the first part introduces the importance of cultural heritage protection; the second part introduces the current situation of Chinese cultural heritage protection; the third part introduces successful cases and puts forward suggestions for cultural heritage protection. By analyzing the structure, students can better understand the logical relationship of the passage and improve their reading ability. Finally, students read the passage aloud together. The teacher emphasizes the reading speed and intonation, and guides students to read with feeling, so as to deepen their understanding of the passage and improve their reading fluency. Design Intent: Reading activities are designed to improve students’ reading comprehension ability and expand their knowledge of cultural heritage protection. Predicting the main content before reading helps students form a preliminary understanding of the passage and improve their reading efficiency. Independent reading and pair exchange help students develop their independent learning ability and cooperative learning ability. Answering questions and analyzing the structure of the passage help students grasp the key information and logical relationship of the passage, and improve their reading ability. Reading aloud helps students connect reading and speaking, and enhance their sense of language. Step 5: Writing — Improve Writing Ability and Express Views on Cultural Heritage Protection Based on the listening, speaking and reading activities, the teacher guides students to carry out writing practice. The writing task is: Write a short passage (about 150 words) titled “My Views on Protecting Chinese Cultural Heritage”. The teacher provides the writing outline for students’ reference: 1. The importance of protecting Chinese cultural heritage. 2. The ways to protect Chinese cultural heritage. 3. Your own commitment to protecting Chinese cultural heritage. Before writing, the teacher reminds students to use the new words and expressions learned in this class, such as “cultural heritage”, “preserve”, “promote”, “awareness”, “volunteer” and “donate”. At the same time, the teacher emphasizes the writing requirements: correct grammar, fluent expression, clear logic and appropriate structure. The teacher also provides some useful sentences for students’ reference, such as “Cultural heritage is the soul of a nation, so it is very important for us to protect it.” “There are many ways to protect cultural heritage, such as organizing cultural exhibitions and promoting cultural awareness.” “As a student, I will try my best to learn about cultural heritage and promote it among my friends.” Students write the passage independently. During writing, the teacher walks around the classroom, provides guidance to students who have difficulty, and corrects the mistakes in their writing in time. For example, if a student uses the wrong tense, the teacher reminds them to correct it; if a student’s expression is not fluent, the teacher helps them adjust the sentence structure. After writing, students exchange their passages in pairs and help each other correct mistakes. Then, the teacher selects several excellent passages and reads them to the whole class, analyzing their strengths, such as correct grammar, fluent expression and clear logic. At the same time, the teacher selects a passage with common mistakes and corrects it together with students, helping students avoid similar mistakes in the future. Finally, students revise their own passages according to the teacher’s comments and their partners’ suggestions. The teacher collects some students’ passages and checks them carefully, providing further guidance and feedback. Design Intent: Writing activities are designed to integrate the listening, speaking and reading skills learned in this class and improve students’ writing ability. Providing a writing outline and useful sentences helps students clarify their writing ideas and reduce the difficulty of writing. Independent writing helps students develop their independent thinking ability and writing ability. Pair exchange and teacher’s comments help students find their own shortcomings and improve their writing level. This step also helps students deepen their understanding of cultural heritage protection and express their views on cultural heritage protection in English, achieving the goal of integrating language learning and cultural inheritance. Step 6: Summary and Extension — Consolidate Knowledge and Expand Vision The teacher summarizes the content of this class: In this class, we have learned some new words and expressions about cultural heritage protection, improved our listening, speaking, reading and writing skills through a series of activities, and discussed the ways to protect Chinese cultural heritage. The teacher emphasizes that cultural heritage is the treasure of a nation, and it is everyone’s responsibility to protect it. Then, the teacher puts forward an extension task: Ask students to collect information about a Chinese cultural treasure they are interested in, such as the Great Wall, the Forbidden City or Peking Opera, and write a short introduction (about 100 words) in English. The task will be submitted in the next class, and students will have the opportunity to share their introductions with the whole class. In addition, the teacher recommends some English websites and books about cultural heritage protection to students, such as the official website of UNESCO and the book “Cultural Heritage Protection Around the World”, encouraging students to learn more about cultural heritage protection after class and expand their vision. Design Intent: The summary helps students consolidate the knowledge and skills learned in this class and form a systematic understanding of the content of the class. The extension task encourages students to learn independently after class, collect information about cultural heritage, and further improve their English writing ability and knowledge of cultural heritage. Recommending relevant websites and books helps students expand their learning channels and cultivate their learning ability. This step also helps students form a long-term interest in cultural heritage protection and lay a foundation for their future learning and development. 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 $