Unit 3 Our culture, our treasure-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 Language ability: Improve reading and expression skills to understand cultural texts. Cultural awareness: Enhance recognition of Chinese cultural heritage and cross-cultural communication awareness. Thinking quality: Develop logical and critical thinking. Learning ability: Cultivate autonomous and cooperative learning habits. 2. 教学重难点 Key points: Master core vocabulary and sentence patterns about cultural heritage; grasp the text’s structure and main ideas. Difficult points: Understand the deep cultural connotation in the text and use English to express cultural views properly. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures and short video clips of typical Chinese cultural treasures, such as the Palace Museum, the Great Wall, ancient Chinese paintings, and traditional handicrafts. Then the teacher asks questions in English: “What do you know about these cultural treasures? Why are they important to us? Have you ever read any English articles about Chinese cultural heritage?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher gives positive comments and proper guidance, such as “Your answer is very detailed. It shows you have a good understanding of our cultural treasures.” or “You can use more English words to describe it, such as ‘precious’ ‘invaluable’.” Design Intention: The lead-in part uses intuitive audio-visual materials to stimulate students’ sensory experience, which can quickly attract students’ attention and arouse their interest in the topic of cultural heritage. By asking questions and encouraging students to share, the teacher can activate students’ prior knowledge about cultural treasures, help students connect their existing life experience with the teaching content, and lay a good foundation for the subsequent reading teaching. At the same time, it can also test students’ basic English expression ability related to the topic and provide a basis for adjusting the teaching progress and methods in the following links. Pre-reading: Preview Vocabulary and Predict Text Content First, the teacher presents the core vocabulary and phrases in the extended reading text on the blackboard or PPT, including “heritage”, “preserve”, “promote”, “inherit”, “cultural relics”, “intangible cultural heritage”, “pass down”, “take measures”, etc. For each word and phrase, the teacher explains its meaning, pronunciation and usage briefly, and gives simple example sentences related to cultural heritage, such as “We should take measures to preserve our cultural heritage.” “Intangible cultural heritage includes traditional Chinese medicine, Peking Opera and so on.” Then, the teacher asks students to read the example sentences aloud twice to help them familiarize themselves with the pronunciation and usage of the words. Next, the teacher shows the title of the extended reading text and the first paragraph to the students, and asks them to predict the main content of the text according to the title and the first paragraph. The teacher can guide students to think from the following aspects: “What is the main topic of the text? What aspects of cultural heritage will the text introduce? Will the text mention the importance of protecting cultural heritage or the ways to protect it?” Students can discuss in groups of 4 for a while, and then each group sends a representative to share their predictions. The teacher writes down the key points of students’ predictions on the blackboard and comments on them, affirming the reasonable parts and guiding students to make more accurate predictions. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading speed and comprehension efficiency. By combining vocabulary explanation with example sentences related to the text topic, students can not only master the usage of words, but also further deepen their understanding of the topic of cultural heritage. Predicting the text content can stimulate students’ thinking, cultivate their ability to infer and predict information based on existing clues, and make students more active and purposeful in the subsequent reading process. While-reading: Guide Students to Understand the Text in Layers This link is divided into three steps: skimming, scanning and careful reading, to guide students to understand the text from the overall to the local, from the surface to the deep. First, skimming. The teacher asks students to read the whole text quickly within a certain range, and requires them to grasp the main idea of the text and the structure of the text. After reading, the teacher asks students to answer the following questions: “What is the main idea of the text? How is the text structured?” Then the teacher invites students to answer, and summarizes the main idea and structure of the text: The text mainly introduces the importance of Chinese cultural heritage, the current situation of cultural heritage protection, and the ways to inherit and promote cultural heritage. The text is structured in a “total-subtotal” way: the first paragraph puts forward the theme that cultural heritage is our precious wealth; the middle paragraphs introduce the types of cultural heritage, the current situation of protection and the methods of inheritance; the last paragraph summarizes and calls on everyone to protect cultural heritage. Design Intention: Skimming is an important reading strategy. Guiding students to skim the text can help them quickly grasp the overall content and structure of the text, establish a macro understanding of the text, and lay a foundation for in-depth reading. By asking questions, the teacher can test students’ skimming effect and guide students to master the method of skimming. Second, scanning. The teacher asks students to read the text again, and requires them to find specific information according to the given questions, such as: “What are the two types of cultural heritage mentioned in the text? What are the current problems in cultural heritage protection? What measures are put forward in the text to protect cultural heritage?” Students can read the text independently and find the corresponding answers in the text, marking the key sentences and paragraphs. After students finish reading, the teacher organizes students to exchange answers in pairs, and then invites several students to share their answers with the whole class. The teacher corrects the wrong answers and emphasizes the key information and key sentences in the text. Design Intention: Scanning is a reading strategy to find specific information quickly. Through scanning practice, students can improve their ability to locate specific information in the text, which is helpful for them to better understand the details of the text. Exchanging answers in pairs can promote students’ mutual learning and communication, and help students find their own mistakes and deficiencies in time. Third, careful reading. The teacher guides students to read the key paragraphs and sentences of the text carefully, and analyzes the language features, logical relations and deep cultural connotation of the text. For example, the teacher can take the sentence “Cultural heritage is not only a precious wealth left by our ancestors, but also a symbol of our nation’s identity and spirit.” as an example, analyze the structure of the sentence (“not only...but also...”) and its meaning, and guide students to understand the importance of cultural heritage. For the difficult sentences in the text, such as complex attributive clauses and adverbial clauses, the teacher can decompose the sentence structure, explain the meaning of each part, and help students understand the whole sentence. At the same time, the teacher guides students to think about the following questions: “Why does the author say that cultural heritage is a symbol of our nation’s identity and spirit? What is the significance of inheriting and promoting cultural heritage for our country and nation?” Students can discuss these questions in groups, and the teacher walks around the classroom to guide students’ discussion. Design Intention: Careful reading is the key link to deepen students’ understanding of the text. By analyzing key sentences and difficult sentences, students can master the language features and grammatical structures of the text, improve their language ability. By guiding students to think about in-depth questions, students can understand the deep cultural connotation of the text, enhance their cultural awareness and thinking quality. Group discussion can stimulate students’ thinking, let students express their own views and opinions, and cultivate their cooperative learning ability and critical thinking ability. Post-reading: Consolidate and Extend, Apply Knowledge This link is divided into three parts: language consolidation, theme discussion and practical application, to help students consolidate the knowledge they have learned and apply it to practice. First, language consolidation. The teacher designs some exercises to help students consolidate the core vocabulary and sentence patterns learned in the text. For example, fill in the blanks with the given words and phrases: “heritage”, “preserve”, “promote”, “inherit”, “take measures”. The exercises are closely related to the text content, such as “We should ______ our cultural ______ and ______ it to the next generation.” “The government has ______ to ______ the ancient buildings.” After students finish the exercises, the teacher checks the answers and explains the key points and difficulties in the exercises. Then, the teacher asks students to make sentences with the core vocabulary and sentence patterns, and invites several students to share their sentences, giving positive comments and guidance. Design Intention: Language consolidation is an important link to help students master the knowledge they have learned. Through fill-in-the-blank exercises and sentence-making exercises, students can further consolidate the usage of core vocabulary and sentence patterns, and improve their ability to use language flexibly. Checking answers and commenting can help students find their own mistakes and deficiencies, and deepen their understanding of knowledge. Second, theme discussion. The teacher puts forward a topic for students to discuss: “As senior high school students, what can we do to protect and inherit Chinese cultural heritage?” Students can discuss in groups of 4-5, and the teacher guides students to think from multiple aspects, such as learning about cultural heritage, spreading cultural heritage knowledge, participating in cultural heritage protection activities, etc. During the discussion, the teacher encourages students to express their own views and opinions in English, and helps students solve the language problems they encounter in the discussion. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher makes a summary of the students’ views, affirms the positive suggestions put forward by the students, and emphasizes that every student has the responsibility to protect and inherit Chinese cultural heritage. Design Intention: Theme discussion can connect the text content with students’ real life, make students realize that protecting and inheriting cultural heritage is everyone’s responsibility, and enhance their sense of responsibility and mission. At the same time, it can also provide students with an opportunity to practice oral English, improve their oral expression ability, and cultivate their cooperative learning ability and critical thinking ability. Third, practical application. The teacher assigns a small task to the students: Ask students to write a short passage (about 100 words) in English, introducing a Chinese cultural treasure they are familiar with, and putting forward their own suggestions on how to protect it. Students can complete the task independently or in pairs. The teacher walks around the classroom to guide students to write, helping them solve the problems encountered in writing, such as vocabulary, sentence structure and logical organization. After students finish writing, the teacher collects some students’ works, reads them out in class, and makes comments, affirming the advantages of the works and putting forward suggestions for improvement. Design Intention: Practical application is the ultimate goal of English teaching. By asking students to write a short passage, students can apply the vocabulary, sentence patterns and knowledge about cultural heritage learned in the text to practice, improve their writing ability. At the same time, it can also deepen students’ understanding of cultural heritage, enhance their cultural confidence and cultural awareness. Commenting on students’ works can help students find their own advantages and deficiencies in writing, and improve their writing level. Summary and Homework First, summary. The teacher summarizes the content of this class with the students: This class mainly focuses on the extended reading text of Unit 3, we have learned the core vocabulary and sentence patterns related to cultural heritage, mastered the main idea and structure of the text, understood the importance of cultural heritage and the methods of protecting and inheriting it. At the same time, we have also practiced our reading, speaking and writing abilities, and enhanced our cultural awareness and sense of responsibility. The teacher emphasizes that cultural heritage is our precious wealth, and we should take action to protect and inherit it, and spread Chinese culture to the world. Design Intention: Summarizing the class content can help students sort out the knowledge they have learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Emphasizing the theme of cultural heritage protection can further enhance students’ cultural awareness and sense of responsibility. Second, homework. The teacher assigns two types of homework: 1. Review the core vocabulary and sentence patterns learned in this class, and recite the key sentences in the text. 2. Complete the short passage written in the class, revise it according to the teacher’s comments, and submit it in the next class. 3. Surf the Internet to find more information about Chinese cultural heritage in English, and prepare a 2-minute oral report to share in the next class. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and key sentences can help students consolidate the knowledge they have learned. Revising the short passage can help students improve their writing ability. Looking for English information about cultural heritage and preparing an oral report can expand students’ knowledge, improve their ability to collect and sort out information, and further practice their oral expression ability, which is conducive to the long-term development of students’ English ability and cultural awareness. 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 $