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

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.

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.

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