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

Unit 3 Our culture, our treasure-Project 教学目标和重难点 1. 教学目标 It focuses on developing students’ language competence to express cultural treasures in English, cultural awareness to respect and inherit excellent cultures, thinking quality to analyze cultural connotations, and learning ability to explore and practice independently and cooperatively. 2. 教学重难点 Key points: Master words and expressions related to cultural treasures and learn to introduce cultural relics or traditions in English. Difficult points: Express cultural connotations accurately and put forward reasonable suggestions for cultural protection through cooperative practice. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class by showing a series of high-definition pictures and short video clips, which include Chinese cultural treasures such as blue and white porcelain, shadow puppetry, Confucius’ philosophy, and traditional Chinese architecture. After playing the video, the teacher asks open-ended questions in English: “What cultural treasures do you see in the video? Which one impresses you most and why? Do you know how to introduce these treasures to foreign friends in English?” Then, the teacher invites 3-4 students to share their answers in front of the class. During the sharing process, the teacher gives positive comments and proper guidance, such as correcting minor grammatical errors gently and supplementing relevant English expressions. For example, if a student mentions “shadow puppetry” but cannot express it accurately, the teacher can prompt: “It’s called shadow puppetry. We can also say shadow play. It is a traditional Chinese folk art with a long history.” Design Intention: This link takes visual audio-visual materials as the carrier, which can quickly attract students’ attention and arouse their interest in the theme of cultural treasures. By asking questions and encouraging students to share, it not only activates students’ existing knowledge reserve about cultural treasures but also creates a relaxed and active English communication atmosphere, laying a good foundation for the smooth development of the subsequent Project links. At the same time, it implicitly guides students to realize the importance of expressing Chinese culture in English, laying the groundwork for the cultivation of cultural awareness. Step 2: Project Task Introduction and Language Preparation First, the teacher clearly introduces the Project task in English: “Today, we will work in groups to complete a project - creating an English cultural brochure about Chinese cultural treasures. The brochure should include the introduction of cultural treasures, their historical background, cultural connotations, and suggestions for their protection. Finally, each group will present their brochures to the whole class.” The teacher then displays a sample brochure on the screen, explaining the structure and key contents of the brochure in detail, so that students have a clear understanding of the task requirements. Next, the teacher leads students to carry out language preparation. Combined with the unit’s key words and expressions, the teacher sorts out and expands the vocabulary and sentence patterns related to cultural treasures. For example, vocabulary such as “cultural relics”, “heritage”, “inherit”, “protect”, “promote”, “connotation”, “historical background”, and sentence patterns such as “It is a... with a history of... years”, “It symbolizes...”, “We should take measures to...”, “It plays an important role in...”. The teacher explains the usage of these words and sentences with specific examples, and organizes students to do oral drills in pairs. For example, students practice introducing a cultural treasure they are familiar with using the learned sentence patterns. In addition, the teacher provides students with some English materials about cultural treasures, including short passages introducing blue and white porcelain, shadow puppetry, and Confucius’ philosophy. The teacher guides students to read these materials, extract key information, and accumulate useful expressions. During the reading process, the teacher asks students to mark the words and sentences they think are useful and discuss them with their deskmates. Design Intention: Clarifying the Project task at the beginning helps students establish a clear learning goal and know what they need to complete in this class. The language preparation link is the key to ensuring the smooth development of the Project. By sorting out and drilling key words and sentences, students’ language competence is effectively improved, and they are provided with sufficient language support for the subsequent group cooperation and brochure creation. The provided English materials not only enrich students’ knowledge about cultural treasures but also help them learn how to express cultural content in English accurately, laying a solid foundation for the next step of practice. Step 3: Group Cooperation and Brochure Creation The teacher divides students into groups of 4-5, and each group elects a group leader to coordinate the work. The teacher assigns clear tasks to each group member: one student is responsible for collecting information about cultural treasures (including text and pictures), one student is responsible for organizing the content and writing the English introduction, one student is responsible for designing the layout of the brochure, and one student is responsible for checking the language and correcting errors. The group leader is responsible for overall planning and ensuring that the task is completed smoothly. During the group cooperation process, the teacher walks around the classroom, observes the situation of each group, and provides timely help and guidance. For groups that have difficulty choosing cultural treasures, the teacher can give suggestions, such as recommending representative cultural treasures like the Great Wall, the Forbidden City, or traditional Chinese festivals. For groups that have problems in English expression, the teacher guides them to use the learned words and sentences, and helps them correct grammatical errors and inappropriate expressions. For example, if a group writes “We should protect the cultural relics”, the teacher can guide them to enrich the sentence: “We should take effective measures to protect the cultural relics so that they can be passed down from generation to generation.” Each group conducts in-depth discussions to determine the theme of the brochure, select the cultural treasures to be introduced, and discuss the content and layout of each part. During the discussion, students need to communicate in English as much as possible. The teacher encourages students to put forward their own opinions and listen to the opinions of their group members, cultivating their cooperative awareness and communication ability. For example, when discussing the layout of the brochure, students can put forward their own design ideas and decide the final layout through mutual negotiation. In the process of brochure creation, students need to integrate the information they have collected, use the learned English expressions to write the introduction, and design the layout to make the brochure beautiful and easy to read. The teacher reminds students to pay attention to the accuracy of language, the rationality of the structure, and the attractiveness of the layout. At the same time, the teacher encourages students to innovate, such as adding some interesting cultural stories or small knowledge to the brochure to make it more vivid and interesting. Design Intention: Group cooperation is an important part of the Project module, which can not only cultivate students’ cooperative awareness and communication ability but also give full play to the advantages of each student, improving the efficiency and quality of task completion. By assigning clear tasks to each group member, students can clarify their own responsibilities and avoid the phenomenon of slacking off. The teacher’s on-site guidance can timely solve the problems encountered by students in the process of cooperation and creation, ensuring that the Project task can be carried out smoothly. In addition, requiring students to communicate in English during the cooperation process can further improve their oral expression ability and language application ability, and cultivate their thinking quality of analyzing and solving problems together. Step 4: Group Presentation and Mutual Evaluation After each group completes the brochure creation, the teacher invites each group to send a representative to present their brochure to the whole class. The presentation time of each group is controlled appropriately, and the representative needs to introduce the content of the brochure in English, including the selected cultural treasures, their historical background, cultural connotations, and protection suggestions. During the presentation, other students are required to listen carefully and take notes. After each group’s presentation, the teacher organizes students to conduct mutual evaluation. The evaluation criteria are preset by the teacher, including the accuracy of language expression, the richness of content, the rationality of the structure, the beauty of the layout, and the fluency of the presentation. Students evaluate each group’s brochure from these aspects and put forward positive suggestions for improvement. For example, students can say: “The content of your brochure is very rich, but there are some grammatical errors in the introduction. You can correct them. In addition, you can add some pictures to make the brochure more attractive.” Then, the teacher makes a summary evaluation. The teacher affirms the advantages of each group, such as the innovative design of the brochure, the accurate expression of language, and the rich content. At the same time, the teacher points out the common problems existing in each group, such as the lack of detailed introduction of cultural connotations, inappropriate use of some words and sentences, and puts forward targeted suggestions for improvement. For example, the teacher can say: “Most groups have done a good job in introducing the historical background of cultural treasures, but some groups have not explained the cultural connotations in detail. We should pay attention to this point, because cultural connotations are the core of cultural treasures, which can help foreign friends better understand Chinese culture.” In addition, the teacher selects the best brochure of the class and displays it on the screen, inviting the group members to share their experience and methods of completing the Project, so that other students can learn from each other. Design Intention: Group presentation is an important link to test the effect of the Project task and show students’ learning achievements. Through presentation, students’ oral expression ability and logical thinking ability can be effectively improved, and their confidence in using English to express Chinese culture can be enhanced. Mutual evaluation can not only let students learn from each other’s strengths and make up for their own weaknesses but also cultivate their ability to evaluate and analyze problems objectively. The teacher’s summary evaluation can help students clarify their own advantages and disadvantages, and put forward targeted improvement suggestions, which is conducive to the further improvement of students’ language ability and thinking quality. At the same time, commending excellent groups can stimulate students’ learning enthusiasm and motivation. Step 5: Summary and Extension First, the teacher summarizes the whole class in English: “Today, we have completed the Project of creating an English cultural brochure about Chinese cultural treasures through group cooperation. We have mastered a lot of words and expressions related to cultural treasures, and learned how to introduce cultural treasures in English and put forward suggestions for their protection. Through this activity, we have a deeper understanding of Chinese cultural treasures and enhanced our sense of responsibility to protect and inherit excellent Chinese culture.” Then, the teacher carries out the extension activity. The teacher assigns an after-class task: “Please use the knowledge and skills learned in this class to introduce a cultural treasure in your hometown to your foreign pen pal in English. You can write an email or a short passage, including the introduction of the cultural treasure, its historical background, cultural connotations, and your own views on its protection. Next class, we will share some excellent works.” In addition, the teacher recommends some English websites and books about Chinese cultural treasures to students, such as China Daily’s cultural column, and encourages students to use their spare time to read and learn, further expanding their knowledge and improving their English reading ability. The teacher also encourages students to actively participate in cultural exchange activities, use English to spread Chinese culture, and enhance their cultural confidence. Design Intention: The summary link helps students sort out the knowledge and skills learned in this class, deepen their understanding and memory, and form a systematic knowledge structure. The after-class extension task is an extension and application of the in-class Project, which can further consolidate the knowledge and skills learned by students, and improve their ability to use English in real life. Recommending relevant English resources helps students expand their learning channels and cultivate their independent learning ability. Encouraging students to participate in cultural exchange activities helps cultivate their cultural awareness and sense of cultural responsibility, and guides them to establish cultural confidence, which is in line with the requirements of the four-dimensional core literacy. 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 $