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

Unit 3 Our culture, our treasure-Assessment 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to express cultural treasures in English, cultivating cultural awareness to cherish and inherit excellent cultures, developing thinking quality through cultural analysis, and fostering learning ability via independent and cooperative exploration. 2. 教学重难点 Key points: Mastering words and phrases about cultural treasures, understanding the connotation of cultural heritage. Difficult points: Using English to introduce Chinese cultural treasures fluently and conducting in-depth cross-cultural comparison and thinking. 教学过程 Lead-in: Awakening Prior Knowledge and Triggering Learning Interest The teacher starts the class by showing a PPT with pictures of world-famous cultural treasures, including the Great Wall of China, the Forbidden City, the Mona Lisa, and the Pyramids. Then the teacher asks questions in English: “What do these pictures show? Do you know their cultural meanings? Which one is your favorite and why?” After asking these 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 introduction is very clear. You can add more details about its history” or “That’s a good point. It reflects the unique cultural connotation of this treasure.” After the student sharing, the teacher summarizes: “These are all precious cultural treasures in the world. They carry the history, customs and spiritual connotation of different nations. Today, we will focus on our own cultural treasures and learn how to express and spread them in English, so that more people can understand the beauty of Chinese culture.” Then the teacher writes the unit title “Our Culture, Our Treasure” on the blackboard and leads the students to read it twice to strengthen their memory. Design Intention: The lead-in links students’ prior knowledge and life experience through familiar cultural treasure pictures, which can quickly attract students’ attention and arouse their interest in learning. The English questions and student sharing not only create a good English learning atmosphere but also lay a foundation for the subsequent learning of cultural treasure-related vocabulary and expressions. At the same time, it subtly infiltrates the awareness of cherishing cultural heritage and stimulates students’ sense of cultural identity and pride. Presentation: Mastering Key Vocabulary and Sentence Patterns 1. Vocabulary Teaching: The teacher presents the key vocabulary of the unit through the PPT, including “cultural heritage, relic, preserve, inherit, appreciate, masterpiece, craftsmanship, unique, precious, symbolic” and so on. For each word, the teacher first pronounces it clearly and asks the students to follow along twice, then explains its meaning in simple English, combines it with the pictures in the lead-in part to give example sentences, and guides students to understand and memorize it in context. For example, when teaching “cultural heritage”, the teacher says: “Cultural heritage refers to the precious things left by our ancestors, such as the Great Wall and the Forbidden City. They are very important to our culture.” Then the teacher asks students to make simple sentences with the word, such as “The Forbidden City is a famous cultural heritage in China.” For some difficult words, such as “inherit” and “preserve”, the teacher uses word formation method to help students memorize. For example, “inherit” comes from the Latin word “inherere”, which means “to take over”; “preserve” can be divided into “pre-” (before) and “serve” (to keep), so its meaning is “to keep something in its original state”. In addition, the teacher sorts out the collocations of key words, such as “preserve cultural heritage, inherit traditional culture, appreciate works of art, unique craftsmanship” and writes them on the blackboard for students to copy and remember. 2. Sentence Pattern Teaching: On the basis of vocabulary teaching, the teacher presents the key sentence patterns of the unit, focusing on the sentences used to introduce cultural treasures, such as “... is a famous cultural heritage in..., which dates back to...”, “It is famous for its..., symbolizing...”, “We should make efforts to preserve and inherit...”, “Compared with..., it has its own unique characteristics.” The teacher first explains the structure and usage of each sentence pattern with simple English, then gives example sentences combined with cultural treasures. For example, “The Great Wall is a famous cultural heritage in China, which dates back to the Spring and Autumn Period. It is famous for its grand scale, symbolizing the perseverance and wisdom of the Chinese nation. We should make efforts to preserve and inherit this precious cultural treasure.” Then the teacher invites students to practice the sentence patterns in pairs, using the cultural treasures they are familiar with as the theme. After the pair practice, the teacher invites several groups to present their dialogues in front of the class and corrects their mistakes in pronunciation and grammar, ensuring that students can master the usage of sentence patterns. Design Intention: Vocabulary and sentence patterns are the foundation of English expression. This link adopts the teaching method of “pronunciation - explanation - example - practice”, which conforms to the law of students’ language learning and helps students master key vocabulary and sentence patterns in a solid way. The combination of word formation method and contextual teaching not only improves students’ efficiency in memorizing words but also enables them to understand the usage of words and sentences in practical situations, laying a solid foundation for the subsequent reading and speaking activities. Reading: Comprehending the Text and Cultivating Reading Ability 1. Pre-reading: The teacher shows a picture of the Summer Palace on the PPT and asks students two questions: “Have you ever been to the Summer Palace? What do you know about it?” After students share their answers, the teacher introduces the background of the text briefly: “Today we will read a passage about the Summer Palace, which is one of the most famous cultural heritage sites in China. It will tell us the history, characteristics and cultural connotation of the Summer Palace. Let’s read the passage and find out more information.” 2. While-reading: The teacher asks students to read the passage silently first, and then complete two tasks: Task 1: Skim the passage and find out the main idea of each paragraph. Task 2: Scan the passage and find the key information, such as the location of the Summer Palace, its history, main scenic spots and cultural significance. During the reading process, the teacher walks around the classroom to observe students’ reading status, and provides help for students who have difficulties in reading, such as explaining difficult words and sentences. After the students finish reading, the teacher organizes the whole class to check the answers. For Task 1, the teacher invites students to summarize the main idea of each paragraph one by one, and then makes a summary: “The first paragraph introduces the general situation of the Summer Palace; the second paragraph talks about its history; the third paragraph describes its main scenic spots; the fourth paragraph explains its cultural significance and the importance of protecting it.” For Task 2, the teacher asks students to take turns to share the key information they found, and supplements and sorts out the information to ensure that all students can grasp the key content of the text. Then the teacher leads students to read the passage aloud paragraph by paragraph, correcting their pronunciation and intonation, and guiding students to understand the emotional color of the text. For some long and difficult sentences in the text, such as “Located in the western suburbs of Beijing, the Summer Palace is the largest and best-preserved imperial garden in China, which was listed as a World Cultural Heritage by UNESCO in 1998.”, the teacher analyzes the sentence structure in detail, points out the participial phrase as adverbial, the attributive clause, and helps students understand the meaning of the sentence. 3. Post-reading: The teacher designs three levels of questions to guide students to think in depth: Level 1 (Basic Questions): What is the status of the Summer Palace in China? When was it listed as a World Cultural Heritage? Level 2 (Inferential Questions): Why is the Summer Palace regarded as a precious cultural treasure? What does it reflect? Level 3 (Open Questions): What can we do to protect the Summer Palace and other cultural heritage sites? Do you have any good suggestions? The teacher first asks students to think independently, then discusses in groups of 4-5, and finally invites each group to send a representative to share their answers. During the discussion, the teacher guides students to express their views in English, encourages them to put forward different opinions, and helps them organize their language. For example, when students talk about protecting cultural heritage, the teacher can guide them to use the key vocabulary and sentence patterns learned earlier, such as “We should strengthen the protection of cultural heritage, avoid damaging it, and spread its cultural connotation to more people.” Design Intention: The reading link is designed according to the “pre-reading - while-reading - post-reading” process, which conforms to the teaching law of English reading and helps students gradually improve their reading ability. Pre-reading questions arouse students’ interest in reading and lay a foundation for understanding the text. While-reading tasks help students master the reading skills of skimming and scanning, and grasp the key content of the text. Post-reading questions of different levels not only check students’ understanding of the text but also guide students to think in depth, cultivate their logical thinking ability and sense of social responsibility, and integrate the cultivation of thinking quality and cultural awareness into the reading teaching. Speaking: Practicing Oral Expression and Improving Communicative Ability 1. Group Discussion: The teacher divides students into groups of 4-5, and assigns the discussion topic: “Introduce a Chinese cultural treasure you are familiar with to your group members, including its name, location, history, characteristics and cultural significance. Then discuss how to spread it to the world.” Before the discussion, the teacher reminds students to use the key vocabulary and sentence patterns learned in this class, and gives a sample introduction: “I want to introduce the Forbidden City. It is located in the center of Beijing, which was the imperial palace of the Ming and Qing dynasties. It is famous for its grand architecture and rich cultural relics, symbolizing the imperial power and traditional Chinese culture. We can spread it by making English promotional videos and holding cultural exhibitions abroad.” During the discussion, the teacher walks around each group, listens to students’ discussions, and provides guidance and help. For example, if a student has difficulty expressing a certain meaning, the teacher can prompt them with key words or sentence patterns; if there are mistakes in students’ expression, the teacher can correct them in time. At the same time, the teacher encourages students to speak actively, express their views boldly, and ensure that every student has the opportunity to participate in the discussion. 2. Group Presentation: After the group discussion, each group selects a representative to make a presentation in front of the class, with a time limit of 2-3 minutes. The presentation content should include the introduction of the cultural treasure and the suggestions on spreading it. Other students listen carefully and take notes. After each presentation, the teacher makes comments, affirming the advantages of the presentation, such as “Your introduction is clear and fluent, and you use a lot of key words and sentence patterns we learned today” or “Your suggestions are very practical and creative”, and puts forward suggestions for improvement, such as “You can add more details about its history to make the introduction more vivid”. In addition, the teacher organizes students to vote for the “Best Presentation Group” according to the content, fluency and expression of the presentation, and gives small rewards to stimulate students’ enthusiasm for participation. Design Intention: Speaking activity is an important way to improve students’ oral communicative ability. Group discussion provides a relaxed and harmonious environment for students to practice oral English, enabling them to use the learned vocabulary and sentence patterns in practical communication, and improving their ability to express themselves in English. Group presentation not only exercises students’ oral expression ability but also cultivates their teamwork ability and self-confidence. The evaluation and reward mechanism can stimulate students’ learning enthusiasm and make them more active in participating in oral practice. Writing: Applying Knowledge and Improving Writing Ability 1. Writing Guidance: The teacher tells students that the writing task of this class is to write a short passage (120-150 words) introducing a Chinese cultural treasure, requiring to include its name, location, history, characteristics and cultural significance, and use the key vocabulary and sentence patterns learned in this class. Then the teacher guides students to sort out the writing ideas: first, introduce the name and location of the cultural treasure; second, talk about its history and characteristics; third, explain its cultural significance; finally, put forward suggestions on protecting and spreading it. The teacher also gives a writing sample on the PPT, showing students how to organize the content and use the key vocabulary and sentence patterns. For example: “The Great Wall is a famous cultural heritage in China, located in northern China. It dates back to the Spring and Autumn Period and has a history of more than 2,000 years. It is famous for its grand scale and unique craftsmanship, which reflects the perseverance and wisdom of the Chinese nation. As a precious cultural treasure, we should protect it and spread its cultural connotation to the world, so that more people can understand the beauty of Chinese culture.” In addition, the teacher reminds students of the writing requirements: correct grammar, fluent expression, clear logic, and proper use of key vocabulary and sentence patterns. At the same time, the teacher introduces some writing skills, such as using attributive clauses and participial phrases to make the sentence more vivid and rich. 2. Independent Writing: Students start to write independently according to the writing guidance and sample. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to organize their ideas, correcting grammar mistakes, and prompting them to use key vocabulary and sentence patterns. For students with good writing ability, the teacher encourages them to use more complex sentence patterns and rich expressions to improve the quality of their writing. 3. Writing Evaluation: After students finish writing, the teacher collects their compositions and selects several typical compositions (including excellent ones and those with common mistakes) to evaluate in class. For excellent compositions, the teacher reads them aloud, analyzes their advantages, such as clear logic, fluent expression, and proper use of vocabulary and sentence patterns, and encourages other students to learn from them. For compositions with common mistakes, the teacher points out the mistakes, such as grammar errors, wrong collocations, and unclear logic, and guides students to correct them together. Then students exchange their compositions in pairs, read and correct each other’s mistakes, and put forward suggestions for improvement. Finally, students revise their own compositions according to the teacher’s evaluation and their classmates’ suggestions. Design Intention: Writing is an important way to test students’ comprehensive language ability. Writing guidance helps students clarify their writing ideas and master writing methods, so that they can apply the learned vocabulary and sentence patterns to writing. Independent writing exercises students’ ability to use language independently, while writing evaluation and revision help students find their own mistakes and improve their writing ability. Pair exchange and revision also cultivate students’ ability to evaluate and modify their writing, and promote mutual learning and progress among students. Summary and Homework: Consolidating Knowledge and Extending Learning 1. Summary: The teacher leads students to summarize the key content of this class: key vocabulary and sentence patterns about cultural treasures, the main content and cultural connotation of the reading text, and the methods of introducing cultural treasures in oral and written English. Then the teacher emphasizes: “Cultural treasures are the precious wealth left by our ancestors. It is our responsibility to cherish, protect and inherit them. We should use English as a bridge to spread Chinese cultural treasures to the world, let the world know more about Chinese culture, and enhance our cultural confidence.” 2. Homework: The teacher assigns two types of homework: Homework 1 (Basic Homework): Revise the composition written in class and copy the key vocabulary and sentence patterns of the unit. Homework 2 (Expanding Homework): Surf the Internet to find more information about a foreign cultural treasure, write a short passage (80-100 words) to introduce it, and compare it with a Chinese cultural treasure, explaining the similarities and differences between them. The homework should be handed in in the next class. Design Intention: Summary helps students sort out the knowledge learned in this class, consolidate the key content, and form a systematic knowledge framework. The assignment of basic homework and expanding homework meets the needs of different students. Basic homework helps students consolidate the knowledge they have learned, while expanding homework guides students to expand their horizons, understand foreign cultural treasures, conduct cross-cultural comparison, and further cultivate their cultural awareness and learning 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 $