Unit 4 What is life-Extended reading 教案-2025-2026学年高中英语译林版选修第三册

Unit 4 What is life-Extended reading 教学目标和重难点 1. 教学目标 Language competence: Master core vocabulary and complex sentences to understand and express life-related themes. Cultural awareness: Explore the diversity of life views across cultures. Thinking quality: Develop critical thinking on life’s meaning. Learning ability: Cultivate autonomous and cooperative reading skills. 2. 教学重难点 Key points: Grasp the text’s structure, core ideas and key vocabulary (e.g., preserve, conservation, fragile). Difficult points: Analyze long and complex sentences, understand the deep meaning of life and apply reading strategies flexibly. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video clip, which includes scenes of diverse life forms: the great animal migration across the plains of the Serengeti, the towering pyramids of Egypt, the blue lakes of Jiuzhaigou Valley, and the grand Borobudur Temple. After playing the video, the teacher asks two guiding questions: “Have you ever been awed by these natural wonders and human civilizations? What do you think is the connection between these scenes and the theme of ‘What is life?’” Then, the teacher invites 2-3 students to share their thoughts freely. After that, the teacher briefly introduces that the extended reading text will lead them to explore the meaning of life through the perspective of protecting cultural and natural heritage, which are precious gifts of life to humanity. Finally, the teacher presents the new words and phrases related to the text, such as preserve, conserve, conservation, fragile, wear down, heritage site, and explains their meanings and usages with simple examples and context, helping students lay a foundation for reading. Design Intention: The video clip with vivid scenes can quickly attract students’ attention, arouse their interest in the theme of life and heritage, and activate their prior knowledge and life experience. The guiding questions can guide students to think deeply and connect the video content with the unit theme, laying a good emotional and cognitive foundation for the subsequent reading. Introducing new words in advance can help students avoid obstacles in understanding the text, improve reading efficiency, and cultivate their ability to accumulate vocabulary independently. Step 2: Pre-reading (Prediction and Preview) First, the teacher shows the title of the extended reading text and the corresponding pictures (e.g., a damaged heritage site, UNESCO logo). Then, the teacher asks students to work in pairs to predict the main content of the text based on the title and pictures. The teacher gives some tips: “What do you think the text will talk about? Will it introduce the importance of heritage sites? Or the dangers they are facing? Or the ways to protect them?” After 3 minutes of pair discussion, each pair sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard and affirms students’ reasonable guesses. Next, the teacher asks students to quickly browse the text, pay attention to the structure of the text (such as the number of paragraphs, topic sentences of each paragraph), and check whether their predictions are correct. At the same time, the teacher asks students to underline the new words and sentences they don’t understand and mark them for further discussion. Design Intention: Predicting the text content based on the title and pictures can cultivate students’ reading strategy of predicting, which is an important part of learning ability. Pair discussion can promote students’ cooperative learning, let them learn from each other and improve their ability to express their views in English. Browsing the text to check predictions and find difficult points can help students form a preliminary understanding of the text structure, clarify the learning focus, and lay a foundation for intensive reading. Step 3: While-reading (Intensive Reading and Analysis) This step is divided into three parts: paragraph-by-paragraph intensive reading, text structure analysis, and key language points explanation, aiming to help students deeply understand the text content, master key language points, and improve their language competence and thinking quality. Paragraph-by-Paragraph Intensive Reading The teacher guides students to read the text paragraph by paragraph, and designs targeted questions for each paragraph to guide students to think and explore, so as to grasp the core content of each paragraph. For the first paragraph, the teacher asks: “What is the main idea of this paragraph? What examples does the author use to illustrate the preciousness of heritage sites?” After students read the paragraph, the teacher invites students to answer, and summarizes: This paragraph mainly introduces that there are many precious cultural and natural heritage sites on the earth, which are worthy of our protection, and takes the Serengeti animal migration, Egyptian pyramids, Jiuzhaigou Valley and Borobudur Temple as examples to show the splendor of heritage sites. Then, the teacher asks students to find the sentence “Heritage sites not only often provide answers to questions, but also often pose questions to which there are no definitive answers at the moment.” and analyzes its structure and meaning, helping students understand the usage of “not only...but also...” and the attributive clause. For the second paragraph, the teacher asks: “What dangers are heritage sites facing? What are the specific manifestations?” Students read the paragraph carefully and find that heritage sites are threatened by natural forces and human activities. The teacher guides students to list the specific manifestations: natural forces include wind, water, temperature and natural disasters (e.g., the 2003 earthquake in Iran destroyed Bam); human activities include wars, missile attacks, intentional destruction, mass tourism and widespread development. Then, the teacher asks students to discuss: “Why do human activities become a major threat to heritage sites?” Through discussion, students realize that the pursuit of interests and the lack of protection awareness are the main reasons, which cultivates their critical thinking and sense of responsibility. For the third paragraph, the teacher asks: “What is the role of UNESCO in protecting heritage sites? What measures have been taken?” Students answer that UNESCO is responsible for overseeing the protection of heritage sites, and has formulated the World Heritage Convention and identified many heritage sites around the world. The teacher further asks: “What is the significance of UNESCO’s work?” Students think and conclude that it can promote international cooperation in heritage protection and ensure that heritage sites are passed on to future generations. Then, the teacher introduces the background knowledge of UNESCO briefly (founded in 1945, China is a founding member, 1,100 heritage sites in more than 160 countries), helping students expand their cultural vision and enhance their cultural awareness. For the fourth paragraph, the teacher asks: “What is the author’s attitude towards the protection of heritage sites? What is our duty?” Students read the paragraph and find that the author holds a positive and urgent attitude, and our duty is to protect heritage sites through international cooperation and individual responsibility. The teacher guides students to understand the sentence “To be ignorant of what occurred before you were born is to remain always a child.” quoted by Cicero, and asks them to express their understanding of this sentence, so as to deepen their understanding of the significance of heritage protection and the meaning of life. Text Structure Analysis After paragraph-by-paragraph reading, the teacher asks students to work in groups of 4 to sort out the text structure and summarize the main idea of each part. The teacher gives appropriate guidance: “The text can be divided into several parts? What is the logical relationship between each part?” After 5 minutes of group discussion, each group sends a representative to present their results. The teacher summarizes and sorts out the text structure: Part 1 (Paragraph 1): Introduce the preciousness of cultural and natural heritage sites and their significance to human beings. Part 2 (Paragraph 2): Analyze the various dangers faced by heritage sites, including natural forces and human activities. Part 3 (Paragraph 3): Introduce the role and measures of UNESCO in protecting heritage sites. Part 4 (Paragraph 4): Emphasize the importance of heritage protection, point out the duty of human beings, and sublimate the theme of life. Then, the teacher draws a mind map on the blackboard to show the text structure, helping students form a systematic understanding of the text and improve their ability to sort out and summarize information. Key Language Points Explanation Combined with the text, the teacher focuses on explaining the key vocabulary, phrases and sentence structures, helping students master the language points and improve their language competence. Vocabulary: 1. Preserve: vt. to protect something so that it stays in its original state. Example in the text: “UNESCO is fighting to preserve sites of cultural and natural importance to mankind.” The teacher asks students to make sentences with “preserve” to consolidate its usage. 2. Conservation: n. the protection of something, especially natural things. Example: “The conservation of heritage sites requires international cooperation.” 3. Fragile: adj. easily damaged or broken. Example: “The fragile natural ecology of the coral reef is seriously affected.” 4. Wear down: to gradually damage or destroy something. Example: “Long-term natural forces can gradually wear down heritage sites.” Sentence structures: 1. “Not only...but also...” structure: The teacher explains that this structure is used to emphasize, and the subject-verb agreement should be paid attention to when the first part is the subject. Example: “Heritage sites not only often provide answers to questions, but also often pose questions to which there are no definitive answers at the moment.” 2. Attributive clause: The teacher analyzes the clause “which must be protected” in “Every country can be proud of its cultural or natural heritage sites, which must be protected” and the clause “which harms its fragile natural ecology” in the long sentence about coral reefs, helping students master the usage of relative pronoun “which”. 3. Emphatic sentence: The teacher explains the sentence “It is in places like these that we cannot help but be humbled...” and guides students to understand the structure “It is...that...” and make their own emphatic sentences. Design Intention: Paragraph-by-paragraph intensive reading with targeted questions can guide students to read carefully, grasp the core content of each paragraph, and cultivate their ability to extract and process information. Text structure analysis can help students understand the logical relationship of the text, form a systematic understanding, and improve their thinking quality of sorting out and summarizing. The explanation of key language points is closely combined with the text, which can help students master the language knowledge in context, avoid mechanical memory, and improve their ability to use language flexibly. Step 4: Post-reading (Practice and Application) This step includes three activities: group discussion, language practice and theme sublimation, aiming to help students apply the knowledge they have learned, deepen their understanding of the theme, and improve their comprehensive language application ability and cultural awareness. Group Discussion The teacher puts forward the discussion topic: “Do you think the development of tourism is necessarily in conflict with heritage protection? How can we achieve a balance between them?” Students are divided into groups of 4 to discuss. The teacher walks around the classroom, listens to students’ discussions, and gives appropriate guidance when necessary. For example, if students have no ideas, the teacher can prompt: “What measures have local authorities taken in Venice to balance tourism and heritage protection? Can we learn from them?” After 8 minutes of discussion, each group sends a representative to share their views. The teacher affirms students’ reasonable views and summarizes: The development of tourism and heritage protection are not necessarily in conflict. We can take measures such as limiting the number of tourists, setting up booking systems, carrying out environmental education for tourists, and strengthening scientific management to achieve a win-win situation. This activity not only exercises students’ oral expression ability and cooperative learning ability, but also cultivates their critical thinking and problem-solving ability. Language Practice The teacher designs two language practice tasks to help students consolidate the key language points and improve their writing ability. Task 1: Fill in the blanks with the correct forms of the given words (preserve, conserve, fragile, wear down, responsibility). 1. We must take measures to ______ these irreplaceable cultural heritage sites. 2. The ______ of natural resources is very important for sustainable development. 3. The ancient building is very ______ and needs careful protection. 4. Daily use will ______ the old furniture gradually. 5. Everyone has the ______ to protect our cultural and natural heritage. Task 2: Write a short paragraph (80-100 words) about “My Views on Heritage Protection”, using the key vocabulary and sentence structures learned in this class. The teacher asks students to complete the tasks independently, and then invites 2-3 students to present their works. The teacher comments on their works, affirms their strengths, and points out the areas that need improvement, such as vocabulary usage and sentence structure. Theme Sublimation The teacher leads students to review the text content and asks: “What does the text tell us about the meaning of life?” Students think and express their views. The teacher summarizes: The text tells us that life is not only the existence of all living things, but also the inheritance of human civilization and natural wonders. Protecting heritage sites is protecting the traces of life, inheriting the wisdom of mankind, and realizing the value of life. Everyone should take responsibility to protect our common heritage, so that life can continue and develop. Then, the teacher plays a short video about the protection of Chinese heritage sites (e.g., the Great Wall, Jiuzhaigou Valley), and encourages students to take action to protect heritage sites in their daily lives, enhancing their sense of social responsibility and cultural confidence. Design Intention: Group discussion can stimulate students’ thinking, let them express their views freely, and improve their oral expression ability and cooperative learning ability. Language practice tasks can help students consolidate the key language points and apply them to writing, improving their language application ability. Theme sublimation can help students deepen their understanding of the theme of “What is life?”, connect the text content with real life, enhance their sense of responsibility and cultural awareness, and realize the goal of cultivating core competencies. Step 5: Summary and Homework Summary The teacher invites a student to summarize the main content of this class, including the text structure, key language points and the theme of the text. Then, the teacher supplements and summarizes: In this class, we have learned the extended reading text about heritage protection, understood the preciousness of cultural and natural heritage sites, the dangers they are facing, and the measures to protect them. We have also mastered some key vocabulary and sentence structures, and deepened our understanding of the meaning of life. It is hoped that students can apply the knowledge they have learned to their daily lives and take action to protect heritage sites. Homework Homework 1: Review the key vocabulary and sentence structures learned in this class, and make a vocabulary card for each key word. Homework 2: Complete the writing task in the post-reading part, and revise it according to the teacher’s comments. Homework 3: Surf the Internet to collect information about a world heritage site (Chinese or foreign), and write a short introduction (100-120 words) about it, including its characteristics and the dangers it is facing. Homework 4: Discuss with your family about the importance of heritage protection, and record your family’s views. 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 $