Unit 4 History and Traditions Workbook教案（表格式）-2025-2026学年高中英语人教版（2019）必修第二册
文档属性
| 名称 | Unit 4 History and Traditions Workbook教案（表格式）-2025-2026学年高中英语人教版（2019）必修第二册 |
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| 格式 | docx | ||
| 文件大小 | 245.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-23 00:00:00 | ||
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文档简介
WORKBOOK-UNIT 4 HISTORY AND TRADITIONS
内容导航
This workbook unit, themed on history and traditions, supplements the textbook with reading, writing, listening and speaking tasks. It covers global cultural heritage, traditional customs and digital preservation, helping students apply language skills and deepen understanding of cultural diversity.
1. 教学目标
Language Ability: Master key vocabulary (heritage, preserve, ritual) and grammatical structures (present perfect tense and passive voice), and improve skills in listening, speaking, reading and writing related to historical and traditional topics. Cultural Awareness: Understand diverse global traditions, respect cultural differences, enhance cultural confidence and cultivate cross-cultural communication ability. Thinking Quality: Develop logical, critical and innovative thinking through analyzing cultural phenomena and exploring the relationship between history and modern life. Learning Ability: Master effective learning strategies such as context-based vocabulary memory and cooperative learning to improve independent learning and knowledge transfer ability.
2. 教学重难点
Key Points: Master the usage of history-related vocabulary and the comprehensive application of present perfect tense and passive voice; understand the cultural connotation of different historical heritage and traditional customs; complete listening and speaking tasks about introducing traditions and reading and writing tasks about cultural inheritance. Difficult Points: Using passive voice and present perfect tense correctly in specific contexts; conducting in-depth analysis of cultural phenomena and avoiding superficial understanding of traditions; expressing views on cultural inheritance and innovation fluently and logically in English.
教学过程
Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the theme of history and traditions and activate their existing knowledge reserve. First, the teacher will show students pictures of representative historical heritage and traditional customs from different countries, including the Great Wall of China, the Stonehenge in the UK, the Spring Festival of China and the La Tomatina Festival in Spain. Then, the teacher will ask students to look at the pictures and answer two simple questions in pairs: “What do you know about these historical sites or traditions ” and “Which one interests you most and why ” After 3 minutes of pair discussion, the teacher will invite 3-4 groups to share their answers with the whole class. This link not only enables students to quickly enter the theme but also provides them with an opportunity to use simple English to express their views on history and traditions, laying a foundation for the subsequent learning. After the pair discussion, the teacher will introduce the learning objectives of this workbook unit briefly: “In this unit, we will use the workbook tasks to further learn about history and traditions around the world, practice our listening, speaking, reading and writing skills, and learn how to express our views on cultural inheritance in English.” Then, the teacher will lead students to review the key vocabulary and grammar points learned in the textbook unit, such as “heritage”, “belong to”, “break away from” and the basic usage of present perfect tense, so as to connect the textbook knowledge with the workbook content and ensure the continuity of learning. Listening Practice The listening part of the workbook is divided into two sections: listening for specific information and listening for detailed understanding, which aims to improve students’ ability to obtain and sort out information in listening materials related to history and traditions. Before listening, the teacher will guide students to preview the listening tasks and tips carefully. For the first listening task, which requires students to fill in the blanks with key information, the teacher will remind students to pay attention to the proper nouns (such as place names, festival names), numbers and verbs in the listening materials, and predict the possible content according to the context of the blanks. For example, if the blank is followed by “a historical site in England”, students can predict that the content to be filled may be a specific place name like Stonehenge. Then, the teacher will play the listening material twice. For the first time, students will listen carefully and fill in the blanks roughly; for the second time, they will check and supplement the answers to ensure that the information is accurate. After listening, the teacher will check the answers with the whole class, explain the key points and difficult points in the listening materials, such as the pronunciation of difficult words, the understanding of long sentences and the discrimination of similar information. For example, if there is a sentence “The festival has been held for more than 500 years and attracts thousands of tourists every year”, the teacher will emphasize the usage of present perfect tense to express the action that starts in the past and continues to the present, and guide students to distinguish it from the simple past tense. For the second listening task, which is a dialogue about introducing a local traditional festival, the teacher will ask students to listen and answer the following questions: “What is the name of the festival ”, “When is it held ”, “What activities do people usually do during the festival ” and “What is the cultural meaning of the festival ” Before listening, the teacher will let students discuss in groups what activities are usually included in traditional festivals, so as to help them better understand the listening content. After playing the listening material twice, students will answer the questions independently first, then discuss with their group members to check the answers. The teacher will invite some students to answer the questions in class and make comments on their answers, pointing out the advantages and areas needing improvement. At the same time, the teacher will extract the key sentences in the dialogue, such as “During the festival, people will dress in traditional clothes and hold a grand parade” and “This festival is to remember our ancestors and pray for a good harvest”, and let students read them aloud to consolidate their understanding and improve their oral expression ability. After completing the listening tasks, the teacher will lead students to summarize the listening skills: when listening for specific information, we should focus on key words and sentences; when listening for detailed understanding, we should pay attention to the logical connection of the content and grasp the main idea of the listening material. In addition, the teacher will remind students to accumulate the expressions related to traditional festivals in the listening materials, such as “hold a parade”, “offer sacrifices to ancestors”, “exchange gifts” and so on, which can be used in the subsequent speaking and writing tasks. Reading Practice The reading part of the workbook includes two passages: one is an expository text about the digital preservation of cultural heritage, and the other is a narrative text about the inheritance of a family tradition. The purpose of this part is to improve students’ ability to read and understand different types of texts related to history and traditions, and to cultivate their ability to analyze and summarize information. First, the teacher will guide students to read the first passage “Digital Preservation of Cultural Heritage”. Before reading, the teacher will ask students a question: “With the development of science and technology, how can we protect cultural heritage ” Let students discuss freely, which can arouse their interest in the theme of the passage. Then, the teacher will let students read the passage quickly (skimming) and answer the question: “What is the main idea of this passage ” After students finish reading, the teacher will invite some students to share their answers, and then summarize the main idea of the passage: This passage mainly introduces the importance of digital preservation of cultural heritage and the specific methods and advantages of digital preservation, such as using 3D modeling, virtual reality and other technologies to protect cultural heritage, which can make cultural heritage more accessible to people around the world. Next, the teacher will let students read the passage carefully (scanning) and complete the following tasks: 1. Find out the key words and phrases related to digital preservation (such as 3D modeling, virtual reality, digital archive, accessible); 2. Answer the detailed questions: “Why is digital preservation important for cultural heritage ”, “What technologies are used in digital preservation ”, “What are the advantages of digital preservation ” After students complete the tasks independently, they will discuss with their group members to check the answers. The teacher will walk around the classroom to guide students who have difficulties, and then check the answers with the whole class. For the key words and phrases, the teacher will explain their meanings and usages, and let students make sentences with them to consolidate their memory. For example, “accessible” means “easy to reach or obtain”, and students can make a sentence like “The digital museum makes cultural heritage accessible to everyone.” After analyzing the first passage, the teacher will guide students to think about a critical question: “Is digital preservation perfect Are there any disadvantages ” Let students discuss in groups. Some students may point out that digital preservation may lose the original cultural atmosphere of cultural heritage, or that some old people may not be able to use digital devices to access cultural heritage. The teacher will affirm students’ views and summarize: Digital preservation is an effective way to protect cultural heritage, but it also has some limitations. We should combine digital preservation with traditional preservation methods to better protect cultural heritage. This link can cultivate students’ critical thinking ability. Then, the teacher will guide students to read the second passage “The Inheritance of a Family Tradition”. This passage tells a story about a girl who inherits her grandmother’s traditional embroidery skills and passes them on to her classmates. Before reading, the teacher will ask students: “Do you have any traditional skills or traditions in your family How are they inherited ” Let students share their own experiences, which can enhance the connection between the text and students’ real life. Then, the teacher will let students read the passage quickly and summarize the main plot of the story. After that, students will read the passage carefully and answer the following questions: “What is the girl’s family tradition ”, “How did her grandmother teach her the embroidery skills ”, “Why did she decide to pass on the skills to her classmates ” After students answer the questions, the teacher will guide them to analyze the characters’ feelings in the passage, such as the girl’s love for her grandmother and her determination to inherit the traditional skills. At the same time, the teacher will extract the beautiful sentences in the passage, such as “Every stitch in the embroidery carries my grandmother’s love and the memory of our family” and “I hope more people can learn this traditional skill and let it continue to exist”, and let students read them aloud, appreciate the language beauty of the passage, and accumulate writing materials. After completing the two reading tasks, the teacher will lead students to summarize the reading skills for different types of texts: for expository texts, we should focus on the main idea, key points and logical structure; for narrative texts, we should pay attention to the plot, characters and emotional expression. In addition, the teacher will remind students to pay attention to the connection between the two passages: both passages are related to the inheritance of cultural heritage, one is about the macro digital preservation of cultural heritage, and the other is about the micro inheritance of family traditions, which reflects the diversity of cultural inheritance methods. Speaking Practice The speaking part of the workbook aims to improve students’ ability to express their views on history and traditions in English, and to cultivate their cooperative communication ability. The speaking task is: Work in groups of 4, discuss the topic “How can we inherit and innovate traditional culture in the digital age ”, and then each group will give a 3-5 minute presentation to the whole class. Before the group discussion, the teacher will guide students to sort out the ideas and prepare the materials. First, the teacher will list some key points for students to refer to: 1. The importance of inheriting traditional culture; 2. The challenges of inheriting traditional culture in the digital age; 3. The methods of inheriting and innovating traditional culture (such as combining traditional culture with digital technology, carrying out traditional culture activities in schools, etc.); 4. Your own suggestions on inheriting and innovating traditional culture. Then, the teacher will remind students to use the vocabulary and expressions learned in the previous listening and reading tasks, such as “preserve”, “inherit”, “innovate”, “digital technology”, “cultural heritage”, “traditional skills” and so on. Then, students will start the group discussion. Each group will elect a leader to organize the discussion, assign tasks to each member (such as one member is responsible for talking about the importance of inheriting traditional culture, one member is responsible for talking about the challenges, one member is responsible for putting forward methods, and one member is responsible for summarizing and preparing the presentation). The teacher will walk around the classroom, listen to the discussion of each group, and provide guidance when necessary. For example, if some students have difficulty expressing their views, the teacher will give them some hints; if the discussion of some groups is not focused, the teacher will remind them to focus on the topic. After 15 minutes of group discussion, each group will take turns to give a presentation. When a group is presenting, other students will listen carefully and take notes. After the presentation, the teacher and other students will make comments on it, pointing out the advantages (such as fluent expression, clear logic, rich content) and areas needing improvement (such as incorrect grammar, insufficient vocabulary, unclear pronunciation). For example, if a student says “We should to inherit traditional culture”, the teacher will correct it to “We should inherit traditional culture” and remind students of the usage of modal verbs. After all groups have finished their presentations, the teacher will summarize the speaking task, affirm the efforts of each group, and emphasize that when expressing views on cultural inheritance, we should combine our own reality, put forward specific and feasible suggestions, and use English accurately and fluently. In addition, the teacher will arrange an additional speaking activity: Pair work. Students will work in pairs to introduce a traditional festival or historical site in their hometown to each other. The teacher will require students to include the following information: the name of the festival or historical site, its history, its cultural connotation and the way people celebrate it or visit it. This activity can further consolidate students’ oral expression ability and enable them to better understand and spread their own traditional culture. Writing Practice The writing part of the workbook is a practical writing task: Write a proposal about protecting a local cultural heritage. The purpose of this task is to improve students’ ability to write practical articles in English, and to cultivate their sense of responsibility for protecting cultural heritage. Before writing, the teacher will guide students to make full preparations, including understanding the format of a proposal, sorting out the content to be written and accumulating relevant vocabulary and expressions. First, the teacher will introduce the format of a proposal to students: A proposal usually includes three parts: the opening paragraph, the body and the closing paragraph. The opening paragraph should briefly introduce the background and purpose of the proposal; the body should put forward specific suggestions and reasons; the closing paragraph should summarize the main points and call on people to take action. Then, the teacher will show students a sample proposal, let them read it carefully, and analyze its structure and language features. For example, the opening paragraph of the sample proposal: “With the rapid development of urbanization, many local cultural heritages are facing the risk of being destroyed. In order to protect our precious cultural heritage, we put forward the following proposals.” The body part lists specific suggestions, such as strengthening the protection of cultural heritage sites, carrying out cultural heritage publicity activities, and encouraging young people to inherit traditional skills. The closing paragraph: “It is everyone’s responsibility to protect cultural heritage. Let us work together to protect our cultural roots and pass them on to future generations.” Next, the teacher will guide students to determine the topic of their proposal. Students can choose a local cultural heritage that they are familiar with, such as a historical building, a traditional craft, a folk festival and so on. Then, the teacher will let students list the outline of the proposal according to the format of the proposal. The outline should include: 1. Background and purpose of the proposal (why we need to protect this cultural heritage); 2. Specific suggestions (at least 3 suggestions, such as strengthening protection measures, carrying out publicity activities, setting up training courses for traditional skills, etc.); 3. Closing remarks (call on people to participate in the protection of cultural heritage). After students finish the outline, the teacher will check the outline of each student, and put forward suggestions for revision. For example, if a student’s suggestions are too general (such as “We should protect the cultural heritage”), the teacher will remind them to put forward specific and feasible suggestions (such as “We should set up signs around the cultural heritage site to remind people not to damage it, and arrange staff to patrol regularly”). Then, students will start to write the proposal independently. The teacher will remind students to use the vocabulary and expressions learned in the previous tasks, such as “protect”, “preserve”, “inherit”, “propose”, “suggest”, “strengthen”, “publicize”, “cultural heritage”, “traditional craft” and so on. At the same time, students should pay attention to the correct use of grammar, especially the present perfect tense and passive voice, and ensure that the logic of the article is clear and the expression is fluent. After students finish writing, they will exchange their proposals with their deskmates and check each other’s work. They need to check the following points: 1. Is the format of the proposal correct 2. Is the content complete (including opening, body and closing) 3. Are the suggestions specific and feasible 4. Are there any grammar or spelling mistakes 5. Is the expression fluent and logical After checking, students will revise their own proposals according to their deskmates’ suggestions. The teacher will walk around the classroom to guide students who have difficulties in writing, and help them solve problems such as insufficient vocabulary, incorrect grammar and unclear logic. Then, the teacher will select 2-3 excellent proposals and 2-3 proposals that need improvement to comment on in class. For the excellent proposals, the teacher will affirm their advantages, such as correct format, rich content, fluent expression and specific suggestions, and let students learn from them. For the proposals that need improvement, the teacher will point out the problems and give specific revision suggestions, such as adding more specific suggestions, correcting grammar mistakes and improving the logical connection of the article. After the comment, students will revise their proposals again to improve the quality of their writing. Vocabulary and Grammar Consolidation In order to consolidate the vocabulary and grammar points learned in this workbook unit, the teacher will arrange some consolidation exercises for students. The vocabulary exercises include: 1. Match the words with their meanings (such as heritage, preserve, ritual, dynasty, innovate); 2. Fill in the blanks with the correct form of the given words; 3. Make sentences with the given words and phrases. The grammar exercises focus on the comprehensive application of present perfect tense and passive voice, including: 1. Fill in the blanks with the correct tense and voice of the given verbs; 2. Rewrite the sentences into passive voice; 3. Choose the correct answer from the options. Before doing the exercises, the teacher will briefly review the key vocabulary and grammar points. For vocabulary, the teacher will emphasize the meaning and usage of key words, and remind students to pay attention to the collocation of words (such as “preserve cultural heritage”, “innovate traditional culture”). For grammar, the teacher will review the basic structure and usage of present perfect tense (have/has + done) and passive voice (be + done), and explain the key points and difficulties, such as the use of present perfect tense to express the action that starts in the past and continues to the present, and the use of passive voice to emphasize the object or when the subject is unknown. Then, students will complete the consolidation exercises independently. After finishing, the teacher will check the answers with the whole class, explain the difficult exercises in detail, and correct the common mistakes of students. For example, if many students make mistakes in the passive voice of present perfect tense, the teacher will give more examples to help them understand, such as “The cultural heritage has been preserved for many years” and “Many traditional skills have been passed on from generation to generation.” In addition, the teacher will arrange a vocabulary accumulation task: Let students collect more words and phrases related to history and traditions, and make a vocabulary card. The vocabulary card should include the word, its pronunciation, meaning and example sentence. Students will exchange their vocabulary cards with each other in the next class to enrich their vocabulary reserve. Summary and Extension At the end of the class, the teacher will lead students to summarize the content of this workbook unit. First, the teacher will ask students to recall what they have learned in this unit, including listening, speaking, reading and writing tasks, key vocabulary and grammar points. Then, the teacher will summarize: In this unit, we have further learned about history and traditions around the world through the workbook tasks, improved our listening, speaking, reading and writing skills, mastered the key vocabulary and grammar points related to history and traditions, and cultivated our awareness of protecting cultural heritage and cross-cultural communication ability. Then, the teacher will arrange the extension task to help students apply the knowledge learned to real life. The extension task includes two parts: 1. After class, students will surf the Internet to collect information about a foreign cultural heritage, and write a short introduction (about 100 words) in English; 2. With their family members, discuss how to inherit the traditional culture of their family, and write a short report (about 150 words) in English to record the discussion results. This extension task can not only consolidate the knowledge learned by students but also enhance their connection with real life, and cultivate their ability to collect and sort out information. Finally, the teacher will make a summary and encouragement: “History and traditions are the precious wealth of human beings. It is our responsibility to inherit and innovate them. Through this unit’s study, I hope you can better understand the diversity of cultural heritage, enhance your cultural confidence, and use English to spread our own traditional culture and communicate with people around the world. I believe that as long as you keep practicing, your English ability and cultural literacy will be greatly improved.”
内容导航
This workbook unit, themed on history and traditions, supplements the textbook with reading, writing, listening and speaking tasks. It covers global cultural heritage, traditional customs and digital preservation, helping students apply language skills and deepen understanding of cultural diversity.
1. 教学目标
Language Ability: Master key vocabulary (heritage, preserve, ritual) and grammatical structures (present perfect tense and passive voice), and improve skills in listening, speaking, reading and writing related to historical and traditional topics. Cultural Awareness: Understand diverse global traditions, respect cultural differences, enhance cultural confidence and cultivate cross-cultural communication ability. Thinking Quality: Develop logical, critical and innovative thinking through analyzing cultural phenomena and exploring the relationship between history and modern life. Learning Ability: Master effective learning strategies such as context-based vocabulary memory and cooperative learning to improve independent learning and knowledge transfer ability.
2. 教学重难点
Key Points: Master the usage of history-related vocabulary and the comprehensive application of present perfect tense and passive voice; understand the cultural connotation of different historical heritage and traditional customs; complete listening and speaking tasks about introducing traditions and reading and writing tasks about cultural inheritance. Difficult Points: Using passive voice and present perfect tense correctly in specific contexts; conducting in-depth analysis of cultural phenomena and avoiding superficial understanding of traditions; expressing views on cultural inheritance and innovation fluently and logically in English.
教学过程
Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the theme of history and traditions and activate their existing knowledge reserve. First, the teacher will show students pictures of representative historical heritage and traditional customs from different countries, including the Great Wall of China, the Stonehenge in the UK, the Spring Festival of China and the La Tomatina Festival in Spain. Then, the teacher will ask students to look at the pictures and answer two simple questions in pairs: “What do you know about these historical sites or traditions ” and “Which one interests you most and why ” After 3 minutes of pair discussion, the teacher will invite 3-4 groups to share their answers with the whole class. This link not only enables students to quickly enter the theme but also provides them with an opportunity to use simple English to express their views on history and traditions, laying a foundation for the subsequent learning. After the pair discussion, the teacher will introduce the learning objectives of this workbook unit briefly: “In this unit, we will use the workbook tasks to further learn about history and traditions around the world, practice our listening, speaking, reading and writing skills, and learn how to express our views on cultural inheritance in English.” Then, the teacher will lead students to review the key vocabulary and grammar points learned in the textbook unit, such as “heritage”, “belong to”, “break away from” and the basic usage of present perfect tense, so as to connect the textbook knowledge with the workbook content and ensure the continuity of learning. Listening Practice The listening part of the workbook is divided into two sections: listening for specific information and listening for detailed understanding, which aims to improve students’ ability to obtain and sort out information in listening materials related to history and traditions. Before listening, the teacher will guide students to preview the listening tasks and tips carefully. For the first listening task, which requires students to fill in the blanks with key information, the teacher will remind students to pay attention to the proper nouns (such as place names, festival names), numbers and verbs in the listening materials, and predict the possible content according to the context of the blanks. For example, if the blank is followed by “a historical site in England”, students can predict that the content to be filled may be a specific place name like Stonehenge. Then, the teacher will play the listening material twice. For the first time, students will listen carefully and fill in the blanks roughly; for the second time, they will check and supplement the answers to ensure that the information is accurate. After listening, the teacher will check the answers with the whole class, explain the key points and difficult points in the listening materials, such as the pronunciation of difficult words, the understanding of long sentences and the discrimination of similar information. For example, if there is a sentence “The festival has been held for more than 500 years and attracts thousands of tourists every year”, the teacher will emphasize the usage of present perfect tense to express the action that starts in the past and continues to the present, and guide students to distinguish it from the simple past tense. For the second listening task, which is a dialogue about introducing a local traditional festival, the teacher will ask students to listen and answer the following questions: “What is the name of the festival ”, “When is it held ”, “What activities do people usually do during the festival ” and “What is the cultural meaning of the festival ” Before listening, the teacher will let students discuss in groups what activities are usually included in traditional festivals, so as to help them better understand the listening content. After playing the listening material twice, students will answer the questions independently first, then discuss with their group members to check the answers. The teacher will invite some students to answer the questions in class and make comments on their answers, pointing out the advantages and areas needing improvement. At the same time, the teacher will extract the key sentences in the dialogue, such as “During the festival, people will dress in traditional clothes and hold a grand parade” and “This festival is to remember our ancestors and pray for a good harvest”, and let students read them aloud to consolidate their understanding and improve their oral expression ability. After completing the listening tasks, the teacher will lead students to summarize the listening skills: when listening for specific information, we should focus on key words and sentences; when listening for detailed understanding, we should pay attention to the logical connection of the content and grasp the main idea of the listening material. In addition, the teacher will remind students to accumulate the expressions related to traditional festivals in the listening materials, such as “hold a parade”, “offer sacrifices to ancestors”, “exchange gifts” and so on, which can be used in the subsequent speaking and writing tasks. Reading Practice The reading part of the workbook includes two passages: one is an expository text about the digital preservation of cultural heritage, and the other is a narrative text about the inheritance of a family tradition. The purpose of this part is to improve students’ ability to read and understand different types of texts related to history and traditions, and to cultivate their ability to analyze and summarize information. First, the teacher will guide students to read the first passage “Digital Preservation of Cultural Heritage”. Before reading, the teacher will ask students a question: “With the development of science and technology, how can we protect cultural heritage ” Let students discuss freely, which can arouse their interest in the theme of the passage. Then, the teacher will let students read the passage quickly (skimming) and answer the question: “What is the main idea of this passage ” After students finish reading, the teacher will invite some students to share their answers, and then summarize the main idea of the passage: This passage mainly introduces the importance of digital preservation of cultural heritage and the specific methods and advantages of digital preservation, such as using 3D modeling, virtual reality and other technologies to protect cultural heritage, which can make cultural heritage more accessible to people around the world. Next, the teacher will let students read the passage carefully (scanning) and complete the following tasks: 1. Find out the key words and phrases related to digital preservation (such as 3D modeling, virtual reality, digital archive, accessible); 2. Answer the detailed questions: “Why is digital preservation important for cultural heritage ”, “What technologies are used in digital preservation ”, “What are the advantages of digital preservation ” After students complete the tasks independently, they will discuss with their group members to check the answers. The teacher will walk around the classroom to guide students who have difficulties, and then check the answers with the whole class. For the key words and phrases, the teacher will explain their meanings and usages, and let students make sentences with them to consolidate their memory. For example, “accessible” means “easy to reach or obtain”, and students can make a sentence like “The digital museum makes cultural heritage accessible to everyone.” After analyzing the first passage, the teacher will guide students to think about a critical question: “Is digital preservation perfect Are there any disadvantages ” Let students discuss in groups. Some students may point out that digital preservation may lose the original cultural atmosphere of cultural heritage, or that some old people may not be able to use digital devices to access cultural heritage. The teacher will affirm students’ views and summarize: Digital preservation is an effective way to protect cultural heritage, but it also has some limitations. We should combine digital preservation with traditional preservation methods to better protect cultural heritage. This link can cultivate students’ critical thinking ability. Then, the teacher will guide students to read the second passage “The Inheritance of a Family Tradition”. This passage tells a story about a girl who inherits her grandmother’s traditional embroidery skills and passes them on to her classmates. Before reading, the teacher will ask students: “Do you have any traditional skills or traditions in your family How are they inherited ” Let students share their own experiences, which can enhance the connection between the text and students’ real life. Then, the teacher will let students read the passage quickly and summarize the main plot of the story. After that, students will read the passage carefully and answer the following questions: “What is the girl’s family tradition ”, “How did her grandmother teach her the embroidery skills ”, “Why did she decide to pass on the skills to her classmates ” After students answer the questions, the teacher will guide them to analyze the characters’ feelings in the passage, such as the girl’s love for her grandmother and her determination to inherit the traditional skills. At the same time, the teacher will extract the beautiful sentences in the passage, such as “Every stitch in the embroidery carries my grandmother’s love and the memory of our family” and “I hope more people can learn this traditional skill and let it continue to exist”, and let students read them aloud, appreciate the language beauty of the passage, and accumulate writing materials. After completing the two reading tasks, the teacher will lead students to summarize the reading skills for different types of texts: for expository texts, we should focus on the main idea, key points and logical structure; for narrative texts, we should pay attention to the plot, characters and emotional expression. In addition, the teacher will remind students to pay attention to the connection between the two passages: both passages are related to the inheritance of cultural heritage, one is about the macro digital preservation of cultural heritage, and the other is about the micro inheritance of family traditions, which reflects the diversity of cultural inheritance methods. Speaking Practice The speaking part of the workbook aims to improve students’ ability to express their views on history and traditions in English, and to cultivate their cooperative communication ability. The speaking task is: Work in groups of 4, discuss the topic “How can we inherit and innovate traditional culture in the digital age ”, and then each group will give a 3-5 minute presentation to the whole class. Before the group discussion, the teacher will guide students to sort out the ideas and prepare the materials. First, the teacher will list some key points for students to refer to: 1. The importance of inheriting traditional culture; 2. The challenges of inheriting traditional culture in the digital age; 3. The methods of inheriting and innovating traditional culture (such as combining traditional culture with digital technology, carrying out traditional culture activities in schools, etc.); 4. Your own suggestions on inheriting and innovating traditional culture. Then, the teacher will remind students to use the vocabulary and expressions learned in the previous listening and reading tasks, such as “preserve”, “inherit”, “innovate”, “digital technology”, “cultural heritage”, “traditional skills” and so on. Then, students will start the group discussion. Each group will elect a leader to organize the discussion, assign tasks to each member (such as one member is responsible for talking about the importance of inheriting traditional culture, one member is responsible for talking about the challenges, one member is responsible for putting forward methods, and one member is responsible for summarizing and preparing the presentation). The teacher will walk around the classroom, listen to the discussion of each group, and provide guidance when necessary. For example, if some students have difficulty expressing their views, the teacher will give them some hints; if the discussion of some groups is not focused, the teacher will remind them to focus on the topic. After 15 minutes of group discussion, each group will take turns to give a presentation. When a group is presenting, other students will listen carefully and take notes. After the presentation, the teacher and other students will make comments on it, pointing out the advantages (such as fluent expression, clear logic, rich content) and areas needing improvement (such as incorrect grammar, insufficient vocabulary, unclear pronunciation). For example, if a student says “We should to inherit traditional culture”, the teacher will correct it to “We should inherit traditional culture” and remind students of the usage of modal verbs. After all groups have finished their presentations, the teacher will summarize the speaking task, affirm the efforts of each group, and emphasize that when expressing views on cultural inheritance, we should combine our own reality, put forward specific and feasible suggestions, and use English accurately and fluently. In addition, the teacher will arrange an additional speaking activity: Pair work. Students will work in pairs to introduce a traditional festival or historical site in their hometown to each other. The teacher will require students to include the following information: the name of the festival or historical site, its history, its cultural connotation and the way people celebrate it or visit it. This activity can further consolidate students’ oral expression ability and enable them to better understand and spread their own traditional culture. Writing Practice The writing part of the workbook is a practical writing task: Write a proposal about protecting a local cultural heritage. The purpose of this task is to improve students’ ability to write practical articles in English, and to cultivate their sense of responsibility for protecting cultural heritage. Before writing, the teacher will guide students to make full preparations, including understanding the format of a proposal, sorting out the content to be written and accumulating relevant vocabulary and expressions. First, the teacher will introduce the format of a proposal to students: A proposal usually includes three parts: the opening paragraph, the body and the closing paragraph. The opening paragraph should briefly introduce the background and purpose of the proposal; the body should put forward specific suggestions and reasons; the closing paragraph should summarize the main points and call on people to take action. Then, the teacher will show students a sample proposal, let them read it carefully, and analyze its structure and language features. For example, the opening paragraph of the sample proposal: “With the rapid development of urbanization, many local cultural heritages are facing the risk of being destroyed. In order to protect our precious cultural heritage, we put forward the following proposals.” The body part lists specific suggestions, such as strengthening the protection of cultural heritage sites, carrying out cultural heritage publicity activities, and encouraging young people to inherit traditional skills. The closing paragraph: “It is everyone’s responsibility to protect cultural heritage. Let us work together to protect our cultural roots and pass them on to future generations.” Next, the teacher will guide students to determine the topic of their proposal. Students can choose a local cultural heritage that they are familiar with, such as a historical building, a traditional craft, a folk festival and so on. Then, the teacher will let students list the outline of the proposal according to the format of the proposal. The outline should include: 1. Background and purpose of the proposal (why we need to protect this cultural heritage); 2. Specific suggestions (at least 3 suggestions, such as strengthening protection measures, carrying out publicity activities, setting up training courses for traditional skills, etc.); 3. Closing remarks (call on people to participate in the protection of cultural heritage). After students finish the outline, the teacher will check the outline of each student, and put forward suggestions for revision. For example, if a student’s suggestions are too general (such as “We should protect the cultural heritage”), the teacher will remind them to put forward specific and feasible suggestions (such as “We should set up signs around the cultural heritage site to remind people not to damage it, and arrange staff to patrol regularly”). Then, students will start to write the proposal independently. The teacher will remind students to use the vocabulary and expressions learned in the previous tasks, such as “protect”, “preserve”, “inherit”, “propose”, “suggest”, “strengthen”, “publicize”, “cultural heritage”, “traditional craft” and so on. At the same time, students should pay attention to the correct use of grammar, especially the present perfect tense and passive voice, and ensure that the logic of the article is clear and the expression is fluent. After students finish writing, they will exchange their proposals with their deskmates and check each other’s work. They need to check the following points: 1. Is the format of the proposal correct 2. Is the content complete (including opening, body and closing) 3. Are the suggestions specific and feasible 4. Are there any grammar or spelling mistakes 5. Is the expression fluent and logical After checking, students will revise their own proposals according to their deskmates’ suggestions. The teacher will walk around the classroom to guide students who have difficulties in writing, and help them solve problems such as insufficient vocabulary, incorrect grammar and unclear logic. Then, the teacher will select 2-3 excellent proposals and 2-3 proposals that need improvement to comment on in class. For the excellent proposals, the teacher will affirm their advantages, such as correct format, rich content, fluent expression and specific suggestions, and let students learn from them. For the proposals that need improvement, the teacher will point out the problems and give specific revision suggestions, such as adding more specific suggestions, correcting grammar mistakes and improving the logical connection of the article. After the comment, students will revise their proposals again to improve the quality of their writing. Vocabulary and Grammar Consolidation In order to consolidate the vocabulary and grammar points learned in this workbook unit, the teacher will arrange some consolidation exercises for students. The vocabulary exercises include: 1. Match the words with their meanings (such as heritage, preserve, ritual, dynasty, innovate); 2. Fill in the blanks with the correct form of the given words; 3. Make sentences with the given words and phrases. The grammar exercises focus on the comprehensive application of present perfect tense and passive voice, including: 1. Fill in the blanks with the correct tense and voice of the given verbs; 2. Rewrite the sentences into passive voice; 3. Choose the correct answer from the options. Before doing the exercises, the teacher will briefly review the key vocabulary and grammar points. For vocabulary, the teacher will emphasize the meaning and usage of key words, and remind students to pay attention to the collocation of words (such as “preserve cultural heritage”, “innovate traditional culture”). For grammar, the teacher will review the basic structure and usage of present perfect tense (have/has + done) and passive voice (be + done), and explain the key points and difficulties, such as the use of present perfect tense to express the action that starts in the past and continues to the present, and the use of passive voice to emphasize the object or when the subject is unknown. Then, students will complete the consolidation exercises independently. After finishing, the teacher will check the answers with the whole class, explain the difficult exercises in detail, and correct the common mistakes of students. For example, if many students make mistakes in the passive voice of present perfect tense, the teacher will give more examples to help them understand, such as “The cultural heritage has been preserved for many years” and “Many traditional skills have been passed on from generation to generation.” In addition, the teacher will arrange a vocabulary accumulation task: Let students collect more words and phrases related to history and traditions, and make a vocabulary card. The vocabulary card should include the word, its pronunciation, meaning and example sentence. Students will exchange their vocabulary cards with each other in the next class to enrich their vocabulary reserve. Summary and Extension At the end of the class, the teacher will lead students to summarize the content of this workbook unit. First, the teacher will ask students to recall what they have learned in this unit, including listening, speaking, reading and writing tasks, key vocabulary and grammar points. Then, the teacher will summarize: In this unit, we have further learned about history and traditions around the world through the workbook tasks, improved our listening, speaking, reading and writing skills, mastered the key vocabulary and grammar points related to history and traditions, and cultivated our awareness of protecting cultural heritage and cross-cultural communication ability. Then, the teacher will arrange the extension task to help students apply the knowledge learned to real life. The extension task includes two parts: 1. After class, students will surf the Internet to collect information about a foreign cultural heritage, and write a short introduction (about 100 words) in English; 2. With their family members, discuss how to inherit the traditional culture of their family, and write a short report (about 150 words) in English to record the discussion results. This extension task can not only consolidate the knowledge learned by students but also enhance their connection with real life, and cultivate their ability to collect and sort out information. Finally, the teacher will make a summary and encouragement: “History and traditions are the precious wealth of human beings. It is our responsibility to inherit and innovate them. Through this unit’s study, I hope you can better understand the diversity of cultural heritage, enhance your cultural confidence, and use English to spread our own traditional culture and communicate with people around the world. I believe that as long as you keep practicing, your English ability and cultural literacy will be greatly improved.”