Unit 2 Travelling around Period 2 Discovering useful structures 教案-2025-2026学年高中英语人教版必修第一册

Unit 2 Travelling around Period 2 Discovering useful structures 复习课 课时 1 教材分析： This section consists of three parts. Part 1: Language Knowledge Assessment It includes vocabulary and grammar tests. The activities have two key features: They assess students’ application of the unit’s vocabulary and grammar through discourse contexts. The contexts of the two discourses correspond to Meilin’s trip to Europe and Paul’s trip to Lijiang, China, in the Listening and Speaking section. This connects the contexts of the entire unit and enhances the authenticity of language communication.Additionally, the forms of writing postcards and making telephone conversations further enrich the unit’s discourse types. The unit now covers genres such as encyclopedic introductory texts, travel brochures, emails, argumentative essays, daily dialogues, telephone communications, and postcards. Part 2: Unit Content Evaluation and Self-Reflection The designed questions help students identify their weaknesses in learning and address them in a timely manner. They also enable teachers to promptly grasp students’ interests and difficulties. Part 3: Project Activity The theme is "Design a Travel Brochure." Through the unit’s study, students have gained more and deeper insights into the ways and significance of travel. In this part, they can apply what they have learned to create an attractive travel brochure 学情分析 I. Overall Performance Overview​ Centered on the theme of "travel", students actively participated in integrated listening, speaking, reading, and writing activities, demonstrating strong learning motivation and positive engagement. Most students successfully connected new language knowledge with real-life communication scenarios, reflecting effective absorption and application of the unit’s core content.​ II. Strengths in Key Competencies​ Language Knowledge Mastery​ Vocabulary: Students accurately applied travel-related words (e.g., "reservation", "destination", "transportation") and functional expressions (e.g., booking sentences, descriptive phrases for travel) in role-plays and writing, showing solid vocabulary retention.​ Grammar: The majority of students proficiently used the present continuous tense for future plans (e.g., "are planning to go", "are taking the train") and correctly applied article usage (e.g., "a second language", "the Terracotta Army") in context, indicating a good grasp of grammatical rules.​ Skills Development​ Listening: Students effectively identified specific information (e.g., flight times, payment methods) from booking conversations and showed strong prediction abilities during pre-listening group discussions.​ Speaking: Role-play activities revealed students’ fluent communication skills—they flexibly used learned sentence patterns to simulate booking scenarios and even added details like "special requests", demonstrating practical language application.​ Reading: Students successfully extracted core information from travel brochures and emails, analyzed text structures (e.g., email components: purpose, plans, transport), and expressed personal feelings with engaging language.​ Writing: Most students completed travel plan emails following the template, with some creatively integrating advanced sentence patterns (e.g., "not only... but also...", "It’s amazing that..."), reflecting initial writing competence.​ Learning Attitudes & Habits​ Students showed high enthusiasm for situational activities (e.g., role-plays, brainstorming) and actively collaborated in group work.​ They demonstrated curiosity about travel-related topics, which enhanced their willingness to participate in language practice.​ III. Areas for Improvement​ Language Accuracy​ A small number of students made minor errors in grammar (e.g., incorrect article usage) and word collocations (e.g., confusing "transport" with "transportation") in writing and speaking.​ Complex Expression​ Some students overly relied on basic sentence patterns; the use of complex structures (e.g., relative clauses, conditional sentences) in writing was limited.​ Text Depth​ In reading analysis, a few students struggled to connect textual information with cultural background knowledge (e.g., the historical significance of the Terracotta Army).​ IV. Learning Needs & Teaching Suggestions​ Provide targeted practice on error-prone grammar points (e.g., articles, tense consistency) through short exercises.​ Introduce more complex sentence patterns and encourage their application in writing and speaking tasks.​ Integrate cultural background materials (e.g., travel customs of target countries) to deepen students’ contextual understanding.​ Design more open-ended activities (e.g., creating travel vlogs, planning a group trip) to stimulate creativity and comprehensive language use.​ Be able to correctly understand and use the following vocabulary: destination, sight, pack, credit, amazing, rent, admire.​ Be able to use the present continuous tense to express future actions in specific contexts.​ Be able to evaluate the unit content and conduct self-reflection, identify weaknesses in one’s own learning, and address problems in a timely manner.​ Be able to apply what has been learned: combine the characteristics of travel brochures studied earlier to design an attractive travel brochure.​ Teaching Focuses Use the present continuous tense to express future actions in specific contexts. Design an attractive travel brochure. Key Teaching Difficulties Design a travel brochure that is both appealing and tailored to the preferences of different travelers based on their varying requirements. Step 1 I. Grammar Focus: Present Continuous for Future Plans Key Rule:Use am/is/are + verb-ingto talk about fixed plans or arrangements in the near future. Examples: I am taking a flight to Paris next Friday.(My flight is booked.) She is meeting a tour guide at 9 AM tomorrow.(The appointment is scheduled.) Contrast with "will": I will travel someday.(general intention) I am travelling this summer.(specific, arranged plan) II. Activity 3 Enhancement: Role-Play Scaffolding Step 1:Before the role-play, provide a short dialogue frame with key sentence starters: A: What are you doing for your upcoming trip? B: First, I am takinga train to... Then, I am visiting... Step 2:Encourage students to replace the underlined verbs/places to create their own conversations. III. Vocabulary Review (Quick Check) Matching Game:Write the target words (e.g., destination, admire, rent) on the board. Have students quickly match them with simple definitions or pictures (e.g., destination→ "the place you are going to"). Activity 1 Review 1. Revise the text organization and feature of an email to introduce a travelling plan. And revise the words, phrases and useful expressions learned in the previous period. 2. Check the answers to the exercises in workbook. Step 2 Assessing your progress Activity 2 Building up your vocabulary 1. Get the students to review the following key words and phrases by recalling their Chinese meaning and usages. apply, apply for, rent, pack, package, amazing, amazed, arrangement, recognize, official, type, unique, destination, admire, contact, transport, credit, detail, request, view, sight, take control of, other than, make up, check in, check out 2. Complete the postcard with the correct forms of the words. And then check the answers and read the short text to understand it better and reconstruct the text. Answers: destination; rented; sights; packed; admire; details; credit; amazing 3. Work in pairs to make up a travel plan by using the key words, expressions learned in this unit as many as possible as well as using present continuous tense to talk about future plans. And then share the travel plan with the class. Sample travel plan I’m making a trip to China. It’s an amazing country. I need arrange it carefully because I want to visit more unique places. I only have a week so I have to take control of my time properly. I should choose the proper transport to save time. I decide to rent a car so that I can watch the views while driving. The official of the car company request me to show them my ID card. I’m taking nothing other than the necessary things. Activity 3 Using present continuous tense to talk about future plans 1. Read the conversation and mark the phrases expressing future plans. 2. Role-play the conversation with a partner. Practise stress and intonation. Activity 4 Summarizing what have been learned in this unit 1. Summarize what have been learned by going through or brainstorming each parts of this unit by answering the following questions. 1) What do we need to prepare before a trip? 2) What should be included in a travel brochure? 3) What are the expressions that you can think of to introduce a place? 4) How do you write a travel plan? 2. Make a mind-map or make a detailed travel plan in written form to cover and revise what have been learned in this unit. Step 3 Evaluation and summary Summarize the main contents of this period briefly. 5.Self-evaluation No. Items Extent of Mastering Totally Mostly Partly Hardly 1 I can read the new words correctly; 2 I can spell the new words correctly; 3 I can recall the meaning of the new words; 4 I can recall the phrases according to their Chinese meaning ; 5 I can use all the new words and their phrases correctly in written and spoken English; 6 I can recall English of the key expressions according to their Chinese translation. 6. Homework 1. Review vocabulary 2. Summarizing what have been learned in this unit 1. Copy down the words, phrases and expressions that you didn’t remember on the notebook. Try to remember them in a week. 2. Make a mind-map or make a detailed travel plan in written form to cover and revise what have been learned in this unit. 3. Preview the content of next period, and prepare to make a travel brochure. This lesson, serving as the unit's review and assessment session, aimed to guide students in consolidating what they had learned and conducting self-evaluation. Upon review, the core teaching objectives were largely achieved. Students demonstrated good engagement and grasp of the knowledge across various activities. However, certain aspects warrant further contemplation and improvement. I. Strengths & Successful Aspects Comprehensive Assessment System Focusing on Metacognition:A key strength of this lesson was the establishment of a multi-faceted assessment system. The progression from language application (Activity 2) to grammar and oral output (Activity 3), then to unit knowledge summarization (Activity 4), and finally to quantified reflection via the self-evaluation form (Activity 6) created a complete cycle of "application - consolidation - evaluation." The detailed self-evaluation form, in particular, effectively guided students to assess their learning from dimensions like pronunciation, spelling, meaning, and usage, fostering their metacognitive skills and helping them become proactive learners. Well-Structured Review Activities Aligned with Unit Theme:The lesson design was logically clear, progressing from vocabulary review (Activity 2) to functional grammar practice (Activity 3), and then to comprehensive unit content integration and output (Activity 4). All activities were closely centered around the core theme of "Travelling," such as filling out a postcard, creating a travel plan, and compiling a travel brochure. This allowed language points to be revisited and applied in authentic and meaningful contexts, enhancing student engagement and willingness to express themselves. Emphasis on Integrated Language Use and Output:The design moved beyond mechanical review, emphasizing students' comprehensive language output skills. Tasks like collaboratively making and sharing a travel plan (Activity 2) and creating a mind map or written travel plan to synthesize unit learning (Activity 4) effectively exercised students' abilities in language organization, creative thinking, and cooperative learning, aligning with the core literacy requirements of the new curriculum standards. II. Shortcomings & Areas for Improvement Potential Overload and Need for Better Time Management:The lesson was packed with diverse activities, from vocabulary checks to dialogue practice and summarization. In practice, time constraints might lead to certain activities (e.g., group sharing of travel plans, mind map creation) being rushed. Adequate time for preparation and practice, especially for the role-play in Activity 3 to work on stress and intonation, is crucial. Need for Greater Differentiation for Varied Student Levels:The activities were largely uniform tasks. While samples were provided, students with weaker foundations might struggle independently during vocabulary building and summarization stages. Conversely, more advanced students might find the tasks lacking challenge. How to better implement differentiated instruction and provide tailored support in review lessons is a key area for future focus. Opportunity for Deeper Reflection in Assessment:The "Question time" in Activity 5 is valuable for addressing individual student queries but could be more specific. Preparing more guiding questions or prompting students to articulate learning strategy challenges, beyond just knowledge point accuracy, could make the reflection more profound and instructive. III. Ideas for Improvement & Redesign Optimize Time Allocation and Prioritize Key Tasks:For future implementation, some activities could be adjusted. For instance, the pair work on creating a travel plan (Activity 2) could be streamlined in class (e.g., brief discussion and keyword brainstorming) and developed more fully as homework, freeing up time for oral presentations in Activity 3 and sharing of outputs from Activity 4, ensuring the quality of core production tasks. Incorporate Tiered Tasks and Student Choice:Introduce "basic" and "extension" tasks for vocabulary review and summarization. For example, a basic task could be sentence completion, while an extension task might involve creating a short travel dialogue using specified words. Allowing students to choose the format for presenting their travel plan (e.g., written report, poster, short oral presentation) can cater to different learning styles and levels. Enhance Guidance for Reflection:Provide prompts or a checklist for the "Reflecting and assessing" stage to guide students toward more substantive self-reflection, focusing not only on "what I learned" but also on "how well I learned it" and "what strategies helped or hindered my learning." 学科网（北京）股份有限公司 $