Unit4 Journey Across A Vast Land Assessing Your Progress 教学设计-2025-2026学年高中英语人教版选择性必修第二册

该高中英语教学设计聚焦写作展示评价与分词形式语法应用，导入明确学习目标，通过写作评价标准（问候、结构等）与语境语法练习搭建支架，衔接单元写作与语法知识。 亮点在于写作评价用具体标准引导互评，提升语言表达与思维品质，语法练习结合小说文本增强语境应用，项目活动小组合作设计旅程整合单元知识，培养文化意识与学习能力。助力学生综合语言技能提升，为教师提供结构化教学与评价工具。

Teaching and Learning Design 选择性必修Book2 Unit4 Journey Across A Vast Land 教学设计 Period 8 Teaching and learning contents: Assessing Your Progress + Project Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Present and evaluate their writing; 2) Practice using words in their correct forms (mainly the past participles and the v-ing forms) in different contexts; 3) Work in groups to activate and engage all the skills and knowledge learned in this unit through preparing for a journey across a vast land; 4) Reflect on what has been learnt in this unit. Teaching and learning important points: 1) Writing presentation and evaluation; 2) Practising the use of some words in their correct forms (mainly the past participles and the v-ing forms) in contexts; 3) Making preparations for a journey across a vast land; 4) Reflecting on what has been learnt in this unit. Teaching and learning difficult point: 1) Writing presentation and evaluation; 2) Practising the use of some words in their correct forms (mainly the past participles and the v-ing forms) in contexts; 3) Making preparations for a journey across a vast land; 4) Reflecting on what has been learnt in this unit. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in Introduce the learning objectives of this period. Step 2 Writing presentation and evaluation Activity 2 Writing evaluation and presentation 1. Choose a few (2-3) students to read their writing to the class and give feedback. √ Does the writer start the email with an appropriate greeting? √ Is the email well-organised and coherent (连贯的;有条理的)? √ Does the writer make use of discourse markers (语篇标记语) to express different relationships between ideas? √ Are the descriptions of people and places interesting? √ Does the writer end the email in a natural way? 2. Get the students to make some revisions to improve their writing. Step 3 Assessing Your Progress Activity 3 Grammar review 1. Revise the forms, uses and meanings of past participles (v-ed) and the present participles (v-ing) used as predictive, attribute and adverbial. 2. Solves the students’ puzzles of using the past participles (v-ed) and the present participles (v-ing). Activity 4 Grammar exercises 1. Use the words in their correct forms in different contexts. Check the answers and discuss their meanings and usages. Answers: 1) frozen, freezing, freezing, frozen; 2) arising, arise, arisen; 3) astonished, astonishing, astonishment; 4) proceeded; proceed 2. Learn about the novel Anne of Green Gables by L. M. Montgomery by completing the conversation with the correct forms of the words in brackets. Check the answers, and then read the conversion to reconstruct the text. Answers: interesting, dressed up, twisted up, sticking, reading, waiting, Wearing, worried Note: Matthew, dressed up with a white collar and driving in a buggy, was something that didn’t happen often.” I also like the vivid description of Marilla’s hair, and I paraphrased it a bit: “twisted up in a hard little knot behind with two hairpins sticking aggressively through it, Marilla’s hair showed some gray streaks…” 马修，穿着白领，开着四轮马车，这是不经常发生的事情。”我也喜欢对玛丽拉头发的生动描述，我稍微改述一下：“玛丽拉的头发扭成了一个坚硬的小结，两个发夹有力地穿过它，头发上出现了一些灰色的条纹……” Step 3 Project: preparing for a journey across a vast land Activity 5 Preparing for a journey across a vast land 1. Present the purpose of the project—It is said that a person who travels far knows more. Therefore, you and your friends want to plan a summer holiday journey across some vast land in order to learn more about the history, culture, and traditions about the country and the world. 2. In groups, discuss these questions. 1) What vast land would you like to travel across? 2) How can you make such a trip? 3) Which kind of transport would you like to use? Why? 3. Read Exploring South America By Bike for reference. And then work in groups to assign people to research the following: one or more possible routes across the vast land, and the places you could visit how much time the journey will take the supplies and equipment you will need for the trip what history, culture, customs, traditions, etc. you would like to learn about along the way fun activities that you could do on the way, such as mountain climbing, parasailing, or learning about some ethnic food the difficulties and challenges you may come across and how you could overcome them how you can record the trip so you can share your adventure with others Read the sample Exploring North America by Camper Van if necessary. Exploring North America by Camper Van Come with us in an amazing one-month journey across North America by camper van, enjoying all the comfort of home while seeing some of the most breathtaking sites in the world. This journey begins and ends at the furthest reaches of America’s national highway system. States and provinces: Florida, Alabama, Mississippi, Louisiana, Texas, New Mexico, Colorado, Wyoming, Montana, Alberta, British Columbia, Yukon Territory, and Alaska Start: Key West, Florida End: Homer, Alaska Distance: about 9,500 kilometres Highlights: the Florida Everglades, the Rocky Mountains, Yellowstone National Park, Banff, the Yukon, and Alaska; from swamps, to semi-tropical beaches, to wide open plains, to high mountain passes, to forests and glacier bays, you will see some of the most wonderful natural scenery in North America. What you need: A reliable car and camper, or a camper van, money to buy supermarket food for one month and petrol, a good camera, and a spirit of adventure. 4. In groups, design your own route. And then share the presentation of your group to the class by turns, where the key aspects of your adventure will be explained by the members of the group responsible for each part. 5. The class should then vote on the most interesting and exciting idea. Step 4 Reflecting Activity 6 Reflecting what has been learned in this unit What did you learn about the journey across Canada? What else do you want to learn about journeys across vast lands? What was the most interesting thing that you learnt in this unit? What problem did you have in learning this unit? Over all, I thought this unit was: interesting useful so-so difficult Step 5 Evaluation and summary Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the vocabulary and grammar item learned in this unit? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your performance in making the project? (Good/Fairly good/Moderate/Just so so/Poor) Activity 8 Summary Summarize what has been learned in this period and encourage the students to explore more about travelling to broaden their horizon. Homework: 1. Complete the project and make a poster. 2. Complete the vocabulary and other exercises in the reference book. 学科网（北京）股份有限公司 $