Unit 2 Travelling Around Assessing Your Progress 教案-2025-2026学年高中英语人教版必修第一册

Unit 2 Travelling Around-Assessing Your Progress 内容导航 This section is a comprehensive assessment of Unit 2, focusing on checking students’ mastery of travel-related vocabulary, grammar (future tense expressions), and language skills. It includes reading, speaking, writing and project-based tasks to help students reflect on their learning and improve comprehensive English application ability. 教学目标和重难点 1. 教学目标 Linguistic Competence: Master core travel vocabulary and future tense structures, and use them to describe travel plans and experiences. Cultural Awareness: Understand travel cultures and customs of different countries, respect cultural diversity, and develop cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through analyzing travel posts and designing travel brochures, and form critical thinking about travel-related issues. Learning Ability: Conduct self-assessment and peer evaluation, summarize learning gains and deficiencies, and develop autonomous learning and cooperative learning abilities. 2. 教学重难点 Key Points: Master the usage of travel-related vocabulary (e.g., destination, accommodation, itinerary) and future tense expressions (simple future tense, be going to structure, present continuous tense for future plans); be able to read travel posts for specific information, discuss travel plans in English, and complete travel brochure design. Difficult Points: Accurately distinguish and use different future tense expressions in different contexts; flexibly use relevant vocabulary and sentence patterns to express personal travel ideas and feelings; integrate language knowledge into practical project-based tasks. 教学过程 Warm-up and Lead-in The warm-up activity is designed to activate students’ prior knowledge of the unit, arouse their learning interest, and lay a foundation for the subsequent assessment and learning. First, the teacher greets students in English and starts with a free talk: “Boys and girls, we have learned a lot about travelling around in this unit. Who can share your travel plans with the class? You can talk about your destination, transportation, accommodation and what you want to do there.” The teacher invites 3-4 students to share their ideas, and gives positive comments and guidance, such as “Your travel plan is very detailed! It’s a good idea to choose that destination because of its beautiful scenery.” After the free talk, the teacher shows some pictures of famous scenic spots at home and abroad (e.g., the Great Wall, Machu Picchu, the Eiffel Tower) on the screen, and asks students to describe the pictures using the vocabulary and sentence patterns they have learned in the unit. For example, the teacher points to the picture of Machu Picchu and asks: “What do you know about this place? Can you describe it in English?” Students may use words like “ancient city”, “Andes Mountains”, “Peru” and sentences like “It is a famous tourist attraction in Peru.” This activity not only helps students review the core vocabulary and expressions of the unit, but also connects the warm-up with the theme of the assessment section. Then, the teacher introduces the purpose of this lesson: “Today, we will carry out the assessing your progress activity. This activity will help us check how much we have learned in this unit, find out our strengths and weaknesses, and improve our English ability in travelling scenarios. Let’s start our assessment journey together!” Vocabulary and Grammar Review Before the formal assessment, it is necessary to review the core vocabulary and grammar of the unit to help students consolidate their knowledge and better complete the subsequent tasks. The vocabulary review is carried out in the form of “word guessing game” and “phrase matching”. First, the teacher writes some clues on the blackboard, and asks students to guess the corresponding travel-related words. For example, “a place where you go for a trip” (destination), “a place to stay during a trip” (accommodation), “the things you take when you travel” (luggage), “to make a plan for a trip” (arrange). Students compete in groups, and the group that guesses the most words wins a small reward. This form makes the review more interesting and active the classroom atmosphere. Next, the teacher reviews the key grammar of the unit - future tense expressions. The teacher writes three sentences on the blackboard: 1. I will go to Beijing next summer holiday. 2. I am going to visit the Great Wall tomorrow. 3. We are leaving for Shanghai this Friday. Then, the teacher asks students to observe the three sentences and discuss: “What are the differences between these three sentences? When do we use each of them?” After students’ discussion, the teacher summarizes the usage of the three future tense expressions: The simple future tense (will + verb原形) is used to express a future action or decision made at the moment of speaking; the be going to structure is used to express a plan or intention made before speaking, or a prediction based on evidence; the present continuous tense (be + doing) is used to express a fixed plan or arrangement in the near future, usually with time adverbs such as this Friday, tomorrow. To consolidate the grammar knowledge, the teacher designs some practice exercises. Students complete the exercises individually first, then check the answers in pairs, and finally the teacher explains the key and difficult points. For example: Fill in the blanks with the correct form of the verbs in brackets. 1. He ______ (visit) his grandparents next weekend. (is going to visit) 2. I ______ (buy) a new camera for my trip. I have already saved money. (am going to buy) 3. — What are you going to do this evening? — I ______ (watch) a movie with my friends. (am watching) 4. She ______ (not go) to the party tomorrow. She is ill. (will not go) Through these exercises, students can further master the usage of different future tense expressions and lay a solid foundation for the subsequent assessment tasks. Reading Assessment: Understand Travel Posts This part is designed to assess students’ reading ability, including the ability to obtain specific information, understand the main idea and infer the author’s intention. The teacher distributes the reading materials (the travel posts of Fraser, Anthony and Anna from the textbook) to each student, and puts forward the following reading tasks: Task 1: Skim the posts and find out the basic information of each student (name, country, travel destination). Students read the posts quickly, and fill in the following form. After completing the form, students exchange their answers in groups, and the teacher checks the answers and gives feedback. The form is as follows: Name Country Travel Destination Fraser UK China Anthony France China Anna Russia China Task 2: Scan the posts and find out the reason why each student wants to travel to China. Students read the posts carefully, find the key sentences, and write down the reasons. For example, Fraser’s reason is “He is interested in China’s history and culture.” Anthony’s reason is “He loves nature and wants to see the beautiful scenery in China’s countryside.” Anna’s reason is “She hopes to study in China next year and wants to visit some universities and experience Chinese culture.” After students complete the task, the teacher invites some students to share their answers, and guides students to use the key phrases and sentences in the posts, such as “be interested in”, “love nature”, “hope to do sth”, “experience culture”. Task 3: Read the posts again and answer the following questions. 1. What does Fraser want to see in China? 2. What kind of scenery does Anthony want to enjoy? 3. What is Anna’s main goal of travelling to China? 4. Do you have any suggestions for these three students? The first three questions are used to assess students’ ability to obtain specific information, and the fourth question is designed to stimulate students’ thinking and connect the reading content with their own experience. Students discuss the fourth question in groups, and each group selects a representative to share their suggestions. For example, “I suggest Fraser visit the Forbidden City and the Summer Palace because they are famous for Chinese history and culture.” “I suggest Anthony go to Guilin because it has beautiful mountains and rivers.” After completing the reading tasks, the teacher summarizes the reading skills: When reading such travel posts, we should first skim to get the main idea and basic information, then scan to find specific details, and finally combine the context to understand the author’s intention. At the same time, the teacher points out the common mistakes made by students in the reading process, such as missing key information, misunderstanding the meaning of some words, and guides students to correct them. For example, some students may confuse “destination” with “accommodation”, and the teacher explains the difference between the two words again and gives examples to help students understand. Speaking Assessment: Discuss Travel Plans The speaking assessment aims to assess students’ oral communication ability, including the ability to express personal opinions, ask and answer questions, and communicate with others in English in travel scenarios. The teacher divides students into groups of 4-5, and assigns the speaking task: “Suppose you are a group of friends who are going to travel together. Discuss your travel plan, including destination, transportation, accommodation, activities and the things you need to take. Each member should express their own opinions and reach an agreement finally. Then, each group will send a representative to present your travel plan to the class.” Before the group discussion, the teacher provides some useful phrases and sentences to help students express themselves better. For example: 1. I think we should go to... because... 2. What about choosing... as our destination? 3. We can take... to get there. It’s convenient/cheap/fast. 4. I suggest we stay in... because it’s comfortable/close to the scenic spots. 5. We need to take... with us, such as... 6. During the trip, we can... 7. I agree with you./I don’t agree with you. I think... The teacher also reminds students to use the future tense expressions they have learned to describe the travel plan. During the group discussion, the teacher walks around the classroom, observes the communication of each group, and provides timely guidance and help. For example, if some students have difficulty expressing their opinions, the teacher prompts them with simple questions: “Where do you want to go? Why?” If some students use the wrong grammar or vocabulary, the teacher corrects them gently and helps them express their ideas correctly. At the same time, the teacher encourages students to speak actively, listen carefully to others’ opinions, and cooperate with their group members. After the group discussion, each group sends a representative to present their travel plan. The presentation time is 2-3 minutes per group. When a group is presenting, other students listen carefully and take notes. After the presentation, the teacher and other students ask questions about the travel plan, such as “Why do you choose this destination?”, “How long will you stay there?”, “What will you do if the weather is bad?” The representative of the group answers the questions. This link not only assesses students’ oral expression ability, but also trains their listening ability and reaction ability. After all groups have presented, the teacher makes a summary and evaluation. The teacher affirms the advantages of each group, such as clear logic, fluent expression, rich content, and correct use of vocabulary and grammar. At the same time, the teacher points out the areas that need improvement, such as some students’ pronunciation is not accurate, some sentences are not complete, and some students are too nervous to speak actively. The teacher gives specific suggestions for improvement, such as “You can practice your pronunciation by listening to English songs or watching English movies.” “You can prepare some key sentences in advance to make your expression more fluent.” Writing Assessment: Write a Travel Plan Email The writing assessment is designed to assess students’ writing ability, including the ability to organize information, use correct vocabulary and grammar, and write a coherent and logical travel plan email. The teacher explains the writing task: “Suppose you are writing an email to your foreign pen pal, telling him/her about your travel plan. You should include the following information: 1. The destination of your trip. 2. The time of your trip. 3. The transportation and accommodation. 4. The activities you will do during the trip. 5. The reasons why you choose this destination. Your email should be coherent and logical, and use the future tense expressions and travel-related vocabulary we have learned.” Before students start writing, the teacher provides a sample email to help students understand the structure and writing skills of the email. The sample email is as follows: Dear Tom, I’m writing to tell you about my travel plan for the summer holiday. I am going to travel to Chengdu with my family. We will leave on July 15th and stay there for 5 days. We will take the high-speed train to Chengdu because it’s fast and convenient. We are going to stay in a hotel near Chunxi Road, which is a busy commercial street in Chengdu. During the trip, we will visit Chengdu Research Base of Giant Panda Breeding to see the lovely pandas. We also plan to taste local delicious food, such as hot pot and mapo tofu. Besides, we will visit Jinli Ancient Street to experience the local culture and buy some souvenirs. I choose Chengdu as my travel destination because I love pandas very much and I am interested in Sichuan culture. I think it will be a wonderful trip. I can’t wait to go there! Looking forward to your reply. Yours, Li Hua After showing the sample email, the teacher analyzes the structure of the email: The email starts with a greeting and a clear purpose, then introduces the travel plan in detail (destination, time, transportation, accommodation, activities), then explains the reasons for choosing the destination, and finally ends with a greeting and a look forward to the reply. The teacher also points out the key points in writing: using correct future tense expressions, using rich travel-related vocabulary, organizing information in a logical order, and keeping the email coherent and natural. Then, students start writing their own emails individually. The teacher walks around the classroom, provides guidance to students who have difficulties in writing, and corrects the mistakes in students’ writing in time. For example, some students may not know how to express “take the high-speed train”, and the teacher tells them the correct expression; some students may use the wrong tense, and the teacher reminds them to use the future tense expressions; some students may have problems in organizing information, and the teacher helps them sort out the ideas. After students finish writing, they exchange their emails with their deskmates and do peer evaluation. The peer evaluation standards are: 1. Is the email structure complete? 2. Is the information complete (destination, time, transportation, accommodation, activities, reasons)? 3. Are the vocabulary and grammar used correctly? 4. Is the email coherent and logical? 5. Are there any spelling or punctuation mistakes? Students put forward suggestions for revision according to the evaluation standards. Then, students revise their own emails according to their deskmates’ suggestions. The teacher collects some students’ emails (including good ones and those with obvious problems), reads them in class, and makes comments. For the good emails, the teacher affirms the advantages and asks students to learn from them; for the emails with problems, the teacher points out the mistakes and guides students to correct them together. This link not only helps students improve their writing ability, but also cultivates their ability of self-evaluation and peer evaluation. Project-Based Assessment: Design a Travel Brochure The project-based assessment is a comprehensive assessment of students’ comprehensive language ability, cooperative ability and innovative ability. The teacher assigns the project task: “In groups, you need to design a travel brochure for a tourist destination (it can be a city in China or a foreign country). The travel brochure should include the following parts: 1. An introduction to the destination (location, history, culture). 2. Recommended scenic spots. 3. Transportation and accommodation suggestions. 4. Travel tips (what to take, local customs, etc.). 5. Beautiful pictures (you can draw or print them). The brochure should be attractive, informative and easy to understand. You can use the knowledge and skills we have learned in this unit, such as travel-related vocabulary, future tense expressions, and descriptive sentences.” The teacher divides students into groups of 5-6, and assigns roles to each group member to ensure that everyone participates in the project. The roles can be: 1. Editor-in-chief: Responsible for organizing the content and designing the layout of the brochure. 2. Information collector: Responsible for collecting information about the destination (introduction, scenic spots, transportation, etc.). 3. Writer: Responsible for writing the text content of the brochure, using correct vocabulary and grammar. 4. Designer: Responsible for drawing or selecting pictures and designing the appearance of the brochure. 5. Speaker: Responsible for introducing the brochure to the class later. Before the group work, the teacher provides some examples of travel brochures (both physical and pictures) to help students understand the characteristics and requirements of a good travel brochure. The teacher also reminds students to pay attention to the following points: 1. The content should be accurate and informative. 2. The language should be concise, fluent and attractive. 3. The layout should be beautiful and reasonable. 4. The pictures should be related to the content and enhance the attractiveness of the brochure. 5. All group members should cooperate closely and complete their own tasks on time. During the group work, the teacher walks around the classroom, observes the progress of each group, and provides timely guidance and help. For example, if some groups have difficulty collecting information, the teacher suggests that they can search for information on the Internet, refer to travel guides, or ask their parents for help; if some groups have problems in designing the layout, the teacher gives them some suggestions on the layout design; if there is a conflict among group members, the teacher mediates and guides them to cooperate harmoniously. After the groups complete the travel brochures, each group sends their speaker to introduce the brochure to the class. The introduction time is 3-4 minutes per group. The speaker should introduce the content of the brochure in detail, including the destination introduction, recommended scenic spots, transportation and accommodation suggestions, and travel tips. Other students listen carefully and ask questions about the brochure, such as “Why do you recommend these scenic spots?”, “What is the best time to travel to this destination?”, “Are there any special local customs we need to pay attention to?” The speaker of the group answers the questions. After all groups have introduced their brochures, the class conducts a vote to select the “Most Attractive Travel Brochure”. The voting criteria are: 1. Rich and accurate content. 2. Fluent and attractive language. 3. Beautiful and reasonable layout. 4. Clear and vivid introduction. The teacher awards a small prize to the winning group and affirms the efforts of all groups. The teacher also makes a summary of the project, points out the advantages and disadvantages of each group’s brochure, and gives suggestions for improvement. For example, some brochures have rich content but simple layout, and the teacher suggests that they can add more pictures and adjust the layout; some brochures have beautiful layout but insufficient content, and the teacher suggests that they can collect more information to enrich the content. Self-Assessment and Summary After completing all the assessment tasks, the teacher guides students to conduct self-assessment. The teacher distributes a self-assessment form to each student, and asks students to evaluate their own performance in this lesson according to the following standards: 1. I can master the travel-related vocabulary and future tense expressions of the unit. 2. I can read travel posts and obtain specific information. 3. I can discuss travel plans in English fluently. 4. I can write a coherent and logical travel plan email. 5. I can participate in group activities actively and cooperate with my group members. Students tick “Yes” or “No” for each item, and write down their own gains and deficiencies in the self-assessment form. After students complete the self-assessment, they share their self-assessment results with their deskmates. They talk about their gains in this lesson, such as “I have mastered more travel-related vocabulary and can use future tense expressions correctly.” “I can discuss travel plans with my classmates in English fluently.” They also talk about their deficiencies, such as “My pronunciation is not accurate enough.” “I need to improve my writing ability.” Then, the teacher makes a summary of the whole lesson. The teacher says: “Today, we have completed a series of assessing your progress activities, including reading, speaking, writing and project-based tasks. Through these activities, we have checked our learning results in this unit, found out our strengths and weaknesses, and improved our comprehensive English application ability. I am very proud of your performance today. Most of you can actively participate in the activities, use the knowledge and skills we have learned flexibly, and cooperate well with your group members.” Finally, the teacher assigns the after-class homework: 1. Revise the travel plan email according to the teacher’s and deskmates’ suggestions, and send it to the teacher’s email. 2. Improve the travel brochure with group members and hand it in next class. 3. Preview the next unit and collect some information about the theme of the next unit. 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 $