Unit 5 Languages Around the World-Assessing Your Progress 教案-2025-2026学年高中英语人教版必修第一册

Unit 5 Languages Around the World-Assessing Your Progress 内容导航 This section focuses on assessing students’ mastery of key vocabulary, restrictive relative clauses and functional expressions in Unit 5. It integrates reading, filling-in-the-blank and reflection activities to help students summarize learning gains, identify weaknesses and consolidate knowledge related to language diversity and cultural communication. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary (attitude, classic, civilisation, etc.) and restrictive relative clauses, and use them correctly in reading and writing. Cultural Awareness: Understand the diversity of world languages, respect different language cultures, and enhance awareness of protecting language diversity. Thinking Quality: Develop logical thinking through analyzing text structure and critical thinking through reflecting on language learning. Learning Ability: Summarize learning methods independently, identify learning problems and form personalized learning strategies. 2. 教学重难点 Key Points: Master the usage of core vocabulary and phrases in the unit; grasp the structure and application of restrictive relative clauses; use unit-related expressions to express opinions on language learning and cultural diversity. Difficult Points: Flexibly use restrictive relative clauses in practical communication; correctly understand the cultural connotation behind language phenomena; reflect on personal learning and put forward targeted improvement measures. 教学过程 Step 1: Lead-in (Warm-up and Review) The lead-in aims to arouse students’ interest, activate their prior knowledge of the unit and lay a solid foundation for the subsequent assessment and consolidation. First, the teacher greets students in different languages (such as English, Chinese, French and Spanish) and asks: “How many languages did you hear just now? What do you think of the diversity of world languages?” This simple interaction can quickly attract students’ attention and let them review the core theme of the unit——languages around the world. Next, the teacher organizes a quick review activity. Ask students to work in pairs to list the key vocabulary and phrases they have learned in Unit 5, such as attitude, classic, point of view, civilisation, native, struggle, despite, related to, turn to, etc. After 3 minutes, invite several pairs to share their lists on the blackboard, and the teacher supplements and corrects them. For example, when students mention “civilisation”, the teacher can briefly ask: “What is the ancient civilisation you know?”, guiding students to connect vocabulary with specific cultural connotations. Then, the teacher reviews the restrictive relative clauses by asking: “Who can tell us the structure of the restrictive relative clause? Can you give an example?” Invite students to answer, and the teacher summarizes: the restrictive relative clause is used to modify a noun or pronoun, and it is closely connected with the antecedent, without commas; common relative pronouns include who, whom, whose, which, that, etc. For example, “This is the book that I bought yesterday.” Through this review, students can quickly recall the key knowledge of the unit, laying a foundation for the formal assessment activities. Finally, the teacher introduces the purpose of this lesson: “Today, we will carry out the assessing your progress activity. Through a series of tasks, we will check our mastery of the knowledge and skills in Unit 5, find out our strengths and weaknesses, and summarize better learning methods. I believe everyone can gain something in this lesson.” Step 2: Vocabulary Assessment and Consolidation This part mainly assesses students’ mastery of the core vocabulary and phrases in the unit, and consolidates their usage through targeted exercises. First, the teacher distributes the vocabulary assessment worksheet, which includes two parts: filling in the blanks with the correct words and choosing the right phrases to complete the sentences. In the first part, the worksheet provides a short passage, and students need to fill in the blanks with the given words (attitude, classic, point of view, civilisation, native, struggle, despite, related to) according to the context. The passage is as follows: “The first foreign language I ever learnt was French, but it didn’t go very well. My mother asked our neighbour to teach me when I was seven. French wasn’t his _______ language, but he used to live in France, so he could speak a little. However, _______ his help, I learnt very little French. I just didn’t feel that it ________ my daily life in any way, so I didn’t try. When I entered senior high school, my _______ towards language learning changed. I had to learn Latin, which I’ve always been interested in because I want to study law. For this reason, learning Latin wasn’t a _______ for me like learning French. Soon I began to read _______ books in Latin. It certainly wasn’t easy, but I got to read lots of interesting stories about ancient _________. Reading those books opened a window for me to another world and gave me a new ___________ on my own world.” Students complete the filling-in-the-blank task independently. During this process, the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance for students who have difficulties. For example, some students may confuse “native” and “local”; the teacher can remind them: “native language means the language you learn from birth, while local language means the language used in a certain area.” After students finish, the teacher invites a student to read the completed passage, and corrects the mistakes together with the whole class. For example, if a student fills in “struggle” in the blank of “attitude”, the teacher can explain: “attitude refers to the opinions and feelings you usually have about something, while struggle means trying extremely hard to achieve something. Combined with the context, the correct word here is ‘attitude’.” In the second part, students need to choose the right phrases from the unit (such as turn to, be related to, in spite of, take the trouble to, etc.) to complete the following sentences: 1. When you meet difficulties in language learning, you can ________ your teacher for help. 2. His success ________ his hard work and perseverance. 3. ________ the bad weather, we still went to the library to study. 4. She ________ learn English well because she wants to study abroad. After students finish, the teacher checks the answers and explains the usage of each phrase, emphasizing the collocation and differences between similar phrases. For example, explain the difference between “despite” and “in spite of”: they have the same meaning, but “despite” is a preposition and does not need to be followed by “of”, while “in spite of” must be followed by “of”. After the assessment, the teacher organizes a group discussion: “Which words or phrases do you think are the most difficult to master? What methods do you use to remember them?” Invite each group to share their experiences. For example, some groups may say that they remember words by making sentences, while others may use word roots and affixes. The teacher summarizes and shares effective vocabulary learning methods: “We can remember words through context, make word lists, and review them regularly; we can also connect words with specific scenes or stories to deepen our memory. At the same time, we should pay attention to the collocation and usage of words to avoid making mistakes in application.” Step 3: Grammar Assessment and Consolidation The focus of this part is to assess students’ mastery of restrictive relative clauses, which is a key and difficult point in the unit. The teacher designs three progressive tasks to help students consolidate the usage of restrictive relative clauses from simple to complex. Task 1: Identify the restrictive relative clauses in the following sentences and point out the antecedent and relative pronoun. 1. The girl who is standing at the door is my classmate. 2. This is the book that I borrowed from the library yesterday. 3. The city where I was born is a beautiful place. 4. The man whose son is a doctor is our neighbor. Students complete this task independently, then discuss with their deskmates, and finally the teacher explains the answers one by one. For each sentence, the teacher emphasizes the function of the relative pronoun: who refers to people and acts as the subject; that refers to people or things and acts as the subject or object; where refers to places and acts as the adverbial; whose refers to people or things and acts as the attributive. Task 2: Combine two sentences into one using a restrictive relative clause. 1. She is the teacher. She teaches us English. 2. This is the factory. My father works in this factory. 3. I have a friend. His father is a lawyer. 4. We visited the museum. It was built 200 years ago. Students complete the task in groups of four. Each group is responsible for one sentence, and then sends a representative to share the result. The teacher comments and corrects the mistakes. For example, if a group combines the first two sentences into “She is the teacher who she teaches us English”, the teacher points out: “The relative pronoun who has already acted as the subject of the clause, so we don’t need to add the subject ‘she’ again. The correct sentence is ‘She is the teacher who teaches us English’.” At the same time, the teacher reminds students to pay attention to the agreement between the predicate verb in the clause and the antecedent. For example, if the antecedent is singular, the predicate verb should be singular; if the antecedent is plural, the predicate verb should be plural. Task 3: Write a short paragraph about your favorite language or a language you want to learn, using at least three restrictive relative clauses. This task aims to assess students’ ability to use restrictive relative clauses in practical writing. Students write independently for 5 minutes, then exchange their paragraphs with their deskmates and put forward revision suggestions. The teacher selects several typical paragraphs to comment on, affirming the advantages and pointing out the deficiencies. For example, a student writes: “English is a language that is widely used in the world. It is a language which can help us communicate with people from different countries. I have a teacher who teaches us English very well.” The teacher comments: “This paragraph uses three restrictive relative clauses correctly, and the meaning is clear. If we can add some specific details, such as ‘English is a language that is widely used in international business and academic exchanges’, it will be better.” After the three tasks, the teacher summarizes the key points of restrictive relative clauses again: “When using restrictive relative clauses, we should first determine the antecedent, then choose the appropriate relative pronoun or adverb according to the antecedent and the function of the clause, and pay attention to the agreement between the predicate verb and the antecedent. We should also avoid redundant subjects or objects in the clause.” Step 4: Reading Comprehension Assessment This part assesses students’ reading comprehension ability, focusing on their ability to grasp the main idea of the text, understand specific details and infer the author’s attitude. The teacher selects a reading passage closely related to the unit theme——language diversity. The passage is as follows: “Languages are the carriers of culture and the bridges of communication. There are more than 7,000 languages in the world, each with its own unique characteristics and cultural connotations. Some languages are widely used, such as English, Chinese and Spanish, which are spoken by hundreds of millions of people around the world. Some languages are only spoken by a small number of people, such as some indigenous languages in Africa and South America. However, with the development of globalization, many minority languages are facing the risk of extinction. Because more and more people begin to learn and use dominant languages, and the number of people speaking minority languages is getting smaller and smaller. Protecting language diversity is very important. Each language records the history, culture and customs of a nation, and it is an important part of human civilization. If a language disappears, a part of human civilization will be lost forever. Therefore, we should pay attention to the protection of minority languages, encourage people to learn and inherit their own mother tongue, and promote the exchange and integration of different languages and cultures. As senior high school students, we should learn foreign languages well to promote cross-cultural communication, and at the same time, we should cherish our own mother tongue and inherit and carry forward Chinese culture. We can also learn about different languages and cultures through reading, watching videos and other ways, and cultivate a sense of respect for cultural diversity.” The teacher distributes the reading worksheet, which includes the following questions: 1. How many languages are there in the world? 2. Why are many minority languages facing the risk of extinction? 3. Why is it important to protect language diversity? 4. What can senior high school students do to promote language and cultural exchange? Students read the passage silently and complete the questions independently. During this process, the teacher reminds students to read carefully, find key information in the passage and mark it. After students finish, the teacher checks the answers and explains the key points. For question 2, the teacher guides students to find the relevant sentence in the passage: “Because more and more people begin to learn and use dominant languages, and the number of people speaking minority languages is getting smaller and smaller.” For question 3, the teacher emphasizes: “Each language records the history, culture and customs of a nation, and it is an important part of human civilization. If a language disappears, a part of human civilization will be lost forever.” Then, the teacher organizes a class discussion: “What do you think of the phenomenon of language extinction? What measures can we take to protect minority languages?” Invite students to express their opinions freely. Some students may say: “We can set up courses to teach minority languages in schools.” Some students may say: “We can record the pronunciation and grammar of minority languages with videos and audios.” The teacher affirms students’ opinions and summarizes: “Protecting language diversity requires the joint efforts of the whole society. We can strengthen the publicity of language protection, set up protection projects for minority languages, and encourage more people to pay attention to and inherit minority languages. As students, we can learn about different languages and cultures, and respect the diversity of languages.” Step 5: Self-Assessment and Reflection This part aims to help students summarize their learning gains in the unit, identify their weaknesses and put forward targeted improvement measures, so as to improve their learning ability. The teacher distributes the self-assessment form, which includes the following aspects: 1. Mastery of core vocabulary and phrases (excellent, good, general, poor); 2. Mastery of restrictive relative clauses (excellent, good, general, poor); 3. Reading comprehension ability (excellent, good, general, poor); 4. Ability to express opinions on language and culture (excellent, good, general, poor); 5. My strengths in this unit; 6. My weaknesses in this unit; 7. My improvement measures. Students fill in the self-assessment form independently, combining their performance in the previous assessment tasks. After filling in, students exchange their self-assessment forms with their deskmates, and each deskmate puts forward constructive suggestions for their partners. For example, if a student says that his weakness is the flexible use of restrictive relative clauses, his deskmate can suggest: “You can do more exercises to combine sentences, and review the usage of relative pronouns and adverbs regularly.” Then, the teacher invites several students to share their self-assessment results and improvement measures. For example, a student says: “My strengths are the mastery of core vocabulary and reading comprehension, but my weakness is the use of restrictive relative clauses. I plan to do 5-10 grammar exercises every day and ask the teacher for help when I meet difficulties.” The teacher affirms the student’s plan and encourages other students to learn from him. Finally, the teacher summarizes the self-assessment activity: “Through self-assessment and reflection, we can clearly understand our learning situation. Everyone has their own strengths and weaknesses. The key is to find out the weaknesses and take effective improvement measures. I hope everyone can keep the habit of self-reflection, summarize learning methods in time, and make continuous progress in English learning.” Step 6: Summary and Extension First, the teacher summarizes the whole lesson: “In this lesson, we carried out a series of assessing your progress activities, including vocabulary assessment, grammar assessment, reading comprehension assessment and self-assessment. We reviewed the core knowledge of Unit 5, checked our learning results, and summarized our learning gains and weaknesses. I hope everyone can consolidate the knowledge we have learned today and apply it to practical communication.” Then, the teacher arranges the extension task to help students apply the knowledge they have learned to practical life and expand their horizons. The extension task includes two parts: 1. After class, interview your classmates or teachers about their attitudes towards learning foreign languages, and write a short report (about 100 words), using at least two restrictive relative clauses and some core vocabulary of the unit. 2. Collect information about a minority language in China (such as Tibetan, Mongolian, etc.), and introduce its characteristics and protection status in the next class. Before the end of the lesson, the teacher encourages students: “Languages are the treasures of human civilization, and learning languages is a process of understanding different cultures. I hope everyone can maintain their enthusiasm for learning English, respect the diversity of world languages, and become a bridge for cross-cultural communication. I believe that as long as you keep working hard, you will make great progress in English learning.” Step 7: Homework Arrangement 1. Review the core vocabulary, phrases and restrictive relative clauses of Unit 5, and make a summary notebook. 2. Complete the extension task assigned in the lesson (interview report and information collection). 3. Do the exercises in the textbook’s Assessing Your Progress section again to consolidate the knowledge. 4. Preview the next unit’s content and collect relevant 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 $