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

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;