Unit 4 Journey Across a Vast Land-Learning About Language 教案-2025-2026学年高中英语人教版选择性必修第二册

Unit 4 Journey Across a Vast Land-Learning About Language 内容导航 This section focuses on vocabulary accumulation and grammar learning related to journeys and natural scenery. It mainly involves useful structures of participles (past participles and present participles) and core words about travel, helping students apply language knowledge to describe journeys and express feelings. 教学目标和重难点 1. 教学目标 Language Competence: Students master travel-related vocabulary and participle structures, improving their ability to understand and use English in travel scenarios. Cultural Awareness: They understand the natural and cultural characteristics of Canada, fostering cross-cultural tolerance and a global perspective. Thinking Quality: They analyze grammar rules and language logic, developing logical and critical thinking. Learning Ability: They master effective vocabulary and grammar learning strategies, enhancing autonomous learning and cooperative inquiry abilities. 2. 教学重难点 Key Points: Mastering the usage of past participles and present participles as predicative adjectives and adverbials; memorizing and applying core travel vocabulary (e.g., scenery, spectacular, anticipate). Difficult Points: Distinguishing the differences between past participles (expressing feelings) and present participles (expressing characteristics) as predicatives; correctly using participles as adverbials with proper logical relationships. 教学过程 Step 1: Lead-in (Warm-up and Revision) The lead-in aims to arouse students' interest, connect with the previous reading content, and lay a foundation for the new language points. First, the teacher greets the students in English and starts with a question related to the unit theme: “Do you still remember Li Daiyu and Liu Qian’s journey across Canada? What impressive scenery did they see along the way?” Invite 2-3 students to share their memories of the reading text, such as the beautiful mountains in Vancouver, the blue water of Lake Louise, and the vast prairies. This not only helps students review the key content of the reading part but also naturally leads to the language elements related to scenery description. Then, the teacher presents some pictures of the scenery mentioned in the reading text, such as the Canadian Rockies, forests, and prairies, and asks students to describe the pictures in simple English. During this process, the teacher records the words and expressions used by students on the blackboard, including both correct and incorrect ones. For example, if a student says “The scenery is amazed”, the teacher does not correct it immediately but marks it, which will be used as a breakthrough point for the subsequent grammar teaching. After the students finish describing, the teacher summarizes: “Today, we will learn more useful words and grammar structures to help us describe scenery and express our feelings more accurately and vividly, which is the core content of Learning About Language in this unit.” Step 2: Vocabulary Learning (Build Up Your Vocabulary) Vocabulary learning is the basis of language use. This part focuses on the core vocabulary related to travel, scenery, and feelings in Unit 4, helping students master their pronunciation, meaning, collocation, and usage. The teacher divides the vocabulary into three groups according to their themes: scenery-related words, feeling-related words, and travel-related verbs, which is conducive to students' classification and memory. First, the teacher presents the first group of vocabulary: scenery-related words, such as spectacular, massive, breathtaking, awesome, vast, mild, foggy. For each word, the teacher first reads the pronunciation clearly, asks students to follow along, and corrects their pronunciation if there are mistakes (e.g., the stress of “spectacular” is on the second syllable /spekˈtækjələr/). Then, the teacher explains the meaning of the word with simple English and combines it with the reading text to help students understand. For example, when explaining “breathtaking”, the teacher says: “In the reading text, it says ‘the blue water literally took their breath away with its exceptional beauty’. ‘Breathtaking’ means so beautiful or amazing that it makes you feel surprised and excited, just like the beauty of Lake Louise.” Then, the teacher gives some collocations and example sentences, such as “breathtaking scenery”, “a spectacular view”, “vast prairies”, and asks students to make their own sentences with these words. For example, a student can say “The view from the top of the mountain is spectacular.” The teacher praises the correct sentences and guides students to correct the incorrect ones. Next, the second group: feeling-related words, such as excited, exciting, amazed, amazing, puzzled, puzzling, pleased. This group of words is closely related to the subsequent grammar points (participles as predicative adjectives), so the teacher focuses on distinguishing the differences between -ed and -ing forms. The teacher writes the words on the blackboard and asks students to observe their differences. Then, the teacher summarizes the rule: “The -ed forms are used to describe people’s feelings, meaning ‘feeling...’; the -ing forms are used to describe the characteristics of people or things, meaning ‘making people feel...’.” For example, “excited” means “feeling excited”, and “exciting” means “making people excited”. The teacher gives example sentences: “I was excited when I saw the beautiful scenery.” (describing personal feeling) “The scenery is exciting.” (describing the characteristic of the scenery). Then, the teacher organizes a small activity: students work in pairs, and each pair is given a set of words (e.g., shocked/shocking, frightened/frightening) to make two sentences, one with the -ed form and one with the -ing form. After that, invite several pairs to present their sentences, and the teacher comments and corrects them, strengthening students' understanding of the usage of these words. The third group: travel-related verbs, such as anticipate, proceed, astonish, owe, freeze. The teacher explains the meaning and usage of each word, combines them with collocations and example sentences, and connects them with the reading text. For example, “anticipate” means “to expect something to happen”, and in the reading text, “they did not anticipate seeing such an open country”. The teacher gives another example: “I anticipate that we will have a wonderful journey.” For “freeze”, the teacher explains its different forms (freeze - froze - frozen) and collocations, such as “freeze cold”, “frozen food”. Then, the teacher arranges a quick memory game: the teacher reads the English word, and students quickly say its Chinese meaning and a simple collocation; or the teacher says the Chinese meaning, and students say the English word. This game can arouse students' enthusiasm and help them memorize the vocabulary quickly. After learning all the vocabulary, the teacher arranges a small exercise: fill in the blanks with the correct form of the given words. The exercise is closely related to the vocabulary just learned, such as: 1. The journey across Canada was ________ (amaze). 2. I was ________ (please) to see the beautiful mountains. 3. We did not ________ (anticipate) such a long journey. 4. The weather was ________ (freeze) cold in Edmonton. Students finish the exercise individually, then check the answers with the whole class, and the teacher explains the difficult points in the exercise, ensuring that students master the usage of the vocabulary. Step 3: Grammar Learning (Discover Useful Structures) This part is the key and difficult point of this lesson, focusing on the usage of participles (past participles and present participles) as predicative adjectives and adverbials. The teacher adopts the “discovery-based learning” method, guiding students to find out the grammar rules by themselves through reading, observing, and discussing, which is more conducive to students' understanding and memory than direct explanation. 3.1 Participles Used as Predicative Adjectives First, the teacher guides students to review the feeling-related words learned in the vocabulary part, such as excited/exciting, amazed/amazing. Then, the teacher presents several sentences from the reading text on the screen: 1. For both of them, the thought of crossing the whole country by rail was exciting. 2. The next day was clear and mild, and they were pleased to see the beautiful mountains looking out over the city. 3. They were truly amazed by the open country. 4. The story is very moving. The teacher asks students to observe these sentences and think about two questions: 1. What are the structures of these sentences? (Subject + be + adj.) 2. What are the differences between the adjectives in these sentences (exciting, pleased, amazed, moving)? Then, students discuss these questions in groups of 4 for 5 minutes. During the discussion, the teacher walks around the classroom, listens to students' opinions, and gives appropriate guidance if necessary. After the discussion, invite several groups to share their findings. The teacher summarizes and sorts out the rules: These adjectives are all participles (past participles or present participles) used as predicative adjectives. The present participles (-ing) are used to describe the characteristics of people or things, meaning “making people feel...”, and their logical subject is usually a thing or an event. The past participles (-ed) are used to describe people’s feelings or states, meaning “feeling...”, and their logical subject is usually a person. The teacher also supplements some special cases: some past participles, such as dressed, seated, absorbed, do not have a passive meaning when used as predicatives, e.g., “She is dressed in red.” “He is absorbed in his book.” To consolidate this rule, the teacher arranges a practice activity: multiple choice questions. The questions are designed to test students' ability to distinguish between -ed and -ing forms. For example: 1. The movie is so ________ that many people are ________ to tears. A. moving; moved B. moved; moving C. moving; moving D. moved; moved 2. I was ________ by his ________ speech. A. astonished; astonishing B. astonishing; astonished C. astonished; astonished D. astonishing; astonishing. Students finish the questions individually, then the teacher checks the answers and explains the reasons, emphasizing the key points of distinction. Then, the teacher asks students to make sentences with the participles as predicative adjectives, and invites some students to share their sentences, ensuring that they can correctly use the structure. 3.2 Participles Used as Adverbials This is the difficult point of this lesson. The teacher starts with simple sentences to guide students to understand the function of participles as adverbials. First, the teacher presents two groups of sentences on the screen: Group 1: 1. I have visited Canada three times, so I decide to go to Mexico for my holiday this year. 2. Having visited Canada three times, I decide to go to Mexico for my holiday this year. Group 2: 1. When he was asked about his impression of the apartment, he made no answer. 2. Asked about his impression of the apartment, he made no answer. The teacher asks students to compare the two sentences in each group and think about: 1. What is the relationship between the two sentences in each group? (They have the same meaning.) 2. What is the difference in structure? (The second sentence uses a participle phrase instead of a clause.) Then, the teacher explains that participles (past participles and present participles) can be used as adverbials to express time, reason, condition, concession, manner, or accompaniment, which can make the sentence more concise. The logical subject of the participle phrase is usually the subject of the main sentence. Next, the teacher explains the usage of present participles and past participles as adverbials respectively. For present participles as adverbials: They usually express an action that is simultaneous with the action of the main sentence, or an active relationship with the logical subject. For example, “Having visited Canada three times, I decide to go to Mexico for my holiday this year.” (expressing time, and the logical subject “I” has an active relationship with the action “visit”). “Travelling on the train, I saw breathtaking scenery along the way.” (expressing accompaniment, simultaneous with the main action). For past participles as adverbials: They usually express a passive relationship with the logical subject, or a completed action. For example, “Asked about his impression of the apartment, he made no answer.” (expressing time, and the logical subject “he” has a passive relationship with the action “ask”). “Seriously injured, he had to be taken to the hospital.” (expressing reason, and the action “injure” is completed). To help students understand better, the teacher summarizes the common signal words and corresponding adverbial functions: 1. Time: When, while (can be omitted), e.g., “While waiting for the train, they chatted happily.” 2. Reason: Because, as, since (can be omitted), e.g., “Deeply moved by the story, the children began to cry.” 3. Condition: If, unless (can be omitted), e.g., “United, we stand; divided, we fall.” 4. Concession: Though, although (can be omitted), e.g., “Tired as he was, he continued to work.” 5. Accompaniment: Without signal words, e.g., “She walked along the street, singing happily.” Then, the teacher arranges a group activity: each group is given a clause, and they need to rewrite it into a sentence with a participle as an adverbial. For example: 1. Because he was inspired by the Belt and Road Forum, he decided to hike along the route. → Inspired by the Belt and Road Forum, he decided to hike along the route. 2. When we viewed from the train, the mountain looked spectacular. → Viewed from the train, the mountain looked spectacular. 3. She sat on the chair and read a book. → She sat on the chair, reading a book. Each group completes the task and then presents their answers. The teacher comments and corrects them, focusing on the logical relationship between the participle and the main sentence, and the consistency of the logical subject. After that, the teacher explains the common mistakes students may make when using participles as adverbials: 1. The logical subject of the participle is inconsistent with the subject of the main sentence. For example, “Looking out of the window, the scenery was beautiful.” (Incorrect: The logical subject of “looking” should be a person, not “scenery”; Correct: Looking out of the window, we saw beautiful scenery.) 2. Confusing present participles and past participles. For example, “Being written in a hurry, the article has many mistakes.” (Incorrect: The article is written, so past participle should be used; Correct: Written in a hurry, the article has many mistakes.) The teacher gives more examples of incorrect sentences, asks students to correct them, and explains the reasons, helping students avoid these mistakes. Step 4: Integrated Practice (Consolidation and Application) Integrated practice aims to help students comprehensively apply the vocabulary and grammar knowledge learned in this lesson to practical language scenarios, improving their language application ability. This part includes three activities: fill in the blanks, sentence rewriting, and group discussion and presentation. 4.1 Fill in the Blanks The teacher presents a short passage related to a travel experience, and students fill in the blanks with the correct form of the given words (including the vocabulary and grammar points learned). The passage is designed to cover the key vocabulary (spectacular, anticipate, amazed, vast) and grammar structures (participles as predicative adjectives and adverbials). For example: Last summer, I went on a journey to the northwest of China. I had never ________ (anticipate) seeing such ________ (vast) deserts and ________ (spectacular) mountains. ________ (Arrive) at the destination, I was ________ (amazed) by the beautiful scenery. ________ (Walk) along the desert, I felt the magic of nature. The journey was so ________ (exciting) that I will never forget it. Students finish the passage individually, then the teacher checks the answers with the whole class. For each blank, the teacher asks students to explain why they choose that form, especially the participle forms, to consolidate their understanding of the grammar rules. For example, when filling in “Arrive”, students should explain that it is a present participle used as an adverbial of time, and the logical subject is “I”, which has an active relationship with the action “arrive”. 4.2 Sentence Rewriting The teacher gives 5 sentences, and students need to rewrite them according to the requirements: some require changing the clause into a participle as an adverbial, some require using the correct form of -ed/-ing adjectives, and some require using the key vocabulary learned. For example: 1. The scenery is so beautiful that it makes people feel shocked. (Rewrite with “shocking” and “shocked”) 2. Because she was absorbed in her book, she didn’t hear the doorbell. (Rewrite with a past participle as an adverbial) 3. I expected that I would have a wonderful trip. (Rewrite with “anticipate”) 4. When we traveled on the train, we saw many beautiful flowers. (Rewrite with a present participle as an adverbial) 5. The movie made me feel excited. (Rewrite with “exciting” and “excited”). Students finish the rewriting individually, then exchange their answers with their deskmates for mutual checking. The teacher collects some typical answers (both correct and incorrect) and comments on them, emphasizing the key points and difficult points. 4.3 Group Discussion and Presentation The teacher divides students into groups of 4-5, and gives the discussion topic: “Talk about a memorable journey you have had. Describe the scenery, your feelings, and the interesting things that happened. Try to use the vocabulary and grammar structures learned in this lesson (e.g., -ed/-ing adjectives, participles as adverbials, and travel-related words).” Each group discusses for 10 minutes, and assigns a spokesperson to present their group’s story to the whole class. The presentation time for each group is 2-3 minutes. During the discussion, the teacher walks around the classroom, provides help to students who have difficulties, and reminds them to use the language points learned. For example, if a group does not know how to use participles as adverbials, the teacher can give a simple example to guide them. When the groups present their stories, the teacher records the good expressions and the common mistakes on the blackboard. After all groups finish presenting, the teacher summarizes: praises the groups that use the language points correctly and vividly, and corrects the common mistakes, helping students further consolidate and apply the knowledge. Step 5: Summary and Extension First, the teacher leads students to summarize the key content of this lesson. The teacher asks students to recall: “What vocabulary did we learn today? What grammar structures did we master?” Invite students to answer one by one, and the teacher supplements and sorts out: 1. Vocabulary: scenery-related words (spectacular, massive, breathtaking), feeling-related words (-ed/-ing forms), travel-related verbs (anticipate, proceed, astonish). 2. Grammar: participles used as predicative adjectives (distinguishing -ed and -ing forms) and participles used as adverbials (expressing time, reason, condition, accompaniment, etc., and ensuring the logical subject consistency). The teacher emphasizes that the key of this lesson is to master the usage of participles, and the difficult point is to correctly use participles as adverbials and distinguish the -ed/-ing forms. Then, the teacher extends the knowledge: introduces some other usages of participles (e.g., as attributives), but does not go into detail, only lets students have a preliminary understanding, laying a foundation for the subsequent learning. For example, “The girl standing by the window is my sister.” (present participle as attributive, expressing active and ongoing) “The book written by Mo Yan is very popular.” (past participle as attributive, expressing passive and completed). Finally, the teacher connects the lesson with real life: “In our daily life, we often need to describe scenery, travel experiences, and feelings. The vocabulary and grammar structures we learned today can help us express ourselves more accurately and vividly in English. I hope you can apply what you have learned to your daily English communication and writing.” Step 6: Homework Arrangement The homework is designed to consolidate the knowledge learned in this lesson and extend students' language application ability. It is divided into three levels, suitable for students of different levels: 1. Basic Homework: a. Copy the core vocabulary learned today (10 words each) and make one sentence for each word. b. Finish the grammar exercises on the textbook (Practice 1 and Practice 2), focusing on the usage of participles as predicative adjectives and adverbials. c. Read the short passage filled in during the integrated practice aloud for 5 times, and recite the key sentences. 2. Intermediate Homework: Write a short passage (80-100 words) about a travel experience, using at least 5 core vocabulary words and 2 participle structures (as predicative or adverbial). 3. Advanced Homework: Find a travel article in English (from newspapers, magazines, or the Internet), underline the participle structures and travel-related vocabulary in the article, and write a short comment (50-80 words) on the article, sharing your feelings. The teacher reminds students to pay attention to the correct use of vocabulary and grammar when doing homework, and encourages students to complete the advanced homework actively if they have the ability. At the same time, the teacher informs students that the homework will be checked and commented on in the next class, and the excellent compositions will be shared with the whole class. 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 $