Unit 4 Journey Across a Vast Assessing Your Progress 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-Assessing Your Progress 内容导航 This section aims to assess students’ mastery of Unit 4, covering key vocabularies, sentence structures, reading comprehension of travel narratives, and ability to express travel experiences. It helps students reflect on learning gaps and improve comprehensive English skills through diverse tasks. 教学目标和重难点 1. 教学目标 Language Competence: Master travel- and scenery-related vocabularies and sentence structures, and improve abilities in listening, speaking, reading and writing to express travel experiences. Cultural Awareness: Understand Canadian geographical features and natural culture, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking Quality: Develop logical thinking through analyzing travel narratives and critical thinking through evaluating own learning. Learning Ability: Cultivate self-assessment and reflection habits, and master effective learning strategies to make up for learning gaps. 2. 教学重难点 Key Points: Master core vocabularies (e.g., landscape, wilderness, spectacular) and sentence structures (e.g., participles as adverbials, attributive clauses) in travel contexts; accurately understand and express travel experiences. Difficult Points: Flexibly use learned language knowledge to describe natural scenery vividly; effectively reflect on learning and put forward practical improvement plans; understand the connection between language use and cultural background. 教学过程 Step 1: Lead-in (Warm-up and Review) The lead-in session is designed to activate students’ prior knowledge of Unit 4, arouse their learning enthusiasm, and lay a solid foundation for the subsequent assessment and reflection. First, the teacher greets students in English and starts with a brainstorming activity. The teacher writes the topic “Journey Across a Vast Land” on the blackboard and asks students to work in pairs to recall the key contents of the unit. They are required to list the main characters, travel route, key scenic spots and core vocabularies they have learned. After 5 minutes of pair discussion, the teacher invites several groups to share their answers. For example, students may mention that the main characters are Li Daiyu and Liu Qian, whose travel route is from Vancouver to Halifax by train, passing through the Canadian Rockies, Lake Louise, Edmonton, the Canadian Prairie and other places. The core vocabularies may include “scenery, breathtaking, massive, wilderness, plateau” and so on. After the brainstorming, the teacher conducts a quick review of the key language points of the unit. The teacher presents some sentences on the multimedia courseware, and asks students to fill in the blanks with the correct forms of the given words. The sentences are closely related to the assessment content, such as “______ (see) from the train window, the mountains looked massive.” (Seen) and “The journey was so amazing that it ______ (take) our breath away.” (took). After students finish filling in the blanks, the teacher checks the answers together with the whole class, explains the key points such as the usage of past participles as adverbials and the collocation of “take one’s breath away”, and emphasizes the key and difficult points that need attention in the assessment. This link not only helps students review the learned knowledge, but also enables the teacher to initially grasp the students’ mastery of the unit knowledge, so as to adjust the subsequent assessment tasks appropriately. In addition, the teacher briefly introduces the purpose and significance of this “Assessing Your Progress” section, telling students that this assessment is not to test scores, but to help them clearly understand their own learning situation, find out the gaps and deficiencies in learning, and put forward targeted improvement plans. This can reduce students’ psychological pressure and make them actively participate in the assessment and reflection process with a positive attitude. Step 2: Vocabulary and Phrase Assessment Vocabulary and phrases are the foundation of English learning, and also the key content of this unit. This link is divided into three parts: recognition, understanding and application, to comprehensively assess students’ mastery of the core vocabularies and phrases in Unit 4. First, the teacher arranges the vocabulary recognition task. The teacher presents 20 core vocabularies and phrases of the unit on the multimedia courseware, including nouns (landscape, terrain, wilderness, panorama, canyon), verbs and verb phrases (arise, take one’s breath away, set out, head for, hike), adjectives (breathtaking, massive, spectacular, freezing, exceptional) and adverbs (literally, eventually). The teacher reads each word or phrase twice, and asks students to write down the corresponding English words or phrases according to the pronunciation. After the dictation, students exchange their exercise books with their deskmates to correct them. The teacher counts the correct rate of the whole class, records the words and phrases with low correct rate (such as “terrain, panorama, arise, breathtaking”), and briefly explains their pronunciation, spelling and part of speech again, helping students consolidate their memory. Next is the vocabulary understanding task. The teacher designs 15 multiple-choice questions, each question gives a sentence with a blank, and provides four options. Students need to choose the most appropriate word or phrase to fill in the blank according to the context of the sentence. The sentences are closely combined with the travel theme of the unit, such as “The ______ of the Canadian Rockies is so spectacular that thousands of tourists come to visit it every year. A. scenery B. view C. scene D. sight” and “When we arrived at Lake Louise, the blue water ______ us breath away. A. made B. took C. got D. gave”. After students finish the questions independently, the teacher explains the answers one by one, focusing on the differences between similar words (such as the differences between scenery, view, scene and sight) and the collocation of phrases (such as “take one’s breath away”), and guides students to summarize the usage rules of related vocabularies and phrases. For students who make mistakes frequently, the teacher asks them to put forward their doubts, and answers them patiently to help them clarify their misunderstandings. Finally, the vocabulary application task is carried out. The teacher gives 5 topics related to travel, such as “Describe a beautiful natural scenery you have seen”, “Talk about your most unforgettable travel experience”, and asks students to write 3-5 sentences for each topic, using at least 2 core vocabularies or phrases learned in the unit. Students complete the task independently, and then share their sentences in groups. Other students in the group evaluate whether the vocabularies and phrases are used correctly and appropriately, and put forward suggestions for modification. For example, if a student writes “I saw a beautiful scenery last summer”, other students can point out that “scenery” is an uncountable noun, and it should be changed to “a beautiful piece of scenery” or “beautiful scenery”. The teacher walks around the classroom to observe students’ performance, provides guidance for students who have difficulty in writing, and selects some excellent sentences to share with the whole class, affirming students’ achievements and encouraging them to use vocabularies and phrases flexibly. Step 3: Sentence Structure Assessment On the basis of vocabulary assessment, this link focuses on assessing students’ mastery and application ability of the key sentence structures in Unit 4, mainly including participles as adverbials (present participles and past participles), attributive clauses (restrictive and non-restrictive attributive clauses), and with compound structures. These sentence structures are important tools for describing natural scenery and travel experiences, and also the difficult points in the unit. First, the teacher arranges the sentence structure analysis task. The teacher presents 10 sentences extracted from the unit text on the multimedia courseware, such as “Seen from the train window, the mountains and forests of Canada looked massive.”, “The next day was clear and mild, and they were pleased to see the beautiful mountains looking out over the city.”, “Edmonton, the provincial capital of Alberta, is the centre of Canada's huge oil and gas drilling industry.”. Students are required to analyze the sentence structure independently, point out the grammatical components such as participles as adverbials, attributive clauses and appositives in the sentences, and explain their functions. After students finish the analysis, the teacher invites several students to share their answers, and explains the key points and difficulties of each sentence structure in detail. For example, when analyzing the sentence “Seen from the train window...”, the teacher emphasizes that “Seen” is a past participle used as an adverbial, indicating passive and completed meaning, and its logical subject is “the mountains and forests”; when analyzing the sentence “the beautiful mountains looking out over the city”, the teacher explains that “looking out over the city” is a present participle used as an attributive, modifying “mountains”, indicating active and ongoing meaning. At the same time, the teacher summarizes the usage rules of participles as adverbials and attributive clauses, and reminds students of the common mistakes in use (such as confusing present participles and past participles, misusing relative pronouns in attributive clauses). Next is the sentence structure transformation task. The teacher gives 8 simple sentences, and asks students to transform them into complex sentences using the key sentence structures learned in the unit. For example, the simple sentence “The mountains are very high. They stretch from Canada to the United States.” can be transformed into “The mountains, which stretch from Canada to the United States, are very high.” (using non-restrictive attributive clauses); the simple sentence “We stood on the observation deck. We watched the sunset over the vast wilderness.” can be transformed into “Standing on the observation deck, we watched the sunset over the vast wilderness.” (using present participles as adverbials). Students complete the transformation task independently, and then check the answers with their group members. The teacher collects the common mistakes in the students’ answers, such as the wrong use of relative pronouns “which” and “that”, the confusion between present participles and past participles, and explains and corrects them uniformly, helping students master the application skills of sentence structures. Finally, the sentence structure application task is carried out. The teacher shows a set of pictures of natural scenery (such as the Rocky Mountains, Lake Louise, the Canadian Prairie) on the multimedia courseware, and asks students to describe the pictures using at least 3 key sentence structures learned in the unit. Students can work in groups of 4 to discuss and organize their language, and then each group selects a representative to present their descriptions to the whole class. The teacher evaluates the students’ descriptions from the aspects of correct use of sentence structures, fluency of language and vividness of description, affirms the advantages, points out the deficiencies, and gives guidance and suggestions. For example, if a student uses the present participle as an adverbial correctly but the description is not vivid enough, the teacher can suggest adding some adjectives and adverbs to enrich the content. This task not only assesses students’ application ability of sentence structures, but also improves their ability to describe natural scenery in English. Step 4: Reading Comprehension Assessment Reading comprehension is an important part of English learning, and also a key content of this unit. This link mainly assesses students’ ability to understand travel narratives, grasp key information, infer the author’s intention and summarize the main idea of the text. The reading materials selected are closely related to the theme of the unit, with appropriate difficulty, which is in line with the students’ English level. First, the teacher distributes the reading materials to each student. The reading material is a short travel narrative about a student’s train journey across Australia, which involves the description of natural scenery, travel experiences and feelings, and contains the core vocabularies and sentence structures learned in the unit. The teacher asks students to read the material silently first, and requires them to finish the following tasks while reading: 1. Underline the key information (such as the travel route, scenic spots, feelings of the traveler); 2. Answer 5 detailed questions (focusing on the understanding of specific information); 3. Summarize the main idea of the text in 1-2 sentences; 4. Infer the author’s attitude towards the journey. After students finish reading and completing the tasks independently, the teacher organizes the whole class to check the answers. For the detailed questions, the teacher invites students to answer them one by one, and points out the key sentences in the text that correspond to the answers, helping students master the method of finding specific information in the text. For the main idea of the text, the teacher asks several students to share their summaries, and guides them to improve their summaries, making them more concise and accurate. For example, if a student’s summary is too detailed and lacks generality, the teacher can remind them to focus on the core content of the text (who, what, when, where, why, how). For the inference of the author’s attitude, the teacher guides students to analyze the emotional words and sentences in the text (such as “amazing, wonderful, unforgettable”) to infer that the author holds a positive and appreciative attitude towards the journey. Next, the teacher designs a discussion question: “What are the similarities and differences between the author’s journey in the reading material and Li Daiyu and Liu Qian’s journey in the unit text?”. Students are asked to discuss in groups of 4, and list the similarities and differences from the aspects of travel mode, scenic spots, feelings and other aspects. After 10 minutes of discussion, each group selects a representative to share their discussion results. For example, the similarities may include that both are train journeys, both involve the description of beautiful natural scenery, and both express the love and appreciation for nature; the differences may include that the travel destinations are different (Australia vs. Canada), the scenic features are different (deserts and beaches vs. mountains and prairies), and the specific feelings of the travelers are slightly different. The teacher affirms the students’ discussion results, and guides them to deeply understand the characteristics of travel narratives, such as the combination of scenery description and emotional expression, and the clarity of travel routes. Finally, the teacher summarizes the reading comprehension skills, emphasizing that when reading travel narratives, students should first grasp the travel route and key information, then understand the author’s emotional changes and intention, and finally summarize the main idea of the text. At the same time, the teacher reminds students to accumulate the excellent expressions in the reading materials, which can be used in their own writing. Step 5: Speaking Assessment Speaking ability is an important part of comprehensive English ability, and this unit focuses on training students’ ability to express travel experiences and describe natural scenery. This link assesses students’ oral expression ability, including pronunciation, intonation, fluency, accuracy and appropriateness of language use. The speaking assessment is carried out in the form of group interaction. Students are divided into groups of 3-4, and each group is given a speaking task: “Plan a 7-day train journey across China, and introduce the travel route, scenic spots, accommodation and food to the class”. The teacher provides some tips for students, such as choosing typical scenic spots (such as the Great Wall, West Lake, Lijiang), using the core vocabularies and sentence structures learned in the unit, and paying attention to the logical order of the introduction. Students have 15 minutes to discuss and prepare in groups, determine the travel route, assign roles (such as the host, the introducer of scenic spots, the introducer of food and accommodation), and organize their oral expressions. During the preparation process, the teacher walks around the classroom, provides guidance for each group, helps students solve the difficulties encountered in oral expression, such as how to describe scenic spots vividly, how to use sentence structures flexibly, and corrects students’ incorrect pronunciation and intonation. For groups with poor performance, the teacher gives more guidance and encouragement, helping them build confidence in oral expression. After the preparation, each group takes turns to present their travel plan to the whole class. The presentation time of each group is 3-5 minutes. During the presentation, the teacher evaluates the students’ performance from the following aspects: 1. Pronunciation and intonation: whether the pronunciation is accurate, the intonation is natural; 2. Fluency: whether the expression is fluent, without too many pauses and repetitions; 3. Accuracy: whether the vocabularies and sentence structures are used correctly; 4. Appropriateness: whether the content is appropriate, the logical order is clear; 5. Cooperation: whether the group members cooperate closely. After each group’s presentation, the teacher gives positive comments first, affirms their advantages (such as clear logical order, accurate use of vocabularies), and then points out the deficiencies (such as unfluent expression, incorrect pronunciation) and gives improvement suggestions. At the same time, the teacher invites other students to evaluate the presentation, which not only can improve students’ ability to evaluate others, but also can help them learn from each other. In addition, the teacher designs an individual speaking task: each student briefly talks about their most unforgettable travel experience, using 3-5 sentences, and the time is 1-2 minutes. This task can assess the oral expression ability of each student individually, and help the teacher grasp the oral level of each student. After each student’s speech, the teacher gives simple comments and guidance, encouraging students to speak actively and boldly. Step 6: Writing Assessment Writing ability is a comprehensive reflection of students’ English level, and this unit requires students to be able to write a travel diary or a scenic description. This link assesses students’ writing ability, including the clarity of the theme, the correctness of the structure, the accuracy of the language, and the vividness of the description. The writing task is: “Write a travel diary about a day’s journey you have experienced or imagined, with a length of 120-150 words. You should include the following contents: 1. The time and place of the journey; 2. The scenery you saw; 3. Your feelings and experiences. You should use at least 5 core vocabularies and 2 key sentence structures learned in the unit.” The teacher writes the writing requirements and tips on the blackboard, and reminds students to pay attention to the format of the travel diary (date, weather, body), the logical order of the content, and the correct use of vocabularies and sentence structures. Students complete the writing task independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulty in writing, such as how to arrange the structure, how to describe scenery vividly, and corrects students’ grammatical mistakes and spelling errors. For students who have no idea, the teacher can give some examples to inspire their thinking, such as “You can write about a trip to the countryside, describe the green fields, clear rivers and warm sunshine, and express your happy feelings.” After students finish writing, they exchange their compositions with their deskmates to correct them according to the evaluation criteria (theme clarity, structure correctness, language accuracy, vocabulary and sentence structure use, fluency and vividness). The teacher provides a detailed evaluation criteria table, so that students can evaluate each other objectively. After the mutual evaluation, students revise their own compositions according to the suggestions put forward by their deskmates. The teacher collects some representative compositions (including excellent compositions and compositions with common problems), and comments on them in class. For excellent compositions, the teacher reads them aloud to the whole class, analyzes their advantages (such as clear theme, vivid description, correct use of vocabularies and sentence structures), and encourages other students to learn from them. For compositions with common problems, the teacher points out the existing problems (such as unclear theme, incorrect grammatical structure, simple vocabulary), and gives specific modification suggestions. For example, if a student’s composition is too simple and lacks vivid description, the teacher can suggest adding some adjectives and adverbs, or using participles as adverbials to enrich the content. At the same time, the teacher summarizes the writing skills of travel diaries, emphasizing that students should combine scenery description with emotional expression, use various sentence structures flexibly, and pay attention to the coherence and fluency of the text. Step 7: Self-Assessment and Reflection Self-assessment and reflection are important links to improve students’ learning ability, which can help students clearly understand their own learning situation, find out the gaps and deficiencies, and put forward targeted improvement plans. This link is carried out after the completion of all assessment tasks. First, the teacher distributes the self-assessment form to each student. The self-assessment form includes the following contents: 1. Mastery of vocabularies and phrases (excellent, good, general, poor); 2. Mastery of sentence structures (excellent, good, general, poor); 3. Reading comprehension ability (excellent, good, general, poor); 4. Oral expression ability (excellent, good, general, poor); 5. Writing ability (excellent, good, general, poor); 6. The most proficient part in this unit; 7. The most deficient part in this unit; 8. Improvement plans and goals. Students fill in the self-assessment form truthfully according to their own performance in the assessment tasks. After filling in the self-assessment form, students are asked to share their self-assessment results and reflection in groups. Each student talks about their own advantages and deficiencies, and the improvement plans they have formulated. For example, some students may say that they are proficient in vocabulary recognition but not good at flexible application; some students may say that their reading comprehension ability is good but their oral expression is not fluent. Other students in the group can put forward supplementary suggestions according to their understanding of the student. The teacher invites several students to share their self-assessment results and reflection with the whole class, affirming their correct understanding of their own learning situation and feasible improvement plans. At the same time, the teacher summarizes the overall performance of the whole class in this assessment, points out the common advantages (such as good mastery of basic vocabularies, clear understanding of reading materials) and common deficiencies (such as inflexible use of sentence structures, unfluent oral expression), and puts forward overall improvement suggestions for the whole class, such as strengthening the accumulation and application of vocabularies and phrases, practicing oral expression more, and reading more travel narratives to improve reading and writing ability. In addition, the teacher encourages students to set specific learning goals according to their own deficiencies, and asks them to record their learning progress in the subsequent learning process, and regularly reflect on whether they have achieved their goals. The teacher tells students that learning is a continuous process of improvement, and only through constant self-assessment and reflection can they make continuous progress in English learning. Step 8: Summary and Homework Arrangement In the summary link, the teacher briefly reviews the main contents of this “Assessing Your Progress” section, including vocabulary and phrase assessment, sentence structure assessment, reading comprehension assessment, speaking assessment, writing assessment, and self-assessment and reflection. The teacher emphasizes that this assessment is a key link to check the learning effect of the unit, and the most important thing is to find out the learning gaps and put forward improvement plans. The teacher encourages students to take the assessment seriously, attach importance to their own deficiencies, and actively take measures to make up for them. Then, the teacher arranges the homework according to the assessment results and students’ learning situation. The homework is divided into two parts: basic homework and improved homework, so as to meet the needs of different students. Basic homework: 1. Copy the core vocabularies and phrases of the unit 3 times, and make sentences with each word or phrase; 2. Finish the exercises about sentence structures in the workbook, focusing on the practice of participles as adverbials and attributive clauses; 3. Read the unit text again and retell the main content in your own words. Improved homework: 1. Revise the composition written in the writing assessment according to the teacher’s comments and classmates’ suggestions, and write a revised version; 2. Prepare a 2-minute oral report about “My Dream Travel”, using the key vocabularies and sentence structures learned in the unit, and present it in the next class; 3. Read an English travel article and write a 50-word summary. Finally, the teacher reminds students to finish their homework on time, and encourages them to use the learned knowledge in their daily English learning, actively practice listening, speaking, reading and writing, and continuously improve their comprehensive English ability. The teacher also says that if students have any doubts in the process of doing homework, they can ask the teacher or classmates for help at any time. 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 $