Unit 2 Iconic Attractions-Learning About Language 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 2 Iconic Attractions-Learning About Language 内容导航 This section focuses on key vocabulary (e.g., entitle, freedom) and the past participle as a grammatical focus, combining the theme of iconic attractions to help students master word usage and grammatical functions through context-based exercises and practical application. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and past participle usage to describe iconic attractions and cultural heritage in English. Cultural Awareness: Understand cultural heritage protection and cross-cultural differences through relevant expressions. Thinking Quality: Develop logical thinking by analyzing grammatical structures and applying knowledge flexibly. Learning Ability: Cultivate autonomous and cooperative learning skills through exercises and group activities to form effective language learning strategies. 2. 教学重难点 Key Points: Master the usage of core vocabulary (entitle, freedom, sponsor, etc.) and their collocations; grasp the functions of the past participle as attribute, predicate and adverbial. Difficult Points: Distinguish the usage of past participle and present participle; flexibly apply the past participle and core vocabulary in context to accurately express ideas related to iconic attractions and cultural protection. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures of world-famous iconic attractions, such as the Great Barrier Reef in Australia, the Forbidden City in China, and the Eiffel Tower in France. Then, the teacher asks students to talk about these attractions briefly in English, and guides them to use some simple words and sentences related to the unit theme. For example, the teacher can ask: “Have you ever heard of the Great Barrier Reef? What do you know about it?” “How would you describe this iconic attraction in English?” After students share their ideas, the teacher presents some sentences extracted from the unit text, such as “Ethnic minority groups in China are often entitled to special funds from the government to help protect their cultural heritage.” and “Unfortunately, elephants are endangered in Thailand, but special parks have been set up to protect their safety and freedom.” The teacher asks students to underline the new words (entitle, freedom) and the past participle structures (are entitled, have been set up) in these sentences, and invites students to guess their meanings based on the context of iconic attractions and cultural protection. Design Intention: The lead-in links the new lesson with the unit theme of iconic attractions, which not only stimulates students’ interest in learning but also activates their existing knowledge reserve related to tourism and cultural heritage. By presenting context-related sentences, students can intuitively feel the usage of new words and grammatical structures, laying a foundation for the subsequent learning of vocabulary and grammar. At the same time, asking students to guess the meanings of new words and structures helps cultivate their context-based reasoning ability, which is in line with the requirements of improving students’ thinking quality. Step 2: Vocabulary Learning (Core Vocabulary Mastery) In this step, the teacher focuses on teaching the core vocabulary of the unit, mainly including entitle, freedom, sponsor, domain, liberty, dive, frog, arrow, strait, sample, etc. The teaching is carried out in the following steps: First, the teacher pronounces each word accurately, and asks students to follow along, paying attention to the stress and intonation. Then, the teacher explains the meaning, part of speech and common collocations of each word with the help of context sentences related to iconic attractions. For example, when teaching “entitle”, the teacher uses the textbook sentence “Ethnic minority groups in China are often entitled to special funds from the government to help protect their cultural heritage.” to explain its meaning “to give someone the right to do something or to have something” and the common collocation “entitle sb. to sth./to do sth.”. The teacher also supplements an example sentence related to iconic attractions: “Visitors to this scenic spot are entitled to free guided tours.” to help students deepen their understanding. For “freedom”, the teacher explains its meaning “the state of being free to do what you want without being restricted” and collocations such as “have the freedom to do sth.”, “set...free”, “free from/of...”. The teacher combines the example of protecting elephants in Thailand: “Special parks have been set up to protect elephants’ freedom.” to let students understand the application of the word in the theme context. For other words, the teacher also combines the theme of iconic attractions to explain, such as “dive” can be used to describe the activity of diving in the Great Barrier Reef, and “strait” can be used to describe the strait related to coastal scenic spots. After explaining the words, the teacher organizes group activities. Each group is given a task: use 3-5 core words to make sentences related to iconic attractions, and each sentence must reflect the meaning and collocation of the words. For example, a group can make sentences like “The government sponsors the protection of iconic cultural attractions.” and “Tourists have the freedom to take photos of the scenic spots.” After the group completes the task, each group sends a representative to present their sentences to the whole class, and the teacher comments and corrects them, focusing on the correct use of collocations and the connection with the theme. In addition, the teacher arranges a quick vocabulary exercise: fill in the blanks with the correct form of the core words. The exercises are closely related to the theme of iconic attractions, such as: ① The book ________ (entitle) “Iconic Attractions Around the World” introduces many famous scenic spots. ② We should respect the ________ (free) of local people when visiting scenic spots. ③ The company plans to ________ (sponsor) the renovation of the ancient temple, a famous iconic attraction. Students complete the exercises independently, and then check the answers together with the teacher, emphasizing the key and difficult points in the use of words. Design Intention: Vocabulary learning is closely combined with the unit theme of iconic attractions, which avoids the boring memory of isolated words and helps students understand and master words in context. The combination of pronunciation teaching, meaning explanation and collocation introduction enables students to comprehensively grasp the usage of words. Group activities and quick exercises not only consolidate students’ mastery of words but also cultivate their cooperative learning ability and quick response ability. At the same time, the design of exercises related to the theme helps students connect vocabulary learning with practical application, laying a foundation for the subsequent application of language. Step 3: Grammar Learning (Past Participle) The grammatical focus of this section is the past participle, including its form, meaning and functions as attribute, predicate and adverbial. The teacher carries out the teaching step by step, combining the theme of iconic attractions and the textbook content. First, the teacher guides students to review the basic form of the past participle: the past participle of regular verbs is formed by adding “-ed” at the end, while the past participle of irregular verbs needs to be memorized separately. The teacher lists some common irregular verbs related to the unit theme, such as “set (set, set)”, “find (found, found)”, “take (took, taken)”, and asks students to read and memorize them, which lays a foundation for the subsequent learning of grammatical functions. Next, the teacher focuses on explaining the functions of the past participle, combining the sentences in the textbook and the theme of iconic attractions. 1. Past Participle as Attribute: The teacher presents the textbook sentence “Most of their musical instruments are really just sticks found on the ground, among which there is an amazing instrument called the didgeridoo.” The teacher analyzes that “found on the ground” is the past participle phrase used as an attribute to modify “sticks”, indicating passive and completed meaning (the sticks are found by people and have been found). The teacher also explains that the single past participle as an attribute is usually placed before the modified noun, while the past participle phrase is usually placed after the modified noun. For example, “a protected cultural heritage” (single past participle as attribute) and “a cultural heritage protected by the government” (past participle phrase as attribute). Then, the teacher asks students to make sentences with the past participle as attribute, combined with iconic attractions, such as “This is a well-known iconic attraction built in the 17th century.” “We visited an ancient temple surrounded by mountains.” 2. Past Participle as Predicate: The teacher presents the textbook sentence “Ethnic minority groups in China are often entitled to special funds from the government to help protect their cultural heritage.” and “Unfortunately, elephants are endangered in Thailand, but special parks have been set up to protect their safety and freedom.” The teacher explains that the past participle as predicate is usually used in the passive voice (be + past participle) and the perfect passive voice (have/has been + past participle), indicating passive meaning. The teacher analyzes the tense of the passive voice in these sentences: “are entitled” is the general present tense passive voice, and “have been set up” is the present perfect tense passive voice. The teacher also supplements examples related to iconic attractions, such as “The Great Wall is visited by millions of tourists every year.” (general present tense passive voice) and “The ancient palace has been restored to its original appearance.” (present perfect tense passive voice). Then, the teacher organizes students to do句型 conversion exercises: convert active voice sentences into passive voice sentences, combined with the theme of iconic attractions. For example, “People protect the iconic cultural heritage carefully.” → “The iconic cultural heritage is protected carefully by people.” “The government has built many special parks to protect elephants.” → “Many special parks have been built by the government to protect elephants.” 3. Past Participle as Adverbial: The teacher presents the textbook sentence “Located to the south of the equator，below many other countries on the globe，its often informally referred to as ‘down under’.” The teacher explains that “Located to the south of the equator...” is the past participle phrase used as an adverbial, indicating the state of the subject “it” (Australia), and can be converted into an adverbial clause “Because it is located to the south of the equator...”. The teacher also explains that the past participle as adverbial can express time, reason, condition, manner, etc., and the logical subject of the past participle is consistent with the subject of the main clause. The teacher supplements examples related to iconic attractions, such as “Seen from the top of the mountain, the scenic spot looks more beautiful.” (expressing manner) and “Protected properly, the iconic attraction will exist for a long time.” (expressing condition). Then, the teacher asks students to complete sentences with the correct form of the given verbs, using the past participle as adverbial. For example: ① ________ (see) from the sky, the Great Barrier Reef looks like a blue ribbon. ② ________ (protect) by the government, this ancient temple has been well preserved. After explaining each function, the teacher organizes a group discussion: each group is given a short passage about an iconic attraction, and the group members need to find out the sentences with the past participle, analyze their functions, and discuss whether they can be replaced by other structures. For example, the passage: “The Forbidden City, built in the Ming Dynasty, is one of the most famous iconic attractions in China. It is visited by millions of tourists every year. Located in the center of Beijing, it shows the unique architectural style of ancient China.” After the discussion, each group shares their findings, and the teacher comments and summarizes, emphasizing the key points and易错 points of the past participle usage. Design Intention: The grammar teaching is closely combined with the textbook content and the unit theme, making the abstract grammatical knowledge concrete and practical. By analyzing the sentences in the textbook, students can intuitively understand the functions of the past participle. The combination of explanation, example and practice helps students master the grammatical knowledge step by step. Group discussion activities not only deepen students’ understanding of grammatical functions but also cultivate their cooperative learning ability and analytical thinking ability. The design of exercises related to iconic attractions enables students to apply grammatical knowledge in context, avoiding the mechanical memory of grammar rules, and improving their language application ability. Step 4: Comprehensive Practice (Integration of Vocabulary and Grammar) In this step, the teacher designs a series of comprehensive practice activities to integrate the core vocabulary and past participle learned, so as to improve students’ ability to apply language comprehensively. The practice activities are closely related to the theme of iconic attractions, and are carried out in the following forms: 1. Cloze Test: The teacher designs a cloze passage about an iconic attraction (such as the Great Barrier Reef), which contains the core vocabulary and past participle structures learned in this section. The passage is as follows: “The Great Barrier Reef is one of the most famous natural iconic attractions in the world. It is ________ (locate) off the coast of Australia. The reef is ________ (make) up of thousands of coral polyps. Every year, it attracts millions of tourists who are ________ (entitle) to enjoy the beautiful scenery under the sea. To protect this precious natural heritage, special rules have been ________ (set) up. Tourists are not allowed to touch or damage the coral. With the efforts of the government and people, the Great Barrier Reef will remain a beautiful scenic spot for people to visit.” Students complete the cloze test independently, and then check the answers together with the teacher. The teacher focuses on explaining the reasons for choosing each answer, emphasizing the correct use of vocabulary and grammar. 2. Sentence Making Competition: The teacher divides the students into several groups, and each group is given a list of core words (entitle, freedom, sponsor, protect, locate) and a requirement: make as many sentences as possible related to iconic attractions, and each sentence must contain at least one core word and one past participle structure. The group with the most correct and reasonable sentences wins. During the competition, the teacher walks around to guide students, and after the competition, the teacher comments on the sentences of each group, affirming the advantages and pointing out the problems. 3. Short Paragraph Writing: The teacher asks students to write a short paragraph (about 80-100 words) to introduce their favorite iconic attraction, using at least 4 core words and 3 past participle structures learned in this section. The teacher gives a sample paragraph for reference: “My favorite iconic attraction is the Forbidden City in Beijing. It is located in the center of Beijing and was built in the Ming Dynasty. As a well-protected cultural heritage, it attracts millions of tourists every year. Tourists are entitled to visit most parts of the palace, and they can feel the charm of ancient Chinese architecture. The government sponsors the renovation of the Forbidden City to ensure its long-term existence. I believe that the Forbidden City will continue to show its unique beauty to the world.” Students complete the writing independently, and then exchange their paragraphs with their deskmates for mutual correction, focusing on the correct use of vocabulary, grammar and the coherence of the paragraph. The teacher selects several representative paragraphs to comment on, affirming the good expressions and correcting the mistakes, and guides students to improve their writing. Design Intention: Comprehensive practice activities integrate vocabulary and grammar, which helps students consolidate the knowledge learned and improve their comprehensive language application ability. The cloze test examines students’ ability to use vocabulary and grammar in context; the sentence making competition stimulates students’ learning enthusiasm and improves their ability to use language flexibly; the short paragraph writing enables students to apply the learned knowledge to practical writing, which not only consolidates vocabulary and grammar but also improves their writing ability. Mutual correction activities among students help cultivate their ability to find and correct mistakes, and also promote the exchange and learning among students. Step 5: Summary and Extension First, the teacher leads students to summarize the key points of this lesson: core vocabulary (entitle, freedom, sponsor, etc.) and their collocations, and the functions of the past participle (as attribute, predicate and adverbial). The teacher emphasizes that when using vocabulary and grammar, we should combine the context of iconic attractions to ensure the accuracy and appropriateness of expression. The teacher also asks students to put forward the problems they encounter in this lesson, and the teacher answers them in detail to help students solve their doubts. Then, the teacher carries out the extension activity: “Cultural Heritage Protection”. The teacher shows some pictures of damaged iconic attractions (such as the damaged cultural relics in some ancient temples) and asks students to discuss in groups: “What can we do to protect iconic attractions and cultural heritage?” Students need to use the core vocabulary and past participle structures learned in this lesson to express their views. For example, “We should set up more rules to protect cultural heritage.” “The government should sponsor the renovation of damaged iconic attractions.” “Tourists should be entitled to know the importance of cultural heritage protection.” After the discussion, each group sends a representative to share their views, and the teacher summarizes and guides students to establish the awareness of cultural heritage protection, which is in line with the requirement of cultivating students’ cultural awareness. Finally, the teacher assigns after-class tasks: 1. Review the core vocabulary and past participle knowledge learned in this lesson, and make a vocabulary and grammar note. 2. Write a 100-word short passage about a local iconic attraction, using the learned vocabulary and grammar. 3. Collect information about one world-famous iconic attraction, and prepare to share it in the next class, using the expressions learned in this lesson. Design Intention: The summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and consolidate the key and difficult points. The extension activity connects language learning with real life, not only enabling students to apply the learned language knowledge but also cultivating their awareness of cultural heritage protection, which enriches the connotation of language teaching and meets the requirements of core literacy. The after-class tasks further consolidate the knowledge learned, and the information collection task also cultivates students’ autonomous learning ability and information processing ability, laying a foundation for the subsequent learning and expansion of the unit theme. Step 6: Feedback and Evaluation The feedback and evaluation run through the whole teaching process, including formative evaluation and summative evaluation. Formative evaluation is carried out in each link of the teaching process: in the lead-in link, the teacher evaluates students’ participation and the accuracy of their oral expression; in the vocabulary learning link, the teacher evaluates students’ mastery of word pronunciation, meaning and collocation through group activities and quick exercises; in the grammar learning link, the teacher evaluates students’ understanding and application of the past participle through sentence making and group discussion; in the comprehensive practice link, the teacher evaluates students’ comprehensive language application ability through cloze test, sentence making competition and short paragraph writing. The teacher uses positive and encouraging language to evaluate students, such as “Your sentences are very correct and closely related to the theme.” “You have a good grasp of the past participle usage.”, which stimulates students’ learning enthusiasm and confidence. Summative evaluation is carried out through after-class tasks and the next class’s sharing activity: the teacher evaluates students’ after-class notes, short passages and information collection results, focusing on the correct use of vocabulary and grammar, the coherence of the passage and the richness of information. For students who have made progress, the teacher gives affirmation and encouragement; for students who have problems, the teacher gives targeted guidance and help, helping them find out the reasons for the problems and improve their learning methods. In addition, the teacher invites students to conduct self-evaluation and mutual evaluation: students evaluate their own learning situation in this lesson, including the mastery of vocabulary and grammar, participation in activities and the problems encountered; students evaluate each other’s performance in group activities, sentence making and writing, pointing out each other’s advantages and shortcomings. This kind of evaluation not only helps students understand their own learning situation but also promotes the exchange and learning among students, and cultivates their ability to evaluate and reflect. Design Intention: The combination of formative evaluation and summative evaluation enables the teacher to comprehensively understand students’ learning situation, and adjust the teaching plan and methods in a timely manner to meet students’ learning needs. Positive evaluation can stimulate students’ learning enthusiasm and confidence, while self-evaluation and mutual evaluation can cultivate students’ ability to evaluate and reflect, which is in line with the requirement of cultivating students’ learning ability. At the same time, evaluation is closely combined with the teaching content and core literacy, which helps promote the all-round development of students. 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 $