Unit 2 Iconic Attractions-Assessing Your Progress 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-Assessing Your Progress 内容导航 Assessing Your Progress in Unit 2 Iconic Attractions is a comprehensive evaluation module that integrates the core knowledge and skills of the whole unit. It mainly focuses on assessing students’ mastery of vocabulary related to iconic attractions, understanding of past participle usage, ability to describe scenic spots and cultural connotations in English, as well as cross-cultural communication awareness. Through diverse tasks such as vocabulary consolidation, sentence structure application, reading comprehension and writing practice, it helps students check their learning gains, find out deficiencies and improve their comprehensive English competence in the context of iconic attractions and cross-cultural communication. 教学目标和重难点 1. 教学目标 Language Ability: Cultivate students’ ability to use words and phrases about iconic attractions flexibly, master the application of past participles, and improve their skills in reading, speaking, listening and writing related to scenic spot introduction. Cultural Awareness: Guide students to understand the cultural connotations behind different iconic attractions, respect cultural diversity, and enhance cross-cultural communication and tolerance. Thinking Quality: Develop students’ logical thinking through analyzing and summarizing the characteristics of scenic spots, and critical thinking through comparing different cultural landscapes. Learning Ability: Help students form self-assessment habits, find out their own learning problems, and master effective learning methods to improve their independent learning ability. 2. 教学重难点 Key Points: Master the core vocabulary and phrases of iconic attractions (such as iconic, located, premier, in close contact with, be made from) and the practical application of past participles (as attributive, adverbial); be able to describe iconic attractions clearly and accurately in English, and express personal views on cultural connotations. Difficult Points: Flexibly use past participles in different contexts without grammatical errors; deeply understand the cultural differences between different iconic attractions and accurately express cross-cultural perceptions; improve the logicality and coherence of English writing when introducing scenic spots. 教学过程 Step 1: Lead-in (Warm-up and Review) Activity 1: Daily Talk and Vocabulary Review. The teacher starts with an open question: “What iconic attractions have we learned in this unit? Can you name some of them and their key features in English?” Invite 3-4 students to answer freely. Then, the teacher presents 10 core vocabulary and phrases of the unit on the screen, including iconic, located, hollow, vibrate, premier, be referred to as, in close contact with, be made from, lead to, learn about. Ask students to work in pairs to make sentences with these words and phrases, and each pair shares 1-2 sentences with the whole class. For example, “Australia is located to the south of the equator and is often referred to as ‘down under’.” “The didgeridoo is made from a hollow tree branch.” Design Intent: The warm-up question is closely connected with the core content of the unit, which can quickly arouse students’ memory of the unit knowledge and activate their learning enthusiasm. The pair work of making sentences not only helps students review and consolidate the core vocabulary and phrases, but also improves their oral expression ability and cooperative learning awareness. It lays a solid language foundation for the subsequent assessment and practice, and makes students gradually enter the learning state of the assessment module. Activity 2: Grammar Review - Past Participle. The teacher presents 5 sentences on the screen, including the past participle used as attributive, adverbial and complement, which are selected from the reading materials of the unit. For example: 1. Located to the south of the equator, Australia is a beautiful country. (past participle as adverbial) 2. The Aboriginal words used in many place names in Australia are very interesting. (past participle as attributive) 3. We found the traditional Australian food cooked by the local people very delicious. (past participle as complement) Ask students to analyze the function of the past participle in each sentence, and then summarize the usage of the past participle learned in the unit with the help of the teacher. After that, the teacher gives 3 blanks, and students fill in the blanks with the correct form of the given verbs (past participle or present participle) to check their mastery of the grammar point. For example: (locate) ______ in the northern part of Australia, Katherine is a small town with rich Aboriginal culture. Design Intent: The grammar review is closely combined with the unit text, which helps students connect the grammar knowledge with the specific language context, avoiding the tediousness of pure grammar explanation. Through sentence analysis and blank filling practice, students can further master the usage of past participles, clarify the differences between past participles and present participles in usage, and solve the possible grammatical errors in the subsequent writing and translation tasks. It also lays a foundation for the grammar assessment in the later part of the class. Step 2: Vocabulary and Grammar Assessment (Consolidation and Application) Activity 1: Vocabulary Assessment - Multiple Choice and Blank Filling. The teacher distributes a vocabulary assessment worksheet, which includes two parts: multiple choice and blank filling. In the multiple choice part, there are 10 questions, mainly examining students’ understanding and usage of the core vocabulary and phrases of the unit. For example: 1. The Sydney Opera House is one of the most ______ attractions in the world. A. iconic B. hollow C. frequent D. violent 2. The influence of Asian cultures has ______ the introduction of many new foods in Australia. A. referred to B. led to C. made up D. kept in touch with. In the blank filling part, there are 10 blanks, and students need to fill in the correct form of the given words to complete the sentences. The words are all core vocabulary of the unit, such as foundation, vibrate, sponsor, distribution, entitle. For example: 1. The ______ of the didgeridoo is a unique part of Australian Aboriginal culture. 2. When you play the didgeridoo, you need to ______ your lips to make sound. After students finish the worksheet independently, the teacher checks the answers with the whole class, explains the key and difficult questions in detail, especially the confusing words and phrases (such as be made from and be made of, lead to and result in), and asks students to correct their mistakes in time. For students who make more mistakes, the teacher records them and provides targeted guidance after class. Design Intent: The vocabulary assessment worksheet is designed to comprehensively examine students’ mastery of the core vocabulary and phrases of the unit, including understanding, discrimination and flexible application. The independent completion of the worksheet can cultivate students’ independent learning ability and sense of responsibility. The collective correction and explanation by the teacher can help students find out their own deficiencies in vocabulary learning, clarify the usage of confusing words, and consolidate the vocabulary knowledge in a targeted way. Recording the students with more mistakes can help the teacher carry out personalized teaching and ensure that every student can master the core vocabulary. Activity 2: Grammar Assessment - Sentence Rewriting and Error Correction. The first part is sentence rewriting: students are required to rewrite 5 sentences using past participles according to the requirements. For example: 1. The tree branch is hollow, and it is made into a didgeridoo. → The hollow tree branch is made into a didgeridoo. 2. Because she was deeply moved by the Aboriginal culture, she decided to stay in Australia for another week. → Deeply moved by the Aboriginal culture, she decided to stay in Australia for another week. The second part is error correction: there are 5 sentences with grammatical errors related to past participles, and students need to find out the errors and correct them. For example: 1. Located the city center, the museum attracts many tourists every day. (Error: missing preposition “in”; Correction: Located in the city center...) 2. The food cooked by my mother tastes very delicious, which is made from fresh ingredients. (Error: redundant relative clause; Correction: The food cooked by my mother, which is made from fresh ingredients, tastes very delicious.) After students finish the task, the teacher invites several students to present their answers on the blackboard, and then comments and corrects them. For the common errors, the teacher emphasizes them again, and explains the reasons for the errors and the correct usage, so that students can avoid making the same mistakes again. At the same time, the teacher encourages students to ask questions about the difficult points, and answers them patiently. Design Intent: Sentence rewriting and error correction are effective ways to examine students’ flexible application of grammar knowledge. Through sentence rewriting, students can practice the usage of past participles in different contexts and improve their ability to organize sentences. Error correction can help students find out their own grammatical mistakes, deepen their understanding of the usage of past participles, and improve their grammatical accuracy. The teacher’s comments and answers can further solve the students’ doubts and consolidate the grammar knowledge, ensuring that students can master the past participles and use them correctly in practical communication. Step 3: Reading Comprehension Assessment (Understanding and Analysis) Activity 1: Fast Reading. The teacher distributes a reading passage related to iconic attractions. The passage is about the Great Barrier Reef in Australia, which is closely related to the unit theme. The passage introduces the location, characteristics, ecological environment and cultural significance of the Great Barrier Reef, and contains many core vocabulary and past participles of the unit. Ask students to read the passage quickly within a certain time and answer 3 questions: 1. Where is the Great Barrier Reef located? 2. What are the main characteristics of the Great Barrier Reef? 3. What is the cultural significance of the Great Barrier Reef to the local people? After students finish reading, the teacher invites students to answer the questions, and checks their understanding of the main idea and key information of the passage. For students who fail to answer correctly, the teacher guides them to find the relevant information in the passage and helps them understand the meaning of the passage. Design Intent: Fast reading is an important reading skill, which can help students quickly grasp the main idea and key information of the passage. The reading passage is closely related to the unit theme, which not only can assess students’ reading ability, but also can expand students’ knowledge about iconic attractions. The questions are designed to focus on the key information of the passage, which can effectively check students’ fast reading ability and understanding of the passage. At the same time, it can help students review the core vocabulary and grammar knowledge of the unit in the reading context. Activity 2: Careful Reading. Based on the same reading passage, the teacher designs 5 detailed questions, including 3 multiple-choice questions and 2 short-answer questions. The multiple-choice questions mainly examine students’ understanding of details, word meaning guessing and sentence understanding in the passage. For example: 1. What does the underlined word “diverse” in Paragraph 2 mean? A. Different B. Similar C. Rare D. Common 2. Why is the Great Barrier Reef important to the local Aboriginal people? A. It is a popular tourist attraction. B. It provides a lot of job opportunities. C. It has important cultural and spiritual significance. D. It is a natural barrier to protect the coast. The short-answer questions require students to answer according to the passage, and the answers need to be concise and accurate. For example: 1. What threats is the Great Barrier Reef facing now? 2. What measures can we take to protect the Great Barrier Reef? After students finish the questions, the teacher checks the answers, explains the difficult questions in detail, and guides students to find the basis of the answers in the passage. For the short-answer questions, the teacher evaluates the students’ answers, points out the advantages and disadvantages, and guides students to express their views more accurately and concisely. At the same time, the teacher asks students to underline the key sentences and difficult words in the passage, and explains the usage of the key words and the structure of the difficult sentences. Design Intent: Careful reading can help students deeply understand the details, logical structure and cultural connotations of the passage. The detailed questions are designed to examine students’ reading comprehension ability in all aspects, including detail understanding, word meaning guessing, logical analysis and summary expression. The teacher’s explanation and evaluation can help students improve their reading skills, master the methods of finding key information and analyzing the passage, and at the same time, further consolidate the core vocabulary and grammar knowledge of the unit. Underlining key sentences and difficult words can help students form good reading habits and improve their reading efficiency. Activity 3: Reading Reflection and Discussion. The teacher asks students to think about the following questions: 1. What have you learned about the Great Barrier Reef from the passage? 2. Compared with the iconic attractions we learned in the unit (such as the Sydney Opera House, the Great Ocean Road), what are the similarities and differences between the Great Barrier Reef and them? 3. What can we learn from the protection of the Great Barrier Reef? Ask students to discuss these questions in groups of 4-5, and each group selects a representative to share their discussion results with the whole class. The teacher listens to the students’ sharing, makes appropriate comments and supplements, guides students to think deeply about the cultural connotations and environmental protection issues of iconic attractions, and enhances their environmental awareness and cultural confidence. For example, when students talk about the protection of the Great Barrier Reef, the teacher can guide them to think about the protection of China’s iconic attractions, such as the Great Wall and the Forbidden City, and cultivate their sense of responsibility for protecting cultural heritage and the environment. Design Intent: The group discussion can cultivate students’ cooperative learning ability, communication ability and logical thinking ability. The discussion questions are designed to guide students to connect the reading content with the unit knowledge, deepen their understanding of the unit theme, and at the same time, expand their thinking and enhance their environmental awareness and cultural confidence. The teacher’s comments and supplements can help students sort out their ideas, improve their ability to express their views, and achieve the goal of cultivating students’ thinking quality and cultural awareness. Step 4: Writing Assessment (Expression and Application) Activity 1: Writing Guidance. The teacher first introduces the writing task: Write a short passage (about 150 words) to introduce an iconic attraction in your country or city. The passage should include the location, characteristics, cultural connotations of the attraction, and your own feelings about it. Then, the teacher guides students to sort out the writing ideas: first, introduce the name and location of the iconic attraction; second, describe its main characteristics (such as appearance, history, cultural significance); third, express your own feelings and views on the attraction. At the same time, the teacher reminds students to use the core vocabulary and past participles learned in the unit, and pay attention to the logicality and coherence of the passage. The teacher also presents a model passage on the screen, which introduces the Forbidden City in China, and analyzes the structure, vocabulary and grammar of the model passage with students, so that students can have a clear understanding of the writing requirements and methods. Design Intent: The writing task is closely connected with the unit theme and students’ real life, which can stimulate students’ writing enthusiasm and make them have something to write. The writing guidance helps students sort out their writing ideas, master the writing structure and methods, and avoid the confusion of writing. The model passage can provide a reference for students, help them learn how to use the core vocabulary and grammar knowledge in writing, and improve their writing level. At the same time, it can cultivate students’ ability to express their views and feelings in English, and achieve the goal of cultivating students’ language ability. Activity 2: Independent Writing. Students complete the writing task independently according to the writing guidance and requirements. During the writing process, the teacher walks around the classroom, observes the students’ writing situation, and provides targeted guidance for students who have difficulties. For example, some students may not know how to use past participles correctly in writing, and the teacher can give specific examples to guide them; some students may have difficulty in organizing the structure of the passage, and the teacher can help them sort out their ideas. At the same time, the teacher reminds students to check their writing after finishing, including spelling, grammar, punctuation and logicality, and correct the mistakes in time. Design Intent: Independent writing can cultivate students’ independent thinking ability and writing ability. The teacher’s on-site guidance can solve the students’ difficulties in writing in time, help them overcome the fear of writing, and improve their writing confidence. Reminding students to check their writing can help them form good writing habits, improve the accuracy and fluency of their writing, and reduce the occurrence of mistakes. Activity 3: Peer Evaluation and Teacher Evaluation. First, students exchange their writing works in pairs, and evaluate each other’s works according to the evaluation criteria (including content completeness, vocabulary and grammar usage, logicality, coherence and spelling). The evaluation criteria are presented on the screen by the teacher, and students are required to put forward suggestions for improvement while affirming the advantages of their partners’ works. Then, each pair selects a better work to present to the whole class, and the teacher makes comments on the presented works, points out the advantages and disadvantages, and gives specific suggestions for improvement. For example, the teacher can affirm the accurate use of core vocabulary and past participles in the works, and at the same time, point out the problems such as unclear logical structure and incorrect punctuation, and guide students to revise their works. After the peer evaluation and teacher evaluation, students revise their own works according to the suggestions, and then submit their revised works to the teacher. The teacher reads the students’ revised works carefully, records the common problems, and explains them in the next class. For the works with outstanding performance, the teacher can display them in the classroom to encourage students. Design Intent: Peer evaluation can help students learn from each other, find out their own problems in writing through evaluating others’ works, and improve their ability to appreciate and evaluate works. Teacher evaluation can provide professional guidance for students, help them clearly understand their own advantages and disadvantages in writing, and provide targeted suggestions for improvement. Revising the works according to the suggestions can help students further improve their writing level, consolidate the core vocabulary and grammar knowledge, and achieve the goal of improving their language ability. Displaying excellent works can stimulate students’ writing enthusiasm and enhance their writing confidence. Step 5: Summary and Self-Assessment Activity 1: Class Summary. The teacher summarizes the content of this class, reviews the core vocabulary, grammar knowledge, reading skills and writing methods of the unit, and emphasizes the key and difficult points of the unit. The teacher also combs the learning process of this class, affirms the students’ performance in the class, and points out the common problems and areas that need to be improved. For example, the teacher can say: “In this class, we have assessed our learning progress in Unit 2, reviewed the core vocabulary and past participles, practiced reading and writing skills, and discussed the cultural connotations and environmental protection of iconic attractions. Most of you have performed well, but some of you still have difficulties in the flexible application of past participles and the logicality of writing. I hope you can strengthen practice after class to improve your English competence.” Design Intent: The class summary helps students sort out the knowledge learned in the class, consolidate the core content of the unit, and clarify the key and difficult points. Affirming the students’ performance can enhance their learning confidence, and pointing out the problems that need to be improved can help students clarify their learning direction and lay a foundation for their after-class review and practice. Activity 2: Self-Assessment. The teacher distributes a self-assessment form to students, which includes the following aspects: 1. Mastery of core vocabulary and phrases (excellent, good, general, poor); 2. Mastery of past participle usage (excellent, good, general, poor); 3. Reading comprehension ability (excellent, good, general, poor); 4. Writing ability (excellent, good, general, poor); 5. My advantages in this unit; 6. My deficiencies in this unit; 7. My learning plan for the next stage. Ask students to fill in the self-assessment form truthfully according to their own learning situation in this unit and this class. After students finish filling in the self-assessment form, the teacher invites several students to share their self-assessment results, and encourages them to put forward their own learning plans. The teacher makes appropriate comments and guidance, helps students formulate scientific and reasonable learning plans, and encourages them to make continuous progress in English learning. Design Intent: Self-assessment can help students understand their own learning situation objectively, find out their own advantages and deficiencies, and enhance their sense of self-management and independent learning ability. Sharing the self-assessment results can help students learn from each other, and the teacher’s guidance can help students formulate scientific learning plans, which is conducive to improving students’ learning efficiency and achieving the goal of cultivating students’ learning ability. Step 6: After-Class Assignment 1. Revise the writing work according to the suggestions of peer evaluation and teacher evaluation, and submit the final version to the teacher. 2. Review the core vocabulary and phrases of the unit, and make a vocabulary card for the words and phrases that are not mastered proficiently. 3. Read an English article about an iconic attraction in other countries, and write a short reading report (about 100 words) to introduce the main content of the article and your own feelings. 4. Complete the remaining exercises in the workbook related to this unit to further consolidate the unit knowledge. Design Intent: The after-class assignment is closely connected with the content of the class, which can help students consolidate the knowledge learned in the class, improve their reading and writing ability, and make up for their own deficiencies. Making vocabulary cards can help students memorize vocabulary more effectively. Reading English articles about iconic attractions can expand students’ horizons, enhance their cross-cultural communication awareness, and lay a foundation for their future English learning. 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 $