Unit 4 Adversity and Courage-Assessing Your Progress 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 4 Adversity and Courage-Assessing Your Progress 内容导航 This section assesses students’ mastery of unit key vocabulary, collocations and the present perfect continuous tense. It includes vocabulary and grammar exercises, self-reflection questions about adversity and courage, and a group project to report on inspiring figures overcoming hardships, integrating language application and thematic thinking. 教学目标和重难点 1. 教学目标 Language Ability: Students consolidate vocabulary and grammar usage, improve skills in completing exercises, expressing personal reflections and delivering oral reports in English. Cultural Awareness: They appreciate the spirit of perseverance across cultures, shape positive attitudes toward adversity. Thinking Quality: Cultivate critical and logical thinking by analyzing figures’ experiences and summarizing anti-adversity strategies. Learning Ability: Develop self-evaluation, cooperative learning and independent inquiry abilities to optimize learning methods. 2. 教学重难点 Key Points: Master the usage of unit core vocabulary and collocations in context; distinguish and apply the present perfect continuous tense correctly; conduct self-reflection on the unit theme and complete the group report on inspiring figures. Difficult Points: Use vocabulary and grammar flexibly in specific contexts; express profound thoughts on adversity and courage coherently in English; organize group projects efficiently with clear logic and sufficient details in the report. 教学过程 Step 1: Lead-in & Activation (Warm-up) Teacher begins the class by showing short video clips of typical figures overcoming adversities, such as Shackleton’s Antarctic expedition and modern role models sticking to their goals. Then the teacher raises two interactive questions: “What difficulties have you encountered recently? How did you face them?” Students are encouraged to share their answers briefly in pairs. Design Intention: Activate students’ prior knowledge and life experience related to the unit theme, arouse their emotional resonance and learning interest, create a relaxed English classroom atmosphere, and lay a foundation for the subsequent assessment and learning activities. Step 2: Vocabulary Assessment & Consolidation The teacher distributes the vocabulary exercise worksheet from the textbook. Students are required to complete the passage by filling in the blanks with the correct forms of the given words in the box. They need to consider not only word meanings but also parts of speech, collocations and context clues to make the passage coherent and grammatically correct. After students finish independently, the teacher invites different students to share their answers one by one. For each blank, the teacher asks students to explain their choices, such as why they use the adjective form instead of the noun form, or why this collocation is suitable here. Then the teacher summarizes the usage of high-frequency words, phrases and collocations in the unit, emphasizing the contextual application of vocabulary rather than rote memorization. The teacher also supplements several extended sentences to help students grasp the flexible usage of key words. Design Intention: Test students’ mastery of unit core vocabulary in a contextual way, avoid mechanical memorization, guide students to combine context to use words correctly, strengthen their ability to analyze and judge vocabulary usage, and consolidate the foundation of language knowledge. Step 3: Grammar Assessment & Deep Understanding Next, the teacher moves to the grammar assessment part, focusing on the present perfect continuous tense, the key grammar point of the unit. Students are asked to complete the sentences with the correct forms of the verbs in brackets, distinguishing between the present perfect tense and the present perfect continuous tense. Students work individually first, then discuss their answers in groups of four, debating the differences in usage and meaning between the two tenses in specific sentences. After group discussion, the teacher leads the whole class to check the answers collectively. The teacher focuses on explaining the confusing sentences, sorting out the core usages of the present perfect continuous tense: emphasizing the continuity of an action from the past to the present, the duration of the action, and the possible continuation of the action in the future. The teacher also lists contrastive examples between the two tenses, helping students clarify the application scenarios and semantic differences. Students are required to take notes and summarize the rules by themselves. Design Intention: Assess students’ ability to use the key grammar accurately in context, guide them to explore and summarize grammar rules through independent thinking and group cooperation, deepen their understanding of tense differences, and improve their grammatical application ability in practical language use. Step 4: Self-Reflection & Thematic Deepening The teacher presents the self-reflection questions in the textbook on the screen: 1. What have you learnt from the stories about adversity and courage in this unit? 2. What qualities do you think are essential to overcome difficulties? 3. How will you apply what you have learnt to your daily life and study? Students are given enough time to think and write down their reflections in English, expressing their true thoughts and feelings. Then the teacher organizes a class sharing session. Volunteers stand up to read their reflections, and other students listen carefully and can put forward their own opinions or supplementary ideas. The teacher gives positive feedback and guidance, affirming students’ sincere thoughts and guiding them to connect the unit theme with personal growth, realizing the educational value of adversity and courage. Design Intention: Help students sort out their learning gains of the unit, promote the integration of language learning and thematic connotation, cultivate students’ ability to express personal views and emotional experiences in English, and shape positive and sound personalities while improving language expression. Step 5: Group Project Guidance & Cooperative Inquiry The teacher introduces the group project task: making an English report on a figure who has faced great adversity but persevered and succeeded. The teacher divides students into groups of 4-5, and each group chooses a figure from different countries and fields (such as scientists, artists, athletes, etc.) to research. The teacher clarifies the requirements of the report: including basic information of the figure, the adversities they faced, the ways they overcame difficulties, their achievements and the enlightenment they bring to people. Each group carries out brainstorming to determine the research object, then divides the work clearly: some students collect information through books or the Internet, some students sort out and organize the information, some students draft the report outline, and some students are responsible for the final oral presentation. The teacher walks around the classroom to provide guidance and help, answering students’ questions about information collection, report structure and language expression in a timely manner. The teacher reminds students to pay attention to the logic and coherence of the report, use the vocabulary and sentence patterns learned in the unit as much as possible, and make the report both informative and infectious. Each group is given time to discuss and draft the outline preliminarily, and the teacher checks each group’s outline to give targeted suggestions for improvement. Design Intention: Cultivate students’ cooperative learning ability and independent inquiry ability through group projects, let students apply the language knowledge and thematic understanding learned in the unit to practical tasks, improve their comprehensive language application ability including writing and speaking, and deepen their understanding of the spirit of courage and perseverance. Step 6: Draft Polishing & Peer Assessment Each group continues to improve the report draft based on the teacher’s suggestions. Students focus on polishing the language, optimizing the sentence structure, checking for grammatical and vocabulary errors, and enriching the content with specific details and examples to make the report more convincing. Students are encouraged to use the cohesive devices learned in the unit to enhance the coherence of the passage. After completing the draft, the teacher organizes peer assessment. Each group exchanges their draft with another group, and students read the draft carefully and give evaluation opinions from three aspects: language accuracy, content integrity and logical coherence. The evaluation opinions should be specific and constructive, not just simple praise or criticism. Each group records the feedback and revises the draft again according to the peer suggestions. The teacher supervises the whole peer assessment process, guides students to give objective and effective feedback, and helps students solve the differences in evaluation opinions. This process allows students to learn from each other’s strengths and make progress together, improving their ability to revise and evaluate English writings. Design Intention: Enhance students’ ability to revise and polish English texts through independent drafting and peer assessment, train their critical thinking in evaluating others’ works, promote mutual learning among students, and ensure the quality of the group report while consolidating language knowledge. Step 7: Report Presentation & Class Evaluation Each group sends a representative to give an oral report in front of the class. The representatives are required to speak fluently, clearly and confidently, and can match the report with simple PPT or pictures if possible. Each report is limited to a reasonable length, and other students act as the audience to listen carefully and take notes. After each group’s presentation, the teacher and other students can ask 1-2 questions related to the report content, and the group members can cooperate to answer. After all groups finish the presentation, the teacher makes a comprehensive evaluation, affirming the highlights of each group, such as excellent language expression, rich content or smooth cooperation, and pointing out the areas for improvement gently. The teacher also selects excellent sentences and structures from the reports to share with the whole class, reinforcing the key language points. Design Intention: Provide a platform for students to display their learning achievements, exercise their oral English expression and public speaking ability, enhance their learning confidence and sense of achievement. Through class evaluation, students can further absorb excellent language expressions and deepen their understanding of the unit theme. Step 8: Summary & Extension Assignment The teacher leads the whole class to summarize the key content of this section: reviewing the core vocabulary, grammar rules, the thematic connotation of adversity and courage, and the gains from the group project. The teacher emphasizes that learning English is not only about mastering language knowledge, but also about cultivating good qualities and facing challenges bravely through language learning. Then the teacher assigns extension assignments: 1. Polish the final version of the group report and hand it in. 2. Write a short personal essay in English (about 120-150 words) titled “How I Overcame a Difficulty”, combining personal experience with what was learned in the unit. 3. Read one more story about a figure overcoming adversity and share the main idea in the next class. Design Intention: Help students sort out the overall learning content of the section, consolidate the knowledge and skills learned, and extend the learning to after-class through hierarchical assignments, promoting students’ independent learning and continuous improvement of English comprehensive ability, and realizing the integration of classroom learning and after-class practice. Step 9: Emotional sublimation & Closing The teacher ends the class with an inspirational quote in English related to adversity and courage, such as “The greatest glory in living lies not in never falling, but in rising every time we fall.” The teacher encourages students to keep the spirit of courage in mind, face difficulties in study and life positively, and use the knowledge learned to express themselves and convey positive energy in English. Design Intention: Realize the emotional sublimation of the unit theme, let students feel the power of perseverance and courage, and achieve the goal of integrating language teaching and moral education, helping students form positive values and life attitudes. 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 $