Unit 4 Sharing-Using Language 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 4 Sharing-Using Language 内容导航 This section centers on the theme of sharing and voluntary service, integrating listening, speaking, reading and writing. It includes materials about voluntary work experience and community service, guiding students to master relevant vocabulary and sentence patterns, and practice language application in real scenarios related to sharing. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns about sharing and voluntary service, and improve the ability to listen, speak, read and write in English. Cultural Awareness: Understand the connotation of sharing in different cultures, respect cultural differences, and establish the concept of mutual help and sharing. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing and discussing sharing-related topics. Learning Ability: Form autonomous and cooperative learning habits, and improve the ability to apply language knowledge to solve practical problems. 2. 教学重难点 Key Points: Master core vocabulary such as disabled, resign, deserve and relevant phrase collocations; grasp the usage of noun phrases, verb phrases and adjective phrases; be able to use the learned language to describe voluntary service experience and express views on sharing. Difficult Points: Understand the deep cultural connotation of sharing in different contexts; accurately use grammatical structures such as present perfect tense and modal verbs in oral and written expression; properly handle cultural differences in sharing scenarios. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a question: “Have you ever shared something with others? What did you share and how did you feel?” Then, the teacher shows some pictures about sharing, such as students sharing books in the classroom, volunteers helping the disabled, and communities holding item exchange activities. After that, the teacher invites 3-4 students to share their own sharing experiences in simple English. Finally, the teacher summarizes: “Sharing is a beautiful behavior that connects people together. Today, we will learn how to express sharing and voluntary service in English through Using Language.” Design Intention: The lead-in activity is closely linked to the theme of “sharing”, which is familiar to students. By asking questions and showing pictures, it can quickly arouse students' interest in learning, activate their existing knowledge and life experience, and lay a emotional and cognitive foundation for the subsequent teaching. At the same time, it can naturally lead to the teaching content of this lesson, helping students establish a connection between their life and English learning, and realizing the integration of life and teaching. Step 2: Vocabulary and Phrase Learning (Language Input) First, the teacher presents the core vocabulary of this lesson on the blackboard or multimedia courseware, including disable (adj. disabled; v. disable; n. disability), resign (v. resign; n. resignation), deserve (v. deserve), volunteer (n. volunteer; v. volunteer), collaborate (v. collaborate), sustainable (adj. sustainable) and other words. For each word, the teacher explains its pronunciation, part of speech, core meaning and common collocations, and gives example sentences combined with the theme of sharing and voluntary service. For example, for “disabled”, the teacher explains: “Disabled means unable to use a part of the body properly. We often use ‘the disabled’ to refer to a group of people with disabilities, and the predicate verb is usually plural. For example, ‘One of my dreams is to work in Africa and continue to help the disabled after I graduate.’” For “resign”, the teacher gives the collocations such as “resign one's post”, “resign from...”, “resign oneself to (doing) sth.” and example sentences like “His opponent resigned his post because he had been offered a better job.” Then, the teacher introduces the key phrases of this lesson, such as “volunteer work”, “cultural exchange”, “mutual understanding”, “community service”, “donate sth. to sb.”, “devote oneself to sth.”. The teacher explains the meaning of each phrase and guides students to make sentences with the phrases. For example, for “devote oneself to sth.”, the teacher gives the example sentence “Only to devote oneself to the society, can we find the significance of life.” and invites students to make sentences according to their own experience, such as “Many volunteers devote themselves to helping the poor in remote areas.” After the explanation, the teacher organizes a group activity: each group is given 5 words or phrases, and they need to make a short dialogue related to sharing or voluntary service within 5 minutes, using the words and phrases they have just learned. After the group preparation, each group sends a representative to present their dialogue to the whole class, and the teacher comments and corrects the mistakes in the use of words and phrases. Design Intention: Vocabulary and phrases are the foundation of language learning. By focusing on the core vocabulary and phrases related to the theme, it can help students build a semantic field of “sharing and voluntary service”, laying a foundation for their subsequent listening, speaking, reading and writing activities. The combination of example sentences and theme scenarios makes it easier for students to understand and remember the usage of words and phrases, avoiding mechanical memorization. The group dialogue activity can not only consolidate the learned vocabulary and phrases, but also improve students' oral expression ability and cooperative learning ability, making students actively participate in the learning process. Step 3: Listening Practice (Language Input and Comprehension) First, the teacher introduces the listening material briefly: “The listening material is a conversation between two students, Li Hua and Tom. They are talking about Li Hua's voluntary service experience in a community for the disabled. Please listen carefully and finish the following tasks.” The first listening task: Let students listen to the whole material once and choose the main idea of the conversation from the four options given (A. Li Hua's plan for voluntary service; B. Li Hua's experience of helping the disabled in the community; C. Tom's advice on voluntary service; D. The importance of helping the disabled). After listening, the teacher invites students to answer and explains the reasons, helping students grasp the overall idea of the listening material. The second listening task: Let students listen to the material again and fill in the blanks. The blanks mainly involve the core vocabulary and phrases learned in this lesson, such as “disabled”, “volunteer work”, “devote oneself to”, “help...with...”, “feel happy”. For example: “Li Hua spent two weekends doing volunteer work in the community. He helped the disabled people with their daily life and taught them to read. He said he felt very happy because he could devote himself to helping others.” After filling in the blanks, the teacher checks the answers with the whole class, focuses on correcting the wrong words and pronunciations, and guides students to understand the details of the listening material. The third listening task: Let students listen to the material for the third time and answer the following questions: 1. How long did Li Hua spend doing volunteer work in the community? 2. What did Li Hua do to help the disabled people? 3. Why did Li Hua feel happy about the volunteer work? 4. What advice did Tom give to Li Hua? After students answer the questions, the teacher organizes a pair discussion: “Do you agree with Tom's advice? What would you do if you were Li Hua?” Finally, the teacher plays the listening material again, and asks students to follow the recording and read aloud, paying attention to the pronunciation, intonation and emotional expression of the speakers. Design Intention: Listening is an important part of language input. Through multi-level listening tasks (grasping the main idea, filling in the blanks, answering questions), it can help students gradually improve their listening comprehension ability, from overall understanding to detailed grasping. The listening material is closely linked to the theme of voluntary service and the core vocabulary and phrases of this lesson, which can not only consolidate the learned knowledge, but also provide real language input scenarios for students. The follow-up reading aloud and pair discussion can further deepen students' understanding of the listening material, and lay a foundation for their subsequent oral expression. Step 4: Reading Practice (Language Input and Deep Comprehension) The teacher presents a reading passage on the multimedia courseware. The passage is about a volunteer's experience of working in Africa, helping the disabled children. The passage involves the core vocabulary and grammatical structures of this lesson, such as noun phrases, verb phrases, present perfect tense and modal verbs. First, the teacher asks students to read the passage silently and finish the pre-reading questions: 1. What is the main idea of the passage? 2. What did the volunteer do to help the disabled children in Africa? After students finish reading, the teacher invites them to share their answers, guiding students to grasp the overall structure and main content of the passage. Then, the teacher guides students to read the passage carefully and analyze the key sentences and grammatical structures. For example, the teacher points out the noun phrase “the disabled children” in the sentence “I spent a year working in Africa, helping the disabled children.” and explains the usage of “the + adj.” to refer to a group of people. For the sentence “This project has changed the lives of many disabled children.”, the teacher explains the usage of present perfect tense to emphasize the influence of an action that started in the past and continues to the present. For the sentence “We should help those in need because they deserve our care.”, the teacher explains the usage of modal verb “should” to express advice and the usage of “deserve”. After the analysis, the teacher organizes a group discussion: “What do you think of the volunteer's behavior? What can we learn from him? Do you think it is necessary for us to do volunteer work? Why or why not?” Each group discusses for 8 minutes, and then sends a representative to share their group's views. The teacher comments on the students' views, guides students to establish the concept of helping others and sharing, and cultivates their sense of social responsibility. Finally, the teacher asks students to read the passage aloud in groups, paying attention to the pronunciation, intonation and emotional expression, and then invites several students to read the passage individually, and the teacher gives comments and guidance. Design Intention: Reading is an important way of language input and deep comprehension. The reading passage is closely linked to the theme of voluntary service and the core knowledge of this lesson, which can help students consolidate the learned vocabulary and grammatical structures, and improve their reading comprehension ability. The process of analyzing key sentences and grammatical structures can help students deeply understand the usage of language, and avoid superficial reading. The group discussion can not only improve students' oral expression ability and logical thinking ability, but also guide students to think about the significance of sharing and voluntary service, integrating value guidance into language teaching, and realizing the cultivation of cultural awareness and thinking quality. Step 5: Grammar Focus (Language Consolidation) In this step, the teacher focuses on explaining the key grammatical points of this lesson: noun phrases, verb phrases, adjective phrases and present perfect tense. First, the teacher explains the structure and usage of noun phrases: “A noun phrase is composed of (determiner) + (adjective, adjective phrase, descriptive noun) + noun + (prepositional phrase). It is used as a noun in a sentence, usually as a subject, object, predicate or object complement.” The teacher gives examples combined with the reading passage and listening material, such as “a flush of admiration and joy” (as subject), “many disabled children” (as object), “real heroes” (as predicate). Then, the teacher asks students to find the noun phrases in the reading passage and analyze their structure and function. Next, the teacher explains the structure and usage of verb phrases: “Verb phrases are composed of verb + adverb, verb + preposition, verb + adverb + preposition, verb + noun + preposition, verb + noun, etc.” The teacher gives examples such as “devote oneself to”, “help...with...”, “resign from”, and guides students to make sentences with these verb phrases. Then, the teacher explains the structure and usage of adjective phrases: “An adjective phrase is composed of (adverb) + adjective + (prepositional phrase). It is used as an adjective in a sentence, which can modify nouns or pronouns, and can also be used as a predicate or object complement.” The teacher gives examples such as “filled with anxiety”, “vital to human beings”, and asks students to find the adjective phrases in the reading passage and explain their usage. Finally, the teacher explains the usage of present perfect tense in the context of sharing and voluntary service: “Present perfect tense is used to express an action that started in the past and continues to the present, or an action that happened in the past but has an impact on the present.” The teacher gives examples from the reading passage, such as “This project has changed the lives of many disabled children.” and “I have spent a year working in Africa.” Then, the teacher organizes an exercise: let students complete the sentences with the correct form of the given verbs (using present perfect tense or general past tense), such as “He ________ (devote) himself to volunteer work for three years.” (has devoted) “She ________ (help) the disabled children yesterday.” (helped). After students finish the exercise, the teacher checks the answers and explains the differences between present perfect tense and general past tense. Design Intention: Grammar is the basis of language organization. By focusing on the key grammatical points related to the theme, it can help students master the rules of language use, and improve their ability to use language accurately. The combination of examples from listening and reading materials makes grammar teaching more contextual and practical, avoiding mechanical grammar explanation. The exercise and analysis can help students consolidate the learned grammar knowledge, and distinguish the easily confused grammatical structures, laying a foundation for their subsequent written expression. Step 6: Speaking Practice (Language Output) The teacher organizes a speaking activity with the theme “Design a Voluntary Service Project”. The specific requirements are as follows: Each group designs a voluntary service project, which can be carried out in the school, community or remote areas, focusing on helping the disabled, the elderly, the poor or other groups in need. Each group needs to introduce their project from the following aspects: the purpose of the project, the target group, the content of the project, the time arrangement, the required volunteers and the expected effect. The introduction should use the core vocabulary, phrases and grammatical structures learned in this lesson. First, the teacher divides students into groups of 4-5, and gives them 10 minutes to discuss and design their voluntary service projects. During the discussion, the teacher walks around the classroom, provides guidance for each group, helps them solve the problems encountered in the design process, and reminds them to use the learned language knowledge. After the group discussion, each group sends a representative to introduce their project to the whole class. The introduction time is 3-5 minutes per group. After each group's introduction, other students can ask questions, such as “What difficulties do you think you will encounter in carrying out this project?” “How will you solve these difficulties?” The representative of the group answers the questions. After all groups finish their introduction, the teacher comments on each group's project and performance, affirming their advantages, pointing out their deficiencies in language use and project design, and giving suggestions for improvement. For example, if a group uses incorrect collocations or grammatical structures, the teacher corrects them in time; if a group's project design is not practical, the teacher puts forward reasonable suggestions. Finally, the teacher organizes a vote to select the “Most Practical Voluntary Service Project” and awards small prizes to the winning group to stimulate students' enthusiasm. Design Intention: Speaking is an important form of language output. The speaking activity is closely linked to the theme of voluntary service, which can provide students with a real language output scenario, and help them apply the learned vocabulary, phrases and grammatical structures to practical communication. The group cooperation in project design can improve students' cooperative learning ability and innovative thinking ability. The question-and-answer link and teacher's comment can help students find their own deficiencies, improve their oral expression ability and logical thinking ability, and at the same time, deepen their understanding of the significance of voluntary service. Step 7: Writing Practice (Language Output and Consolidation) The teacher asks students to write a short passage with the title “My View on Sharing” or “My Voluntary Service Experience”. The requirements are as follows: 1. The passage should be about 150-200 words; 2. Use the core vocabulary, phrases and grammatical structures learned in this lesson; 3. Have a clear theme and logical structure; 4. Express true feelings and views. First, the teacher guides students to sort out the writing ideas: for “My View on Sharing”, students can start with the definition of sharing, then talk about the importance of sharing, give specific examples of sharing, and finally express their own views and determination; for “My Voluntary Service Experience”, students can describe the process of their voluntary service, their feelings and gains, and the influence of the experience on themselves. Then, the teacher gives a writing sample on the multimedia courseware. The sample uses the core vocabulary and grammatical structures of this lesson, and has a clear logical structure and true feelings. For example: “My View on Sharing Sharing is a precious quality that makes the world warmer. Everyone needs to share, and everyone can share. Last month, I shared my books and notes with my deskmate who was ill and missed many classes. He was very grateful, and I also felt very happy because I could help him. In my opinion, sharing is not only a kind of help, but also a way to strengthen friendship and mutual understanding. We should learn to share what we have, care about others, and make the world a better place.” After reading the sample, students start to write independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, helps them correct the mistakes in vocabulary, grammar and sentence structure, and reminds them to pay attention to the logical structure and emotional expression of the passage. After students finish writing, the teacher collects some students' works, displays them on the multimedia courseware, and comments on them. The comments focus on the use of language, logical structure, emotional expression and other aspects, affirming the advantages, pointing out the deficiencies, and giving suggestions for revision. Then, students exchange their works with their deskmates, and help each other revise and improve their passages. Design Intention: Writing is an important form of language output and consolidation. The writing task is closely linked to the theme of sharing and voluntary service, which can help students integrate the learned vocabulary, phrases and grammatical structures, and improve their written expression ability. The guidance of writing ideas and the display of samples can help students clarify the writing requirements and methods, avoid blind writing. The teacher's guidance and peer revision can help students find their own deficiencies, improve their writing level, and at the same time, cultivate their ability to evaluate and revise their own works. Step 8: Summary and Homework (Consolidation and Extension) First, the teacher summarizes the content of this lesson: “In this class, we have learned the core vocabulary and phrases about sharing and voluntary service, mastered the usage of noun phrases, verb phrases, adjective phrases and present perfect tense, and practiced listening, speaking, reading and writing through a series of activities. We also discussed the significance of sharing and voluntary service, and designed our own voluntary service projects. I hope everyone can apply the learned language knowledge to their daily life, learn to share, and be willing to help others.” Then, the teacher assigns homework: 1. Review the core vocabulary, phrases and grammatical structures learned in this lesson, and make a vocabulary notebook; 2. Revise the writing passage according to the teacher's comments and peer's suggestions, and hand it in the next class; 3. Find a real case of voluntary service online or in life, write a short introduction (about 100 words) and share it in the next class; 4. Try to do a small sharing or voluntary service activity in daily life, and record your feelings and experience. Design Intention: The summary can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the theme and core knowledge. The homework is designed to consolidate the learned knowledge, extend the teaching content to daily life, and realize the integration of teaching and life. The homework of finding voluntary service cases and doing practical activities can further stimulate students' enthusiasm for sharing and voluntary service, and help students apply the learned language knowledge and value concepts to practical life, achieving the goal of cultivating core literacy. 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 $