Unit 4 Sharing-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 4 Sharing-Assessing Your Progress 内容导航 This section serves as a comprehensive assessment of the whole Unit 4 “Sharing”, integrating language knowledge, communication skills, emotional experience and cultural perception. It mainly includes vocabulary and grammar detection in contextual settings, self-reflection on learning gains, and group project activities, helping students check their mastery of knowledge and skills such as expressing sharing experiences, understanding cultural differences in sharing, and applying the present perfect and present perfect continuous tenses, so as to promote self-improvement and consolidate learning achievements. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to sharing and voluntary service, and skillfully use the present perfect and present perfect continuous tenses in communication. Cultural Awareness: Understand the similarities and differences of sharing concepts in different cultures, cultivate respect for cultural diversity and a sense of cross-cultural communication. Thinking Quality: Develop logical sorting and critical thinking through analyzing sharing cases and reflecting on learning. Learning Ability: Form good learning habits of self-assessment and reflection, and improve the ability of cooperative learning and independent inquiry in group activities. 2. 教学重难点 Key Points: Master the application of core vocabulary and phrases in this unit in context; distinguish and correctly use the present perfect and present perfect continuous tenses; complete self-assessment and reflection on learning, and be able to express personal sharing experiences and insights. Difficult Points: Deeply understand the differences of sharing concepts in different cultural backgrounds and avoid misunderstandings in cross-cultural communication; flexibly use the two tenses in practical communication to accurately express the continuity of actions and the impact of results; internalize the concept of sharing into practical actions. 教学过程 Step 1: Lead-in (Warm-up and Review) Activity 1: Daily Talk and Review The teacher starts the class with an open question: “In this unit, we have learned a lot about sharing—sharing experiences, sharing help, sharing love. Who can briefly talk about one of your own sharing experiences with the class? You can use the words and sentences we learned in this unit.” After asking, the teacher invites 3-4 students to share their experiences. Some students may talk about sharing stationery with classmates, some may talk about volunteering in the community, and the teacher gives positive comments and guidance in time, such as “Your sharing is very touching, and you used the phrase ‘devote oneself to’ correctly” or “You can add some details about your feelings after sharing to make your expression more vivid”. After the students’ sharing, the teacher leads the class to review the core knowledge of the unit: “Just now, we shared our own stories, and we can find that we have used many key words and sentences in this unit. Let’s review together—what words do we have to express ‘sharing’? What about the words related to voluntary service?” The teacher guides the students to list the core vocabulary such as share, donate, volunteer, devotion, cooperation, kindness, and the key phrases such as take part in voluntary work, donate sth. to sb., share sth. with sb., devote oneself to doing sth. Then, the teacher briefly reviews the grammar focus of the unit: the present perfect tense and the present perfect continuous tense, and asks: “What’s the difference between ‘I have read this book’ and ‘I have been reading this book’?” The students are invited to answer, and the teacher supplements and summarizes: the present perfect tense emphasizes the result or influence of the action, while the present perfect continuous tense emphasizes the continuity of the action or the action that has just ended and leaves traces. Design Intention: The warm-up link closely combines the theme of “sharing” in the unit, and guides students to recall their own experiences, which not only activates the classroom atmosphere, but also naturally leads to the review of the unit’s core knowledge. Through the review of vocabulary, phrases and grammar, it helps students sort out the knowledge system of the unit, lays a solid foundation for the subsequent assessment activities, and conforms to the learning law of “consolidating before assessing”. At the same time, encouraging students to share their own experiences can enhance their confidence in speaking English and stimulate their enthusiasm for participation. Step 2: Language Knowledge Assessment (Vocabulary and Grammar Detection) Activity 2: Cloze Test (Contextual Vocabulary and Grammar Application) The teacher distributes the cloze test paper to the students. The test content is closely related to the theme of “sharing and voluntary service”, integrating the core vocabulary, phrases and grammar points of the unit. The passage is as follows: Volunteering is a meaningful way of sharing. For the past two years, I have been volunteering (present perfect continuous tense) at a local community center. I 1.______ (donate) many books and clothes to the children in need so far (present perfect tense). Every weekend, I spend two hours helping the children with their homework. I find that sharing my time and knowledge 2.______ (bring) me great joy. The children’s smiles and progress make all my efforts 3.______ (worth) it. In the process of volunteering, I have learned the importance of 4.______ (cooperate) with others and how to communicate with people from different backgrounds. This experience has 5.______ (change) my view on life and made me realize that sharing is a kind of love that connects people together. The blanks are filled with the correct forms of the words in brackets or the appropriate words learned in the unit. The students complete the cloze test independently. During this process, the teacher walks around the classroom, observes the students’ performance, and provides appropriate guidance for the students who have difficulties, but does not directly give the answers. After the students finish, the teacher invites the students to take turns to answer the answers, and explains the key and difficult points in detail: For blank 1, the time adverbial “so far” indicates that the action has continued to the present, so the present perfect tense “have donated” is used; for blank 2, the subject “sharing my time and knowledge” is a gerund phrase, and the predicate verb is singular, so “brings” is used; for blank 3, the structure “make sth. worth it” is used, which means “make something worthwhile”, and students should pay attention to the correct collocation of “worth” and avoid confusing it with “worthy”; for blank 4, the preposition “of” is followed by a gerund, so “cooperating” is used; for blank 5, the present perfect tense “has changed” is used with the time adverbial “this experience” to emphasize the impact of the experience on the present. After explaining, the teacher asks the students to check their own answers, mark the wrong questions, and discuss with their deskmates the reasons for the mistakes. For example, if a student uses “donated” instead of “have donated” in blank 1, the deskmate can remind him of the time adverbial “so far” and the usage of the present perfect tense; if a student confuses “worth” with “worthy” in blank 3, the group can discuss the differences between the two words and their collocations. Design Intention: The cloze test is designed with the theme of the unit as the background, which can not only test the students’ mastery of vocabulary and phrases, but also examine their ability to use grammar in context. The independent completion link cultivates the students’ independent thinking ability, and the group discussion link enables the students to learn from each other, find out the reasons for their mistakes, and deepen their understanding of knowledge. The teacher’s targeted explanation focuses on the key and difficult points, helps the students solve the confusion in learning, and achieves the purpose of consolidating language knowledge. Activity 3: Grammar Focus Exercise (Distinguishing the Two Tenses) The teacher displays the following sentences on the blackboard or PPT, and asks the students to complete the sentences with the correct forms of the given verbs, and explain the reasons for their choices: 1. She ______ (learn) English for 8 years, and she can speak it fluently now. (learn) 2. My brother ______ (play) the piano all afternoon, so his hands are a little tired. (play) 3. We ______ (finish) our homework, so we can go out to play. (finish) 4. They ______ (discuss) the problem since this morning, but they haven’t reached an agreement yet. (discuss) The students complete the exercises independently, and then the teacher invites the students to share their answers and explanations. The correct answers are: 1. has learned (emphasizes the result of learning for 8 years—can speak fluently); 2. has been playing (emphasizes the continuity of playing the piano all afternoon, and the action just ended, leaving traces—hands are tired); 3. have finished (emphasizes the result—homework is finished, so they can go out); 4. have been discussing (emphasizes the continuity of the discussion, and the action is still going on—haven’t reached an agreement yet). After the students’ explanation, the teacher summarizes the key points for distinguishing the two tenses again: when emphasizing the result or influence of the action, or the action that has been completed so far, use the present perfect tense; when emphasizing the continuity of the action, or the action that has just ended and leaves traces, or the action that is still going on, use the present perfect continuous tense. In order to deepen the students’ understanding, the teacher can design a “time axis” activity: let the students draw a time axis on the paper, mark the starting point of the action and the present time, and use different colors to mark the actions expressed by the two tenses, so as to intuitively feel the difference between the two tenses. Design Intention: This activity focuses on the grammar difficulty of the unit—distinguishing and using the present perfect tense and the present perfect continuous tense. Through sentence completion and explanation, it examines the students’ understanding of the usage of the two tenses. The “time axis” activity turns abstract grammar knowledge into intuitive visual information, which helps students grasp the differences between the two tenses more easily. At the same time, letting students explain their choices can exercise their logical expression ability and deepen their understanding of grammar rules. Step 3: Learning Reflection and Self-Assessment Activity 4: Self-Assessment Form Filling The teacher distributes the self-assessment form to the students. The form is designed around the learning objectives of the unit, including four aspects: vocabulary and phrases, grammar, listening and speaking, and emotional experience. The specific content is as follows: Learning Aspects Assessment Standards I Can Do It Well (√) I Need to Improve (△) I Can’t Do It (×) My Reflection Vocabulary and Phrases Master the core vocabulary and phrases of the unit, and use them correctly in context. Grammar Distinguish and correctly use the present perfect tense and the present perfect continuous tense. Listening and Speaking Understand the listening materials about sharing and voluntary service, and express personal sharing experiences and views in English. Emotional Experience Understand the significance of sharing, and establish the awareness of sharing and helping others. The students fill in the self-assessment form independently. They need to combine their own learning situation, objectively evaluate their performance in each aspect, and write down their own reflections, such as “I am not good at using the present perfect continuous tense in oral English, and I need to practice more in daily communication” or “I have mastered the core vocabulary, but I need to pay attention to the collocation of words” or “Through this unit’s study, I realize that sharing can bring happiness to others and myself, and I will take more initiative to share in life”. After the students finish filling in the form, the teacher invites several students to share their self-assessment results and reflections with the class. The teacher gives positive affirmation to the students who have made progress, and encourages the students who have deficiencies to put forward improvement plans. For example, for students who are not good at grammar, the teacher can suggest: “You can do more targeted exercises after class, and record the wrong sentences in a notebook, review them regularly, and you will make progress.” For students who have a deep understanding of the significance of sharing, the teacher can praise: “Your reflection is very profound. Sharing is a kind of virtue, and I hope you can keep this good quality.” Design Intention: The self-assessment form helps students objectively understand their own learning situation, find out their strengths and weaknesses, and cultivate their ability of self-reflection and self-evaluation. Writing reflections enables students to sort out their learning gains and confusion, and clarify the direction of future improvement. The sharing link allows students to learn from each other, learn from each other’s strengths, and enhance their sense of self-management in learning. At the same time, combining emotional experience with self-assessment, it integrates the cultivation of emotional attitude and values into the teaching process, which is in line with the requirements of core literacy. Activity 5: Group Discussion on Learning Gains and Confusions The teacher divides the students into groups of 4-5, and asks them to discuss the following questions in groups: 1. What have you learned from this unit? (It can be knowledge, skills, or emotional experience) 2. What difficulties or confusions do you still have in learning this unit? (Such as vocabulary, grammar, listening and speaking, etc.) 3. What plans do you have to improve your English ability related to “sharing” in the future? During the group discussion, the teacher walks around each group, listens to the students’ discussions, and provides appropriate guidance and help. For example, if the students have confusion about the collocation of certain words, the teacher can give examples to explain; if the students have no ideas about the improvement plan, the teacher can prompt: “You can listen to English materials about sharing after class, or practice speaking with your classmates, or write a short passage about your sharing experience every week.” After the group discussion, each group selects a representative to report the discussion results to the class. The representative needs to summarize the group’s learning gains, existing confusions and improvement plans. For example, one group may report: “We have learned the core vocabulary and grammar of the unit, and realized the importance of sharing. We still have confusion about the use of the present perfect continuous tense in complex sentences. Our improvement plan is to do more grammar exercises and practice speaking with each other after class.” After all groups finish reporting, the teacher makes a summary: “From your discussions and reports, I can see that everyone has gained a lot from this unit, and you can also clearly recognize your own deficiencies and put forward practical improvement plans. Learning is a process of continuous progress. As long as you keep working hard and insist on practicing, you will definitely make greater progress in English learning.” Design Intention: Group discussion provides a platform for students to communicate and cooperate. Through mutual exchange, students can share their learning experience, solve their own confusions, and learn from each other’s advantages. The group report link exercises the students’ ability of teamwork and expression, and also allows the teacher to have a more comprehensive understanding of the students’ learning situation, so as to provide more targeted guidance for the subsequent teaching. At the same time, the discussion on improvement plans helps students establish clear learning goals and form good learning habits. Step 4: Comprehensive Project Assessment (Group Practice) Activity 6: Group Project - Making a “Sharing Story Book” The teacher introduces the group project task: “In this unit, we have learned a lot about sharing. Now, each group will work together to make a ‘Sharing Story Book’. The book should include at least 3 sharing stories, which can be real stories of your own, stories you have heard, or stories related to voluntary service. Each story should be written in English, using the vocabulary, phrases and grammar points we learned in this unit. At the same time, you can add pictures, illustrations or short comments to make your story book more vivid and interesting. After finishing, each group will present your story book to the class.” The teacher puts forward specific requirements for the project: 1. The content of the story is closely related to the theme of “sharing”, positive and positive, and can reflect the significance of sharing. 2. The language is accurate and fluent, and the core vocabulary, phrases and grammar points of the unit are correctly used, especially the present perfect tense and the present perfect continuous tense. 3. The layout is beautiful and reasonable, with clear layers and appropriate pictures or illustrations. 4. Each group member should participate in the production, divide the work reasonably, such as one person is responsible for collecting stories, one person is responsible for writing English, one person is responsible for drawing pictures, and one person is responsible for organizing the layout. After explaining the task and requirements, the groups start to carry out the project. During this process, the teacher walks around each group, observes the students’ cooperation and progress, and provides appropriate help. For example, if a group has difficulty in expressing a certain sentence in English, the teacher can give guidance on the sentence structure; if a group has no ideas about the story content, the teacher can prompt: “You can write about the experience of donating books to children in poor areas, or the experience of helping the elderly in the community, etc.” When the groups are making the story books, the teacher also reminds the students to pay attention to the correct use of grammar and vocabulary, and to ensure that the content of the story is true and touching. For example, if a student writes “I have been donated books to the children”, the teacher should correct it to “I have donated books to the children” and explain the correct usage of the active voice and passive voice; if a student uses “share sth. to sb.”, the teacher should remind him to use “share sth. with sb.”. Design Intention: The group project is a comprehensive assessment of the students’ language ability, cooperation ability and practical ability. Through making the “Sharing Story Book”, students can flexibly use the knowledge and skills learned in the unit, and integrate their own emotional experience into the story, which not only consolidates the language knowledge, but also deepens their understanding of the theme of “sharing”. The division of labor and cooperation in the group cultivates the students’ teamwork spirit and sense of responsibility. At the same time, the process of making the story book is interesting, which can stimulate the students’ learning enthusiasm and creativity. Activity 7: Group Presentation and Evaluation Each group selects a representative to present their “Sharing Story Book” to the class. The presentation time is 3-5 minutes. The representative needs to introduce the content of the story book, the production process, and the gains of the group in the process of making it. When presenting, the representative should speak fluently in English, with clear pronunciation and intonation. Other students listen carefully and take notes. After each group’s presentation, the teacher organizes the students to evaluate. The evaluation criteria include: the relevance of the story content to the theme, the accuracy and fluency of the language, the beauty of the layout, the fluency of the presentation, and the participation of the group members. The students can put forward their own opinions and suggestions, such as “Your story is very touching, but there are some small mistakes in grammar” or “Your layout is very beautiful, and you used a lot of core vocabulary in the unit”. After the students’ evaluation, the teacher makes a summary evaluation. The teacher affirms the advantages of each group, such as “All groups have completed the task very well, the stories are touching, the language is accurate, and the layout is beautiful. I can see that everyone has put a lot of effort into it” and points out the areas that need improvement, such as “Some groups have a few grammar mistakes, and some groups’ presentations are not fluent enough. I hope you can pay attention to these problems and improve them in the future”. At the same time, the teacher selects the “Best Sharing Story Book” according to the evaluation results and awards small prizes to encourage the students. Design Intention: The group presentation link exercises the students’ oral expression ability and public speaking ability, and also allows the students to learn from each other’s works and gain more inspiration. The student evaluation link cultivates the students’ critical thinking ability and ability to appreciate others. The teacher’s summary and reward not only affirms the students’ efforts and achievements, but also stimulates their learning motivation and sense of accomplishment. Step 5: Summary and Extension Activity 8: Class Summary The teacher summarizes the whole class: “Today, we carried out a comprehensive assessment of Unit 4 ‘Sharing’. Through vocabulary and grammar detection, we consolidated the core knowledge of the unit; through self-assessment and group discussion, we clarified our own learning gains and deficiencies; through the group project of making ‘Sharing Story Book’, we flexibly used the knowledge and skills we learned, and deepened our understanding of the theme of ‘sharing’. I hope you can remember that sharing is a kind of love, a kind of responsibility, and a kind of happiness. In future life and study, you should not only continue to improve your English ability, but also take the initiative to share, help others, and pass on love and kindness.” At the same time, the teacher reviews the key and difficult points of the unit again, emphasizing the correct use of core vocabulary, phrases and the two tenses, and reminding the students to pay attention to the differences of sharing concepts in different cultures in cross-cultural communication, so as to avoid misunderstandings. Design Intention: The class summary helps students sort out the content of the whole class, consolidate the learning gains, and clarify the key and difficult points. Combining the theme of “sharing” with emotional education, it guides students to establish the awareness of sharing and helping others, and realizes the integration of language teaching and moral education, which is in line with the requirements of cultivating students’ core literacy. Activity 9: After-Class Extension The teacher assigns after-class tasks: 1. Correct the wrong questions in today’s vocabulary and grammar detection, sort them out in the error notebook, and write down the reasons for the mistakes and the correct usage. 2. Improve your “Sharing Story Book” according to the evaluation opinions of the teacher and classmates, and hand it in the next class. 3. Write a short passage about your own sharing experience (100-120 words), using the present perfect tense and the present perfect continuous tense, and hand it in the next class. 4. Do a small practice of sharing in life: help your family, classmates or neighbors do something, and record your feelings and experiences in English (50-80 words). Design Intention: The after-class extension tasks are closely combined with the content of the class, which can help students consolidate the knowledge and skills learned in the class, and extend the theme of “sharing” from the classroom to life. Correcting wrong questions helps students avoid making the same mistakes again; improving the story book and writing a short passage exercises the students’ writing ability; the practical sharing task enables students to integrate the concept of sharing into real life, realize the significance of sharing, and achieve the goal of emotional education. Step 6: Teaching Feedback and Adjustment (Teacher’s Follow-up Work) After the class, the teacher collects the students’ self-assessment forms, cloze test papers, short passages and “Sharing Story Books”, and carefully checks and evaluates them. The teacher records the students’ common mistakes and deficiencies, such as the wrong use of certain vocabulary and phrases, the confusion of the two tenses, the lack of fluency in oral expression, etc. According to the feedback results, the teacher adjusts the subsequent teaching plan, such as arranging targeted review and practice for the common mistakes of the students, and providing extra guidance for the students with poor foundation. At the same time, the teacher communicates with some students individually, understands their learning difficulties and psychological state, gives them targeted guidance and encouragement, and helps them establish confidence in learning English. For example, for students who are not good at oral expression, the teacher can suggest that they practice speaking with their classmates after class, or listen to English materials and imitate the pronunciation and intonation; for students who have no interest in learning, the teacher can combine their hobbies and design interesting learning tasks to stimulate their learning enthusiasm. Design Intention: Teaching feedback is an important part of the teaching process. Through checking and evaluating the students’ learning results, the teacher can timely grasp the students’ learning situation, find out the problems in teaching, and adjust the teaching plan in time, so as to improve the teaching effect. Individual communication helps the teacher understand the students’ individual differences, implement differentiated teaching, and ensure that every student can make progress in 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 $