Unit 4 My space-B Grammar and activity 教案-2025-2026学年高中英语沪教版必修第一册

Unit 4 My space-B Grammar and activity 教学目标和重难点 教学目标 Language Ability: Master the key grammar points of this section, use them accurately in listening, speaking, reading and writing, and improve the ability to express personal space-related meanings fluently. Cultural Awareness: Understand the differences in personal space concepts between Chinese and Western cultures, respect cultural diversity, and form a cross-cultural communication awareness. Thinking Quality: Develop logical thinking through grammar analysis and activity practice, and cultivate critical thinking and creative thinking in the process of discussing personal space. Learning Ability: Master effective grammar learning strategies, improve autonomous learning and cooperative learning abilities, and enhance the awareness of applying knowledge to solve practical problems. 教学重难点 Key Points: Grasp the usage of the present perfect tense in describing personal space experiences and changes, master the correct structure and common time adverbs; be able to use the target grammar to complete interactive activities and express personal views on space. Difficult Points: Distinguish the present perfect tense from the simple past tense in specific contexts; flexibly use the target grammar in real communication scenarios to accurately express the connection between past actions and present results. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing pictures of different personal spaces, such as a tidy bedroom, a cozy study, a lively dormitory, and a quiet balcony. Then the teacher asks students some questions in English: “What does your personal space look like? Have you ever redesigned your personal space? How has your personal space changed since you were a child?” The teacher invites 3-4 students to share their answers in front of the class, and guides other students to listen carefully and respond simply, such as “That sounds interesting” or “I have the same experience”. After the sharing, the teacher summarizes: “Today we will learn the grammar that can help us describe our personal space experiences and changes—the present perfect tense, and we will practice it through a series of interesting activities.” Design Intention: The lead-in links the grammar points with the unit theme “My space”, which is close to students’ daily life and can quickly arouse students’ interest and participation. By asking questions related to personal space, students can naturally use simple past tense and present perfect tense unconsciously, laying a foundation for the formal explanation of grammar. At the same time, the oral sharing activity helps to improve students’ oral expression ability and create a relaxed English learning atmosphere. Step 2: Presentation (Grammar Explanation) First, the teacher presents two groups of sentences on the blackboard or multimedia courseware, combining the theme of personal space: Group 1: ① I redesigned my bedroom last year. ② I have redesigned my bedroom twice. Group 2: ① She moved her desk to the window yesterday. ② She has moved her desk to the window, so it is brighter now. The teacher asks students to observe the two groups of sentences carefully and discuss the following questions in pairs: “What is the difference between the two sentences in each group? When do we use the simple past tense? When do we use the present perfect tense?” After 5 minutes of discussion, the teacher invites several pairs to share their findings, and then summarizes and explains the core points of the present perfect tense. The teacher explains: The present perfect tense is composed of “have/has + past participle”. Its main usages in this unit are: 1. To describe actions that have happened several times up to now, often with time adverbs such as “twice, three times, ever, never”. 2. To describe actions that happened in the past but have a connection with the present, or the results of past actions are still obvious now, often with time adverbs such as “already, yet, just, recently”. Then the teacher emphasizes the differences between the present perfect tense and the simple past tense: the simple past tense focuses on describing actions that happened at a specific time in the past (with specific time adverbs such as “last year, yesterday”), and there is no connection with the present; the present perfect tense focuses on the connection between past actions and the present, without emphasizing the specific time when the action happened. Next, the teacher lists common irregular past participles related to personal space, such as “arrange-arranged, decorate-decorated, move-moved, clean-cleaned, change-changed, collect-collected”, and leads students to read them aloud several times to help students memorize them. Then the teacher gives more examples combined with the theme of personal space, such as “I have collected many books in my study. They are my most precious treasures.” “My sister has never kept her desk tidy. It is always messy.”, and asks students to analyze the structure and usage of the present perfect tense in these sentences. Design Intention: By presenting contrastive sentences, students can explore the usage of the present perfect tense independently through observation and discussion, which is more conducive to deepening their understanding than direct explanation. Combining the theme of personal space in examples and irregular verbs makes grammar learning closely linked to the unit content, avoiding the isolation of grammar learning. Leading students to read and analyze sentences helps to strengthen their memory and understanding of grammar points. Step 3: Controlled Practice (Grammar Drills) This link is divided into two parts: fill in the blanks and sentence transformation, to help students consolidate the basic structure and usage of the present perfect tense. Part 1: Fill in the blanks. The teacher presents a passage about a student’s personal space, with some verbs missing. Students need to fill in the blanks with the correct form of the given verbs (present perfect tense or simple past tense). The passage is as follows: “My name is Tom. I live in a small but comfortable room. I ______ (move) into this room when I was 10 years old. Since then, I ______ (decorate) it three times. Last month, I ______ (change) the color of the walls from blue to green. Now my room ______ (become) more lively. I ______ (collect) many model planes so far, and I put them on the shelf. My parents ______ (never complain) about my messy room, because they know it is my favorite space.” The given verbs are: move, decorate, change, become, collect, complain. After students finish filling in the blanks, the teacher checks the answers one by one, explains the reasons for choosing the tense for difficult sentences, and emphasizes the key points again. Part 2: Sentence transformation. The teacher gives sentences in the simple past tense, and asks students to transform them into the present perfect tense according to the prompts. For example: 1. He cleaned his desk yesterday. (already) → He has already cleaned his desk. 2. I visited my grandparents last weekend. (twice) → I have visited my grandparents twice. 3. She bought a new lamp for her room. (just) → She has just bought a new lamp for her room. Students complete the exercises independently, and then exchange their answers with their deskmates to check and correct each other. The teacher walks around the classroom to provide guidance for students who have difficulties. Design Intention: Controlled practice is an important link to consolidate grammar knowledge. The fill-in-the-blank passage is closely related to the theme of personal space, which can help students apply grammar points in a coherent context. Sentence transformation helps students master the conversion between the present perfect tense and the simple past tense, and deepen their understanding of the usage of time adverbs. The form of independent completion and peer correction not only improves students’ autonomous learning ability, but also enhances their sense of participation. Step 4: Semi-controlled Practice (Interactive Activities) In this link, students are divided into groups of 4-5 to carry out interactive activities, so that students can apply grammar points in oral communication and improve their language application ability. The activity is named “My Space Story Sharing”. The teacher gives each group a task card, which includes several guiding questions, such as: 1. Have you ever changed your personal space? If yes, how did you change it? 2. How many times have you rearranged your desk or bed? 3. What have you collected in your personal space? 4. Has your personal space brought you happiness? Why? 5. Have you ever argued with your family about your personal space? How did you solve it? Each group member needs to answer the guiding questions in turn, using the present perfect tense as much as possible. During the discussion, other members can ask follow-up questions, such as “When did you first collect those things?” or “How did you feel after changing your space?”. The teacher requires each group to record the key points of their discussion, and select a representative to share the group’s story with the whole class after the discussion. When the representatives share, the teacher pays attention to correcting the mistakes of the present perfect tense used by students, and gives positive evaluations and guidance. After the group sharing, the teacher organizes a class discussion: “What is the importance of personal space to us? How should we balance our personal space and the space shared with family or friends?” Students can express their views freely, using the grammar points they have learned. The teacher guides students to think deeply and cultivate their critical thinking. Design Intention: Semi-controlled practice transforms grammar learning from mechanical drills to practical communication, which is in line with the requirements of core literacy for language application ability. Group cooperation activities can improve students’ cooperative learning ability and oral communication ability. The guiding questions and class discussion are closely linked to the unit theme, which not only helps students consolidate grammar points, but also deepens their understanding of the connotation of personal space. The teacher’s correction and evaluation can help students find and correct mistakes in time, and enhance their confidence in learning English. Step 5: Communicative Practice (Comprehensive Application) This link is a comprehensive application activity, named “Design Your Dream Personal Space”. The teacher asks students to imagine their dream personal space, including the layout, decoration, items and other aspects, and write a short passage (80-100 words) to describe it. The requirements are: 1. Use the present perfect tense to describe the changes you have made or the things you have prepared for your dream space. 2. Use at least 3 new words or phrases learned in this unit. 3. Express your feelings and expectations for your dream space. Before writing, the teacher gives a sample passage: “My dream personal space is a warm study. I have designed a big bookshelf against the wall, and I have collected more than 200 books so far. I have also placed a comfortable chair by the window, so I can read books and enjoy the scenery. I have decorated the wall with some beautiful paintings, which make the study more lively. I hope this space can bring me peace and happiness, and help me study better.” Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties in wording or grammar. After students finish writing, they exchange their passages with their group members, and help each other revise and improve them. Then the teacher selects several excellent passages to read aloud in class, analyzes the advantages of the passages, and points out the areas that need improvement. For students who have made great progress, the teacher gives timely praise and encouragement. In addition, the teacher organizes a small activity of “Peer Evaluation”. Students score their deskmates’ passages from three aspects: grammar accuracy (whether the present perfect tense is used correctly), theme relevance (whether it is closely related to the dream personal space), and language fluency. The teacher provides an evaluation standard to ensure the fairness and rationality of the evaluation. Design Intention: Comprehensive application activities integrate grammar, vocabulary, writing and other skills, which can comprehensively test students’ language application ability. Writing about the dream personal space can stimulate students’ creativity and imagination, and make grammar learning more interesting. Peer revision and evaluation can not only help students find their own mistakes, but also learn from each other’s advantages, improving their writing ability and learning ability. The sample passage provides a reference for students, reducing their difficulty in writing. Step 6: Summary and Consolidation First, the teacher invites students to summarize the key points of this lesson independently. Students can take turns to share what they have learned, such as the structure and usage of the present perfect tense, the differences between the present perfect tense and the simple past tense, and the application of grammar points in activities. Then the teacher makes a comprehensive summary: in this lesson, we have learned the present perfect tense, mastered its two main usages related to personal space, and practiced it through various activities. We should remember that the present perfect tense focuses on the connection between past actions and the present, and we should flexibly use it in daily communication to express our views and experiences about personal space. Then the teacher arranges after-class homework: 1. Finish the grammar exercises in the textbook, and consolidate the usage of the present perfect tense. 2. Interview your family members about their personal space experiences, and write a short interview record (using the present perfect tense as much as possible). 3. Revise the passage written in class according to the peer evaluation and the teacher’s guidance, and hand it in the next class. Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned and strengthen their memory. The after-class homework is closely linked to the content of the lesson, which can help students consolidate grammar points in daily life. The interview task can not only improve students’ oral communication ability, but also deepen their understanding of the differences in personal space concepts between different people, which is conducive to the cultivation of cultural awareness. 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 $