Unit 4 Inspiration-Grammar activity 教案 -2025-2026学年高中英语沪教版选择性必修第二册

Unit 4 Inspiration-Grammar activity 教学目标和重难点 教学目标 It focuses on language competence by mastering target grammar; develops thinking quality through analysis and application; cultivates learning ability via independent and cooperative exploration; and enhances cultural awareness by connecting grammar with inspirational themes to understand cross-cultural expressions. 教学重难点 Key point: Mastering the form and basic usage of the present perfect continuous tense. Difficult point: Distinguishing it from the present perfect tense and flexibly using it in practical contexts related to inspiration and persistence. 教学过程 Lead-in: Theme Connection and Situation Activation The teacher starts the class with a short video clip about a young artist who persists in pursuing his dream amid difficulties. The video is closely related to the unit theme "Inspiration" and contains several sentences using the present perfect continuous tense, such as "He has been practicing painting for five years" and "She has been trying to improve her skills despite failures". After playing the video, the teacher asks two questions: "What has the young artist been doing these years?" and "How do you feel about his behavior?" Then, the teacher writes the two sentences from the video on the blackboard and guides students to observe the structure of the sentences. The teacher asks: "What is the structure of these two sentences? What tense are they using?" Students are encouraged to discuss in pairs and share their findings. Finally, the teacher summarizes and leads out the topic of this lesson: the present perfect continuous tense in the context of inspiration. Design Intention: The lead-in is closely linked to the unit theme "Inspiration", which not only stimulates students' interest in learning but also naturally introduces the target grammar. The video provides a real and vivid context for students to initially perceive the usage of the present perfect continuous tense, laying a foundation for the subsequent learning. By asking questions and organizing pair discussions, students are guided to take the initiative to observe and think, which helps cultivate their independent learning ability and thinking quality. Presentation: Grammar Explanation and Perception Deepening First, the teacher clarifies the basic form of the present perfect continuous tense: have/has been + verb-ing. The teacher explains the usage of each component in detail: "have/has" is the auxiliary verb, which changes according to the subject (have for first-person, second-person and plural subjects; has for third-person singular subjects); "been" is the past participle of "be"; "verb-ing" is the present participle of the main verb. The teacher gives more examples related to the unit theme, such as "Many successful people have been working hard to achieve their dreams" and "The writer has been writing inspirational stories for ten years", to help students familiarize themselves with the form. Next, the teacher focuses on explaining the core usage of the present perfect continuous tense combined with the unit theme of inspiration. The first usage is to express an action that started at a certain point in the past, has been continuing until now, and may still continue in the future. The teacher uses the example in the lead-in video: "He has been practicing painting for five years" and explains: "This sentence means that he started practicing painting five years ago, and he is still practicing now." The teacher also adds time adverbs often used with this tense, such as for, since, all day, recently, etc., and gives more examples: "She has been reading inspirational books since last month" and "They have been discussing the meaning of inspiration all afternoon". The second usage is to express an action that has been repeated many times in a period from the past to the present, emphasizing the frequency and continuity of the action. The teacher gives examples related to inspiration: "I have been trying to find inspiration in daily life recently" and "The artist has been creating works that convey positive energy again and again". The teacher guides students to analyze the meaning of these sentences and summarize the characteristics of this usage. Then, the teacher focuses on solving the difficult point: distinguishing the present perfect continuous tense from the present perfect tense. The teacher lists two groups of contrastive sentences: Group 1: "He has painted for five years" (present perfect tense) and "He has been painting for five years" (present perfect continuous tense); Group 2: "She has read this inspirational book" (present perfect tense) and "She has been reading this inspirational book" (present perfect continuous tense). The teacher guides students to discuss in groups, analyze the differences in meaning between the two tenses, and summarizes the key points of distinction: the present perfect tense emphasizes the result or completion of the action, while the present perfect continuous tense emphasizes the process and continuity of the action. The teacher also reminds students that some verbs (such as work, study, practice, etc.) that express continuous actions are often used in both tenses, but the emphasis is different; while verbs that express instantaneous actions (such as finish, start, arrive, etc.) cannot be used in the present perfect continuous tense. Design Intention: This link adopts the teaching method of "explanation + example + contrast", which helps students clearly grasp the form and usage of the target grammar. By combining the examples with the unit theme of inspiration, students can not only master the grammar knowledge but also deepen their understanding of the unit theme. The group discussion on distinguishing the two tenses encourages students to communicate and cooperate, cultivates their cooperative learning ability and logical thinking ability, and effectively breaks through the teaching difficult points. Practice: Layered Exercises and Ability Consolidation This link is divided into three levels of exercises, from easy to difficult, to help students consolidate the learned grammar knowledge step by step, and realize the transition from knowledge to ability. The first level is basic practice: filling in the blanks with the correct form of the given verbs. The teacher provides 10 sentences, all closely related to the theme of inspiration, such as: 1. He ________ (practice) the piano for ten years because he wants to become an inspirational musician. 2. We ________ (discuss) the story of the inspirational hero recently. 3. My sister ________ (try) to write an inspirational article since last week. Students complete the exercises independently, and then the teacher checks the answers and explains the key and difficult points. For students who make mistakes, the teacher patiently guides them to find the reasons, such as wrong auxiliary verbs, incorrect forms of present participles, etc., to ensure that every student masters the basic form and usage of the present perfect continuous tense. The second level is intermediate practice: choosing the correct tense (present perfect tense or present perfect continuous tense) to fill in the blanks. The teacher designs 8 sentences, which involve the distinction between the two tenses, such as: 1. She ________ (read) this book twice. (present perfect tense) 2. She ________ (read) this book for two hours. (present perfect continuous tense) 3. They ________ (finish) their homework, so they can watch the inspirational movie now. (present perfect tense) 4. They ________ (do) their homework all afternoon, and they are still doing it. (present perfect continuous tense) Students complete the exercises in pairs, and then each group sends a representative to share their answers and explain the reasons. The teacher comments and summarizes, further strengthening students' understanding of the differences between the two tenses. The third level is comprehensive practice: rewriting sentences according to the requirements. The teacher gives 5 sentences, which are all simple sentences related to inspiration, and requires students to rewrite them using the present perfect continuous tense. For example: 1. He started to learn English three years ago, and he is still learning it. → He has been learning English for three years. 2. I began to collect inspirational quotes last year, and I still collect them now. → I have been collecting inspirational quotes since last year. After students finish rewriting, they exchange their works with each other and correct mistakes. The teacher randomly selects several students' works to comment on, affirming their achievements and putting forward suggestions for improvement. Design Intention: Layered practice conforms to the law of students' cognitive development, from basic form practice to tense distinction practice, and then to comprehensive application practice, which helps students consolidate the learned knowledge step by step and improve their ability to use grammar flexibly. Independent practice cultivates students' independent learning ability, pair practice and mutual evaluation enhance students' cooperative learning ability and communication ability, and teacher's comments and guidance ensure the effectiveness of practice. Application: Theme Integration and Language Output In this link, the teacher combines the unit theme "Inspiration" with the target grammar, designs a situational task, and guides students to use the present perfect continuous tense to carry out language output, realizing the integration of grammar learning and theme exploration. The situational task is: "Share an inspirational person or thing around you, and describe what he/she/it has been doing to inspire others, using the present perfect continuous tense as much as possible." The teacher first gives a sample speech: "My best friend has been working hard to overcome her shyness. She has been practicing speaking in public every day for half a year. Now she can give a speech confidently in front of the whole class. Her persistence inspires me a lot." Then, the teacher asks students to prepare for 5 minutes, organize their language, and then invite students to speak in front of the class. When students speak, the teacher listens carefully, records the problems they have in using the present perfect continuous tense (such as incorrect form, wrong tense distinction, etc.), and gives timely guidance and correction after the speech. At the same time, the teacher encourages students to ask questions and interact with the speaker, such as "What else has he/she been doing?" "How does his/her behavior inspire you?" After all students finish speaking, the teacher makes a summary, affirms the students' performance, and emphasizes that the present perfect continuous tense can better express the continuity and persistence of actions, which is very suitable for describing inspirational people and things. In addition, the teacher assigns a small group task: each group compiles a short inspirational dialogue (3-5 sentences) using the present perfect continuous tense. The dialogue should be closely related to the unit theme, and each member of the group should participate in the compilation. After the groups finish compiling, they perform the dialogue in front of the class. The teacher evaluates each group's performance from the aspects of grammar correctness, theme relevance, and language fluency, and awards "Inspirational Group" to the best group. Design Intention: The situational task and group dialogue task integrate grammar learning with the unit theme, making grammar learning no longer isolated and boring, but closely combined with real language communication. Students' oral expression ability and language application ability are improved in the process of completing the tasks. At the same time, by sharing inspirational people and things, students can deeply understand the connotation of the unit theme, enhance their sense of responsibility and positive attitude towards life, and realize the cultivation of cultural awareness and emotional attitude. Summary and Reflection: Knowledge Sorting and Ability Improvement First, the teacher invites students to summarize the key points of this lesson independently. Students are encouraged to share what they have learned, including the form, usage of the present perfect continuous tense, and the differences between it and the present perfect tense. The teacher supplements and improves the students' summaries, and sorts out the knowledge system of this lesson in the form of a mind map on the blackboard, helping students form a clear knowledge framework. Then, the teacher guides students to reflect on their learning process: "What have you mastered in this lesson? What difficulties do you still have? How can you improve in the future?" Students are asked to write a short reflection (3-5 sentences) in English, expressing their learning feelings and confusion. After students finish writing, they can exchange their reflections with their deskmates and help each other solve the problems they encounter. Finally, the teacher makes a summary of the whole lesson, emphasizing that grammar learning is not only about mastering the form and usage but also about flexibly using it in practical communication. The teacher also encourages students to observe and use the present perfect continuous tense in daily life, especially in describing inspirational people and things, so as to truly integrate grammar into life and improve their English language ability. Design Intention: Letting students summarize independently helps them sort out the learned knowledge, deepen their understanding and memory, and cultivate their ability to summarize and sort out knowledge. The reflection link guides students to think about their learning process, find their own problems and deficiencies, and improve their learning ability. The teacher's summary and encouragement enhance students' confidence in learning grammar 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 $