Unit 4 Sharing Period 2 Reading and Thinking—Language focus 教学设计-2025-2026学年高中英语人教版选择性必修第四册

Teaching and Learning Design Book4 Unit4 Sharing 教学设计 Period 2 Teaching and learning contents: Reading and thinking—Language Focus and Thinking Quality Development Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to improve language competence; 2) Comprehend the text better to reconstruct the text and improve thinking quality; Teaching and learning important points: 1) Language focus and better reading comprehension; 2) Text reconstruction and thinking quality improvement. Teaching and learning difficult points: New language items learning, text reconstruction and thinking quality improvement. Teaching and learning procedure: Step 1 Review Activity 1 Review Check the answers to the reading comprehension exercises in the reference book to review the main content of the text to improve the students’ reading comprehension of the text. Step 2 Language Focus (In this step, the teacher explains some of the new and important language items in the context by offering some examples so that the students could comprehend the text better and focus on how to use the new language items in specific language situations created by the teacher.) Activity 2 Learning about the new language items Learn about the following new language items: 1. I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail! 我一直非常渴望吃一些我最喜欢的糖果，而且收到邮包总是令人开心不已。 be dying for / to do sth. 极想得到，渴望得到，渴望做某事(=to be extremely eager to have or do sth. ) long /desire/aspire to do sth. = be eager/anxious to do sth. 渴望做某事 long for sth.=be eager / anxious for sth. 渴望得到某物 e.g. I’m dying to hear your news. I’m dying for something to eat. She longed for the chance to speak to him in private. It’s been raining for days, and we are all longing for some sunshine． He’s a bright kid and eager to learn. 2. When I reach the school grounds, I’m greeted by a chorus of “good morning” from the boys. 我走进校园时，男孩们齐声对我喊“早上好”。 chorus n.合唱曲；合唱团 vi. 合唱；齐声说 a chorus of 齐声，异口同声 a chorus of thanks / disapproval / protest齐声的感谢/反对/抗议等 in chorus同时；一起 e.g. A chorus of laughter greeted his remark. 他的话引起了一片笑声。 There was a chorus of agreement from the committee. 委员会一致同意。 The phones in the room rang in chorus. 房间里的电话齐声响起。 3. There’s no electricity, running water or even textbooks, not to mention laptops, tablets, or other modern devices! 这里没有电，没有自来水，甚至也没有教科书，更不用说笔记本电脑、平板电脑或其他现代化设备了。 not to mention更不用说；且不说(=let alone；needless to say；much less更不用说……) mention vt. 谈及；提到；提名 n. 提及；提名 as mentioned above 如上所述 Don’t mention it. 不客气/不用谢。 mention sth. to sb./mention to sb. that... 向某人提及…… mention doing... 提及做…… e.g. If we can do as mentioned above, there will be no doubt that we can master English. —Thank you for your help very much.—Don’ t mention it. My pleasure. Nobody mentioned anything to me about it. He mentioned having (have) seen me on TV the previous evening. Old folk and children alike are all against the proposal, not to mention the youth. 老人、小孩都不赞成这个建议，更不用说年轻人了。 4. The other day I was showing the boys a chemistry experiment when，before I knew it，the mixture was bubbling out of the test tube spilling everywhere! 不久前的一天，我正给男孩子们演示一个化学实验，我还没有明白怎么回事，混合剂就从试管里冒了出来，溅得到处都是! 句式结构：句中when用作并列连词，意为“这时突然”。 (1) be doing...when... 正在做……这时突然…… (2) be (just) about to do...when... 正要做……这时突然…… (3) be on the point of doing...when... 正要做……这时突然…… (4) had (just) done...when... 刚做完……这时突然…… e.g. I was standing by the car when a hummingbird flew to the center of our group and began hovering. 我正站在汽车旁，这时一只蜂鸟飞到我们小组的中心，开始盘旋。 I was about to enter/was on the point of entering the classroom when I heard my students shouting “Happy Teachers’ Day”. 我正要进入教室，这时我听到我的学生大喊“教师节快乐”。 They were on the point of giving up when their captain came on the scene. He had just finished writing a report when the boss let him type a letter. 5. To be honest, I doubt whether I’m making any difference to these boys’ lives at all. 说实话，我怀疑我是否能给这些男孩们的生活带来不同。 1) to be honest说实话，老实说( =to tell sb. what you really think) 类似的短语有：to be frank/precise/ fair 坦率/确切/公平地说 e.g. He is a good teacher, to be honest. To be honest, I don’t like him very much. 2) make a difference 有影响，起作用 make some/no/any difference (to /in sb./sth.) 有（或没有、有些）作用、关系、影响 e.g. Does his absence make a difference to your work? Your support will certainly make a difference in our cause. Whether he is here or not will make no difference to our work. 6. …first, up a mountain from where we had fantastic views, and then down a shaded path to the valley below. ……首先，爬上一座山，在山上我们看到了美妙的景色，然后沿着一条树荫遮蔽的小路走到下面的山谷。 shade vt.给……遮挡 (光线)；加灯罩；把……涂暗 n.阴凉处；灯罩；阴影部分 shade...from/against... 给……遮挡…… shade...with... 用……遮挡…… in the shade 在阴凉处 in the shade of 在……的阴凉处 e.g. She raised her hand to shade her eyes from /against the sun. 她抬起手遮住眼睛以挡住阳光。 He rested his elbow on the table and shaded his face with his hand. The courtyard was shaded by high trees in the past. 院子过去被高大的树木遮蔽。 We sat down in the shade of the wall. 7. Tombe’s father, Mukap, a man with a strong jaw and a wrinkled forehead, led us to his house, a low, round bamboo hut with no windows, with a door just big enough to get through, and with grass sticking out of the roof…汤贝的父亲穆卡普，一位下巴结实、额头满是皱纹的男人，把我们带到他的房子前：一座低矮的圆形竹屋，没有窗户，门的宽度仅够单人穿过，屋顶伸出一簇茅草。 本句是简单句。主干结构为：Tombe’s father led us to his house，同位语Mukap, a man with a strong jaw and a wrinkled forehead，进一步解释说明Tombe’s father，短语with a strong jaw and a wrinkled forehead作定语，修饰a man。 8. Later, I noticed a can standing upside down on the grill over the fire. 后来，我注意到一个罐子倒置在火上的烤架上。 句式结构：notice+宾语+宾语补足语。(1)本句是一个简单句。句中含有一个感官动词notice的复合结构，standing upside down on the grill over the fire为现在分词短语作宾语补足语； (2)常用于本结构的感官动词还有see，hear，feel等。 e.g. He turned his eyes to the door when he heard the handle turning. 听到门把手转动的声音，他向门那边看去。 When the little girl woke up, she felt her mother patting her on the back. We were so happy that we didn’t notice the water rising. 我们如此高兴以至于没注意到水位在上升。 9. My muscles were aching and my knees shaking as we dragged ourselves down the mountain towards home. 当我们拖着沉重的步伐下山回到家时，我浑身肌肉酸痛，双膝颤抖。 drag vt.拖；拽 vt.& vi.缓慢而费力地移动 n.阻碍 drag...out of...　　　 把……从……中拖出来 drag oneself to/into/out of (尤指因患病、疲惫或不开心而)费力地走到/走进/出来等 drag away 将……拉走；将……硬拖走 drag behind 落在后面 drag one’s foot/leg拖着脚/腿走 e.g. Painful and a bit embarrassed as he was，he still dragged his feet to keep moving forward. 虽然感到痛苦和有点尴尬，但他仍然拖着脚继续前进。 I dragged the chair over to the window. vt.拖 I managed to drag myself out of bed. vt.缓慢而费力地移动 She always drags behind when we walk anywhere. 落在后面 10. It was such a privilege to have spent a day with Tombe’s family. 和Tombe一家人度过了一天，真是荣幸。 1) to have spent 动词不定式完成时，表示动作发生于谓语动词之前。 e.g. He seemed to have been told the truth. There is no need to have bought such a big house. 2) privilege n.优惠待遇；特权；荣幸 vt.给予特权；特别优待 privileged adj.有特权的；受特别优待的；幸运的；荣幸的 It is a privilege (for sb.) to do sth. (对某人来说)做某事是一种殊荣 have the privilege to do/of doing sth. 有幸做某事 be privileged to do sth . 有幸做某事 e.g. Education should be a universal right and not a privilege. 教育应当是全民的权利而非一种特权。 I take it for granted that I have the privilege to enter/of entering the lab at my will. 在这儿做有关如何保护环境的演讲，我倍感荣幸。(演讲稿) →I am greatly privileged to deliver a speech on how to protect the environment here. (privileged) →It is a great privilege for me to deliver a speech on how to protect the environment here. (it作形式主语) Step 3 Post Reading—Thinking quality improvement and text reconstruction Activity 3 Thinking quality improvement and text reconstruction 1. Talk about the following issues. 1) Why should sharing and volunteering be advocated by the whole society around the world? 2) If you were given a chance to volunteer or share, what would you do? Why? 2. Reconstruct the text by retelling the text, using some of the language items above. Step 4 Evaluation and summary Activity 4 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your learning performance? (Good/Fairly good/Moderate/Just so so/Poor) Activity 5 Summary (The teacher) Summarize the usages of the main language items of this period briefly and encourage the students to think more about the significance of sharing and volunteering. Homework: 1. Arrange notes after class to consolidate the new language items. 2. Complete the vocabulary exercises in the workbook. 3. Complete the vocabulary exercises in the reference book. 学科网（北京）股份有限公司 $