Unit 3 Sea Exploration-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 3 Sea Exploration-Assessing Your Progress 内容导航 Assessing Your Progress in Unit 3 Sea Exploration focuses on evaluating students’ mastery of core vocabulary, grammar (infinitive), and reading-writing skills. It includes exercises, self-reflection, and a project, helping students consolidate knowledge and reflect on their learning gaps related to sea exploration. 教学目标和重难点 1. 教学目标 Language Competence: Master unit core words and infinitive usage, and express views on sea exploration in English. Cultural Awareness: Understand Chinese and global sea exploration achievements, cultivate cultural confidence and a sense of community with a shared future. Thinking Quality: Develop critical and logical thinking through analyzing sea exploration cases and solving practical problems. Learning Ability: Form self-evaluation habits and improve autonomous and cooperative learning skills via reflection and project practice. 2. 教学重难点 Key Points: Master the usage of unit core vocabulary (e.g., applaud, log, directory) and the infinitive (as subject, object, adverbial); complete self-evaluation and the sea exploration-related project. Difficult Points: Flexibly use the infinitive in different contexts; integrate unit knowledge to complete practical writing and project design; conduct in-depth self-reflection on learning weaknesses. 教学过程 1 Lead-in: Warm-up and Review (Lead-in & Review) Activity 1: Theme Discussion Teacher’s Activity: Show students pictures and short videos of sea exploration achievements, including China’s Fendouzhe submersible diving into the Mariana Trench and historical maritime voyages. Then ask open-ended questions: “What sea exploration events have we learned in this unit? What do you think is the most impressive part of sea exploration? What skills and knowledge have you mastered so far?” Guide students to express their views freely in English, and record key words and sentences they use on the blackboard, focusing on unit core vocabulary and infinitive structures. Student’s Activity: Observe the materials carefully, recall the unit content, and actively participate in the discussion. Try to use the words and sentences learned in the unit, such as “explore the deep sea”, “log data”, “use technology to protect the ocean”, and “Our goal is to understand the ocean better”. Design Intention: This activity connects the previous learning content with the current assessment task, helping students quickly enter the unit context. By observing multi-modal materials (pictures and videos), students’ learning interest is stimulated, and their memory of unit core knowledge is activated. The open-ended questions provide students with opportunities to use English communicatively, laying a foundation for the subsequent assessment activities. At the same time, the teacher can initially grasp students’ mastery of unit knowledge through their answers. Activity 2: Vocabulary and Grammar Review Teacher’s Activity: Organize a “Vocabulary & Grammar Quick Check” game. Prepare flashcards with unit core words (applaud, directory, opponent, log, mercy, etc.) and infinitive example sentences (e.g., “He decided to log the data carefully.” “The purpose of sea exploration is to protect marine biodiversity.”). Show the flashcards one by one, ask students to read the words aloud, explain their meanings, and identify the function of the infinitive in the sentences. For students who make mistakes, give timely guidance and supplementary explanations, emphasizing the key and difficult points of vocabulary and grammar. Student’s Activity: Participate in the game actively, read words and sentences aloud, answer questions, and correct their mistakes in time with the teacher’s guidance. Collaborate with deskmates to discuss and confirm the usage of words and the infinitive if necessary. Design Intention: The game-based review makes the boring vocabulary and grammar review more interesting, improving students’ participation. Through quick response and interactive discussion, students can quickly review the unit’s core vocabulary and grammar points, identify their own weak links in advance, and prepare for the formal assessment exercises. This activity also helps cultivate students’ cooperative learning ability and quick thinking ability. 2 Assessment Practice: Vocabulary and Grammar Exercises (Assessment Practice) Activity 1: Vocabulary Fill-in-the-Blank Teacher’s Activity: Distribute vocabulary exercise sheets, which include fill-in-the-blank questions based on unit core words. The questions are closely combined with the sea exploration theme, such as: 1. After finishing the deep-sea exploration, the scientists __________ the useful data in the log. (log) 2. The audience __________ warmly for the explorers’ great achievements in sea exploration. (applaud) 3. You can find the contact information of the marine research institute in this __________. (directory) The deep sea is cruel, but it also shows __________ to some fragile marine creatures. (mercy) 5. In the sea exploration competition, his __________ is a team from a famous university. (opponent) Guide students to complete the exercises independently, and walk around the classroom to observe students’ performance, providing timely help for students who have difficulties. After students finish, invite several students to share their answers, correct mistakes publicly, and explain the usage of key words and common collocations. Student’s Activity: Complete the vocabulary exercises independently, carefully recall the meaning and usage of each word, and pay attention to the part of speech and tense changes. After finishing, check the answers with the teacher, take notes of the wrong words and their correct usage, and ask the teacher or deskmates for help if there are any doubts. Design Intention: This activity directly assesses students’ mastery of unit core vocabulary. The exercises are closely combined with the sea exploration theme, which not only tests students’ memory of words but also their ability to use words in specific contexts. Independent completion helps students reflect on their own learning situation, while teacher’s guidance and collective correction help students correct mistakes in time, consolidate vocabulary knowledge, and avoid repeated mistakes. The collocation explanation also enriches students’ language accumulation. Activity 2: Grammar Exercise - Infinitive Usage Teacher’s Activity: Distribute grammar exercise sheets, which include three types of questions: identifying the function of the infinitive, filling in the blanks with the correct form of the infinitive, and rewriting sentences using the infinitive. For example: 1. Identify the function of the infinitive in the sentence “To explore the ocean is a great challenge for humans.” (subject) 2. Fill in the blank: “The scientists plan __________ (develop) new technology for deep-sea exploration.” (to develop) 3. Rewrite the sentence “We need technology that can help us protect the marine ecosystem.” into a sentence using the infinitive: “We need technology to help us protect the marine ecosystem.” Explain the requirements of each type of question to students, emphasizing the key points of infinitive usage (such as the infinitive as subject, object, adverbial, and complement) and common mistakes (such as omitting “to” and incorrect form of the infinitive). Guide students to complete the exercises independently, and after completion, organize students to check answers in groups. Each group selects a representative to report the group’s answers and explain the reasons. The teacher makes comments and supplements, focusing on the difficult points and common mistakes. Student’s Activity: Listen carefully to the teacher’s explanation, understand the requirements of each type of question, and complete the grammar exercises independently. In group discussion, share their own answers and ideas, discuss and solve the doubts encountered, and learn from each other’s experiences. After the group report, take notes of the key points and difficult points of the infinitive usage, and correct their own mistakes. Design Intention: This activity comprehensively assesses students’ mastery of the infinitive usage, which is the key grammar point of the unit. The diverse types of questions help students consolidate the infinitive usage in different contexts. Group discussion not only promotes students’ communication and cooperation but also allows students to learn from each other, deepen their understanding of grammar points. The teacher’s comments and supplements focus on the difficult points and common mistakes, helping students break through the grammar difficulties and improve their ability to use grammar flexibly. 3 Reading and Writing Assessment (Reading & Writing Assessment) Activity 1: Reading Comprehension Teacher’s Activity: Provide a short reading passage related to sea exploration. The passage introduces the legend of Northern European sea exploration and the modern significance of sea exploration, which is consistent with the unit theme and the difficulty of the textbook. The passage includes unit core vocabulary and infinitive structures to test students’ reading ability and knowledge application ability. Design reading questions of different levels: 1. True or False questions (testing basic information understanding); 2. Multiple-choice questions (testing the main idea and detail understanding); 3. Short answer questions (testing the ability to extract and organize information). Guide students to read the passage carefully, use the reading strategies learned in the unit (such as skimming and scanning) to complete the questions, and walk around the classroom to provide guidance for students who have difficulties. After students finish, explain the answers in detail, analyze the key sentences in the passage, and emphasize the application of reading strategies and the understanding of difficult sentences. Student’s Activity: Read the passage carefully, use skimming to grasp the main idea, and use scanning to find key information to complete the reading questions. After finishing, check the answers with the teacher, understand the reasons for the wrong questions, and take notes of the difficult sentences and their explanations. Discuss with deskmates the reading strategies used in the process and share their experience of solving problems. Design Intention: This activity assesses students’ reading ability, including the ability to understand basic information, grasp the main idea, and extract key information. The passage is closely combined with the unit theme and knowledge points, which not only tests students’ reading skills but also consolidates their mastery of unit vocabulary and grammar. The design of different levels of questions meets the needs of students with different learning levels, allowing each student to gain a sense of accomplishment. The explanation of reading strategies helps students improve their reading ability and lay a foundation for future reading learning. Activity 2: Writing Practice Teacher’s Activity: Introduce the writing task: “Write an ending for the Northern European sea exploration legend in the reading passage, and express your views on the spirit of sea exploration.” Put forward specific requirements: 1. Use at least 5 unit core words and 3 infinitive structures; 2. The content is consistent with the legend, logical and coherent; 3. The language is accurate and fluent, with correct grammar and spelling. Provide students with appropriate writing scaffolding, such as key words and sentence patterns: (core words: courage, exploration, challenge, success, mercy; sentence patterns: In order to..., he decided to..., The spirit of sea exploration encourages us to...). Guide students to think about the plot of the legend and their own views on the spirit of sea exploration, and then start writing independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in plotting or language expression, and reminds students to pay attention to the use of vocabulary and grammar. After students finish writing, organize students to exchange their works in pairs, and put forward revision suggestions according to the writing requirements. Then invite several students to read their works in class, and the teacher makes comments and revisions, emphasizing the advantages and deficiencies of the works, and putting forward targeted improvement suggestions. Student’s Activity: Understand the writing task and requirements, use the provided writing scaffolding to think about the plot and views, and complete the writing independently. In pair exchange, read each other’s works carefully, put forward reasonable revision suggestions, and learn from each other’s strengths. After the class presentation, listen carefully to the teacher’s comments, correct their own works, and improve their writing ability. Design Intention: This writing task integrates reading and writing, which not only tests students’ reading comprehension ability but also their writing ability and ability to use unit knowledge comprehensively. The writing scaffolding provides help for students with weak writing ability, reducing their writing pressure and improving their writing confidence. Pair exchange and class presentation promote students’ communication and mutual learning, help students find their own deficiencies in writing, and improve their writing level. The teacher’s targeted comments help students clarify the direction of improvement and consolidate the unit’s vocabulary and grammar knowledge in practice. 4 Self-Evaluation and Reflection (Self-Evaluation & Reflection) Activity 1: Self-Evaluation Form Teacher’s Activity: Distribute the self-evaluation form, which includes the following evaluation items: 1. Mastery of unit core vocabulary (excellent, good, general, poor); 2. Mastery of infinitive usage (excellent, good, general, poor); 3. Reading ability in sea exploration-related passages (excellent, good, general, poor); Writing ability to express views on sea exploration (excellent, good, general, poor); 5. Participation in unit learning activities (active, general, inactive); 6. Learning weaknesses and improvement plans. Guide students to fill in the self-evaluation form honestly according to their own performance in the unit learning and the assessment activities just now. Explain to students that self-evaluation is an important way to improve learning ability, and encourage them to face their own weaknesses bravely and put forward practical improvement plans. Student’s Activity: Fill in the self-evaluation form honestly, recall their own learning process in the unit, carefully analyze their mastery of each knowledge point and skill, and put forward specific improvement plans, such as “I need to memorize more unit core words and their collocations” and “I need to practice more infinitive usage in different contexts”. Design Intention: This activity helps students form the habit of self-evaluation and reflection, which is an important part of learning ability. By filling in the self-evaluation form, students can clearly understand their own learning situation, identify their weaknesses, and put forward targeted improvement plans, which is conducive to improving their autonomous learning ability. At the same time, the teacher can understand the learning situation of each student through the self-evaluation form, providing a basis for subsequent targeted teaching. Activity 2: Group Reflection and Exchange Teacher’s Activity: Organize students to carry out group reflection and exchange activities. Each group discusses the following questions: 1. What did we learn well in this unit? 2. What are our common weaknesses? 3. What improvement plans can we put forward together? Guide each group to summarize their group’s learning situation and improvement plans, and select a representative to report the group’s reflection results to the whole class. The teacher makes comments on each group’s reflection results, affirms their advantages, points out their common weaknesses, and puts forward overall improvement suggestions for the whole class. Student’s Activity: Participate in group discussion actively, share their own self-evaluation results, discuss the group’s common weaknesses, and put forward practical group improvement plans. Listen carefully to other groups’ reflection results, learn from their experience, and supplement their own improvement plans. Design Intention: Group reflection and exchange not only promotes students’ communication and cooperation but also allows students to understand the learning situation of their peers, find common weaknesses, and learn from each other. The group’s improvement plans are more targeted and operable, which helps students improve their learning ability together. The teacher’s comments and suggestions help the whole class clarify the direction of improvement, laying a foundation for the subsequent review and consolidation. 5 Project Practice: Ocean Day Promotion (Project Practice) Activity 1: Project Introduction Teacher’s Activity: Introduce the project task: “With the theme of ‘Protect the Ocean, Start with Me’, design a promotion poster and a short speech for World Ocean Day. The poster should include pictures and English slogans related to ocean protection; the short speech should be 1-2 minutes long, introducing the importance of ocean protection and calling on everyone to participate in ocean protection activities.” Put forward specific requirements: 1. The poster is creative and attractive, with accurate and concise English slogans; 2. The short speech is logical and fluent, uses unit core vocabulary and infinitive structures, and conveys positive energy; 3. Each group completes the project together, with clear division of labor (designer, writer, speaker, etc.). Explain the evaluation criteria of the project: creativity, language accuracy, teamwork, and expression effect. Guide students to group themselves (4-5 students per group), and determine the division of labor within the group. Student’s Activity: Understand the project task and requirements, group themselves actively, and determine the division of labor within the group (such as one student is responsible for designing the poster, one student is responsible for writing the short speech, one student is responsible for revising the language, and one student is responsible for delivering the speech). Discuss the theme and content of the poster and the short speech, and put forward their own ideas. Design Intention: The project practice is a comprehensive assessment of students’ unit learning results, integrating vocabulary, grammar, reading, writing, speaking, and other skills. The theme of ocean protection is closely combined with the unit’s sea exploration theme, which not only consolidates students’ unit knowledge but also cultivates their sense of social responsibility and environmental protection awareness. Group cooperation helps students improve their cooperative learning ability and division of labor awareness, while the creative requirements of the project stimulate students’ innovation ability. The clear evaluation criteria help students clarify the direction of efforts and improve the quality of the project. Activity 2: Project Production Teacher’s Activity: Guide each group to carry out project production. For the poster design, remind students to use pictures related to ocean protection (such as marine creatures, clean beaches, etc.) and design concise and attractive English slogans, such as “Protect the Ocean, Protect Our Home” and “To protect the ocean is to protect our future”. For the short speech writing, guide students to use unit core vocabulary (such as marine biodiversity, pollution, sustainable, etc.) and infinitive structures, and remind them to pay attention to the logical structure of the speech (opening: introduce the importance of World Ocean Day; body: introduce the current situation of the ocean and the importance of protection; ending: call on everyone to take action). Walk around the classroom to observe each group’s production progress, provide timely guidance for groups that have difficulties (such as slogan design, speech writing, etc.), and encourage students to innovate and cooperate. Student’s Activity: According to the division of labor, carry out project production. The designer designs the poster, the writer writes the short speech, the reviser revises the language of the speech and the slogan, and the speaker practices the speech. The whole group cooperates closely, discusses and solves the problems encountered in the production process, and constantly improves the quality of the project. During the production process, actively ask the teacher for help if there are any doubts. Design Intention: The project production process is a process of applying unit knowledge and skills. By designing posters and writing short speeches, students can flexibly use the unit’s vocabulary and grammar, and improve their writing and creative abilities. Group cooperation enables students to learn from each other’s strengths, improve their communication and problem-solving abilities. The teacher’s guidance helps students solve difficulties in time, ensures the smooth progress of the project, and improves students’ confidence in completing the project. Activity 3: Project Presentation and Evaluation Teacher’s Activity: Organize each group to present their project. Each group sends a representative to present the poster and deliver the short speech. After each group’s presentation, invite other students to make comments (focusing on creativity, language accuracy, and expression effect), and then the teacher makes comprehensive comments, affirming the advantages of each group’s project, pointing out the deficiencies, and putting forward targeted improvement suggestions. Finally, select the “Best Promotion Group” according to the evaluation criteria, and award small prizes to encourage students. After the presentation, guide students to summarize the experience and gains in the project practice, and reflect on their own performance in the group cooperation. Student’s Activity: Present the group’s project actively, introduce the design idea of the poster and the main content of the speech clearly and fluently. Listen carefully to other groups’ presentations and comments, learn from their strengths, and reflect on their own group’s deficiencies. After the teacher’s comments, summarize the experience and gains in the project practice, and clarify their own improvement direction in future cooperative learning and language application. Design Intention: Project presentation is a process of displaying students’ learning results and improving their speaking ability. By presenting and commenting, students can improve their ability to express and evaluate, and learn from each other. The teacher’s comments and awards encourage students’ learning enthusiasm and sense of accomplishment. The summary and reflection after the presentation help students consolidate the gains from the project practice, improve their comprehensive language application ability and cooperative learning ability, and realize the integration of knowledge and skills. 6 Summary and Extension (Summary & Extension) Activity 1: Unit Summary Teacher’s Activity: Summarize the unit’s core content and assessment results. Review the unit’s core vocabulary, grammar points (infinitive usage), and key skills (reading, writing, speaking, listening) with students. Emphasize the key and difficult points that students need to pay attention to, and summarize the common weaknesses of the whole class, reminding students to implement the improvement plans put forward in the self-evaluation and group reflection. At the same time, emphasize the theme of the unit - sea exploration and ocean protection, and guide students to establish a correct view of ocean exploration and environmental protection. Student’s Activity: Listen carefully to the teacher’s summary, recall the unit’s learning content, sort out the unit’s knowledge system, and clarify the key and difficult points that need to be consolidated. Review the improvement plans put forward by themselves and the group, and make up their minds to implement them in future learning. Design Intention: The unit summary helps students sort out the unit’s knowledge system, consolidate the learned knowledge and skills, and clarify the direction of subsequent review and improvement. Emphasizing the unit theme helps students deepen their understanding of sea exploration and ocean protection, and cultivate their sense of social responsibility and environmental protection awareness, which is in line with the requirements of cultural awareness and thinking quality in the four-dimensional core competencies. Activity 2: Learning Extension Teacher’s Activity: Assign extended learning tasks: 1. Collect more information about global sea exploration achievements and ocean protection activities, and write a short English report (150-200 words); 2. Practice the short speech of the project at home, and record a video to share in the next class; 3. Review the unit’s vocabulary and grammar, and finish the supplementary exercises provided by the teacher. Explain to students that extended learning is an important way to consolidate and expand the unit’s knowledge, and encourage students to actively complete the tasks and improve their comprehensive language application ability. Student’s Activity: Understand the extended learning tasks, and make a study plan to complete the tasks on time. Collect relevant information through the Internet, books, and other channels, practice the speech, and review the unit’s knowledge. Actively share their learning results in the next class. Design Intention: Extended learning tasks connect classroom learning with after-class learning, helping students consolidate the unit’s knowledge and skills, and expand their learning scope. Collecting information and writing reports helps students improve their information collection and processing ability and writing ability; practicing speeches helps students improve their speaking ability; reviewing knowledge and completing supplementary exercises helps students consolidate the key and difficult points, and lay a foundation for future learning. This activity also helps cultivate students’ autonomous learning ability and lifelong learning 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 $