Unit 3 Fit for Life-Assessment 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 3 Fit for Life-Assessment 教学目标和重难点 1. 教学目标 It focuses on language ability to use health-related words and sentences, cultural awareness to understand Chinese and foreign health concepts, thinking quality to analyze health issues logically, and learning ability to master autonomous learning strategies for lifelong health. 2. 教学重难点 Key points: Mastering core vocabularies (e.g., nutrition, stress) and complex sentences about health advice; Difficult points: Using language comprehensively in assessment tasks and forming scientific health concepts through critical thinking. 教学过程 1. Lead-in: Activation of Prior Knowledge The teacher starts the class by showing a set of pictures about daily life scenes, including a student staying up late to study, a person doing aerobic exercise, a family having a balanced diet, and someone feeling anxious due to heavy pressure. Then the teacher asks open-ended questions: “Which of these scenes are good for our health? What problems do you find in these pictures? How do you usually keep fit in daily life?” After asking the questions, the teacher invites 3-4 students to share their opinions freely, and then makes a brief comment, guiding students to connect their own life experience with the theme of “Fit for Life”. Design Intention: This lead-in activity is closely linked to students’ real life, which can quickly arouse their learning interest and enthusiasm. By observing pictures and answering questions, students can activate the vocabulary and knowledge related to health that they have learned before, lay a solid foundation for the subsequent assessment and learning activities, and naturally lead to the core content of this unit’s assessment. At the same time, it helps students initially establish the awareness of connecting language learning with real life, which is in line with the requirements of language ability and learning ability in core literacy. 2. Review of Core Knowledge: Consolidation of Foundation This part is divided into two sections: vocabulary review and sentence pattern review, aiming to help students consolidate the core knowledge of the unit and lay a foundation for the subsequent assessment tasks. In the vocabulary review section, the teacher first presents the core vocabularies and phrases of the unit on the screen, including nutrition, balanced diet, aerobic exercise, stress, relax, immune, routine, stretch, stick with, under stress, lay stress on, etc. Then the teacher adopts the “word association” method: randomly points out a word, and asks students to take turns to say the related words, phrases or sentences. For example, when the teacher says “stress”, students can say “under stress”, “stressful”, “reduce stress”, “One of the most effective ways to reduce stress is to talk about feelings with someone you trust.” After the word association activity, the teacher arranges a quick dictation exercise, dictating 10 core words and phrases, and then asks students to check each other’s answers in pairs, and the teacher randomly checks the dictation results to find out the common mistakes and explain them in time. In the sentence pattern review section, the teacher focuses on the key sentence patterns of the unit, such as “It is important/necessary for us to do sth.”, “Doing sth. is a good way to keep fit.”, “We should/ought to do sth. to improve our health.”, “The reason why... is that...”, and the usage of past participles as attributes and adverbials related to health topics. The teacher first gives example sentences, asks students to analyze the structure and usage of the sentence patterns, then provides some keywords (e.g., balanced diet, do exercise, get enough sleep), and asks students to make sentences with the key sentence patterns in groups of 4. Each group needs to make at least 3 sentences, and then each group sends a representative to present their sentences to the whole class. The teacher comments on the sentences, corrects the wrong usages, and emphasizes the flexible application of sentence patterns. Design Intention: Vocabulary and sentence patterns are the foundation of language ability. Through the “word association” and dictation activities, students can consolidate the memory of core vocabularies and phrases, and improve their ability to use vocabularies flexibly. The group sentence-making activity not only helps students master the key sentence patterns, but also cultivates their cooperative learning ability and oral expression ability. The teacher’s timely comment and error correction can help students find their own deficiencies, further consolidate the core knowledge, and lay a solid foundation for the subsequent comprehensive language application in assessment tasks. This part also reflects the training requirements of learning ability, guiding students to master effective review strategies. 3. Assessment Task Guidance: Clarification of Requirements and Methods After reviewing the core knowledge, the teacher leads students to enter the core part of the assessment teaching - the guidance of assessment tasks. The teacher first introduces the overall requirements of the unit assessment: this assessment mainly examines students’ ability to use the core knowledge of the unit to solve practical problems related to health, including listening, speaking, reading and writing four skills, and focuses on examining the four-dimensional core literacy. Then the teacher breaks down the assessment tasks into four parts: listening assessment, speaking assessment, reading assessment and writing assessment, and guides students to understand the task requirements, assessment standards and answering methods one by one. 3.1 Listening Assessment Guidance The teacher tells students that the listening material of this assessment is a dialogue between two students talking about their health problems and solutions, and the listening tasks include multiple-choice questions and short-answer questions. Then the teacher guides students to master the listening skills: before listening, read the questions and options carefully, predict the main content of the listening material and the possible answers; while listening, focus on the key information (such as time, place, characters, opinions, solutions), take simple notes; after listening, check the answers carefully, and combine the context to confirm the correctness of the answers. Then the teacher plays the listening material twice: the first time, students listen and complete the tasks independently; the second time, students check and correct their answers, and the teacher plays the key parts again for students who have difficulties. After the listening task, the teacher comments on the overall situation, analyzes the common mistakes (such as missing key information, misunderstanding the meaning of the dialogue), and summarizes the listening skills again. Design Intention: Listening is an important part of language ability. By guiding students to master listening skills and conducting practical listening training, students can improve their ability to understand oral English in real contexts. The step-by-step guidance from skill explanation to practical operation helps students gradually adapt to the listening assessment requirements, reduces their anxiety in listening, and at the same time cultivates their ability to obtain and process information, which is in line with the training requirements of language ability and thinking quality. 3.2 Speaking Assessment Guidance The speaking assessment task requires students to have a 3-minute dialogue with their partners on the topic “How to Keep Fit in Senior High School”, which needs to include the current health problems of senior high school students, the causes of the problems and practical solutions. The teacher first introduces the assessment standards: clear pronunciation and intonation, fluent expression, correct use of core vocabularies and sentence patterns, rich content and logical organization. Then the teacher demonstrates a sample dialogue with a student, showing how to start the dialogue, how to express opinions, how to put forward solutions and how to end the dialogue. After the demonstration, students are divided into pairs to prepare for the dialogue. During the preparation process, the teacher walks around the classroom, provides guidance for students who have difficulties (such as helping them sort out ideas, supplementing vocabularies and sentence patterns), and urges students to use the core knowledge of the unit flexibly. After the preparation, each pair takes turns to present their dialogue in front of the class, and the teacher and other students evaluate them according to the assessment standards, pointing out their advantages and areas for improvement. Design Intention: Speaking is an important way to express language and communicate. The speaking assessment task is closely linked to the theme of the unit and students’ real life, which can effectively examine students’ oral expression ability. The teacher’s demonstration helps students clarify the task requirements and dialogue methods. The pair preparation and on-site presentation activities not only improve students’ oral expression ability and cooperative learning ability, but also cultivate their ability to use language comprehensively in real communication scenarios. The evaluation link helps students learn from each other’s strengths and make up for their own deficiencies, which is conducive to the improvement of their speaking ability and the cultivation of thinking quality. 3.3 Reading Assessment Guidance The reading material of the assessment is a passage about the relationship between sleep and health, which introduces the importance of sleep for senior high school students, the common sleep problems of senior high school students and the ways to improve sleep quality. The reading tasks include reading comprehension questions (multiple-choice questions and true or false questions) and information matching questions. The teacher guides students to use the skimming and scanning skills: first, skimming the passage to get the main idea of the passage; then, scanning the passage according to the questions to find the key information and answer the questions. The teacher also reminds students to pay attention to the connection between paragraphs and the logical relationship of the passage, and to combine the context to understand the meaning of difficult sentences. Then students read the passage independently and complete the reading tasks. After that, students exchange their answers in groups, discuss the difficult questions, and the teacher summarizes the key points of the passage, explains the difficult sentences and the common mistakes in the reading tasks, and emphasizes the application of reading skills. Design Intention: Reading is an important way to obtain information and improve language ability. The reading material is closely related to the theme of health, which can not only examine students’ reading comprehension ability, but also help students understand the importance of sleep and form scientific health concepts. By guiding students to master skimming and scanning skills, students can improve their reading efficiency and ability to obtain key information. The group discussion link helps students solve difficult problems together, cultivate their cooperative learning ability and logical thinking ability, and reflect the training requirements of thinking quality and learning ability. 3.4 Writing Assessment Guidance The writing assessment task requires students to write an 80-100 word short passage titled “My Health Plan”, which needs to include their current health status, the health problems they are facing and the specific health plan they will implement. The teacher first introduces the writing requirements and assessment standards: clear theme, logical organization, correct use of core vocabularies and sentence patterns, accurate grammar and spelling, and appropriate length. Then the teacher guides students to sort out the writing ideas: first, briefly introduce their current health status (e.g., “I am generally healthy, but I sometimes stay up late and lack exercise”); then, point out the health problems they are facing (e.g., “Staying up late makes me tired in class, and lack of exercise makes my body weak”); finally, put forward specific health plans (e.g., “I will go to bed before 11 o’clock every night, do aerobic exercise for 30 minutes every day, and keep a balanced diet”). Then the teacher provides some useful vocabularies and sentence patterns for writing, such as “generally healthy”, “stay up late”, “lack exercise”, “make a plan to do sth.”, “stick to doing sth.”, “It is necessary for me to do sth.”. After that, students write the short passage independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties (such as helping them sort out ideas, correct grammar mistakes), and reminds students to pay attention to the coherence and fluency of the passage. After students finish writing, they exchange their passages in pairs, check each other’s mistakes and put forward revision suggestions. Then the teacher selects 2-3 typical passages (one excellent passage and two passages with common mistakes) to comment on, affirming the advantages of the excellent passage and correcting the mistakes in the other two passages, and summarizes the key points and skills of writing. Design Intention: Writing is a comprehensive reflection of language ability. The writing task is closely linked to students’ own life, which can stimulate students’ writing enthusiasm and make them have something to write. The teacher’s guidance on writing ideas and the provision of vocabularies and sentence patterns help students clarify the writing direction and reduce the difficulty of writing. The pair mutual evaluation and teacher’s comment links help students find their own writing problems, improve their writing ability, and at the same time cultivate their ability to evaluate and revise their own works, which is in line with the training requirements of language ability, thinking quality and learning ability. In addition, through writing the health plan, students can further clarify their own health problems and form a scientific health concept, which reflects the training requirements of cultural awareness. 4. Comprehensive Assessment and Feedback: Summary and Improvement After completing all the assessment tasks, the teacher conducts a comprehensive assessment of students’ performance. First, the teacher summarizes the overall situation of students’ performance in listening, speaking, reading and writing tasks, affirms the advantages of students (such as fluent oral expression, accurate mastery of core vocabularies, correct use of sentence patterns), and points out the common problems (such as unclear listening key points, incorrect grammar in writing, insufficient logical organization in speaking). Then the teacher asks students to conduct self-evaluation: let students reflect on their own performance in each assessment task, analyze their own advantages and deficiencies, and put forward their own improvement plans. After self-evaluation, students conduct peer evaluation: each student evaluates the performance of their deskmate, points out their strengths and areas for improvement, and puts forward practical improvement suggestions. Finally, the teacher gives personalized feedback to students according to their performance, and guides students to sort out the wrong questions and knowledge points, and establish their own error correction notebooks to avoid making the same mistakes again. Design Intention: The comprehensive assessment and feedback link is an important part of the assessment teaching, which helps students clearly understand their own learning status and deficiencies. Self-evaluation and peer evaluation can cultivate students’ self-reflection ability and evaluation ability, and let students learn from each other’s strengths and make up for their own deficiencies. The teacher’s personalized feedback and guidance help students find the direction of improvement, and the establishment of error correction notebooks helps students consolidate the knowledge they have learned, improve their learning efficiency, and cultivate their autonomous learning ability, which is in line with the training requirements of the four-dimensional core literacy. At the same time, this link also helps the teacher understand the effect of teaching, adjust the teaching plan in time, and improve the quality of teaching. 5. Extension and Consolidation: Application of Knowledge in Real Life In order to help students apply the knowledge and skills learned in the unit to real life and deepen their understanding of the theme “Fit for Life”, the teacher arranges an extension activity: “Health Ambassador” promotion activity. Students are divided into groups of 5-6, and each group is required to design a health promotion poster or a 2-minute health promotion speech, which needs to include the core knowledge of the unit (such as balanced diet, proper exercise, adequate sleep, stress relief) and be suitable for senior high school students. The teacher gives students a certain time to prepare, and during the preparation process, the teacher provides guidance for each group, helping them sort out the promotion content and improve the poster or speech. After the preparation, each group presents their works: the groups that design posters display their posters and explain the design ideas and health knowledge contained in them; the groups that prepare speeches give their speeches in front of the class. The teacher and students evaluate the works according to the standards of rich content, correct knowledge, attractive form and fluent expression, and select the “Best Health Ambassador Group”. Design Intention: The extension activity combines the knowledge of the unit with real life, which can effectively stimulate students’ learning enthusiasm and creativity. The group cooperation activity not only cultivates students’ cooperative learning ability and innovative thinking ability, but also improves their ability to use language comprehensively to convey health knowledge. The evaluation and selection link enhances students’ sense of achievement and participation, and at the same time helps students further consolidate the core knowledge of the unit, form scientific health concepts, and realize the organic combination of language learning and quality education. This activity also reflects the training requirements of cultural awareness, guiding students to spread health concepts and assume the responsibility of promoting healthy life. 6. Summary and Homework Arrangement At the end of the class, the teacher summarizes the whole assessment teaching process, emphasizing the core knowledge, key skills and four-dimensional core literacy requirements of the unit, and reminds students that health is the foundation of study and life, and they should apply the health knowledge and concepts learned in the unit to daily life, develop good living habits, and keep fit. Then the teacher arranges the homework: 1. Review the core vocabularies, phrases and sentence patterns of the unit, and finish the error correction tasks in the assessment; 2. Improve the “My Health Plan” written in the writing assessment, and implement the health plan in daily life, and record the implementation situation for a week; 3. Work with the members of the group to improve the health promotion works designed in the extension activity, and display them in the class bulletin board. Design Intention: The summary link helps students sort out the knowledge and skills learned in the class, deepen their understanding and memory, and further clarify the requirements of core literacy. The homework arrangement is closely linked to the content of the class, which not only helps students consolidate the knowledge and skills learned, but also guides students to apply the knowledge to real life, cultivate good living habits, and realize the sustainable development of learning ability. The homework of recording the implementation of the health plan also helps students form a sense of responsibility for their own health, which is in line with the training requirements of cultural awareness and learning ability. 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 $