Unit 1 Our living planet-Assessment 教案-2025-2026学年高中英语译林版选修第一册

Unit 1 Our living planet-Assessment 教学目标和重难点 1. 教学目标 Language Competence: Master assessment-related vocabulary and sentence patterns to express views on environmental issues. Cultural Awareness: Understand global environmental protection practices and foster cross-cultural communication awareness. Thinking Quality: Analyze environmental problems critically and develop logical reasoning. Learning Ability: Cultivate autonomous and cooperative learning skills to apply knowledge in assessment tasks. 2. 教学重难点 Key Points: Grasp core vocabulary (e.g., ecosystem, biodiversity) and complex sentences in assessment; accurately express environmental views in English. Difficult Points: Using assessment language flexibly to evaluate environmental phenomena; integrating listening, speaking, reading and writing skills in comprehensive assessment tasks. 教学过程 Step 1: Lead-in and Review (Warm-up and Knowledge Consolidation) The teacher starts the class by showing a 3-minute short video about global environmental changes, including scenes of melting glaciers, disappearing species and environmental protection actions. After playing the video, the teacher asks two guiding questions: “What environmental problems are shown in the video?” and “What actions can we take to protect our living planet?” Students are invited to answer the questions freely in English. Then, the teacher leads students to review the core vocabulary and key sentence patterns of Unit 1, such as “ecosystem”, “biodiversity”, “environmental pollution”, “take measures to do sth.”, “play a vital role in...”, and “it is crucial that...”. The teacher randomly invites students to make sentences with the reviewed words and patterns to ensure that students have a solid grasp of the basic knowledge needed for the assessment. Design Intention: The video lead-in is intuitive and vivid, which can quickly attract students’ attention, arouse their concern for environmental issues, and lay an emotional foundation for the subsequent assessment teaching. Reviewing core vocabulary and sentence patterns helps students connect the new assessment content with the learned knowledge, eliminate the language barrier in the assessment process, and ensure that students can focus on the application of skills rather than the memory of basic knowledge. Random sentence-making can timely check students’ mastery of basic knowledge and provide targeted guidance for students who have weak points. Step 2: Assessment Task Explanation (Clarify Requirements and Standards) The teacher introduces the overall requirements of the Unit 1 Assessment, emphasizing that the assessment covers four skills: listening, speaking, reading and writing, and is closely combined with the theme of “Our Living Planet”. Then, the teacher explains each assessment task in detail one by one, including the task content, operation steps, scoring standards and key points for attention. For the listening assessment, the teacher tells students that they will listen to two materials: a news report about a local environmental protection project and a dialogue between two students discussing how to reduce plastic pollution. The listening tasks include multiple-choice questions, blank-filling and short-answer questions. The teacher reminds students to pay attention to key information such as time, place, characters and events when listening, and to take simple notes to help them answer questions accurately. At the same time, the teacher explains the scoring standards of listening assessment: the accuracy of answers accounts for 70%, and the completeness and standardization of expressions account for 30%. For the speaking assessment, the teacher informs students that they will work in pairs to carry out a dialogue. The topic is “How to balance economic development and environmental protection in our city”. Each pair will have 3-4 minutes to prepare and 2-3 minutes to present. The scoring standards include: fluency and accuracy of language (40%), rationality and comprehensiveness of views (30%), and interaction and cooperation between partners (30%). The teacher gives a simple demonstration with a student to let students have a clear understanding of the speaking requirements. For the reading assessment, students will read two passages: one is an argumentative essay about the importance of protecting biodiversity, and the other is a practical passage about environmental protection tips in daily life. The reading tasks include skimming for the main idea, scanning for specific information, and answering inferential questions. The teacher reminds students to master different reading skills for different types of passages: skimming to get the main idea quickly, scanning to find key information accurately, and combining the context to infer the implied meaning of the passage. For the writing assessment, students are required to write a short essay (120-150 words) with the title “My Suggestions on Protecting Our Living Planet”. The writing requirements include: clear theme, logical structure, accurate use of vocabulary and sentence patterns, and correct grammar and spelling. The teacher lists the scoring standards in detail: content completeness (30%), logical coherence (25%), language accuracy (25%), and writing norms (20%). Design Intention: Clarifying the assessment tasks, requirements and scoring standards helps students establish a clear learning goal, know what to do in each assessment link, and avoid blindness in the assessment process. The detailed explanation of each skill assessment enables students to grasp the key points and skills of each task, which is conducive to improving their assessment performance. The teacher’s demonstration of the speaking task can make the requirements more intuitive, help students better understand how to carry out the dialogue, and reduce their anxiety about the speaking assessment. Step 3: Skill Training and Guided Practice (Targeted Improvement of Assessment Abilities) This step is divided into four parts, corresponding to listening, speaking, reading and writing assessment, to carry out targeted skill training and guided practice, helping students master the skills needed for each assessment task. 3.1 Listening Skill Training The teacher plays the listening materials of the assessment twice. For the first time, students listen to get the general idea and complete the multiple-choice questions. For the second time, students listen carefully to fill in the blanks and answer the short-answer questions. After listening, the teacher checks the answers one by one, and focuses on explaining the difficult questions and the key information that is easy to be ignored. For example, in the news report, the teacher emphasizes the understanding of professional terms related to environmental protection, such as “carbon emission reduction” and “renewable energy”, and guides students to summarize the listening skills: pay attention to signal words (such as “however”, “therefore”, “firstly”), and distinguish the key information from the redundant information. Then, the teacher provides another short listening material about environmental pollution, and asks students to practice independently, and then invites several students to share their answers and listening experience. The teacher gives timely comments and guidance to help students improve their listening ability. Design Intention: Listening practice combined with the assessment materials can make students familiar with the difficulty and type of listening assessment, and improve their adaptability. Listening twice, once for the general idea and once for details, conforms to the law of listening comprehension and helps students gradually improve their listening ability. The explanation of difficult points and listening skills can help students avoid mistakes in the formal assessment and master practical listening methods. Independent practice and sharing can enhance students’ autonomous learning ability and mutual learning awareness. 3.2 Speaking Skill Training First, the teacher divides students into pairs (4-5 pairs in each group) and assigns the speaking topic “How to balance economic development and environmental protection in our city”. Then, the teacher provides some key points and vocabulary for students to refer to, such as “develop green economy”, “promote energy conservation and emission reduction”, “strengthen environmental supervision”, “improve people’s environmental awareness” and so on. Students have 3-4 minutes to prepare, during which the teacher walks around the classroom, observes students’ preparation situation, and provides guidance for students who have difficulties, such as helping them organize their ideas, correct incorrect expressions, and supplement relevant vocabulary and sentence patterns. After preparation, each pair takes turns to present their dialogue in front of the class. After each presentation, the teacher and other students make comments according to the scoring standards, pointing out the advantages and deficiencies of the group. For example, if a group’s dialogue is fluent but the views are not comprehensive, the teacher guides them to think about more aspects, such as the role of enterprises and individuals in balancing economic development and environmental protection; if a group has incorrect grammar or inappropriate vocabulary, the teacher corrects it in time and teaches them more appropriate expressions. Finally, the teacher summarizes the common problems in the speaking practice, such as unclear logical structure, lack of interaction between partners, and incorrect use of tense, and gives targeted suggestions for improvement. Design Intention: Group cooperation and pair practice can create a relaxed speaking environment, reduce students’ shyness and anxiety, and encourage them to speak actively. Providing key points and vocabulary can help students expand their ideas and avoid the situation of being unable to speak. The teacher’s on-site guidance can timely solve the problems encountered by students in the preparation process, ensure that each student can participate in the practice effectively. Peer evaluation and teacher evaluation can help students understand their own deficiencies, learn from each other’s advantages, and continuously improve their speaking ability and logical thinking ability. 3.3 Reading Skill Training The teacher distributes the two reading passages of the assessment to students. First, the teacher guides students to carry out skimming practice: students read the passages quickly (within 3 minutes) and summarize the main idea of each passage. Then, the teacher invites students to share their summaries, and corrects and supplements them to ensure that students can accurately grasp the core content of the passages. Next, the teacher guides students to carry out scanning practice: students read the passages again and complete the tasks of finding specific information, such as the reasons for the loss of biodiversity, the specific measures of environmental protection in daily life, etc. For the inferential questions, the teacher guides students to combine the context, analyze the implied meaning of the sentences, and avoid making subjective guesses. After completing the reading tasks, the teacher checks the answers, and focuses on explaining the difficult inferential questions, helping students master the method of inferring the implied meaning from the context. Then, the teacher leads students to analyze the structure of the argumentative essay and the practical passage, summarizes the reading skills of different types of passages, and guides students to accumulate excellent vocabulary and sentence patterns in the passages for writing use. Finally, students are asked to read the passages again independently, and sort out the key information and excellent expressions, which lays a foundation for the subsequent writing assessment. Design Intention: Skimming and scanning practice can help students master different reading skills, improve reading speed and accuracy, which is in line with the requirements of reading assessment. Guiding students to analyze the structure of the passages and accumulate excellent expressions can not only improve their reading ability, but also provide help for the writing assessment, realizing the connection and integration of reading and writing skills. The explanation of difficult questions can help students break through the reading bottleneck and improve their ability to solve complex reading problems. 3.4 Writing Skill Training First, the teacher guides students to analyze the writing topic “My Suggestions on Protecting Our Living Planet”. The teacher asks students to think about the structure of the essay: the opening part should introduce the importance of protecting the living planet; the main body part should put forward specific and feasible suggestions; the closing part should summarize and call on everyone to take action. Then, the teacher leads students to recall the relevant vocabulary and sentence patterns learned in the unit, such as “It is our duty to protect the environment”, “We should take effective measures to...”, “In my opinion, we can...”, “Only in this way can we...”, and so on. The teacher also provides some practical suggestions for students to refer to, such as saving water and electricity, reducing the use of plastic products, planting trees, participating in environmental protection activities, etc. Next, students start to write the essay independently. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, such as helping them sort out their ideas, correct grammar mistakes, and optimize the expression of sentences. After students finish writing, the teacher collects some representative essays (including excellent essays and essays with common problems), and displays them in front of the class. The teacher and students comment on the essays together according to the scoring standards. For the excellent essays, the teacher guides students to learn from their advantages, such as clear structure, accurate language and practical suggestions; for the essays with problems, the teacher points out the deficiencies and gives specific modification suggestions, such as adjusting the logical structure, correcting incorrect vocabulary and grammar, and enriching the content. Finally, students are asked to revise their own essays according to the comments and suggestions, and then submit them to the teacher for review. Design Intention: Guiding students to analyze the writing topic and structure helps them clarify the writing ideas and avoid the situation of disorganized writing. Recalling relevant vocabulary and sentence patterns can help students use the learned knowledge flexibly, improve the accuracy and richness of writing language. On-site guidance can timely solve the problems encountered by students in the writing process, ensure that each student can complete the writing task smoothly. Commenting on representative essays can let students learn from each other, find their own deficiencies, and improve their writing ability through revision. This process also helps students cultivate the habit of careful revision and improve their writing quality. Step 4: Comprehensive Assessment (Simulate Assessment and Test Learning Effect) After the skill training, the teacher organizes a comprehensive simulation assessment, which is carried out in strict accordance with the formal assessment standards and procedures. The assessment includes listening, speaking, reading and writing four parts, and the time arrangement is consistent with the formal assessment. During the assessment, the teacher reminds students to abide by the assessment rules, concentrate on the task, and reasonably arrange the time. For the listening assessment, the teacher plays the listening materials strictly according to the requirements; for the speaking assessment, students present their dialogues in pairs in turn, and the teacher records the performance of each group; for the reading and writing assessment, students complete the tasks independently within the specified time, and submit the answer sheets and essays after completion. After the assessment, the teacher corrects the answer sheets and essays in time, and records the performance of each student in each assessment link. The teacher sorts out the common problems in the assessment, such as the low accuracy of listening blank-filling, the lack of fluency in speaking, the incorrect understanding of reading inferential questions, and the incorrect grammar and spelling in writing. Then, the teacher gives a detailed assessment feedback in the next class, analyzes the common problems, and provides targeted improvement suggestions. For students who perform well in the assessment, the teacher gives affirmation and praise to encourage them to continue to make progress; for students who have poor performance, the teacher communicates with them individually, understands their difficulties, and formulates personalized improvement plans to help them make progress. Design Intention: The comprehensive simulation assessment can let students experience the formal assessment atmosphere, adapt to the assessment rhythm, and test their learning effect and skill mastery after the training. Strictly following the formal assessment standards and procedures can ensure the fairness and effectiveness of the assessment. Timely correction and feedback can help students understand their own performance, find their own deficiencies, and make targeted improvements. Individual communication and personalized improvement plans can help students with poor performance get targeted guidance, enhance their learning confidence, and ensure that every student can make progress in the assessment. Step 5: Summary and Extension (Consolidate Knowledge and Expand Vision) First, the teacher summarizes the whole assessment teaching process, reviews the key points and skills of each assessment task, and emphasizes that the assessment is not only a test of students’ learning effect, but also a way to improve their comprehensive English ability and environmental awareness. The teacher reminds students to pay attention to the problems found in the assessment, and continue to strengthen practice after class to improve their English skills. Then, the teacher carries out the extension activity: “Environmental Protection Proposal”. Students are asked to work in groups to design an environmental protection proposal for the school or the community, which includes the background of environmental problems, specific protection measures, and the way of promotion. Each group needs to complete the proposal in English, and present it in the next class. The teacher provides guidance for the groups, such as helping them collect relevant information, organize the content of the proposal, and optimize the English expression. This activity not only consolidates the knowledge and skills learned in the unit, but also encourages students to apply the learned knowledge to practice, and enhance their sense of responsibility for environmental protection. Finally, the teacher makes a conclusion: Our living planet is our common home, and protecting it is the responsibility of every one of us. Through this unit’s study and assessment, we not only improve our English ability, but also deepen our understanding of environmental protection. It is hoped that students can integrate environmental protection into their daily life, take practical actions to protect our living planet, and use English to spread environmental protection concepts and contribute to global environmental protection. Design Intention: The summary helps students sort out the knowledge and skills learned in the assessment teaching, consolidate the learning effect, and form a systematic knowledge framework. The extension activity of “Environmental Protection Proposal” integrates English learning with practical life, which not only improves students’ comprehensive English application ability, but also enhances their environmental awareness and sense of responsibility. The conclusion can arouse students’ emotional resonance, guide them to establish the concept of environmental protection, and realize the educational value of the unit theme. 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 $