Unit 3 On the move-Assessment 教案-2025-2026学年高中英语译林版选修第一册

Unit 3 On the move-Assessment 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns related to sports and movement, and improve the ability to listen, speak, read and write about sports themes. Cultural Awareness: Understand the cultural connotation of sports in different countries, respect cultural diversity and enhance cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing sports-related issues and expressing personal views. Learning Ability: Master effective learning strategies, form the habit of autonomous learning and cooperative inquiry, and improve the ability to reflect and adjust learning methods. 2. 教学重难点 Key Points: Master the usage of core vocabulary such as compete, athlete, championship, strength and determination; grasp the structure and usage of complex sentences in sports-related passages. Difficult Points: Use appropriate vocabulary and sentence patterns to express personal views on sports events and athletes fluently; understand the implied meaning and cultural background in sports-related articles and conduct in-depth analysis. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class by showing a short video about different sports events, including basketball, football, marathon and other popular sports. After playing the video, the teacher asks students two questions: “What sports do you see in the video?” and “Which sport do you like best and why?”. Then, invite 3-4 students to share their answers in front of the class. After the sharing, the teacher summarizes the students’ answers, naturally leads to the theme of “On the move” and introduces the purpose of this assessment class—to test and consolidate the knowledge and skills learned in Unit 3, and comprehensively improve the four-dimensional core literacy. Design Intention: The short video can quickly attract students’ attention and activate their prior knowledge about sports. Asking questions and organizing sharing activities can stimulate students’ enthusiasm for participation, let students quickly enter the learning state of the unit theme, and lay a good foundation for the smooth development of the follow-up assessment teaching. At the same time, it can initially test students’ oral expression ability related to sports themes, which is conducive to the teacher’s grasp of students’ learning status. Vocabulary and Grammar Assessment: Consolidate Basic Knowledge Vocabulary Review and Assessment The teacher divides the students into 4 groups and carries out a vocabulary competition activity. The specific rules are as follows: The teacher shows the Chinese meaning of the core vocabulary in Unit 3, such as “compete (compete)”, “athlete (athlete)”, “championship (championship)”, “strength (strength)”, “determination (determination)”, “overcome (overcome)”, “challenge (challenge)”, etc. Students in each group take turns to answer the English spelling and pronunciation of the words, and use the words to make a sentence related to sports. Each correct spelling and pronunciation gets 1 point, and each qualified sentence gets 2 points. After the competition, the teacher announces the winning group and gives appropriate praise. Then, the teacher arranges an individual vocabulary filling-in-the-blank exercise on the blackboard or projection, which selects the key sentences in the unit, and leaves the core vocabulary blank for students to fill in. After the students finish, the teacher checks the answers one by one, explains the words that students often make mistakes, and emphasizes the collocation and usage of the words, such as the collocation of “compete with sb. for sth.”, “have the determination to do sth.”, etc. Design Intention: The vocabulary competition activity can increase the fun of learning, stimulate students’ enthusiasm for memorizing words, and help students review the core vocabulary in a relaxed atmosphere. The individual filling-in-the-blank exercise can test students’ mastery of vocabulary in context, help the teacher find out the weak links of students’ vocabulary learning, and carry out targeted explanation and consolidation, so as to lay a solid foundation for students’ subsequent listening, speaking, reading and writing activities. At the same time, group activities can also cultivate students’ cooperative awareness and team spirit. Grammar Review and Assessment First, the teacher reviews the key grammar points of Unit 3—attributive clauses (including restrictive attributive clauses and non-restrictive attributive clauses) and the usage of modal verbs (can, could, may, might, must, should, etc.) to express possibility, obligation and suggestion. The teacher uses typical example sentences in the unit to help students sort out the usage rules: for example, “The athlete who won the championship is from our country.” (restrictive attributive clause, modifying the antecedent “athlete”) and “He spent three years training hard, which helped him achieve great success.” (non-restrictive attributive clause, modifying the whole preceding sentence). Then, the teacher arranges grammar exercises, including multiple-choice questions and sentence rewriting. The multiple-choice questions mainly examine the choice of relative pronouns and relative adverbs in attributive clauses, and the distinction between restrictive and non-restrictive attributive clauses; the sentence rewriting requires students to rewrite simple sentences into complex sentences with attributive clauses, or use appropriate modal verbs to rewrite sentences to express different meanings. After the students finish the exercises, the teacher organizes students to exchange and correct their answers in pairs, and then focuses on explaining the difficult and error-prone questions. For example, the difference between “that” and “which” in attributive clauses, the usage of “whose” to indicate possession, and the difference between “must” and “have to” in expressing obligation. Design Intention: Grammar is the basis of language use. By reviewing typical example sentences, students can quickly recall the grammar rules learned in the unit. The combination of multiple-choice questions and sentence rewriting can comprehensively test students’ mastery and application ability of grammar. Pair exchange and correction can let students learn from each other, find their own mistakes in time, and deepen their understanding of grammar rules. The teacher’s targeted explanation can help students solve difficult problems, avoid making the same mistakes again, and improve their ability to use grammar correctly in language communication. Listening Assessment: Improve Listening Comprehension Ability The teacher prepares three listening materials related to the unit theme, which are gradually difficult. The first listening material is a short dialogue between two students talking about their favorite sports and the reasons, which mainly examines students’ ability to capture specific information, such as the name of the sport, the reason for liking it, etc. The second listening material is a news report about a sports meeting, which examines students’ ability to grasp the main idea and key information (such as the time, place, participants and results of the sports meeting). The third listening material is an interview with a famous athlete, which examines students’ ability to understand the implied meaning and the speaker’s attitude and emotion. Before playing each listening material, the teacher gives students 1-2 minutes to read the questions and predict the content of the listening material. After playing the listening material twice, the teacher asks students to write down their answers. Then, the teacher checks the answers, plays the key parts of the listening material again, and explains the listening skills, such as capturing key words, understanding the logical relationship between sentences, and inferring the implied meaning according to the context. For students who have made more mistakes, the teacher communicates with them individually after class to understand the reasons and give targeted guidance. Design Intention: The listening materials with gradient difficulty can meet the needs of students at different levels, help students gradually improve their listening comprehension ability. Asking students to read questions and predict the content before listening can help students establish a listening goal, improve listening efficiency. Replaying the key parts and explaining listening skills can help students master scientific listening methods, not only solve the current listening problems, but also lay a foundation for their future listening learning. Individual guidance after class can pay attention to the differences of students, realize personalized teaching, and ensure that every student can make progress in listening. Speaking Assessment: Enhance Oral Expression Ability The teacher divides the students into groups of 4, and arranges a group discussion task: “Should teenagers spend a lot of time doing sports? Why or why not?”. Before the discussion, the teacher gives students 5 minutes to think about the topic, sort out their own views, and list the supporting reasons, such as the advantages of doing sports (keeping healthy, relieving pressure, cultivating teamwork spirit) and the possible disadvantages (affecting study time, easily getting injured). During the discussion, the teacher walks around the classroom, observes the performance of each group, guides students to use the core vocabulary and grammar points learned in the unit to express their views, and corrects their incorrect pronunciation and expression in time. After the discussion, each group selects a representative to make a 3-5 minute report, introducing the group’s views and reasons. After each group’s report, the teacher and other students make comments, affirming the advantages of the report (such as fluent expression, clear logic, rich content) and putting forward suggestions for improvement (such as adding more specific examples, using more complex sentences). Finally, the teacher summarizes the speaking performance of each group, emphasizes the key points of oral expression related to the theme, such as how to express views clearly, how to use appropriate connecting words to organize language, and how to respond to others’ views politely. Design Intention: Group discussion can provide students with more oral practice opportunities, cultivate their cooperative awareness and communication ability. Giving students time to prepare in advance can help them organize their language better and improve the quality of oral expression. The teacher’s on-site guidance can timely correct students’ mistakes, help them use the learned knowledge flexibly, and improve the accuracy and fluency of oral expression. The comment link can let students learn from each other, find their own advantages and disadvantages, and stimulate their enthusiasm for oral practice. At the same time, this task can also cultivate students’ critical thinking ability, let them think about the relationship between sports and teenagers’ growth from multiple perspectives. Reading Assessment: Improve Reading Comprehension and Analysis Ability The teacher selects two reading passages related to the unit theme. The first passage is a narrative passage about an athlete’s struggle experience, which mainly tells how the athlete overcame difficulties and finally achieved success. The second passage is an argumentative passage discussing the importance of sports to people’s physical and mental health. Before reading, the teacher asks students to look at the title and pictures of the passage, predict the main content of the passage. Then, the teacher asks students to read the passages silently and finish the following tasks: 1. Summarize the main idea of each passage; 2. Answer the detailed questions (such as the difficulties the athlete encountered, the reasons why sports are important to people’s mental health); 3. Analyze the author’s attitude towards the theme of the passage; 4. Translate the key sentences in the passage into Chinese (focusing on the sentences with attributive clauses and modal verbs). After the students finish, the teacher organizes the students to exchange their answers in groups, and then explains the difficult points in the passage, such as the understanding of long and difficult sentences, the inference of implied meaning, and the analysis of the author’s attitude. For the translation task, the teacher asks several students to write their translations on the blackboard, corrects the mistakes in the translations, and emphasizes the skills of English-Chinese translation, such as keeping the original meaning, adjusting the sentence structure according to Chinese expression habits. Design Intention: The combination of narrative and argumentative passages can comprehensively test students’ reading ability, including the ability to grasp the main idea, capture detailed information, analyze the author’s attitude and infer implied meaning. Asking students to predict the content before reading can help them establish a reading context and improve reading efficiency. Group exchange can let students learn from each other, solve reading problems together, and deepen their understanding of the passage. The teacher’s explanation of difficult points and translation skills can help students improve their reading comprehension and translation ability, and master scientific reading methods. At the same time, the content of the passage can also edify students’ sentiment, let them learn from the athlete’s spirit of perseverance, and realize the importance of sports to physical and mental health, which is conducive to the cultivation of cultural awareness and thinking quality. Writing Assessment: Improve Written Expression Ability The teacher assigns a writing task: “Write an essay about your favorite sport, introducing its characteristics, the reasons why you like it, and the benefits it brings to you. The number of words is not less than 120 words.” Before writing, the teacher guides students to sort out the writing outline: 1. Opening: Introduce your favorite sport; 2. Body: Introduce the characteristics of the sport, the reasons why you like it (such as interesting, challenging, can exercise willpower), and the benefits it brings (such as keeping healthy, making friends, relieving study pressure); 3. Closing: Express your determination to adhere to this sport in the future. Then, the teacher reminds students to use the core vocabulary and grammar points learned in the unit, such as attributive clauses, modal verbs, and appropriate connecting words (such as first, besides, finally) to make the article logical and fluent. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as how to organize language, how to use appropriate words and sentences. After the students finish writing, the teacher collects the compositions, selects several typical compositions (including excellent compositions and compositions with common mistakes), and comments on them in class. For excellent compositions, the teacher reads them aloud, affirms their advantages (such as clear structure, fluent expression, rich vocabulary, correct grammar), and encourages other students to learn from them. For compositions with common mistakes, the teacher points out the mistakes (such as incorrect word collocation, wrong grammar, unclear logic) and gives correction suggestions. Then, the teacher asks students to revise their own compositions according to the comments, and submit them again after revision. Design Intention: The writing task is closely related to the unit theme and students’ daily life, which can stimulate students’ writing enthusiasm and make them have something to say. Guiding students to sort out the writing outline can help them clarify the writing ideas and ensure the logicality of the article. The teacher’s on-site guidance can solve the difficulties encountered by students in writing in time, help them use the learned knowledge flexibly, and improve the quality of writing. Commenting on typical compositions can let students clearly understand the standards of excellent compositions and the common mistakes in writing, which is conducive to improving their own writing level. The revision link can let students find their own mistakes and correct them in time, deepen their understanding of writing skills, and gradually improve their written expression ability. Summary First, the teacher summarizes the whole assessment class, reviews the key and difficult points of the unit, including core vocabulary, grammar points, and the skills of listening, speaking, reading and writing related to the theme of “On the move”. Then, the teacher asks students to carry out self-reflection: “What have you mastered in this unit? What are your weak links? What measures will you take to improve your weak links?”. Students can write down their reflection in their notebooks, and then invite 2-3 students to share their reflection results in front of the class. After the sharing, the teacher gives positive comments and guidance, encourages students to adhere to autonomous learning, make full use of after-class time to consolidate the knowledge learned, and actively participate in sports activities, so as to integrate the language learning of the unit with real life. Finally, the teacher assigns after-class tasks: 1. Review the core vocabulary and grammar points of the unit, and finish the related exercises in the exercise book; 2. Read an English article about sports and write a short reading report; 3. Practice oral English with classmates about the theme of sports in after-class time. 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 $