Unit 3 Paying the price-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 3 Paying the price-Self-assessment 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use unit-related words and sentences accurately. It cultivates cultural awareness by comparing value differences in "cost and gain". It improves thinking quality through critical analysis of choices and their consequences, and enhances learning ability via self-reflection and strategy adjustment. 教学重难点 Key points: Mastering unit core words, phrases and complex sentence structures, and using them to express personal views on "paying the price". Difficult points: Conducting critical thinking on life choices and their consequences, and completing self-assessment comprehensively and objectively. 教学过程 Step 1: Lead-in and Review (Warm-up and Knowledge Consolidation) The teacher starts the class with an open question: “In this unit, we have learned about different people’s choices and the prices they paid. What’s the most impressive story or character for you? And why?” Then, invite 3-4 students to share their ideas freely. After that, the teacher leads students to review the unit’s core knowledge by showing some key words, phrases and sentences on the screen, such as “sacrifice”, “consequence”, “take responsibility for”, “at the cost of”, “It is worthwhile to do sth.” and some complex sentences with attributive clauses and adverbial clauses learned in the unit. For each word or sentence, ask students to make a new sentence related to “paying the price” to ensure they can flexibly use the language points. Design Intention: The lead-in question is closely connected to the unit theme, which can arouse students’ memory of the unit content and stimulate their learning enthusiasm. Reviewing core language points through sentence-making helps students consolidate the knowledge they have learned, lay a solid foundation for the subsequent self-assessment and language application, and also connects the previous teaching content with the current self-assessment class, ensuring the continuity of teaching. Step 2: Explanation of Self-assessment Criteria (Clear Objectives and Requirements) The teacher distributes the self-assessment form (designed according to the four-dimensional core literacy) and explains the assessment criteria in detail in English. The form includes four parts corresponding to the four core literacy: language ability, cultural awareness, thinking quality and learning ability. For each part, there are specific assessment indicators and three levels: Excellent (3 points), Satisfactory (2 points) and To be Improved (1 point). For example, in the language ability part, the indicators are “I can master and use the unit’s core words and phrases correctly”, “I can understand and use the complex sentence structures in the unit”, and “I can express my views on ‘paying the price’ fluently and accurately”. In the thinking quality part, the indicators are “I can analyze the causes and consequences of different choices in the unit”, “I can put forward my own critical opinions on the characters’ choices”, and “I can connect the unit content with real life and think about my own choices”. During the explanation, the teacher gives specific examples to help students understand each indicator. For instance, when explaining the “critical opinions” in thinking quality, the teacher can say: “If you think a character’s choice in the unit is not wise, you should explain why and put forward your own suggestions, which is critical thinking.” After the explanation, ask students to read the assessment form carefully and ask if they have any questions. The teacher answers students’ questions patiently to ensure that every student understands the assessment criteria clearly. Design Intention: Clarifying the self-assessment criteria is the premise of effective self-assessment. The assessment form closely combines the unit content and the four-dimensional core literacy, which can guide students to conduct self-assessment in a targeted manner. Detailed explanation and examples help students accurately grasp the requirements of each indicator, avoid blind self-assessment, and lay a foundation for objective and comprehensive self-evaluation. Step 3: Independent Self-assessment (Self-reflection and Self-cognition) Students conduct independent self-assessment according to the assessment form. During this process, the teacher walks around the classroom to observe students’ performance, provides necessary guidance for students who have difficulties, and reminds students to be honest and objective. Students need to carefully recall their learning situation in this unit, combine their performance in listening, speaking, reading and writing, and evaluate themselves according to each indicator. For example, in the language ability part, students need to think about whether they can use words like “sacrifice” and “consequence” correctly, whether they can understand the long sentences in the reading materials, and whether they can express their ideas fluently in the previous group discussions. In the learning ability part, students need to reflect on their learning methods in this unit, such as whether they have reviewed the new words in time, whether they have taken notes in class, and whether they have actively asked for help when encountering difficulties. After completing the self-assessment, students need to calculate their total score and write a short self-reflection (about 50 words) in the blank of the assessment form, which includes their advantages in this unit, the aspects that need to be improved, and their future learning plans. For example, a student may write: “I have mastered most of the core words, but I need to improve my ability to use complex sentences. In the future, I will do more sentence-making exercises and read more English articles.” Design Intention: Independent self-assessment is an important way to cultivate students’ learning ability. It can help students clearly understand their own learning situation, find their advantages and disadvantages, and enhance their self-cognition. Writing self-reflection can promote students to think deeply about their learning process, summarize experience and lessons, and lay a foundation for subsequent improvement. The teacher’s guidance ensures that students can conduct self-assessment smoothly and objectively. Step 4: Group Exchange and Mutual Assessment (Cooperation and Mutual Promotion) Divide students into groups of 4-5, and ask them to exchange their self-assessment forms and self-reflection in the group. Each student needs to introduce their self-assessment results, their advantages, shortcomings and future plans to their group members. After each student’s introduction, other group members give their own opinions and suggestions, that is, mutual assessment. For example, if a student says that he is not good at using complex sentences, group members can suggest that he do more translation exercises or imitate the sentences in the unit to practice. When conducting mutual assessment, the teacher reminds students to focus on the assessment criteria, be objective and fair, and use polite language. For example, students can use sentences like “I think you have done well in…, but you can improve in…”, “I suggest you… to make progress”. During the group exchange, the teacher walks around each group, listens to students’ exchanges, guides students to focus on the key and difficult points of the unit, and helps students solve the problems encountered in self-assessment and mutual assessment. For example, if a group has a dispute about whether a student’s performance meets the “Excellent” standard, the teacher can guide them to re-examine the assessment indicators and make a fair judgment together. After the group exchange, each group selects a representative to share the group’s exchange results, including the common advantages of the group members, the common problems and the suggestions put forward by the group. Design Intention: Group exchange and mutual assessment can not only let students learn from each other’s advantages, but also help them find their own shortcomings more comprehensively through the perspective of others. It cultivates students’ cooperative spirit and communication ability, and also makes the self-assessment more comprehensive and objective. The teacher’s guidance ensures that the group exchange is carried out in an orderly manner and focuses on the teaching key points, avoiding the exchange from being off-topic. Step 5: Teacher Evaluation and Summary (Guidance and Improvement) First, the teacher comments on the group exchange results shared by each group representative, affirms the advantages of the students, such as active participation in exchange, honest self-assessment, and reasonable suggestions, and points out the common problems existing in the students, such as insufficient mastery of some complex sentence structures, insufficient depth of critical thinking, and unclear learning plans. Then, the teacher combines the unit’s key and difficult points to conduct a targeted evaluation and guidance. For example, aiming at the problem of insufficient mastery of complex sentences, the teacher reviews the key complex sentence structures in the unit again, gives more examples, and invites students to practice on the spot. Aiming at the problem of insufficient depth of critical thinking, the teacher puts forward a guiding question: “If you were the character in the unit, would you make the same choice? What would be the possible consequences of different choices? How to balance ‘gain’ and ‘price’ in life?” Guide students to think deeply and improve their critical thinking ability. Next, the teacher summarizes the self-assessment class. The teacher emphasizes that self-assessment is not only a summary of the unit’s learning, but also a way to improve learning ability. It is important for students to treat their advantages and shortcomings correctly, make clear learning plans, and apply the knowledge and skills learned in the unit to real life. The teacher also encourages students to keep the self-assessment form, review it regularly, and adjust their learning plans according to their own situation. Finally, the teacher puts forward expectations for students: “I hope you can apply what you have learned in this unit, think carefully about every choice in your life, take responsibility for your own choices, and become better learners and people.” Design Intention: Teacher evaluation and summary play a guiding role in students’ learning. Affirming students’ advantages can enhance their learning confidence, while pointing out common problems can help students focus on the aspects that need to be improved. Targeted guidance on key and difficult points helps students consolidate their knowledge and improve their ability. The summary and expectations can help students establish a correct learning attitude, realize the significance of self-assessment, and promote their long-term learning and development. Step 6: Consolidation and Extension (Application and Internalization) To help students consolidate the unit knowledge and apply the results of self-assessment, the teacher assigns a practical task: Write a short passage (about 120-150 words) with the title “My Choice and the Price I Paid”. In the passage, students need to combine their own real life experience (such as learning, interpersonal communication, etc.), talk about a choice they have made, the price they paid for it, and their feelings and insights. When writing, students need to use the unit’s core words, phrases and complex sentence structures, and reflect the critical thinking they have learned. Before students start writing, the teacher gives some tips: First, determine a specific choice, such as “choosing to spend more time on English learning” or “choosing to help a friend in trouble”. Second, clearly describe the price paid, such as “giving up playing computer games” or “spending less time with family”. Third, express true feelings and insights, such as “Although I paid a lot, I made great progress in English” or “I think it is worthwhile to help friends, and it makes our friendship stronger”. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, correct wrong sentences, and remind them to use the unit’s language points correctly. After students finish writing, ask several students to read their passages in class, and the teacher and other students give comments and suggestions together, focusing on the use of language points, the clarity of ideas and the depth of insights. Design Intention: The practical writing task connects the unit theme with students’ real life, which can help students apply the unit’s language knowledge and thinking quality to practical communication, and realize the internalization of knowledge and ability. The tips given by the teacher help students clarify the writing requirements and ideas, and the classroom comment link helps students find problems in their writing and improve their writing ability. At the same time, this task also serves as a follow-up inspection of the self-assessment, helping the teacher understand the effect of students’ learning and self-improvement. Step 7: Reflection and Summary (Deepen Understanding and Form Habit) At the end of the class, the teacher asks students to spend a few minutes reflecting on the whole self-assessment class and the unit’s learning. Students need to think about three questions: 1. What have I learned from this self-assessment class? 2. What are my biggest gains and shortcomings in this unit? 3. How will I adjust my learning methods and plans in the future? Then, invite 2-3 students to share their reflections with the whole class. The teacher listens carefully to students’ reflections, gives positive comments, and encourages students to persist in self-reflection and self-improvement in future English learning. Finally, the teacher makes a final summary: “This self-assessment class is a summary of our learning in Unit 3, and also a new starting point for our future learning. Through self-assessment, mutual assessment and teacher evaluation, we have a clearer understanding of our own learning situation. I hope you can take this as an opportunity to form a good habit of self-reflection, continuously improve your English ability and core literacy, and make greater progress in English learning.” Design Intention: The final reflection and summary help students deepen their understanding of the self-assessment class and the unit’s learning, and clarify their future learning direction. Inviting students to share their reflections can enhance their expression ability and self-awareness, and also let other students learn from each other. The teacher’s summary and encouragement help students establish a positive learning attitude, form a good learning habit, and promote their sustainable development in English learning. 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 $