Unit 4 The senses-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 4 The senses-Self-assessment 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use sense-related words and sentences, cultural awareness to understand cross-cultural differences in sensory expression, thinking quality to analyze and summarize sensory experiences, and learning ability to reflect on and improve their own learning. 教学重难点 Key points: Mastering core vocabulary and sentence patterns about the five senses, and using them to describe sensory experiences. Difficult points: Applying complex sentence structures flexibly in self-assessment and reflecting on learning comprehensively and accurately. 教学过程 Lead-in: Sensory Experience Activation The teacher starts the class by creating a real sensory scene. First, place some items on the podium, including a fresh orange, a piece of sandalwood, a soft cotton cloth, a small bell, and a bottle of lemon juice. Then, invite students to come to the podium one by one, and let them experience these items through seeing, smelling, touching, hearing and tasting without looking at the items directly. After each student’s experience, ask them to express their feelings in English briefly, such as “It feels soft and smooth” or “It smells fresh and sweet”. After 3-4 students finish their experiences, the teacher summarizes: “We perceive the world through our five senses—sight, hearing, smell, taste and touch. In this unit, we have learned a lot of words, phrases and sentences related to the senses. Today, we will conduct a self-assessment to check our learning results and find out our strengths and weaknesses.” Design Intention: This lead-in activity is closely connected with the theme of “The senses” and uses real sensory experiences to arouse students’ interest and enthusiasm. It not only helps students review the sense-related vocabulary and expressions learned in the unit unconsciously but also creates a relaxed and active classroom atmosphere, laying a good foundation for the smooth development of the subsequent self-assessment teaching. Meanwhile, it conforms to the requirements of cultivating students’ language ability, enabling them to apply the learned knowledge in real situations initially. Review and Consolidation: Key Knowledge Sorting Before starting the self-assessment, the teacher guides students to review the key knowledge of the unit systematically, so as to help students sort out their learning content and lay a solid foundation for self-assessment. The review is carried out in the form of group cooperation. Students are divided into 5 groups, and each group is responsible for reviewing one sense (sight, hearing, smell, taste, touch). Each group needs to list the core vocabulary, phrases and typical sentences related to the assigned sense within a certain period of time, and then send a representative to present the group’s results to the whole class. For example, the group responsible for “sight” may list vocabulary such as “view, glance, stare, spot, bright, dim”, phrases such as “catch sight of, take a glance at, stare at”, and sentences such as “I caught sight of a beautiful bird in the tree just now.” “The room is bright with the lights on.”; the group responsible for “hearing” may list vocabulary such as “sound, voice, noise, listen, hear, whisper”, phrases such as “listen to, hear from, make a noise”, and sentences such as “I heard a soft whisper from the next room.” “She enjoys listening to classical music.” After each group’s presentation, the teacher makes supplements and corrections, emphasizing the key and difficult points in the unit, such as the difference between “sound, voice and noise”, the correct use of sensory verbs and their collocations, and the flexible application of complex sentences describing sensory experiences. Design Intention: Group cooperation review not only mobilizes the enthusiasm of all students but also enables students to complement each other’s knowledge and deepen their understanding of key knowledge. Through the presentation and teacher’s supplement, students can systematically sort out the knowledge they have learned, find out the knowledge points they may have forgotten or misunderstood, and ensure that they have a clear grasp of the unit’s key knowledge before self-assessment. This link also cultivates students’ learning ability, enabling them to master the method of sorting out and summarizing knowledge independently. Self-assessment Guidance: Clear Standards and Requirements After the review, the teacher introduces the self-assessment task and clarifies the assessment standards and requirements. First, the teacher distributes the self-assessment form (in English) to each student. The self-assessment form includes four parts corresponding to the four-dimensional core literacy: language ability, cultural awareness, thinking quality and learning ability. Each part sets specific assessment items and scoring standards (1-5 points, 5 points is the highest). For example, in the “language ability” part, the assessment items include “I can master and use the core vocabulary and phrases related to the senses”, “I can use sensory verbs correctly”, “I can describe my sensory experiences with simple sentences”, “I can use complex sentences flexibly to express sensory feelings”; in the “cultural awareness” part, the assessment items include “I understand the differences in the expression of sensory experiences in different cultures”, “I can respect and accept the cultural differences in sensory expression”; in the “thinking quality” part, the assessment items include “I can analyze the sensory descriptions in the text and summarize the characteristics”, “I can combine my own life experience to express unique sensory feelings”; in the “learning ability” part, the assessment items include “I can take the initiative to review the knowledge of the unit”, “I can find out my own learning problems and put forward improvement methods”. Then, the teacher explains the scoring standards in detail with examples, so that each student can clearly understand the requirements of each assessment item. For example, for the item “I can use complex sentences flexibly to express sensory feelings”, 5 points mean “can use various complex sentences (such as attributive clauses, adverbial clauses) flexibly and accurately to describe sensory experiences, with correct grammar and natural expression”; 3 points mean “can use simple complex sentences to describe sensory experiences, with occasional grammar errors but does not affect understanding”; 1 point means “cannot use complex sentences to describe sensory experiences, or the expression is incorrect”. At the same time, the teacher reminds students to evaluate themselves objectively and honestly, not to overestimate or underestimate their own level, and to mark the problems they encounter in the learning process in the “Notes” column of the self-assessment form. Design Intention: The clear self-assessment standards and requirements help students carry out self-assessment in a targeted manner, avoid blindness in self-assessment, and ensure the objectivity and effectiveness of self-assessment. The self-assessment form corresponding to the four-dimensional core literacy guides students to evaluate their own learning from multiple angles, not just focusing on knowledge mastery, but also paying attention to the development of their own comprehensive quality. This link also helps students establish a correct learning attitude and cultivate their ability of self-reflection and self-evaluation. Independent Self-assessment: Quiet Reflection and Evaluation After clarifying the assessment standards, students carry out independent self-assessment in a quiet classroom atmosphere. Students carefully read each assessment item on the self-assessment form, combine their own learning situation in the unit, score each item objectively, and fill in the “Notes” column to record their own learning problems, such as “I am not familiar with the collocation of some sensory verbs”, “I can’t use attributive clauses flexibly to describe sensory experiences”, “I don’t know much about the cultural differences in sensory expression” and so on. During the self-assessment process, the teacher walks around the classroom, observes the students’ assessment situation, and provides timely guidance for students who have doubts. For example, if a student is not sure about the scoring standard of a certain item, the teacher will explain it again with specific examples; if a student cannot clearly find their own learning problems, the teacher will guide them to recall their learning process, such as “Do you have any difficulties when doing the reading comprehension questions about sensory descriptions?” “Did you make mistakes when writing sentences about sensory experiences?” Design Intention: Independent self-assessment provides students with a quiet space for reflection, enabling them to carefully sort out their own learning process, find out their strengths and weaknesses, and cultivate their ability of self-reflection and self-evaluation. The teacher’s on-site guidance ensures that each student can carry out self-assessment smoothly, solves the doubts encountered by students in the assessment process in a timely manner, and improves the effectiveness of self-assessment. Meanwhile, this link also cultivates students’ learning ability, enabling them to form the habit of regularly reflecting on their own learning. Group Exchange: Mutual Learning and Improvement After the completion of independent self-assessment, the teacher organizes students to carry out group exchange activities. Each group of 4-5 students exchanges their self-assessment results, shares their own strengths and learning problems, and discusses the improvement methods together. During the exchange, students can ask each other questions, such as “How do you master the collocation of sensory verbs?” “What methods do you use to remember the core vocabulary of the unit?” “How do you understand the cultural differences in sensory expression?” For each student’s learning problems, other students in the group can put forward their own suggestions and experiences. For example, if a student says that they are not familiar with the collocation of sensory verbs, other students can share their own memory methods, such as making word lists, reading example sentences, and practicing oral expression frequently; if a student says that they have difficulties in using complex sentences, other students can take the initiative to give example sentences and explain the usage of complex sentences. After the group exchange, each group selects a representative to summarize the group’s exchange results, including the common strengths of the group members, the common learning problems, and the improvement methods discussed. For example, the representative may say: “Most of us can master the core vocabulary of the unit, but we all have difficulties in using complex sentences flexibly. We discussed that we can strengthen practice by writing short passages about sensory experiences and asking the teacher to correct them.” After the representative’s summary, the teacher makes comments and supplements, affirms the advantages of each group, points out the common problems of the whole class, and puts forward targeted guidance suggestions. Design Intention: Group exchange enables students to learn from each other, complement each other’s strengths, and improve together. Through sharing and discussion, students can not only find out their own problems more clearly but also learn effective learning methods from their classmates, which helps to improve their learning ability. At the same time, group exchange cultivates students’ cooperative spirit and communication ability, enabling them to express their own views clearly in English and listen to and accept the opinions of others. This link also conforms to the requirements of cultivating students’ thinking quality, as it encourages students to think actively and discuss and solve problems together. Class Summary and Target Setting: Clear Direction for Improvement After the group exchange, the teacher makes a class summary. First, the teacher combs the overall situation of the students’ self-assessment, affirms the students’ achievements in the unit learning, such as mastering the core vocabulary and phrases related to the senses, being able to describe simple sensory experiences, etc., and at the same time points out the common problems of the whole class, such as the incorrect use of sensory verb collocations, the inflexible application of complex sentences, the lack of understanding of cross-cultural differences in sensory expression, etc. Then, the teacher puts forward targeted improvement suggestions for these common problems: for the incorrect use of sensory verb collocations, students can make collocation lists and strengthen memory and practice; for the inflexible application of complex sentences, students can imitate the example sentences in the text, write short passages, and ask the teacher and classmates for help; for the lack of understanding of cross-cultural differences, students can read extra-curricular materials, watch English movies, and understand the expression of sensory experiences in different cultures. Next, the teacher guides students to set their own learning improvement goals according to their self-assessment results and the class summary. Students need to write down their own short-term improvement goals on the self-assessment form, such as “I will remember 5 sensory verb collocations every day within a week”, “I will write a short passage about my sensory experience every three days and ask the teacher to correct it”, “I will read one extra-curricular article about cross-cultural sensory expression this week”. The teacher reminds students to set specific, feasible and targeted goals, and to check their own goal completion regularly. Design Intention: Class summary helps students form a comprehensive understanding of their own learning situation and the overall learning situation of the class, clarifies the direction of improvement, and enhances their confidence in learning. Setting personal improvement goals enables students to have a clear direction for their subsequent learning, improves their learning initiative and pertinence, and helps them form a good learning habit of setting goals and striving to achieve them. This link also cultivates students’ learning ability, enabling them to formulate reasonable learning plans and continuously improve their learning level. Consolidation and Extension: Deepen Understanding and Application To further consolidate the learning results and help students apply the learned knowledge flexibly, the teacher arranges a consolidation and extension task. The task is to write a short passage of 150-200 words entitled “My Unforgettable Sensory Experience”, requiring students to use the core vocabulary, phrases and sentence patterns learned in the unit, describe an unforgettable sensory experience in their life (such as a delicious meal, a beautiful scenery, a touching sound, etc.), and reflect their own feelings and thoughts. At the same time, students need to combine the cultural awareness learned in the unit, and if possible, briefly mention the differences between their own sensory expression and that of other cultures. Before students start writing, the teacher gives a brief guidance: first, determine the theme of the passage, such as “The Taste of My Mother’s Cooking”; second, sort out the sensory details to be described, such as the smell, taste, and touch of the food; third, use appropriate vocabulary and sentence patterns to express, and try to use complex sentences flexibly; fourth, pay attention to the logical connection of the passage and express their own true feelings. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping students sort out their ideas, reminding students of the correct use of vocabulary and sentence patterns, and correcting grammar errors in time. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments. The comments focus on the use of vocabulary and sentence patterns, the clarity of sensory description, the logicality of the passage, and the expression of feelings, affirming the advantages of the works and putting forward improvement suggestions. At the same time, the teacher encourages students to exchange their works with each other after class, learn from each other’s strengths, and revise their own works. Design Intention: The consolidation and extension task combines the knowledge learned in the unit with students’ real life, enabling students to apply the learned vocabulary, phrases and sentence patterns flexibly, and further improve their language expression ability. Writing a short passage helps students integrate the knowledge they have learned, deepen their understanding of the theme of “The senses”, and at the same time cultivate their thinking quality and writing ability. The teacher’s guidance and comments help students find out the problems in their writing and improve their writing level. Exchanging works after class further expands the scope of students’ learning and communication, and promotes mutual learning and progress among students. Homework Arrangement: Consolidate and Improve Continuously At the end of the class, the teacher arranges the homework, which is closely combined with the self-assessment results and the consolidation and extension task, to help students consolidate their learning results and continuously improve their learning level. The homework includes three parts: first, revise the short passage written in class according to the teacher’s comments and the opinions of classmates, and hand it in the next class; second, review the core knowledge of the unit again, sort out the learning problems recorded in the self-assessment form, and find solutions to these problems; third, complete a small survey, ask 2-3 classmates or family members about their unforgettable sensory experiences, and record their answers in English, which will be shared in the next class. Design Intention: The homework arrangement is targeted, closely connected with the teaching content of the class, and helps students consolidate the knowledge they have learned, solve the learning problems found in the self-assessment, and further improve their language ability and learning ability. The small survey task not only enriches students’ learning forms but also enables them to practice oral expression and listening comprehension in real communication, and further deepen their understanding of the theme of “The senses”. At the same time, it cultivates students’ ability to collect and sort out information, laying a foundation for their subsequent 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 $