Unit 1 Decisions-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 1 Decisions-Self-assessment 教学目标和重难点 教学目标 It focuses on four core literacies: language competence to use decision-related vocabularies and sentence patterns flexibly; thinking quality to develop critical and logical thinking through self-reflection; cultural awareness to understand decision differences across cultures; learning ability to form self-reflection and lifelong learning habits. 教学重难点 Key points: Master core vocabularies and sentence patterns of the unit, and use them accurately in self-assessment. Difficult points: Conduct in-depth self-analysis to find the root of learning problems and put forward practical improvement plans combined with the unit content. 教学过程 Step 1: Lead-in and Review (Warm-up and Knowledge Consolidation) The teacher starts the class with an open-ended question in English: “After finishing Unit 1 Decisions, what decisions have you made in your study or life recently, and how did you make them?” Invite 4-5 students to share their ideas freely, encouraging them to use the vocabularies and sentence patterns they have learned in the unit, such as “gain”, “impress”, “loosen”, “fend for oneself”, “in a nutshell”, and the infinitive as subject or predicative. After the sharing, the teacher displays a mind map on the screen, which includes the core vocabularies, key phrases, important sentence patterns and main theme of the unit. The teacher leads students to read aloud the vocabularies and sentence patterns together, and randomly asks students to explain the meaning and usage of some key words and phrases, such as “impress sb. with sth.” and “loosen up”. Then, the teacher presents 2-3 long difficult sentences from the unit, such as “I had gained a livelihood in various vocations, but no one was impressed with my successes.”, and guides students to analyze the sentence structure and translate them into Chinese orally. Design Intent: The lead-in question is closely connected with the unit theme “Decisions” and students’ real life, which can quickly arouse students’ learning interest and enthusiasm, and guide them to link the unit knowledge with their own life experience. Reviewing core vocabularies, phrases and sentence patterns helps students consolidate the language knowledge they have learned, lay a solid language foundation for the subsequent self-assessment activities, and ensure that students have the necessary language tools to express their learning situation. Analyzing long difficult sentences can help students review the sentence structure and improve their ability to understand complex texts, which is in line with the requirements of cultivating language competence. Reading aloud together can strengthen students’ memory and improve their language sense. Step 2: Explanation of Self-assessment (Clarify Requirements and Methods) First, the teacher introduces the purpose and significance of self-assessment to students in English: “Self-assessment is an important way to know your own learning situation. Through self-assessment, you can find your strengths and weaknesses in learning this unit, summarize your learning experience, and put forward improvement plans. It can help you become a more independent and efficient learner.” Then, the teacher explains the four-dimensional core literacy requirements of this self-assessment, combining with the unit content: for language competence, it is required to use the unit’s core vocabularies and sentence patterns accurately in self-expression; for thinking quality, it is required to analyze your own learning process critically and logically; for cultural awareness, it is required to reflect on the differences of decision-making styles between different cultures and express your own understanding; for learning ability, it is required to summarize your own learning methods and put forward practical improvement suggestions. Next, the teacher introduces the self-assessment form (which is printed and distributed to each student in advance). The form is divided into four parts corresponding to the four-dimensional core literacy, and each part includes specific assessment items and scoring standards (1-5 points). The teacher explains each assessment item in detail with simple and easy-to-understand English, such as “In language competence, ‘I can use the infinitive as subject or predicative correctly’ is an assessment item. If you can use it flexibly in sentences, you can give yourself 4-5 points; if you can use it but make a few mistakes, you can give yourself 2-3 points.” The teacher also gives examples of self-assessment expressions, such as “I am good at remembering the core vocabularies of the unit, but I still have difficulty in using the infinitive as predicative correctly.” “I can understand the cultural differences in decision-making mentioned in the unit, but I need to learn more about relevant cultural background knowledge.” Design Intent: Clarifying the purpose and significance of self-assessment helps students establish a correct understanding of self-assessment, realize that it is not just a “formality”, but an effective way to improve their learning ability. Explaining the four-dimensional core literacy requirements and assessment items can help students clarify the direction of self-assessment, avoid blindness in the assessment process, and ensure that the self-assessment is closely combined with the unit’s learning objectives. Giving examples of self-assessment expressions can provide language support for students, help them overcome the difficulty of expressing their learning situation in English, and lay a foundation for the subsequent independent self-assessment. Step 3: Independent Self-assessment (Practice and Reflection) Students conduct independent self-assessment according to the self-assessment form and the teacher’s explanation. During this process, students need to carefully recall their learning situation in this unit, including the mastery of vocabularies and sentence patterns, the understanding of reading texts, the performance in listening and speaking activities, the completion of writing tasks, and their own thinking and reflection in the learning process. For each assessment item, students need to give themselves a reasonable score and write a short comment in English, explaining the reasons for their score, their strengths and the problems they need to improve. For example, in the part of thinking quality, students can write: “I can analyze the decision-making process in the reading text, but I often fail to consider all possible consequences when making my own decisions, so I give myself 3 points. I need to improve my critical thinking ability.” The teacher walks around the classroom, observes students’ self-assessment situation, and provides timely guidance for students who have difficulties. For students who do not know how to evaluate themselves, the teacher can ask guiding questions, such as “How well did you master the phrase ‘be impressed with’? Can you use it to make a sentence?” “What difficulties did you encounter in the listening activity of this unit? Why?” For students who have problems in English expression, the teacher can provide appropriate language help, such as reminding them of relevant vocabularies and sentence patterns. Design Intent: Independent self-assessment is the core link of this lesson, which can help students develop the habit of self-reflection and improve their self-regulation ability. By recalling their learning situation and writing comments, students can have a clear understanding of their own strengths and weaknesses, which is conducive to targeted improvement in future learning. The teacher’s guidance can help students solve the difficulties encountered in the self-assessment process, ensure the authenticity and effectiveness of self-assessment, and avoid perfunctory assessment. At the same time, this link can also cultivate students’ independent learning ability, which is one of the important goals of core literacy. Step 4: Group Exchange and Mutual Assessment (Cooperation and Improvement) After the independent self-assessment, students are divided into groups of 4-5 people to carry out group exchange activities. Each student in the group shares his or her self-assessment results in English, including the scores of each part, the strengths and weaknesses, and the improvement plans. Other students in the group listen carefully, and after the sharing, they put forward their own opinions and suggestions, that is, mutual assessment. For example, if a student says that he has difficulty in using the infinitive as subject, other students can share their own learning methods, such as “You can remember more example sentences, such as ‘To hesitate means failure.’, and practice using them in daily expression.” If a student’s self-assessment is too strict or too loose, other students can put forward reasonable suggestions to help him adjust his score and comments. The teacher puts forward clear requirements for group exchange and mutual assessment: first, all communications must be in English; second, listen carefully to others’ sharing and respect others’ opinions; third, put forward specific and practical suggestions, not just perfunctory comments such as “good” or “bad”; fourth, each group selects a recorder to record the key points of the group’s exchange, including the common strengths and problems of the group members, and the effective learning methods shared. During the group activity, the teacher walks around each group, listens to the exchange situation, and guides the groups that have problems in exchange. For example, for groups where students are not active in speaking, the teacher can ask guiding questions to encourage them to express their opinions; for groups where the exchange deviates from the theme, the teacher can remind them to focus on self-assessment and mutual assessment; for groups where students use Chinese in communication, the teacher can remind them to use English and provide appropriate language support. Design Intent: Group exchange and mutual assessment can not only help students learn from each other, but also improve their oral expression ability and cooperative learning ability. Through listening to others’ self-assessment and putting forward suggestions, students can have a more comprehensive understanding of their own learning situation, and learn effective learning methods from their classmates. The requirement of using English for communication can create a good English learning atmosphere, help students practice their oral expression ability, and further consolidate the language knowledge they have learned. The recorder’s role can help students sort out the key points of the exchange, and lay a foundation for the subsequent class sharing. At the same time, this link can also cultivate students’ sense of cooperation and communication ability, which is conducive to their all-round development. Step 5: Class Sharing and Teacher Comment (Summary and Guidance) After the group exchange, each group selects a representative to share the group’s exchange results in front of the whole class. The representative needs to introduce the common strengths of the group members, the main problems encountered, the effective learning methods shared, and the improvement plans put forward by the group. For example, the representative can say: “In our group, most of us are good at remembering the core vocabularies of the unit, but we all have difficulty in analyzing long difficult sentences. We shared a method: when analyzing long sentences, we first find the subject and predicate, then analyze the attributive, adverbial and other components. Our improvement plan is to practice analyzing 2-3 long sentences every day.” After the representatives of each group finish sharing, the teacher makes a comprehensive comment. First, the teacher affirms the strengths of each group, such as the active participation of group members, the practicality of the suggestions put forward, and the accuracy of English expression. Then, the teacher summarizes the common strengths and problems of the whole class, such as most students have a good mastery of the core vocabularies and phrases of the unit, but there are still some students who have difficulty in using the infinitive as subject or predicative flexibly; most students can conduct self-reflection seriously, but some students’ improvement plans are not specific enough. For the common problems, the teacher puts forward targeted guidance and suggestions, such as for the problem of infinitive usage, the teacher can give more example sentences and organize students to do simple oral practice on the spot; for the problem of unspecific improvement plans, the teacher can guide students to adjust their plans, such as changing “I need to improve my listening ability” to “I will listen to 1 short listening material every day and write down the key information.” In addition, the teacher combines the four-dimensional core literacy to comment on the students’ performance in this lesson, pointing out the progress made by students in language competence, thinking quality, cultural awareness and learning ability, and putting forward higher requirements for future learning. For example, in terms of cultural awareness, the teacher can say: “Most of you can understand the cultural differences in decision-making mentioned in the unit, but I hope you can pay more attention to observing the decision-making styles of people around you in daily life, and further enhance your cross-cultural communication awareness.” Design Intent: Class sharing can provide a platform for students to show themselves, help students learn from each other on a larger scale, and enhance their confidence in English expression. The teacher’s comment can help students sort out the learning situation of the whole class, clarify the common problems and improvement directions, and provide targeted guidance for students’ future learning. Combining the four-dimensional core literacy to comment can help students understand their own performance in core literacy, and further clarify the direction of efforts, which is conducive to the all-round development of students’ core literacy. At the same time, the teacher’s affirmation can enhance students’ learning motivation and interest. Step 6: Summary and Homework Arrangement (Consolidation and Extension) First, the teacher summarizes the whole lesson in English: “Today, we carried out self-assessment, group exchange and mutual assessment around Unit 1 Decisions. Through this lesson, we have a clear understanding of our own learning situation, learned from each other’s strengths, and put forward practical improvement plans. I hope you can keep the habit of self-reflection, apply the learning methods and improvement plans to future learning, and continuously improve your English ability.” Then, the teacher arranges the homework, which is closely combined with the self-assessment results and the unit content, and is divided into two parts: 1. Revise the self-assessment form according to the teacher’s comment and the group’s mutual assessment suggestions, and write a 100-word English self-assessment report, which includes your strengths, weaknesses, and specific improvement plans. 2. According to your own weaknesses, complete the targeted practice: if you have difficulty in vocabulary, review the unit’s core vocabularies and make word cards; if you have difficulty in grammar, do 5-8 exercises about the infinitive as subject or predicative; if you have difficulty in listening, listen to 1 short listening material and write down the key information. 3. Think about a difficult decision you will face in the future (such as choosing a major), and write a short English passage about your decision-making process, using the vocabularies and sentence patterns learned in the unit. Design Intent: The lesson summary can help students sort out the content of the whole lesson, deepen their understanding of self-assessment, and strengthen their memory of the key points. The homework arrangement is targeted, which is closely combined with students’ self-assessment results, so that each student can carry out targeted practice according to their own weaknesses, which is conducive to solving the problems found in self-assessment and consolidating the learning effect. The third part of the homework links the unit theme with students’ future life, which can not only help students consolidate the language knowledge they have learned, but also cultivate their thinking quality and decision-making ability, and realize the integration of knowledge learning and practical application. 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 $