Unit 2 Digital humans-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 2 Digital humans-Self-assessment 教学目标和重难点 教学目标 Language Ability: Master key vocabulary and sentence patterns about digital humans, and improve skills in listening, speaking, reading and writing to express views on digital humans accurately. Cultural Awareness: Understand the development and application of digital humans globally and cultivate a rational attitude towards technological and cultural integration. Thinking Quality: Develop logical thinking to analyze the advantages and challenges of digital humans and critical thinking to evaluate related ethical issues. Learning Ability: Cultivate autonomous learning habits to explore relevant knowledge independently and cooperate with others in learning activities. 教学重难点 Key Points: Master core vocabulary such as digital human, virtual, simulation, interaction and related sentence structures; understand the basic characteristics, development stages and application scenarios of digital humans. Difficult Points: Use target language to discuss the ethical and social impacts of digital humans logically; improve the ability to express personal views comprehensively and accurately in English. 教学过程 Lead-in: Activation of Prior Knowledge The teacher starts the class by showing short video clips of different types of digital humans, including virtual idols like Hatsune Miku, virtual anchors in news broadcasts, and digital human assistants in customer service. After playing the video, the teacher asks students two questions: “Have you seen these digital humans before? What do you know about them?” Then, the teacher invites 3-4 students to share their answers in English. After that, the teacher writes down the key words mentioned by students on the blackboard, such as “virtual”, “AI-driven”, “interaction” and “entertainment”, and briefly explains the words that students are not familiar with. Finally, the teacher introduces the theme of this self-assessment: reflecting on what we have learned about digital humans and improving our language ability and comprehensive literacy through self-assessment and interactive activities. Design Intention: The video clips can attract students’ attention quickly and arouse their interest in the theme of digital humans. By asking questions and encouraging students to share their prior knowledge, the teacher can activate students’ existing memory about digital humans, lay a foundation for the following self-assessment activities. Meanwhile, the key words sorted out can help students review the core vocabulary of the unit in advance, reducing the difficulty of subsequent activities. Vocabulary and Sentence Pattern Review: Solidify the Foundation This part is divided into two sections: vocabulary consolidation and sentence pattern application. In the vocabulary consolidation section, the teacher uses a “word matching” activity. The teacher prepares two lists: one list contains core vocabulary of the unit (such as digital human, simulation, motion capture, deep learning, ethical issue, application scenario, virtual reality, avatar), and the other list contains corresponding English explanations. Students are divided into groups of 4, and each group is given 5 minutes to match the words with their explanations. After the activity, the teacher checks the answers with the whole class, emphasizes the pronunciation and usage of difficult words (such as “ethical” /ˈeθɪkl/, “simulation” /ˌsɪmjuˈleɪʃn/), and gives example sentences, such as “Deep learning plays an important role in the development of digital humans.” and “We need to pay attention to the ethical issues brought by digital humans.” Design Intention: Vocabulary and sentence patterns are the basis of language ability. Through the word matching activity, students can review the meanings of core vocabulary in a relaxed and interactive way, improving their memory efficiency. The sentence pattern application activity can help students master the usage of key sentence patterns, and enable them to apply the learned language knowledge to practical expression, laying a solid foundation for the following reading, speaking and writing activities. 3. Reading Comprehension Self-assessment: Improve Reading Ability After students finish the tasks, the teacher first checks the answers to the detailed questions, and explains the key points and difficult points in the passage, such as the long sentence “With the development of artificial intelligence and virtual reality technology, digital humans are evolving from ‘tools’ to ‘partners’, which will reshape the way of human-computer interaction.” The teacher analyzes the sentence structure (attributive clause) and helps students understand the meaning. Then, the teacher invites several students to share the main idea of each paragraph, and guides students to sort out the logical structure of the passage (introduction-development-conclusion). Finally, the teacher asks students to self-evaluate their reading performance: which part did they do well in? Which part needs improvement? (such as finding specific information, understanding long sentences, summarizing main ideas) and record their self-evaluation results in the self-assessment form. Design Intention: Reading comprehension is an important part of language ability. By designing reading tasks of different levels (detailed information, main idea, difficult sentence analysis), students can comprehensively test their reading ability. The self-evaluation link can help students realize their own strengths and weaknesses in reading, and cultivate their self-reflection ability, which is an important part of learning ability. At the same time, the reading passage is closely related to the unit theme, which can help students deepen their understanding of digital humans. Speaking Practice: Express Views Logically Based on the reading passage and the content of the unit, the teacher designs a group discussion activity with the topic “Should digital humans be widely promoted in our daily life?” The teacher divides students into two groups: Group A supports the wide promotion of digital humans, and Group B opposes it. Before the discussion, the teacher gives students 5 minutes to prepare their views and supporting reasons. The teacher reminds students to use the key vocabulary and sentence patterns reviewed earlier, and provides some reference reasons: for Group A, digital humans can improve work efficiency (such as virtual customer service), enrich people’s life (such as virtual idols), and help protect cultural heritage (such as virtual cultural relic narrators); for Group B, digital humans may lead to unemployment (such as replacing real anchors), bring ethical risks (such as deep forgery), and increase the cost of technology application. During the discussion, each group discusses their views and reasons in detail, and assigns a recorder to record the key points of the discussion. The teacher walks around the classroom, provides guidance to students who have difficulty expressing their views, corrects their language mistakes, and encourages students to speak actively. After 10 minutes of discussion, each group sends a representative to make a 3-minute speech to express the group’s views and reasons. After the speech, the other group can ask questions or put forward different opinions, and the representative of the speaking group answers the questions. Finally, the teacher makes a summary of the discussion, affirms the positive performance of each group, points out the advantages and disadvantages of their expressions, and guides students to realize that we should view the promotion of digital humans from a rational perspective. Design Intention: Speaking practice can effectively improve students’ oral expression ability and logical thinking ability. The group discussion activity can cultivate students’ cooperative learning ability, and enable students to apply the learned language knowledge to practical communication. The controversial topic can stimulate students’ thinking, help them develop critical thinking, and guide them to establish a rational attitude towards technological development, which is in line with the requirements of cultural awareness and thinking quality. Writing Practice: Improve Writing Ability The teacher asks students to write a short passage (120-150 words) with the title “My Views on Digital Humans”. Before writing, the teacher guides students to sort out the writing ideas: first, briefly introduce what digital humans are; second, talk about the advantages and challenges of digital humans; finally, express their own views on the future of digital humans. The teacher reminds students to use the key vocabulary and sentence patterns reviewed in the class, pay attention to the logical connection of the passage, and avoid grammar mistakes. Students write independently, and the teacher walks around the classroom to provide guidance to students who have difficulty in writing, such as helping them sort out ideas or correct mistakes. After students finish writing, the teacher collects some representative compositions (including excellent compositions and compositions with common mistakes), and displays them on the screen. The teacher first asks students to evaluate the excellent compositions, analyze their advantages (such as clear logic, accurate use of language, rich content), and then analyzes the common mistakes in the compositions (such as incorrect word collocation, wrong sentence structure, unclear logic), and teaches students how to correct them. Then, students revise their own compositions according to the teacher’s comments and the evaluation of their classmates. Finally, students submit their revised compositions, and the teacher checks them carefully and gives personalized comments. Design Intention: Writing is an important way to test students’ comprehensive language ability. By guiding students to sort out writing ideas, the teacher can help students clarify the structure of the passage, avoid writing aimlessly. The evaluation and revision links can help students find their own mistakes in writing, learn from excellent compositions, and improve their writing ability. At the same time, writing about their own views on digital humans can help students deepen their understanding of the theme and cultivate their critical thinking and cultural awareness. Comprehensive Self-assessment: Summarize and Reflect The teacher distributes a self-assessment form to each student, which includes four dimensions corresponding to the four-dimensional core literacy: language ability (vocabulary, sentence patterns, listening, speaking, reading, writing), cultural awareness (understanding of digital human culture and technological integration), thinking quality (logical thinking, critical thinking), and learning ability (autonomous learning, cooperative learning). Students fill in the self-assessment form independently, score their own performance in each dimension (1-5 points), and write down their strengths, weaknesses and improvement plans. For example, in the language ability dimension, students can write “I am good at matching vocabulary with explanations, but I need to improve my oral expression ability”; in the thinking quality dimension, students can write “I can analyze the advantages of digital humans, but I need to think more about the ethical issues they bring”. After students finish filling in the self-assessment form, the teacher invites several students to share their self-assessment results and improvement plans with the class. The teacher affirms the students’ strengths, encourages them to stick to their improvement plans, and puts forward targeted suggestions for students’ weaknesses. For example, for students who need to improve their oral expression ability, the teacher suggests that they practice speaking English for 10 minutes every day and participate in more group discussions; for students who need to improve their writing ability, the teacher suggests that they read more English passages and accumulate excellent sentences. Finally, the teacher makes a summary of the whole self-assessment class. The teacher reviews the key content of the unit, emphasizes the importance of self-assessment in English learning, and encourages students to use the self-assessment results to guide their subsequent learning, continuously improve their comprehensive literacy, and view the development of digital humans with a rational and open attitude. Design Intention: The comprehensive self-assessment link is the core of this class. By filling in the self-assessment form, students can systematically reflect on their own learning results, clarify their strengths and weaknesses, and formulate targeted improvement plans, which is conducive to cultivating their learning ability. The sharing link can help students learn from each other, and the teacher’s suggestions can provide guidance for students’ subsequent learning. The final summary can help students consolidate the knowledge of the unit and establish a correct attitude towards technological development, which integrates the requirements of the four-dimensional core literacy. Homework Arrangement 1. Revise the composition written in class again according to the teacher’s comments and the revision suggestions of classmates, and submit it to the teacher in the next class. 2. Collect one piece of English news about digital humans, read it carefully, and write a 50-word summary. 3. Practice the key vocabulary and sentence patterns of the unit by making flashcards, and review them every day. 4. Complete the self-assessment form and stick to the improvement plan formulated. Design Intention: The homework is closely related to the content of the class, which can help students consolidate the knowledge and skills learned in class. Revising the composition can further improve students’ writing ability; collecting and summarizing English news about digital humans can expand students’ horizons, enrich their knowledge about digital humans, and improve their reading ability; making flashcards to review vocabulary and sentence patterns can help students solidify the language foundation; completing the self-assessment form and sticking to the improvement plan can help students develop good learning habits and improve their learning ability. 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 $