Unit 3 Creativity-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 3 Creativity-Self-assessment 教学目标和重难点 教学目标 Language competence: Master key words and sentence patterns about creativity, and use them to express personal views on creativity in self-assessment. Thinking quality: Develop logical, critical and innovative thinking by reflecting on learning processes and evaluating creative performance. Cultural awareness: Understand the importance of creativity in global development and respect diverse expressions of creativity. Learning ability: Cultivate self-reflection and self-adjustment ability to form personalized learning strategies for creativity-related English learning. 教学重难点 Key points: Master the usage of core vocabulary and sentence patterns for self-assessment of creativity; accurately reflect on personal learning gains and deficiencies in the unit. Difficult points: Use English flexibly to evaluate personal creative thinking and practical ability; put forward targeted improvement plans combined with self-assessment results. 教学过程 Step 1: Lead-in and Review (Warm-up) The teacher starts the class with an open question: “What did we learn about creativity in this unit? Can you list some key points you remember?” Then, invite 3-4 students to share their answers freely. After that, the teacher presents a mind map on the screen, which includes core vocabulary (such as creativity, innovate, inspire, original, brainstorm, etc.), key sentence patterns (such as “I am good at...”, “I need to improve...”, “I have made progress in...”, “Creativity means...”), and main topics (the importance of creativity, ways to develop creativity, creative stories, etc.) of the unit. The teacher guides students to review the key content together, and emphasizes the connection between these contents and self-assessment. Design Intention: The lead-in link is designed to activate students’ prior knowledge and help them quickly recall the core content of the unit, laying a solid foundation for the subsequent self-assessment. The open question can stimulate students’ enthusiasm for participation, while the mind map can sort out the knowledge system intuitively, making students clear about the scope and focus of self-assessment. At the same time, it can create a relaxed and active classroom atmosphere, letting students enter the state of self-assessment smoothly. Step 2: Explanation of Self-assessment Criteria First, the teacher introduces the purpose of self-assessment: “Self-assessment is not to judge whether we are good or bad, but to help us clearly understand our learning gains and deficiencies, so that we can put forward targeted improvement plans and make greater progress in learning English and developing creativity.” Then, the teacher presents the self-assessment criteria in the form of a table on the screen, which is divided into four dimensions corresponding to the four-dimensional core literacy, and each dimension is divided into three levels (excellent, good, to be improved) with specific descriptions. For example, in the “Language Competence” dimension, the excellent level is “I can master and use all the core vocabulary and sentence patterns of the unit flexibly to express my views on creativity and self-assessment”; the good level is “I can master most of the core vocabulary and sentence patterns, and express my views basically clearly”; the to-be-improved level is “I am not familiar with some core vocabulary and sentence patterns, and it is difficult to express my views accurately”. The teacher explains each criterion in detail in simple English, and gives examples to help students understand. For example, when explaining the “Thinking Quality” dimension, the teacher says: “If you can not only find your own advantages and disadvantages in creative learning, but also analyze the reasons and put forward solutions, you can get an excellent level; if you can only find your advantages and disadvantages but cannot analyze the reasons, it is a good level.” After the explanation, the teacher invites 2 students to try to judge a sample self-assessment report according to the criteria, so as to check whether students have mastered the criteria. Design Intention: Clarifying the self-assessment criteria is the premise of effective self-assessment. Many students are not clear about how to evaluate themselves, so the detailed explanation of the criteria can help students establish a clear evaluation standard, avoid blindness in self-assessment. The form of the table is intuitive and easy to understand, which is convenient for students to refer to during self-assessment. The sample judgment link can further deepen students’ understanding of the criteria and ensure that each student can use the criteria to evaluate themselves accurately. Step 3: Individual Self-assessment (Core Link) The teacher distributes the self-assessment worksheet to each student. The worksheet includes four parts, corresponding to the four-dimensional core literacy. Each part has specific guiding questions to help students carry out self-assessment. For example: Language Competence: What core vocabulary and sentence patterns of this unit have you mastered? Can you use them to write a short paragraph about your creative performance? What vocabulary or sentence patterns do you find difficult to use? Thinking Quality: Did you put forward creative ideas in the group activities of this unit? Can you analyze the reasons why your creative ideas were adopted or not adopted? Do you think you have made progress in logical and innovative thinking? Cultural Awareness: What do you know about the importance of creativity in different countries and cultures? Do you think we should learn from the creative experience of other cultures? Why or why not? Learning Ability: How did you learn the content of this unit? What learning methods did you use to improve your understanding of creativity? What problems did you encounter in the learning process, and how did you solve them? What learning strategies do you need to adjust? Students are asked to complete the worksheet independently in English. During this process, the teacher walks around the classroom, observes students’ performance, and provides timely help for students who have difficulties. For example, if some students do not know how to express “I need to improve my ability to put forward creative ideas”, the teacher can guide them to use the sentence pattern “I need to improve my ability to...”; if some students cannot clearly analyze their own deficiencies, the teacher can ask guiding questions such as “What problems did you encounter when you participated in the creative discussion?” to help them sort out their ideas. After students finish the worksheet, the teacher asks them to check their own answers carefully, and revise the inappropriate expressions or incorrect sentences. At the same time, the teacher reminds students to be honest in self-assessment, not to overestimate or underestimate themselves, and to base their evaluation on their actual learning performance. Design Intention: Individual self-assessment is the core of this lesson, which can help students deeply reflect on their own learning process and performance. The guiding questions on the worksheet can guide students to carry out self-assessment in a targeted way, avoiding empty evaluation. The independent completion link can cultivate students’ self-reflection ability and independent learning ability. The teacher’s guidance and help can solve the difficulties encountered by students in the self-assessment process, ensure that each student can complete the self-assessment smoothly, and improve the authenticity and effectiveness of self-assessment. Step 4: Group Exchange and Mutual Evaluation Students are divided into groups of 4-5, and each student shares their self-assessment results in the group in turn. When sharing, students need to explain their advantages, deficiencies and improvement plans in detail. After each student shares, other members of the group give feedback and mutual evaluation. The teacher puts forward clear requirements for mutual evaluation: 1. Focus on the four-dimensional core literacy, and evaluate objectively according to the self-assessment criteria; 2. Affirm the advantages of the student, and put forward constructive suggestions for their deficiencies; 3. Use polite and appropriate English expressions, such as “I think you have done well in...”, “You can improve by...”, “I suggest you...”. For example, if a student says “I am not good at using the word ‘innovate’ in sentences”, other group members can suggest “You can practice by making sentences with ‘innovate’ every day, such as ‘We need to innovate our learning methods’”. During the group exchange, the teacher walks around each group, listens to the exchange situation, and guides the groups that have problems in exchange. For example, if some groups only affirm each other and do not put forward constructive suggestions, the teacher can remind them: “While affirming your classmates’ advantages, you can also put forward some suggestions to help them make progress.” If some students use incorrect English expressions during the exchange, the teacher can correct them in time and guide them to use the correct expressions. After the group exchange, each group selects one representative to share the group’s exchange results with the whole class. The representative needs to introduce the common advantages and deficiencies of the group members, and the valuable improvement plans put forward in the group. After the representative shares, the teacher makes a brief comment, affirms the highlights of the group exchange, and puts forward suggestions for improvement. Design Intention: Group exchange and mutual evaluation can make students learn from each other, understand the advantages and deficiencies of others, and thus have a more comprehensive understanding of their own learning situation. Mutual evaluation can not only cultivate students’ critical thinking ability and communication ability, but also let students learn to appreciate others and put forward constructive suggestions. The class sharing link can expand the influence of group exchange, let students learn from more peers, and at the same time exercise the representative’s oral expression ability. The teacher’s guidance and comment can ensure the quality of group exchange and mutual evaluation, and guide students to carry out effective exchange and evaluation. Step 5: Teacher Evaluation and Summary First, the teacher makes a comprehensive evaluation of the students’ self-assessment and group exchange performance. The teacher affirms the students’ positive attitude in self-assessment and the active performance in group exchange, and points out the common advantages of the students: most students can accurately reflect their own learning gains and deficiencies, can use the core vocabulary and sentence patterns of the unit flexibly, and can put forward targeted improvement plans. At the same time, the teacher also points out the common problems: some students’ self-assessment is not detailed enough, the analysis of deficiencies is not in-depth; some students’ mutual evaluation is not objective enough, and the suggestions put forward are not specific; some students’ oral expression is not fluent enough when sharing. Then, the teacher combines the unit’s theme of creativity and the students’ self-assessment results, and makes a summary of the unit: “Creativity is an important ability in our study and life. Through this unit’s study, we have learned the importance of creativity, mastered the relevant English vocabulary and sentence patterns, and made progress in thinking quality and learning ability. Self-assessment is a good way to help us find our own problems and make progress. I hope you can take the self-assessment results seriously, put forward practical improvement plans, and continue to improve your English ability and creative ability in future study.” In addition, the teacher puts forward specific requirements for the follow-up study according to the students’ common problems: 1. For students who are not familiar with core vocabulary and sentence patterns, they should strengthen memory and practice, and make 5-10 sentences with core words every day; 2. For students who have insufficient self-reflection, they should keep a learning diary and record their learning gains and problems every week; 3. For students who are not fluent in oral expression, they should actively participate in oral practice activities, such as group discussions, speeches, etc. Design Intention: Teacher evaluation and summary can help students comprehensively understand their own performance in this lesson, and clarify the common problems and improvement directions. The teacher’s affirmation can enhance students’ learning confidence, while the pointed suggestions can help students carry out targeted improvement. The connection between the summary and the unit theme can deepen students’ understanding of the unit content, and the follow-up requirements can guide students to apply the results of self-assessment to future study, realizing the continuity of learning. Step 6: Homework Arrangement Revise the self-assessment worksheet according to the group mutual evaluation and teacher’s comments, and write a formal self-assessment report (150-200 words), which includes advantages, deficiencies, improvement plans and expectations for future learning. The report should use the core vocabulary and sentence patterns of the unit flexibly, and the language should be accurate and fluent. According to their own improvement plans, complete a small learning task: for example, students who need to strengthen vocabulary can memorize 10 core words of the unit and make sentences; students who need to improve oral expression can record a 1-minute oral speech about their creative ideas and send it to the teacher. Preview the content of the next unit, and collect some English materials about creativity (such as short stories, pictures, videos, etc.) to prepare for the next lesson. Design Intention: The homework is designed to consolidate the results of this lesson and guide students to apply the self-assessment results to practical learning. The formal self-assessment report can exercise students’ writing ability and deepen their self-reflection. The small learning task is targeted, which can help students solve their own deficiencies in a targeted way. Previewing and collecting materials can lay a foundation for the next lesson and cultivate students’ autonomous 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 $