Unit 1 Across the globe-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 1 Across the globe-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to use global-related words and sentences flexibly. It cultivates cultural awareness to respect global cultural diversity, develops thinking quality through logical analysis and critical thinking, and enhances learning ability for autonomous summary and self-improvement. 教学重难点 Key points: Mastering core vocabulary and sentence patterns about global communication and cultural exchange; completing self-assessment independently. Difficult points: Using learned knowledge to reflect on learning deficiencies and putting forward targeted improvement plans. 教学过程 Lead-in: Review and Introduction (Warm-up and Goal Setting) The teacher starts the class by showing a short video about global cultural exchanges, including scenes of international students communicating, cross-cultural festivals, and global cooperation projects. After playing the video, the teacher asks students two questions in English: “What did you see in the video? How does it relate to what we have learned in Unit 1 Across the globe?” Then, the teacher guides students to review the core contents of the unit, such as key vocabulary (e.g., cultural diversity, cross-cultural communication, global cooperation, adapt to), important sentence patterns (e.g., It is important to respect different cultures when communicating across the globe; We can learn a lot from the exchange of different cultures), and the main themes of the unit—understanding global diversity, promoting cross-cultural communication, and building a harmonious global community. After the review, the teacher clearly introduces the purpose of this self-assessment class: “Today, we will conduct a comprehensive self-assessment of our learning in Unit 1. Through this self-assessment, we will find out our strengths and weaknesses, summarize our learning experience, and put forward improvement plans to make our English learning more effective.” Design Intention: The short video about global cultural exchanges can quickly attract students’ attention and arouse their interest in learning, which is closely linked to the theme of Unit 1. Reviewing the core contents of the unit helps students sort out the knowledge system they have learned, lay a solid foundation for the subsequent self-assessment, and let students clearly understand the connection between the self-assessment and the unit learning. Clearly putting forward the teaching purpose enables students to establish clear learning goals and enhance their initiative and pertinence in participating in the self-assessment. Knowledge Self-assessment: Vocabulary and Sentence Patterns (Foundation Check) First, the teacher organizes a “Vocabulary Challenge” activity. The teacher presents the Chinese meanings of core vocabulary in Unit 1 on the blackboard or multimedia, such as “文化多样性” “跨文化交流” “适应” “合作” “尊重” “差异”, and asks students to write down the corresponding English words independently on their exercise books. After students finish writing, the teacher invites several students to write their answers on the blackboard, then corrects them uniformly, and asks students to mark the words they wrote wrong or could not remember. For the words with high error rates, such as “cultural diversity” and “cross-cultural communication”, the teacher leads students to read them aloud several times, explains their usage and collocations (e.g., “promote cross-cultural communication”, “respect cultural diversity”), and gives example sentences combined with the unit context. Then, the teacher carries out the “Sentence Pattern Application” task. The teacher presents three scenarios related to global communication: 1. Talking about the importance of respecting cultural differences; 2. Introducing the experience of adapting to a new cultural environment; 3. Expressing the significance of global cooperation. Students are required to use the key sentence patterns they have learned in the unit to complete sentences or short paragraphs for each scenario independently. After completion, students exchange their works in pairs, check each other’s errors in grammar, word collocation and sentence coherence, and put forward revision suggestions. The teacher walks around the classroom to observe students’ performance, provides timely guidance for students with difficulties, and selects several typical works (both excellent and defective) to comment on in class, emphasizing the key points and common mistakes of sentence pattern application. Design Intention: Vocabulary and sentence patterns are the foundation of English learning. The “Vocabulary Challenge” activity can help students quickly check their mastery of core vocabulary in the unit, find out the words they are not familiar with, and consolidate and strengthen them in time. The “Sentence Pattern Application” task combines scenarios with knowledge application, which can test students’ ability to use sentence patterns flexibly in practical contexts, rather than just memorizing them mechanically. Pair exchange and mutual evaluation not only can let students learn from each other, but also can cultivate their ability to find and correct errors independently. The teacher’s on-site guidance and class comment can effectively solve the common problems in students’ learning and help students deepen their understanding and application of vocabulary and sentence patterns. Skill Self-assessment: Listening, Speaking, Reading and Writing (Comprehensive Check) Listening Self-assessment The teacher plays a listening material related to cross-cultural communication twice. The material is about an international student talking about his experience of studying in China, including his initial difficulties in adapting to Chinese culture, the process of understanding Chinese culture through communication with Chinese classmates, and his feelings about cross-cultural exchange. Before playing the material, the teacher asks students to read the listening tasks carefully: 1. Fill in the blanks with the key information heard (such as the difficulties the international student encountered, the ways to solve them); 2. Answer two questions: What did the international student think of cross-cultural exchange at last? What can we learn from his experience? After playing the material twice, students complete the listening tasks independently. Then, the teacher checks the answers with the whole class, and asks students to self-evaluate their listening performance: if they can complete all tasks correctly, mark “excellent”; if they can complete most tasks correctly but have a few errors, mark “good”; if they have many errors and cannot grasp the key information, mark “to be improved”. For the parts that students generally find difficult, the teacher plays the corresponding part of the listening material again, analyzes the listening skills (such as catching key words, understanding the logical relationship of the context), and guides students to summarize their own listening deficiencies. Speaking Self-assessment The teacher divides students into groups of 4, and assigns a discussion topic: “How can we promote cross-cultural communication in our daily life?” Each group is required to have a 5-minute discussion, and each student should express their own views and opinions. During the discussion, students need to use the vocabulary and sentence patterns learned in the unit, and pay attention to the fluency and coherence of their expression. After the discussion, each group selects a representative to make a 2-minute report to the whole class, introducing the group’s views. After each group’s report, the teacher and other students make comments: the teacher evaluates the students’ performance from the aspects of vocabulary and sentence pattern application, expression fluency, and logicality; other students can put forward their own suggestions. Then, students conduct self-evaluation on their speaking performance: reflect on whether they can express their views clearly and fluently, whether they can actively participate in group discussions, and whether they can use the learned knowledge flexibly. The teacher reminds students to record their own advantages and deficiencies in speaking. Reading Self-assessment The teacher provides a short reading passage about global cultural diversity, which is similar in theme and difficulty to the reading materials in Unit 1. The passage introduces the cultural characteristics of different countries and the significance of respecting cultural diversity. Students are required to read the passage independently and complete the following tasks: 1. Summarize the main idea of the passage in one sentence; 2. Answer 3 detail questions (about the cultural characteristics of a certain country mentioned in the passage, the importance of cultural diversity, etc.); 3. Find out the topic sentence of each paragraph and analyze the logical structure of the passage. After students finish the tasks, the teacher checks the answers, and guides students to analyze the reading skills used in completing the tasks, such as skimming for the main idea, scanning for key details, and analyzing the logical structure of the passage. Then, students self-evaluate their reading ability: reflect on whether they can quickly grasp the main idea of the passage, whether they can accurately find the key details, and whether they can understand the logical relationship of the passage. For students who have difficulties in reading, the teacher provides targeted guidance, such as how to find the topic sentence and how to analyze the logical structure. Writing Self-assessment The teacher assigns a short writing task: “Write a short passage (about 80-100 words) about your understanding of cross-cultural communication. You should use at least 5 core vocabulary and 2 key sentence patterns learned in Unit 1.” Students complete the writing task independently. After finishing, students exchange their compositions in pairs, and evaluate each other’s works according to the following standards: 1. Whether the theme is clear; 2. Whether the vocabulary and sentence patterns are used correctly and flexibly; 3. Whether the logic is coherent; 4. Whether there are grammar and spelling errors. Then, students revise their own compositions according to the evaluation suggestions. The teacher collects some students’ compositions (including excellent ones and those with more problems), comments on them in class, affirms the advantages of excellent compositions, and points out the common problems in the compositions that need to be improved, such as incorrect word collocation, inconsistent logic, and grammar errors. Finally, students conduct self-evaluation on their writing performance, summarize their own advantages and deficiencies in writing, and put forward specific improvement methods. Design Intention: Listening, speaking, reading and writing are the four basic skills of English learning, and they are also the key contents of unit learning. The skill self-assessment is designed to comprehensively test students’ mastery of the four skills, and let students clearly understand their own level in each skill. The design of listening materials, speaking topics, reading passages and writing tasks is closely linked to the theme of Unit 1, which can effectively test students’ ability to apply the learned knowledge to practical language communication. Pair exchange, mutual evaluation and teacher’s comment can help students find their own deficiencies in skills, learn from each other’s advantages, and master corresponding learning methods and skills, so as to improve their comprehensive English application ability. Core Literacy Self-assessment: Comprehensive Reflection The teacher distributes a self-assessment form to each student. The form is divided into four parts corresponding to the four-dimensional core literacy, and each part sets specific evaluation standards and self-evaluation items. For example, in the “Language Ability” part, the evaluation items include: “I can master and use the core vocabulary and sentence patterns of the unit flexibly”, “I can complete listening, speaking, reading and writing tasks smoothly”; in the “Cultural Awareness” part, the evaluation items include: “I can understand and respect the cultural diversity of different countries”, “I can realize the significance of cross-cultural communication”; in the “Thinking Quality” part, the evaluation items include: “I can analyze and summarize the main content of the unit independently”, “I can put forward my own views on cross-cultural communication”; in the “Learning Ability” part, the evaluation items include: “I can take the initiative to review and consolidate the knowledge of the unit”, “I can find my own learning deficiencies and put forward improvement plans”. Students fill in the self-assessment form carefully, tick the corresponding evaluation levels (excellent, good, to be improved) according to their own actual learning situation, and write down specific examples to support their evaluation. For example, if a student thinks his cultural awareness is “good”, he can write: “I can tell the differences between Chinese and Western festivals and respect these differences.” After students finish filling in the self-assessment form, they are invited to share their self-assessment results in groups. Each student introduces their own strengths and deficiencies in the four-dimensional core literacy, and shares their learning experience and confusion. Other students in the group can put forward their own suggestions and opinions. The teacher walks around each group, listens to students’ sharing, and provides timely guidance and encouragement for students with confusion. For example, for students who think their learning ability is “to be improved”, the teacher can guide them to summarize effective learning methods, such as making a learning plan, reviewing regularly, and asking teachers and classmates for help when encountering difficulties. Design Intention: The core literacy self-assessment is the key link of this self-assessment class, which can help students comprehensively reflect on their own learning from the perspective of core literacy, not just limited to knowledge and skills. The self-assessment form with specific evaluation items makes the self-assessment more targeted and operable, and avoids the randomness of self-assessment. Group sharing allows students to learn from each other, understand the learning situation of their classmates, find their own gaps, and at the same time cultivate their ability to express and communicate. The teacher’s guidance and encouragement can help students establish confidence in learning, and guide them to correctly view their own deficiencies, laying a foundation for the subsequent improvement. Summary and Improvement Plan (Consolidation and Development) First, the teacher summarizes the self-assessment situation of the whole class. The teacher affirms the strengths of the students in the unit learning, such as mastering the core vocabulary and sentence patterns solidly, actively participating in skill training, and having a certain sense of cross-cultural respect. At the same time, the teacher points out the common deficiencies of the students, such as the inflexible application of sentence patterns in speaking and writing, the insufficient ability to grasp the logical structure in reading, and the lack of initiative in self-improvement. Then, the teacher guides students to formulate their own improvement plans. The improvement plan should be specific and operable, including the following contents: 1. The deficiencies in knowledge, skills and core literacy; 2. The specific improvement measures (e.g., for the deficiency of vocabulary, plan to memorize 5 core words every day and do 2 vocabulary exercises; for the deficiency of speaking, plan to practice speaking with classmates for 10 minutes every day); 3. The expected goals (e.g., master all core vocabulary within one week, improve the fluency of speaking within two weeks). Students write down their own improvement plans on the back of the self-assessment form, and the teacher checks them one by one, puts forward targeted revision suggestions for the improvement plans that are not specific or operable, and asks students to revise and improve them. Finally, the teacher makes a concluding speech: “Through today’s self-assessment, we have a clear understanding of our own learning situation. The purpose of self-assessment is not to find out our deficiencies and blame ourselves, but to find out the direction of improvement. I hope every student can strictly implement their own improvement plan, keep reflecting and summarizing in the process of learning, constantly improve their English comprehensive ability and core literacy, and become a qualified cross-cultural communicator.” Design Intention: Summarizing the whole class can help students form a comprehensive understanding of the self-assessment situation, affirm their achievements, and clarify the common problems, so as to attract students’ attention. Guiding students to formulate specific and operable improvement plans can help students turn the results of self-assessment into practical actions, and make the self-assessment play a real role in promoting students’ learning. The teacher’s concluding speech can encourage students, help them establish a correct attitude towards learning and self-assessment, and stimulate their motivation for continuous learning. At the same time, it also echoes the theme of the unit, guiding students to establish the awareness of cross-cultural communication and lay a foundation for their future development. Homework Arrangement (Extension and Consolidation) 1. Revise the improvement plan according to the teacher’s suggestions, and stick to implementing it every day; 2. Review the core vocabulary and sentence patterns of Unit 1 again, and finish a set of vocabulary and sentence pattern exercises; 3. Read an English article about cross-cultural communication after class, and write a short reading reflection (about 50 words); 4. Practice speaking with classmates according to the improvement plan, and record the practice content. Design Intention: The homework arrangement is closely linked to the self-assessment and improvement plan, which can help students consolidate the knowledge and skills they have learned, implement the improvement measures, and continuously improve their learning level. The combination of written homework and oral practice can comprehensively consolidate students’ learning achievements, and the reading reflection can help students expand their horizons and deepen their understanding of cross-cultural communication, which is in line with the requirements of core literacy training. 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 $