Unit 2 Things that matter-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 2 Things that matter-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to express values in English, cultivating cultural awareness of cherishing friendship and social connection, developing critical thinking to judge things’ importance, and fostering learning ability to reflect on and optimize their own learning process independently. 教学重难点 Key points: Mastering core vocabulary and sentence patterns related to "things that matter", and being able to use them to complete self-assessment and express personal views. Difficult points: Reflecting on learning objectively and using English to analyze the significance of important things logically. 教学过程 Step 1: Lead-in and Review (Warm-up and Knowledge Consolidation) The teacher starts the class with an open question: “What things are most important in your life? And why?” Ask 3-4 students to share their answers in simple English. After their sharing, the teacher briefly comments and guides students to connect their answers with the core content of Unit 2, such as friendship, courage, responsibility and other themes involved in the unit texts like The Last Leaf. Then, the teacher presents 10 core vocabulary words and 5 key sentence patterns of the unit on the screen, including precious, companionship, support, trust, significance, It is important to cherish the things that matter to us., I realize that friendship plays an irreplaceable role in my life. , etc. Ask students to read them aloud together twice, and invite individual students to make simple sentences with 2-3 words and 1 sentence pattern respectively to review the language knowledge learned in the unit. Design Intention: The open question at the beginning is designed to arouse students’ enthusiasm and participation, guide them to combine their own life experience to think about the theme of "things that matter", and lay a emotional and cognitive foundation for the subsequent self-assessment. Reviewing core vocabulary and sentence patterns helps students consolidate the language basis, ensure that they have the necessary language support when carrying out self-assessment activities, and avoid obstacles in expression due to lack of vocabulary or unfamiliar sentence patterns. At the same time, connecting the review with the unit texts strengthens the connection between the self-assessment and the previous teaching content, making the teaching process coherent and systematic. Step 2: Introduce Self-assessment (Clarify the Purpose and Requirements) The teacher introduces the purpose of this self-assessment: “After learning Unit 2, we need to check our own learning effects, find out our strengths and weaknesses in language learning, cultural understanding and thinking development, and then put forward targeted improvement suggestions for ourselves.” Then, the teacher explains the specific requirements of the self-assessment in detail in English, focusing on three aspects: first, objectively evaluate your mastery of the unit’s language knowledge (vocabulary, sentence patterns, grammar); second, reflect on your performance in the unit’s learning activities (such as reading, speaking, group discussion, etc.); third, analyze your understanding of the theme “things that matter” and whether you can apply the learned knowledge to express your own views on important things. In order to help students better understand the requirements, the teacher presents a sample self-assessment report on the screen, which includes three parts: strengths, weaknesses and improvement plans. The sample uses simple and concise language, closely combines the unit content, and highlights the connection between self-assessment and language application. The teacher reads the sample aloud, explains the key points of each part, and emphasizes that students should be honest and objective in the self-assessment, avoid perfunctory or exaggerated descriptions, and use the vocabulary and sentence patterns learned in the unit as much as possible to complete the assessment. Design Intention: Clarifying the purpose and requirements of self-assessment helps students establish a correct understanding of the activity, avoid blindness in the process of self-assessment, and ensure that the self-assessment can really play a role in checking and promoting learning. The sample self-assessment report provides a specific reference for students, solves the problem that some students do not know how to start, reduces their cognitive burden, and guides them to use the learned language knowledge in practice, which is in line with the requirement of cultivating students’ language ability. At the same time, emphasizing the objectivity of self-assessment helps students develop a serious learning attitude and the ability of self-reflection. Step 3: Guided Self-assessment (Layered Guidance and Independent Practice) This link is divided into three stages to carry out guided self-assessment, so as to help students complete the assessment step by step and ensure the depth and comprehensiveness of the assessment. The first stage is the assessment of language knowledge. The teacher presents a self-assessment checklist on the screen, which includes the following items: 1. I can master and correctly use the core vocabulary of the unit (such as precious, companionship, significance, etc.). 2. I can use the key sentence patterns of the unit to express simple views. 3. I can understand and use the grammar points involved in the unit (such as attributive clauses, adverbial clauses) correctly. 4. I can read and understand the texts of the unit and extract key information. 5. I can write short passages related to the theme of “things that matter” with the learned knowledge. Students are asked to judge their own mastery according to the checklist, mark “Proficient”, “Basic Proficient” or “Needs Improvement” after each item, and briefly explain the reasons for “Basic Proficient” or “Needs Improvement” in 1-2 sentences. For example, if a student marks “Needs Improvement” in item 3, he can write: “I sometimes make mistakes in the use of adverbial clauses of reason, especially the distinction between because, since and as.” The second stage is the assessment of learning behavior and ability. The teacher guides students to think and answer the following questions in English: 1. Did I actively participate in group discussions and speaking activities in the unit learning? 2. Did I take notes carefully and sort out the knowledge points in time after class? 3. Did I take the initiative to consult teachers or classmates when I met difficulties in learning? 4. Did I use extra-curricular time to expand relevant knowledge (such as reading short passages about friendship or responsibility)? Students are asked to answer these questions truthfully, summarize their own learning behavior, and put forward their own deficiencies in learning ability, such as “I didn’t take the initiative to consult others when I met difficulties, which affected my learning efficiency”. The third stage is the assessment of theme understanding and thinking development. The teacher puts forward guiding questions: 1. What have you learned about “things that matter” through this unit? 2. Can you distinguish between things that are really important and things that are trivial in life? 3. How do you think we should cherish the important things around us? 4. Have you changed your views on some things after learning this unit? Students are asked to think deeply about these questions, express their own views in English, and combine their own life experience to give specific examples. For example, a student can answer: “Through this unit, I realize that friendship is more important than material things. My best friend helped me a lot when I was in trouble, which made me understand the true meaning of companionship. I will cherish our friendship more in the future.” During the process of students’ independent self-assessment, the teacher walks around the classroom, observes the situation of each student, provides timely guidance for students who have difficulties, such as helping students who cannot express their views accurately choose appropriate vocabulary and sentence patterns, and reminds students who are perfunctory to seriously reflect on their own learning. At the same time, the teacher records the common problems of students in the self-assessment process, such as the inaccurate use of certain vocabulary, the unclear expression of views, etc., which lays a foundation for the subsequent summary and feedback. Design Intention: The layered guided self-assessment breaks down the complex self-assessment task into three relatively simple stages, which conforms to the cognitive law of senior high school students and helps them complete the assessment step by step. The self-assessment checklist makes the assessment standards more clear and specific, avoiding the ambiguity of students’ self-assessment. The guiding questions in each stage not only guide students to reflect on their own learning comprehensively, but also promote the development of their thinking ability, especially the critical thinking ability of distinguishing the importance of things. The teacher’s on-site guidance ensures that each student can complete the self-assessment smoothly, and timely discovers the common problems of students, which is conducive to the pertinence of the subsequent teaching. Step 4: Group Exchange and Mutual Evaluation (Mutual Learning and Improvement) After students complete the independent self-assessment, the teacher organizes students to carry out group exchange activities. Students are divided into groups of 4-5 people, and each student in the group shares his own self-assessment report in turn, including his own strengths, weaknesses and improvement plans. After each student’s sharing, other students in the group give comments and suggestions, focusing on two aspects: first, affirm the strengths of the sharer, such as “Your mastery of core vocabulary is very solid, and the sentences you made are very accurate”; second, put forward constructive suggestions for the sharer’s weaknesses, such as “You can use more complex sentence patterns when expressing your views, which can make your expression more vivid and logical”. The teacher puts forward clear requirements for group exchange: 1. All students must speak in English, and try to use the vocabulary and sentence patterns learned in the unit. 2. When commenting, they should be polite and objective, focus on helping each other and making progress together, and avoid negative or sarcastic remarks. 3. Each group should select a recorder to record the key points of the group’s exchange, including the common strengths and weaknesses of the group members, and the better improvement suggestions. After the group exchange, each group sends a representative to share the group’s exchange results with the whole class, introducing the group’s overall learning situation and the most valuable improvement suggestions. During the group exchange, the teacher walks around each group, listens to the exchange situation, guides the groups that have no clear direction of exchange, reminds students to focus on the key points of self-assessment, and encourages students who are not willing to speak to actively express their views. For groups with good exchange effects, the teacher gives timely praise and affirmation, and summarizes their advantages for other groups to learn from. Design Intention: Group exchange and mutual evaluation not only provide students with more opportunities to use English, but also help them learn from each other’s strengths and make up for their own weaknesses. Through listening to the self-assessment of other students, students can have a more comprehensive understanding of their own learning level, and find out the problems that they have not noticed. The process of commenting on others also cultivates students’ critical thinking ability and communication ability, and strengthens their sense of cooperation. The teacher’s guidance and praise can stimulate students’ enthusiasm for participation, ensure the effectiveness of group exchange, and make the mutual evaluation link play a real role in promoting mutual learning and improvement. Step 5: Teacher Summary and Feedback (Focus on Guidance and Improvement) First, the teacher summarizes the overall situation of students’ self-assessment and group exchange, affirms the advantages of students in this self-assessment activity, such as the objective reflection of their own learning situation, the active participation in group exchange, and the accurate use of some core vocabulary and sentence patterns. At the same time, the teacher points out the common problems existing in students’ self-assessment, such as: 1. Some students are not objective enough in self-assessment, either overestimating their own learning level or underestimating their own strengths; 2. Some students have inaccurate use of grammar points, especially the flexible application of attributive clauses and adverbial clauses; 3. Some students’ expression of views is not clear enough, lacking specific examples to support; 4. Some students’ improvement plans are not targeted, and they cannot put forward practical improvement measures according to their own weaknesses. For the common problems, the teacher gives targeted guidance and explanation. For example, for the inaccurate use of grammar points, the teacher combines simple examples to review the key points of attributive clauses and adverbial clauses, and invites students to correct the wrong sentences in their self-assessment reports on the spot; for the unclear expression of views, the teacher guides students to use the sentence pattern “First..., Second..., Finally...” to organize their language and add specific examples to make their views more convincing. Then, the teacher puts forward specific requirements for students’ improvement plans, guiding them to combine their own weaknesses to formulate operable improvement measures, such as “If you are not proficient in core vocabulary, you can make a vocabulary review plan, memorize 5-10 words every day and make sentences with them; if you are not good at expressing views in English, you can practice speaking for 10 minutes every day, talking about your views on small things in life”. In addition, the teacher connects the self-assessment with the theme of the unit, emphasizes that “things that matter” not only include friendship, responsibility and other abstract concepts, but also include the attitude towards learning and the ability of self-improvement. Through this self-assessment, students should not only find out their own learning problems, but also realize the importance of cherishing the learning opportunity and constantly improving themselves, so as to achieve the integration of language learning and value shaping. Design Intention: The teacher’s summary and feedback is an important link to improve the effect of self-assessment. Pointing out the common problems of students can help them have a clear understanding of their own learning deficiencies, and targeted guidance can help them find the correct way to improve, avoiding the blindness of subsequent learning. Combining the self-assessment with the unit theme, we can further deepen students’ understanding of the theme “things that matter”, realize the organic integration of language teaching and value education, and meet the requirements of cultivating students’ cultural awareness and thinking quality. At the same time, putting forward specific requirements for the improvement plan helps students clarify the direction of subsequent learning and cultivate their learning ability of self-planning and self-improvement. Step 6: Consolidation and Extension (Strengthen Application and Deepen Understanding) First, ask students to revise and improve their own self-assessment reports according to the teacher’s feedback and the suggestions of group members, supplement the content that is not clear or inaccurate, and improve the improvement plan to make it more targeted and operable. After revising, students submit their self-assessment reports to the teacher, and the teacher will check them one by one, give individual comments and guidance for each student’s report, and record the key points of each student’s weaknesses and improvement direction, so as to provide a basis for the subsequent personalized teaching. Then, the teacher designs an extended writing task: “Write a short passage of 80-100 words, titled ‘The Most Important Thing in My Life’, which combines the self-assessment results and the theme of the unit, expresses your own views on the most important thing in your life, and explains the reasons. Requirements: Use at least 5 core vocabulary words and 2 key sentence patterns of the unit, and the logic is clear and the expression is accurate.” Students are asked to complete the writing task independently in class, and the teacher walks around to provide guidance for students who have difficulties in writing, such as helping them sort out the writing ideas and choose appropriate vocabulary and sentence patterns. After students complete the writing task, the teacher selects 2-3 excellent compositions and 1-2 compositions with common problems to display on the screen, comments on them in detail, affirms the advantages of excellent compositions, such as accurate use of language, clear logic and rich content, and points out the problems in the compositions with deficiencies, such as incorrect use of vocabulary, unclear expression and illogical structure, and guides students to correct them together. Finally, ask students to exchange their compositions in pairs, read each other’s works and give comments, so as to further improve their writing ability. Design Intention: Revising the self-assessment report helps students deepen their understanding of their own learning situation and consolidate the effect of self-assessment. The extended writing task connects the self-assessment with the writing ability training, which not only strengthens the application of the unit’s language knowledge, but also deepens students’ understanding of the unit theme, and achieves the goal of improving students’ language ability. Displaying and commenting on the compositions helps students learn from each other, find out their own problems in writing, and improve their writing level. Pair exchange and mutual evaluation further expands the opportunity for students to use English, and cultivates their ability of writing evaluation and modification. Step 7: Homework Arrangement (Extend Learning and Form a Habit) The teacher arranges two after-class tasks: 1. Further revise the self-assessment report and the extended writing task according to the comments of the teacher and classmates, and sort out the unit’s knowledge points and their own weaknesses into a study notebook, which is used as a reference for subsequent review. 2. Interview one of your family members or friends, ask them “What things are most important in your life?”, record their answers in English, and write a short interview report of 50-60 words, which will be shared in the next class. At the same time, the teacher reminds students to insist on the improvement plan formulated in the self-assessment, and record their own learning progress every day, so as to cultivate the habit of self-management and self-improvement. Design Intention: The after-class homework is an extension of the in-class teaching, which helps students consolidate the learning results and form a good learning habit. Sorting out the knowledge points and weaknesses helps students establish a systematic knowledge system and clarify the direction of subsequent review. The interview task not only expands students’ language application scenarios, but also enables them to understand the different views of others on “things that matter”, enriches their thinking, and further deepens their understanding of the unit theme. Asking students to insist on the improvement plan helps them cultivate the learning ability of self-supervision and self-optimization, which is in line with the requirements of the four-dimensional core literacy. 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 $