Unit 3 Mind and body-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 3 Mind and body-Self-assessment 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master mind-body related vocabulary and expressions, understand the connection between mind and body, develop critical thinking and form scientific self-assessment and learning strategies. 教学重难点 Key: Mastering core vocabulary and sentence patterns about mind and body, and using them to conduct self-assessment. Difficulty: Reflecting on learning gains and deficiencies accurately in English and putting forward practical improvement plans. 教学过程 Lead-in: Activate Prior Knowledge and Introduce Self-assessment The teacher starts the class with an open question: “After learning Unit 3 Mind and Body, what have you learned about the relationship between mind and body? Can you list one thing you have mastered and one thing you are confused about?” Students are given a few minutes to think independently and then invited to share their ideas with the whole class. Some students may mention words like “stress”, “relaxation”, “mental health” or sentences like “A healthy mind resides in a healthy body”, while others may express confusion about how to use complex sentences to describe mental states. After listening to students’ sharing, the teacher summarizes: “Today we will carry out a self-assessment for Unit 3. Through this activity, we will check our learning results, find out our strengths and weaknesses, and make plans for further improvement. Self-assessment is an important way to improve our learning ability, which can help us become more autonomous learners.” Design Intention: This lead-in links the new lesson with students’ previous learning experience, activates their prior knowledge of the unit theme, and guides them to initially reflect on their learning situation. By asking open questions, it stimulates students’ thinking enthusiasm, reduces their anxiety about self-assessment, and naturally introduces the theme of the lesson. At the same time, it conveys the significance of self-assessment, laying a foundation for the smooth development of subsequent teaching activities. Vocabulary and Expression Review: Lay a Foundation for Self-assessment First, the teacher organizes a “Vocabulary Brainstorming” activity. The teacher writes the core theme “Mind and Body” on the blackboard and asks students to work in groups of 4 to list all the vocabulary and expressions related to the theme they have learned in this unit. Each group sends a representative to write their answers on the blackboard. Common vocabulary and expressions may include: mental health, physical health, stress, anxiety, depression, relaxation, exercise, meditation, balance, keep a positive attitude, cope with pressure, improve concentration, build confidence, etc. After all groups finish sharing, the teacher checks and supplements the vocabulary, focusing on correcting the pronunciation and spelling of difficult words such as “anxiety”, “depression”, “meditation”. Then, the teacher presents some sentences with blanks, and asks students to fill in the blanks with the reviewed vocabulary and expressions. For example: We should do more exercise to keep our ______ health. When feeling stressed, we can try ______ to relax ourselves. A positive attitude helps us ______ difficulties in life. After students finish filling in the blanks, the teacher invites them to read the sentences aloud and checks the answers, emphasizing the correct usage of collocations and sentence structures. Design Intention: Vocabulary and expressions are the basis for students to carry out self-assessment in English. Through the brainstorming activity, students can systematically sort out the vocabulary and expressions they have learned, deepen their memory and understanding. The blank-filling exercise helps students apply the learned vocabulary and expressions in specific contexts, improving their language application ability. Group cooperation also cultivates students’ cooperative learning ability, making the review process more active and efficient. Self-assessment Guidance: Clarify Standards and Methods The teacher distributes the self-assessment form (in English) to each student, and introduces the assessment standards and methods in detail. The self-assessment form includes four aspects corresponding to the four-dimensional core literacy: language competence, cultural awareness, thinking quality and learning ability. For each aspect, there are specific assessment items and three levels: “Excellent”, “Good” and “Needs Improvement”. For example, under the item of language competence: “I can master and use the core vocabulary and sentence patterns of the unit correctly.” Under cultural awareness: “I can understand the differences in the concept of mind and body between different cultures and respect cultural diversity.” Under thinking quality: “I can analyze the relationship between mind and body and put forward my own views.” Under learning ability: “I can actively participate in unit learning activities and sum up learning experience in time.” The teacher explains each assessment item in simple English, ensuring that every student understands the requirements. Then, the teacher gives an example: “If you can use the word ‘meditation’ correctly in sentences and talk about its benefits, you can choose ‘Excellent’ for the corresponding item in language competence. If you can only recognize the word but can’t use it flexibly, you can choose ‘Good’. If you don’t know the word at all, you need to choose ‘Needs Improvement’ and make a note to review it after class.” The teacher also reminds students to be honest in self-assessment, not to overestimate or underestimate themselves, and to combine their own learning situation to make objective judgments. At the same time, the teacher encourages students to write down specific examples to support their assessments, such as “I can talk about how to cope with stress by using the sentence ‘When I feel stressed, I usually listen to music and do some exercise’.” Design Intention: Clarifying the assessment standards and methods is the key to ensuring the effectiveness of self-assessment. The self-assessment form closely links with the four-dimensional core literacy, making the assessment more systematic and targeted. By giving specific examples, the teacher helps students understand how to conduct self-assessment, avoiding the situation of blind assessment. Emphasizing honesty and objectivity guides students to form a correct attitude towards self-assessment, and writing specific examples helps students deepen their understanding of their own learning situation. Independent Self-assessment: Conduct In-depth Reflection Students conduct independent self-assessment according to the self-assessment form. During this process, the teacher walks around the classroom, observes students’ performance, and provides timely guidance to students who have difficulties. For example, some students may not be sure about their level in a certain assessment item, and the teacher can ask guiding questions: “Can you use this sentence pattern to describe your own mental state? Do you think you can express your views clearly?” For students who are not familiar with some vocabulary or expressions, the teacher reminds them to refer to the textbook or notes, but not to copy directly. Students need to fill in the self-assessment form carefully, tick the corresponding level for each item, write down specific examples or reasons, and put forward their own improvement plans for the items that need improvement. For example, if a student chooses “Needs Improvement” for the item “I can use complex sentences to describe mental states”, he can write: “I often make mistakes in using attributive clauses when talking about mental health. I plan to do more exercises about attributive clauses and ask the teacher for help when I have questions.” After students finish their independent self-assessment, they are asked to check their self-assessment forms again, ensure that the content is true and specific, and make revisions if necessary. The teacher reminds students that self-assessment is not only a process of checking learning results, but also a process of self-reflection. They should focus on finding their own deficiencies and thinking about how to improve, rather than just pursuing high scores. Design Intention: Independent self-assessment is the core link of this lesson, which can help students deeply understand their own learning situation. During the process, the teacher’s guidance ensures that students can conduct self-assessment smoothly and objectively. Asking students to write down specific examples and improvement plans makes the self-assessment more practical and operable, and helps students form the habit of self-reflection and autonomous learning. At the same time, it cultivates students’ sense of responsibility and self-management ability. Group Exchange: Learn from Each Other and Improve Together Students are divided into groups of 4 again to share their self-assessment results. Each student takes turns to introduce their strengths, deficiencies and improvement plans, and other group members can listen carefully, ask questions or give suggestions. For example, if a student says that he is not good at using vocabulary related to mental health, other students can share their own memory methods, such as associating words with specific scenes or making word cards. If a student puts forward an improvement plan of doing more reading exercises, other students can recommend relevant English articles or materials about mind and body. The teacher requires students to use English to communicate during the group exchange, and reminds them to use the vocabulary and expressions reviewed earlier. The teacher walks around each group, listens to their exchanges, and guides them to focus on the key points, such as how to make practical improvement plans and how to use the learned knowledge to express their views. For groups with poor communication, the teacher can give guiding questions: “What do you think of your group member’s self-assessment? Do you have any good suggestions for his improvement plan?” After the group exchange, each group selects a representative to share the group’s overall situation with the whole class, including the common strengths of the group, the common deficiencies and the improvement plans put forward by the group. For example, a group representative may say: “Our group members are good at mastering the core vocabulary of the unit, but we all have difficulties in using complex sentences to describe mental states. We plan to practice writing short passages about mental health together after class and check each other’s mistakes.” Design Intention: Group exchange provides a platform for students to learn from each other. Through sharing and communication, students can find their own advantages and deficiencies more clearly, and learn useful learning methods and improvement experiences from their classmates. Communicating in English not only improves students’ oral expression ability, but also strengthens their application of the learned vocabulary and expressions. Group cooperation also cultivates students’ communication ability and cooperative learning ability, making the self-assessment process more interactive and comprehensive. Teacher Evaluation and Summary: Guide Improvement and Consolidate Gains First, the teacher comments on the self-assessment and group exchange activities. The teacher affirms the positive performance of the students, such as being honest in self-assessment, actively participating in group exchange, and putting forward practical improvement plans. At the same time, the teacher points out the common problems existing in the students’ self-assessment, such as some students’ self-assessment is too general without specific examples, some improvement plans are not operable, and some students have difficulties in using English to express their views accurately. For these problems, the teacher gives specific guidance: “When writing self-assessment, we should combine specific learning examples to make our evaluation more objective. Improvement plans should be specific and operable, such as ‘I will recite 5 core words every day’ instead of ‘I will learn more words’. When expressing views in English, we can use simple and clear sentences first, and then gradually use complex sentences to improve our expression ability.” Then, the teacher summarizes the key points of the unit again, focusing on the core vocabulary, sentence patterns and the connection between mind and body. The teacher emphasizes: “Through this unit’s learning, we not only master the relevant English knowledge, but also understand the importance of balancing mind and body. We should apply the knowledge we have learned to our daily life, keep a positive attitude, and maintain physical and mental health. At the same time, we should form the habit of self-assessment, regularly check our learning results, find out our deficiencies, and continuously improve our learning ability.” Finally, the teacher assigns after-class tasks: Revise the self-assessment form according to the teacher’s comments and group suggestions, and improve the improvement plan. Write a short self-assessment report (about 100 words) in English, introducing your learning gains, deficiencies and improvement plans in this unit. Review the core vocabulary and sentence patterns of the unit, and finish the relevant exercises in the textbook. Design Intention: Teacher evaluation and summary play a guiding role in students’ self-assessment. Affirming students’ performance can enhance their learning confidence, while pointing out problems and giving guidance can help students correct their mistakes and improve their self-assessment ability. Summarizing the unit knowledge helps students consolidate their learning gains and form a systematic knowledge framework. The after-class tasks connect the in-class self-assessment with the after-class learning, further deepening students’ self-reflection and promoting their continuous improvement. Extension Activity: Apply Knowledge to Practice In order to further consolidate the learning results and apply the learned knowledge to practice, the teacher organizes an extension activity: “Mental Health Proposal”. Students are asked to work in groups to write a proposal in English about how to maintain mental health in daily life, combining the knowledge they have learned in this unit. The proposal should include specific suggestions, such as doing more exercise, keeping a positive attitude, communicating with others actively, and learning to relax. Each group can design the format of the proposal by themselves, and add relevant pictures or illustrations if possible. After finishing the proposal, each group posts their proposal on the classroom blackboard or wall, and introduces their proposal to the whole class. The teacher comments on each group’s proposal, affirming their creativity and practicality, and putting forward suggestions for improvement. For example, some groups may put forward simple suggestions, and the teacher can guide them to add more specific methods, such as “Doing 30 minutes of exercise every day, such as running, swimming or yoga, can help us relieve stress and keep a healthy mind.” Design Intention: The extension activity combines the unit theme with real life, enabling students to apply the learned vocabulary, expressions and knowledge to practical writing and oral expression. Writing a proposal cultivates students’ writing ability and logical thinking ability, while group cooperation enhances their cooperative learning ability and creativity. Introducing the proposal to the whole class improves students’ oral expression ability and self-confidence. At the same time, it deepens students’ understanding of mental health and guides them to pay attention to their own physical and mental health in daily life. Reflection and Summary: Deepen the Understanding of Self-assessment At the end of the class, the teacher asks students to think about the following questions: “What have you learned from today’s self-assessment activity? How do you think self-assessment can help you improve your English learning? What difficulties did you encounter in today’s activity and how did you solve them?” Students are given a few minutes to think independently, and then invited to share their reflections with the whole class. Some students may say that they have a clearer understanding of their own learning situation through self-assessment, some may say that they have learned useful learning methods from their classmates, and some may say that they have improved their ability to express views in English. After listening to students’ reflections, the teacher summarizes: “Self-assessment is an important part of English learning. It can help us understand our own strengths and weaknesses, make reasonable learning plans, and become more autonomous learners. I hope you can insist on conducting self-assessment after each unit’s learning, and continuously improve your English ability and comprehensive quality.” Design Intention: The reflection and summary link helps students deepen their understanding of self-assessment, sort out the gains and experiences in the lesson, and form a correct understanding of self-assessment. By sharing reflections, students can learn from each other’s experiences, further improve their self-reflection ability and learning ability. At the same time, it ends the lesson with a positive note, encouraging students to insist on self-assessment and lay a foundation for their long-term English learning. 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 $