Unit 4 Words-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 4 Words-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to master Unit 4 words and use them flexibly, cultivating cultural awareness by connecting words with cultural connotations, developing thinking quality through word analysis and application, and fostering learning ability via self-assessment and autonomous summary. 教学重难点 Key points: Master the pronunciation, spelling, core meanings and common collocations of key words in Unit Difficult points: Distinguish confusing words, use words appropriately in different contexts and conduct effective self-assessment of word mastery. 教学过程 Step 1: Lead-in & Review (Warm-up) The teacher starts the class with a word-related situational question: “When we talk about success and failure, what words can you think of?” Then, the teacher presents 8-10 basic words from Unit 4, such as “failure”, “success”, “effort”, “perseverance”, “overcome”, “challenge”, “achieve” and “regret”, in the form of word cards. The teacher reads each word twice, with clear pronunciation and intonation, and asks students to follow along. After that, organize a quick “word matching” activity: display the English words on the left side of the screen and their Chinese meanings on the right, and invite students to connect them quickly. Design Intention: The situational lead-in is closely combined with the theme of Unit 4, which can quickly arouse students’ interest and connect their prior knowledge with the current teaching content. The word matching activity helps students review the basic words in a relaxed atmosphere, lays a foundation for the subsequent self-assessment, and cultivates students’ quick response ability and basic language recognition ability. Verbal praise can stimulate students’ learning enthusiasm and enhance their learning confidence. Step 2: Explanation of Key Words & Collocations (Key Guidance) Before the self-assessment, the teacher focuses on explaining the key and difficult words in Unit 4 to help students sort out the knowledge system and avoid errors in the self-assessment. The teacher selects 15 key words that are frequently used, difficult to master and easy to confuse, including “ambitious”, “discourage”, “dominate”, “emerge”, “fortune”, “guarantee”, “influential”, “motivate”, “persist”, “precise”, “reputation”, “subsequent”, “worthy”, “purchase” and “breakthrough”. For each word, the teacher conducts in-depth explanation from four aspects: pronunciation, spelling, core meaning and common collocations, and combines specific examples to help students understand and remember. For example, when explaining “ambitious”, the teacher first reads the word /æmˈbɪʃəs/ clearly, points out the stress position (on the second syllable), and reminds students to pay attention to the spelling of the suffix “-itious” to avoid misspelling it as “ambitios”. Then, the teacher explains its two core meanings: “having a strong desire to be successful, rich or powerful” and “showing a strong desire to achieve something”. For each meaning, the teacher gives a practical example: “He is an ambitious young man who wants to start his own company.” (meaning 1); “This is an ambitious plan to improve the city’s environment.” (meaning 2). Then, the teacher lists common collocations: “be ambitious for sth”, “be ambitious to do sth”, and asks students to make one sentence with each collocation in pairs. After 2 minutes, invite 2-3 pairs to share their sentences and correct the errors in grammar and word usage. When explaining confusing words, such as “discourage” and “discourage”, the teacher first points out their differences in part of speech and meaning: “discourage” is a verb, meaning “to make sb less confident or less willing to do sth”, while “discouraged” is an adjective, meaning “feeling less confident or less willing to do sth”. Then, give contrastive examples: “His failure discouraged him a lot.” (discourage as a verb); “He felt discouraged after failing the exam.” (discouraged as an adjective). Then, let students complete the blanks in the sentences: “The bad news ______ her, and she looked ______.” (answers: discouraged; discouraged) to deepen their understanding. In addition, the teacher also introduces the word formation method for some words, such as “influential” (influence + -tial), “motivate” (motivation → verb form), “precise” (precisely as its adverb form), to help students master the rules of word formation and expand their vocabulary. At the same time, the teacher reminds students to pay attention to the collocation of words and context, emphasizing that the same word may have different meanings in different contexts, and it is necessary to choose the appropriate meaning according to the context, which is also the key to improving language ability. Design Intention: Focusing on key and difficult words can help students break through the learning bottleneck, sort out the knowledge system of words, and lay a solid foundation for the subsequent self-assessment. The explanation combining pronunciation, spelling, meaning and collocation is in line with the law of vocabulary learning, which helps students understand and remember words in a comprehensive way. The use of examples and interactive activities can enhance students’ participation, make students master the usage of words in practice, and cultivate their language application ability. The introduction of word formation methods helps students master the rules of vocabulary expansion, which is conducive to improving their learning ability. Step 3: Self-assessment of Words (Core Link) After the key explanation, the teacher distributes the self-assessment task list, which is divided into 4 parts, covering the mastery of words from different angles, and requires students to complete it independently in a quiet environment. The self-assessment task list is designed as follows: Part 1: Pronunciation and Spelling (20 points). There are 10 words in total, including 5 key words and 5 difficult words (such as “perseverance”, “influential”, “subsequent”). Students need to write the phonetic symbols of the words and spell the words according to the phonetic symbols. Each correct phonetic symbol gets 1 point, and each correct spelling gets 1 point. Part 2: Core Meaning and Collocation (30 points). There are 15 questions in total. For each word, students need to write its core meaning (1 point) and 2 common collocations (1 point for each collocation). If the meaning is accurate and the collocations are correct, they can get full marks; if the meaning is approximate or the collocation is improper, they get half marks; if they can’t write, they get 0 points. Part 3: Contextual Application (30 points). There are 10 blanks in total, each with 3 options (confusing words or words with similar meanings). Students need to choose the appropriate word according to the context and change its form if necessary. Each correct answer gets 3 points; if the word is correct but the form is wrong, they get 1 point; if the choice is wrong, they get 0 points. Part 4: Self-summary and Reflection (20 points). Students need to sort out the words they are not proficient in (including words with incorrect pronunciation, wrong spelling, unclear meaning and improper use), analyze the reasons for their poor mastery (such as lack of memory, unclear collocation, inability to distinguish confusing words), and put forward specific improvement measures (such as reciting 5 words every day, making word cards, practicing collocations and sentences). The teacher evaluates this part according to the completeness and rationality of students’ summary and reflection. During the self-assessment process, the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance for students who have difficulties, but does not directly tell them the answers. For example, if a student can’t spell “perseverance”, the teacher can prompt: “It is a noun, derived from the verb ‘persist’, and the suffix is ‘-ance’.”; if a student is confused about the collocation of “guarantee”, the teacher can prompt: “We usually say ‘guarantee sth’ or ‘guarantee to do sth’.” After students finish the self-assessment, the teacher distributes the answer sheet, and asks students to correct their own papers independently, calculate their scores, and mark the wrong questions. Then, the teacher asks students to sort out the wrong questions, write down the correct answers and the reasons for the mistakes in their word notebooks, and establish their own “wrong word collection”. Design Intention: The self-assessment task list covers multiple aspects of word mastery, which can help students comprehensively check their learning effect and find out their own deficiencies. Independent completion of self-assessment can cultivate students’ autonomous learning ability and sense of responsibility. The teacher’s guidance in the process can help students solve difficulties in time and avoid going astray. Correcting their own papers and sorting out wrong questions can deepen students’ memory of words, help them sum up experience and lessons, and lay a foundation for subsequent review. Establishing a “wrong word collection” is conducive to students’ targeted review and improvement, and improves their learning efficiency. Step 4: Group Discussion & Mutual Evaluation (Cooperative Learning) After the self-assessment and self-correction, the teacher organizes students to carry out group discussion in groups of 4- The discussion topics are as follows: Exchange the wrong questions in the self-assessment, analyze the reasons for the mistakes together, and help each other master the words that are not proficient; Share the methods of memorizing words, such as word formation memory, context memory, collocation memory, etc.; Discuss the difficulties encountered in the process of learning Unit 4 words and put forward solutions together. During the discussion, the teacher asks each group to select a recorder to record the key content of the discussion, such as common wrong words, effective memory methods and unsolved difficulties. The teacher walks around each group, participates in the discussion appropriately, guides students to focus on the key points, and encourages students to express their own views actively. For example, when a group discusses the memory method of “subsequent”, the teacher can guide them to connect it with the word “sub-” (meaning “after”), so as to remember its meaning of “happening after something else”. When a group encounters difficulties in distinguishing “purchase” and “buy”, the teacher can guide them to analyze the differences in formality: “buy” is a common verb, while “purchase” is more formal, often used in written English or formal occasions. After the discussion (about 15 minutes), each group sends a representative to share the results of the group discussion. The representative needs to introduce the common wrong words of the group, the reasons for the mistakes, the effective memory methods summarized, and the unsolved difficulties. After each group shares, the teacher makes a brief comment, affirms the advantages of the group, points out the deficiencies, and solves the unsolved difficulties together with the whole class. For example, if multiple groups have difficulties in the contextual application of “emerge”, the teacher can give more examples to help students understand: “New problems emerged during the process of the project.”; “She emerged as a leader in the team after the competition.” After the group sharing, the teacher organizes mutual evaluation among students. Each student exchanges their self-assessment task list with their deskmate, checks each other’s correction results, evaluates the completeness and rationality of the self-summary and reflection, and puts forward suggestions for improvement. For example, if a student’s self-summary is too simple, the deskmate can suggest: “You can add specific improvement measures, such as reciting the wrong words every morning.” Design Intention: Group discussion can realize cooperative learning among students, help each other solve problems, and improve learning efficiency. Exchanging memory methods can enrich students’ learning strategies, help them find the most suitable memory method for themselves, and cultivate their learning ability. Sharing the discussion results can let students learn from each other, expand their thinking, and cultivate their expression ability and cooperative spirit. Mutual evaluation can help students find their own deficiencies from the perspective of others, improve their self-evaluation ability, and enhance their sense of participation and responsibility. Step 5: Intensive Training & Consolidation (Improvement) According to the results of self-assessment and group discussion, the teacher designs targeted intensive training exercises to help students consolidate the words they are not proficient in and improve their ability to use words flexibly. The training exercises are divided into 3 types, which are closely combined with the key and difficult points: Type 1: Spelling and Pronunciation Training. The teacher reads 10 words that students often spell wrong or mispronounce (such as “perseverance”, “influential”, “precise”), and asks students to write down the words and their phonetic symbols. After that, the teacher checks the answers together with the whole class, corrects the wrong spellings and pronunciations, and asks students to read the words aloud several times to strengthen their memory. Type 2: Collocation and Sentence Making Training. The teacher lists 8 key words (such as “ambitious”, “motivate”, “guarantee”, “worthy”) and asks students to write 2 sentences with each word, requiring the collocations to be correct and the sentences to be meaningful. Students complete the task independently, then exchange their sentences with their group members, check each other’s errors, and modify them. Finally, the teacher selects some excellent sentences and wrong sentences to comment on, affirming the excellent sentences and correcting the wrong ones, emphasizing the correct collocation and sentence structure. Type 3: Contextual Application Training. The teacher designs a short passage (about 150 words) related to the theme of Unit 4, with 10 blanks in it. The blanks are filled with the key words and confusing words in Unit 4 (such as “emerge”, “dominate”, “discourage”, “discouraged”). Students need to choose the appropriate word according to the context and change its form if necessary. After students finish, the teacher explains the answers in detail, analyzes the context, and helps students understand how to choose words according to the context. At the same time, the teacher reminds students to pay attention to the part of speech and form of words, and avoid errors in word form. In the process of training, the teacher pays attention to the performance of students, especially those who have low scores in self-assessment, and provides targeted guidance for them. For example, for students who are not proficient in collocations, the teacher can list more common collocations and let them recite and practice; for students who have difficulties in contextual application, the teacher can guide them to analyze the context and find clues to choose words. Design Intention: Targeted intensive training can help students make up for their deficiencies, consolidate the knowledge they have learned, and improve their ability to use words flexibly. Different types of training exercises cover pronunciation, spelling, collocation and contextual application, which is in line with the comprehensive requirements of vocabulary learning. The teacher’s targeted guidance can help students solve their own problems, improve their learning effect, and enhance their learning confidence. The exchange and comment of sentences can help students learn from each other and improve their language expression ability. Step 6: Summary & Homework Arrangement (Closure) First, the teacher summarizes the whole class: “Today, we conducted a comprehensive self-assessment of the words in Unit 4, reviewed the key and difficult words, exchanged learning methods through group discussion, and consolidated our knowledge through intensive training. I hope everyone can clearly understand their own deficiencies in word mastery, and take targeted improvement measures. Remember that vocabulary learning is a long-term process, which requires persistence and correct methods.” Then, the teacher arranges the homework, which is closely combined with the self-assessment results and training content, and focuses on consolidation and improvement: Review the key words and collocations explained in this class, recite them proficiently, and write each key word and its 2 collocations in the word notebook. Sort out the wrong words in the self-assessment and intensive training, write down the correct answers, reasons for mistakes and improvement measures, and add them to the “wrong word collection”. Write a short passage (about 200 words) using at least 8 key words in Unit 4, with clear theme and correct word usage. Preview the next class content and try to self-assess the new words in advance, cultivating the habit of autonomous learning. Finally, the teacher encourages students: “Vocabulary is the foundation of English learning. As long as you keep memorizing, practicing and summarizing, you will definitely make progress. I believe everyone can master the words in Unit 4 well and lay a solid foundation for the subsequent learning of listening, speaking, reading and writing.” Design Intention: The summary of the class helps students sort out the key content of the whole class, clarify the learning goals and requirements, and deepen their understanding of vocabulary learning. The homework arrangement is targeted, which can help students consolidate the knowledge they have learned, make up for their deficiencies, and cultivate their autonomous learning ability. Writing a short passage can improve students’ ability to use words flexibly and integrate vocabulary learning with writing practice. Previewing in advance helps students form a good learning habit and lay a foundation for the next class. 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 $