Unit 2 Live longer, live better-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 2 Live longer, live better-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 use relevant vocabulary and sentences to express health views, understand cross-cultural health concepts, develop critical thinking and form self-assessment habits. 教学重难点 Key: Mastering health-related vocabulary and sentence patterns, and conducting self-assessment of unit learning. Difficulty: Using critical thinking to reflect on learning weaknesses and putting forward practical improvement plans in English. 教学过程 Lead-in: Review and Guide-in The teacher starts the class with an interactive review. First, ask students to work in pairs to have a short discussion: “What have we learned in Unit 2? List three key points you remember most.” After 3 minutes of pair discussion, invite 2-3 groups to share their answers in front of the class. The teacher supplements and sorts out the key contents of the unit, including core vocabulary (such as balanced diet, regular exercise, mental health, longevity, nutrition), key sentence patterns (such as “It is important to keep a balanced diet to live longer”, “Regular exercise contributes to better physical health”) and the main theme of the unit—exploring the ways to live a longer and better life from physical, mental and social aspects. Then, the teacher naturally leads to the theme of this lesson: “Today we will conduct a self-assessment of our learning in this unit. Through self-assessment, we can find our strengths and weaknesses, and make plans for further improvement. This is very important for our English learning and personal growth.” Design Intention: The lead-in link combines pair discussion and group sharing to help students quickly review the core knowledge of the unit, activate their existing knowledge reserve, and lay a solid foundation for the smooth development of self-assessment. At the same time, by explaining the significance of self-assessment, it guides students to establish a correct understanding of self-assessment, mobilizes their enthusiasm and initiative to participate in the lesson, and makes them realize that self-assessment is an important way to improve learning efficiency. Explanation of Self-assessment Criteria Before starting the self-assessment, the teacher clearly explains the self-assessment criteria to the students. The criteria are closely combined with the four-dimensional core literacy and the key and difficult points of the unit, and are divided into four parts: language competence, cultural awareness, thinking quality and learning ability. Each part is divided into three levels: Excellent (3 points), Good (2 points) and Need Improvement (1 point). The teacher explains each level in detail with simple and clear English, and combines specific examples to help students understand. For example, in the part of language competence, “Excellent” means being able to flexibly use the core vocabulary and sentence patterns of the unit to express personal views on health and longevity fluently and accurately; “Good” means being able to use most of the core vocabulary and sentence patterns, with occasional mistakes in expression; “Need Improvement” means being unable to use the core vocabulary and sentence patterns correctly, and the expression is not smooth. At the same time, the teacher distributes the self-assessment form to each student, and guides the students to read the form carefully, ensuring that every student understands the assessment content and criteria. The teacher reminds the students: “When assessing yourself, you should be honest and objective. Don’t overestimate or underestimate yourself. Only by correctly understanding your own learning situation can you make effective improvement plans.” Design Intention: Clarifying the self-assessment criteria is the premise of ensuring the effectiveness of self-assessment. By dividing the assessment criteria into four core literacy dimensions and three levels, it makes the self-assessment more scientific and operable. The combination of specific examples helps students accurately grasp the standards of each level, avoid the ambiguity of self-assessment, and ensure that students can conduct self-assessment in an objective and fair manner. Distributing the self-assessment form provides a clear carrier for students’ self-assessment, which is convenient for students to record and sort out their own learning situation. Independent Self-assessment: Reflect and Evaluate After understanding the self-assessment criteria, students start independent self-assessment. The teacher asks students to calm down, review their learning process in the whole unit carefully, and evaluate themselves item by item according to the criteria on the self-assessment form. In the process of self-assessment, students need to not only score themselves, but also write down specific reasons for each score. For example, if a student gives himself 2 points in the part of cultural awareness, he needs to write: “I can understand the differences in health concepts between different cultures, but I can’t express these differences in detail and accurately in English.” During the students’ independent self-assessment, the teacher walks around the classroom, observes the students’ assessment situation, and provides timely guidance for students who have difficulties. For example, some students are not sure about their own expression level, and the teacher can ask guiding questions: “Can you use the sentence pattern ‘It is necessary to...’ to talk about the importance of mental health?”, helping students judge their own language application ability. At the same time, the teacher reminds students to focus on their own learning process rather than just the results, and reflect on their learning methods and attitudes, such as whether they actively participate in class discussions, whether they review and consolidate knowledge in time after class, and whether they take the initiative to solve learning difficulties. Design Intention: Independent self-assessment is the core link of this lesson, which can cultivate students’ learning ability and self-reflection awareness. Letting students score themselves and write down the reasons for the scores can make students have a more clear and in-depth understanding of their own learning situation, instead of a vague evaluation. The teacher’s patrol guidance can timely solve the difficulties encountered by students in the self-assessment process, ensure that each student can complete the self-assessment smoothly, and avoid the formalization of self-assessment. Focusing on the learning process can guide students to form a good learning habit of continuous reflection and improvement. Group Exchange: Share and Learn from Each Other After the completion of 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 shares his own self-assessment results in the group, including his own strengths, weaknesses and the reasons for the scores. When sharing, the teacher requires students to use English to express, and encourages students to put forward questions and suggestions to each other. For example, if a student says that he is not good at using complex sentences to express his views, other students in the group can share their own learning methods, such as how to combine simple sentences into complex sentences, and provide relevant examples. In the process of group exchange, the teacher asks each group to elect a recorder to record the key contents of the group’s exchange, such as the common strengths and weaknesses of the group members, and the effective learning methods shared by everyone. After the group exchange, each group sends a representative to share the group’s exchange results in front of the class. The representative needs to briefly introduce the overall situation of the group’s self-assessment, the common problems and the solutions put forward by the group. The teacher makes appropriate comments and supplements, affirms the strengths of each group, and puts forward guiding suggestions for the common problems. Design Intention: Group exchange can make students learn from each other, complement each other’s advantages and make up for their own deficiencies. Through sharing their own self-assessment results and learning methods, students can broaden their learning ideas and improve their learning ability. Using English to carry out group exchange can also consolidate students’ language application ability and improve their oral expression level. The recorder’s setting can ensure that the group exchange is more organized and efficient, and the class sharing can let the whole class learn from each other, form a good learning atmosphere, and deepen students’ understanding of their own learning situation. Teacher’s Summary and Guidance: Clarify Direction and Put Forward Suggestions After the group sharing, the teacher makes a comprehensive summary of the students’ self-assessment results. First, the teacher affirms the positive performance of the students in the self-assessment process, such as their honest and objective attitude, active participation in group exchange, and in-depth reflection on their own learning. Then, the teacher sorts out the common strengths and weaknesses of the students according to the self-assessment results and group sharing content. The common strengths include: mastering the core vocabulary of the unit, being able to express simple views on health, and having a clear understanding of the theme of the unit; the common weaknesses include: insufficient flexible use of complex sentences, inaccurate expression of cross-cultural health concepts, and lack of systematic learning methods. For the common weaknesses, the teacher puts forward targeted improvement suggestions. For example, for the problem of insufficient flexible use of complex sentences, the teacher suggests that students can do more sentence transformation exercises after class, combine the core vocabulary of the unit to make complex sentences, and read more English articles related to health to accumulate sentence patterns; for the problem of inaccurate expression of cross-cultural health concepts, the teacher suggests that students can collect information about health concepts in different countries through the Internet, read relevant English materials, and expand their cultural vision; for the problem of lack of systematic learning methods, the teacher suggests that students can make a learning plan for each unit, sort out the core knowledge in time after class, and establish a wrong question book to record and review wrong questions regularly. At the same time, the teacher guides students to combine their own self-assessment results and the teacher’s suggestions to formulate a personal improvement plan. The plan should be specific and operable, including the improvement goals, specific measures and implementation time. For example, a student whose oral expression is weak can set a goal: “In the next week, I will practice oral expression for 15 minutes every day, and use the core vocabulary and sentence patterns of the unit to talk about health topics.” Design Intention: The teacher’s summary and guidance can help students sort out the overall learning situation of the unit, clarify their own strengths and weaknesses, and get targeted improvement suggestions. The personalized improvement plan can make each student have a clear learning direction, avoid blind learning, and improve learning efficiency. At the same time, the teacher’s affirmation can enhance students’ learning confidence, and the targeted suggestions can help students solve practical learning problems, laying a foundation for their future English learning. Consolidation and Extension: Strengthen and Apply To consolidate the effect of self-assessment and help students apply the knowledge and methods learned in the lesson, the teacher arranges two consolidation tasks. The first task is to revise the personal improvement plan according to the teacher’s suggestions and group exchange content, and write a short self-assessment report in English (about 100 words), introducing their own learning situation in the unit, strengths, weaknesses and improvement plans. The second task is to carry out a “Health Advice” activity. Students need to use the core vocabulary and sentence patterns of the unit to write 3-5 pieces of health advice for their family or friends, and share them with their family or friends in English after class. In the process of arranging the tasks, the teacher reminds the students to pay attention to the correct use of vocabulary and sentence patterns, ensure the fluency and accuracy of expression, and combine their own learning experience and the health knowledge learned in the unit to make the self-assessment report and health advice more practical and targeted. After class, the teacher will collect the students’ self-assessment reports and health advice, check them carefully, and give feedback to the students in the next class, pointing out their advantages and areas needing improvement. Design Intention: The consolidation tasks connect the classroom learning with after-class practice, which can help students further consolidate the knowledge and skills learned in the lesson, and apply the self-assessment results to practical learning and life. Writing the self-assessment report can exercise students’ writing ability and deepen their understanding of their own learning situation; the “Health Advice” activity can not only consolidate students’ language application ability, but also let students apply the health knowledge learned in the unit to real life, reflecting the practical value of language learning. The teacher’s after-class feedback can timely guide students to correct their mistakes and improve their learning effect. 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 $