Unit 3 Food and ethics-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 3 Food and ethics-Self-assessment 教学目标和重难点 教学目标 This self-assessment aims to develop students’ language ability to use food and ethics-related words and sentences fluently. It cultivates cultural awareness by comparing food ethics at home and abroad, fosters critical thinking to judge food-related ethical issues, and improves learning ability to reflect on and adjust their own learning strategies independently. 教学重难点 Key points: Master core vocabulary and sentence patterns about food ethics, and be able to conduct self-assessment on listening, speaking, reading and writing skills in this unit. Difficult points: Applying ethical concepts to analyze practical food issues and reflecting on personal learning deficiencies comprehensively and objectively. 教学过程 Step 1: Lead-in and Review (Warm-up and Activation) The teacher starts the class with a question-and-answer activity: “In this unit, we have explored a series of topics related to food and ethics, such as food waste, food safety, and the ethical responsibilities of food producers. Who can briefly share one thing you have learned about food ethics?” Then, the teacher shows some key vocabulary and sentences of the unit on the screen, including “food waste”, “sustainable food”, “ethical consumption”, “corporate responsibility”, “It is unethical to...”, “We should advocate...”, and invites students to read them aloud and explain their meanings in simple English. After that, the teacher divides students into groups of 4 and asks them to have a 5-minute group discussion: “What are the main contents we have learned in this unit? You can talk about reading passages, listening materials, speaking tasks or writing practices.” Each group selects a representative to report the discussion results, and the teacher supplements and sorts out the key contents of the unit, such as the theme of each reading passage, the key listening points, and the requirements of speaking and writing tasks. Design Intention: The lead-in link closely connects with the core content of the unit, activates students’ prior knowledge through question-and-answer and group discussion, helps students sort out the knowledge system of the unit, and lays a solid foundation for the subsequent self-assessment. Reading aloud key vocabulary and sentences can consolidate students’ language knowledge, while group discussion can stimulate students’ learning enthusiasm and improve their cooperative communication ability. In addition, this link can help students quickly enter the learning state of self-assessment and realize the connection between new and old knowledge. Step 2: Self-assessment on Language Ability This part is divided into four modules: listening, speaking, reading and writing, guiding students to conduct comprehensive self-assessment on their language ability in this unit. First, the listening self-assessment. The teacher plays the key listening materials of the unit again (or selects typical listening clips related to food ethics), and asks students to complete the self-assessment form according to their own listening performance. The assessment contents include: 1. Can I understand the main idea of the listening material about food ethics? 2. Can I catch key information such as time, place, characters and opinions in the listening material? 3. Can I answer the questions correctly according to the listening content? 4. What are my deficiencies in listening (such as not familiar with certain vocabulary, slow reaction to long sentences, etc.)? After listening, students fill in the self-assessment form independently, and then exchange their assessment results with their deskmates, sharing their listening experience and deficiencies. The teacher walks around the classroom to guide students, and for students with obvious listening deficiencies, the teacher puts forward targeted suggestions, such as “You can listen to the listening materials again after class, focus on the key words, and accumulate relevant vocabulary.” Second, the speaking self-assessment. The teacher sets a speaking task closely related to the unit theme: “Suppose you are a volunteer advocating ethical food consumption, please make a 1-minute speech to introduce the importance of ethical food consumption and put forward some practical suggestions.” Students prepare for 3 minutes independently, then take turns to give speeches in front of the class. After each speech, the speaker first conducts self-assessment: “Did I use the core vocabulary and sentence patterns of the unit correctly? Was my expression fluent? Did I clearly express my views on ethical food consumption?” Then, other students make simple comments, and the teacher makes a summary evaluation, focusing on affirming students’ advantages and pointing out areas for improvement. Finally, students fill in the speaking self-assessment form, recording their own performance and deficiencies. Third, the reading self-assessment. The teacher displays the key reading passages of the unit, and asks students to review the passages quickly. Then, students complete the self-assessment from the following aspects: 1. Can I understand the main idea and logical structure of the reading passages about food ethics? 2. Can I find the key information and supporting details in the passages? 3. Can I understand the author’s attitude and views on food ethical issues? 4. Can I use the reading strategies (such as skimming, scanning, guessing word meanings) learned in this unit flexibly? Students fill in the self-assessment form independently, and then the teacher invites several students to share their reading self-assessment results, and guides students to summarize the reading skills and experience learned in this unit, such as how to quickly grasp the main idea of the passage and how to guess the meaning of new words according to the context. Fourth, the writing self-assessment. The teacher reminds students of the writing task of the unit (such as writing a letter to advocate food saving, or an article discussing the ethical responsibilities of food producers), and asks students to take out their own writing works. Then, students conduct self-assessment according to the following standards: 1. Is the theme of the writing clear and closely related to food ethics? 2. Are the structure and logic of the writing clear? 3. Are the core vocabulary and sentence patterns of the unit used correctly and appropriately? 4. Are there any grammatical or spelling mistakes? 5. Can I express my views on food ethical issues clearly and reasonably? After self-assessment, students exchange their works with their group members, learn from each other’s advantages, and put forward suggestions for revision. The teacher selects several typical works (including excellent works and works with common problems) to comment on, analyzes the advantages and deficiencies of the works, and guides students to improve their writing ability. Design Intention: Language ability is the core of English core literacy. This part divides language ability into listening, speaking, reading and writing four modules, which is in line with the characteristics of English learning and the requirements of the unit. Through self-assessment, students can clearly understand their own advantages and deficiencies in language learning, and enhance their awareness of independent learning. The combination of self-assessment and peer assessment can help students learn from each other, while the teacher’s guidance and evaluation can provide targeted help for students, helping them improve their language ability in a targeted way. At the same time, this part closely combines the specific content of the unit, making the self-assessment more targeted and operable. Step 3: Self-assessment on Cultural Awareness The teacher starts this part with a question: “In this unit, we have learned about food ethics in different countries and regions. What are the differences and similarities between Chinese food ethics and foreign food ethics?” Then, the teacher shows some specific cases on the screen, such as the concept of “food saving” in Chinese traditional culture, the concept of “sustainable food” in Western countries, the ethical issues of food production in different countries, etc. Students are asked to think and discuss these cases independently first, and then have a group discussion: “What cultural connotations are contained in these food ethics? How do these cultural connotations affect people’s food behavior? What have you learned from the food ethics of different countries?” After the group discussion, each group selects a representative to report the discussion results. The teacher guides students to summarize: Food ethics are closely related to cultural traditions, values and living habits of different countries. Chinese food ethics pay attention to frugality and respect for food, while Western food ethics pay more attention to sustainability and animal welfare. We should respect the differences of food ethics in different countries, learn from each other’s advantages, and establish a scientific and rational food ethics concept. Then, students conduct self-assessment on their own cultural awareness according to the following questions: 1. Can I understand the food ethics of different countries and their cultural connotations? 2. Can I respect the differences of food ethics in different countries and regions? 3. Can I combine Chinese traditional food ethics with foreign excellent food ethics and put forward reasonable views? 4. What deficiencies do I have in understanding and respecting cross-cultural food ethics? Students fill in the self-assessment form independently, and share their self-assessment results with the class. The teacher comments on students’ performance, emphasizes the importance of cultural awareness, and guides students to establish an open and inclusive cross-cultural perspective. Design Intention: Cultural awareness is an important part of English core literacy. This part takes the comparison of food ethics at home and abroad as the starting point, combines specific cases, guides students to understand the cultural connotation behind food ethics, and cultivates their cross-cultural communication awareness and ability. Through group discussion and self-assessment, students can clearly understand their own understanding of cross-cultural food ethics, enhance their respect for cultural differences, and establish a correct cultural concept. At the same time, this part is closely combined with the theme of the unit, making the cultivation of cultural awareness more natural and in-depth. Step 4: Self-assessment on Thinking Quality The teacher sets up practical food ethical issues for students to discuss and think about, so as to guide students to conduct self-assessment on their thinking quality. The specific issues include: 1. Some restaurants throw away a lot of uneaten food every day. What are the ethical problems involved? What suggestions can you put forward to solve this problem? 2. Some food producers use inferior raw materials to reduce costs, which violates food ethics. What impact will this behavior have on society? How should we supervise and restrict such behavior? 3. With the development of science and technology, genetically modified food has become more and more common. What ethical issues do genetically modified foods involve? Do you support the promotion of genetically modified food? Why? Students are divided into groups of 4, and each group selects one issue to discuss in depth. During the discussion, the teacher guides students to think comprehensively and objectively, put forward their own views, and explain the reasons. For example, when discussing the issue of food waste, the teacher guides students to think from the perspectives of resources, environment, ethics and other aspects, and puts forward practical suggestions. After the discussion, each group selects a representative to report the discussion results, and other groups can put forward different views and questions for exchange and discussion. Then, students conduct self-assessment on their own thinking quality according to the following standards: 1. Can I analyze food ethical issues comprehensively and objectively from multiple perspectives? 2. Can I put forward my own views and explain the reasons clearly and reasonably? 3. Can I listen to different views and put forward constructive opinions? 4. Can I think critically about food ethical issues and avoid one-sidedness? Students fill in the self-assessment form independently, and the teacher invites several students to share their self-assessment results, and guides students to improve their critical thinking, logical thinking and innovative thinking ability. Design Intention: Thinking quality is the core of students’ cognitive development. This part guides students to think and discuss practical food ethical issues, which can effectively cultivate their critical thinking, logical thinking and innovative thinking ability. Through group discussion, students can learn from each other’s views, broaden their thinking perspective, and improve their ability to analyze and solve problems. Self-assessment can help students clearly understand their own thinking level and deficiencies, and enhance their awareness of thinking training. At the same time, this part combines practical life, making the cultivation of thinking quality more practical and targeted. Step 5: Self-assessment on Learning Ability The teacher guides students to reflect on their own learning process in this unit, and conduct self-assessment on their learning ability. The teacher puts forward the following guiding questions: 1. What learning methods did you use in this unit (such as memorizing vocabulary by context, taking notes in class, reviewing after class, etc.)? Are these methods effective? 2. Did you actively participate in class activities (such as group discussion, speech, etc.)? Did you take the initiative to ask questions when you encountered difficulties in learning? 3. How did you deal with the knowledge points you didn’t master in this unit? Did you take the initiative to ask teachers or classmates for help? 4. What improvements have you made in learning ability in this unit? What are your deficiencies? 5. What learning plans will you make for the next stage to make up for your deficiencies? Students think about these questions independently first, then write down their own reflections and self-assessment results on the learning ability self-assessment form. Then, students exchange their learning experience and self-assessment results with their deskmates, learn from each other’s effective learning methods, and put forward suggestions for each other’s learning deficiencies. The teacher walks around the classroom to listen to students’ exchanges, and for students with poor learning ability or inappropriate learning methods, the teacher puts forward targeted suggestions, such as “You can make a daily learning plan to memorize a certain number of vocabulary every day, and review the knowledge points learned in class in time after class.” After the exchange, the teacher invites several students to share their learning experience and self-assessment results with the class, and guides students to summarize effective learning methods suitable for themselves, such as combining vocabulary memory with context, taking notes in class to sort out key knowledge, and reviewing regularly after class. At the same time, the teacher encourages students to formulate personalized learning plans according to their own deficiencies, and insists on implementing them to continuously improve their learning ability. Design Intention: Learning ability is the guarantee for students’ lifelong learning. This part guides students to reflect on their own learning process, methods and effects, which can help students establish the awareness of independent learning and improve their learning ability. Through self-assessment and peer exchange, students can learn from each other’s advantages, find their own deficiencies, and formulate targeted learning plans. The teacher’s guidance can help students master effective learning methods, correct inappropriate learning habits, and lay a solid foundation for their future English learning. Step 6: Summary and Reflection The teacher summarizes the whole self-assessment class: “In this self-assessment class, we have conducted comprehensive self-assessment on language ability, cultural awareness, thinking quality and learning ability. Through self-assessment, we have clearly understood our own advantages and deficiencies in this unit. It is very important to correctly treat our own deficiencies, because only by finding the deficiencies can we make targeted improvements.” Then, the teacher invites students to share their feelings and gains in this self-assessment class: “What have you learned from this self-assessment? What will you do to make up for your deficiencies in the next stage?” Students take turns to share their feelings, and the teacher affirms and encourages students’ performance, emphasizing that self-assessment is an important way to improve learning efficiency, and hopes that students can insist on conducting self-assessment after each unit, continuously adjust their learning strategies, and improve their English comprehensive ability. Finally, the teacher assigns after-class tasks: 1. Sort out the self-assessment results of this class, and formulate a detailed learning plan to make up for their own deficiencies. 2. Review the key knowledge of the unit according to the self-assessment results, and consolidate the weak links. 3. Collect one case about food ethics in real life, and write a short comment (about 100 words) to exercise your critical thinking ability. Design Intention: The summary link helps students sort out the content of the whole self-assessment class, deepen their understanding of self-assessment, and enhance their awareness of making up for deficiencies. Inviting students to share their feelings can help students express their learning experience and gains, and enhance their learning confidence. The after-class tasks are closely combined with the self-assessment results, which can help students consolidate the learning content, make up for their deficiencies, and further improve their comprehensive ability. At the same time, the after-class tasks can extend the classroom learning to real life, making the learning of the unit more in-depth and practical. 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 $