Unit 4 Technology-Self-assessment 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 4 Technology-Self-assessment 教学目标和重难点 教学目标 This self-assessment focuses on four core literacies: Language Ability to use tech-related vocabulary and complex sentences flexibly; Cultural Awareness to understand global tech development and cultural differences in tech application; Thinking Quality to analyze tech’s pros and cons critically; Learning Ability to reflect on learning and summarize tech-related language and thinking methods independently. 教学重难点 Key points: Master tech-related core vocabulary (e.g., artificial intelligence, digital transformation) and complex sentence structures; grasp the way to express opinions on tech issues. Difficult points: Use complex sentences accurately in self-assessment and argumentation; conduct in-depth critical thinking on tech’s impact and complete comprehensive self-evaluation. 教学过程 Step 1: Lead-in and Review (Warm-up and Knowledge Consolidation) The teacher starts the class by showing a short video about the latest technological developments (such as AI chatbots, smart homes, and digital healthcare), and then asks students to answer two questions in pairs: “What technological products have you used recently?” and “What do you think are the advantages and disadvantages of these technologies?” After 5 minutes of pair discussion, invite 3-4 groups to share their opinions with the whole class. Then, the teacher briefly reviews the core vocabulary and key sentence structures of Unit 4, including nouns (artificial intelligence, blockchain, digital transformation), verbs (innovate, promote, apply), and complex sentences (定语从句, 状语从句) related to technological description and comment. For example, the teacher can list typical sentences on the blackboard: “The development of artificial intelligence has greatly changed people’s daily life, which brings both convenience and challenges.” “Although technology has promoted social progress, it also raises some ethical problems.” Design Intention: The short video can quickly attract students’ attention and arouse their interest in the theme of technology, which lays a good foundation for the subsequent self-assessment. Pair discussion allows students to activate their prior knowledge and practice oral expression, helping them recall the content learned in the unit. The review of vocabulary and sentence structures helps students consolidate the basic language knowledge, ensuring that they have the necessary language support when conducting self-assessment and expressing their views. This step conforms to the requirements of core literacy, which not only cultivates students’ language ability but also guides them to initially think about the impact of technology, laying a foundation for the cultivation of thinking quality. Step 2: Explanation of Self-assessment Criteria (Clarify Requirements and Guide Direction) The teacher distributes the self-assessment form (in English) and explains the assessment criteria in detail. The self-assessment form covers four aspects corresponding to the four-dimensional core literacy: Language Ability (vocabulary, sentence structure, language fluency), Cultural Awareness (understanding of global tech development, recognition of cultural differences in tech application), Thinking Quality (ability to analyze tech’s pros and cons, logicality of views), and Learning Ability (ability to summarize learning experience, find learning problems and put forward improvement measures). For each aspect, the teacher gives specific assessment levels (excellent, good, satisfactory, to be improved) and detailed descriptions. For example, in the Language Ability part, “excellent” is defined as “can use a variety of tech-related vocabulary and complex sentences flexibly and accurately, with fluent and error-free expression”; “to be improved” is defined as “lack of core vocabulary, frequent grammatical errors, and unclear expression”. The teacher also gives examples of self-assessment comments, such as “I have mastered most of the core vocabulary of this unit, but I still need to practice using complex sentences in writing” and “I can analyze the advantages of technology, but I need to think more about its potential risks”. Design Intention: Clarifying the self-assessment criteria helps students understand what to assess and how to assess, avoiding blindness in self-assessment. The detailed assessment levels and examples enable students to have a clear reference, so that they can conduct self-evaluation more objectively and accurately. At the same time, the self-assessment form closely links with the four-dimensional core literacy, guiding students to pay attention to the cultivation of their own core literacy in the learning process, and laying a foundation for the subsequent independent self-assessment. This step also helps cultivate students’ learning ability, enabling them to learn to evaluate their own learning effect and find their own shortcomings. Step 3: Independent Self-assessment (Practice Self-reflection and Improve Learning Ability) Students conduct independent self-assessment according to the self-assessment form and the teacher’s explanation. During the self-assessment process, students need to carefully recall the learning content of the whole unit, including the mastery of vocabulary, sentence structures, reading comprehension, listening and speaking skills, and the understanding and thinking of technological themes. They should evaluate their own performance in each aspect truthfully, tick the corresponding assessment level, and write specific self-assessment comments. For example, in the Thinking Quality part, students can write: “When discussing the impact of AI, I can put forward my own views and list specific examples to support them, but I still need to improve my ability to analyze problems comprehensively.” In the Learning Ability part, students can write: “I have formed the habit of taking notes in class, but I rarely review after class, which leads to the forgetfulness of some knowledge. I will make a review plan later.” The teacher walks around the classroom, observes students’ self-assessment status, and provides timely guidance for students who have difficulties, such as helping students clarify the assessment criteria, guiding students to find their own learning problems, and prompting students to write specific and in-depth self-assessment comments. Design Intention: Independent self-assessment is the core link of this lesson, which helps students develop the habit of self-reflection and improve their learning ability. Through self-assessment, students can clearly understand their own mastery of knowledge and skills, find their own shortcomings and problems, and lay a foundation for subsequent improvement. The teacher’s guidance ensures that students’ self-assessment is not formalized, and helps students conduct self-evaluation more comprehensively and objectively. This step focuses on cultivating students’ learning ability, enabling them to learn to plan and adjust their own learning, which is in line with the requirements of core literacy. At the same time, the process of self-assessment also requires students to use the language knowledge they have learned to write comments, which indirectly exercises their language ability. Step 4: Group Exchange and Mutual Evaluation (Promote Mutual Learning and Improve Comprehensive Quality) After completing the independent self-assessment, students are divided into groups of 4-5 to exchange their self-assessment results. Each student in the group takes turns to share their self-assessment comments, including their own strengths, shortcomings, and improvement measures. Other students in the group listen carefully and put forward reasonable suggestions and supplementary opinions. For example, if a student says that he is not good at using complex sentences in writing, other students can share their own methods of learning complex sentences, such as accumulating typical sentences, doing more writing exercises, and asking teachers for help. If a student fails to consider the ethical problems brought by technology in the self-assessment, other students can remind him to pay attention to the comprehensive impact of technology. During the group exchange, the teacher requires students to use English to communicate, and encourages students to express their views boldly, listen to others’ opinions carefully, and put forward constructive suggestions. After the group exchange, each group selects a representative to share the group’s exchange results with the whole class, including the common problems of the group, the good learning methods shared, and the improvement plans determined by the group. Design Intention: Group exchange and mutual evaluation can promote students’ mutual learning and common progress. Through sharing and communication, students can learn from each other’s strengths, make up for their own shortcomings, and gain more learning methods and thinking perspectives. Using English to communicate in groups can not only practice students’ oral expression ability but also consolidate the language knowledge they have learned, which is conducive to the improvement of students’ language ability. At the same time, mutual evaluation requires students to listen carefully, analyze others’ problems objectively, and put forward reasonable suggestions, which helps cultivate students’ logical thinking ability and cooperative spirit, and promotes the improvement of students’ thinking quality and cultural awareness. In the process of exchanging views on technological issues, students can also deepen their understanding of the impact of technology and enhance their sense of social responsibility. Step 5: Key Knowledge Consolidation and Difficulties Breakthrough (Targeted Practice and Ability Improvement) According to the self-assessment results and group exchange feedback, the teacher summarizes the common problems of students in this unit, focusing on the key and difficult points, and carries out targeted consolidation exercises. For the problem of insufficient mastery of core vocabulary, the teacher designs a vocabulary matching exercise: list the English words (artificial intelligence, digital transformation, innovate, promote) and their Chinese meanings, and ask students to match them quickly; then, ask students to make sentences with these words, and invite students to share their sentences to check the mastery of vocabulary. For the problem of inaccurate use of complex sentences, the teacher provides typical sentence patterns related to technological themes (such as定语从句, 让步状语从句), and asks students to complete the sentence filling exercise. For example: “______ (随着人工智能的发展), more and more jobs will be replaced by robots.” (With the development of artificial intelligence, more and more jobs will be replaced by robots.) “Although technology brings great convenience to our life, ______ (它也带来一些问题) .” (Although technology brings great convenience to our life, it also brings some problems.) For the problem of insufficient critical thinking on technological issues, the teacher puts forward a discussion topic: “Should we fully develop artificial intelligence? Why or why not?” Ask students to discuss in groups again, and require them to put forward their own views and list specific reasons and examples to support their views. After the discussion, invite several students to share their views, and the teacher makes appropriate comments and guidance, helping students establish a comprehensive and objective view of technology. Design Intention: Targeted consolidation exercises can help students solve common problems and break through key and difficult points, improving the efficiency of learning. Vocabulary and sentence structure exercises help students consolidate the basic language knowledge and improve their language ability. The discussion on technological topics helps students develop critical thinking ability, enabling them to analyze the impact of technology comprehensively and objectively, which is conducive to the cultivation of thinking quality. The teacher’s comments and guidance can help students correct their wrong views, deepen their understanding of the theme, and guide students to establish a correct view of technology, which also helps cultivate students’ cultural awareness and social responsibility. This step closely combines the problems found in self-assessment and mutual evaluation with the key and difficult points of the unit, making the teaching more targeted and effective. Step 6: Summary and Improvement Plan (Strengthen Memory and Guide Future Learning) The teacher summarizes the content of this lesson, emphasizing the importance of self-assessment in English learning, and reminds students that self-assessment is not only a summary of the past learning but also a guide for future learning. Then, the teacher asks students to combine their own self-assessment results, group exchange suggestions, and the teacher’s guidance to write a personal improvement plan in English. The improvement plan should include specific problems, improvement measures, and implementation steps. For example, if a student’s problem is “poor oral expression ability in tech-related topics”, the improvement measures can be “listen to English news about technology every day, practice speaking with partners for 15 minutes every day, and accumulate oral expressions related to technology”. If a student’s problem is “insufficient critical thinking ability”, the improvement measures can be “read more articles about technological ethics, think about the impact of technology on society, and try to put forward their own views”. After students finish writing the improvement plan, they exchange it with their deskmates, and their deskmates put forward supplementary suggestions. Finally, the teacher collects some students’ improvement plans, makes comments and guidance, and encourages students to strictly implement their own improvement plans and check their improvement effect regularly. Design Intention: Summarizing the lesson helps students sort out the content of the lesson, strengthen their memory of knowledge and skills, and deepen their understanding of the importance of self-assessment. Writing an improvement plan enables students to clarify their own learning goals and improvement directions, and helps them develop a good learning habit of planning and adjusting their own learning, which is conducive to the improvement of learning ability. Exchanging improvement plans with deskmates can promote mutual learning and help students improve their improvement plans, making them more specific and operable. The teacher’s comments and guidance can help students correct the deficiencies in the improvement plan and ensure that the improvement plan can play a real role. This step not only consolidates the learning effect of this lesson but also lays a foundation for students’ future English learning, which is in line with the requirements of cultivating students’ 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 $