Unit 1 School Life-Reading B-Self-assessment 教案-2025-2026学年高中英语沪外版必修第一册

Unit 1 School Life-Reading B-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express school life topics, cultivating cultural awareness of diverse campus cultures, developing logical thinking through text analysis, and fostering autonomous learning ability via self-assessment and reflection. 教学重难点 Key points: Master core vocabulary and sentence patterns about school life, grasp the text’s structure and main ideas. Difficult points: Use learned language to express personal school life and conduct effective self-assessment in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing some vivid pictures of different campus scenes, including the classroom, library, playground, and school clubs. Then the teacher asks students a series of questions in English: “What can you see in the pictures? Which place do you like best in our school? What activities do you usually do after class?” After students answer the questions freely, the teacher summarizes: “Today we will read a passage about school life and learn how to assess our own learning after reading. Let’s start our journey of exploring school life and self-assessment.” Design Intention: The visual pictures can quickly attract students’ attention and activate their prior knowledge about school life. Asking open-ended questions provides students with opportunities to express themselves in English, reduces their anxiety in speaking English, and lays a good foundation for the subsequent reading and self-assessment activities. It also naturally leads to the theme of the lesson, connecting students’ real campus life with the text content. Pre-reading: Preview Vocabulary and Predict Text Content Vocabulary Preview The teacher presents the core vocabulary of Reading B on the blackboard or multimedia, including “self-assessment, reflect, strength, weakness, improve, challenge, cooperate, responsibility” and so on. For each word, the teacher explains its meaning in simple English, gives example sentences related to school life, and asks students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “self-assessment”, the teacher says: “Self-assessment means evaluating your own study or behavior. For example, after finishing a test, you can do a self-assessment to find out your mistakes and advantages.” Then the teacher asks students to make simple sentences with the new words in pairs, and invites several pairs to share their sentences in front of the class. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students remove language barriers, improve reading efficiency, and avoid being distracted by new words during reading. Making sentences in pairs not only helps students master the usage of new words but also cultivates their cooperative learning ability, which is in line with the requirements of core literacy for learning ability. Text Prediction The teacher shows the title of Reading B and the first sentence of the passage. Then the teacher asks students: “According to the title and the first sentence, what do you think the passage will talk about? What aspects of self-assessment will it mention?” Students are encouraged to discuss in groups of four, and then each group sends a representative to share their predictions. The teacher writes down the key points of students’ predictions on the blackboard and says: “Let’s read the passage to check whether your predictions are correct.” Design Intention: Predicting the text content before reading can stimulate students’ reading motivation and curiosity. It also helps students form a preliminary understanding of the text structure and main ideas, guiding them to read with purpose. Group discussion allows students to exchange ideas and learn from each other, which is conducive to developing their communicative ability and cooperative learning ability. While-reading: Comprehend the Text and Develop Thinking Ability Fast Reading (Skimming) Students are asked to read the passage quickly and finish two tasks: (1) Find out the main idea of the passage. (2) Divide the passage into several parts and summarize the main idea of each part. After students finish reading, the teacher invites several students to share their answers. The teacher then summarizes the main idea of the passage: The passage mainly introduces the importance of self-assessment in school life, explains how to conduct self-assessment from different aspects, and encourages students to reflect on their own study and life through self-assessment. At the same time, the teacher helps students sort out the text structure: Part 1 (Paragraph 1): The importance of self-assessment; Part 2 (Paragraphs 2-4): The aspects of self-assessment (study, interpersonal communication, extracurricular activities); Part 3 (Paragraph 5): The significance of self-assessment for personal development. Design Intention: Fast reading training helps students master the skimming skill, which is an important reading strategy. By finishing the two tasks, students can quickly grasp the main idea and structure of the text, laying a foundation for in-depth reading. Summarizing the text structure also helps students develop logical thinking ability, which is one of the key points of core literacy. Careful Reading (Scanning) Students are asked to read the passage carefully and finish the following detailed tasks: (1) Underline the key sentences in each paragraph and explain their meanings briefly. (2) Answer the following questions: Why is self-assessment important for students? What aspects should students focus on when doing self-assessment? How can self-assessment help students improve themselves? (3) Find out the transitional words or phrases in the passage and analyze their functions. After students finish the tasks, the teacher organizes the whole class to check the answers. For the key sentences, the teacher invites students to explain their meanings, and corrects and supplements them if necessary. For the questions, the teacher guides students to find the answers from the text, emphasizing the key information. For the transitional words, the teacher lists them on the blackboard, such as “firstly, besides, finally, in addition”, and explains their functions in connecting paragraphs and clarifying logical relationships. Design Intention: Careful reading helps students understand the details of the text, master the key information, and deepen their understanding of the main idea. Underlining key sentences and analyzing transitional words helps students improve their text analysis ability and logical thinking ability. Answering detailed questions guides students to read with purpose and improves their ability to extract information from the text. This link also focuses on cultivating students’ language ability and thinking quality. Deep Reading: Analyze and Evaluate The teacher asks students to read the passage again and discuss the following questions in groups: Do you think the self-assessment methods mentioned in the passage are practical? Why or why not? What other aspects can we add to self-assessment in school life? How do you usually do self-assessment in your study? What are the advantages and disadvantages of your self-assessment method? During the group discussion, the teacher walks around the classroom, provides guidance to students who have difficulties in expressing themselves, and encourages students to put forward their own opinions. After the discussion, each group sends a representative to share their views. The teacher comments on students’ opinions, affirms their reasonable suggestions, and guides students to realize the importance of combining the text content with their own actual situation. Design Intention: Deep reading is an important link to develop students’ critical thinking ability and cultural awareness. By discussing these open-ended questions, students can not only deepen their understanding of the text content but also combine the text with their own real life, which helps them form their own views and improve their critical thinking ability. Group discussion also cultivates students’ cooperative learning ability and communicative ability, which is conducive to the development of their learning ability and language ability. Post-reading: Consolidate and Apply Knowledge Vocabulary and Sentence Pattern Consolidation The teacher designs some exercises to help students consolidate the core vocabulary and sentence patterns learned in the passage: (1) Fill in the blanks with the correct form of the given words: self-assessment, reflect, strength, improve, challenge. We should do a ________ after each exam to find out our mistakes. It is important for us to ________ on our study regularly. Everyone has his own ________ and weaknesses. We need to ________ our English skills through more practice. Facing ________ bravely can make us grow up quickly. (2) Rewrite the following sentences using the sentence patterns in the passage. Self-assessment can help us find our mistakes. (Using “It is + adj. + for sb. + to do sth.”) We should focus on our study and interpersonal communication when doing self-assessment. (Using “focus on”) Students finish the exercises independently, and then the teacher checks the answers with the whole class, explaining the key points and common mistakes. For students who make mistakes, the teacher guides them to correct them in time and strengthens their memory. Design Intention: Consolidating vocabulary and sentence patterns through exercises helps students master the language knowledge learned in the text and improve their ability to use language flexibly. The exercises are closely related to the text content, which can help students connect the text with language application, and lay a foundation for the subsequent self-assessment writing. Self-assessment Practice The teacher guides students to conduct self-assessment according to the content of the passage. First, the teacher says: “Now, let’s apply what we have learned to practice. Please do a self-assessment about your own school life from the three aspects mentioned in the passage: study, interpersonal communication, and extracurricular activities. You need to write down your strengths, weaknesses, and improvement plans.” Then the teacher provides a simple self-assessment template on the multimedia: My Self-assessment Study: My strengths are ________. My weaknesses are ________. I plan to improve by ________. Interpersonal Communication: My strengths are ________. My weaknesses are ________. I plan to improve by ________. Extracurricular Activities: My strengths are ________. My weaknesses are ________. I plan to improve by ________. Students finish their self-assessment independently. During this process, the teacher walks around the classroom, provides help to students who have difficulties in expression, and reminds students to use the vocabulary and sentence patterns learned in the passage. After students finish, they can exchange their self-assessment with their deskmates and give each other suggestions. Design Intention: This link is the key part of the lesson, which connects reading with practical application. By conducting self-assessment, students can not only apply the language knowledge learned in the text but also reflect on their own school life, which is conducive to cultivating their self-reflection ability and autonomous learning ability. Exchanging self-assessment with deskmates helps students learn from each other and improve their communicative ability and cooperative learning ability. Group Sharing and Evaluation The teacher invites several students to share their self-assessment in front of the class. After each student shares, the teacher and other students evaluate his/her self-assessment from the aspects of language expression, comprehensiveness of content, and feasibility of improvement plans. The teacher encourages students to put forward positive suggestions and affirms their efforts and progress. For example, the teacher can say: “Your self-assessment is very comprehensive, and you used many new words and sentence patterns we learned today. The improvement plan is also very practical. I believe you can make great progress if you stick to it.” Design Intention: Group sharing and evaluation not only provide students with opportunities to show themselves but also help them learn from each other’s strengths and find their own shortcomings. The teacher’s positive evaluation can enhance students’ confidence in learning English and stimulate their learning motivation. This link also cultivates students’ ability to evaluate others and themselves, which is conducive to the development of their thinking quality and learning ability. Summary and Extension Lesson Summary The teacher summarizes the content of the lesson with the students: “Today we read a passage about self-assessment in school life. We learned the core vocabulary and sentence patterns related to self-assessment, grasped the main idea and structure of the text, and conducted our own self-assessment. We also know that self-assessment is very important for our study and personal development. It can help us find our strengths and weaknesses and make improvement plans.” Design Intention: Summarizing the lesson helps students sort out the knowledge learned in the class, strengthen their memory, and form a systematic knowledge structure. It also helps students deepen their understanding of the theme of the lesson and realize the significance of self-assessment. Extension Activity The teacher assigns an after-class task: “Please write a short passage about your self-assessment, using the vocabulary and sentence patterns learned today. The passage should be about 100 words, including your strengths, weaknesses, and improvement plans in school life. You can also add other aspects of self-assessment according to your own situation. Next class, we will share our passages.” In addition, the teacher encourages students to do self-assessment regularly in their daily study and life, and record their progress and changes. The teacher says: “Self-assessment is a good habit. It can help you grow better and become a better student. I hope you can keep this habit and make continuous progress in your study and life.” Design Intention: The after-class extension activity connects the classroom teaching with daily life, helping students consolidate the knowledge learned in the class and improve their writing ability. Encouraging students to do self-assessment regularly cultivates their autonomous learning ability and self-reflection ability, which is in line with the requirements of core literacy. It also extends the theme of the lesson and makes the teaching content more practical and meaningful. 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 $