Unit 3 Food-Reading B-Self-assessment 教案-2025-2026学年高中英语沪外版必修第二册

Unit 3 Food-Reading B-Self-assessment 教学目标和重难点 教学目标 Language Competence: Master key words, phrases and sentence structures related to food culture and self-assessment, improve abilities of reading comprehension, information extraction and English expression. Cultural Awareness: Understand the diversity of global food cultures, respect cultural differences and enhance cross-cultural communication awareness. Thinking Quality: Develop logical thinking through sorting out text clues, and critical thinking through evaluating one’s own learning. Learning Ability: Cultivate self-reflection and self-adjustment abilities, master effective reading and self-assessment strategies to promote independent learning. 教学重难点 Key Points: Grasp the main idea and key details of Reading B, master core vocabulary (such as diet, balance, benefit, combine) and phrases about food and self-assessment; understand the structure of self-assessment and use basic expressions to evaluate learning. Difficult Points: Apply key language points flexibly in self-assessment; connect text content with personal learning experience to conduct in-depth self-reflection and logical expression. 教学过程 Step 1: Lead-in (Warm-up and Review) Activity 1: Daily Talk and Vocabulary Review. The teacher starts with a casual talk: “Good morning, everyone. What did you have for breakfast today? Do you think your diet is healthy? Can you use some English words to describe the food you ate?” Invite 3-4 students to share their answers. Then, present some key vocabulary of Unit 3 on the screen, including food names (fruit, vegetable, meat, staple food), adjectives describing food (delicious, nutritious, healthy, fried), and core verbs (cook, eat, choose, balance). Ask students to read the words aloud in groups and make simple sentences with 2-3 words. For example, “I often eat fresh vegetables because they are nutritious.” Design Intention: This activity connects students’ daily life with the unit theme “Food”, which can arouse students’ learning interest and activate their prior knowledge. Reviewing key vocabulary lays a solid foundation for understanding Reading B and conducting self-assessment later. The casual talk creates a relaxed English learning atmosphere, encouraging students to speak actively and improve their oral expression ability. Activity 2: Introduction to Reading B. The teacher says: “In this unit, we have learned about different kinds of food, healthy diet and food cultures around the world. Today, we will read Reading B and then do self-assessment to check our learning results. First, let’s guess: What may Reading B talk about? It may be about how to keep a healthy diet, or different people’s food habits, or the importance of balanced diet.” Ask students to discuss in pairs for 2 minutes and share their guesses. Then, the teacher briefly introduces the main topic of Reading B: It mainly talks about the relationship between diet and health, and guides students to reflect on their own eating habits and learning in this unit. Design Intention: Guessing the main content of the text can stimulate students’ curiosity and motivation for reading. It also helps students establish a preliminary connection between the text and the unit theme, laying a foundation for in-depth reading. Pair discussion enables students to communicate with each other, exercise their cooperative learning ability and preliminary thinking ability. Step 2: Reading Comprehension (In-depth Reading and Skill Training) Activity 1: Fast Reading. Ask students to read Reading B quickly and finish two tasks: Find out the main idea of the text. Underline the key sentences that express the author’s views on diet and health. After reading, invite students to share their answers. The teacher summarizes: The main idea of the text is that a balanced diet is very important for people’s health, and we should form good eating habits; the key sentences include “A balanced diet provides all the nutrients our body needs”, “We should eat a variety of foods and avoid eating too much fried or sugary food” and so on. Design Intention: Fast reading training helps students improve their reading speed and ability to grasp the main idea of the text quickly. Underlining key sentences enables students to learn to extract key information, which is an important reading skill. Summarizing by the teacher helps students clarify the core content of the text and correct possible misunderstandings. Activity 2: Detailed Reading. Divide students into 4 groups, and assign different tasks to each group to read the text carefully: Group 1: Read Paragraph 1-2, and answer: What is a balanced diet? What nutrients does a balanced diet include? Group 2: Read Paragraph 3-4, and list: What bad eating habits are mentioned in the text? What problems can these habits cause? Group 3: Read Paragraph 5-6, and find out: What suggestions does the author give on forming good eating habits? Group 4: Read the whole text, and analyze: What is the structure of the text? (Introduction - Main body - Conclusion) After reading, each group discusses their tasks for 3 minutes, then sends a representative to present their answers. The teacher comments and supplements, emphasizing key points such as the definition of balanced diet, bad eating habits and corresponding harms, and practical suggestions. At the same time, explain difficult sentences in the text, such as “Eating too much processed food can lead to obesity and other health problems” and “We should combine a balanced diet with regular exercise to keep healthy”. Design Intention: Detailed reading helps students deeply understand the text content and grasp key details. Group division and task assignment make students have clear learning goals, improve learning efficiency and cultivate cooperative learning ability. Analyzing the text structure helps students master the writing logic of expository text, which is conducive to improving their reading and writing ability. Explaining difficult sentences helps students break through language barriers and lay a foundation for subsequent self-assessment. Activity 3: Reading Skill Summary. The teacher guides students to summarize the reading skills used in this lesson: Fast reading to grasp the main idea: pay attention to the title, topic sentence and concluding sentence. Detailed reading to extract key information: underline key words, phrases and sentences, and sort out the logical relationship between paragraphs. Analyze the text structure to understand the author’s writing ideas. Then, ask students to practice these skills by re-reading a short paragraph of the text. Design Intention: Summarizing reading skills helps students systematize the knowledge they have learned, so that they can apply these skills in future reading. Re-practice enables students to consolidate the skills and improve their reading ability effectively. Step 3: Self-assessment Guidance (Combining Text and Learning Experience) Activity 1: Understand Self-assessment Requirements. The teacher says: “After reading the text, we have a better understanding of balanced diet and good eating habits. Now, we will do self-assessment to check our learning in this unit. The self-assessment will focus on four aspects: language learning, reading ability, cultural understanding and learning attitude. Let’s first look at the self-assessment form on the screen.” Show the self-assessment form (in English) on the screen, which includes evaluation items, evaluation standards and self-rating (excellent, good, average, need improvement). Then, the teacher explains each evaluation item in detail: Language learning: Mastery of key vocabulary, phrases and sentence structures related to food; ability to use these language points to express ideas. Reading ability: Ability to grasp the main idea and key details of the text; ability to use reading skills to understand the text. Cultural understanding: Understanding of food cultures in different countries; awareness of respecting cultural differences. Learning attitude: Activeness in class activities; willingness to participate in discussions and practice; ability to reflect on one’s own learning. Design Intention: Clarifying the self-assessment requirements and standards helps students know what to evaluate and how to evaluate, ensuring the effectiveness of self-assessment. The self-assessment form is designed to be simple and clear, which is convenient for students to operate. Explaining each item in detail helps students have a comprehensive understanding of the evaluation content and avoid blindness in self-assessment. Activity 2: Guided Self-assessment. The teacher guides students to conduct self-assessment step by step: First, guide students to reflect on language learning: “Think about the key vocabulary and phrases we learned in this unit, such as ‘balanced diet’, ‘nutrient’, ‘fried food’, ‘benefit from’. Can you use these words to make sentences? Do you master the sentence structures like ‘It is important to do sth.’ and ‘Eating too much... can lead to...’? If you can use them flexibly, you can rate yourself as excellent or good; if you are not familiar with them, you can rate yourself as average or need improvement.” Second, guide students to reflect on reading ability: “In today’s reading, did you quickly grasp the main idea of Reading B? Did you successfully extract key information such as the definition of balanced diet and the author’s suggestions? Did you use the reading skills we summarized? Evaluate your reading ability according to your performance.” Third, guide students to reflect on cultural understanding: “In this unit, we learned about food cultures in different countries, such as Chinese food, Western food and Japanese food. Do you understand the differences between these food cultures? Do you respect these differences? Have you learned any new knowledge about food culture from this unit?” Fourth, guide students to reflect on learning attitude: “In class, did you actively participate in group discussions, answer questions and share your ideas? Did you finish your homework on time? Did you take the initiative to review and consolidate the knowledge you learned? Evaluate your learning attitude honestly.” During the process, students fill in the self-assessment form independently. The teacher walks around the classroom, provides guidance for students who have difficulties in self-assessment, and reminds students to evaluate themselves objectively and honestly. Design Intention: Guided self-assessment helps students reflect on their learning in a systematic and comprehensive way, avoiding one-sided self-evaluation. Step-by-step guidance is in line with students’ cognitive rules, making it easier for students to carry out self-reflection. The teacher’s guidance and supervision ensure that self-assessment is carried out effectively, and help students find their own advantages and disadvantages in learning. Activity 3: Group Sharing and Mutual Evaluation. After students finish self-assessment, ask them to share their self-assessment results in groups of 4. Each student shares their self-rating, advantages in learning, and areas that need improvement. Then, group members give mutual evaluation: point out each other’s advantages, put forward constructive suggestions for areas that need improvement, and encourage each other. For example, “I think you master the key vocabulary very well, but you need to practice more in using sentence structures in oral expression.” After group sharing, invite 2-3 groups to share their group’s situation with the whole class. The teacher comments on the group sharing, affirms the advantages of students, and puts forward targeted suggestions for common problems. For example, “Many students said that they are not good at using complex sentences in expression. We can practice more by writing short passages or having oral conversations after class.” Design Intention: Group sharing and mutual evaluation enable students to learn from each other, understand their own strengths and weaknesses more comprehensively, and cultivate their ability to evaluate others and accept suggestions. Encouragement from group members and teachers helps enhance students’ learning confidence and motivation. Sharing in class helps the teacher understand the overall learning situation of students and adjust teaching strategies in time. Step 4: Consolidation and Improvement (Combine Self-assessment with Practice) Activity 1: Language Practice. According to the self-assessment results, design targeted language practice tasks: For students who need to improve in vocabulary and sentence structures: Ask them to write 5 sentences using the key vocabulary and phrases of the unit, such as “I benefit from a balanced diet every day.” “Eating too much sugary food is bad for our teeth.” For students who need to improve in reading ability: Provide a short passage about food culture, ask them to read it and finish 3 questions about the main idea and key details. For students who need to improve in oral expression: Ask them to make a short speech (1-2 minutes) about their own eating habits and how to keep a balanced diet, using the language points they learned. Students complete the practice tasks independently, and the teacher checks and comments after class. For students who finish well, give praise and encouragement; for students who have difficulties, provide one-on-one guidance. Design Intention: Targeted practice tasks are designed according to students’ self-assessment results, which can help students make up for their weaknesses and improve their learning efficiency. Different tasks for different students reflect the principle of teaching students in accordance with their aptitude, ensuring that every student can make progress. Checking and guiding after class helps consolidate the practice effect and solve students’ problems in time. Activity 2: Set Learning Goals. Ask students to combine their self-assessment results and the teacher’s suggestions to set their own learning goals for the next stage. The goals should be specific and achievable. For example, “I will memorize 10 new words about food every day and practice using 2 new sentence structures.” “I will read one short passage about food culture every week to improve my reading ability.” “I will actively participate in oral discussions in class to improve my oral expression ability.” Students write down their learning goals on a piece of paper and hand it in to the teacher. The teacher will check the goals and give suggestions to help students adjust and improve their goals. Then, the teacher keeps the goals and will check the progress of students in the next class. Design Intention: Setting learning goals helps students clarify their learning direction and motivation, and cultivate their ability to plan their own learning. The teacher’s check and guidance ensures that the goals are reasonable and achievable, and helps students form a good learning habit of self-planning and self-supervision. Step 5: Summary and Extension Activity 1: Class Summary. The teacher summarizes the content of this lesson: “Today, we read Reading B and learned about the importance of balanced diet and good eating habits. We also mastered some key vocabulary, phrases and reading skills. Through self-assessment, we found our own advantages and areas that need improvement, and set learning goals for the next stage. I hope everyone can keep these in mind and put them into practice in future learning and life.” Then, ask students to summarize what they have learned in this lesson independently, and invite 2-3 students to share their summaries. The teacher supplements and corrects, ensuring that students have a clear understanding of the key content of the lesson. Design Intention: Class summary helps students systematize the knowledge and skills they have learned in this lesson, strengthening their memory. Letting students summarize independently helps cultivate their ability to sort out and summarize knowledge. Activity 2: Extension Activity. Assign an after-class extension task: Ask students to investigate their family’s eating habits, write a short report (80-100 words) in English, including the advantages and disadvantages of their family’s diet, and put forward suggestions for improving eating habits. At the same time, ask students to review the self-assessment results and learning goals regularly, and adjust their learning plans in time. Design Intention: The extension activity connects classroom learning with real life, enabling students to apply the knowledge they have learned to practice, improving their comprehensive language application ability. Investigating family eating habits also helps students pay more attention to healthy diet and cultivate a good living habit. Regular review and adjustment of learning goals helps students maintain learning motivation and improve 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 $