Unit3 Progress Self-assessment 教学设计-2025-2026学年高中英语沪教版必修第二册

Unit 3 Progress-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. Students master progress-related language, understand cultural differences in progress views, develop critical thinking and form the habit of self-assessment and autonomous learning. 教学重难点 Key: Mastering core vocabularies and sentence patterns about progress, and using self-assessment tools to reflect on learning. Difficulty: Applying language comprehensively to evaluate progress and putting forward practical improvement plans. 教学过程 Lead-in: Warm-up and Review (Lead-in to Self-assessment) The teacher starts the class with an interactive question: “What does progress mean to you? Can you think of one thing you have made progress in recently, either in English learning or daily life?” Then, invite 3-5 students to share their ideas in simple English. After that, the teacher reviews the key contents of Unit 3: core vocabularies such as progress, achieve, overcome, challenge, goal, effort and relevant sentence patterns like “I have made great progress in...”, “I used to...but now I can...”, “The key to making progress is...”. During the review, the teacher writes the key words and sentences on the blackboard or shows them on the screen to help students recall and consolidate the knowledge they have learned. Design Intention: The warm-up question is closely related to students’ real life, which can arouse their enthusiasm and participation, and let them initially realize the connotation of “progress” combined with their own experience. Reviewing the key knowledge of the unit lays a solid language foundation for the subsequent self-assessment activities, so that students can use the learned language to carry out self-reflection and evaluation smoothly, and connect the previous learning content with the self-assessment link naturally. Presentation: Introduce Self-assessment Tools and Requirements First, the teacher introduces the purpose of self-assessment: “Self-assessment is an important way to know your own learning situation, find out your strengths and weaknesses, and make targeted improvement plans. It can help you become a more autonomous learner.” Then, the teacher presents the self-assessment form designed for Unit 3 on the screen. The form includes four aspects: Vocabulary Mastery, Sentence Pattern Application, Listening and Speaking Ability, and Learning Attitude and Methods. Each aspect is divided into three levels: Excellent (I can do it well), Satisfactory (I can do it basically) and To Be Improved (I need to work harder). For each level, specific evaluation standards are given. For example, in Vocabulary Mastery, “Excellent” means “I can remember and use all the core vocabularies of the unit correctly in speaking and writing”; “Satisfactory” means “I can remember most core vocabularies and use them correctly in simple situations”; “To Be Improved” means “I can’t remember many core vocabularies and often use them incorrectly”. Next, the teacher explains the evaluation requirements in detail: “You need to evaluate yourself honestly according to your actual learning situation in this unit. Don’t overestimate or underestimate yourself. After evaluating each aspect, you should write down specific examples to prove your evaluation. For example, if you think your vocabulary mastery is excellent, you can write ‘I can use the word “overcome” to make a sentence: I overcame the difficulty of remembering new words by reading every morning’.” Then, the teacher gives a sample evaluation to help students understand how to fill in the form correctly. The sample is as follows: “Vocabulary Mastery: Satisfactory. I can remember most core vocabularies like progress, achieve and goal, but I often confuse ‘challenge’ and ‘chance’. For example, I once said ‘I have a new challenge to learn English well’ but it should be ‘I have a new chance to learn English well’.” Design Intention: Clearly introducing the purpose, tools and requirements of self-assessment helps students understand the significance of self-assessment and master the method of self-assessment. The detailed evaluation standards and sample evaluations reduce the difficulty of students’ self-assessment, avoid the randomness of self-assessment, and ensure that students can carry out self-assessment scientifically and objectively. At the same time, it guides students to combine specific examples with evaluation, which makes the self-assessment more persuasive and helps students have a clearer understanding of their own learning situation. Practice: Independent Self-assessment and Individual Reflection Students are asked to take out a piece of paper to copy the self-assessment form (or the teacher distributes the printed form) and carry out independent self-assessment according to the evaluation standards and requirements. During this process, the teacher walks around the classroom to observe students’ performance, answers students’ questions in time, and guides students who have difficulty in self-assessment. For example, for students who are not sure about their own level, the teacher can ask guiding questions: “Can you use the sentence pattern ‘I have made progress in...’ to talk about your English learning? Do you think you can use it correctly in daily communication?” For students who are perfunctory in self-assessment, the teacher reminds them to evaluate honestly and write down specific examples. After completing the self-assessment form, students are required to write a short reflection (about 80-100 words) based on their self-assessment results. The reflection should include three parts: their strengths in this unit, their weaknesses, and the improvement plans for the weaknesses. The teacher gives a reflection sample to guide students: “In this unit, my strength is that I can use the core sentence patterns correctly in speaking. My weakness is that my listening ability is not good, and I often can’t catch the key information in listening materials. My improvement plan is to listen to English materials for 15 minutes every day and take notes of the key words.” Design Intention: Independent self-assessment and individual reflection are the core links of this lesson. Through independent self-assessment, students can comprehensively sort out their own learning situation in the unit, find out their strengths and weaknesses, and cultivate their ability of self-reflection and self-evaluation. Writing a reflection enables students to further clarify their own problems and put forward targeted improvement plans, which helps to improve their learning ability and form the habit of autonomous learning. The teacher’s on-site guidance ensures that every student can carry out self-assessment and reflection smoothly, and avoids the phenomenon of perfunctory and ineffective self-assessment. Group Activity: Peer Evaluation and Exchange Divide students into groups of 4-5. Each student in the group shares his/her self-assessment form and reflection with other group members in English. After listening to each student’s sharing, other group members give peer evaluation and suggestions. The teacher puts forward clear requirements for peer evaluation: “When evaluating your classmates, you should focus on their strengths first, then point out their possible weaknesses (politely), and put forward practical improvement suggestions. For example, you can say ‘I think your strength is that you have a good command of vocabulary, and you can use many new words in your reflection. I suggest you practice more listening to improve your listening ability’.” During the group activity, the teacher walks around each group to observe the communication situation, guides students to use English to communicate effectively, and reminds students to listen carefully to their classmates’ sharing and give objective and helpful evaluations. For groups with poor communication, the teacher can put forward guiding questions to promote their communication, such as “What do you think of your classmate’s self-assessment? Do you have the same weakness as him/her? What suggestions can you give him/her?” After the group exchange, each group selects one representative to share the group’s communication results with the whole class. The representative needs to introduce the strengths and weaknesses of the group members and the key improvement suggestions put forward by the group. After the representative’s sharing, the teacher makes a brief comment, affirms the advantages of the group’s communication, and supplements relevant suggestions. Design Intention: Peer evaluation and exchange not only provide students with more opportunities to practice oral English, but also enable students to learn from each other, understand the learning situation of other students, and have a more comprehensive understanding of their own learning level. Through listening to the evaluations and suggestions of their classmates, students can find out the problems they have not noticed, and the improvement suggestions put forward by their classmates are more close to their actual learning situation, which is more operable. At the same time, group activities can cultivate students’ cooperative learning ability and communication ability, and create a positive and interactive learning atmosphere. Teacher’s Summary and Guidance First, the teacher summarizes the self-assessment and group exchange activities of this lesson: “Today, we have carried out self-assessment and peer evaluation for Unit 3. I am very glad to see that everyone can evaluate themselves honestly and communicate actively with their classmates. From your sharing, I can see that you have a clear understanding of your own learning situation, and you have put forward practical improvement plans. This is a very important progress for all of you.” Then, the teacher sorts out the common strengths and weaknesses of the students in this unit based on the self-assessment forms and group sharing results. The common strengths may include: mastering the core vocabularies and sentence patterns of the unit basically, having a positive learning attitude, and being able to use the learned language to express simple views. The common weaknesses may include: weak listening ability, incorrect use of some complex sentence patterns, insufficient vocabulary accumulation, and lack of effective learning methods. For each common weakness, the teacher puts forward targeted guidance and suggestions. For example, for the weakness of weak listening ability, the teacher suggests: “You can listen to English songs, news, and listening materials related to the unit theme. When listening, focus on the key information, take notes in time, and listen repeatedly to improve your listening comprehension ability.” For the weakness of incorrect use of complex sentence patterns, the teacher suggests: “You can recite the key sentence patterns of the unit, do more sentence-making exercises, and ask the teacher or classmates for help when you encounter problems.” In addition, the teacher emphasizes the importance of self-assessment again: “Self-assessment is not a one-time activity, but a habit that needs to be persisted in. I hope you can carry out self-assessment regularly after each unit, summarize your learning experience, find out your problems, and adjust your learning plans in time. This will help you make continuous progress in English learning and become a more autonomous and efficient learner.” Design Intention: The teacher’s summary not only affirms the students’ performance in this lesson, enhances their learning confidence, but also sorts out the common problems of the students, providing targeted guidance for their subsequent learning. Emphasizing the importance of persisting in self-assessment helps students form the habit of self-reflection and autonomous learning, which is in line with the requirements of cultivating students’ learning ability in core literacy. At the same time, the teacher’s guidance makes the students’ improvement plans more specific and operable, helping them solve the problems in their learning effectively. Consolidation and Extension First, students are asked to revise their self-assessment forms and reflections according to the teacher’s summary and peer suggestions, and improve their improvement plans to make them more specific and operable. For example, if a student’s weakness is insufficient vocabulary accumulation, and the peer suggests that he/she should recite words every day, the student can revise the improvement plan to “Recite 10 core vocabularies of the unit every morning and evening, and make 2 sentences with each word to consolidate the memory”. Then, the teacher assigns an extended task: Ask students to write a short English passage (about 120-150 words) with the title “My Progress in Unit 3”. The passage should include their learning situation in this unit, their strengths and weaknesses, and their improvement plans. The teacher reminds students to use the core vocabularies and sentence patterns of the unit as much as possible, and pay attention to the coherence and fluency of the passage. Students can complete this task after class and hand it in the next class. In addition, the teacher recommends some English learning resources for students to help them improve their weaknesses. For example, for students with weak listening ability, the teacher recommends English listening apps such as “BBC Learning English” and “VOA Special English”; for students who need to accumulate more vocabulary, the teacher recommends word books related to high school English core vocabulary. Design Intention: Revising the self-assessment form and reflection helps students further clarify their problems and improvement plans, and deepen their understanding of their own learning situation. The extended writing task not only consolidates the core language knowledge of the unit, but also enables students to apply the language comprehensively to express their own views and experiences, improving their writing ability. Recommending learning resources helps students expand their learning channels, cultivate their autonomous learning ability, and lay a foundation for their long-term English learning. Homework Arrangement Revise the self-assessment form and reflection, and improve the improvement plan. Complete the extended writing task “My Progress in Unit 3” and hand it in the next class. According to their own improvement plans, complete one small learning task every day (such as reciting words, listening to English materials, doing sentence-making exercises, etc.) and record their learning situation. 4. Preview the content of the next unit and make a simple preview plan. Design Intention: The homework arrangement is closely linked to the content of this lesson, which not only consolidates the results of this lesson, but also guides students to put their improvement plans into practice, helping them form a good learning habit of persisting in learning. Previewing the next unit helps students lay a foundation for the next lesson and improve their learning efficiency. Recording the daily learning situation enables students to monitor their own learning progress and enhance their sense of accomplishment in learning. 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 $