Unit 4 Achievements-Self-assessment 教案-2025-2026学年高中英语沪教版必修第二册

Unit 4 Achievements-Self-assessment 教学目标和重难点 教学目标 Language Ability: Master core vocabularies and sentence patterns related to achievements, and improve the ability to express, summarize and evaluate achievements in English. Cultural Awareness: Understand achievements in different fields at home and abroad, respect cultural diversity and enhance cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing and evaluating achievements. Learning Ability: Master self-assessment methods, reflect on learning deficiencies and form autonomous learning habits. 教学重难点 Key Points: Master core vocabularies (e.g., achievement, struggle, defeat, outstanding) and sentence patterns (e.g., the to-infinitive as adverbial); be able to conduct self-assessment on unit learning and express personal views on achievements. Difficult Points: Use learned language knowledge flexibly to evaluate achievements comprehensively; reflect on learning problems and put forward practical improvement plans. 教学过程 Step 1: Lead-in (Warm-up and Review) The teacher starts the class by showing pictures of outstanding achievements in different fields, such as scientific and technological achievements (e.g., China’s high-speed rail, space exploration), cultural achievements (e.g., classic literary works, artistic creations), and sports achievements (e.g., Olympic champions). Then the teacher asks students to look at the pictures and answer the following questions in pairs: “What achievements do you see in the pictures? Which one impresses you most and why? How do you think these achievements were made?” After 5 minutes of pair discussion, the teacher invites 3-4 groups to share their answers with the whole class. After each sharing, the teacher gives simple comments, focusing on guiding students to use the vocabularies and sentence patterns learned in the unit, such as “achieve great success”, “struggle for”, “overcome difficulties”, “The most impressive achievement is... because...”. Then the teacher briefly reviews the key contents of Unit 4: the reading excerpt from The Old Man and the Sea, the grammar of the to-infinitive as adverbial, the listening about human history’s greatest achievements, the speaking about successful people’s achievements, and the writing of an opinion essay on PE classes. The teacher emphasizes that this class will focus on self-assessment to check the learning effect of the whole unit and find out the deficiencies in learning. Design Intention: The warm-up link with pictures can quickly attract students’ attention, arouse their interest in the theme of “achievements”, and create a relaxed English learning atmosphere. Pair discussion enables students to actively participate in classroom interaction, review the vocabularies and sentence patterns learned in the unit in practical communication, and lay a foundation for the subsequent self-assessment. The brief review of the unit content helps students sort out the knowledge system of the whole unit, clarify the scope of self-assessment, and let students have a clear understanding of what they need to assess. Step 2: Explanation of Self-assessment Standards The teacher distributes the self-assessment form (in English) to each student. The form is divided into four parts corresponding to the four-dimensional core literacy: Language Ability, Cultural Awareness, Thinking Quality and Learning Ability. Each part sets specific assessment items and grading standards (excellent, good, average, needs improvement). For example, in the Language Ability part, the assessment items include: 1. I can master and use core vocabularies such as achievement, struggle, defeat, outstanding correctly. 2. I can use the to-infinitive as adverbial flexibly in speaking and writing. 3. I can understand and summarize the main idea of the reading passage about achievements. 4. I can express my views on achievements clearly and fluently in English. The teacher explains each assessment item and standard in detail in English, and gives examples to help students understand. For example, when explaining the use of the to-infinitive as adverbial, the teacher gives sentences like “He worked hard to achieve his dream.” and “To improve his English, he reads English newspapers every day.”, and asks students to identify the function of the to-infinitive in the sentences. At the same time, the teacher reminds students that the self-assessment should be objective and honest, and they should not overestimate or underestimate their own learning level. They should combine their own learning performance in the unit, such as classroom performance, homework completion, test results, etc., to conduct a comprehensive assessment. Design Intention: The self-assessment form with clear standards can help students clarify the assessment content and requirements, avoid blindness in self-assessment. The teacher’s detailed explanation and examples enable students to accurately understand each assessment item, ensure that the self-assessment can be carried out smoothly. Emphasizing the objectivity of self-assessment helps students establish a correct attitude towards self-assessment, so that the self-assessment results can truly reflect their learning status, which is conducive to finding out learning deficiencies. Step 3: Independent Self-assessment Students conduct independent self-assessment according to the self-assessment form. During the self-assessment process, students can review the textbooks, notes and homework of the unit, recall their own learning process, and evaluate each assessment item one by one. For items that they are not sure about, they can mark them first and ask the teacher or classmates for help after the independent self-assessment. The teacher walks around the classroom, observes students’ self-assessment status, and provides timely guidance for students who have difficulties. For example, some students may not be sure whether they can use the to-infinitive as adverbial flexibly. The teacher can give simple prompts, such as asking them to make a sentence with the to-infinitive as adverbial, and judge their mastery according to their sentences. After students finish the self-assessment, they need to fill in the self-assessment results in the form, and write down the advantages and deficiencies in their learning in the “Comments” column. For example, in the advantages column, students can write “I can master the core vocabularies of the unit and use them in simple communication.”; in the deficiencies column, they can write “I am not good at using the to-infinitive as adverbial in complex sentences, and my oral expression is not fluent enough when talking about achievements.” Design Intention: Independent self-assessment is the core link of this class, which can cultivate students’ autonomous learning ability and self-reflection ability. Allowing students to review textbooks, notes and homework during the self-assessment helps them sort out the knowledge they have learned, deepen their understanding and memory of the knowledge. The teacher’s patrol guidance can timely solve the difficulties encountered by students in the self-assessment process, ensure the smooth progress of the self-assessment. Writing down advantages and deficiencies helps students have a clear understanding of their own learning status, lay a foundation for the subsequent group exchange and improvement plan formulation. Step 4: Group Exchange and Mutual Assessment Students are divided into groups of 4-5 people to exchange their self-assessment results. Each student in the group shares their self-assessment form, introduces their advantages, deficiencies and the reasons for the deficiencies, such as “I think my deficiency is that I can’t understand long and difficult sentences in reading passages, because I don’t pay enough attention to the analysis of sentence structure when reading.” After each student shares, other members of the group give their own opinions and suggestions, conduct mutual assessment, and put forward targeted improvement suggestions. For example, if a student says that his oral expression is not fluent, other students can suggest that he practice speaking more after class, such as imitating the listening materials of the unit, or having more conversations with classmates about the theme of achievements. The group leader records the key points of the group exchange, including the common advantages and deficiencies of the group members, and the effective improvement suggestions. After the group exchange, each group selects a representative to share the group exchange results with the whole class. The representative needs to introduce the overall situation of the group’s self-assessment, the common problems and the improvement suggestions put forward by the group. The teacher listens carefully to the sharing of each group, makes appropriate comments, affirms the advantages of the group, points out the existing problems, and supplements relevant improvement suggestions. Design Intention: Group exchange and mutual assessment can make students learn from each other, understand the learning status of other students, and find out their own overlooked problems. Through mutual discussion and suggestion, students can get more targeted improvement methods, which is more helpful for them to make up for their deficiencies. The group leader’s recording and the representative’s sharing help to sort out the group’s learning situation, and also enable the teacher to understand the overall learning effect of the class, so as to carry out targeted guidance. At the same time, group exchange can enhance students’ cooperative learning ability and communication ability, and create a positive learning atmosphere. Step 5: Key Knowledge Consolidation and Deficiency Compensation According to the self-assessment results of students and the group exchange situation, the teacher summarizes the common deficiencies of the whole class, such as the incorrect use of the to-infinitive as adverbial, the insufficient mastery of some core vocabularies, the poor ability to summarize reading passages, and the unfluent oral expression. Then the teacher carries out targeted consolidation and compensation teaching for these common deficiencies. For the incorrect use of the to-infinitive as adverbial, the teacher first reviews the basic usage of the to-infinitive as adverbial (expressing purpose, result, cause, etc.), and then gives some wrong sentences made by students in their homework and self-assessment, such as “He went to the library for borrowing books.”, and asks students to correct them. After students correct the sentences, the teacher explains the reasons for the mistakes, and arranges some practice exercises for students to do in class, such as completing sentences with the correct form of the given verbs. For example, “She studies hard ______ (improve) her grades.”, “______ (finish) the task on time, they worked day and night.” After students finish the exercises, the teacher checks the answers and explains the key points again to ensure that students master the usage correctly. For the insufficient mastery of core vocabularies, the teacher selects some key vocabularies that students are not familiar with, such as “struggle”, “defeat”, “outstanding”, “maintain”, and reviews their meanings, collocations and example sentences. Then the teacher organizes a vocabulary game: the teacher says the Chinese meaning of the word, and students compete to say the English word and make a sentence with it. The student who answers correctly and quickly gets a small reward. This game can arouse students’ enthusiasm and help them consolidate the vocabularies in a relaxed atmosphere. For the poor ability to summarize reading passages, the teacher selects a short passage about achievements (related to the unit theme) and guides students to summarize the main idea. The teacher teaches students the methods of summarizing reading passages, such as finding the topic sentence, identifying the key information, and omitting the irrelevant details. Then students practice summarizing the passage independently, and the teacher checks their summaries and gives comments and guidance, helping them improve their reading summary ability. For the unfluent oral expression, the teacher sets a speaking task: students work in pairs to talk about their own small achievements in learning or life, and the difficulties they encountered in achieving these achievements, using the vocabularies and sentence patterns learned in the unit. The teacher walks around the classroom, listens to students’ conversations, and corrects their pronunciation, intonation and grammatical mistakes in time, guiding them to express more fluently and accurately. After the pair speaking, the teacher invites 2-3 pairs to present their conversations to the whole class, and gives positive comments and guidance. Design Intention: Targeted consolidation and compensation teaching can effectively solve the common deficiencies of students, help them make up for the knowledge gaps, and improve their learning effect. Different teaching methods (error correction, vocabulary games, reading guidance, speaking practice) are adopted for different deficiencies, which can meet the different learning needs of students, arouse their learning enthusiasm, and make the consolidation teaching more effective. The combination of teacher guidance and student practice ensures that students can truly master the knowledge and skills they are not proficient in. Step 6: Formulate Personal Improvement Plans On the basis of self-assessment, group exchange and key knowledge consolidation, students formulate their own personal improvement plans. The improvement plan should be specific, practical and operable, including the deficiencies to be improved, the specific improvement measures, and the expected goals. For example, if a student’s deficiency is that he can’t use the to-infinitive as adverbial flexibly, his improvement measures can be: 1. Review the grammar notes of the to-infinitive as adverbial every day for 10 minutes. 2. Do 5-10 grammar exercises about the to-infinitive as adverbial every day. 3. Try to use the to-infinitive as adverbial when writing sentences or talking with classmates. The expected goal can be: master the usage of the to-infinitive as adverbial in one week, and be able to use it flexibly in speaking and writing. Students write their improvement plans in English on the back of the self-assessment form. The teacher checks each student’s improvement plan, and gives suggestions for revision for the plans that are not specific or impractical. For example, if a student’s improvement measure is “learn more vocabularies”, the teacher can suggest that he specify the number of vocabularies to learn every day and the specific learning methods (such as reciting, making sentences, etc.). Design Intention: Formulating personal improvement plans can help students clarify their learning goals and directions, and enhance their sense of responsibility for their own learning. Specific and practical improvement plans can ensure that students can effectively carry out improvement work after class, and truly make up for their learning deficiencies. The teacher’s review and revision suggestions can help students improve the feasibility of the improvement plans, so that the improvement plans can really play a role in promoting students’ learning. Step 7: Summary and Homework The teacher summarizes the whole class: this class focuses on the self-assessment of Unit 4 Achievements, through independent self-assessment, group exchange and mutual assessment, we have a clear understanding of our own learning status, found out the learning deficiencies, and carried out targeted consolidation and compensation. The teacher emphasizes that self-assessment is an important way to improve learning ability, and hopes that students can adhere to self-assessment after class, constantly reflect on their own learning, and implement the improvement plans seriously. At the same time, the teacher encourages students to learn from each other, help each other, and make progress together in the process of learning. Then the teacher assigns homework: 1. Finish and revise the personal improvement plan, and stick to implementing it every day, and record the implementation situation. 2. Review the core vocabularies and grammar of Unit 4, and finish the consolidation exercises assigned by the teacher. 3. Write a short passage (80-100 words) about one of your own achievements, using the vocabularies and sentence patterns learned in the unit, and reflect on the process of achieving this achievement. 4. Exchange the implementation situation of the improvement plan with group members in the next class. Design Intention: The class summary helps students sort out the content of the whole class, deepen their understanding of self-assessment and the importance of improving learning deficiencies. The assigned homework is closely linked to the content of the class, which can consolidate the knowledge and skills learned in the class, promote students to implement the improvement plan, and also lay a foundation for the next class. The homework combines review, writing and group exchange, which can comprehensively improve students’ language ability and learning ability. 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 $