Unit1 Road to Success-Reading A-Self-assessment 讲义-2025-2026学年高中英语沪外版必修第三册

Unit 1 Road to Success-Reading A-Self-assessment 教学目标和重难点 教学目标 It focuses on developing students’ language ability to grasp key information and express views, cultural awareness to understand success values at home and abroad, thinking quality to analyze success factors critically, and learning ability to summarize and reflect on reading methods independently. 教学重难点 Key points: Master core vocabulary and complex sentences about success, grasp the text structure and main ideas. Difficult points: Analyze the logical relationship between success factors and apply reading strategies to express personal views on success. 教学过程 Step 1: Lead-in and Self-assessment Preview The teacher starts the class with an open question: “What do you think is the most important factor to achieve success? Is it hard work, opportunity, talent or something else?” Ask students to think independently for a few minutes and then share their opinions freely. After 3-4 students share their ideas, the teacher summarizes: “Different people have different understandings of success and its factors. Today, we will go deep into Reading A of Unit 1 Road to Success, and in the process of learning, we will conduct self-assessment to check our learning effects, find our strengths and weaknesses, and improve our reading ability and comprehensive literacy.” Then, the teacher briefly introduces the self-assessment requirements: in this class, students need to evaluate their performance in vocabulary mastery, text understanding, reading strategies and view expression, and fill in the self-assessment form at the end of the class. Design Intention: The lead-in question is closely related to the unit theme “Road to Success”, which can arouse students’ interest in learning and activate their prior knowledge about success. By putting forward self-assessment requirements in advance, students can establish a sense of self-monitoring in the whole teaching process, clarify the learning goals, and lay a foundation for the subsequent self-assessment link. At the same time, free sharing can cultivate students’ oral expression ability and lay a foundation for the subsequent view discussion. Step 2: Pre-reading and Vocabulary Self-check First, the teacher presents the core vocabulary of Reading A on the screen, including nouns (perseverance, ambition, obstacle, achievement), verbs (overcome, pursue, devote, attain), adjectives (determined, resilient, diligent, outstanding) and phrases (stick to, give up, in the face of, achieve one’s goal). Then, the teacher asks students to do self-check: mark the words they are familiar with, the words they can recognize but can’t use flexibly, and the words they don’t know at all. After self-check, students work in pairs to exchange and explain the words they are familiar with; for the words they are not sure about, the teacher explains them in combination with simple sentences and the context of the text, such as “perseverance” can be explained with the sentence “His perseverance helped him get through the difficult times and finally achieve success”, and connect it with the theme of the text. Then, the teacher asks students to make simple sentences with 2-3 core words, and invite several students to present their sentences to check their mastery. Design Intention: Vocabulary is the foundation of reading comprehension. The pre-reading vocabulary self-check helps students understand their own vocabulary level, clarify the key points of vocabulary learning in this class, and improve the pertinence of learning. Pair exchange not only can help students learn from each other, but also can cultivate their cooperative learning ability. Explaining vocabulary in combination with the text context can help students connect vocabulary with the text content, laying a foundation for subsequent text reading. Making sentences can test students’ ability to use vocabulary flexibly and lay a foundation for their subsequent view expression. Step 3: While-reading and Comprehension Self-assessment This step is divided into three parts: skimming, scanning and careful reading, and students conduct self-assessment in the process of reading. First, skimming: The teacher asks students to read the text quickly, grasp the main idea of the text, and answer the question: “What is the main content of the text?” After reading, students answer the question independently, then the teacher invites several students to share their answers, and summarizes the main idea: The text mainly introduces the experiences of several successful people, analyzes the common factors leading to their success, and tells us that success requires perseverance, diligence, ambition and the courage to overcome obstacles. Then, students conduct self-assessment: “Can I grasp the main idea of the text quickly through skimming?” and mark “excellent”, “good”, “general” or “need improvement” according to their own performance. Design Intention: Skimming training can help students master the fast reading strategy, improve their reading speed and the ability to grasp the main idea of the text. Conducting self-assessment in the process of skimming can let students timely understand their own mastery of skimming strategy, find problems in time, and adjust their reading methods. At the same time, grasping the main idea of the text can help students establish the overall framework of the text and lay a foundation for subsequent careful reading. Second, scanning: The teacher puts forward specific questions and asks students to scan the text to find key information: 1. Who are the successful people mentioned in the text? 2. What difficulties did they encounter in the process of pursuing success? 3. What factors helped them achieve success? Students read the text quickly, find the relevant information and write it down. After scanning, students check their answers in pairs, then the teacher explains the key information and corrects the mistakes. Then, students conduct self-assessment: “Can I find the key information quickly and accurately through scanning?” and make corresponding marks. Design Intention: Scanning is an important reading strategy, which can help students find specific information quickly in the text. The design of specific questions can guide students to read with goals, improve reading efficiency. Pair check can help students find their own mistakes and learn from each other. Self-assessment can let students know their own ability to use scanning strategy, and enhance their sense of self-awareness in reading. Third, careful reading: The teacher asks students to read the text carefully, pay attention to the details, complex sentences and logical relationships in the text. First, the teacher points out several key complex sentences in the text, such as “Although he encountered numerous obstacles in his research, he never gave up and finally made a great achievement.” and “It is his diligence and perseverance that enable him to overcome all difficulties and realize his dream.” The teacher guides students to analyze the sentence structure (such as attributive clause, adverbial clause of concession, emphasis sentence), and explains the meaning of the sentences in combination with the context. Then, the teacher asks students to discuss in groups: “What are the common characteristics of the successful people mentioned in the text? Do you agree with these characteristics? Why?” After group discussion, each group sends a representative to share their views. During the sharing process, the teacher guides students to express their views clearly and reasonably, and supplements and summarizes. Then, students conduct self-assessment: “Can I understand the details and complex sentences of the text? Can I analyze the logical relationship in the text and express my own views?” and make marks. Design Intention: Careful reading is the key link of text understanding, which can help students deeply understand the details, language features and logical structure of the text. Analyzing complex sentences can help students break through the language difficulties in reading, improve their ability to understand complex sentences. Group discussion can cultivate students’ cooperative learning ability and critical thinking ability, and let students express their views freely, which is conducive to the development of their thinking quality. Self-assessment in this link can let students comprehensively understand their own text comprehension ability, including detail understanding, sentence analysis and logical reasoning ability. Step 4: Post-reading and Comprehensive Application Self-assessment This step mainly includes two parts: language application and theme discussion, so as to test students’ comprehensive ability and conduct self-assessment. First, language application: The teacher asks students to complete two tasks. Task 1: Fill in the blanks with the core vocabulary and phrases learned in this class. The blanks are closely related to the text content, such as “He showed great ______ (perseverance) in the face of difficulties and never gave up.” “She ______ (devoted) herself to her work and finally achieved great ______ (achievements).” Task 2: Rewrite the key complex sentences in the text with simple sentences or other sentence structures, so as to test students’ ability to use sentence structures flexibly. Students complete the tasks independently, then the teacher checks the answers and comments on the common problems. Then, students conduct self-assessment: “Can I use the core vocabulary and sentence structures flexibly?” and make corresponding marks. Design Intention: Language application tasks can test students’ mastery of vocabulary and sentence structures, and help students consolidate the knowledge learned in this class. Rewriting sentences can cultivate students’ ability to use language flexibly and improve their language expression ability. Self-assessment can let students know their own language application ability and find the deficiencies in vocabulary and sentence structure application. Second, theme discussion: The teacher puts forward the discussion question: “Combined with the text and your own experience, what do you think is the most important factor for success? How can you apply these factors to your study and life?” Students think independently first, then discuss in groups. Each group needs to sort out their views and make a short report. After the group reports, the teacher makes a summary: Success is not accidental, but requires perseverance, diligence, ambition and the courage to overcome obstacles. We should learn from the successful people in the text, set clear goals, stick to our dreams, and work hard to pursue our own success. Then, students conduct self-assessment: “Can I combine the text content and my own experience to express my views clearly and reasonably? Can I communicate effectively in group discussion?” Design Intention: Theme discussion can help students deeply understand the theme of the text, connect the text content with their own life experience, realize the educational significance of the text, and cultivate their cultural awareness and values. Group reports can cultivate students’ oral expression ability and cooperative learning ability. Self-assessment in this link can test students’ comprehensive ability, including view expression, logical thinking and communication ability. Step 5: Summary and Overall Self-assessment First, the teacher summarizes the whole class: In this class, we have learned Reading A of Unit 1 Road to Success, mastered the core vocabulary and key sentence structures related to success, grasped the main idea and details of the text, mastered skimming, scanning and careful reading strategies, and discussed the factors of success. At the same time, we have conducted self-assessment in each link, which helps us find our strengths and weaknesses. Then, the teacher distributes the self-assessment form, which includes four dimensions: vocabulary mastery, reading comprehension, reading strategies and view expression. Each dimension is divided into four levels: excellent, good, general and need improvement. Students fill in the self-assessment form according to their performance in each link of the class, and write down their own strengths, weaknesses and improvement plans. After filling in, students can exchange their self-assessment forms with their deskmates, learn from each other’s strengths, and put forward suggestions for improvement. Then, the teacher invites 2-3 students to share their self-assessment results and improvement plans, and gives positive comments and guidance, encouraging students to adhere to their improvement plans and continuously improve their English comprehensive ability. Finally, the teacher makes a final summary: Self-assessment is an important learning method, which can help us understand our own learning situation, find problems in time, and adjust our learning methods. I hope that after this class, you can use self-assessment in your daily English learning, continuously improve your reading ability and comprehensive literacy, and move forward on your own road to success. Design Intention: The class summary helps students sort out the knowledge and skills learned in this class, form a systematic knowledge framework, and consolidate the learning results. The overall self-assessment enables students to comprehensively evaluate their own learning situation, clarify their strengths and weaknesses, and formulate targeted improvement plans, which is conducive to the development of their learning ability. Exchanging self-assessment forms with deskmates can promote mutual learning and common progress. The teacher’s comments and guidance can encourage students, enhance their learning confidence, and guide them to form a good learning habit of self-assessment. Step 6: Homework Arrangement 1. Review the core vocabulary and key sentence structures of this class, and write a short passage (80-100 words) about your own understanding of success, using the vocabulary and sentence structures learned in this class. 2. Complete the self-assessment form carefully, and revise the improvement plan according to the teacher’s and deskmate’s suggestions. 3. Preview Reading B of Unit 1, and conduct a preliminary self-check of the new vocabulary. Design Intention: Homework arrangement is an extension of classroom teaching. Writing a short passage can test students’ ability to use the knowledge learned in class flexibly and improve their writing ability. Revising the improvement plan can help students further clarify their learning goals and improve their learning ability. Previewing the new content and conducting preliminary self-check can help students lay a foundation for the next class and cultivate their autonomous 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 $