M1U1Self-assessment.doc

Self-assessment
Teaching goals
1. Target language
Self-assessment.
2. Ability goals
Enable the students to make a self-assessment on what they've learned in this unit.
3. Learning ability goals
Help the students learn how to make a self-assessment.
Teaching important & difficult points
How to make a self-assessment on what they've learned in this unit.
Teaching methods
Task-based activities.
Teaching aids
A computer and a projector.
Teaching procedures
Step I Summing Up
Ask the students to recall what they have learned in the whole unit.
T: What have you learned in this unit? Do you still remember them? Write them down in your note-books.
A sample version:
I. About language
1. Words & expressions
attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, article, penfriend, introduce, immediately, former, recently, culture, develop, photograph, donate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue, poet, generation, poem, select, require, scary, nature, assembly, for-free, pay attention to
2. Word power: school facilities
3. Function
Describing school life
Going to a British high school for one year was a very enjoyable and exciting experience for me.
We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the faces and names.
Describing school activities
Next month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China.
Comparing school life in Britain and in China
I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English. ,
4. Grammar and usage
Introduction to attributive clauses
Relative pronouns: that, which, who, whom, and whose
II. Skills building
1. Reading strategy: skimming and scanning
2. Understanding a program
3. Comparing information
4. Writing a notice
5. Designing a poster for a new school club
III. Tasks
1. Completing a timetable for a school program
2. Reporting to your class teacher
3. Informing your classmates
4. Starting a new school club
Step H Self-assessing
Ask the students to do Part A on page 20 individually.
T: One of the key steps in study is to learn to make self-assessment. After learning something new, you should make clear what you have achieved and what else you can do to improve your study. This period you'll learn how to make self-assessment on what you have learned in this unit. First, 'look at the guidelines on page 20. What can you see first?
S: I can see a color bar with five levels marked with 1,2,3,4and5.
T: What does it show?
S: It shows how confident we will feel about what we have learned.
T: Now you have an opportunity to evaluate your own skills and abilities in English. Read Part A and check how well you think you have developed these skills. Pay attention to the following:
1. 18 items are listed, covering the main study targets in this unit, such as skills in reading, listening, speaking, writing, the usages of vocabulary and grammar items as well as doing activities in English;
2. Each item corresponds with one or more parts in this unit;
3. The total score is 90 with each one scored 5;
4. If you feel very confident about one item, you score yourself S; if you feel only slightly confident about another item, you get 2;
5. After going over all the items in this part, you need to add all the scores you get and divide the total amount by the total sum. Thus you will get a percentage, which shows your level.
Ask the students to make an action plan.
T: If you feel there are some items you are not confident of or just slightly confident about, you can think about how to improve on them. Next make an plan on what and how you will do in the next unit.
Sample action plan 1:
To improve my confidence level on grammar usage, I would:
1. Learn the guidelines on page 10 once and again;
2. Do more practice.
Sample action plan 2:
To improve my confidence level on assigning different roles in group work, I would:
1. make clear what the aim of group work is, how many steps we should take, etc;
2. to ask for advice from each group member;
3. to make a careful plan in details
Step III Practice
Ask the students to do Parts D1 and D2 on page 89.
Check the answers.