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Book 2 Unit 6 The Admirable教案设计
单元主题 本单元的主题语境为人与自我中的做人与做事，涉及的主题语境内容是 优秀品行、正确的人生态度、生命的意义与价值。其对学生的学习和生活影响非常深刻。本单元从介绍中国获得诺贝尔医学奖的科学家屠呦呦的故事开始，依次呈现了马丁·路德·金和莫罕达斯·甘地的遭遇和成就、一位在电影中扮演“超人”的演员在实际生活中也成为了真正的“超人”等学习内容，帮助学生对自己所钦佩的人有新的认知；同时在语言能力、文化意识、思维品质和学习能力等方面得到融合发展。
单元目标 语言能力目标 能够理解与优秀品行、正确的人生态度、生命的意义与价值相关的文章内容，听懂并谈论与最钦佩的人相关的话题，恰当使用所学词汇、句型描述钦佩的人；能够通过概要写作记录身边钦佩的人的优秀品行及感悟。 文化意识目标 了解古今中外各行各业为社会做出贡献的伟大人物；对伟大人物应具备哪些高贵品质有更深刻的认识；树立正确的世界观、人生观和价值观；培养公民义务意识与社会责任感，将来为社会做出自己的贡献。 思维品质目标 在有意义的情境下能通过听、读获取有效信息；能识别语段中的重要信息并进行简单的推断；能针对阅读内容表达自己的观点；能使用相关句型写简要的总结。 学习能力目标 有目的地捕捉所需信息；在听的时候，特别注意和顺序相关的表达，并记录具体的表达日期和时间；学会略读和查读，略读就是快读，对文章内容有总体概念和印象。查读则是以寻找某个细节或某个事实进行有目的、有选择地阅读。
Topic talk板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自我——做人与做事
内容分析 本部分包含一个谈论钦佩的人的思维导图和一段《我最敬佩的人是叔叔》的听力。思维导图旨在让学生的头脑卷起风暴，对如何介绍钦佩的人有基本的了解，听力旨在引导学生谈论钦佩的人，对其优秀品行、树立正确的人生态度有初步的认知。
教学目标 通过填写思维导图，如何介绍钦佩的人有一定的了解； 恰当使用所学词汇、句型谈论钦佩的人，初步感知其优秀品行和树立正确的人生态度； 做听力时获取文章大意并做笔记； 在阅读时获取特定的信息并通过上下文中猜测生词含义。
教学重点 谈论你敬仰的人并给出理由。
教学难点 做听力时获取文章大意。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in Activity 1 Ask and answer 1. T asks the Ss to answer the questions. 1. Ss watch a video about Zhong Nanshan and answer the question: ①Who is he ②What's his job ③What things does he do ④What qualities does he have Understand the people I admire better via watching video and widen students’ knowledge as well as develop cultivate noble character.
Activity 2 Activate and share T asks Ss to work in pairs to brainstorm “people I admire” and organize the information in the mind map. 1. Ss complete the mind map and share. 2. Ss talk about the people they admire. Volunteer students can present their information to the class. Brainstorm through mind map to activate students’ background knowledge about people they admire.
Listening 1 T asks Ss to listen to the dialogue and fill in the blanks. Try to take notes while listening. Ss read the sentence frames, explain the meanings of unknown terms and discuss what the dialogue could be about. Ss listen and complete the Text Builder. Listen to the key information and analyze the logic of expression to cultivate students’ listening ability and thinking quality.
Activity 1 Summarize T asks Ss to draw a mind map for the text. Ss recall the information they heard in the talk to complete the sentences. If needed, play the dialogue and pause after key statements in the interview. Improve students’ information integration ability.
Activity 2 Express yourself T asks Ss to use the mind map to talk about the person you admire. Ss call out words/phrases they learned in this section and talk about the person they admire in different pairs or small groups. Students think about who they admire according to what they hear.
Listening 2 T asks Ss to listen to the dialogue. What qualities of people they admire are mentioned by the speakers Focus on key words while listening. Ss should write three qualities while listening. Ss tell a partner what they expect to hear, e.g., people who are admirable and what makes them admirable. Create opportunities for students to internalize language and logic.
Explore further Activity 3 Group discussion T asks Ss to answer questions. Ss discuss in pairs or small groups whether they agree or disagree with the qualities mentioned in the dialogue and give reasons for their answers. Students listen to key information.
Review Role play T asks Ss to work in groups of four. Each one introduces the person who they admire to their group members. Use the following two charts to help them. Ss work in groups to introduce the person who they admire. Volunteer Ss can read their paragraph in small groups or to the class. Find out whether they have similar ideas on the people that they admire. Guide students to write the people they admire, share and learn from each other in groups, so as to cultivate students’ language ability, thinking quality and culture awareness.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short paragraph about the person who they admire. Ss choose a person they admire. Refer Ss back to the Text Builder to write a short paragraph. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Lesson 1 A Medical Pioneer板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——优秀品行
内容分析 本节课是高中英语第二册Unit 6 Admirable的第一课A Medical Pioneer，课型是阅读课。本节课主要内容是介绍了中国获得诺贝尔医学奖的科学家屠呦呦的故事，并介绍了她和她的团队是如何利用中药发现了治疗疟疾的故事。通过学习本课，使学生们了解中国获得诺贝尔奖的历史性时刻，还让学生懂得任何成功的背后都离不开不懈的努力和奋斗。此外，学生还将学到介词加关系代词的定语从句。
教学目标 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；能够读懂细节信息并写出正文的摘要。 用所学的词汇和语言谈论医学先驱屠呦呦； 了解伟大人物及其事迹相关话题；了解人们对伟人及其事迹的看法； 正确认识、对待伟人及其事迹，并能够在生活和学习中充分利用伟人的拼搏精神。
教学重点 引导学生通过自主阅读和小组合作完成对医学先驱屠呦呦个人经历和成就的信息获取和整合，并能够运用所学对伟人及其事迹进行介绍。
教学难点 能用得体的用英语解释本课中出现的相关名词并阐述自己的看法。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before reading Activity 1 Discuss and share T asks Ss to read the facts about malaria silently and tick the ones they find most striking or interesting. Ss read through the facts silently and tick the information that they find striking. Lead to the topic, activate the Ss’ background knowledge.
Activity 2 T asks Ss to discuss what they know about Tu Youyou. In pairs Ss discuss what they know about Tu Youyou. Ss come to the front of the class and share what information they know about Tu Youyou. Create situations, introduce themes, stimulate thinking, and pave the way for language.
While reading Activity 1 Observe and predict T asks Ss what a pioneer is. Encourage Ss to think of examples of pioneers. T asks Ss what they expect to read in a news article. Ss write as many questions as they canto ask about Tu Youyou. Ss think of examples of pioneers, e.g., Christopher Columbus, Neil Armstrong, Alexander Fleming. Ss predict what they think is happening in the picture and write at least three questions they would like to ask about Tu Youyou. Predict the topic of the interview through pictures and the title.
Activity 2 Read and complete T asks Ss to read the text carefully and complete the mind map on page 54. Then Ss introduce Tu Youyou to their partner based on what they have written. Ss read the news article in detail and complete the mind map. Understand the information intended to the news article to students in the text.
Activity 3 Read and match 1. T asks Ss to match the words and phrases in columns A and B. Then use the phrases to talk about Tu Youyou’s work and achievement. Ss complete the exercise independently. Ss can use their dictionaries for understanding. Guide students to talk about Tu youyou’s work and achievements, internalize and use language.
Activity 4 Read and answer T asks Ss to use three words or phrases to summarize Tu Youyou’s personal quality. Give their reasons and find evidence from the text. In small groups Ss discuss Tu Youyou’s personal qualities and provide reasons for their answers. Consolidate and integrate the language and content learned.
Activity 5 Critical thinking T asks Ss students questions. In small groups Ss discuss the questions and provide reasons for their answers. Renew the educational concept, improve students’ critical thinking ability and guide them to think independently.
After reading Activity 1 Analyze the text structure T asks Ss to read Tu Youyou’s introduction again and find how the author organizes his/her introduction. Ss discuss in groups to analyze how the author organizes his/her introduction. Guide the students to judge the author’s writing intention based on the understanding of the article and the analysis of the writing features.
Activity 2 Complex sentences: relative clauses T asks Ss to have a preliminary understanding of relative clauses. In pairs Ss read the sentences and circle words that link sentences or clauses together. Consolidate the learning content, use and internalize the language.
Group discussion T asks Ss to express themselves. Ss write three sentences on the admirable qualities of Tu Youyou using relative clauses. Their sentences need to be persuasive for a committee to include Tu Youyou as a role model. Renew the educational concept, improve students’ critical thinking ability and guide them to think independently.
Conclusion T asks Ss to introduce an admirable person as a role model. Ss make a conclusion and introduce an admirable person as a role model. Students learn from the outstanding qualities of celebrities.
Review Activity 1 Retell T asks Ss to retell Tu Youyou with the help of the flow chart. Ss talk about Tu Youyou’s work and achievement . Learn the new by reviewing the old.
Activity 2 Create T asks Ss to make a short introduction of a person they admire with the help of the flow chart and the expressions they learned. Ss make a short introduction of a person you admire with the help of the flow chart and the expressions they learned. One representative share their group’s answers with the class. The flow chart is concise and clear, which can promote students’ English knowledge structure and stimulate their interest.
Quiz Exercise 1 Translation Exercise 2 Fill in blanks T asks Ss to do the quiz. Ss translate sentences and fill in blanks by using key words in the text. Practice makes perfect.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short passage about their role model with the help of the skills they have learned and finish exercise 11, 12 on page 55. Ss introduce an admirable person in a logic way and have a deeper understanding of people’s qualities. Students promote writing by reading, and stimulate writing enthusiasm effectively
Relative Clauses (3) & Synonyms and Antonyms板块教学设计 （Relative Clauses (3) 和Synonyms and Antonyms部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自我——正确的人生态度
内容分析 本语法模块的主要内容是掌握定语从句（Relative Clause）的使用情况和如何正确使用同义词、反义词。
教学目标 能掌握定语从句（Relative Clause）的使用情况； 能够区别和理解定语从句中关系代词、关系副词以及介词加关系代词的情况； 能正确使用同义词、反义词。
教学重点 正确理解并运用定语从句； 正确理解并运用反义词、同义词。
教学难点 能正确掌握和使用定语从句；能够区别定语从句中关系代词、关系副词和介词加关系代词的使用情况； 能正确识别和运用反义词、同义词。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lean-in Activity 1 1. T asks Ss what they know about Tu Youyou. Ss answer the questions and find the sentences with relative clauses in the original text. Students perceive relative clauses in specific contexts.
Activity 2 T asks Ss what relative clauses are. T asks Ss to tick the sentences that include a relative clause and underline the clauses. Ss understand that a relative clause is a part of a sentence that has a verb in it and is joined to the rest of the sentence by words such as “who”, “which”, “where”, “when”. Ss work in pairs to read aloud the sentences and point out the verbs which indicate the relative clauses. Perceiving grammar knowledge in context makes grammar teaching more efficient.
Activity 3 Forms of relative clauses T asks Ss to figure out the structure. Ss read examples with relative clauses and summarize the rules. Through observation, students analyze the perceptual knowledge they have acquired, summarize their characteristics.
Have a look T asks Ss to circle the words that are used to join the sentences together in the following sentences. In pairs Ss read the sentences and circle words that link sentences or clauses together. Students identify relative clause conjunctions.
Analyze Principles of choosing correct prepositions T asks Ss to analyze principles of choosing correct prepositions. Ss work out the principles of choosing correct prepositions in each sentence. Students observe the common features of comparative sentences and summarize the grammatical rules.
Summary T asks Ss to summarize principles of choosing correct prepositions. Ss notice common words and summarise how they are used. Induction makes students remember more deeply and participate more.
Practice T asks Ss to do exercises. Ss decide what prepositions to use in relative clauses. Practice makes perfect.
Review T asks Ss to review what they learned today. Ss work in groups and review what they learned today. Learn the new by reviewing the old.
Quiz T asks Ss to complete the paragraph with correct conjunctions. Ss complete the paragraph with correct conjunctions . Practice makes perfect.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a composition themed “The Person I Respect” including an introduction and the reason why they admire hem/her. Ss write a composition themed “The Person I Respect” including an introduction and the reason why they admire hem/her. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Lesson 2 History Makers板块教学设计 （建议时长40-45分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与自我——生命的意义与价值
内容分析 本板块是听说部分。听说部分介绍了马丁·路德·金和的莫罕达斯·甘地的遭遇、成就和其令人钦佩的品质。
教学目标 能够在教师的引导下，讨论马丁·路德·金和的莫罕达斯·甘地的遭遇、成就和其令人钦佩的品质； 听一段关于马丁·路德·金的对话，并将事件排序；听取细节信息；回忆之前听到的信息； 获取关于确定性/不确定性的表达；在讨论中使用表达确定性/不确定性的词汇和句型。
教学重点 引导学生通过阅读材料和听录音获取细节信息。
教学难点 在讨论中使用表达确定性/不确定性的词汇和句型。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before listening Activity 1 Activate and share 1. T asks Ss t what they know about Mahatma Gandhi and Martin Luther King. Ss point out that some facts may be common for both Mahatma Gandhi and Martin Luther King. Students are trained to obtain information from multimodal texts— pictures and videos.
Activity 2 Activate and share T asks Ss to pick out the right information for Gandhi and Martin Luther King. Write G for Gandhi and K for King next to the sentences that match them. T introduces some political figures influencing the world in the 20th century. Ss write G for Gandhi and K for King next to the sentences that match them. Create situation and pave the way for language.
While listening Activity 1 Observe and predict 1. T asks Ss to look at the picture and the sentences below about Martin Luther King. Predict what will be discussed in the dialogue. Ss develop ability to predict and improve their listening ability. Predict before listening. Get twice the result with half the effort.
Activity 2 Listen and check T asks Ss to read sentences about Martin Luther King. Listen to the discussion and add years for each event. Then order them. Ss read the Skill Builder box. Sequencing skill is important when listening to facts about a person or story. Ss add the year for each event first and order the events. Guide students to grasp the main content from the listening text and obtain relevant information; guide students to pay attention to the internal logic of the topic.
Activity 3 Listen for specific information T asks Ss to listen again and complete the answers to questions about Martin Luther King. Ss listen again and complete the questions. Ss take notes as they listen Further strengthen the language ability to obtain detailed information and arouse students’ emotional resonance.
Activity 4 Summarize T asks Ss to draw a map to help them organize the general idea of the discussion, using the key information. In pairs students summarize the general ideas of the discussion and draw a map. Improve the students' ability of induction and improve in the summary.
Activity 5 Listen and answer 1. T asks Ss to talk about what Martin Luther King did in the following years. Use the outline if necessary. In pairs students note down what information they recall about the events in the years and talk about what Martin Luther King did in the following years. When listening, take notes succinctly and record key words,
Review Retell T asks Ss to work in pair work and use the map to help them give a summary of the dialogue to their partners. T asks Ss to work in groups of four. One of the members chooses a person whom you regard as a a history maker in China, introducing his/her sufferings, things that he/she did and achieved. The other three analyze admirable qualities about him/her. Ss retell the listening content and improve oral expression ability. Learn the new by reviewing the old.
After listening Express yourself T asks Ss to choose a person whom they regard as a history maker in China. Search online and find information about him/her. Make a short presentation about the person. Ss share with the class an example of a history maker and their reasons for choosing this person. Ss make a short presentation about this person to the class. Help students to deepen their understanding of the theme and characters on the basis of known information.
Quiz T asks Ss to complete the paragraph using the correct form of the words and phrases below. Play a quiz game and award a point to each pair for giving a correct answer. Review answers as a class this way. Practice makes perfect.
Self- evaluation T asks Ss to check the things they did in this lesson. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short paragraph about a history maker in China. Introduce his/her sufferings, things that he/she did and achievements. Analyze admirable qualities about him/her. Students gather information about their chosen history maker using the following titles as a guideline: Background, What did he/she do, and What did he/she achieve. Ss write by using their own words and the vocabulary that has been explored in this unit. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Lesson 3 The superhero behind superman板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——正确的人生态度
内容分析 本节课是高中英语第二册Unit 6 Admirable的第三课The superhero behind superman，课型是阅读课，介绍了一位在电影中扮演“超人”的演员，在实际生活中也成为了真正的“超人”。通过本节课的学习，让学生了解成为现实生活中“超人”的意义；同时也希望通过本课的学习，让学生正确认识电影世界与现实生活中“超人”是不矛盾的，现实生活中是存在“超人”的。
教学目标 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；用所学的词汇和语言谈论超级英雄； 学生通过阅读对生命的意义和价值有更深的理解；学会总结文章大意； 了解生活中真正“超人”的意义；正确认识生活中真正的“超人”，社会中需要“超人”的存在，鼓励学生多做有意义、积极向上的事情。
教学重点 如何使用地道的英语表达对“超人”的理解。
教学难点 能用得体的英语表达值得钦佩的人，如何描述生活中真正的“超人”。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before reading Activity 1 Activate and share T asks Ss who they think is a superhero and what makes him / her a superhero. T asks Ss to look at the three pictures of Christopher Reeve. What do the two pictures tell you about him How has he changed Ss read the title of the lesson and revise admirable qualities and the definition of a superhero with the students. Lead to the topic and activate knowledge.
While reading Activity 1 Observe and predict T asks the Ss what they want to know about Christopher Reeve. Predict what the text is probably about. Ss can complete the mind map in pairs or small groups and brainstorm questions that they would like to ask Christopher Reeve. Train students’ reading skills of locate certain information.
Activity 2 Read for general idea T asks Ss to read the story quickly and check their predictions. Ss read the story and find the answers to their questions. Train students’ reading skills of getting the main idea.
Activity 3 Read for specific idea T asks Ss to read the story again, take notes of important facts about Christopher Reeve in the diagram below. Then talk about him in groups. Ss are divided into small groups. In each group, read the story aloud and discuss important facts about Christopher Reeve. Then Ss share their answers with the class. Train Ss’ skills of getting specific information and better understanding the language of the passage.
Activity 4 Read and analyze T asks Ss to pick out the expressions that they feel are the most impressive. Read them aloud and explain why they chose them. Ss work independently to underline the expressions that impressed them most and share their answers with the class and to provide reasons. Train Ss’ ability to use language in their real life and express the ideas in a logical way.
After reading Analyze the text structure T asks Ss to answer questions. Ss analyze the text structure by answering questions. ①What is the type of writing ②How does the writer develop the report ③What is the possible structure of this kind of writing Analyze the structure of the article and grasp the idea of the article.
Group discussion T asks Ss to imagine themselves in the following situations. Answer the questions. Ss read the situations, discuss the Skill Builder and share their answers with the class and support their answers with reasons. Students discuss in groups to develop their oral ability.
Conclusion Express yourself T asks Ss to express themselves. Ss read the questions and support their answers with reasons. Groups share their answers with the class. Grasp the "soul" of the article in the summary.
Review Talk show T asks Ss what inspiration they get from Christopher Reeve. Share in groups of four. In small groups, Ss explain what inspired them about Christopher Reeve’s life and support their answers with reasons. Learn the new by reviewing the old.
Quiz T asks Ss to find words from the story that complete the verbs or phrasal verbs below. Then complete the sentences with the phrases. Ss find words from the story that complete the verbs or phrasal verbs below. Then complete the sentences with the phrases. Practice makes perfect.
Self- evaluation T asks Ss do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to finish exercise 3 on page 86 and write a short passage to introduce a superhero in real life that you admire. . Share with us his / her experience. Pay attention to the structure of their writing. Ss gather information about their chosen superhero using the following titles as a guideline: Background and Achievements. Ss use their own words and the vocabulary that has been explored. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Writing: A Summary板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——做人与做事
内容分析 本单元的写作项目属于新课标中记叙文体类别中的概要。概要是对一篇文章的主题思想的简单陈述，它用最简洁的语言概括了原文的主题，使读者对一篇文章有一个简要概括的了解。概要主要包括总结原文的主要观点、主要支撑细节、总体性评价。用概要写作记录身边钦佩的人的优秀品行及感悟。
教学目标 阅读并写出文章《医学先锋》的概要。 学会分析文章内容，明白如何写概要写作。 4写一篇关于《超人背后的超级英雄》的总结。用概要写作记录身边钦佩的人的优秀品行及感悟。
教学重点 了解概要写作主要包括总结原文的主要观点、主要支撑细节、总体性评价。
教学难点 对给出的文章进行概要写作的改写。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in Get ready for writing T asks Ss to work in pairs and tick the statements that are true about summary writing. . Ss tick the statements that they believe are true about summary writing. This can be used as a baseline assessment. Lead to the topic, activate the Ss’ background knowledge.
Reading & analyzing Read for content T asks Ss to read the summary of “A Medical Pioneer”, and answer the questions. Ss read both texts. Then in the news article, Ss underline the information that was used in the summary. This will help Ss to answer the questions. Predict the topic of the interview through tips and pictures.
Read for structure T asks Ss to divide the text “A Medical Pioneer” (pages 52–53) into four parts and write out the relevant paragraphs for each part. Then match each part with the correct focus. Ss read the text “A Medical Pioneer” aloud. Ss firstly match the phrase with the Part and then fill in the corresponding paragraph number. Looking for the skeleton of the article.
Read and complete T asks Ss to read the text carefully and complete the mind- map on page 54. Then Ss introduce Tu Youyou to their partner based on what they have written. T asks Ss to read the summary again. Find out the main information included in each paragraph. Ss answer questions: ①What do you notice about the diagrams for the news article and for the summary ②Why is the format important ③What are the similarities and differences Understand the information intended to convey to Ss in the text.
Read for language T asks Ss to recall the words and phrases learned in Topic Talk describing a person’s life. Ss apply the words and phrases learned in Topic Talk to describe a person’s life. Dig the corresponding information according to their own understanding and relate the advice to Ss themselves.
Conclusion T asks Ss to how they write a summary for an article. Ss summarize how they write a summary for an article. Consolidate and integrate the language and content learned.
Outline T asks Ss to talk to their partners about the key information in their outline by asking each other questions. Ss talk to their partners about the key information in their outline by asking each other questions. Read to extract and summarise the information and understand the narrative structure.
Writing activity Practice T asks Ss to write a summary for the article “The Superhero Behind Superman”. Ss read the story “The Superhero Behind Superman”, and use key points to write a sentence summarizing the paragraph. Practise narrative writing with the help of the given structure.
Drafting T asks Ss to draft their summary based on Activity 6. Then edit their summary in pairs and share what they have written in class. Ss know draft is the first version of a piece of writing and that it is also called a rough draft because it is not “smooth” or finished. Ss draft their summary. Improve writing through peer evaluation.
Editing T asks Ss to edit their summary in pairs according to the following Peer Editing Sheet. Ss know that the final stage of writing, before publishing, is editing. When they edit, they check that their ideas are clear and that their sentences are complete. Ss exchange their writing with a partner and offer each other suggestions to improve their drafts. Good articles are not written, but altered.
Review T asks Ss to answer the following questions based on what we have learned. Ss answer questions: ①What information is included in a summary ②What information is left out in a summary ③How to structure a summary of a person’s life ④How to write a summary for an article of a person’s life Learn the new by reviewing the old.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a summary of the text “Anne Frank and Her Diary” on P66. Draft their summary and use the Writing Help to help them. Ss to write a summary of the text “Anne Frank and Her Diary” on P66. Draft their summary and read their finalized summaries to the class. Students promote writing by reading, and stimulate writing enthusiasm effectively

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