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学科 英语 时间 2024.6.17 班级 高二 教师
课题 Unit 9 Human Biology Writing workshop 课时 主备人
学情 分析
学 习 目 标 （1）To read and talk about the summary of “Epidemics Explained” （2）To analyse the structure and language of the summary （3）To write a summary for the text “To Clone or Not to Chone
重 难 点 Key points: Know to the make a summary. Can summarize the key points of each parts and analyze the language style of the original article. Difficult points: Know how to leave out the unnecessary information.
教 学 过 程 Step 1: Get ready for writing. Ask students to discuss the following questions. ·What does“summary" mean to you .How do you write a summary ·What advice would you give for writing a summary (2)Ask students to tick the true statements based on their discussion. □①A summary must cover the most important points of the text. □②A summary is a brief, complete and objective statement of the passage. □③A summary will help you better understand the text by seeing its strengths and weaknesses. □④A good summary must have good accuracy in vocabulary and coherency in sentences. □⑤A summary can help you find key points or ideas. Suggested answers: All of them are right. [设计意图]利用讨论激活学生已有知识，并通过练习形成对概要写作的基本认知。 Step 2: Read for Writing 1. Tell students to review the text “Epidemics Explained”and think about the following questions. What is an epidemic Who is Jim Smith Which epidemic caused the most deaths What are researchers doing 2.Encourage students to understand unknown terms based on the context. Some epidemics were connected Definition Cooperation needed to fight against epidemics Epidemics in the 21* century 3. Preview the table and the answer options. Have students fill in the table. The Text “Epidemics Explained” The Text “Epidemics Explained” CorrespondingPartsparagraphsKey information11-2Definition23-6:Some epidemics were connecte37-8Epidemics in the 21* century49Cooperation needed to fight against epidemics
4. Check answers as a class. [设计意图]通过问题回顾原语篇的关键性信息,并以表格的形式呈现文本的基本结构。 Step III While- writing 1. Read and compare. (1) Tell students to read the summary of “Epidemics Explained” and find the main focus for each paragraph. What is the main focus of Paragraph 1 What information from the original article is in the summary .What information from the original article is left out (2) Ask students to use these questions to continue analysing Paragraphs 2~4 of the summary. (3)Discuss the answers as a class. Suggested answers: ·Definition of epidemic. The key information. ·Extra details such as the causes and classification of epidemics. 2. Focus on structure. (1)Tell students they will analyse the article they read in Lesson 1-and then write a summary. (2)Ask students to reread the article and list the main details in groups. (3) Divide students into several groups to finish the chart based on their discussion. The Text “To Clone or Not to Clone”PartsCorresponding paragraphsMain focuses 11definition22-3successful examples on cloning 34-6praises and concerns about cloning
(4)Share and comment. 3. Focus on language. (1) Ask students to read the paragraph below and underline the key words. Then tell them to summarise the paragraph in one sentence. And the sentence needs to include the most important details of the paragraph. Cloning is the process of making an exact copy of a plant or animal and developing it either naturally or artificially. Natural cloning has been going on for generations. For example, gardeners have been using a form of cloning when they take a cutting from a plant and place it in a suitable medium, such as soil. Another example of natural cloning is identical twins, who are produced from the same egg.
(2)Let them write their sentences and then compare with others' sentences, (3) Choose other paragraphs for students to practise. (4)Invite volunteers to read their sentences to the class, Suggested answers: Key words: cloning,making an exact copy, plant or animal,natural cloning, going on for generations Summary:Cloning means to make an exact copy of a plant or animal and natural cloning has been going on for generations.
[设计意图]通过讨论和比较,获取、梳理概要的基本框架。然后通过归纳段落,提炼关键词，明确概要的基本特点。同时创设新的语境，在训练中内化概要在结构和语言方面的特点，为后面的写作作铺垫。 Step IV Compose your writing. Drafting. ① Review the information in the Writing Help and make clear what is important in writing a summary. Writing Help Writing a Summary It's important to: 1,read the text and divide it into parts; 2,summarise each part in one or two sentences, covering the key information; 3.avoid including examples or explanations; 4.avoid adding your own ideas; 5.use linking words where necessary.
②Check the information in the Writing Help to see whether they have covered all the points. ③Instruct students to complete their drafts based on the suggestions from the Writing Help. [设计意图]从整体角度出发，先提供写作建议，供学生参考，随后引导学生模仿范文完成初稿。在此过程中，教师引导学生复习“连接词”的用法,逐步实现对语言知识的内化,促进语言运用的自动化，助力学生将知识转化为能力。 Step V: Evaluation 1. Ask students toread the Peer Editing Sheet for Unit 9 on Page 93 to help them review their partner's draft. Evaluation □Does the writer summarise the main idea of each section □Does the writer use his/her own words to summarise □Does the writer include his/her own opinion □Does the writer use transition words to link the writing Mark any spelling, punctuation or grammar errors. Mark any unclear expressions.Give suggestions if you can. Underline the expressions you ments:___
2. Have students exchange their drafts and polish them. 3. Share the description with the class. [设计意图]借助评价标准和同伴评价，鼓励学生互评与交流，并根据评价信息对文稿加工润色，提升写作能力。学生在互评过程中自我监督、不断反思、取长补短、总结经验和调控学习,把教学评价变成主体参与、自我反思、相互激励、共同发展的过程和手段。 Step VI Application Learning strategy. Five steps for writing a summary Read the original text 1) Scan the article quickly to get a sense of its topic and overall shape. 2) Read the article carefully, highlighting important points and taking notes as you read. 3) Skim the article again to confirm you’ve understood the key points, and re-read any particularly important or difficult passages. 2. Look for key details. To make the text more manageable and understand its sub-points, break it down into smaller parts 3. Identify the key points in each section. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail. 4..Write the summary. Do not copy and paste parts of the article, not even just a sentence or two. The best way to do this is to put the article aside and write out your own understanding of the author’s key points. 5. Check the summary 1) You’ve accurately represented the author’s work. 2) You haven’t missed any essential information. 3) The phrasing is not too similar to any sentences in the original text.
2. For this part, students are required to write a summary based on what they have learnt. (1) Ask students to read the following passage and steps, then work in pairs to discuss. The original passage: Jackie is perhaps the most easily annoyed koala at the Featherdale Wildlife Park in southern Australia. All the koalas there are unhappy and complaining. You would be too if you were used to night activities and someone kept waking you up all day while you were trying to sleep it off. That's right-sleep it off. The average koala is always half asleep because it feeds on the leaves of a special kind that makes it sleepy. The reasonJackie and her fellow koalas are repeatedly awoken from their deep sleep is that they can be hugged and photographed by tourists, who make the trips to Featherdale and an increasing number of other national parks for just that special experience. Whatever department in the Aussie government in charge of such things is now moving to make the practiceillegal,which is understandable. How would you react, my friend, if you were trying to sleep off a dozen times and some round, furry creature smelling of grass kept waking you
(2)Have students write a summary within 60 words. (3)Encourage students to polish their summaries by turns. (4)Share and comment their works. Suggested answer: Koalas are sad and complaining because of tourists' hugging and taking photos, which makes them keep awoken repeatedly. As a result,the government takes measures to ban the practice. So we should be kind to animals. [设计意图]通过阅读概要的写作技巧和设置任务，帮助学生更好地理解文本结构，从而根据“明话题，定顺序，找中心句、高频词、连词，列提纲”的步骤撰写概要。
作业 设计 Write a summary of unit7 lesson3
教 学 反 思

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