1、Book 1 Unit 6 At one with nature Period 5 Developing ideas: Writing a summary（40 分钟）内容分析：本板块的读写部分的阅读材料是一篇说明文，介 绍了英国人饮用水果茶和花草茶的情况及花草茶的功效。通过这一板块的学习， 学生能够熟练掌握摘要写作的技巧，进一步理解人类生活与自然环境的关系， 丰富自身的跨文化知识，培养亲近自然、崇尚自然、合理利用自然、与自然和 谐相处的意识。学情分析：学生通过课外阅读对英国人喜欢下午茶，喜欢饮用 花草茶和水果茶的背景知识有一定的了解。通过上一课时的学习，学生能够初 步运用所学知识把握主题句，
2、归纳段落大意，理清文章结构，但是对于概要写 作的文体特点和内容要素还不了解，如何对提取的信息进行适当的整合和重组 等问题需要教师循序渐进由浅入深的问题引导。教师要引导学生理解段落主题 句的功能：陈述或暗示段落的主要内容或话题，并引导学生掌握通过段落主题 句来归纳段落大意、理解文章主旨等阅读策略。此外，教师还要引导学生关注 主题句常出现的位置是段首，但是这一位置并不绝对，有时候段落主题句也会 出现在段落结尾或隐藏在行文中间。 教学目标：经过本课学习，学生能够： 1.读懂文章，准确把握各段主题句，归纳段落大意，理清文章结构； 2.了解概要写作的文体特点和内容要素，能够运用所学内容进行概要写作； 3
3、.了解英国人对园艺的热爱和饮用水果茶及花草茶的传统，并联系自身实际 对中外文化都崇尚与自然和谐相处形成跨文化的理解。 教学重点和难点: 1.引导学生通过阅读来把握和概括段落大意和语篇主旨； 2.培养学生概要写作的能力，尤其是如何对提取的信息进行适当的整合和重组。 教学过程： 步骤 教学活动 设计意图 Step 1 Lead-in 2 mins 1. T checks the homework of last period and asks some individuals to share their ideas about “traditional Chinese lifestyles th
4、at bring us close to nature”, perhaps including drinking tea. If no, T shares something about tea culture in China T makes connection by saying: In fact, British people also have a tradition of drinking tea. But their tea is different from ours. Look! T brings some herbal or fruit tea to class and s
5、hows the tea to the class.2. Warm-up questions:(1) T asks Ss if they like to drink these kinds of herbal or fruit tea. (2) If they like, ask Ss the reasons why they like these kinds of tea. T invites individuals to share some benefits of drinking herbal and fruit tea. T makes a connection by saying
6、“Now lets watch a video to learn more about fruit and herbal tea” and shows a short video about herbal or fruit tea. 创设情境，引出主题；引起阅 读期待；激活背景知识。激活 关于花草茶的知识，尤其是饮 用花草茶的益处等。 Step 2 Pre-Writing/Reading 11 mins 1.T asks Ss to read the passage and get its main idea. Question: Can you think of a title for th
7、is passage? 2. T divides the class into groups and asks Ss to discuss the main idea of each paragraph and underline the topic sentences Activity 5. T comments that a topic sentence usually comes at the beginning of a paragraph; sometimes, it appears in the middle or at the end. 3. T asks students to
8、 make notesfind some detailed sentences in the text to support the headings based on Activity 5. 4. Teacher asks some groups to share the topic sentences as well as the notes with the class 联系上一课时，引导学生回顾 主题句常出现的位置是段首， 但是这一位置并不绝对。 Step3 Writing15mins 1. Teacher helps students to review what a good su
9、mmary should be like: In the first period of this unit, we have learned some features of a good summary. (A summary should be in the form of a paragraph. A summary contains only the main ideas of the original text. A summary is written in your own words.) 2. Before writing, T asks the following ques
10、tions and lets the students discuss in the group: (1) A summary contains only the main ideas of the text, but can you add your own opinions by using some terms like “I think” or “in my 把握语篇结构。准确理解原文 要点并准确完全使用自己的语 言呈现。概要中只能客观陈述 作者的观点，不可以写入自己 的观点或者评论。有效地使用 语句间的连接成分，使完成的 概要结构紧凑。要使用较短的 连接词代替较长的连接词。 opin
11、ion”？ (2) A summary is written in your own words, so how to rewrite the topic sentences? (3) A summary should be in the form of a paragraph, so what kind of linking words can you use in a summary to connect the sentences? T invites some groups to share their discussions and write down the key answer
12、s on the blackboard. T makes comments (Learning to learn): When writing a summary, dont just combine all the topic sentences .Instead, reconstruct the information to make the paragraph coherent, concise and natural .3. T asks Ss to make clear the key information in Activity 5 and asks Ss to write a
13、summary in 60-80words(Activity 6）of the passage according to the tips on the blackboard. Step 4 Post-writing Polish and share12 mins 1. T asks Ss to check and polish their own and their group members writing by using the following points: (1) Cover the main points using your own words. (2) No detail
14、s in 6080words. (3) Use proper transitional words. (4) No grammatical mistakes. (5) No personal opinion. 2. T asks some students to share their summaries with the class and asks other students to make comments.Activity 7. 3. T and Ss revise a version written by one of the students using the tips and
15、 try to present a sample of the summary writing. 4. T makes comments again (Learning to learn):When writing a summary, dont just combine all the topic sentences. Instead, reconstruct the information to make the paragraph coherent, concise and natural 学生呈现概要作品， 同伴互评， 师生共评，呈现范文。争取解 决如下问题: 1.过分概括或太细节化。
16、 2.连接词使用不当(逻辑不对， 或过长） ，或者没有使用。 3.要点表述错误。 4.时态混乱。5.语法错误。 Homework: 1. Comment on each others work, grade them according to the checking points. 2. Polish your own version based on what you have learned in this class. 3. Read at least two more passages from your classmates and take down some beautiful sentences. The design of the blackboard Fruit and herbal teas Topic sentences Headings Notes Love popularity However Various benefits
