高一年级英语 U6 At One with Nature 概要写作
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3.Small quiz:The teacher first show an example of how to finish the question. The studentsidentify the relations ofthe rest of the twopairs of sentences, then, list the linking words that can be used to connect each two sentences.
1.The teacher asks studentsto recall what they have learned in this unit.
2.Theteacher shows theBlessings of Natureas well as the usage of nature’s gifts
expand their knowledge in British and Chinese tea cultures
apprehendand be able to use the skills of summary writing, including ways to reconstruct sentences and paragraphs, how to select major information, the basic elements that form a summary
1.Consolidate thevocabulariesandwriting skills by reviewing peer and sample writings
2.Cultivate students’independent learning ability by guiding them through the online resources and self-assessment criteria
Content Analysis
主题语境(Theme)：Man and Nature
语篇类型(Genre)：Summary Writing of anExposition
文本分析(Discourse analysis)：
In the textbook, the Writing section belongs to the part of“Developing Ideas”and it serves to help students’reinforce their learning from different perspectives so as to foster the development of their logical and critical thinking skills. The summary writing in Unit 6 is a new type of writing that most students have never encountered. Although it is not included in the College Entrance Examination, it’s still necessary for students to master the skills.
Activity7:Write a summary of textbook p71.
1.The teacher highlights the aspects that the students need to pay attention to when writing.
2.Students have 10 mins to finish their writing. Meanwhile, the screen will show the page of linking verbs for students’ reference.
Write your own summary
1.Develop students’ independent learning capability
2.Strengthen thewriting techniques, as well aswords and grammar points that they have studied in class
Activity6:Take notes of the linking words and phrases
1.The teacher shows a list of linking words and phrases in different categories
2.Ask the students to add more to the word list if they can
Studentsdeepen their understanding on human-nature relationship and be aware of the similarities and differences between China and western countries’tea cultures.
Activity2:Read the whole passage and underline the topic sentence of each paragraph.
1.The teacher leads students to think about how to locate the topic sentences
3.Achieve a general understanding of Chinese and English tea culture, and develop a sense of cross-cultural comparison
Activity 8:Analyze peer answer and sample
B1U6 focuses on nature-- the gifts that we receive from nature and the utilization of natural resources. The passage in U6 Writing also falls into the above range, with highlights on the herbal and fruit teas in Britain. So, automatically the teaching aims should possess the emotional function of helping students to appreciate the beauty of tea and discern the difference between Chinese and English tea cultures.
obtain the ability to seize the main idea and draw out the structure of a passage
Key points and / or difficult points
Studentsare capable to grasp the main idea and structure of a passage so as to write a summary independently
2.Students have 2.5 mins to read and finish the exercise
Activity3:Summarize the main idea of each paragraph into 1-2 words. Choose the words from topic sentences.Make notes under the headings. (p71 Task 5)
1.Students have 2 mins to thinkabouttheir answer and say it loudly
2.The teacher ds the students to extract tips from ‘Learning to learn'
Then, the exercises of each tip are given to students
3.After students complete their essays, they are asked to upload their paragraph to online-grammar-checking websites for revision. (3 mins)
Review, assess & conclude
3.Recall the concept“Man is an integral part of nature (天人合一)”that is taught inLongji Rice Terracesso as to bring out the Writing topic that will be elaborate in the next section.
Read & Analyze
1.Applythe deduction skills toguess themain ideaof the passage from pictures
2.Gain an understanding of the article structure
Activity 1:Scan and choose the best topic for the passage.(several mins to scan and think)
1.The teacher analyses a summary written by one student (its advantages & disadvantages)
Teaching Plan
Date
Name
Unit
Unit6, Book 1
Title
B1U6 Writing: Summary Writing
Class, GradeSchool
Type
Writing Class
Objectives:By the end of the lesson, thestudentswill …
Activity5:Practice“How to reconstruct/rewrite a sentence”
1.Students have 1 min to thinkabouttheir answer and say it loudly
2.The teacher shows several methods to reconstruct the sentencethrough examples, followed by exercises.
Procedures
教学环节
Steps
教学目标
Objectives
活动形式与步骤
Activities
Review
1.Review the contents of the previous lessons
2.Arouse students’ interests in the lesson
Warm-up:Review the things they have learned in the previous lessons
How to write a summary
1.Enhancethe writing skills.
2.Gain a deeper understanding on what forms a good summary
Activity4:Students answer “What should a good summary be like?” They can refer to the ‘Learning to learn' section on p71 in the textbook.
1.The teacher asks studentsto recall what they have learned in this unit.
2.Theteacher shows theBlessings of Natureas well as the usage of nature’s gifts
expand their knowledge in British and Chinese tea cultures
apprehendand be able to use the skills of summary writing, including ways to reconstruct sentences and paragraphs, how to select major information, the basic elements that form a summary
1.Consolidate thevocabulariesandwriting skills by reviewing peer and sample writings
2.Cultivate students’independent learning ability by guiding them through the online resources and self-assessment criteria
Content Analysis
主题语境(Theme)：Man and Nature
语篇类型(Genre)：Summary Writing of anExposition
文本分析(Discourse analysis)：
In the textbook, the Writing section belongs to the part of“Developing Ideas”and it serves to help students’reinforce their learning from different perspectives so as to foster the development of their logical and critical thinking skills. The summary writing in Unit 6 is a new type of writing that most students have never encountered. Although it is not included in the College Entrance Examination, it’s still necessary for students to master the skills.
Activity7:Write a summary of textbook p71.
1.The teacher highlights the aspects that the students need to pay attention to when writing.
2.Students have 10 mins to finish their writing. Meanwhile, the screen will show the page of linking verbs for students’ reference.
Write your own summary
1.Develop students’ independent learning capability
2.Strengthen thewriting techniques, as well aswords and grammar points that they have studied in class
Activity6:Take notes of the linking words and phrases
1.The teacher shows a list of linking words and phrases in different categories
2.Ask the students to add more to the word list if they can
Studentsdeepen their understanding on human-nature relationship and be aware of the similarities and differences between China and western countries’tea cultures.
Activity2:Read the whole passage and underline the topic sentence of each paragraph.
1.The teacher leads students to think about how to locate the topic sentences
3.Achieve a general understanding of Chinese and English tea culture, and develop a sense of cross-cultural comparison
Activity 8:Analyze peer answer and sample
B1U6 focuses on nature-- the gifts that we receive from nature and the utilization of natural resources. The passage in U6 Writing also falls into the above range, with highlights on the herbal and fruit teas in Britain. So, automatically the teaching aims should possess the emotional function of helping students to appreciate the beauty of tea and discern the difference between Chinese and English tea cultures.
obtain the ability to seize the main idea and draw out the structure of a passage
Key points and / or difficult points
Studentsare capable to grasp the main idea and structure of a passage so as to write a summary independently
2.Students have 2.5 mins to read and finish the exercise
Activity3:Summarize the main idea of each paragraph into 1-2 words. Choose the words from topic sentences.Make notes under the headings. (p71 Task 5)
1.Students have 2 mins to thinkabouttheir answer and say it loudly
2.The teacher ds the students to extract tips from ‘Learning to learn'
Then, the exercises of each tip are given to students
3.After students complete their essays, they are asked to upload their paragraph to online-grammar-checking websites for revision. (3 mins)
Review, assess & conclude
3.Recall the concept“Man is an integral part of nature (天人合一)”that is taught inLongji Rice Terracesso as to bring out the Writing topic that will be elaborate in the next section.
Read & Analyze
1.Applythe deduction skills toguess themain ideaof the passage from pictures
2.Gain an understanding of the article structure
Activity 1:Scan and choose the best topic for the passage.(several mins to scan and think)
1.The teacher analyses a summary written by one student (its advantages & disadvantages)
Teaching Plan
Date
Name
Unit
Unit6, Book 1
Title
B1U6 Writing: Summary Writing
Class, GradeSchool
Type
Writing Class
Objectives:By the end of the lesson, thestudentswill …
Activity5:Practice“How to reconstruct/rewrite a sentence”
1.Students have 1 min to thinkabouttheir answer and say it loudly
2.The teacher shows several methods to reconstruct the sentencethrough examples, followed by exercises.
Procedures
教学环节
Steps
教学目标
Objectives
活动形式与步骤
Activities
Review
1.Review the contents of the previous lessons
2.Arouse students’ interests in the lesson
Warm-up:Review the things they have learned in the previous lessons
How to write a summary
1.Enhancethe writing skills.
2.Gain a deeper understanding on what forms a good summary
Activity4:Students answer “What should a good summary be like?” They can refer to the ‘Learning to learn' section on p71 in the textbook.