高中英语概要写作教学说明-夏蕾.doc

高中英语概要写作(summary writing)教学设计说明及教案
基于牛津英语（上海版）高中二年级第一学期
Unit 3 Fashion
（1） 执教教师简介：夏蕾
上海市复兴高级中学教师。长期致力于英语教学实践与研究，尤其是英语写作教学，为学生创设由浅入深的写作训练；带领备课组依托课本，研发校本教材，创建Instant Writing , Making Leaflet, Brochure and Poster, essay question, From Grammar To Writing, Critical Viewing Guide, Summary Writing, Character Analysis in Drama等系列化写作训练，培养学生写作习惯，激发学生写作热情，为进一步的专业学习做好准备。近年开设数节市、区级写作公开课，发表《关于教师在学生写作过程中的介入》、《英语课后作业中写作任务的贯彻与实施》等论文。
（2） 教学设计说明
1. 教材分析
本课课文选自牛津英语（上海版）高中二年级第一学期 Unit 3 Fashion。这是一个高中生，Laura，在课堂上所作关于时尚的演讲稿。文中阐述了她对时尚的理解，提出时尚在人们生活中的重要性，同时也指出时尚对有些产业以及自然界所带来的负面效果，最后借助特蕾莎修女的真实故事告诉大家时尚并没有那么重要。文章结构脉络清楚，学生能够找出文中主要观点。不过对于演讲文稿中的一些举证，学生并不百分百赞成。
2. 学情
本节课处于高二学年第一学期。学生在高一通过一些写作训练，如即兴课堂写作（如My favorite relative is...or What really matters in my life... or I’ll never forget the time I...); 好玩的旅游胜地指南及海报制作 （如 writing brochures and guides for their areas which give completely wrong information); 明信片写作 ；也尝试写过记叙文段落（如描述自己经历过的一个阶段My Stupid Phase);
进入高二，又面临高考题型改革引入summary writing，因而在此阶段，写作系列活动以summary writing为线展开，创设写作任务，旨在帮助学生在阅读的一定基础上，能够对文本进行整理，归纳，并进行语言产出活动。本课之前，学生已经掌握了概要写作的一些基本要求，尝试在老师指导下写过第一单元课文（记叙文）的概要，一篇editorial《Are sports still Sporting?》 和一篇《上海学生英文报》上关于绿色出行《Riding Green》的概要。
3. 设计理念
在英语语言学习中，与即兴谈话交流比起来，写作训练给学生更多的思考时间。这样一来，也就给了学生更多的机会去做语言处理，即对语言有思考钻研的一个活动过程。我校教研组尝试基于教材，在日常教学中分阶段用各种写作训练方法来培养学生的写作习惯。很多学生要么认为他们不会写，要么就是不想写。究其原因，可能因为没有信心，或认为写作太无聊，或更多的学生认为没什么可写。作为教师，我们要让学生参与进来，从高一时的低层次出发，用各种相对简单，容易动笔，同时又非常有趣的活动，让写作慢慢变成贯穿课堂内外的一部分，并且给学生提供大量机会去体会写作成果所带来的快乐与成就感。只有当学生养成了这种写作习惯后才可以带着对写作的热爱来更积极参与各种写作活动中来。
本课期望学生能够理解体会概要写作中的三个重要策略，对概要写作能有一个更全面的认识，不再由于停留在list summary 的层次上，对概要写作失去兴趣，相反，激发学生去更好地思考，运用学过的语言知识，寻找合适精准的表达方式。
（3）教案
Teaching Objectives
At the end of the lesson, students are expected to:
1. balance what the original author is saying with the writer’s own focus in summary writing;
2. use the signal verbs that fit action;
3. use some templates for introducing summaries and quotations.

Stages Students’ Activities Purpose
Move 1
youryourself in their
Put yourself in their shoes
l “ Believing game”
Suspend their own beliefs for a time like good actors;
Try to see the author’s argument from her perspective.
通过引入思维训练方法，使学生能更加体会到如何站在作者立场正确理解原文观点，从而在写摘要时能够更好地做到忠实原文。

Lead-in
Check their homework on vocabulary related to summary writing summary
Exchange
通过检查与概要写作相关词汇，复习上一课时内容

Know where you’re going
Move 2
l Take notes on the structure of the article;
l Decide which details they need to include in their summaries;
l Roughly know how long their summaries will be and how many paragraphs it will have;
l Have an idea of a thesis statement.

通过训练学生删选、取舍文本中的主要信息，加深对文本的理解，避免写出 list summary。

Move 3

Use signal verbs that fit the action
鼓励学生在写作过程中使用更形象精准的动词，学会“因材选词”。

Homework
Write a summary based on what they have learned in class
通过具体实践，更好掌握摘要写作。

（4）教学内容补充
Worksheet (2nd Period)
I. Moves that matter in summary writing
v On one hand, _____________________________________________________
Laura’s viewpoint 1______________________________________________
2______________________________________________
3______________________________________________
4______________________________________________
5______________________________________________

v On the other hand, _________________________________________________
Ø avoid _______________________
Ø use _______________________

II. Summary practice (Para. 2 & 3)
_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Homework Sheet (2nd Period)
Directions: Summarize the main idea and main points of the text Fashion in no more than 120 words. Use your own words as far as possible.
6
___________ ___________ ___________ ___________ ___________ ___________
12
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18
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24
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30
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48
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54
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60
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66
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84
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90
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96
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102
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108
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120
___________ ___________ ___________ ___________ ___________ ___________
Homework sheet One (1st Period)
How do we summarize a text?
A. Study each word. Circle a number to rate how well you know it. Then complete the chart.
Rating Scale: 1 I have never seen the word before.
2 I am not sure of the word’s meaning
3 I know this word and can teach the word’s meaning to someone else.
Key Words
Check understanding
Deepen understanding
summary (n.)
Rating 1 2 3
When you write down the most important points from a piece of a plan, a lecture, report, you’re producing a summary.
The group produces a monthly summary of _________________________.
thesis (n.)
Rating 1 2 3

In writing, the thesis is the sentence or group of sentences which state what the main idea of an ESSAY is.
A good summary will contain a thesis statement — a sentence that ___________ __________of what is being summarized.
paraphrase (v.)
Rating 1 2 3
To paraphrase is to express in a shorter, clearer, or different way what someone has said or written.
Finally, check that your sentences (in your summary) are sufficiently ___________ from those in the source text. If they’re not, paraphrase more.

B. Use signal verbs to fit the action
Ø Making a claim
_____________________________________________________________________
_____________________________________________________________________
Ø Expressing agreement
_____________________________________________________________________
_____________________________________________________________________
Ø Expressing question or disagreement
_____________________________________________________________________
_____________________________________________________________________
Ø Making recommendation
_____________________________________________________________________
_____________________________________________________________________

9

Homework sheet Two (1st Period)
Check the 2 students’ versions of the text Riding Green with the checklist below.
Version 2
The author is delighted to see that many Shanghai citizens have picked up their old habit of riding bicycles because they worry about the traffic and environment condition resulting from economic growth. Not only have citizens taken action, but also a company called Beijing Mobike. Technology enables people to use Mobike’s bicycles all over the city with an app, whose functions drive us to go green. With these and people’s attitude, Shanghai has a brighter future of riding green than other cities. Finally, the author appeals to people to ride on World Car Free Day! (99 words)
Version 1
Riding Green is about a new service in Shanghai called Mobike. The author first tells the change of people’s vehicles and the traffic and environment in Shanghai now. Then he introduces a new bike service called Mobike. He also talks about the benefits of Mobike’s bicycles. For example, it combines easy operation with convenient functions and it’s healthy for people and the environment. He talks about the difference of attitude towards transportation between Shanghai’s citizens and Canadian. He finally calls on people to ride bicycles in daily life. (96 words)

Checklist:
¨ Contain a thesis statement at the beginning;
¨ Exclude unnecessary information and include only significant information;
¨ Leave out personal comments. Be objective;
¨ Use signal verbs that help the summary flow smoothly;
¨ Use your own words.

Food for thought: What are the major differences between the two versions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
《牛津英语（上海版）》S2A Unit 3

Original Text for Summary Exercise
Directions: Write a summary in not more than 100 words according to the instructions given below
---Take notes on the main point or points of the article.
---Write a thesis statement and begin your summary with it.
---Divide your summary into paragraphs if you need to, but keep it short.
---Remember to paraphrase the article---don’t copy any of the sentences you read

Riding Green!
Shanghai is a city on wheels. Bicycles, scooters, motorcycles, cars and buses are everywhere. In the old days, our streets were flooded with people riding bicycles to and from shops, work and school, but times have changed. People are wealthier. Many families now own a private car or two. Even commuting students can hail(拦招) a cab or hire a private driver to get them to school. This sounds great, but one ride in rush hour Shanghai traffic reveals the downside to this modern “convenience”. Bumper-to-bumper traffic is the norm. Furthermore, one glance up at our hazy skies reminds us of the environment cost of all these motorized vehicles.
Many Shanghai citizens are realizing that some of their old habits are worth hanging on to, so people are reaching for their bicycles again rather than their car keys. A new service launched by Beijing Mobike Technology is helping us to do that. You’ve probably seen Mobike’s bicycles around the city, as they are easy to spot with their bright orange wheels. The app-enabled program allows users to find bikes available in their areas through the use of GPS trackers installed on the bikes. They can be found and returned anywhere a roadside parking area exists. This is far more convenient than other services, which require bikes to be left only in special stalls.
Mobike’s Wang Xiaofeng explained that the idea for the service was born out of concerns about “traffic congestion（阻塞）…and the pollution emitted from vehicles.” The app even tells you the carbon emissions prevented and how many calories you burned---a reminder that it’s healthy for you and the environment. These reasons should motivate all of us to consider “greener” options when commuting.
Shanghai has a distinct advantage compared to many cities around the world. Namely, Shanghai has a good attitude towards riding a bicycle. It is seen as a convenient means of transportation. In Canadian cities where I’ve lived, the attitude is sometimes quite different. Many people see cycling as simply exercise or a child’s activity.
This world Car Free Day on September 22, please strap（系上）on a helmet and ride your bicycle to school. Let’s show Shanghai and the world how great it is to be green even if your wheels are orange! (408 words)