姓名
组别
所用教材
人民教育出版社《普通高中课程标准实验教科书·英语》
课题名称
5 C Summary Writing（概要写作）
课型
基于高中英语学科核心素养的读写结合教学专题研讨课
Teaching Design 教学设计
主题语境： 人与社会——科学发展与社会进步
语篇类型： 议论文
授课时长： 一课时（45分钟）
教学目标:
在本课学习结束时，学生能够：
1. 借助主题句、思维导图等形式，提取语篇主旨大意，梳理文章结构，归纳文中关于dirt 态度的事实性要点信息；
2. 通过小组讨论活动，基于自主学习和小组合作学习，进一步梳理和整合所读的文章信息，按照概要写作的基本特点和要求，对文本的要点进行深度分析和归纳整合。
3. 基于所读文本和写作基本要求，独立、全面、流畅地阐述观点。
教学重点:
1. 明确概要写作的形式和具体要求；
2. 分析给定的语篇，总结主旨大意，借助主题句、思维导图等形式，掌握语篇框架结构；
3. 使用5C Summary Writing 策略连句成篇。
教学难点:
1. 如何借助主题句、思维导图确定语篇的结构及写作要点；
2. 如何合理评判语篇思想观念，独立、恰当、流畅地表达观点。
教学资源:
教材、多媒体课件、学案、黑板和粉笔
课前学习准备:
1. Figure out the definition of summary by referring to the dictionary.
2. Do some research on Summary Writing and find out relevant information as much as possible by surfing the internet.
教学过程:
步骤
教学活动
设计意图
英语学习活动
核心素养提升点
Step 1
What is summary?
T mentions Lihua to lead in the topic summary.
T asks the Ss what is summary and show the definition of it----A summary is a short statement that gives only the main points of something, not the details.
T asks Ss to circle the key information of the definition: short, main points, not the details.
T shows the sample of Zhejiang province with attention focused on the requirement and leads Ss to infer2 aspects: without your own opinion and 3-5 sentences.
借助李华这个再熟悉不过的名字作为导入，引发学生的关注。展示定义引导学生进入学习任务，圈出重要信息既引出本节课的教学主题词，又训练把握重点信息的能力，可谓一石二鸟。
学习理解类活动
语言能力：
辨析语言中的具体现象，获取与梳理信息。
Step 2
What are the writing requirements?
T shows the 4 aspects of scoring principles according to the Test Explanation.
Ss read it and find out the key information of each statement.
Ss are guided to infer the standard of each aspect----comprehensive, concise, correct, coherent and no copy, which can be concluded as 5C Summary Writing Strategy.
引导学生研读考试说明的评分标准，可以更全面深刻地把握写作任务要求，带领学生推断总结5C策略，帮助其有针对性地关注写作任务的各个步骤，并将要求逐一落实。
学习理解类活动
语言能力：
获取与概括信息。
Step 3
How can I write a summary?
In order to make understanding comprehensive, Ss are guided to pay attention to the 4 aspects while reading: theme, style, structure and key information.
T asks Ss to read the 1st para which, in most cases, contains a lot of key information and find out the theme ---- attitude to dirt.
According to the theme, Ss conclude the style of it ---- argumentation.
Ss read the whole passage, underline the topic sentence of each para and circle the key information of it.
Ss read the whole passage once again. Based on the topic sentences and supporting points, Ss draw their mind map to get the structure of it.
Group work: discuss how to omit the unnecessary details and repetition in the mind map.
Ss complete the summary with the help of the reference on the handout.
根据要求，概要写作是基于原文的理解基础之上的，因此对原文的理解是否全面、准确、到位就显得至关重要。但读什么？怎么读？这是困扰学生的大问题，因此指导学生从主旨大意、文体、结构及关键信息四个方面阅读是理解文章的关键所在。
思维导图的教学方式可以帮助学生改变传统的思维方式，它像一张结构清晰的地图，将语篇内容层层深入，让学生由总到分如抽丝剥茧般地将问题一一解决，进而语篇结构清晰明了。在这一过程中，学生的思维由低阶向高阶发展。
由350词浓缩成80词左右的概要，能否找全找准要点是概要写作成败的关键，因此小组讨论选择关键信息点是读这个环节的重中之重。讨论的过程中，学生交流思想，逻辑性、批判性及创新性思维得到了锻炼和提高。
从了解写作要求，到明确写作内容，再到关注写作注意事项环环相扣，步步为营，到写的环节自然水到渠成。
应用实践类&
迁移创新类活动
思维品质：
利用结构图，分析推断信息的逻辑关系。
语言能力：
在具体语境中整合性地运用已有语言知识，有效使用口语进行人际交流。
学习能力：
自主学习，合作学习。
文化意识：
了解科技的进步对人们认识的影响和发展。
Step 4
Is my summary good enough?
Ss do self-assessment according to the reference on the handout.
学生根据学案的指导，从语言的独立性，连贯性角度进行自我评价和修改，同时根据2016年浙江《考试说明》概要写作的评分原则以及各档次的给分范围和要求，对自己的概要写作进行自评,使学生关注自己的学习过程和学习效果，从而更加自主地学习。
应用实践类活动
学习能力：
选择恰当的策略和方法，监控、评价、反思和调整自己的学习内容和进程。
Step 5
What have I learned today?
Ss take notes about their understanding of the “5-C” summary writing strategy.
回忆总结是一个具有综合效能的学习方法。记录下自己对本堂课的收获和理解，有助于学生抓住重点，将所学知识系统化，从而进行内化和迁移，建构自己的知识体系。
应用实践类活动
学习能力：
回顾前面提出的问题，梳理所学内容，提高英语学习的意识和能力。
Step 6
Assignment
Write another summary.
拓展主题内容，巩固课上所学。
迁移创新类活动
学习能力：
基于新的知识结构，通过自主探究，综合运用语言技能，实现深度学习。
备注：
T： Teacher Ss： Students Para： Paragraph
板书设计
5 C Summary Writing
学习效果测评工具及方法
1. Paraphrase（改写）
I. 使用不同的词汇：
1. 同义词：important essential, vital, crucial, significant
2. 改变词性：various a variety of
3. 形容词的逆向表达：not as easy as more difficult than
II. 使用不同的句型：
1. 主动语态与被动语态互换
2. 特殊句型，如： there be，强调句，it常用句型
Use transitional words, phrases and sentences. (过渡语)
For your reference:
1. 次序：first and foremost, first, firstly, second, secondly, third, thirdly, then, next, after that, afterwards
2. 强调：certainly, surely, truly, indeed, above all, most important, as a matter of fact, in reality, to tell the truth
3. 说明：for example, for instance
4. 对照：while, on the contrary, instead of, on the other hand
5. 比较：like, unlike, as…as, similarly, equally important, in the same way, compared with
6. 并列/补充：besides, furthermore, moreover, in addition, additionally, as well, what’s more, both…and, not only…but also
7. 转折：however, though, nevertheless, in spite of, despite
8. 结果：as a result, therefore, consequently, thus, so…that
9. 目的：to, in order to, so as to, so that, in order that
10. 结论/总结: to sum up, to end up, to conclude, in brief / short / summary / conclusion / a word, all in all
附：
2016年浙江《考试说明》概要写作的评分原则以及各档次的给分范围和要求
评分原则
本题总分为25分，按5个档次给分。
评分时，先根据所写概要的内容和语言初步确定其所属档次，然后以该档次的要求来衡量确定或调整档次，最后给分。
词数少于40的和多于80的，从总分中减去2分。
评分时，应从以下四个方面考虑：
对原文要点的理解和呈现情况；
应用语法结构和词汇的准确性；
上下文的连贯性；
对各要点表达的独立性情况。
拼写与标点符号是语言准确性的一个重要方面，评分时，应视其对交际的影响程度予以考虑。
如书写较差以至影响交际，可将分数降低一个档次。
各档次的给分范围和要求
档次
描述
第五档
（21-25）
--理解准确，涵盖全部要点。
--能准确使用相应的语法结构和词汇。
--有效地使用了语句间的连接成分，使所完成的概要结构紧凑。
--完全使用自己的语言。
第四档
（16-20）
--理解准确，涵盖绝大部分要点。
--所使用语法结构和词汇可能有些许错误，但完全不影响意义表达。
--比较有效地使用了语句间的连接成分，使所完成的概要结构紧凑。
--有个别整句抄自原文。
第三档
（16-20）
--理解较为准确，涵盖绝大部分要点。
--所使用语法结构和词汇有些许错误，但不影响意义表达。
--应用简单的语句间连接成分，使上下文内容连贯。
--出现两句以上整句抄自原文现象。
第二档
（11-15）
--理解有误差，仅涵盖半数要点。
--有些语法结构和词汇方面的错误，影响了意义的表达。
--较少使用语句间的连接成分，全文内容缺少连贯性。
--出现两句以上整句抄自原文现象。
第一档
（1-5）
--没有理解原文，造成概要内容与原文主题不符。
--有较多语法结构和词汇方面的错误，严重影响了意义的表达。
--缺乏语句间的连接成分，全文内容不连贯。
--多个句子抄自原文现象。
What have I learned today?
My understanding of the “5-C” summary writing strategy
课件9张PPT。 After this class, I will be able to:
1. know about the basic requirements of summary writing;
2. pick out the key points with the help of mind map;
3. write a summary with “5-C” summary writing strategy.
Learning objectives：“5-C” Summary writingA summary is a short statement that gives only the main points of something, not the details.No opinion
of your own3-5 sentences阅读下面短文，根据其内容写一篇60词左右的内容概要。评分时，应主要从以下四个方面考虑：
对原文各要点的理解和呈现情况；
应用语法结构和词汇的准确性；
上下文的连贯性；
对各要点表达的独立性情况。 Concise
（简明的）CorrectCoherentCopy X2016年浙江《考试说明》概要写作评分原则Comprehensive(全面的)“5-C” Summary Writing StrategyThe topic sentence of each paragraphPara 1:
Para 2:
Para 3:
Para 4:
There is nothing fixed about attitudes to dirt.In the early 16th century, people thought that dirt on the skin was a means to block out disease...Cleaning away dirt is good to health.Attitudes to dirt still differ hugely nowadays.Time orderChangeSample People have mixed opinions towards dirt on your skin.(要点1)For a long time in history, people of some European countries believed that dirt protected people from getting ill. (要点2) However, people began to change their attitudes to dirt about 200 years ago. People have been told that washing dirt off our body can keep us healthy.(要点3) However, some scientists believe that exposure to some dirt may help our immune system.(要点4) 阅读下面短文，根据其内容写一篇60词左右的内容概要。
Retirement is the point where a person stops employment completely. The “standard” retirement age varies from country to country, but it is generally between 50 and 70, according to the latest statistics, 2011. However, for a long time, people have got into an argument about whether the age of retirement should be increased or reduced in their own countries.
There are several arguments for allowing older people to continue working as long as they are able. Many people think that older employees have a large amount of knowledge and experience which can be lost to a business or organization if they are made to retire. Besides, older employees are often extremely faithful employees and are more willing to implement company policies than the young. A more important point is regarding the attitudes in society to older people. To force someone to resign or retire at 60 or 65 indicates that the society does not value the input of these people and that effectively their useful life is over.
Allowing older people to work indefinitely（无限地），however, is not always a good policy. Some people took the strong view that age alone is no guarantee of ability. Many young employees have more experience or skills than older staff, who may have been stuck in one area for most of their working lives. Having compulsory retirement allows new ideas in an organization. On the other hand, older people should be rewarded by society for their life’s labor by being given generous pensions and the freedom to enjoy leisure. They can have time to do whatever they like, that is, they can have their own plans or roles and achieve their retirement goals.
With many young people unemployed or frustrated in low-level positions, there are often calls to compulsorily retire older workers. However, this can affect the older individual’s freedom and right to work. In my opinion, giving workers more choices over their retirement age will benefit society and the individual.Assignment姓名
组别
英语组
所用教材
人民教育出版社《普通高中课程标准实验教科书·英语》
课题名称
5 C Summary Writing（概要写作）
课型
基于高中英语学科核心素养的读写结合教学研讨课
评测内容
效果
1.主题句的查找进行的比较顺利，第三段的主题句易错。
2.绘制思维导图，由于前期有过这种思维模式训练，加上老师的指导到位，学生完成效果比较满意。
3.删除多余信息和重复的环节，学生讨论热烈，逻辑性、批判性、创新性思维得到锻炼。其中，多余信息的删除完成效果好，对于重复信息学生理解起来有难度。
由于前期铺垫的较好，写的环节进展顺利。按照5C Summary Writing Strategy的指导，大部分学生都知道写的主要内容及注意事项，但是个别学生依然存在语法错误、拼写错误等常见写作问题。
学生对自己的概要写作进行自评,关注自己的学习过程和学习效果，从而更加自主地学习。
通过回忆总结，学生记录下自己对本堂课的收获和理解，从效果上看，大部分学生可以抓住重点，将所学知识系统化，从而进行内化和迁移，建构自己的知识体系。
作业是对学习内容的深化和提升，基于新的知识结构，通过自主探究，大部分学生可以综合运用语言技能，实现深度学习，作业完成质量较高。
