- 31.12.2020
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Конспект урока.
Класс: 10
Тема: Summary Writing
Цели урока:
1. Обучающие.
Добиться усвоения необходимого запаса специальных терминов и понятий, связанных с деловой активностью.
Продолжить формирование умения учащихся в составлении и оформлении делового письма с опорой на образец.
Актуализировать и расширить активный и пассивный словарь в сфере делового бизнеса.
2. Воспитывающие.
Создать условия для проявления гуманных отношений в парной и групповой работе.
Прививать интерес к общению на английском языке при выполнении коллективных познавательно-поисковых проектов.
Прививать навыки самостоятельной работы.
3. Развивающие.
Способствовать развитию языковых, интеллектуальных и творческих способностей учащихся.
Содействовать развитию умений коллективно-поисковой деятельности.
Необходимые материалы: раздаточный материал, накладные, бумага и ручка.
|
Time |
Teacher Procedures |
Student Responsibilities |
|
5 mins.
5 mins.
10 mins.
20 mins.
3 mins.
3 mins. |
1) Begin with a discussion of what a summary is and why we summarize. Students and teacher openly discuss topic together and teacher will encourage student ideas and thoughts.
2) Distribute Handout 1 “Summarizing Expository Text.” Inform them that handout should be kept in binders, as they will use these as a reference/guide when summarizing later passages. Use handout as shared reading exercise. Discuss scaffolding on handout and ask questions regarding scaffolding just discussed to ensure comprehension.
3) Post overhead transparency/pass out Handout 2 and pass out Handout 2.1 “Summary of ___”. Teacher will read aloud Handout 2 to class from overhead, then ask class to come up with main idea and important points. This will be a group effort.
4) Ask students to quickly get into groups of 3-4. Pass out Handout 2.2 “Global Warning Alert!” to each student in group. Read together as class, where both teacher and student read parts of article. Discuss any confusion and clarify any vocabulary or content that may be confusing. Then, have groups fill out next section on their own using Handout 2.2 and Handout 2.1 (the article). When groups are finished, have class discussion of findings. Ensure students are on right track. Have groups repeat process for paragraph 3 and then discuss. Teacher walks around room during this activity.
Review activity and rules for summarizing by questioning class.
Teacher will explain homework, as well as note further review of summary writing the following day. |
1) Students are responsible for taking notes as they see fit, as well as contributing to the discussion to show whether or not they have an understanding of the topic about to be discussed in detail. This will help the teacher determine the extent of scaffolding needed for this topic.
2) Students are responsible for contributing in shared reading exercise and asking questions when information is unclear. Students are also responsible for understanding the scaffolding process explained in the handout, and should take an active role in answering questions regarding its contents.
3) Students are to follow along with passage on overhead, as well as help teacher determine main idea and important points. Once there is overall agreement that meets teacher’s approval, students are to record group findings on Handout 2.2 in “Paragraph 1” (first section only). Teacher is to walk around and ensure students are filling in first section.
4) Have students summarize the next paragraph of the article (paragraph 1 was covered on overhead as sample paragraph) using Handout 2.2, and fill in information gathered. Once completed, students are to discuss with class and teacher their findings. They are then to repeat the process with paragraph 3. There will be a class discussion on this paragraph when completed as well. Groups will finish worksheet with writing the summary collaboratively. Volunteer from each group will read summary aloud. Finish individually for homework if not completed.
Class offers answers about summary review to show knowledge gained via exercises today.
Students are to copy down homework in agendas and ask questions if unclear. |
Homework:
1) Cut out or print a relatively brief article from a newspaper or magazine (Internet articles acceptable from valid sources (i.e. Time, Newsweek, New York Times, etc.) which you will read, annotating and highlighting important information from the article.
2) On a separate piece of paper, staple the article to this paper and write a summary of what you have read. Include the main idea and other important/relevant information. (Responses should be a few sentences, ¼ page maximum.)
Student Handout
1 11
A summary: a short restatement of the main idea and important details in a piece of writing or another work.
Steps in Summarizing:
· Use your own words.
· Do not include your own opinion.
· Do not change the author’s meaning.
Read your paragraph. Can someone who has not read
the selection understand the main points? Summary should be no more than
one-fourth to one-third the length of the original passage.
Overhead/ Student Handout 2
Summarizing a Single Paragraph
(from “Global Warming Alert!”)
Global warming is caused when carbon dioxide (CO2) gets into the atmosphere. The carbon dioxide acts like the glass walls and ceiling of a greenhouse. It lets sunlight in to warm things up, but it doesn't let the heat escape. Scientists say the same thing is happening to our planet, making it a dangerously warmer place. As many as one million species of land plants and animals are in danger of becoming extinct if global warming continues. According to a recent study, the warming of the Earth could destroy as many as 37 percent of the world’s living species by the year 2050!
Student Handout
2.1
Summary of
(Title of Reading Passage)
Paragraph 1
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 3
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Copy your summary sentences into a paragraph. Leave them in the same order (paragraph 1 summary, paragraph 2 summary, etc.)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Read the above paragraph again. Does this make sense? Does it cover essential information? Did you leave out unnecessary details? Below, write you paragraph into final form.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Handout
2.2
Global Warming Alert!
If global warming continues, 1 million kinds of plants and
animals could be extinct by the year 2050
January 13, 2004
What is Global Warming? Global warming is caused when carbon dioxide (CO2) gets into the atmosphere. The carbon dioxide acts like the glass walls and ceiling of a greenhouse. It lets sunlight in to warm things up, but it doesn't let the heat escape. Scientists say the same thing is happening to our planet, making it a dangerously warmer place. As many as one million species of land plants and animals are in danger of becoming extinct if global warming continues. According to a recent study, the warming of the Earth could destroy as many as 37 percent of the world’s living species by the year 2050!
Alarming Findings The study was conducted by researchers in England who used computer models to predict what would happen to certain species if global warming continues. The team studied 1,103 species in Australia, Brazil, Costa Rica, Europe, Mexico and South Africa. These regions represent about 20 percent of the Earth’s land area. The study predicted that Australia would lose over half of its more than 400 butterfly species by 2050.
"We're already seeing biological
communities respond very rapidly to climate warming," said Chris Thomas, a
biologist
at the University of Leeds in England, and the head of the study. The study
found that between 15 and 37 percent of the studied species could be extinct or
nearly extinct by 2050. There are about 14 million plant and animal species on
Earth.
What Should be Done? Researchers say businesses and governments must create new technology that limits the production of greenhouse gases. These gases, such as carbon dioxide, pollute the environment. Researchers also say that limiting carbon dioxide emissions could save 15-20 percent of species from extinction. The U.S. is a big part of the problem. Although the U.S. has about 4 percent of the world’s people, it produces about 25 percent of the pollution that leads to global warming. A special agreement called the United Nations’ Kyoto Protocol would limit, or cut down on, the amount of harmful gases that countries are allowed to produce. But President Bush has refused to sign the treaty, saying it would hurt America’s businesses.
Plants and animals aren’t the only creatures that are in danger. Humans are at risk, too. Many scientists believe the Earth's rising temperatures could eventually melt polar ice caps, cause sea levels to rise and worsen flooding.
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Цели урока: 1. Обучающие. Добиться усвоения необходимого запаса специальных терминов и понятий, связанных с деловой активностью. Продолжить формирование умения учащихся в составлении и оформлении делового письма с опорой на образец. Актуализировать и расширить активный и пассивный словарь в сфере делового бизнеса. 2. Воспитывающие. Создать условия для проявления гуманных отношений в парной и групповой работе. Прививать интерес к общению на английском языке при выполнении коллективных познавательно-поисковых проектов. Прививать навыки самостоятельной работы. 3. Развивающие. Способствовать развитию языковых, интеллектуальных и творческих способностей учащихся. Содействовать развитию умений коллективно-поисковой деятельности.
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