Unit+1+Reading+for+writing+教学设计 高中英语人教版（2019）必修第二册 (1).docx

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1、Unit 2 Wildlife protection period 4 reading for writing 教学设计课题Make an effective poster单元Unit 1学科English年级高一教材分析The theme of the event is “make an effective poster. This section is a task section combining reading and writing, which requires students to carry out further active exploration and consci

2、ousness cultivation around the theme of this unit “Man and nature1.The reading section is two posters. The first poster, nGive Ugly a Chance*, urges people to protect wild animals and not to treat them differently based on personal likes and dislikes. The second poster is Dont Make Paper with My Hom

3、e!* The koalas voice called out to criticize the destruction of the animals* homes by cutting down trees. Both posters are accompanied by vivid pictures, using exclamatory sentences as the title, concise and to the point in language expression, with strong emotional color, in a vivid form to convey

4、information to people.学情分析Before this lesson, students have finished Reading and Thinking, the reading text of this unit, and have some understanding of wildlife protection. The language difficulty of the two posters is moderate, which is suitable for senior one students. In the second poster, the g

5、rammar of this unit (passive voice in the present continuous tense) is also infiltrated, and students can consolidate the specific use of this grammar in the article. As for the main body of writing, students are not only the main force of wildlife protection, but also the backbone of publicity and

6、promotion. They should make use of their own advantages, use multi-channel resources to deeply understand and study the situation of endangered wild animals, and think about protection measures. In the process of interpreting the content of the two posters and making their own posters, the students

7、can master and use the writing method of the posters. At the same time, they can establish social responsibility and sense of responsibility, and truly participate in the action of wildlife protection.学习 目标与核心素 养Language ability1. Learn to extract the core elements of the poster.2. Students should b

8、e trained to master and use the poster style3. Cultivate students* social responsibility and sense of responsibility.4. Arouse the awareness and enthusiasm for wildlife protection.Learning abilityCultural awarenessThinking qualities重占Learn to extract the core elements of the poster.难点Make a poster w

9、ith visual impact, clear meaning and impressive.教学方法PWP mode; The activity-based learning approach to EFL; CAI(Computer Assisted Instruction); Cooperative language learning; Process-writing教学过程教学环节教师活动学生活动设计意图读前准备及导 入新课Step I Lead inLook at the posters below.Which emotions do the photos communicate?

10、After getting the information, answer the questions.Arouse their interest in the topic and expand their horizons and spark their interest.Skim the text and read the passage quickly , finding out the main idea and identify useful expressions.Activity 1: Read the text quickly, and find the main idea f

11、or each poster.Activity?: Making a poster about an endangered animalBy skimming the passage, they can grasp the main idea and build up a solid foundation for locating the detailed information.Familiarize students with analysis skills.Students master the content of the whole passage and are able to l

12、earn about the writing skills.读中环节Introduce the writing tips for a posterLearn to write good sentencesSs are able to write with the help of words and expressions learnt from the passage.作业Activity 1: Write on their own.1. The teacher will ask students to design a poster.2. Ask students to exchange t

13、heir drafts to give feedback.Invite several students to make a presentation.Work in groups to translate the sentences by using what they learned in this class.Practice their skills for summary and conclusion.l.Put up the poster in your classroom or in a public place.2. Appreciate your classmates9 good works and try to learn from them.Consolidate the knowledge and skills students have learned in this lesson.读后环节