人教版（2019）必修第二册 Unit2 Wildlife protection Reading for Writing教案（表格式）
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| 名称 | 人教版（2019）必修第二册 Unit2 Wildlife protection Reading for Writing教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 35.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-15 00:04:24 | ||
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教师 学科 英语 年级 高一年
教学课题 B2U2 Reading for Writing 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 With the topic of "Make an effective poster", this section consists of "Reading" and "Writing", which aims to help students improve their writing skills by studying the two sample posters. On the whole, there are six activities in this section.
教学目标 （核心素养） At the end of this section,students will be able to: 1.produce an effective poster; 2.learn the steps of making an effective poster; 3.master and apply the main factors included in a poster and language features of it.
教学重点 Learn the steps of making an effective poster and produce one.
教学难点 Master and apply the main factors included in a poster and language features of it.
实施策略 教学方法 Communicative approach, Task-based Approach,Cooperative Learning method
教学资源 （信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1 Reading ·Ask students to translate the adjectives listed in Activity 1 and brainstorm more words expressing feelings and emotions. ·Collect words from the class and write them down on the blackboard. ·Ask students to look at the pictures in the posters on page 20, and talk about the emotions the photos communicate,using the adjectives brainstormed before. ·Collect answers from the whole class. ·Ask students to predict the opinions or suggestions the writers want to express through the posters.
·Ask students to read the posters in Activity 2 on page 20,and underline the key words. ·Pair students to discuss the key words they underlined and ask them to make a summary in one sentence for each poster.（This is also the way to check their prediction. ) ·Present their summaries and give impromptu comments. Step 2 Pre-writing 1. Studying the main factors ·Group students to read the posters again to answer the questions in Activity 3 on page 20. ·Collect answers from the whole class. Solve their problems if necessary. ·Pair students to name the main factors in a poster based on the tasks and questions in Activity 1-3. ·Collect ideas from the class,draw a conclusion and write them down on the blackboard. Studying the language features ·Group students to discuss the following questions. 1) What is the function of the pictures in posters 2) What's special about the title of posters 3) Can you identify the language features of posters Pay attention to the verbs,adjectives and sentence patterns. ·Collect ideas from the class,draw conclusions and write them down on the blackboard. 3. Collecting facts ·Pair students to read the fact sheets about the two animals in Activity 4 on page 21 and choose one as the topic. Remind them to add any convincing information to the sheets. ·Collect information about the two animals from the class. Step3 While-writing Organizing the poster。 ·Pair students to choose one animal discussed before and follow the steps shown in Activity 4-2 on page 21 to organize the information in sentences, paying attention to the main features of posters. Writing down the draft. Ask students to logically connect the sentences created in the previous step to make a draft, paying attention to the language features. 3. Peer editing ·Ask students to read the checklist in Activity 5 on page 21,and exchange their drafts in pairs to do peer editing. 4. Self revising ·Ask students to get their draft back and revise it. Step 4 Post-writing ·Put up the posters in the classroom and encourage students to evaluate each one and write down suggestions on how to improve it. Step 5 Summary ·Lead students to summarize the steps of making an effective poster, the main factors as well as the language features of posters. ·Group students to reflect on their mistakes in their writing and add them to the checklist for future use. ·Ask students to share their new checklist with the whole class. Make comments and answer their questions if necessary. BLACKBOARD DESIGN Unit 2 Section 5 Reading for Writing Make an effective poster 1. Preparations （1) Choose a topic （2) Search for the facts （3) Make the fact sheet: name/population/sufferings/present protective measures/suggestions 2. Making an effective poster Title －simple,appealing,interesting and unusual Name&reasons －convincing,accurate-fact sheet Image －powerful,emotional Suggestions －acceptable,available,practical
作 业 （体现分层设计） Ask students to make an effective poster for their favorite animal or plant.
教 学 反 思 成 效
困 惑
教学课题 B2U2 Reading for Writing 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 With the topic of "Make an effective poster", this section consists of "Reading" and "Writing", which aims to help students improve their writing skills by studying the two sample posters. On the whole, there are six activities in this section.
教学目标 （核心素养） At the end of this section,students will be able to: 1.produce an effective poster; 2.learn the steps of making an effective poster; 3.master and apply the main factors included in a poster and language features of it.
教学重点 Learn the steps of making an effective poster and produce one.
教学难点 Master and apply the main factors included in a poster and language features of it.
实施策略 教学方法 Communicative approach, Task-based Approach,Cooperative Learning method
教学资源 （信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1 Reading ·Ask students to translate the adjectives listed in Activity 1 and brainstorm more words expressing feelings and emotions. ·Collect words from the class and write them down on the blackboard. ·Ask students to look at the pictures in the posters on page 20, and talk about the emotions the photos communicate,using the adjectives brainstormed before. ·Collect answers from the whole class. ·Ask students to predict the opinions or suggestions the writers want to express through the posters.
·Ask students to read the posters in Activity 2 on page 20,and underline the key words. ·Pair students to discuss the key words they underlined and ask them to make a summary in one sentence for each poster.（This is also the way to check their prediction. ) ·Present their summaries and give impromptu comments. Step 2 Pre-writing 1. Studying the main factors ·Group students to read the posters again to answer the questions in Activity 3 on page 20. ·Collect answers from the whole class. Solve their problems if necessary. ·Pair students to name the main factors in a poster based on the tasks and questions in Activity 1-3. ·Collect ideas from the class,draw a conclusion and write them down on the blackboard. Studying the language features ·Group students to discuss the following questions. 1) What is the function of the pictures in posters 2) What's special about the title of posters 3) Can you identify the language features of posters Pay attention to the verbs,adjectives and sentence patterns. ·Collect ideas from the class,draw conclusions and write them down on the blackboard. 3. Collecting facts ·Pair students to read the fact sheets about the two animals in Activity 4 on page 21 and choose one as the topic. Remind them to add any convincing information to the sheets. ·Collect information about the two animals from the class. Step3 While-writing Organizing the poster。 ·Pair students to choose one animal discussed before and follow the steps shown in Activity 4-2 on page 21 to organize the information in sentences, paying attention to the main features of posters. Writing down the draft. Ask students to logically connect the sentences created in the previous step to make a draft, paying attention to the language features. 3. Peer editing ·Ask students to read the checklist in Activity 5 on page 21,and exchange their drafts in pairs to do peer editing. 4. Self revising ·Ask students to get their draft back and revise it. Step 4 Post-writing ·Put up the posters in the classroom and encourage students to evaluate each one and write down suggestions on how to improve it. Step 5 Summary ·Lead students to summarize the steps of making an effective poster, the main factors as well as the language features of posters. ·Group students to reflect on their mistakes in their writing and add them to the checklist for future use. ·Ask students to share their new checklist with the whole class. Make comments and answer their questions if necessary. BLACKBOARD DESIGN Unit 2 Section 5 Reading for Writing Make an effective poster 1. Preparations （1) Choose a topic （2) Search for the facts （3) Make the fact sheet: name/population/sufferings/present protective measures/suggestions 2. Making an effective poster Title －simple,appealing,interesting and unusual Name&reasons －convincing,accurate-fact sheet Image －powerful,emotional Suggestions －acceptable,available,practical
作 业 （体现分层设计） Ask students to make an effective poster for their favorite animal or plant.
教 学 反 思 成 效
困 惑