人教版（2019）必修 第二册Unit 2 Wildlife protection Reading for writing 写作课教案（表格式）
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| 名称 | 人教版（2019）必修 第二册Unit 2 Wildlife protection Reading for writing 写作课教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 162.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-01-05 15:43:18 | ||
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Teaching Design
B2 U2 Wildlife Protection
Reading for Writing --- Make an effective poster
Teaching material 新人教版高中英语必修二 Unit 2 Wildlife Protection
Lesson type Reading for Writing
Lesson title Make an effective poster Lesson duration 45 minutes
Analysis of the teaching material What Theme: Man and Nature Genre: Poster Content: Two posters about endangered animals
Why Purposes: Call on humans to treat animals equally. Criticize the behavior of destroying the animals’ homes by cutting down trees.
How Pictures: eye-catching, attractive, theme-related ... Titles: concise, simple, interesting, unusual, powerful ... Contents: situation, reason, hope... Sentence patterns: imperative sentences, exclamation sentences, personification, modal verbs and the passive voice in the present continuous tense.
Analysis of the target students The target students are from senior one. In the previous lessons of this unit, the students have acquired some information of endangered animals and know the importance of protecting them. At the same time, the students have a strong interest in making posters but may not be clear enough about how to make a poster more effective. During this class, students will have a chance to put what they’ve learnt into practice --- design an effective poster by cooperating with their partners.
Teaching & Learning objectives By the end of the class, the students are supposed to:
acquire the elements and features of an English poster by appreciating different kinds of posters; Key points
learn how to make a poster more effective by analyzing the content and language styles of the two posters on P20;
design an effective poster about an endangered animal by cooperation; Difficult points
speak for the endangered animal in front of the class.
Teaching & methods Task-based Teaching Method, P-W-P Model
Teaching aids Multimedia, blackboard, posters
Teaching Procedures Teachers’ activities Students’ activities Purposes
Step 1 Lead-in (5 mins) The teacher shows the students some posters that only have pictures and shows some effective posters on the screen. Q: What are the basic elements and features of an effective poster The students appreciate the posters and tell the basic elements and features of an effective poster should have. To help students have a overall understanding of effective posters.
Step 2 Pre-writing (10 mins) Learn to Read The teacher asks the students to read the content of the two posters on P20 and complete the charts. The students read the content of the two posters and complete the charts. To help the students better understand the elements and features of the posters.
Read to Learn The teacher asks the students to read the posters again and find out the following sentence patterns. (Imperative sentences, exclamation sentences, personification, modal verbs and the passive voice in the present continuous tense.) The teacher shows the students a short video about the alarming situation of wildlife. The teacher asks the group leaders to pick one of the 8 endangered animals for their groups. (South China Tiger, Yangtze River Dolphin, African Elephants, Giant Panda, Crested Ibis, Pangolin, Polar Bear) The students read the posters again and underline the sentences with special patterns on the text books. The students watch the video and think about what they should do to protect wildlife. The group leaders pick one of the 8 endangered animals for their groups. To help the students better understand how to make a poster more effective by using proper sentence patterns. To stimulate the students’ passion and sense of responsibility on wildlife protection. To offer the students a chance to select.
Step 3 While-writing (17 mins) Learn to Learn The teacher asks the students to learn the steps that can help them organize the posters. The teacher asks the students to work in groups to make a draft with the information and design their posters. Then the teacher walks among the groups to offer help and gives feedback timely. The students figure out the steps right before writing. The students work in groups to make a draft and design their posters using what they’ve learnt. To help the students have a clear mind when they are writing. To offer the students timely help and feedback.
Step 4 Post-writing (12 mins) The teacher invites some groups to show their posters in front of the class. 2. The teacher asks the students to evaluate other groups’ posters according to the checklist. The students show their posters in front of the class and make a short speech to speak for the animals. Hello everyone! I speak for ... The students try to evaluate other groups’ posters according to the checklist. I think the poster is effective/ineffective, because ... To offer the students a chance to show their group works and express their passion on wildlife protection. To help the students have a deeper understanding of an effective poster.
Step 5 Assignment (1 min) Option 1: Show your poster on campus and call on more people to protect wildlife. Option 2: Post a short video about your poster on social media and appeal to protecting wildlife.
Blackboard design
Teaching reflection
B2 U2 Wildlife Protection
Reading for Writing --- Make an effective poster
Teaching material 新人教版高中英语必修二 Unit 2 Wildlife Protection
Lesson type Reading for Writing
Lesson title Make an effective poster Lesson duration 45 minutes
Analysis of the teaching material What Theme: Man and Nature Genre: Poster Content: Two posters about endangered animals
Why Purposes: Call on humans to treat animals equally. Criticize the behavior of destroying the animals’ homes by cutting down trees.
How Pictures: eye-catching, attractive, theme-related ... Titles: concise, simple, interesting, unusual, powerful ... Contents: situation, reason, hope... Sentence patterns: imperative sentences, exclamation sentences, personification, modal verbs and the passive voice in the present continuous tense.
Analysis of the target students The target students are from senior one. In the previous lessons of this unit, the students have acquired some information of endangered animals and know the importance of protecting them. At the same time, the students have a strong interest in making posters but may not be clear enough about how to make a poster more effective. During this class, students will have a chance to put what they’ve learnt into practice --- design an effective poster by cooperating with their partners.
Teaching & Learning objectives By the end of the class, the students are supposed to:
acquire the elements and features of an English poster by appreciating different kinds of posters; Key points
learn how to make a poster more effective by analyzing the content and language styles of the two posters on P20;
design an effective poster about an endangered animal by cooperation; Difficult points
speak for the endangered animal in front of the class.
Teaching & methods Task-based Teaching Method, P-W-P Model
Teaching aids Multimedia, blackboard, posters
Teaching Procedures Teachers’ activities Students’ activities Purposes
Step 1 Lead-in (5 mins) The teacher shows the students some posters that only have pictures and shows some effective posters on the screen. Q: What are the basic elements and features of an effective poster The students appreciate the posters and tell the basic elements and features of an effective poster should have. To help students have a overall understanding of effective posters.
Step 2 Pre-writing (10 mins) Learn to Read The teacher asks the students to read the content of the two posters on P20 and complete the charts. The students read the content of the two posters and complete the charts. To help the students better understand the elements and features of the posters.
Read to Learn The teacher asks the students to read the posters again and find out the following sentence patterns. (Imperative sentences, exclamation sentences, personification, modal verbs and the passive voice in the present continuous tense.) The teacher shows the students a short video about the alarming situation of wildlife. The teacher asks the group leaders to pick one of the 8 endangered animals for their groups. (South China Tiger, Yangtze River Dolphin, African Elephants, Giant Panda, Crested Ibis, Pangolin, Polar Bear) The students read the posters again and underline the sentences with special patterns on the text books. The students watch the video and think about what they should do to protect wildlife. The group leaders pick one of the 8 endangered animals for their groups. To help the students better understand how to make a poster more effective by using proper sentence patterns. To stimulate the students’ passion and sense of responsibility on wildlife protection. To offer the students a chance to select.
Step 3 While-writing (17 mins) Learn to Learn The teacher asks the students to learn the steps that can help them organize the posters. The teacher asks the students to work in groups to make a draft with the information and design their posters. Then the teacher walks among the groups to offer help and gives feedback timely. The students figure out the steps right before writing. The students work in groups to make a draft and design their posters using what they’ve learnt. To help the students have a clear mind when they are writing. To offer the students timely help and feedback.
Step 4 Post-writing (12 mins) The teacher invites some groups to show their posters in front of the class. 2. The teacher asks the students to evaluate other groups’ posters according to the checklist. The students show their posters in front of the class and make a short speech to speak for the animals. Hello everyone! I speak for ... The students try to evaluate other groups’ posters according to the checklist. I think the poster is effective/ineffective, because ... To offer the students a chance to show their group works and express their passion on wildlife protection. To help the students have a deeper understanding of an effective poster.
Step 5 Assignment (1 min) Option 1: Show your poster on campus and call on more people to protect wildlife. Option 2: Post a short video about your poster on social media and appeal to protecting wildlife.
Blackboard design
Teaching reflection