高中英语人教版 (2019)必修 第二册Unit 2 Wildlife protection教案设计

这是一份高中英语人教版 (2019)必修 第二册Unit 2 Wildlife protection教案设计，共5页。

课题
Perid 4 Reading fr writing
单元
Wildlife Prtectin unit
学科
English
年级
Grade 1
教材分析
This sectin has designed an activity cmbining reading and writing, with the theme f "Make an effective pster". Making psters requires students t have a deep understanding f and study the situatin f endangered animals and think abut prtectin measures.
教学目标与核心素养
Knwledge bjectives: Learn t extract the cre elements f the pster.
Skill bjectives: Students shuld be trained t master and use the pster style
Emtinal bjectives: Cultivate students' scial respnsibility and sense f respnsibility.
Thinking quality bjectives: Aruse the awareness and enthusiasm fr wildlife prtectin.
重点
Learn t extract the cre elements f the pster.
难点
Make a pster with visual impact, clear meaning and impressive.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Step 1: Lead-in
Ask students t lk at the phts in the tw psters, express their feelings, and cmplete the table in activity 1 (page20). Then ask: if yu had the chance t save ne f the tw animals, which wuld it be and why?
学生观察图片，说出他们的感受，并完成第一题。
学生思考并回答如果能帮助其中一种动物，会选择哪一种，为什么
通过观察图片方式，让学生对海报进行初步思考，并表达出自己的直观感受，激发学生对学习海报的兴趣。
讲授新课
Step 2:
Ask students t read tw psters f wildlife prtectin and cmplete activity 2 (page20).
“Lk at the psters belw. Which emtins d the phts cmmunicate?”
Example:
Pster n the left: I think it’s a little frightening! It desn’t lk friendly and its teeth lk sharp…
pster n the right: I think it’s a lvely picture. The kalas are cute. They lk sft and gentle…
Step 3:
Search fr key wrds with students and summarize them t help students summarize the cntents f the psters in ne sentence.
Give Ugly a Chance: “Ugly” animals are just as imprtant as cute animals because nature needs variety t functin prperly.
Dn’t Make Paper with My Hme: Cutting dwn trees t make paper destrys the natural habitat f many animals.
Step 4:
Intrduced t the students the stylistic characteristics f the psters, as well as the textual characteristics f the tw psters -- shrt and cncise headlines, attractive t everyne, strng language appeal, easy t aruse readers' resnance, clear target readers, etc.
Guide the students t answer the questins and pay attentin t the main pints and matters needing attentin f pster writing thrugh discurse analysis.
Q1: What des each pster use t stir up emtins?
Examples f answers: The first pster uses an ugly picture f an animal t get a reactin frm the reader, but then makes the pint that this reactin is part f the prblem, because all animals shuld be prtected, nt just nes we think are cute.
The secnd has a cute picture and the headline is written as if the kalas were speaking t the reader which may make them mre sympathetic.
Q2: Wh d yu think is the intended audience fr each pser? Why d yu think s？
Examples f answers: The psters are intended fr everyne because they appeal t prtecting ur planet which we all live n, and t ur paper cnsumptin which we all rely n.
Q3: What des each pster want peple t d? Hw d yu knw?
Examples f answers: The first pster wants us t cnsider "ugly" animals as just as imprtant as cute nes, because it asks us directly t d that.
The secnd wants us t be aware f ur paper cnsumptin. It desn't tell us t change directly, but it appeals t ur emtins t change because what we are ding is nt fair t animals like kalas.
Q4: In yur pinin, which pster is mre effective? Why?
Examples f answers: I think the "Give Ugly a Chance“ pster is mre effective, because the viewer will react t the ugly animal first, but then read that this reactin is part f the prblem that needs t be dealt with.
Step 5: Learn t make a pster abut an endangered animal.
(1) Ask students t wrk in pairs. First read the intrductin f the living cnditins f the tw animals. Then chse ne f them. Students can als chse ther animals.
(2) Prepare materials needed fr pster prductin accrding t the steps prvided by the secnd task.
(3) Accrding t the text features f the pster summarized during the reading, students are required t srt ut the materials, divide the wrk between them, and jintly cmplete the preliminary design f the pster.
(4) Presents a new example pster t students, and the students discuss in grups and refer t the evaluatin cntent t evaluate the pster.
(5) Invite 2-3 grups f students t evaluate the pster and reprt n the creatin prcess, surce f inspiratin, language and design features f the pster.
学生看海报内容，并完成书上第2题的练习。观察海报，找出海报想要传达出的情感。
学生跟随老师提取出文章中的关键词，并试着用一句话总结海报内容。
学生跟随老师赏析海报内容
学生根据问题，阅读海报，表达自己的想法。
学生小组讨论，并派出代表进行汇报
学生根据老师给出的步骤，根据步骤学习海报制作方法。
通过简单的问题思考，阅读海报，体会海报传达的思想感情。
通过提取关键词方法，培养学生的阅读能力，训练学生一句话总结文章内容的技巧。
通过带领学生感受海报的特点，学会评析海报内容，为制作一张海报奠下基础。
通过问题引导的方式，逐渐深入理解海报内容，并提供机会让学生表达自己的想法，调动学生学习的积极性。
通过小组讨论的方式，让每个学生都能充分参与进来，活跃课堂气氛，让学生能够充分表达自己的想法。
通过提供海报制作的清晰思路，让学生对海报制作更加有信心，对学生学习起到很好的引导和帮助作用。
课堂小结
Step 10 Summary
The design f a pster:
Cntent: Causes f endangerment, species Numbers, cnservatin measures and ur actins.
Language: Use the mst attractive wrds and shrt, pwerful sentences.
Design: Placement f text and pictures; Title psitin and its fnt size and clr; Text fnts, fnt size and clr matching.
Step 11 hmewrk
Chse ne f the animals and d sme research t add t the animal fact sheet. Think abut what yu want the reader t think and d. Make a pster abut an endangered animal.
板书
dlphin n. 海豚 (pl. -s)
Yangtze River dlphin 白鳍豚
a schl f dlphins 一群海豚
kala n. 树袋熊；考拉 (pl. -s)
kala bear 考拉熊；无尾熊；树袋熊
stir vt. 激发；搅动
stir up 激起
stir neself 振作
stir in 一边加原料一边调和
emtin n.感情；情感；情绪(pl. -s)
emtin management 情绪管理; 情感管理
emtin qutient (EQ) 情商
skin n.皮；皮肤 (pl. -s)
skin cancer 皮肤癌
skin clr 肤色
unusual adj. 特别的；不寻常的
unusual weather 异常天气
unusual Yu 不一般的你；不同寻常的你