Unit2-Reading-for-Writing名师教学设计

Unit2ReadingforWriting名师教学设计课时内容Makeaneffectiveposter主题语境：人与自然主题群：自然生态子主题：人与动植物语篇类型：海报文本分析：本节课提供两张海报：第一张海报倡导人们平等对待动物；第二张海报提醒人们不应为了造纸而破坏了动物们的家园。海报的主题与本单元的主题语境相关，文本结构清晰，语言简洁精炼，能够为写作提供很好的范本。课时目标：1.通过阅读海报，获取海报的主要内容和写作特点。2.学习用恰当的语言和格式写海报。3.培养学生自学及合作学习的能力，并引导学生主动学习。4.培养学生批判性思维，即引导学生对野生动植物保护进行批判性思考。重点难点重点：获取文本信息和文本特点。难点：用恰当的语言和格式写海报。教学准备教师准备：几种濒临灭绝的野生动物的相关材料。学生准备：复习野生动物保护相关词汇。教学过程StepI学习理解活动一:获取与梳理1.Askstudentstoscanthetextandjudgethetypeofthediscourse：aposter.2.After readingtheposters,askstudentstoanswerthefollowingquestions：(1) Whatdoeseachposterusetostirupemotions?(2) Whodoyouthinkistheintendedaudienceforeachposter?Whydoyouthinkso?(3) Whatdoeseachposterwantpeopletodo?Suggestedanswers：(1) Apowerfulimageandapropertitle.(2) Posterontheleft:Peoplewhoonlyloveandprotectcuteanimals.(Reason:Wemustpayattentiontolesscuteanimals,too.)Posterontheright：Theownerofpaper-makingfactories.(Reason:It’snotrighttomakeanimalshomeless.)(3)Posterontheleft：Topaymoreattentiontolesscuteanimalsandtreatallkindsofanimalsequally.Posterontheright:Don’tdestroyanimals’habitatsbycuttingdowntreesformorepaper.3. Discussion.Inyouropinion,whichposterismoreeffective?Why?【设计意图】根据文本特征设计了三个环节，识别语篇、提问与讨论，旨在提高学生的语篇认识（海报），并获取语篇的主要信息。StepII应用实践活动二:分析与判断1.分析海报的文本特征Readthepostersagainandtrytoanalyzethecharacteristicsofthepostersingroups：Whatpartsshouldbeincludedinaposter?Suggestedanswers：Image(s),title,thekeyinformationandfact,tellthereaderswhatyouwantthemtothinkordo,andsoon.2.赏析语言(1) Askthestudentstoreadthetextagainandunderlinethesentenceswiththepresentcontinuouspassivevoice.Suggestedanswers：arebeingcutdown；arebeingdestroyed(2)Complete thesentencesbelow.①Tigers__________(hunt)everyyearfortheskinandfur.②I’msorrythatsomeanimals__________ (protect)wellenoughthesedays.③It isreportedthataplan__________(carryout)atpresenttosavethewildlifehabitat.Suggestedanswers： arebeinghunted② arenotbeingprotected isbeingcarriedout【设计意图】通过阅读课文、分析文本特征和赏析语言特征，让学生深度阅读，挖掘主题的意义，并学习语篇的写作特征。这个活动有助于提高学生对海报写作的认识和理解，为后续写作作铺垫。活动三:实战演练Makeaposteraboutanendangeredanimal.1.Brainstorm.Askthestudentstoworkingroupsoffour,chooseoneoftheanimals(SouthChinaTigerandYantzeRiverDolphin),readthefactsheet,andtalkaboutimage(s),title,thekeyinformationandfacts,tellthereaderswhatyouwantthemtothinkordo,andsoon.SouthChinaTigerWhyisitendangered?HuntedforitsskinandfurPopulation：0inthewild;30〜80stilllivingWhatisbeingdone?Aplanisbeingcarriedouttoincreasethenumberofwildtigers.Whatcanwedo?Donotbuyfurorothertigerproducts!YangtzeRiverDolphinWhyisitendangered?HabitatlossandpollutionPopulation:1，000〜1,800Whatisbeingdone?Thedolphinsarebeingmovedtoacleanandsafehabitat.Whatcanwedo?Cleanuptherivers!2.Writetheposteraccordingtothebrainstorm.【设计意图】本活动为写作实践。在写前设计了头脑风暴活动，让学生以小组的形式讨论海报的图像选用、标题、关键信息及佐证事实、海报意图等，这不仅降低了学生的写作难度，还增强了写作的信心。StepIII迁移创新活动四：批判与评价1. Exchangepostersingroupsoffourandassesseachother’sworkaccordingtothechecklist.(1) Doestheposterincludekeyinformationabouttheanimal?(2)Does theposterexplainwhyitisendangered?(3)Does thepostersupportitsinformationwithfacts?(4)Isthemessageoftheposterclear,i.e.canyoutellclearlywhatthedesignerwantsthereadertothinkordo?(5)Istheimageonthepostereffective?2.Learn fromeachother.3.Askeachgrouptorecommendastudent’sposter.Choosetwooftherecommendationstosharewiththewholeclass.【设计意图】通过小组合作，从关键信息、佐证