Unit2-Reading-for-Writing名師教學設計

Unit2ReadingforWriting名師教學設計課時內(nèi)容Makeaneffectiveposter主題語境：人與自然主題群：自然生態(tài)子主題：人與動植物語篇類型：海報文本分析：本節(jié)課提供兩張海報：第一張海報倡導人們平等對待動物；第二張海報提醒人們不應為了造紙而破壞了動物們的家園。海報的主題與本單元的主題語境相關，文本結構清晰，語言簡潔精煉，能夠為寫作提供很好的范本。課時目標：1.通過閱讀海報，獲取海報的主要內(nèi)容和寫作特點。2.學習用恰當?shù)恼Z言和格式寫海報。3.培養(yǎng)學生自學及合作學習的能力，并引導學生主動學習。4.培養(yǎng)學生批判性思維，即引導學生對野生動植物保護進行批判性思考。重點難點重點：獲取文本信息和文本特點。難點：用恰當?shù)恼Z言和格式寫海報。教學準備教師準備：幾種瀕臨滅絕的野生動物的相關材料。學生準備：復習野生動物保護相關詞匯。教學過程StepI學習理解活動一:獲取與梳理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?【設計意圖】根據(jù)文本特征設計了三個環(huán)節(jié)，識別語篇、提問與討論，旨在提高學生的語篇認識（海報），并獲取語篇的主要信息。StepII應用實踐活動二:分析與判斷1.分析海報的文本特征Readthepostersagainandtrytoanalyzethecharacteristicsofthepostersingroups：Whatpartsshouldbeincludedinaposter?Suggestedanswers：Image(s),title,thekeyinformationandfact,tellthereaderswhatyouwantthemtothinkordo,andsoon.2.賞析語言(1) Askthestudentstoreadthetextagainandunderlinethesentenceswiththepresentcontinuouspassivevoice.Suggestedanswers：arebeingcutdown；arebeingdestroyed(2)Complete thesentencesbelow.①Tigers__________(hunt)everyyearfortheskinandfur.②I’msorrythatsomeanimals__________ (protect)wellenoughthesedays.③It isreportedthataplan__________(carryout)atpresenttosavethewildlifehabitat.Suggestedanswers： arebeinghunted② arenotbeingprotected isbeingcarriedout【設計意圖】通過閱讀課文、分析文本特征和賞析語言特征，讓學生深度閱讀，挖掘主題的意義，并學習語篇的寫作特征。這個活動有助于提高學生對海報寫作的認識和理解，為后續(xù)寫作作鋪墊?；顒尤?實戰(zhàn)演練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.【設計意圖】本活動為寫作實踐。在寫前設計了頭腦風暴活動，讓學生以小組的形式討論海報的圖像選用、標題、關鍵信息及佐證事實、海報意圖等，這不僅降低了學生的寫作難度，還增強了寫作的信心。StepIII遷移創(chuàng)新活動四：批判與評價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.【設計意圖】通過小組合作，從關鍵信息、佐證