人教版高一英语必修二Unit4 写作课 课程教学设计
Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。
教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。
通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。
学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。
II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。
而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。
本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。
III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。
这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。
整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。
IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。
Daisy个人对此新闻的兴趣也会引起学生的好奇，急于知道新闻内容。
一起齐声朗读可以培养学生之间的默契与协作，锻炼学生口语，营造课堂活跃氛围。
这样的导入方式也使得写作任务出现得自然、不刻意。
Step 2: pre-writing1. Daisy’s request:“It seems that writing a letter is a must, but what should I write and how to write it? Can anyone help me?”(suggested answers:writing purpose –“If you want to help save some rare animals”,reasons and solutions –“share with us the reasons for their endangered situations andwhat you can do to protect them”, request or hope –“whether we should support them or not”)设计意图：文本更直观地表明了写作的内容和要求，相对教师直接指出书信写作的内容而言，让学生通过阅读文本进而有针对性地找出书信的内容更具有说服力。
这一步骤充分体现了读写结合的特点，而且从文本自然地过渡到了书信的内容和结构，环环相扣。
2. Daisy’s puzzle:“With your help, now I know I should write writing purpose, reasons, solutions, and request or hope in my letter. But are they enough for a complete letter? If not, then what else should be included in the letter?”(suggested answers: a start “Dear xxx”and an ending “Yours sincerely, signature”) Start + Body + Ending = letter设计意图：这一环节有助于让学生明确书信与其他作文一个很大的不同点就是结构，书信的基本结构包括了开头的称呼语以及末尾的结束语和署名。
并再次强调本次写作的结构和内容。
Step 3: while-writing 1. Daisy’s first try:“Thanks for your help. Thus immediately I wrote a letter about the endangered species Yangtze finless porpoise. But is it a good one? So could you help me again to check it?”Daisy’s first draftHi, I'm a student from China. Because of the water pollution, human hunting and some other human activities, the number of Yangtze finless porpoises are decreasing sharply and now they are faced with extinction.Now let me tell you some measures. I suggest that government should help ban the deliberate killing, restrict fishing, and establish nature reserves. I think we should make attempts to call on residents along the Yangtze River to reduce water pollution to preserve their habit. I think you should also provide us with some valuable suggestions, give us relevant training and necessary fund in protecting them.Looking forward to your reply.Yours, Daisy(suggested answers: informal start and ending, a lack of writing purpose and request or hope, grammar mistake, a lack of linking words, spelling mistake, improper tone) 设计意图：通过寻找Daisy的信所存在的问题并加以修改，可以进一步巩固之前所了解的书信的结构和内容，帮助学生树立写作后修改润色作文的意识，检测学生以往的写作水平，提醒学生写作时该关注的要求和细节，比如拼写、语法、语气、连贯性等。
人教新课标高一英语必修2Unit4教案
Unit 4 Wildlife protection技能目标Skill GoalsTalk about ways to protect the environment Talk about wildlife endangerment Review Direct and Indirect SpeechWrite about causes and effectsMake a poster功能句式Causes and effects Why?Because of ... , I... As a result of ...I will use ... Because/As/ Since ... If ... , then ...It follows that ...It will lead to ...词汇1．四会词fur, Tibetan, lead, jungle, wolf, giraffe, environmental, act, measure, original, battery, devote, common, valuable, reduce, respond, amount, package, packaging, harmful, flat, material, poster, attractive, topic, organize, brief2.认读词汇antelope, endanger, hippo, kangaroo, Steve Jones, Birmingham, species, endangerment, habitat, adapt, Jennifer, Stevenson, ecosystem, soda, graph3.词组in danger, die out, as a result of, lead to, take measure, adapt to, make a difference, devote ...to, at present, set free, in the wild, throw away, keep...from, first of all, end up as, do...without...4.重点词汇lead, measure, devote, reduce, jungle, tour, environment, act, devote, common, amount, harmful, material, package, topic语法Review Direct and Indirect Speech1. Reporting statements“I am writing an article about animals in zoos,” the reporter said.The reporter said that he was writing an article about animals in zoos.2.Reporting yes-no questions“Do you like living in the zoo?” the reporter asked the kangaroo.The reporter asked the kangaroo if he liked living in the zoo.3.Reporting wh-questions“How long have you lived in the zoo?” the reporter asked the hippo.The reporter asked the hippo how long he had lived in the zoo.4.Reporting commands and requests“Please tell me more about the advantages and disadvantages of living in the zoo,” the reporter said to the giraf fe.The reporter asked the giraffe to tell him more about the advantages and disadvantages of living in the zoo.5.Reporting general truth“Human survival is dependent on the natural world,” he said.He said that human survival is dependent on the natural world.重点句子1. We human beings could not survive without all the plants and animals around us.2. Many of the earth’s plants and animals have already died out...3. If we know more about what causes endangerment, we may be able to take measures before it is too late.4. A species can become endangered for different reasons.5. When the habit of a species is changed or destroyed, the animal or plant has to either adapt to the change or find a new home.6. Professor Stevenson, who has devoted himself to protecting the milu deer...1. 教材分析本单元以环境保护为中心话题，内容涉及“野生动物保护”、“污染的防止”、“生活的环保”和“环保知识宣传”等。
人教课标版高中英语必修二 Unit4 Writing 教案-新版
Unit4 Writing 教学设计1. Teaching Analysis 教情分析1)Teaching objectives-教学目标①Ability goals能力目标a. Students will be able to draw mind map to generate more ideas and get rid of traditional linear way of thinking.b. Students will learn to write a passage by employing the process-oriented approach.②Emotion goals情感目标Students will have the awareness of wildlife protection and advocate more people in the protection.Students will think about the solution of wildlife protection.2)Important & difficult teaching points-教学重难点Students earn to write a passage by employing the process-oriented approach.2. Student analysis学情分析1)Fundamental state基本情况Students have got used to the old-fashioned way of writing apassage---product-oriented approach. The product of a passage is placed in the first place and little attention is paid to how a passage is developed. Therefore many students feel it boring and tiring to write a passage. Indeed armed with a large vocabulary and creative ideas, they have the ability to work out but there is no such way for them to do so.2)Knowledge reserve知识储备After the first 4periods of learning, students have abundant language input and acquire adequate information about wildlife protection to output---write a passage. Besides, many of them have a large vocabulary and creative ideas3. Teaching methods教法建议Process-oriented approach, cooperative teaching method, situational teaching approach情景教学法4. Teaching Aids教学辅助Blackboard and chalk, computer or I-pad, projector5.Teaching procedures-教学进程Step I Pre-writing1. BrainstormingIt’s a pity in t he story that nobody helped the dodo. But there are still some endangered animals that are in need of our protection. So please write a letter to WWF to help you save the endangered animals. The students are to think about the endangered animals they want to save. Meanwhile teachers are to write down what students come up with and then several endangered animals are shown in PPT.2. Mind-mapStudents are to discuss and think about some questions about endangered animals.Step II Free-writingStudents are to write what is in their mind according to the mind mapThe teacher then invites some students to report their sentence. If there are some beautiful words and expressions, the teacher can write down on the blackboard.Step III SamplesThe teacher introduces the form of letter and some useful expressions to facilitate students’ writing.① Expressing intentionI’m going to I will I’d rather not I feel like... I’d like toI intend /mean/plan to... I’m ready to...② Expressing purposeTo help/save so that but do to protect from in order toto teach them a lesson to punish those who do harm to wildlifeStep IV OutlineStudents are to write an outline of their letter. And the teacher could help them with the chart.Step V DraftingStudents are to write the first draft based on the ideas and discussion above.Step VI Peer editingStudents are to swap their writing with partners to check the spelling, grammar and punctuation and find out the highlights. Then students are encouraged to report the highlights they find in peer editing. At this time, teacher can give compliments, take down the report and refine theses sentences.Step VII RevisingStudents are to swap the writing back and revise their own letter by correcting the mistakes and polishing their sentences.Step VIII Teacher’s feedback (grading)The teacher collects the students’ compositions and then ticks the mistakes and highli ghts the good points. And it’s better for the teacher to write down some specific and genuine reviews.Next time the teacher can show some quality compositions and point out some common mistakes.。
人教版高一英语必修二Unit4 写作课 课程教学设计
Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。
教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。
通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。
学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。
II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。
而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。
本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。
III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。
这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。
整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。
IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。
人教版高中英语M2Unit4 Grammar教学案
M2 U4 History and TraditionsGrammar:Discovering Useful StructuresMotto:When the buying stops, the killing can too. —WildAidLearning aimLearn to use present continuous passive voice to describe the endangered animals’ conditions and measures tak en to help them to arouse the awareness of wildlife protection.Lead-in (Review)1.How do most people call the UK?2.What are the flags of these four countries?3. What did the Normans do after they conquered England?4.(翻译)The peaceful landscape of the “Emerald Isle” and its many green counties is a true feast for the eyes, with its rolling green hills dotted with sheep and cattle.——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————1.定义一个句子只能拥有一个谓语动词，其他出现的动词要变成非谓语。
非谓语高中期间只考三个，to do（目的，将来）doing（主动，进行），done（被动，完成），非谓语除了不能做谓语这个成分，其他句子成分均可以充当。
高中一年级下学期英语《必修2 unit 4 writing》教学设计
Book 5 Unit 2 writingHistory and traditionsTeaching objectives:1. identify and analyse the structure and language of the passage about Ireland.2. write to describe an interesting, exciting or surprising place.Teaching methods:1.Context teaching2.Team work3.Practicing through activitiesTeaching procedures:Step 1: lead-inUse 1 or 2 words to describe Ireland in your mindStep 2: Pre-writingActivity 1: Answer some questions.1.What’s the most appealing words/expressions in the opening sentences?2.What makes the Irish countryside exciting and inspiring?3.How is it presented to describe each of the senses?Activity 2. Find out the senses and places in the order that they appear and underline the words to describe the sensory details.Q: Which sensory description do you like most?Activity 3. Choose one of your favourite places and introduce why you think it is interesting, exciting, or surprising.Use the questions below to describe the place you have chosen.1)What can you see?2) What can you hear?3) How does the place feel?4) What can you smell?5) what can you taste there?6) What does the place make you think or feel?Activity 4. appreciate the ending part.Activity 5 read a passage called My village.Step 3: While-writingActivity 5. introduce your favorite place. Pay attention to these requirements.1)Use sensory details2)Do not use general words3)Give examples。
人教版高中英语必修二Unit 4 Wildlife protection ——Speaking and Writing 教案
Unit 4 Wildlife ProtectionSpeaking and Writing1.Teaching aims:A.To express their opinions freely in the speaking task.B Improve students’ a skills of writingC. Arose students’ awareness of wildlife protection2.Teaching difficult and important points:A. To express their opinions freely in the speaking task.B. How to write a letter.3. Teaching ProcedureStep 1. Lead-inA. Play a video about endangered animals and ask students to express their feelings about the video.Purpose:to help ss recall the topic in this unit and stimulate ss’ interestB. Can you name some endangered animals?Step 2. Situation of the endangered animals(ask ss to talk about their situation with dialogue)Dialogue:a. Which endangered animal are you concerned about?b.... ...(panda)a. Why are they endangered?b....(lack of bamboo growing areas)a Did we help them?b..a What is their number before and now?b. Before....but now ...Conclusion: Their situation is lack of food, habitat, too much hunting...Purpose: to help provide writing materials about the present situation od wildlife protectionStep 3. Reasons of the endangerment(first ask ss to brainstorm and then give them some pictures to offer clue)Food shortage diseasesLack of habitats environment pollutionPurpose: to provide writing materials about the reasons of endangermentStep 4. Speaking (solution to this pro blem)Discuss t he ways to this problem in six for 5 minutes and choose one to report your group ideas using the following expressions.to protect..fromE.gI mean to collect money for endangered animals to protect them from being starving.I’d rather not buy clothes made by wildlife so that not many wild animals will not be hunted.I am ready to tell people around to protect wild animals and arouse their awareness of wildlife protection.Purpose: first to practice ss’ spoken EnglishThen to provide solutions for writingStep 5. WritingNow write a letter to WWF on what you have discussed, asking them to help you save your endangered animals.A.(first give a brief introduction about WWF and ask students to work out the structure of writing)What is WWF?World Wildlife Fund 世界野生生物基金会world’s largest privately financed conservation organizationprotect endangered species and their habitatsworks in more than 100 countries with nearly 5 million members B. structure of the writingpart 1. state(陈述) the present situa tion/problem of the endangered an imalpart 2. offer your suggestions on saving endangered animals. part 3. express your wish and ask WWF for help.C. A sampleDear WWF,From the newspapers and internet I know that some rare animals are endangered or dying out because of lack of food, habitats or too much hunting. Here are my suggestions to save them.First I hope government can make up laws to punish those who do harm to wildlife to protect them from dying out. second, I'd rather not to buy clothes made by wildlife so that they will not be killed widely.Please help the endangered animals and I am sure they will survive with your help.YoursSincerelyXXXPurpose:to train ss’ writing and passage organizing ability.Step 6. HomeworkFinish the writingReflection因为学生对讨论的话题比较感兴趣，所以整堂课气氛都很热烈。
人教课标版高中英语必修2 Unit4_写作课_公开课课件(二)
_m_a_y_ _e_a_t__ __o_il_ and __b_e_co_m__e__ __si_c_k__.
Task Four
Listen to Part B again and write down the two steps the IBRRC usually takes to help those birds.
Step 1:First,we comfort a bird (by feeding _________i_t _a_n_d_k_e_e_p_in_g__it_w_a_r_m__).
Step 2:Then,
___________w_e_c_le_a_n_i_t_. _______
Task Five
Do you like birds, boys and girls?
Introduction: We are concerned
about （关心）birds and wonder what we can do about them.
Listen and then find out what the spokesperson（代言人）, Alice Jones, has to say.
It is time to write your stories.
Partner Reviewing （互改）
Is the writing logical? Are there any mistakes in tenses（时态） or sentence structures （结构）? Is the writing correctly punctuated（标 点）? Does the writing have a good word choice? Does the writing contain all the points provided?
高中英语_高中英语必修二第四单元写作教学设计学情分析教材分析课后反思
学情分析本节课授课内容为高中英语必修二第四单元写作，我将本单元话题与高三二轮话题写作相融合，加入高考考试说明及近5年全国新课标书面表达体裁及话题分析，高三学生词汇量还可以，但缺乏高级词汇及高级句式的灵活运用，说的训练也不够，依据这一现状，学生在自由讨论保护环境的建议的基础上，引导其下笔成篇，并给予高级句式方面的引导，切实增强学生的写作能力。
效果分析通过学生上交的评价表，80%的学生能够做到审题准确，69%的学生能达到16分以上（写作满分为25分），35%的学生能达到20分以上。
当然，通过本次写作课也发现一些不足。
不少学生缺乏高级词汇及句型的储备，整篇文章平淡，缺乏亮眼的句式。
还有部分学生书写不认真，卷面较差。
此外，在单词拼写、主谓一致等方面还需进一步加强。
教材分析本节优课内容为高中英语人教版必修二第四单元写作。
本单元关于野生动物保护。
随着经济的发展，环境问题越来越突出，人与自然如何和谐共处成为了我们必须面对的问题。
作为高中生，应该了解野生动物的保护知识，并确立环保观念。
希望通过对本单元的学习，能够让学生了解到那些濒临灭绝的野生动物的生存现状，并提高他们保护野生动物的意识。
与此同时，希望学生能够知道如何去保护野生动物。
本节课是针对本单元的的这一基本话题展开的，并在此基础上加以延伸和拓展，要求学生给杂志社投稿，为建设节约型社会提出自己的建议。
英语写作是一个创作性的学习过程。
它对语言表达的正确性和准确性、思维的逻辑性和文章的条理性都比口语要求更高。
也因为在reading 等输入之后，写作做为输出上升到一个更高的层次，本单元的写作课，以说为基础，引导学生自由发挥，说出保护环境的具体建议，在此基础上连句成篇，激发学生对学习本单元以及学习英语的兴趣。
课堂学生学习效果评测练习学生写作学习效果评测表：Heal The World写作课教学反思以往一说写作，学生们就很苦恼，写出的句子更让老师们头疼。
不少学生苦于没的写，还有一些是一写就错，不敢写。
2019人教版高中英语必修二Unit4 Reading for Writing 教学设计
Unit4 Reading for Writing 名师教学设计Describe a place you likeBeautiful Ireland and Its TraditionsTeaching Analysis:The text describes the beautiful landscape of Ireland and its traditions. To show the inspiring and exciting beautiful landscape of Ireland, the writer begins the description with its natural scenery in different senses and space order. And it’s this beauty that nourishes the strong tradition of Ireland. Such connection also makes the description coherently. For ss in Grade1, they are interested in this topic but they have difficulty making a concise and coherent description. They lack in writing skills in details description and transitional devices. Thus, in this class, the teaching aims are designed as follow:1.To experience the Irish beauty and tradition through analyzing and appreciating thedescriptive language and details description.2.To understand the connection between the beauty of Ireland and its traditions.3.To apply the writing skills of adding details to make their own description detailedand vivid.Difficulty& Key Points:1)To appreciate and analyze the descriptive skills in the text.2)To apply the descriptive skills to details writing.Step1: Lead-In (3mins)Guessing: Guess a Place I like-IrishTeacher offers some tips about Ireland in different senses.Irish People: famous poets, writers and actorsIrish landscape: countryside view(Pics)Irish dancing (video)Irish food (beer and beef)Q: What’s your first impression on this country-Ireland?(Aims: to elicit the topic and offer certain background information to stir up theirprevious knowledge and prepare for reading)Step2: Reading (15)1.Read for main ideaAnalyze the title and topic sentenceBeautiful Ireland and Its TraditionsQ1：What’s the connection of them?Has a great influence on its people and traditionproduce writers; inspires and excites all2.Read for understanding and appreciating :Q2: Why can the beautiful countryside inspire and excites all?Offer sth for each senses.Q3: What can we find in Ireland for our five senses? And in which place of the Ireland can experience these?Ss: Finish the information map and think about which part of the description impresses you most and Why.q4(Aims: to understand the connection between Irish beauty and tradition and appreciate the writing skills and details description)Step3: Summarize:How to make our description detailed?Use sensory details and figure of speechUsing Specific words:How to make our description coherent?Logical connection; Transitional Sentence; Space orderStep4: Writing (20mins)What do you think of Changshan?Changshan is a beautiful, peaceful, calm and slow-pace county.Can you add some details to enrich the this description?Five Senses:See: bright sunshine; people;farmers; field; mountains; huyou trees; wild duck;yawning and stretching cats and dogsHear; buzzing;whistle;breeze微风; changshan river; the bell of bell tower;smell: the scent of cole flowers; the scent of steamed Baozi;Taste: local noodles;Blackboard Design:•The following are words and phrases indicating space:•Above, across, against, along, around, at, behind, below, beneath, underneath, beside, between, facing, from, in, inside, in front of, in the middle of, next to, on , on either side of, on top of, outside, over, separated by, supported by, surrounded by, to the left of, to the right of, under…。
Unit2+写作课教案 高中英语人教版(2019)必修第二册 (4)
Unit2写作课教案"Make an Effective Poster About an Endangered Animal"I. Teaching Objectives:1. To enhance students' understanding of the concept of endangered animals.2. To develop students' creativity and ability to express their ideas through poster making.3. To improve students' English writing skills, particularly in terms of grammar, vocabulary, and sentence structure.4. To cultivate students' awareness of environmental protection and encourage them to take action to protect endangered animals.II. Key Points and Difficulties:1. Key Points:- Understanding of endangered animals and their causes.- Creative expression of ideas through poster making.- Improvement of English writing skills.- Awareness of environmental protection.2. Difficulties:- Students may struggle with expressing complex ideas in English.-Students may find it challenging to use advanced vocabulary and sentence structures.- Students may need guidance in selecting appropriate images for their posters.III. Student Analysis:The target audience for this lesson is high school students who are proficient in English but may lack experience in creating visual aids for academic purposes. They should be able to understand the basic concepts of endangered animals and the importance of environmental protection. However, some students may require additional support due to language or cognitive challenges.IV. Teaching Process:1. Introduction (5 minutes) -Briefly introduce the topic of endangered animals and their significance. Use real-life examples to illustrate the problem and engage students' interest.2. V ocabulary Building (10 minutes) - Introduce a list of advanced vocabulary related to endangered animals and environmental protection. Use context clues and multiple choice questions to help students understand and remember the words.3. Reading and Analysis (15 minutes) - Provide students with a short article about an endangered animal and ask them to read it carefully and answer comprehension questions. Analyze the article for its structure, tone, and effectiveness in conveying information.4. Brainstorming (15 minutes) -Ask students to brainstorm ideas for their posters based on the article they have read. Encourage them to think creatively and come up with original designs that capture the essence of the endangered animal they are focusing on.5. Writing (20 minutes) - Have students write a brief paragraph about each idea they came up with, using the advanced vocabulary from the previous activity as much as possible. Encourage them to use descriptive language and vivid imagery to make their posters engaging and informative.6. Group Collaboration (15 minutes) - Assign students into groups of three or four and have them work together to create a cohesive poster that incorporates all their ideas. This will allow them to practice their teamwork skills while also incorporating more advanced vocabulary and sentence structures.7. Presentations (15 minutes) -Have each group present their poster to the class, explaining their choices and discussing why they chose certain elements over others. Encourage feedback and discussion from the class to foster critical thinking skills and promote a deeper understanding of the topic.V. Homework:Assign each student to create a one-page poster about an endangered animal they find interesting or passionate about, using the techniques and strategies learned in class. The poster should include an introduction, body paragraphs, and a conclusion, all written in English using advanced vocabulary and sentence structures. Additionally, students should include at least one image related to their chosen animal to enhance their visual aids.。