课题

Period 4 Reading for writing

单元

Wildlife Protection unit

学科

English

年级

Grade 1

教材分析

This section has designed an activity combining reading and writing, with the theme of "Make an effective poster". Making posters requires students to have a deep understanding of and study the situation of endangered animals and think about protection measures.

教学目标与核心素养

136Knowledge objectives: Learn to extract the core elements of the poster.

Skill objectives: Students should be trained to master and use the poster style

Emotional objectives: Cultivate students' social responsibility and sense of responsibility.

Thinking quality objectives: Arouse the awareness and enthusiasm for wildlife protection.

重点

Learn to extract the core elements of the poster.

难点

Make a poster with visual impact, clear meaning and impressive.

教学过程

导入新课

Step 1: Lead-in

Ask students to look at the photos in the two posters, express their feelings, and complete the table in activity 1 (page20). Then ask: if you had the chance to save one of the two animals, which would 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 to read two posters of wildlife protection and complete activity 2 (page20).

“Look at the posters below. Which emotions do the photos communicate?”

Example:

Poster on the left: I think it’s a little frightening! It doesn’t look friendly and its teeth look sharp…

poster on the right: I think it’s a lovely picture. The koalas are cute. They look soft and gentle…

Step 3:

Search for key words with students and summarize them to help students summarize the contents of the posters in one sentence.

Give Ugly a Chance: “Ugly” animals are just as important as cute animals because nature needs variety to function properly.

Don’t Make Paper with My Home: Cutting down trees to make paper destroys the natural habitat of many animals.

Step 4:

Introduced to the students the stylistic characteristics of the posters, as well as the textual characteristics of the two posters -- short and concise headlines, attractive to everyone, strong language appeal, easy to arouse readers' resonance, clear target readers, etc.

Guide the students to answer the questions and pay attention to the main points and matters needing attention of poster writing through discourse analysis.

Q1: What does each poster use to stir up emotions?

Examples of answers: The first poster uses an ugly picture of an animal to get a reaction from the reader, but then makes the point that this reaction is part of the problem, because all animals should be protected, not just ones we think are cute.

The second has a cute picture and the headline is written as if the koalas were speaking to the reader which may make them more sympathetic.

Q2: Who do you think is the intended audience for each poser? Why do you think so？

Examples of answers: The posters are intended for everyone because they appeal to protecting our planet which we all live on, and to our paper consumption which we all rely on.

Q3: What does each poster want people to do? How do you know?

Examples of answers: The first poster wants us to consider "ugly" animals as just as important as cute ones, because it asks us directly to do that.

The second wants us to be aware of our paper consumption. It doesn't tell us to change directly, but it appeals to our emotions to change because what we are doing is not fair to animals like koalas.

Q4: In your opinion, which poster is more effective? Why?

Examples of answers: I think the "Give Ugly a Chance“ poster is more effective, because the viewer will react to the ugly animal first, but then read that this reaction is part of the problem that needs to be dealt with.

Step 5: Learn to make a poster about an endangered animal.

(1) Ask students to work in pairs. First read the introduction of the living conditions of the two animals. Then choose one of them. Students can also choose other animals.

(2) Prepare materials needed for poster production according to the steps provided by the second task.

(3) According to the text features of the poster summarized during the reading, students are required to sort out the materials, divide the work between them, and jointly complete the preliminary design of the poster.

(4) Presents a new example poster to students, and the students discuss in groups and refer to the evaluation content to evaluate the poster.

(5) Invite 2-3 groups of students to evaluate the poster and report on the creation process, source of inspiration, language and design features of the poster.

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 of a poster:

Content: Causes of endangerment, species Numbers, conservation measures and our actions.

Language: Use the most attractive words and short, powerful sentences.

Design: Placement of text and pictures; Title position and its font size and color; Text fonts, font size and color matching.

Step 11 homework

Choose one of the animals and do some research to add to the animal fact sheet. Think about what you want the reader to think and do. Make a poster about an endangered animal.

板书

dolphin n. 海豚 (pl. -s)

Yangtze River dolphin 白鳍豚

a school of dolphins 一群海豚

koala n. 树袋熊；考拉 (pl. -s)

koala bear  考拉熊；无尾熊；树袋熊

stir vt. 激发；搅动

stir up 激起

stir oneself  振作

stir in  一边加原料一边调和

emotion n.感情；情感；情绪(pl. -s)

emotion management 情绪管理; 情感管理

emotion quotient (EQ) 情商

skin n.皮；皮肤 (pl. -s)

skin cancer 皮肤癌

skin color  肤色

unusual adj. 特别的；不寻常的

unusual weather  异常天气

unusual You 不一般的你；不同寻常的你