Unit 2 Wildlife Protection Reading for Writing 教案-2025-2026学年高中英语人教版必修第二册

Unit 2 Wildlife Protection — Reading for Writing Make an Effective Poster(教案) I. Teaching Objectives: 1. Linguistic Ability: Students will be able to identify the key elements of a poster (catchy title, powerful image, problem statement, call to action) and use imperative sentences and emotive language to persuade readers. 2. Learning Ability: Students will learn to summarize main ideas into a single sentence and extract specific information from fact sheets to support their writing. 3. Thinking Quality: Through comparing different posters, students will critically analyze how visuals and text work together to stir up emotions and convey messages effectively. 4. Cultural Awareness: Students will enhance their awareness of wildlife protection, understanding that every species (beautiful or "ugly") plays a role in the ecosystem. II. Important Point and Difficult Point: 1. Important Point: Mastering the structure and language features of a promotional poster (e.g., using rhetorical questions, imperatives, and strong adjectives). 2. Difficult Point: How to write a concise and powerful "one-sentence summary" and how to create a slogan that emotionally resonates with the audience. III. Teaching Aids: Textbook, Multimedia projector (showing posters), Blackboard, Poster paper and markers (for group work). IV. Teaching Procedures: Step 1: Lead-in & Emotional Engagement (5 minutes) The teacher displays the two photos from Activity 1 (the naked mole rat and the koalas) on the screen without showing the text initially. Teacher: "Look at these two photos. How do they make you feel? Which one is frightening and which one is cute?" Students: Share feelings (e.g., "The left one is ugly/scary," "The right one is lovely/soft"). Teacher: "We often protect what we like. But today, we are going to look at two posters that challenge our thinking. Let's see how they use these images to send a message." 【设计意图】 对应文档Activity 1。利用图片带来的视觉冲击（Visual Impact）激活学生的情感体验，为后续分析“海报如何利用情感说服读者”做铺垫。 Step 2: Reading & Text Analysis (15 minutes) 1. Summarizing (Activity 2) Students read the text on the two posters silently and try to summarize the main message of each into one sentence. Teacher: "Read the text quickly. If you had to tell a friend what the poster is about in just one sentence, what would you say? Remember to capture the core message, not just the details." Student Sharing: Poster 1: All species, even ugly ones, are important for nature’s variety. Poster 2: We shouldn't destroy animal habitats (like trees) just to make paper. Teacher's Feedback: Emphasize brevity and accuracy. (e.g., "Good job focusing on 'habitat loss' rather than just 'koalas'.") 【难点点拨】 概括能力（Summary）是本节课的难点之一。教师需引导学生跳过细节，抓核心观点（Thesis Statement）。 2. Deconstruction (Activity 3) The teacher guides students to analyze the function and effectiveness of the posters through Q&A. Q1 (Emotions): "How does the 'Ugly' poster stir up emotions?" Guide: It uses contrast. It shocks you with an 'ugly' face but convinces you with logic ("The world needs all kinds"). Q2 (Audience): "Who are these posters for?" Guide: The general public/Everyone (Consumers of paper; People who judge by appearance). Q3 (Call to Action): "What do they want us to do?" Guide: Identify the imperative verbs. (e.g., "Give ugly a chance," "Pay attention," "Clean up"). Q4 (Effectiveness): "Which one do you think is more effective? Why?" Guide: Encourage critical thinking. (e.g., "The Koala one uses 'My Home' to personify the animal, making us feel guilty.") 【设计意图】 对应文档Activity 3。这是“读写结合”的关键环节。通过分析范文，让学生解构海报的四大要素：Visuals (图片), Emotion (情感), Audience (受众), Action (行动呼吁)。 Step 3: Pre-writing & Drafting (15 minutes) 1. Grouping & Selection (Activity 4) Students work in groups of 4. They choose an endangered animal (South China Tiger, Yangtze River Dolphin, or one of their own choice). 2. Research & Fact Organization The teacher directs students to the fact sheets on Page 20 (Activity 4, Step 1). Teacher: "You have the facts. Now, organize them using the structure on the board:" Board Plan (Poster Structure): 1) Title: Simple, interesting, unusual (e.g., Don't Make Paper with My Home!) 2) The Facts: Why is it endangered? (Habitat loss? Hunting?) 3) The Solution: What is being done? 4) Call to Action: What should we do? (Use strong verbs: Stop, Help, Save, Don't buy...) 3. Drafting Groups draft their text on paper. Teacher's Tip: "Don't just copy the fact sheet. Use powerful adjectives. Make the reader feel something. Design where you will put the picture." 【教学提示】 此处为学生搭建写作支架（Scaffolding）。特别是提醒学生不要照抄Fact Sheet中的陈述句，而要将其转化为具有号召力的祈使句或反问句。 Step 4: Assessment & Improvement (5 minutes) Peer Review (Activity 5) Groups exchange their drafts. They check each other's work using the Checklist provided in the textbook (Page 20, Step 5). Checklist Focus: Does it explain why it is endangered? Are facts included? Is the message/Call to Action clear? Is the layout effective? Teacher: "Give one specific suggestion to your partner group. For example: 'Your title is too long' or 'The call to action needs to be stronger.'" 【设计意图】 实施“教-学-评”一体化。通过同伴互评（Peer Assessment），学生不仅能完善作品，还能再次内化海报的评价标准。 Step 5: Summary and Homework (5 minutes) Summary: The teacher recaps the key ingredients of a good poster: Eye-catching Title + Emotional Image + Clear Facts + Strong Call to Action. Homework: 1. Finalize the poster design based on peer feedback. 2. (Optional) Post the poster in the classroom or school bulletin board to raise awareness (Activity 6). V. Teaching Reflection This lesson moves from "Reading" to "Writing" smoothly. Success: The lead-in with contrasting photos effectively grabs attention. The step-by-step analysis of the sample posters helps students understand that a poster is not just a picture, but a persuasive argument. The peer review checklist ensures students focus on the communicative quality of their writing. Possible Issue: Students might spend too much time drawing pictures rather than focusing on the language (slogans and facts). Adjustment: In the next class, I will strictly time-box the "design" phase or ask them to use stick figures/placeholders for images during class, focusing mainly on the text layout and wording first. I will also provide more examples of "Power Words" (e.g., urgent, vital, destroy, rescue) to help students upgrade their vocabulary. 1 学科网（北京）股份有限公司 $