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

该高中英语课件围绕“野生动物保护海报设计”展开，通过“HOW DO THEY MAKE YOU FEEL?”的情感提问导入，引导学生分析海报核心要素（视觉、情感、文本），从解读现有海报到总结观点、设计创作，搭建“分析-总结-创造”的学习支架，帮助学生逐步掌握海报设计逻辑。 其亮点在于融合多维度活动培养核心素养，如通过分析“Give Ugly a Chance!”等海报的情感激发方式，提升学生思维品质中的分析与批判能力；语言工具包对比强弱语言，增强语言能力中的表达准确性；小组合作设计与同伴互评活动，发展学习能力中的协作与策略运用。这不仅帮助学生提升英语综合运用能力，也为教师提供结构化教学步骤，便于高效开展课堂活动。

MAKE AN EFFECTIVE EFFECTIVE POSTER Unit 2 Wildlife Protection Reading for Writing LARNING OBJEGTIVES 0 ANALYZE SUMMARIZE CREATE Identify the key elements Condense complex ideas Design a persuasive poster of a promotional poster: into a single, powerful for an endangered animal visuals, emotion, and text thesis sentence. using emotive language. structure. 2 HOW DO THEY MAKE YOU FEEL? Frightening? Ugly? Sharp teeth? Cute? Lovely? Soft? The Core Question:We naturally protect what we like. But does the 'ugly' one deserve to die? 3 ACTIVITY 1: READ ＆ DISCUSS Poster 1 : It shocks you with an ‘ugly’ image but convinces you with logic (“Theworld needs all kinds”). Poster 2 : The phrase ‘My Home’ makes the animal relatable and triggersguilt. ACTIVITY 2: READ ＆ SUMMARIZE CHECK YOUR ANSWERS POSTER 1: THE RAT The Message: Give Ugly a Chance! Correct Summary: All species, even ‘ugly’ ones, are important because nature needs variety and balance. POSTER 2: THE KOALA The Message: Don’t Make Paper with My Home! Correct Summary: We should not destroy animal habitats just to make paper for human use. 6 3 Look at the posters again. Discuss the questions in groups. 1 What does each poster use to stir up emotions? 2 Who do you think is the intended audience for each poster? Why do you think so? 3 What does each poster want people to do? How do you know? 4 In your opinlon, which poster is more effectve? Why? ACTIVITY 3: READ ＆ ANSWER 3 Look at the posters again. Discuss the questions in groups. 1 What does each poster use to stir up emotions? ACTIVITY 3: READ ＆ ANSWER The first poster uses an ugly picture of an animal to get a reaction from thereader, 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 ugly rodent is also framed by a Mickey Mouse outline, showing the difference between how we see them in cartoons and how they really are. 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. 3 Look at the posters again. Discuss the questions in groups. 2 Who do you think is the intended audience for each poster? Why do you think so? 3 What does each poster want people to do? How do you know? ACTIVITY 3: READ ＆ ANSWER The posters are intended for every one because they appeal to protecting our planet which we all live on, and to our paper consumption which we all rely on. 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. 3 Look at the posters again. Discuss the questions in groups. 4 In your opinlon, which poster is more effectve? Why? ACTIVITY 3: READ ＆ ANSWER 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. THE FORMULA FOR AN EFFECTIVE POSTER 1 CATCHY TITLE Simple, interesting,direct address. 2. POWERFUL IMAGE IMPACT 3. CLEAR FACTS Visual impact - Shock or Awe. What is the problem? Why is it endangered? 4. CALL TO ACTION Tell the reader exactly what to do. ACTIVITY 4: READ for writing 11 WRITING TASK STEP 1: RESEARCH South China Tiger INSTRUCTIONS: 1. Choose your subject: The Tiger, The Dolphin, or another endangered species. 2. Consult the Fact Sheet (Page 20). 3. Extract Key Info: - The Cause: Why is it endangered? (e.g., Habitat loss? Hunting?) - The Solution: What is being done? (e.g., Reserves established?) 12 WRITING TASK STEP 2: STRUCTURE HEADER: Big, Bold Title. VISUAL: Designated space for image (drawing or photo). BODY SECTION 1: The Problem. Use facts from research. (e.g., “Habitat loss is destroying...”) BODYSSECTION 2: The Solution& Action. (e.g., “We must stop...” / ‘Do not buy...) 13 | ANGUAGE T00LKIT: POWER WORDS WEAK LANGUAGE POWERFUL LANGUAGE It is bad to kill tigers. Stop the cruel killing! We should try to help. Join the urgent fight! It is not good. Deadly / Vital / Innocent. JCABULARBANK Imperative Verbs: Save, Protect, Refuse, Join, Help. Adjectives: Urgent, Vital, Innocent, Deadly, Homeless. Rhetorical Questions: ‘Do you want to see them disappear?’ 14 DRAFTING TIM E GROUP INSTRUGTIONS Format: Groups of 4 students. Roles: 15 Writer: Drafts the text. Designer: Plans the layout. MIN Checker: Reviews against the formula. Goal: Produce a complete draft on the paper provided. Reminder: Use the Language Toolkit! 15 AGTIVIIY 5: PEER REVIEW Does it explain WHY the TASK: Give one specific suggestion to improve the draft. animal is endangered? Is the Call to Action clear? (Do we know what to do?) Is the title catchy? Is the image choice effective? 16 HOMEWORK & NEXT STEPS 1 FINALIZE SAVETTHE REDUCE PLAN Improve your design based on the PLASTIC TREES peer feedback you just received. REDUCE YOUR 2. DISPLAY TIGERSAVETO [ast PECEC| Posters will be exhibited on the HEWA OCEAN class bulletin board next lesson. SANETHETIM PLANT CLEANUP TIGER TO SCH TREES 3. REFLECT AICEN How can you use these persuasion TLAT IT FREE, skills for other topics (e.g., school rules, environmental protection)? 17 The world needs all kinds—without variety, our planet can not survive. 18 $