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

Unit 2 Wildlife Protection-Reading for Writing 内容导航 This section focuses on wildlife protection, taking two public welfare posters as reading materials to guide students to analyze the structure, language features and persuasive skills of posters, and then complete a poster creation task to convey the concept of wildlife protection through practical writing. 教学目标和重难点 1. 教学目标 Language Competence: Students can understand poster texts, master key words and sentence patterns related to wildlife protection, and use appropriate language to create persuasive posters. Cultural Awareness: They can recognize the global significance of wildlife protection, respect biodiversity, and establish the concept of harmonious coexistence between humans and nature. Thinking Quality: They can analyze poster features logically, think about protection measures from multiple angles, and improve critical and innovative thinking. Learning Ability: They can learn independently and cooperate in groups to complete reading and writing tasks and optimize their works according to feedback. 2. 教学重难点 Key Points: Master the structural characteristics of wildlife protection posters (title, picture, body, call to action) and language features (imperative sentences, rhetorical questions, passive voice). Understand the core idea of the reading materials and use key vocabulary and sentence patterns to express views on wildlife protection. Difficult Points: Flexibly use emotional and persuasive language in poster creation to avoid rigidity; combine practical situations to put forward specific and feasible appeals and integrate language expression with emotional transmission. 教学过程 Step 1: Lead-in (Warm-up & Activation) The lead-in aims to arouse students' interest in the theme of wildlife protection, activate their existing knowledge reserve, and lay a foundation for the subsequent reading and writing tasks. First, the teacher will show students a set of pictures, including cute animals such as pandas and dolphins, and some less attractive animals such as hedgehogs and vultures, as well as scenes of animal habitats being destroyed, such as deforestation and illegal hunting. Then, the teacher will ask two guiding questions: “Which animals in the pictures do you like best? Why?” and “What threats are these animals facing now?”. After students express their opinions freely, the teacher will make a brief summary: “All animals, whether cute or not, play an important role in the ecological balance. However, many of them are in danger due to human activities. Today, we will learn how to convey the concept of wildlife protection through posters, which is a practical and powerful way to call on people to take action.” Then, the teacher will introduce the learning objectives of this lesson: to understand the structure and language features of wildlife protection posters, to learn the writing skills of posters, and to create a poster of their own. This link can fully mobilize students' enthusiasm, make them quickly enter the theme context, and realize the connection between prior knowledge and the new lesson. Step 2: Pre-reading (Prediction & Vocabulary Preview) Before reading the poster texts, the teacher will guide students to preview key vocabulary and predict the content of the reading materials, so as to reduce reading obstacles and improve reading efficiency. First, the vocabulary preview link: the teacher will list key words and phrases related to the lesson on the blackboard or courseware, including nouns (species, habitat, biodiversity, poster, koala), verbs (protect, survive, cut down, destroy), adjectives (endangered, equal, valuable), and fixed phrases (when it comes to, pay attention to, cut down, give a chance). For each word and phrase, the teacher will explain its meaning and usage briefly, and combine simple example sentences to help students understand. For example, for “cut down”, the teacher can say: “We often cut down trees to make paper, but this will destroy animals' homes.” For “when it comes to”, the example sentence can be: “When it comes to wildlife protection, everyone has a responsibility.” After the vocabulary preview, the teacher will show the two posters in the textbook (“Give Ugly a Chance!” and “Don’t Make Paper with My Home!”) to the students, and ask them to predict the content of the posters according to the titles and pictures. The teacher can guide students to think: “What do you think the poster ‘Give Ugly a Chance!’ wants to tell us? Why do you think so from the title?” “What is the relationship between paper and animals' homes in the poster ‘Don’t Make Paper with My Home!’?”. Students can discuss in pairs for 2-3 minutes, then share their predictions with the whole class. The teacher will not comment on the correctness of the predictions for the time being, but encourage students to put forward their own ideas, which can stimulate students' reading desire and make them more focused in the subsequent reading process. Step 3: While-reading (Intensive Reading & Analysis) This link is the core of the reading part. The teacher will guide students to read the two posters carefully, analyze their structure, language features and core ideas, and help students master the key points of poster reading. The reading process is divided into two parts: reading for main idea and reading for details. First, reading for main idea. The teacher asks students to read the two posters quickly and answer the following questions: “What is the main idea of ‘Give Ugly a Chance!’?” “What is the main appeal of ‘Don’t Make Paper with My Home!’?”. After students finish reading, they will answer the questions one by one. The teacher will summarize: The first poster emphasizes that all species, whether cute or not, should be treated equally, because biodiversity is crucial to the survival of the planet. The second poster criticizes the behavior of cutting down trees to make paper, which destroys animals' habitats, and calls on people to protect trees and animals' homes. Through this link, students can quickly grasp the core content of the two posters and establish a general understanding of the text. Then, reading for details. The teacher will guide students to read the posters carefully again, and analyze the structure and language features of the posters in detail. First, the structure analysis: the teacher will ask students to find out the three parts of each poster (title, body, call to action) and discuss their functions. Through discussion, students will understand that the title is concise and eye-catching, which can attract readers' attention and convey the core idea directly; the body part explains the reasons and facts, which is used to persuade readers; the call to action is clear and powerful, which calls on readers to take specific actions. For example, the title of the first poster “Give Ugly a Chance!” is concise and vivid, which can arouse readers' curiosity; the body part explains that all species are equally important and the planet cannot survive without biodiversity; the call to action is “so if you want the future to be beautiful, you have to give ugly a chance.” Next, the language feature analysis. The teacher will ask students to find out the special sentence patterns and rhetorical devices used in the posters, and analyze their functions. The students will find that the posters use a lot of imperative sentences, such as “Don’t Make Paper with My Home!”, which can directly express the appeal and strengthen the persuasive force; rhetorical questions, such as “Is it right to make animals homeless so that humans can have more paper?”, which can arouse readers' thinking and deepen their understanding of the theme; present continuous passive voice, such as “Billions of trees are being cut down every year” and “a lot of animal homes are being destroyed”, which emphasizes the urgency of the problem and arouses readers' sympathy; personification, such as the title of the second poster, which takes the koala's voice as the title, making the poster more vivid and emotional. In addition, the posters use simple and concise language, avoiding complex sentence structures, which is easy for the public to understand and accept. In the process of analysis, the teacher will also guide students to pay attention to the key vocabulary and sentence patterns in the posters, and ask them to take notes. For example, the key sentence in the first poster: “When it comes to wildlife protection, all species—the good, the bad, and the ugly—should be treated equally.” The key sentence in the second poster: “Every tree that is cut down is a part of the habitat of animals such as these koalas.” The teacher will ask students to read these sentences aloud, and explain their structure and usage, so that students can master and use them in subsequent writing. After analyzing the two posters, the teacher will organize a group discussion: “What are the common features of the two posters? What makes them effective in conveying the concept of wildlife protection?”. Students will discuss in groups of 4-5, and then each group will send a representative to share their views. The teacher will make a summary: The two posters both have clear themes, concise and eye-catching titles, vivid and persuasive body content, and clear calls to action. They use appropriate language and rhetorical devices to arouse readers' emotional resonance and achieve the purpose of publicity and persuasion. This link can help students deeply understand the characteristics of effective posters and lay a foundation for their own poster creation. Step 4: Post-reading (Consolidation & Application) This link aims to help students consolidate the knowledge and skills learned in the reading part, and realize the transition from reading input to writing output. It is divided into two parts: language consolidation and writing guidance. First, language consolidation. The teacher will design some exercises to help students consolidate the key vocabulary and sentence patterns learned. For example, fill in the blanks with the given words and phrases: (species, cut down, habitat, protect, when it comes to) 1. ______ wildlife protection, we should take action immediately. 2. Many animals lose their ______ because of deforestation. 3. We must ______ endangered ______ from extinction. 4. People should not ______ trees randomly. After students finish the exercises, the teacher will check the answers and explain the key points. In addition, the teacher will ask students to make sentences with the key sentence patterns, such as “When it comes to..., we should...”, “Without..., ...cannot...”, so as to ensure that students can flexibly use these sentence patterns in writing. Then, writing guidance. The teacher will guide students to sort out the writing steps and skills of wildlife protection posters, combined with the characteristics of the two reading materials. First, determine the theme. The teacher will ask students to choose a specific theme for their poster, such as protecting pandas, stopping illegal hunting, protecting animal habitats, etc. The theme should be clear and specific, so as to avoid being too broad. Second, design the title. The title should be concise, eye-catching and able to convey the core idea of the poster. It can use imperative sentences, rhetorical questions or personification to enhance the appeal. For example, “Save the Tibetan Antelopes!” or “Is Your Behavior Hurting Animals?”. Third, organize the body content. The body part should include three aspects: the current situation of the target animal (the threats they are facing), the importance of protecting the animal (the role of the animal in the ecological balance), and the specific appeal (what people can do to protect the animal). The content should be true and persuasive, and the language should be simple and vivid. Fourth, design the call to action. The call to action should be clear and specific, so that readers know what to do. For example, “Don’t buy products made of animal fur!”, “Plant more trees to protect animal habitats!”. In addition, the teacher will remind students to pay attention to the use of language features in writing, such as using imperative sentences to express appeals, using passive voice to emphasize the urgency of the problem, using rhetorical questions to arouse thinking, etc. At the same time, the teacher will show a sample poster (different from the reading materials) to the students, analyze its advantages and disadvantages, and let students have a more intuitive understanding of poster creation. For example, the sample poster has a clear theme, an eye-catching title, and specific content, but the language is a little rigid. The teacher will guide students to put forward improvement suggestions, such as adding rhetorical devices to make the language more vivid. Step 5: Writing Practice (Creation & Group Cooperation) On the basis of the previous guidance, students will carry out poster creation practice. In order to improve the efficiency of writing and cultivate students' cooperative learning ability, the teacher will arrange students to complete the task in groups of 4-5. Each group will choose a theme of wildlife protection, and work together to design and create a poster. Before the creation, the teacher will put forward specific requirements: the poster should have a clear theme, an eye-catching title, a complete structure (title, body, call to action), appropriate language and rhetorical devices, and the content should be true and persuasive. In addition, students can add simple pictures or symbols to the poster to make it more vivid and attractive. During the creation process, the teacher will walk around the classroom, observe the situation of each group, and provide timely guidance and help. For groups that have difficulty determining the theme, the teacher will give some suggestions, such as protecting local endangered animals, stopping illegal hunting, reducing the use of disposable products to protect animal habitats, etc. For groups that have problems in language expression, the teacher will guide them to use the key vocabulary and sentence patterns learned, and help them modify the inappropriate expressions. For groups that have no ideas in the body content, the teacher will guide them to think from the aspects of the current situation of the animal, the reasons for the threat, and the protection measures. At the same time, the teacher will encourage students to put forward their own innovative ideas and make their posters unique. In the process of group cooperation, students will divide the work reasonably, such as some students are responsible for determining the theme and title, some students are responsible for writing the body content, some students are responsible for designing pictures and layout, and some students are responsible for checking and modifying the poster. This not only improves the efficiency of writing, but also cultivates students' communication and cooperation ability. During the cooperation, students can learn from each other, complement each other's advantages, and improve their comprehensive language ability. Step 6: Post-writing (Evaluation & Improvement) After the groups complete the poster creation, the class will carry out the evaluation and improvement link, which aims to help students find the advantages and disadvantages of their own works, learn from each other's strengths, and improve their writing level. The evaluation is divided into three parts: group self-evaluation, group mutual evaluation and teacher evaluation. First, group self-evaluation. Each group will discuss their own poster, analyze its advantages and disadvantages, and put forward improvement suggestions. The teacher will provide a self-evaluation form, which includes the following aspects: whether the theme is clear, whether the title is eye-catching, whether the structure is complete, whether the language is appropriate, whether the rhetorical devices are used properly, and whether the call to action is clear. Each group will fill in the self-evaluation form according to the actual situation of their own poster, and then send a representative to introduce their poster and self-evaluation results to the whole class. Then, group mutual evaluation. Each group will exchange their posters with another group, and evaluate the other group's poster according to the evaluation criteria. The evaluation criteria are the same as the self-evaluation form. The groups will put forward specific praise and improvement suggestions, such as “Your poster has a clear theme and an eye-catching title, but the body content is a little simple, you can add some specific data to make it more persuasive.” “Your language is very vivid, but the call to action is not clear enough, you can put forward more specific suggestions.” After the mutual evaluation, each group will get the feedback from the other group, and discuss how to modify and improve their own poster according to the feedback. Finally, teacher evaluation. The teacher will select several representative posters (including excellent works and works with common problems) to evaluate. For excellent works, the teacher will affirm their advantages, such as clear theme, vivid language, unique design, and let other students learn from them. For works with problems, the teacher will point out the problems gently, such as unclear theme, rigid language, incomplete structure, and give specific improvement suggestions. For example, for a poster with an unclear theme, the teacher will guide the group to redefine the theme and adjust the content; for a poster with rigid language, the teacher will guide the group to use more rhetorical devices to make the language more vivid. At the same time, the teacher will summarize the common problems in the students' posters, and emphasize the key points of poster creation again, so that students can avoid making the same mistakes in future writing. After the evaluation, each group will modify and improve their own poster according to the self-evaluation, mutual evaluation and teacher evaluation results. The teacher will check the modified posters again to ensure that each group can make corresponding improvements and master the skills of poster creation. Step 7: Summary & Extension First, the lesson summary. The teacher will lead students to review the key points of this lesson: the structure and language features of wildlife protection posters, the writing steps and skills of posters, and the importance of wildlife protection. The teacher will emphasize that poster creation is not only a kind of language practice, but also a way to convey the concept of wildlife protection. We should use our own words and actions to call on more people to participate in wildlife protection. At the same time, the teacher will affirm the performance of each group in this lesson, praise the innovative ideas and cooperative spirit of the students, and encourage students to keep learning and improving their language ability and practical ability. Then, the extension activity. In order to extend the effect of the lesson and let students apply the knowledge and skills learned to real life, the teacher will arrange an after-class extension task: each group will display their modified poster in the classroom or school publicity board, and write a short speech (about 100 words) to introduce their poster and call on the students in the school to participate in wildlife protection. In the next lesson, each group will send a representative to give the speech. In addition, the teacher will encourage students to share their posters and speeches with their family and friends, and call on more people to pay attention to wildlife protection and take action to protect animals and their habitats. In addition, the teacher will recommend some related resources to the students, such as documentaries about wildlife protection, websites about endangered animals, and public welfare activities about wildlife protection, so that students can learn more about wildlife protection after class, expand their horizons, and further establish the concept of harmonious coexistence between humans and nature. Step 8: Homework Arrangement 1. Revise and improve the poster created in class according to the evaluation feedback, and print it out (if conditions permit) to prepare for the display and speech in the next lesson. 2. Write a short speech (about 100 words) to introduce your poster, including the theme, content and appeal of the poster. 3. Search for one piece of information about wildlife protection (such as the current situation of an endangered animal, a successful wildlife protection case) and write a short English introduction (about 80 words) to share in the next lesson. 4. Review the key vocabulary and sentence patterns of this lesson, and make a vocabulary card to consolidate the knowledge learned. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $