Unit 2 Wildlife Protection Reading for writing 導(dǎo)學(xué)案-高中英語人教版（2019）必修第二冊

Unit2WildlifeProtectionreadingforwriting導(dǎo)學(xué)案ContentAnalysisActivitytheme:Thissectionhasdesignedanactivitycombiningreadingandwriting.Theactivitythemeis"Makeaneffectiveposter".Theprotectionofwildliferequirestheparticipationofthewholesociety,theeducationofthepubliconwildlifeprotection,andtheawarenessandenthusiasmofthepubliconwildlifeprotection.1.Makingpublicitypostersrequiresstudentstodeeplyunderstandandstudythesituationofendangeredanimalsandthinkaboutprotectionmeasures.2.Intheprocessofreadingandunderstandingthecontentsofpostersandmakingposters,trainstudentstomasterandusethestyleofposters,andcultivatestudents'socialresponsibilityandsenseofresponsibility.LearningObjectives1.Getthemaincontentandwritingcharacteristicsoftheposterbyreadingtheposter.2.Learntowritepostersinappropriatelanguageandformat.3.Cultivatestudents'abilityofself-studyandcooperativelearning,andguidestudentstolearnactively.4.Cultivatestudents'criticalthinking,thatis,guidestudentstothinkcriticallyaboutwildlifeprotection.Textanalysis:Thereadingtextistwoposters.Thefirstposter"GiveUglyaChance!"Wecallonpeopletoprotectallkindsofwildanimalsandnottreatthemdifferentlybecauseoftheirlikesanddislikes.Thesecondposter"Don'tMakePaperwithMyHome!"Usinganthropomorphicrhetoric,thetitleisKoala'svoice,criticizingthosewhocutdowntreesindiscriminatelytodestroyanimalhomes.Thetextisafurtherexplanationofthetitle.Postersareacommonwayofpublicity,postedinpublicplaces.Thevisualeffectofpostersshouldbestrongandattractive;Thelanguageshouldbeconciseandtothepoint,whichcanmovepeople'shearts.Activitydesign:Thismoduleconsistsofsixactivities.Activity1Guidestudentstoperceivetheemotionconveyedbytheposterphotos,andletstudentsexpresstheirfeelingsafterseeingthepictures.Activity2belongstothetextreadingstage.Studentsarerequiredtosummarizethegeneralideaofthetwopostersinonesentence.Activity3Askstudentstodiscussproblemsingroupsandaskthemtothinkaboutthespecificcontentoftheposter,thatis,whatthepostercallsonpeopletodo,andexplain.Activities4to6belongtothelanguageproductionstage,thatis,makingposters.Theactivityinvolvesthecompletewritingprocessofdatacollection,completionofthefirstdraft,peerreview,andpresentationofresults.Activity4Setupatasktomakepostersfortheprotectionofendangeredanimals.Teachingfocus:Guidestudentstomasterthecoreelementsoftheposterandmakeaposterwithvisualimpact,clearmeaningandtouching.Teachingprocess:StepILearningandunderstandingActivity1:AcquisitionandsortingLookatthepostersbelow.Whichemotionsdothephotoscommunicate?●funny●surprising●frightening●sad...OpinionposterontheleftposterontherightIthinkit's...SuggestedAnswers:(Theposterontheleft)Ithinkit'salittlefrightening!Itdoesn'tlookfriendlyanditsteethlooksharp!(Theposterontheright)Ithinkit'salovelypicture.Thekoalasarecute.Theylooksoftandgentle.Activity2:AcquisitionandPracticeReadthepostersandwriteaone-sentencesummaryforeach.SuggestedAnswers:GiveUglyaChance:“Ugly”animalsarejustasimportantascuteanimalsbecausenatureneedsvarietytofunctionproperly.Don’tMakePaperwithMyHome:Cuttingdowntreestomakepaperdestroysthenaturalhabitatofmanyanimals.ActivityPurposePractisereadingtowriteashortsummaryforalongerparagraph.Activity3:ReadandDiscussAskstudentstoscanthetextandjudgethetypeofthediscourse:aposter.Lookatthepostersagain,askstudentstoanswerthefollowingquestionsanddiscussthequestionsingroups.1.Whatdoeseachposterusetostirupemotions?2.Whodoyouthinkistheintendedaudienceforeachposter?Whydoyouthinkso?3.Whatdoeseachposterwantpeopletodo?Howdoyouknow?4.Inyouropinion,whichposterismoreeffective?Why?SuggestedAnswers1.Thefirstposterusesanuglypictureofananimaltogetareactionfromthereader,butthenmakesthepointthatthisreactionispartoftheproblem,becauseallanimalsshouldbeprotected,notjustoneswethinkarecute.TheuglyrodentisalsoframedbyaMickeyMouseoutline,showingthedifferencebetweenhowweseethemincartoonsandhowtheyreallyare.Thesecondhasacutepictureandtheheadlineiswrittenasifthekoalaswerespeakingtothereaderwhichmaymakethemmoresympathetic.2.Thepostersareintendedforeveryonebecausetheyappealtoprotectingourplanetwhichweallliveon,andtoourpaperconsumptionwhichweallrelyon.3.Thefirstposterwantsustoconsider“ugly"animalsasjustasimportantascuteones,becauseitasksusdirectlytodothat.Thesecondwantsustobeawareofourpaperconsumption.Itdoesn'ttellustochangedirectly,butitappealstoouremotionstochangebecausewhatwearedoingisnotfairtoanimalslikekoalas.4.Ithinkthe“GiveUglyaChance”posterismoreeffective,becausetheviewerwillreacttotheuglyanimalfirst,butthenreadthatthisreactionispartoftheproblemthatneedstobedealtwith.StepIIPracticeActivity4.Practice

ExercisesMakeaposteraboutanendangeredanimal.1.Brainstorm.Askthestudentstoworkingroupsoffour,chooseoneoftheanimals(SouthChinaTigerandYantzeRiverDolphin),readthefactsheet,andtalkaboutimage(s),title,thekeyinformationandfacts,tellthereaderswhatyouwantthemtothinkordo,andsoon.SouthChinaTigerWhyisitendangered? Habitatloss;huntedforitsskinandfurWhatisbeingdone? Aplanisbeingcarriedouttoincreasethenumberofwildtigers.Whatcanwedo? Donotbuyfurorothertigerproducts!YangtzeRiverDolphinWhyisitendangered? HabitatlossWhatisbeingdone? Reservesarebeingbuiltforthem,andtheyarebeingsearchedforinthewild.Whatcanwedo? Cleanuptherivers!Activity5.PracticeandWritingWritetheposteraccordingtothebrainstorm.SampleWritingProtectTheseGentleGiants!TheEasternLowlandgorillaiscriticallyendangered.Theyarethreatenedbyhumanactivity.Theyarehuntedfortheirmeat.Theirnaturalhabitatisbeingdestroyedby