人教版 (2019)必修 第二册Unit 2 Wildlife protection教学设计

这是一份人教版 (2019)必修 第二册Unit 2 Wildlife protection教学设计，共23页。

2019新人教高中英语必修二
Unit2 Wildlife Protection整单元完整教案
Unit 2 Listening and Speaking 公开课教案
Teaching aims:
1.Enable students to know about the current situation and problems of wildlife at home and abroad.
2.Understand the content of listening texts in terms of using visuals to predict content.
3.Talk with your peers about the living conditions and protection measures of wildlife in simple English and voice your opinions on how to participate in wildlife protection.
4.Instruct students to use functional sentences of the dialogue such as “I am concerned about…” “What do you know about the endangered animals in…” and so on to talk about one of the endangered animals.
Teaching key points:
1. Help students listen for the current situation and problems of wildlife at home and abroad.
2. Encourage students to express their opinions on wildlife protection.
Teaching difficult points:
1. Enable students to capture some detailed information in Listening.
2. Guide Students to express their opinions on how to participate in wildlife protection, and communicate with their peers about the living conditions and protection measures of wildlife in simple English.
StepⅠLead-in
Look at the opening page and have a discussion.
1. What do you think of when you see this photo?
2. Do you think that elephants are an endangered species?
3. What other endangered animals can you think of when reading the quote?
Suggested answers:
1. When I see this photo I think of Africa and all the amazing animals that live there. I also think of how I love elephants.
2. I think that some elephant are endangered in some parts of the world. They are hunted for their tusks in some countries, which has made their numbers fall.
3. There are lots of wild animals in danger around the world, such as tigers. They are in danger because of human activities which threaten them directly or the environment they need to survive.
StepⅡ Listening
Activity 1 Warming up
Before you listen, discuss these questions in pairs.
1. What message do these protesters share?
2. Which one moves you the most? Why?
Suggested answers:
1. The message these posters share is that wildlife is under threat.
2. The second poster moves me the most because it is very bad that the whole species are being lost, and the image of animals falling through an hourglass shows how serous it is and how time is running out to protect these species.
Activity 2:prediction
After their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.
Suggested answer:
There is a monkey in the picture covering its face with its hand, which seems to express its sorrow. There are some words which introduce the content: What on Earth Are We Doing to Our Planet?So it mainly tells us that because of our human’s activities such as hunting, polluting and so on,wildlife is endangered or dying out.
Activity3: Listen to the first part and check your answers.
Before listening, pay attention to the new words.
rate: a measurement of the speed at which something happens
mass: a large number of;huge;serious
extinction: death of all its living members
habitat: natural environment where animals live and grow
aware: knowing or realizing something
Our planet’s 　　　　　　　is dying out at an alarming rate.Between 150 and 200 species are becoming extinct every day.This mass extinction is caused by hunting,habitat 　　　　　　　　　,and pollution.We must make people aware of the problem and help 　　　　　　　　　the endangered wildlife before it’s too late! 
Suggested answer:wildlife;loss;protect
Activity4 Listen to the first part again and answer the following questions.
1. How did they feel when they saw the poster?
2. Why are so many species dying out?
3. What should people do then?
Suggested answers:
1. They left scary and terrible.
2. Because they are being hunted and killed. And there’s pollution and habitat loss.
3. People should be more aware and help protect wildlife.
Activity5 Listen to the second part and answer the questions.
1. How many elephants are killed on average every day?
2. What did Prince William say about China?
A. China has made a lot of progress.
B. China can become a global leader in wildlife protection.
C. China preserves its natural habitats well.
Suggested answers: 1.54 2.B
Activity 6 Discuss the question in groups.
What is said at the very end of the listening? What does it mean to you?
Suggested answers:
“Change begins with you.”
If we want things to change, we must change ourselves first and not wait for others to change first. We must first be the change we want to see in the world.
StepⅢ Speaking
Activity1 In pairs, discuss the questions, role play the example, and then talk about one of the animals in the photos below.

1. What do you know about the animals in the photos?
2. What is being done to help them?
A: I’m concerned about the blue whales. What do you know about them?
B: Well, I know that they’re being hunted and their number is getting dramatically smaller, so they’re in danger of extinction. Blue whales need large and clear water habitats, so it’s difficult for them to adapt to the changes.
A: That’s terrible. What measures are being taken to help them?
B: The authorities are under pressure to make laws to ban illegal hunting whales and tell people not to buy whales products.
Activity2 Talk about one of the animals left in the photos above.
You can organize the information in this way:
I’m concerned about...(an animal)
They are...(problems)
Some measures are being taken to help them(measures)
StepⅣ Homework.
1. Make a short conversation about one of the animals that you are concerned about.
2. Review the new words learned from the listening material;rate, mass,extinction,habitat,etc.
Unit 2 Reading and Thinking公开课教案
Analysis of teaching material:
The theme of this unit is human and nature, focusing on the theme of wildlife protection. Nature is a complex ecosystem, in which there are delicate balance between animals and plants. Because of the role of the food chain, the extinction of one species will produce influence, causing a series of chain reaction. Large scale extinction of species will have a serious and even irreversible impact on the ecosystem, resulting in immeasurable losses. Therefore, it is of great significance to protect wild species. To protect wild species is to protect human beings themselves.
The motto of this unit is “when the buying stops, the killing can too,” which is a public service advertising slogan to protect wildlife. It tells people that every rhinoceros horn, every fur, every bowl of shark fin soup, every ivory product, and every tiger bone product, etc. consumed by human beings, are innocent wild animals slaughtered behind them.
The mission of wild aid is to ban illegal trade in endangered wildlife and mitigate climate change. It aims to educate the public to reduce the consumption demand for endangered wildlife products through public publicity and improve the awareness of environmental protection.
Teaching aims:
1. Improve the awareness of wildlife protection by acquiring the knowledge of wildlife protection.
2. Focus on environmental protection and protection of all lives.
3. Analyse the living environment of wild animals with appropriate thinking mode.
4. Skillfully use the vocabulary and grammar knowledge of this unit to cultivate self-study ability according to the unit content.
5. Develop cooperative learning ability through discussion and other ways.
Teaching key and difficult points:
1. Enable the students to talk about the current situation of wild animals.
2. Guide the students to summarize the main idea of each paragraph as well as the main idea of the text.
3. Help students learn what effort has been made to change the serious situation and what else should be done.
Teaching procedures:
StepⅠLead-in
Show students some pictures about Tibetan antelopes and the Changtang National Nature Reserve and ask students to describe them.
StepⅡ Predicting possible information
Ask students to look at the pictures and the title on page1, and then judge the type of writing of the text and predict what the text is probably about.
1.What’s the type of writing of the text?
2.What’s the text probably about?
Suggested answers:
1.The type of writing of the text is a travel journal.
2.The pictures are of antelopes,so the text must be about them.
Step Ⅲ Skimming for main ideas
Activity 1Skim the text and answer the following questions.
1.What’s the text mainly about?
2.What’s the purpose of the article?
Activity 2 Read the text again and summarize the main idea of each paragraph.
Paragraph 1:______________________________________
Paragraph 2:______________________________________
Paragraph 3:______________________________________
Paragraph 4:______________________________________
Paragraph 5:______________________________________
Paragraph 6:______________________________________
Paragraph 7:______________________________________
Suggested answers:
Activity 1
1.The Tibetan antelope was an endangered animal,but because of human action to protect it,its population has recovered and it was removed from the endangered species list.
2.The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list,the threats to it have not yet disappeared.We must change our way of life and learn to exist in harmony with nature.
Activity 2
Paragraph 1:The writer visited Changtang in order to observe Tibetan antelopes.
Paragraph 2:Tibetan antelopes are in danger.
Paragraph 3:The author’s guide thinks that the land is sacred and protecting the wildlife is a way of life.
Paragraph 4:Bad times for the Tibetan antelope.
Paragraph 5:The Chinese government and volunteers took effective measures to protect Tibetan antelopes.
Paragraph 6:The effective measures have helped the population of Tibetan antelopes recover.
Paragraph 7:Human beings must change the way of life in order to save the planet.
StepⅣ Scanning for details
Activity 1Read the text and answer the following questions.
1.Why did the writer visit Tibet?
2.What does “national protection” mean?
3.How does the writer feel about modern life?How do you know?
Suggested answers：
1.He wanted to observe Tibetan antelopes.
2.“National protection” means something is protected across the whole country,and it is illegal to harm it.
3.The writer thinks our modern life goes against nature,because he says we must change the way we live if we really want to protect wildlife and the planet.
Activity 2　Read the text again and fill in the form.（红色为学生填写部分）
Things the
author sees
snow-covered mountains disappear into clouds (Para.1)
the antelopes move slowly across the green grass (Para.2)
Things the
author hears
Changtang National Nature Reserve (Para.3)
bad times for the Tibetan antelope (Para.4)
measures to protect the Tibetan antelope (Para.5)
effects achieved after years of protection (Para.6)
How the
author feels
or thinks
struck by their beauty (Para.2)
change our way of life (Para.7)
exist in harmony with nature (Para.7)
Activity 3　Read the text once more and try to finish the mind map.


Suggested answers:
What:Tibetan antelopes are graceful animals.(Para.1)
They live on the plains of Tibet,Xinjiang,and Qinghai.(Para.2)
They have valuable fur.(Para.2)
Why:Hunters were shooting them to make profits.(Para.4)
Their habitats were getting smaller.(Para.4)
How:The Chinese government placed it under national protection.(Para.5)
Bridges and gates were added to let them move easily and safely.(Para.5)
Volunteers watched over them day and night.(Para.5)
Results:The antelope population has recovered.(Para.6)
The Tibetan antelope was removed from the endangered species list in 2015.(Para.6)
More to do:Change our way of life.(Para.7)
Exist in harmony with nature.(Para.7)
Activity 4Read the sentences below,and decide if each idea is the literal meaning (L) of the text or only implied (I) by the text.（红色为学生作答）
　I　The Tibetan antelope lives high above sea level. 
　I　When they first saw the antelopes,they were very far away. 
　I　We should not buy goods made from endangered animals. 
　I　Human activities are threatening animals and plants. 
　L　The Tibetan antelope is not an endangered species now. 
StepⅤDiscussion
Discuss the questions in pairs.
The writer says that we must change our way of life and learn to live in harmony with nature in order to save our planet.Do you agree?What do you think we should do or change?
Suggested answers：
I agree that we must change our way of life and learn to live in harmony with nature in order to save our planet.I think what we must do is to realize that we are part of nature and should not separate from it.We can’t survive without it and so when we damage it,we literally damage ourselves.
StepⅥ Homework
Retell the passage in your own words.
Do some research on other endangered animals by surfing the Internet and make a report.
Unit 2 Discovering Useful Structures公开课教案
Analysis of teaching material:
The activity topic of this section is “report an ongoing event”, and the structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway.
“Being” and “suffering” are the meanings of the present progressive passive voice.
The usage of present progressive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context.
Teaching aims:
1. Motivate students to deepen the understanding of the usage of present progressive passive voice in a fixed context.
2. Enable students to master the usage of present progressive passive voice and use it flexibly in a context.
3. Lead students to construct sentences or appreciate sentences used master it and use it flexibly in a context.
Teaching key and difficult points：
1. Help students to appreciate the function of the usage of present progressive passive voice in a sentence.
2. Instruct students to write essays using the proper usage of present progressive passive voice.
Teaching procedures:
StepⅠLead-in
Pay attention to the underlined parts:the present continuous passive voice,change them into active voice and compare the differences in meaning.
1.African elephants are being hunted.
→_________________________________________
2.What is being done to help them?
→_________________________________________
3.What measures are being taken to help them?
→_________________________________________
Differences:_________________________________
Suggested answers:
1.Hunters are hunting African elephants.
2.What are people doing to help them?
3.What measures are people taking to help them?
Differences:所强调的重点(主语)不同。
StepⅡSelf-directed study
T: In this class, we will learn to grasp the basic usages of the present continuous passive voice and put them into practice. First, it’s self-study time. Please observe the example sentences and try to summarize their usages by referring to the dictionary or reference books. Make a mark where you can’t understand. Then,10 minutes later, we will see who is the best self-learner. Please begin now.
StepⅢ Presentation
T :(10 minutes later) Time is up. Let’s see how well you have learned the present continuous passive voice.
Activity 1　Summarize the structures of the present continuous passive voice.
肯定结构
be(am/is/are)+being done
否定结构
be(am/is/are)+not+being done
一般疑问结构
be(am/is/are)+主语+being done
特殊疑问结构
特殊疑问词+be(am/is/are)+
主语+being done

Activity 2　Observe the following sentences and figure out the functions of the present continuous passive voice.
1.My sister is now being interviewed. 
Function:________________________________________
2.Many interesting experiments are being carried out these days. 
Function:________________________________________
3.He is always being praised by the leader. 
Function:________________________________________
4.A celebration is being held this weekend for his success. 
Function:________________________________________
被动语态的使用情境:不知道或者不需要提及动作的发出者;强调动作的承受者。
Suggested answers：
1.表示此时此刻正在进行的被动动作。
2.表示现阶段正在进行的被动动作(该动作在说话的瞬间未必正在进行)。
3.表示一种经常性的被动行为,常和always,constantly 等表示频度的副词连用,这种用法常常带有赞扬或厌恶的感情色彩。
4.有时可表示按计划或安排将要进行的一个被动动作。
Activity 3　Choose the suitable verb forms to complete the sentences.
1.I’m (working/being worked) at home today because my office is (painted/being painted).
2.The alarming report is (written/being written).It will be finished soon.
3.What part of the city is (attacked/being attacked) now?
4.Right now,the deer are (watched/being watched) over by many volunteers.
5.Who is (hunting/being hunted) the kangaroos?Where are they (hunted/being hunted)?
6.It is reported that living spaces for wildlife are (reduced/being reduced) due to the cutting of trees.
Suggested answers:1.working;being painted　2.being written　3.being attacked　4.being watched　5.hunting;being hunted
6.being reduced
Activity 4 Rewrite the sentences using the present continuous passive voice.(Workbook P68 Using Structures Exercise 2)
1.The zoo is opening a new area for the two baby elephants.
→___________________________________________________
2.The doctors are not examining the patient.
→___________________________________________________
3.They are raising more funds for research into wildlife protection.
→___________________________________________________
4.The city is setting up a new nature reserve for endangered animals.
→___________________________________________________
5.Today we are completing our writing task online.
→___________________________________________________
Suggested answers:
1.A new area is being opened for the two baby elephants (by the zoo).
2.The patient is not being examined (by the doctors).
3.More funds are being raised for research into wildlife protection.
4.A new nature reserve is being set up for endangered animals in/by the city.
5.Today our writing task is being completed online.
Activity 5 Liu Tao would like to express his concern over the wetland in his hometown.Help him finish the following passage with the present continuous passive voice of the verbs in brackets.
In the wetland of my hometown,there are many different kinds of animals,including wild birds,fish,snakes,insects and so on.When I was in primary school,I often went there with my friends to watch the birds and study them.That was an interesting place for all of us.But things have begun to change in recent years.Small birds 　　　　　(catch) with nets.Wild ducks 　　　　　　　　(sell) at food markets.Fish and snakes 　　　　　　　　(kill) for food in restaurants.And even worse,the wetland 　　　　　　　　(destroy).Some parts 　　　　　　　 _________________(cover) with new houses.You can see rubbish everywhere.The wetland 　　　　　　　　(pollute) seriously every day.I am very worried about it.What can we do? 
Suggested answers:
are being caught;are being sold;are being killed;is being destroyed;are being covered;is being polluted
Activity 6　Complete the speech with the correct sentences or clauses.Then discuss possible solutions in groups.(Workbook P69 Using Structures Exercise 5)
Hello,everyone! I’ve just come back from a wonderful trip to Tibet.It was so beautiful there that 　　　　　.The scenery was so impressive and the air was so fresh and clean.　　　　　 However,　　　　　.Cans,　　　　　 as they pass through Tibet.I worry about the effect this will have on the local wildlife.__________　　　　　We should all think about this. 
A.Visitors are being told to pay more attention to protecting the environment.
B.this beautiful countryside is being spoiled by careless visitors
C.paper and plastic bags are still being thrown away by many tour groups
D.How can we make visitors more aware of the damage that is being done to the environment?
E.I felt I was in a fairyland (仙境)
Suggested answers:
E;A;B;C;D
StepⅣ Summary
“三变”原则:
原主变为by短语,
原宾变为现主语,
谓语主动变被动。
“三不变”原则:
原句意思不变,原句时态不变,
原句主谓宾以外成分不变。
StepⅤPractice
Ⅰ.Complete the sentences with the correct forms of the given verbs.(Workbook P68 Using Structures Exercise 1)
1.A new library 　　　　　　　　(build)in our school.It will open next year. 
2.Conservation programmes for wild animals 　　　　　　　　(discuss)in Australia now. 
3.What 　　　　　　　　(do) in your town to protect local wildlife? 
4.Don’t worry.Measures 　　　　　　　　(take) to stop such a thing from happening again. 
5.I 　　　　　　　　(tell) that my ID and password are not working.What should I do now? 
6.Mum,my computer 　　　　　　　　(fix).Can I use yours for a while? 
7.It is believed that many plant species 　　　　　　　　(threaten) with extinction. 
Suggested answers:
1.is being built　2.are being discussed　3.is being done　4.are being taken　5.am being told　6.is being fixed　7.are being threatened
Ⅱ.Read and complete the passage about wildlife protection with the correct verb forms in brackets.(Workbook P69 Using Structures Exercise 4)
The balance of nature on our planet 　　　　　　　　(threaten)as a large number of species 　　　　　　　　(drive)to extinction.Some scientists predict that half of all our plants and animals will be extinct by 2100.The question is why these species___________________(endanger).One of the main reasons is loss of habitat.Animal habitats 　　　　　　　　(destroy) as humans search for more natural resources to consume(消费).More land 　　　　　　　　(also use) for growing crops or keeping livestock(家畜).In addition,massive amounts of waste 　　　　　　　　____________________(produce) by humans,which are polluting animal habitats.Harmful chemicals 　　　　　　　　(create) by human activities are being released into the air,water,and soil.The whole of nature____________ 　　　　　　　　(affect) by human beings. 
However,much has been done and 　　　　　　　　(still do) to save endangered species.Many programmes 　　　　　　　　(design) to preserve the populations of endangered species.In my opinion,there is still hope that humans can live in harmony with all things on the earth. 
Suggested answers:
is being threatened;are being driven;are being endangered;are being destroyed;is also being used;are being produced;created;is being affected;is still being done;are being designed
Unit2 Listening and Talking 公开课教案
Teaching aims:
1. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.
2.Instruct students to use functional sentences of the dialogue such as “This is used for…” “I did it to/in order to/so as to…” and so on to talk about how to help wildlife in Students’ neighborhood.
Teaching key and difficult points:
1. Help students to learn the way of expressing purposes.
2. Guide Students to express their opinions on how to participate in wildlife protection, and communicate with their peers about the living conditions and protection measures of wildlife in simple English.
Teaching procedures:
StepⅠLead-in
Activity 1　Match the words with the pictures.

1.binoculars 　　　　　　　　 
2.bird feeder 　　　　　　　　 
3.bird field guide 　　　　　　　 
Suggested answers:
1.B　2.A　3.C
Activity 2　Choose the right ending for each sentence and summarize phrases expressing purposes.
1.Binoculars _____________. 
2.Build bird feeders ______________. 
3.Use a bird field guide _______________. 
4.Put paper cut-outs on windows ________________. 
A　in order to identify birds
B　so that birds do not crash into them
C　to make sure that birds have enough food
D　are used for watching birds from far away
Expressing purposes
+n.
+v.
+clause




Suggested answers:
1.D　2.C　3.A　4.B
be used for;to,in order to,so as to;so that,in order that
Step Ⅱ　First listening
Listen and answer the questions.
1.Who are the teenagers?
2.Where are they?
3.What are they doing?
4.Why are they doing it?
Suggested answers:
1.They are from a birdwatching club.
2.In the Qinling Mountains.
3.They’re searching for new wild birds and looking them up in their field guide.
4.It’s interesting and they can practice it anywhere.
Step Ⅲ　Second listening
Read the following sentences and fill in the blanks with the phrases we mentioned before.Then listen again to check your answers.
1.They got up early 　　　　　　　　　　　search for wild birds. 
2.I’ve bought a field guide 　　　　　　　　　　we can look up the birds we see. 
3.My dad gave me the binoculars 　　　　　　　　　　　　　　we can see the birds better. 
4.Birdwatching clubs clean up habitats,build bird feeders,and put paper cut-outs on windows 　　　　　　　　　　　　　protect birds. 
Suggested answers:
1.so as to　2.so that　3.in order that　4.in order to
Step Ⅳ　Talking
Think of other wildlife in your neighbourhood and their needs.What can you do to care for them? Discuss their needs and solutions in groups.
EXAMPLE
A:I often see wild cats in our neighbourhood.Maybe we should do something to care for them.
B:Should we put out bowls of food for them?
C:Sure,and I think we could also put out boxes or other things for them,so that they can find shelter when it’s cold or wet outside.
Suggested answer:
A:I often see many pets that were left behind after their families moved away in our neighbourhood.Maybe we should do something to care for them.
B:Should we start a pet shelter for them?
C:Sure,and I think we could also advertise the animals on the Internet,so that they can be adopted.
......
Unit2 Reading for writing 公开课教案
Analysis of teaching material:
The activity theme is “making effective poster”. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public’s awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the “ambassador” of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.
The reading text is two posters. The first poster, “give ugly a chance!” calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author’s point of view. The second POSTER “don’t make paper with my home!” adopts anthropomorphic rhetoric and takes koala’s heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author’s attitude and point of view. In addition, the title of these two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful.
Teaching aims:
1. Cultivate students to acquire some features about an English poster by reading the text.
2. Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.
3. Develop students’ writing and cooperating abilities.
4. Strengthen students’ great interest in writing discourses.
Teaching key and difficult points:
1. Stimulate students to have a good understanding of how to write an English poster properly.
2. Cultivate students to write an English poster properly and concisely.
Teaching procedures:
StepⅠLead-in
Activity 1　Look at the 3 posters from Listening and Speaking and recall the features of a poster.

Features of a poster:
Activity 2　Look at the posters below.Which emotions do the photos communicate?

●funny　●surprising　●frightening　●sad　●...

poster on the left
poster on the right
I think it is...


Function: A poster stirs up readers’ emotions with pictures.
StepⅡReading for summaries
Tips on how to write a one-sentence summary:1.understand the text;2.pick up the key words;3.put the key words into a sentence.（红色为学生填写部分）
Poster 1
Key words: the ugly;important;variety
One-sentence summary: “Ugly” animals are just as important as cute animals because nature needs variety to function properly.
Poster 2
Key words: trees are being cut down;paper;habitat;destroy
One-sentence summary: Cutting down trees to make paper destroys the natural habitat of many animals.
Function: A poster conveys information with a short introduction.
Step Ⅲ Reading for details
Read the text and answer the questions.
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?
Suggested answers:
1.Poster 1 uses an ugly picture of a rat in the shape of Mickey Mouse to get a reaction from the readers,showing the difference between how we see rats in cartoons and how they really are.A big headline can activate our curiosity about the text.Poster 2 uses a cute picture and the headline is written as if the koalas were speaking to the readers,which makes them more sympathetic.
2.They 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.
3.Poster 1 wants us to consider “ugly” animals just as important as cute ones,which is directly mentioned in the passage.Poser 2 wants us to be aware of our paper consumption.It doesn’t tell us to change directly,but it appeals to our emotions of sympathy to change.
StepⅣ Reading for the organization and language
Activity 1　How do the poster headlines touch you?
Activity 2　Figure out the structure of Poster 1.
Sentence 1— 　　　　　　　　　　　　　　 
Sentence 2&3— 　　　　　　　　　　　　　　 
Sentence 4— 　　　　　　　　　　　　　　　 
Suggested answers:
Activity 1：They both are imperative sentences and exclamatory sentences with appealing expressions.
Activity 2　To introduce the topic;To give reasons;To draw a conclusion.
Activity 3 Find out the words,phrases and sentences in the text that can be used in your own poster.（红色为学生填写）
Poster 1
Poster 2
When it comes to...;
wildlife protection;
ugly;cute;be treated equally;
pay attention to;
variety;survive;
give sb a chance
be being done;
the habitat of animals;
be destroyed;
make animals homeless;
Is it right to do...?
StepⅤMaking a poster about an endangered animal
Activity 1　Choose one of the animals below or one of your own.Discuss in pairs to add to the animal fact sheet.
Activity 2　Follow these steps to organize your poster.


Outline
1.Write a title that is simple, interesting, and unusual, and then collect the information you need.
2.Write the name of the species and why it is endangered.
3.Use a powerful image to attract the readers’ attention to the facts and problem.
4.Tell the readers what you want them to think and do.
Activity 3　Exchange posters with another pair.Use this checklist to give them helpful feedback.
√Does the poster include key information about the animal?
√Does the poster explain why it is endangered?
√Does the poster support its information with facts?
√Is the message of the poster clear,i.e.can you tell clearly what the designer wants the reader to think or do?
√Is the image on the poster effective?
Activity 4 Polish your drafts and share with your partners.
StepⅥ Homework
1. Put up the poster in your classroom or in a public place.
2. Appreciate your classmates’ good works and try to learn from them.