人教版（2019） 必修第二册 Unit2 Wildlife protection Reading for Writing 公开课课件（29张PPT）
文档属性
| 名称 | 人教版（2019） 必修第二册 Unit2 Wildlife protection Reading for Writing 公开课课件（29张PPT） |  | |
| 格式 | pptx | ||
| 文件大小 | 6.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-09 18:47:28 | ||
图片预览
内容文字预览
(共29张PPT)
【版本：人教 册别：必修二】
Unit 2 Reading for Writing
目录页
contents
Pre-writing
Ⅰ
Language points
Ⅴ
While-writing
Ⅱ
Homework
III
Ⅳ
Post-writing
Ⅰ
Pre-writing
Which one do you prefer What do you think of the two animals according to their appearance
Calvus 白秃猴
Koala 考拉
Pre-writing: lead in
白秃猴是一种僧面猴科，
秃猴属的动物。其尾巴非常短，面红秃头，毛皮很长，主要分布于巴西，秘鲁，会按季节栖息在巴西及秘鲁亚马逊盆地的洪溢林。它们67%的食物是种子；18%为果实；6%花朵；是一种保护动物。
Pre-writing: lead in
Look at the posters below. Which emotions do the photos communicate Read the posters and write a one-sentence summary for each.
funny
surprising
frightening
sad
...
Pre-writing: Read and think
Look at the posters again. Discuss the questions in groups.
What does each poster use to stir up emotions
Who do you think is the intended audience for each poster Why do you think so
What does each poster want people to do How do you know
In your opinion, which poster is more effective Why
How to write a poster What parts should a poster include
Pre-writing: Read and think
Choose eye-catching colours and images.
image
Choose an attractive headline.
headline
Use clear, brief and vivid language.
contents
Pre-writing: The framework of a poster
Follow these steps to organize your poster.
Write a title that is simple, interesting, and unusual
and then collect the information you need.
Write the name of the species and why it is endangered.
Use a powerful image to attract the reader’s attention
to the facts and problems.
Tell the readers what you want them to think and do.
title
body
image
summary
Pre-writing: The framework of a poster
words and phrases about wildlife protection
endangered species
habitat
decrease
extinct
evolution (进化)
feed on
a food chain
fur
cruel
reserve
forbid
hunt
in danger of dying out
take effective
measures
raise the awareness of
Pre-writing: The framework of a poster
Choose one of the animals below or one of your own. Do some research to add to the animal fact sheet.
South China Tiger
Why is it endangered
Hunted for its skin and fur
Population: 0 in the wild; 30 — 80 still living
What is being done A plan is being carried out to increase the number of wild tigers.
What can we do Do not buy fur or other tiger
products!
Pre-writing: Make a poster about an endangered animal
Yangtze River Dolphin
Why is it endangered
Habitat loss and population
Population: 1,000 — 1,800
What is being done The dolphins are being moved to a clean and safe habitat.
What can we do Clean up the rivers!
Polar bear
Why is it endangered
Habitat loss and pollution
Population: 2,000
What can we do Prevent global warming.
Pre-writing: Make a poster about an endangered animal
Balaenoptera musculus / the blue whale (蓝鲸)
Why is it endangered The environmental pollution and overfishing
Population: 200 — 453
What can we do Prevent the hunt of balaenoptera musculus.
Panda
Why is it endangered
Habitat loss and hard reproduction（繁殖）
Population: 1,000 — 1,800
What is being done Do research to increase reproductive success.
What can we do Protect the environment!
Pre-writing: Make a poster about an endangered animal
Exchange posters with another pair. Use this checklist to give them helpful feedback, and the teacher shows students’ posters in front of them and gives her review.
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
Pre-writing: Make a poster about an endangered animal
Do you know what are they
What do you know about them
Can you share something about them
Pre-writing: Read the text and answer the question
1. Why do people think the milu deer look strange
2. Why did the milu deer become extinct in China
3. How did the milu deer return to Beijing
4. What do you think will happen to the milu deer in the future
5. Can you write a poster of the milu deer
Read the passage again and answer the following questions.
Pre-writing: Read the text and answer the question
Ⅱ
While-writing
How to write a letter to the WWF asking them for help to save one of the endangered animals you are most concerned about
While-writing: Think and write a letter
Decide on an endangered wildlife species.
Do some research to find out why the animal is endangered.
Give your ideas on how to save it and explain what the WWF could do to help.
While-writing: Steps to write a letter
Post-writing
Ⅲ
Finish the writing according to the steps and exchange it with your group member to modify your letter.
Post-writing: Modify the letter
Language points
Ⅳ
1 when it comes to
2 stir up
3 carry out
4 clean up
5 attract one’s attention
6 year by year
7 feed on
8 ever after
9 in addition to
10 get rid of
11 with the objective of
12 be intended to do sth
清理
吸引某人的注意
当谈到……
激起
开展；执行
Language points: Important phrases (P20 ~ P21)
年复一年
摆脱
有……目的
以……为食
从此以后
除……以外
打算做某事
1. Is it right to make animals homeless so that humans can have more paper (P20)
2. Now it is up to us to make sure that the deer live happily ever after. (P70)
Language points: Important sentences (P20, P70)
分析：so that引导目的状语从句，意为“以便，为了” 从句中的谓语动词常与情态动词can / should / may等连用，主从句之间不用逗号。
1. Is it right to make animals homeless so that humans can have more paper (P20)
为了让人类有更多的纸，让动物无家可归是正确的吗？
Language points: Important sentences
结构：
make + 宾语 + 宾补 (n / adj / prep / do / doing / done)
Observe and find
She made him her secretary.
His kind words really made me happy.
It is difficult to make myself understood in English.
My father made me stay till eleven last night.
You shouldn’t make him standing there all the time.
He made the computer in good condition again.
Language points: Important sentences
分析：It’s up to sb to do sth. 由某人决定去做某事；做某事是某人的义务
Language points: Important sentences
2. Now it is up to us to make sure that the deer live happily ever after. (P70)
现在该由我们来保证麋鹿从此过上幸福的生活了。
Homework
Ⅴ
Polish your letter and post it in our class.
Finish the exercise of “6 + 1”.
Homework
【版本：人教 册别：必修二】
Unit 2 Reading for Writing
目录页
contents
Pre-writing
Ⅰ
Language points
Ⅴ
While-writing
Ⅱ
Homework
III
Ⅳ
Post-writing
Ⅰ
Pre-writing
Which one do you prefer What do you think of the two animals according to their appearance
Calvus 白秃猴
Koala 考拉
Pre-writing: lead in
白秃猴是一种僧面猴科，
秃猴属的动物。其尾巴非常短，面红秃头，毛皮很长，主要分布于巴西，秘鲁，会按季节栖息在巴西及秘鲁亚马逊盆地的洪溢林。它们67%的食物是种子；18%为果实；6%花朵；是一种保护动物。
Pre-writing: lead in
Look at the posters below. Which emotions do the photos communicate Read the posters and write a one-sentence summary for each.
funny
surprising
frightening
sad
...
Pre-writing: Read and think
Look at the posters again. Discuss the questions in groups.
What does each poster use to stir up emotions
Who do you think is the intended audience for each poster Why do you think so
What does each poster want people to do How do you know
In your opinion, which poster is more effective Why
How to write a poster What parts should a poster include
Pre-writing: Read and think
Choose eye-catching colours and images.
image
Choose an attractive headline.
headline
Use clear, brief and vivid language.
contents
Pre-writing: The framework of a poster
Follow these steps to organize your poster.
Write a title that is simple, interesting, and unusual
and then collect the information you need.
Write the name of the species and why it is endangered.
Use a powerful image to attract the reader’s attention
to the facts and problems.
Tell the readers what you want them to think and do.
title
body
image
summary
Pre-writing: The framework of a poster
words and phrases about wildlife protection
endangered species
habitat
decrease
extinct
evolution (进化)
feed on
a food chain
fur
cruel
reserve
forbid
hunt
in danger of dying out
take effective
measures
raise the awareness of
Pre-writing: The framework of a poster
Choose one of the animals below or one of your own. Do some research to add to the animal fact sheet.
South China Tiger
Why is it endangered
Hunted for its skin and fur
Population: 0 in the wild; 30 — 80 still living
What is being done A plan is being carried out to increase the number of wild tigers.
What can we do Do not buy fur or other tiger
products!
Pre-writing: Make a poster about an endangered animal
Yangtze River Dolphin
Why is it endangered
Habitat loss and population
Population: 1,000 — 1,800
What is being done The dolphins are being moved to a clean and safe habitat.
What can we do Clean up the rivers!
Polar bear
Why is it endangered
Habitat loss and pollution
Population: 2,000
What can we do Prevent global warming.
Pre-writing: Make a poster about an endangered animal
Balaenoptera musculus / the blue whale (蓝鲸)
Why is it endangered The environmental pollution and overfishing
Population: 200 — 453
What can we do Prevent the hunt of balaenoptera musculus.
Panda
Why is it endangered
Habitat loss and hard reproduction（繁殖）
Population: 1,000 — 1,800
What is being done Do research to increase reproductive success.
What can we do Protect the environment!
Pre-writing: Make a poster about an endangered animal
Exchange posters with another pair. Use this checklist to give them helpful feedback, and the teacher shows students’ posters in front of them and gives her review.
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
Pre-writing: Make a poster about an endangered animal
Do you know what are they
What do you know about them
Can you share something about them
Pre-writing: Read the text and answer the question
1. Why do people think the milu deer look strange
2. Why did the milu deer become extinct in China
3. How did the milu deer return to Beijing
4. What do you think will happen to the milu deer in the future
5. Can you write a poster of the milu deer
Read the passage again and answer the following questions.
Pre-writing: Read the text and answer the question
Ⅱ
While-writing
How to write a letter to the WWF asking them for help to save one of the endangered animals you are most concerned about
While-writing: Think and write a letter
Decide on an endangered wildlife species.
Do some research to find out why the animal is endangered.
Give your ideas on how to save it and explain what the WWF could do to help.
While-writing: Steps to write a letter
Post-writing
Ⅲ
Finish the writing according to the steps and exchange it with your group member to modify your letter.
Post-writing: Modify the letter
Language points
Ⅳ
1 when it comes to
2 stir up
3 carry out
4 clean up
5 attract one’s attention
6 year by year
7 feed on
8 ever after
9 in addition to
10 get rid of
11 with the objective of
12 be intended to do sth
清理
吸引某人的注意
当谈到……
激起
开展；执行
Language points: Important phrases (P20 ~ P21)
年复一年
摆脱
有……目的
以……为食
从此以后
除……以外
打算做某事
1. Is it right to make animals homeless so that humans can have more paper (P20)
2. Now it is up to us to make sure that the deer live happily ever after. (P70)
Language points: Important sentences (P20, P70)
分析：so that引导目的状语从句，意为“以便，为了” 从句中的谓语动词常与情态动词can / should / may等连用，主从句之间不用逗号。
1. Is it right to make animals homeless so that humans can have more paper (P20)
为了让人类有更多的纸，让动物无家可归是正确的吗？
Language points: Important sentences
结构：
make + 宾语 + 宾补 (n / adj / prep / do / doing / done)
Observe and find
She made him her secretary.
His kind words really made me happy.
It is difficult to make myself understood in English.
My father made me stay till eleven last night.
You shouldn’t make him standing there all the time.
He made the computer in good condition again.
Language points: Important sentences
分析：It’s up to sb to do sth. 由某人决定去做某事；做某事是某人的义务
Language points: Important sentences
2. Now it is up to us to make sure that the deer live happily ever after. (P70)
现在该由我们来保证麋鹿从此过上幸福的生活了。
Homework
Ⅴ
Polish your letter and post it in our class.
Finish the exercise of “6 + 1”.
Homework