Unit3EnvironmentalProtectionReadingforwriting写作教学设计-高中英语人教版选择性

课题Book3Unit3usinglanguagewriteareportonanenvironment课型新授课课时1核心素养1.Knowthewritingtypeofthepassage;3.Deepenthereadingskills,suchassummarizing,skimmingandscanning;3.KnowtheproblemofLiriverandtheeffortstohandletheproblem;3.Writeareportonanenvironmentalissue.教学重点GuidestudentstoreadthetextandunderstandthetreatmentprocessofLiRiverwaterpollution,andsummarizethetextstructureandwritingskillsonthisbasis;教学难点.Instructstudentstowriteareportonenvironmentalissuesandhelptheminternalizeandusethelanguageofthesubject.教学方法Taskbasedteachingmethod学情分析班级学生英语水平处于中等层次，基础知识掌握尚可，但存在词汇量不足、语法运用不熟练、阅读速度和写作能力较弱等问题。学习态度：大部分学生有学习意愿，但缺乏主动性和规划能力，部分学生存在畏难心理，尤其是对完形填空和写作部分信心不足。成绩分布：考试成绩多集中在70100分（满分150分），听力、阅读和写作得分率较低，语法填空和短文改错相对较好。新课探究PrewritingWarmup:PutforwardquestionsWhichplacedoyouthinkitmightbe?WhatdoyouthinkmighthavecausedwaterpollutionintheLiriver?Task1:Readpara.1andtrytoclarifythegenreofthistext.·TextType:report·Themainideaofthetext:WaterpollutionintheLiRiver&measurestoreducethepollutionTask2:listentothepassageaccrodingtothetapeTask3:Readthetextagainandpletetheparagraphsummaries.WhilereaingcarefulreadingTask1:teacherteachparagraphbyparagraphandteachthekeypoints.para1IntroducingthetopicPara2:Describingthemeasurespara3:Presentingsome__problems_____Para4:PresentingfurthersolutionsTask2：Readpara.2anddrawamindmaptoshowthefactorsthatcausedthepollution.IncreasingnumberoftouristsTouriststhrowingrubbishinwaterRiseinnumberofmercialandindustrialenterprises=morewasteMorechemicalsforcropproductiongoingintowaterTask3；Readpara.34anddrawamindmaptoshowthemeasurestakentodealwithitclosureofpollutingenterprisesregularinspectionsandfinesforabusesRiverChiefSystemWaterTenPlanTask4.SummarythestructurePara.1introduction/problemPara.2causesPara.3solutionsPara.4furthersolution/planTask5:Readtextandfinishthetask2ontextbookonpage33.要求用课文中的句子进行回答1.WhatweresomeofthenegativeeffectsontheLiRiverasaresultofthegrowthintourism?2.WhatmeasureshavebeentakentoimprovetheLiRiver’swaterquality?3.Whatisthe“RiverChiefSystem”?pareReport1withReport2Whatarethedifferences?Postwriting总结写作结构【写作梳理】Para1stateproblemsPara2basicsolutionPara3expectationPara4furthersolutionsummaryexpressionsinthepassage提出问题：1.dozensofpollutingenterprises很多污染企业2.waterpollution水污染3.lead3.leadtoseverewaterqualityissues导致严重的水质问题4.usechemicalstoincreasecropproduction使用化学肥料提高农作物产量5.affectlocalmunity影响当地社区6.haveanegativeeffecton对……产生负面影响句式1.以往，漓江的水质因游客量的增长遭到严重破坏，一些游客频繁将垃圾扔入江中。Previously,waterqualityintheLiRiverhadsufferedgreatlyfromanincreasingvolumeoftourists,manyofwhomfrequentlythrewgarbageintotheriver.2.更多的家庭和商业垃圾最终流入河中，水污染程度上升。Waterpollutionlevelsincreased,withmorehouseholdandmercialwasteendingupintheriver.提出解决措施prehensiveinitiatives全面的治理方案2.carryoutinspectionsregularly定期检查3.finetouristorganizationsforabuses对旅游机构的违规行为进行罚款4.takeaction(s)todosth采取措施做某事5.spreadenvironmentalawareness传播环保意识6.addresstheissues应对问题7.adecreasein在……方面减少8.setupstrictregulations在……方面减少提出解决措施1[环境保护]启动了全面倡议，采取了一些措施来处理这些问题。Aprehensiveinitiativewasstarted,withanumberofmeasuresthataddressedtheissues.2.[环境保护]当地政府对进一步发展工业制定了严格的规定。Thelocalgovernmentsetupstrictregulationsregardingfurtherindustrialdevelopment.3[环境保护]与此同时，他们开始实行定期检查，对旅游组织滥用职权进行处罚。Atthesametime,theystartedtocarryoutinspectionsregularlyandfinetouristorganizationsforabuses.期待1.[环境保护]有了这些措施，人们相信漓江的美丽将会世代保存下来。Withthesemeasures,itisbelievedthatthebeautyoftheLiRiverwillbepreservedforgenerationstoe.2.[环境保护]随着这些行动的展开，中国的水资源正朝着洁净的、可持续的未来迈进。Withsuchcampaignsineffect,China'swaterwaysareheadingtowardsacleanandsustainablefuture.布置作业DianchiLake,locatedinKunming,YunnanProvince,wasoncecelebratedasthe"PearlofthePlateau."However,inrecentdecades,severewaterpollutionhasturneditintoawarningsignofenvironmentaldegradation.Youshouldwriteareportexaminingthecauses,effects,andpotentialsolutionstothiscriticalissue.滇池坐落于中国云南省昆明市，曾被誉为"高原明珠"。然而近几十年来，严重的水污染已使其成为环境恶化的警示标志。现需撰写一份调查报告，深入分析这一严峻问题的成因、影响及潜在解决方案。写作内容包括：1,简要介绍环境问题的现状和影响；3.提供一些具体且可行的建议4,呼吁政府采取积极措施，保护环境，为下一代创造更好的生活环境。注意：词数要求100120词。板书设计Book3Unit3usinglanguagewriteareportonanenvironmentPara.1introduction/problemPara.2causesPara.3solutionsPara.4furthersolution/planXB3Unit3:EnvironmentalProtectionTopic:ReportWriting–WaterPollutionCaseStudiesDuration:45minutesI.TeachingObjectivesLanguagepetence:Masterpassivevoiceandobjectiveexpressionsinenvironmentalreports(e.g.,"wereimplemented,""measuresweretaken").Applycauseeffectphrases(e.g.,"contributeto,""resultin")toanalyzepollutionissues.LearningAbility:Extractandsummarizekeyinformationthroughcollaborativereading.TransfertemplatestructurestowriteaboutDianchiLake.CriticalThinking:EvaluatetheeffectivenessofLiRiverrestorationmeasures.ProposeinnovativesolutionsbyparingLiRiverandDianchiLakecases.CulturalAwarenessUnderstandChina’secocivilizationphilosophy:"Lucidwatersandlushmountainsareinvaluableassets."Discussbalancingeconomicdevelopmentandenvironmentalprotection.II.TeachingMethodsPWPModel:Prereading→Whilereading→PostreadingTaskbasedLearning:Reportwritingasfinaloutput.SituationalTeaching:AuthenticcontextusingLiRiver/Dianchicases.III.TextAnalysisGenre:InvestigativereportStructure:Problem→Causes→Solutions→FutureoutlookLanguageFeatures:Passivevoice(objectivity)Technicalterms(e.g.,"algaeblooms,""watertreatmentfacilities")Datasupport(e.g.,"100kgofwasteweekly")IV.StudentAnalysisPriorKnowledge:Basicunderstandingofpassivevoicebutlackapplicationinreports.Familiarwithenvironmentalissues(e.g.,wastesorting).Challenges:plexsentences(e.g.,"with"absoluteconstructions).ArticulatingconcretesolutionsinEnglish.V.TeachingProcedureStep1:Leadin(5mins)Activity:PictureparisonShowLiRiverbefore/afterpollutionimages.Q1:Whatchangesdoyouobserve?(CriticalThinking:Observation)Q2:Whoshouldbeaccountable?(CulturalAwareness:Responsibility)Purpose:Activatepriorknowledgeandengageinterest.Step2:Reading(15mins)Task1:JigsawReadingGroupsanalyzeassignedsections(Causes/Measures/Results)andpleteatable:Category KeyInformationCauses Tourism,industrialwaste,agriculturalrunoffSolutions Wastewaterplants,"RiverChiefSystem"Task2:LanguageFocusUnderline3passivesentences;discusstheirfunction(Languagepetence).Purpose:Developinformationprocessingandanalyticalskills.Step3:Writing(20mins)Task:DraftaDianchiLakeReportOutline:Introduction:Describecurrentstatus(mirrorLiRiveropener).Body:Usecauseeffectphrases+passivevoice(e.g.,"Chemicalwastewasdischarged").Conclusion:Calltoaction(quoteecophilosophy).PeerReview:Exchangetocheckpassivevoiceandsolutionfeasibility(LearningAbility).Step4:Summary(5mins)Sharecreativesolutions(CriticalThinking:Innovation).Reinforceculturalvaluesthroughslogans(CulturalAwareness).VI.BlackboardPlanUn