Unit 3 Environmental Protection Reading for writing写作教学设计-2024-2025学年高中英语人教版选择性必修第三册

该高中英语教学设计聚焦Book3 Unit3 Using Language的环境报告写作，通过漓江污染案例导入，展示污染前后图片对比并提问激活兴趣，梳理报告“问题-原因-措施-展望”结构，搭建从阅读分析到写作迁移的学习支架。 该设计以真实案例驱动，采用PWP模式和任务型教学，通过思维导图梳理污染原因与措施、小组合作提取信息，培养学生思维品质（分析措施有效性）和文化意识（渗透“绿水青山就是金山银山”理念），提升语言能力（被动语态、因果短语），为教师提供结构化流程，助力学生掌握报告写作并形成环保责任感。

课题 Book3 Unit3 using language write a report on an environment 课型 新授课 课时 1 核心素养 1.Know the writing type of the passage; 3.Deepen the reading skills, such as summarizing, skimming and scanning; 3 .Know the problem of Li river and the efforts to handle the problem; 3.Write a report on an environmental issue. 教学重点 Guide students to read the text and understand the treatment process of Li River water pollution, and summarize the text structure and writing skills on this basis; 教学难点 .Instruct students to write a report on environmental issues and help them internalize and use the language of the subject. 教学方法 Task-based teaching method 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70-100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 Pre-writing Warm up:Put forward questions Which place do you think it might be? What do you think might have caused water pollution in the Li river? Task1: Read para.1 and try to clarify the genre of this text. · Text Type: report · The main idea of the text: Water pollution in the Li River& measures to reduce the pollution Task2:listen to the passage accroding to the tape Task3:Read the text again and complete the paragraph summaries. While-reaing careful reading Task1:teacher teach paragraph by paragraph and teach the key points. para1Introducing the topic Para2:Describing the measures para3:Presenting some __problems_____ Para4:Presenting further solutions Task2：Read para.2 and draw a mind map to show the factors that caused the pollution. Increasing number of tourists Tourists throwing rubbish in water Rise in number of commercial and industrial enterprises = more waste More chemicals for crop production going into water Task 3；Read para.3-4 and draw a mind map to show the measures taken to deal with it closure of polluting enterprises regular inspections and fines for abuses River Chief System Water Ten Plan Task4.Summary the structure Para.1 introduction / problem Para.2 causes Para.3 solutions Para.4 further solution / plan Task5:Read text and finish the task2 on textbook on page 33. 要求用课文中的句子进行回答 1.What were some of the negative effects on the Li River as a result of the growth in tourism? 2.What measures have been taken to improve the Li River’s water quality? 3.What is the “River Chief System”? Compare Report 1with Report 2 What are the differences? Post-writing总结写作结构 【写作梳理】 Para1state problems Para2 basic solution Para3 expectation Para4 further solution summary expressions in the passage 提出问题： 1.dozens of polluting enterprises很多污染企业 2.water pollution 水污染 3.lead to severe water quality issues导致严重的水质问题 4. use chemicals to increase crop production使用化学肥料提高农作物产量 5.affect local community影响当地社区 6.have a negative effect on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, water quality in the Li River had suffered greatly from an increasing volume of tourists, many of whom frequently threw garbage into the river. 2.更多的家庭和商业垃圾最终流入河中，水污染程度上升。 Water pollution levels increased, with more household and commercial waste ending up in the river. 提出解决措施 1.comprehensive initiatives 全面的治理方案 2.carry out inspections regularly 定期检查 3.fine tourist organizations for abuses对旅游机构的违规行为进行罚款 4. take action(s) to do sth采取措施做某事 5.spread environmental awareness 传播环保意识 6.address the issues 应对问题 7.a decrease in在……方面减少 8.set up strict regulations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。 A comprehensive initiative was started, with a number of measures that addressed the issues. 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。 The local government set up strict regulations regarding further industrial development. 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。 At the same time, they started to carry out inspections regularly and fine tourist organizations for abuses. 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。 With these measures, it is believed that the beauty of the Li River will be preserved for generations to come. 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。 With such campaigns in effect, China's waterways are heading towards a clean and sustainable future. 布置作业 Dianchi Lake, located in Kunming, Yunnan Province, was once celebrated as the "Pearl of the Plateau." However, in recent decades, severe water pollution has turned it into a warning sign of environmental degradation. You should write a report examining the causes, effects, and potential solutions to this critical issue. 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100-120词。 板书 设计 Book3 Unit3 using language write a report on an environment Para.1 introduction / problem Para.2 causes Para.3 solutions Para.4 further solution / plan XB3Unit 3: Environmental Protection Topic: Report Writing – Water Pollution Case Studies Duration: 45 minutes I. Teaching Objectives Language Competence: Master passive voice and objective expressions in environmental reports (e.g., "were implemented," "measures were taken"). Apply cause-effect phrases (e.g., "contribute to," "result in") to analyze pollution issues. Learning Ability: Extract and summarize key information through collaborative reading. Transfer template structures to write about Dianchi Lake. Critical Thinking: Evaluate the effectiveness of Li River restoration measures. Propose innovative solutions by comparing Li River and Dianchi Lake cases. Cultural Awareness Understand China’s eco-civilization philosophy: "Lucid waters and lush mountains are invaluable assets." Discuss balancing economic development and environmental protection. II. Teaching Methods PWP Model: Pre-reading → While-reading → Post-reading Task-based Learning: Report writing as final output. Situational Teaching: Authentic context using Li River/Dianchi cases. III. Text Analysis Genre: Investigative report Structure: Problem → Causes → Solutions → Future outlook Language Features: Passive voice (objectivity) Technical terms (e.g., "algae blooms," "water treatment facilities") Data support (e.g., "100 kg of waste weekly") IV. Student Analysis Prior Knowledge: Basic understanding of passive voice but lack application in reports. Familiar with environmental issues (e.g., waste sorting). Challenges:Complex sentences (e.g., "with" absolute constructions). Articulating concrete solutions in English. V. Teaching Procedure Step 1: Lead-in (5 mins) Activity: Picture Comparison Show Li River before/after pollution images. Q1: What changes do you observe? (Critical Thinking: Observation) Q2: Who should be accountable? (Cultural Awareness: Responsibility) Purpose: Activate prior knowledge and engage interest. Step 2: Reading (15 mins) Task 1: Jigsaw Reading Groups analyze assigned sections (Causes/Measures/Results) and complete a table: Category Key Information Causes Tourism, industrial waste, agricultural runoff Solutions Wastewater plants, "River Chief System" Task 2: Language Focus Underline 3 passive sentences; discuss their function (Language Competence). Purpose: Develop information-processing and analytical skills. Step 3: Writing (20 mins) Task: Draft a Dianchi Lake Report Outline: Introduction: Describe current status (mirror Li River opener). Body: Use cause-effect phrases + passive voice (e.g., "Chemical waste was discharged"). Conclusion: Call to action (quote eco-philosophy). Peer Review: Exchange to check passive voice and solution feasibility (Learning Ability). Step 4: Summary (5 mins) Share creative solutions (Critical Thinking: Innovation). Reinforce cultural values through slogans (Cultural Awareness). VI. Blackboard Plan Unit 3: Environmental Protection Key Structures: 1. Passive Voice: - "Regulations were established." - "Fines were imposed." 2. Cause-Effect: - "X results in Y" / "X exacerbates Y" Report Framework: Issue → Sources → Actions → Advocacy Motto: "Lucid waters and lush mountains are invaluable assets." VII. Teaching Reflection Strengths: Authentic cases (Li River/Dianchi) boosted engagement. Scaffolded writing task (templates + collaborative feedback). Areas for Improvement: Add listening input (e.g., interviews with conservationists). Provide extra passive voice drills for struggling students. Appendices:Worksheet Template Dianchi Lake Data Sheet Alignment: Meets China’s English Curriculum Standards (2017) core competencies. Covers all four skills (listening/speaking/reading/writing) for upper-intermediate learners. 学科网（北京）股份有限公司 $