Unit 3 Environmental Protection Reading for Writing 写作课教案-2025-2026学年高中英语人教版选择性必修第三册

PEP (2019) Selective Compulsory Book 3 Unit 3 Environmental Protection — Period 4 Reading for Writing Lesson Plan Subject English Grade Senior 2 (Second Semester) Textbook PEP (2019) Selective Compulsory Book 3, Unit 3 Period Period 4 / 1 lesson (45 min) School XX Middle School English Group Class Senior 2, Class ____ Lesson type Reading for Writing Prepared by ____________ Ⅰ. Teaching Objectives 1. (Knowledge) Ss will be able to identify four causes of the Li River pollution and the main measures taken, and master key expressions for cause/effect (have a bad effect on / lead to / contribute to) and measures (steps are taken / fines are imposed / measures have been carried out). 2. (Ability) Ss will be able to analyse the four-paragraph structure of an environmental report (problem → causes → measures → policy/outlook) and write an 80–100-word report on a local environmental issue, using the present perfect for measures already taken. 3. (Emotional) Ss will become more aware of the environmental problems around them and develop a sense of responsibility for protecting their neighbourhood. Ⅱ. Key Points & Difficulties ★ Key Points: The four-paragraph structure of an environmental report (problem → causes → measures → policy/outlook). Key expressions: cause/effect and measures patterns listed in red on the board. How to tackle: The teacher draws the four-paragraph frame on the board in Step 4; in Step 5 Ss practise the red expressions before writing and must use at least two. ▲ Difficulties: Transferring textbook language to real local topics; showing the logic chain among causes → effects → measures rather than listing facts. How to tackle: When drawing the mind map in Step 4, Ss must match causes with measures using arrows; while circulating in Step 5, the teacher checks the logic chain, not just vocabulary. Ⅲ. Teaching Methods Task-based reading, mind-mapping, pair work, peer feedback. Ⅳ. Teaching Procedures (45 minutes) Step 1 Lead-in & Vocabulary (3 min) Teacher's activities 1. Project a photo (or a 30-second video) of the Li River. Ask: "Look at the Li River. What adjectives come to your mind?" Call out two or three students. 2. Show five key words (volume / regulation / sustainable / tackle / disposal). Ss match them with meanings in one minute; check with a deskmate. 3. Ask: "Every year millions of tourists go there. Is the river still clean today?" Do not answer; leave it for the reading. Students' activities Watch the video and call out adjectives (beautiful / clean / famous...); do the matching; listen and form questions for the text. Purpose Activate background knowledge; pre-teach key vocabulary; set a reading purpose. Step 2 Pre-class Diagnosis (5 min) Teacher's activities Hand out or project the diagnosis sheet. Set a five-minute limit: Diagnosis 1: fill in because / as a result / thanks to. Diagnosis 2: correct the verb in "The local government took action... since 2020." Diagnosis 3: brainstorm two local environmental problems. Collect a few sheets and glance through quickly. If many errors in Diagnosis 1, slow down on linking words in Step 5; if Diagnosis 2 errors are high, stress the present perfect again. Students' activities Work individually. Write down the answers; for Diagnosis 3, Chinese is acceptable. Purpose Find out Ss' real starting point instead of assuming. Step 3 While-reading (15 min) Task 1 Skimming (3 min) Teacher says: "Read in 3 minutes and find out two things the text talks about." Project: The text mainly tells us the serious ①____ (e.g. water pollution / problems) along the Li River, and the ②____ (e.g. measures / steps) that the government has taken. Ask one student to answer; follow up: "Which paragraph describes the problems? Which describes the measures?" Task 2 Scanning — True or False (5 min) Project five statements. Ss read and underline evidence: (1) The Li River has suffered from water pollution as tourism grew. (2) Tourists threw rubbish and tour-boat kitchens poured cooking oil into the river. (3) All the factories along the river were closed at once. (4) New rules, media campaigns and the River Chief System are among the measures. (5) The Li River has already become completely clean. Handle each one: (3) Ask Ss to find "dozens of" and "moved or closed"; contrast with all and at once — over-generalisation. (5) Ask Ss to find "are heading towards"; stress it is "on the way", not "already clean". Remind Ss: absolute words (all / completely / never) in reading questions usually need to be double-checked against the text. Task 3 Close reading (7 min) Project three questions. Ss read for 3 minutes, discuss in pairs for 2 minutes, then two students report: (1) Besides tour boats, what else grew and made the river dirtier? (Guide them to population and enterprises.) (2) What measures did the government take? At least three. (Write key words on the board.) (3) What is the River Chief System? Why does it work? (Answer in own words.) Step 4 Structure Analysis (8 min) Task 1 Paragraph–Function Matching Project the table; the right column is in shuffled order. Ss fill in the letter after each Para. Key: Para 1—b, 2—c, 3—d, 4—a. If many errors, ask: "Why is Para 4 not about more local measures? What is it about?" Make clear that Para 4 is policy/outlook, not another list of local actions. Task 2 & 3 Mind Maps Ask Ss to draw two mind maps in their notebooks: CAUSES: tourists / tour boats / local people / enterprises. MEASURES: wastewater treatment & waste collection / polluting businesses moved or closed / new rules + fines / media campaigns / River Chief System. Invite one student to draw on the board. After drawing, ask: "Can you match each cause with a measure?" This is the difficulty breakthrough — Ss say the links aloud. Task 4 Writing Framework (Key Point) Write the four-paragraph frame on the board (see Blackboard Design). Say: "Use this frame for future environmental writing." Ss copy it into their notebooks. Step 5 Guided Writing (14 min) Step 1 Choose a Local Issue (1 min) Ask Ss to pick one issue: takeaway boxes on campus / winter smog / waste sorting / water and electricity waste. In their rough notes, they must write two causes and two measures immediately — no empty page. Step 2 Key Expressions (1 min) Project the red expressions on the board. Model three sentences aloud: "Plastic boxes do great harm to the environment." (effects) "This is mainly because students order takeaway every day." (causes) "Luckily, action has been taken — the school has put up posters." (measures, present perfect) Add one passive example: "Steps are being taken to reduce plastic use." Note that policies and routines may use the present simple passive. Step 3 Writing (9 min) Time them for 9 minutes. Ss write an 80–100-word first draft. The teacher circulates: For weaker Ss: a prompt slip ("Which paragraph are you on? Have you written the causes?"). For stronger Ss: challenge them to use inversion or "not only... but also...". If a common error appears, write it on the board. Step 4 Peer Feedback (2 min) Ss exchange drafts. Score using the rubric (2 points each, total 10); they must write one specific suggestion, not just "good". ① Structure: four paragraphs (problem → causes → measures → outlook) — 2 pts. ② Cause/effect: at least one linking word — 2 pts. ③ Tense: present perfect for measures already taken — 2 pts. ④ Measures: at least two concrete measures — 2 pts. ⑤ Word count: 80–120 words — 2 pts. Step 5 Revise (1 min) Ss take back their drafts and make one quick revision. Selected pieces will be shown after class. Ⅴ. Homework 1. Revise and expand the in-class draft (80–100 words) to about 120 words; hand in on Monday. 2. Interview 1–2 classmates or family members about "takeaway box waste on campus"; write down three Chinese points and give a 1-minute oral report next lesson. 3. (Optional) Pick five environment-related words from the glossary and make one sentence with each. Ⅵ. Blackboard Design Unit 3 Environmental Protection — Period 4 Reading for Writing Causes → Effects → Measures → Outlook tourists rubbish wastewater treatment cleaner tour boats cooking oil polluting factories moved & sustainable population household waste new rules + fines enterprises industrial waste media campaigns / River Chief ★ Key expressions: cause/effect: have a bad effect on / lead to / contribute to measures: steps are taken / fines are imposed / ... has been carried out Tense: have/has done (done) · did (one past action) · passive (policy/routine) Ⅶ. Teaching Reflection（课后填写） 优点： 1. 课前诊断直接测出学生在 because / as a result 混淆和 since 完成时上的问题，课上针对性强； 2. 思维导图让学生自己找"原因—措施"对应关系，比老师直接讲结构更清楚； 3. 互评量规让同桌之间能说出具体问题，避免了空泛夸奖。 不足与改进： 1. 写作 9 分钟偏紧，部分学困生只写了 70 词，展示环节只能课后做；下次可把选题环节再压 30 秒，或课前发话题让学生先想； 2. 学困生写"措施"段时动词不够用，下次提前印一张环保话题动词小条（set up / introduce / carry out / fine / preserve）放在讲台； 3. 板书四列箭头是课上现画的，慢了半分钟；下次课前把框架画好，学生画思维导图时直接往上填。 Appendix Answer Key Pre-class Diagnosis Diagnosis 1: (1) because (2) As a result (3) Thanks to Diagnosis 2: took → has taken (since + a point in time takes the present perfect in the main clause). Diagnosis 3: Open. Accept e.g. plastic waste / smog / waste sorting / canteen food waste. Step 1 Warm-up Vocabulary matching: 1—b 2—a 3—d 4—c 5—e Step 3 While-reading Task 1: ① problems / water pollution ② measures / steps Task 2: (1) T (2) T (3) F (4) T (5) F (3) The text says "dozens of polluting businesses were moved or closed", not all factories closed at once. (5) The text says waterways "are heading towards" a clean future, not "have already become completely clean". Task 3: (1) The local population grew and the number of enterprises rose, so more household and industrial waste entered the river. (2) ① Wastewater treatment and waste collection improved; ② Polluting factories moved or closed; ③ New rules and fines; ④ Media campaigns; ⑤ River Chief System. (3) Senior officials are responsible for a section of the river. It works because each person has a clear duty. Step 4 Structure Task 1: Para 1—b (lead-in); Para 2—c (problems); Para 3—d (first measures); Para 4—a (long-term policy and outlook). Step 5 Sample Report Plastic takeaway boxes have become a real problem near our school. Every day, lots of empty boxes are thrown on the street after lunch, and they do great harm to the neighbourhood. This is mainly because students are too busy to cook, so they order takeaway every day. The shops nearby give out plastic boxes by default. As a result, a mountain of plastic waste is produced each day. Luckily, action has been taken. The school dining hall has lowered its price, and several shops now offer paper boxes for a little extra money. Our school has also put up posters to ask us to bring our own lunch boxes. Thanks to these steps, the street is getting cleaner. However, more effort is still needed — only when we stop using plastic boxes for good can we see a truly green school. 学科网（北京）股份有限公司 $