1、Unit 3 Environmental ProtectionSection C Using Language教學設計科目：英語 課題：Section C Using Language 課時：1課時教學目標與核心素養：知識目標：掌握文章的寫作結構能力目標：能夠將學到的寫作結構運用到自己的寫作中情感目標：了解現在的主要環境問題；激起學生的環保意識教學重難點教學重點：引導學生閱讀文本并了解漓江水污染的治理過程，并在此基礎上總結文本的結構和寫作手法教學難點：引導學生分析環境問題產生的原因，理解并配合政府采取的措施；指導學生寫一篇環境問題的報告，幫助他們內化并運用所學主題語言。課前準備：多媒體，黑板，

2、粉筆教學過程：一、Pre-class1. Greeting2. Leading-in教師活動：用課件呈現課文底部的漓江圖片，并提問學生：Look at the picture. What place do you think it might be？Do you think it is beautiful？How do you describe the picture？Did you know the Li River had been once polluted？活動目的：激活學生有關漓江的背景知識，為學生理解文本內容作鋪墊。二、 While-class 學生活動：（1）快速瀏覽活動2的問題

3、，然后閱讀文本，從中找出關鍵信息。師生核對答案，教師應要求學生用完整句子回答活動2的問題。1 What were some of the negative effects on the Li River as a result of the growth in tourism?參考答案：Many of the tourists frequently threw garbage into the river. Kit Itches on board were using lots of oil, which was often thrown into the water. Water pollu

4、tion levels increased, with more household and commercial waste ending up in the river. More chemicals were used to increase crop production, leading to severe water quality issues and causing a decrease in the number of fish species.2 What measures have been taken to improve the Li Rivers water qua

5、lity?參考答案：Construct waste water treatment facilities; improve the collection and transport of household waste; close or move dozens of polluting enterprises; set up strict regulations regarding further industrial development; introduce new rules regarding tour boat routes and garbage disposal method

6、s; use the media to spread environmental awareness and encourage greater use of clean energy; carry out inspections regularly and fine tourist organisations for abuses.3 What is the River Chief System?參考答案：River Chief System is an initiative that holds senior officials responsible for reducing water

7、 pollution.（2）再次閱讀課文，分析文本的文體（report）結構，完成活動3的填空任務。Paragraph 1Paragraph 2Paragraph 3Paragraph 4Introducing the topicDescribing the problemPresenting some measuresPresenting furthersolutions教師活動：引導學生在文本中圈出表示因果關系、問題和措施的詞匯或表達，用表格呈現。cause and effect: have negative effects on, suffer from, contribute to,

8、in order to, lead to, causeProblem and solution: Urgent steps should be taken toA comprehensive initiativewith a number of measures that addressedWith these measuresWith such campaigns in effectVerbs: improve, close, set up, introduce, spread, carry out, fine, preserve, tackle, head towards學生活動：（1）學

9、生四人一組，選定一個環境問題，并根據活動4的要求提前在網上查閱相關資料。（2）課堂上學生組內分享各自查閱的信息，按照活動4提供的問題從四個方面篩選信息（3）學生可參考活動3的段落結構表，利用思維導圖或表格來擬定報告提綱。例如：Paragraph 1Topic: what + why necessary?Paragraph 2Problem: where? cause? effect?Paragraph 3Measures: actions + future actionsParagraph 4Further solutions(alternatives)（4）小組成員分工合作，各撰寫報告的一部

10、分。完成后不同小組交換報告，根據活動5的評價清單進行互評，并給出具體的修改意見。活動目的: 活動5引導學生利用寫作評價清單，給同伴的習作提反饋意見。學生在評價他人習作的同時，也加深了對寫作要求的認識和理解。同時，他們還會把他人的習作和自己的作品進行對比，賞析和汲取他人習作的優點，改進自己的習作。三、After-class各小組在班上展示修改后的報告。四、Summary 本單元的寫作有關環境問題和如何保護環境，要求學生能夠就環境保護發表自己的想法。這對應新課標中“人與環境”這一主題。在寫作時，應注意以下幾個方面：1.概述目前環境的狀況；2.列出環境問題以及導致問題的原因；3.為解決這些問題而采取的計劃或措