1、Unit 3 Environmental ProtectionSection C Using Language教学设计科目：英语 课题：Section C Using Language 课时：1课时教学目标与核心素养：知识目标：掌握文章的写作结构能力目标：能够将学到的写作结构运用到自己的写作中情感目标：了解现在的主要环境问题；激起学生的环保意识教学重难点教学重点：引导学生阅读文本并了解漓江水污染的治理过程，并在此基础上总结文本的结构和写作手法教学难点：引导学生分析环境问题产生的原因，理解并配合政府采取的措施；指导学生写一篇环境问题的报告，帮助他们内化并运用所学主题语言。课前准备：多媒体，黑板，
2、粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：用课件呈现课文底部的漓江图片，并提问学生：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？活动目的：激活学生有关漓江的背景知识，为学生理解文本内容作铺垫。二、 While-class 学生活动：（1）快速浏览活动2的问题
3、，然后阅读文本，从中找出关键信息。师生核对答案，教师应要求学生用完整句子回答活动2的问题。1 What were some of the negative effects on the Li River as a result of the growth in tourism?参考答案：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?参考答案：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?参考答案：River Chief System is an initiative that holds senior officials responsible for reducing water
7、 pollution.（2）再次阅读课文，分析文本的文体（report）结构，完成活动3的填空任务。Paragraph 1Paragraph 2Paragraph 3Paragraph 4Introducing the topicDescribing the problemPresenting some measuresPresenting furthersolutions教师活动：引导学生在文本中圈出表示因果关系、问题和措施的词汇或表达，用表格呈现。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学生活动：（1）学
9、生四人一组，选定一个环境问题，并根据活动4的要求提前在网上查阅相关资料。（2）课堂上学生组内分享各自查阅的信息，按照活动4提供的问题从四个方面筛选信息（3）学生可参考活动3的段落结构表，利用思维导图或表格来拟定报告提纲。例如：Paragraph 1Topic: what + why necessary?Paragraph 2Problem: where? cause? effect?Paragraph 3Measures: actions + future actionsParagraph 4Further solutions(alternatives)（4）小组成员分工合作，各撰写报告的一部
10、分。完成后不同小组交换报告，根据活动5的评价清单进行互评，并给出具体的修改意见。活动目的: 活动5引导学生利用写作评价清单，给同伴的习作提反馈意见。学生在评价他人习作的同时，也加深了对写作要求的认识和理解。同时，他们还会把他人的习作和自己的作品进行对比，赏析和汲取他人习作的优点，改进自己的习作。三、After-class各小组在班上展示修改后的报告。四、Summary 本单元的写作有关环境问题和如何保护环境，要求学生能够就环境保护发表自己的想法。这对应新课标中“人与环境”这一主题。在写作时，应注意以下几个方面：1.概述目前环境的状况；2.列出环境问题以及导致问题的原因；3.为解决这些问题而采取的计划或措施；4.人称以第一、第三人称为主，时态以一般现在时为主。作业布置：假定你是李华，你们班级举行了一场关于空气污染与人类健康的讨论会。请你根据下列提示，写一篇关于如何防止空气污染的英文短文。内容要点如下：1.工厂减少污染气体的排放。2.人们采用环保的交通方式等。注意:1.词数80左右；2.可适当增加细节，以使行文连贯。
