《Unit 3 Using Language》第2课时教学设计【高中英语人教版】

Unit 3 Environmental Protection
Using language Period 2 教学设计
教材分析
该部分的活动主题是“写一份环境问题的报告”,该板块的阅读语篇是一篇关于漓江水污染治理的报告，该报告的内容包括问题描述、问题产生的原因分析、解决问题的具体措施以及成效。

报告介绍了位于广西桂林的著名旅游胜地——漓江风景区，每年迎来的国内外游客有百万人之多。

但繁荣的旅游业给漓江水质带来了负面影响。

面对漓江水污染问题，当地政府采取了大量的综合治理措施，使漓江水质得到有效恢复。

此外，国家也制定了相关政策来推动全国的河道治理。

教学目标
在本课学习结束时，学生能够：
1. 了解漓江水污染的形成原因和治理措施；
2.总结报告的语篇结构和写作手法；
3. 运用本单元所学语言就生活中的某一环境问题写一份报告。

教学重难点
【教学重点】
1. 通过阅读该报告了解漓江水污染的形成原因和治理过程；
2. 在正确理解文章内容的基础上，分析文章的结构和写作手法；
3. 引导学生分析环境问题产生的原因，并根据阅读语篇的结构完成一篇关于环境问题的报告。

【教学难点】
引导学生掌握报告文体的基本内容和结构框架，并在此基础上完成一篇关于环境问题的报告，内化并运用所学的主题语言。

教学过程
Step 1 Lead-in
1.Look at the picture and guess where it is.
(1) What do you know about it?
(2) Have you ever been there?
(3) Do you think it is beautiful? How do you describe the pictures?
2. Guide Ss to see some pictures and discuss questions below.
(1) Did you know the Li River had once been polluted?
(2) What do you think might have caused water pollution in the Li River?
设计意图：通过呈现漓江风景区水污染前后的对比图片，引出阅读语篇的主题，并引导学生猜测漓江水污染的原因，为理解文本内容作铺垫。

Step 2 Reading for writing
1.Read and analyze the organization of the passage. Then sum up the main ideas of each paragraph using the key words.
设计意图：引导学生识别文本的篇章结构，把握该报告的整体脉络，培养学生的语篇意识，同时，为后续的写作任务做好框架准备。

2.Read each part of the text carefully and complete the tasks.
(1)Para 1: Introducing the topic (What? Where? Purpose?)
(2)Para 2: Describing the problem (When? How?)
✓What were some of the negative effects on the Li River as a result of the growth in tourism?✓Could you draw a mind map to show all the factors that caused the pollution?
(3)Para 3: Presenting some measures
✓Who brought forward the solutions?
✓What measures have they taken?
✓What are the effects of the solutions?
(4)Para 4: Presenting further solutions
✓What else can we do to further improve the situations?
✓What is the “river chief system”?
✓What is the expectation?
设计意图：要求学生进行分段阅读，通过仔细阅读文章，从文章中提取各部分的关键信息，深入理解文本内容，并学会用思维导图整理造成漓江水污染的因素。

3.Find out the words and phrases expressing the follow meanings.
✓Cause and effect
✓Problem and solution
设计意图：引导学生圈出表示因果关系、问题和措施的词汇或表达，为后续的写作任务做好语言准备。

Step 3 Pre-writing
Take out their assignment of last lesson and arrange their notes. The following questions may help them.
✓What is the issue? Why does it need to be dealt with?
✓Where does the issue occur? What are its causes? What effects does it have?
✓What actions have been taken so far？What future actions are planned?
✓Has the issue been dealt with well? Is it likely to be solved? Why or why not? What alternative solutions are possible?
设计意图：让学生根据所给的研究问题的维度整理自己通过网络搜集到的相关资料，帮助学生明确写作内容和写作思路。

Step 4 While-writing
Use their notes and what they have learnt to write a report on an environmental issue.
设计意图：让学生基于阅读语篇的结构和内容，以及自己搜集的资料，独立完成写作任务。

Step 5 Post-writing
1.Peer response.
2.Revise first draft using their partner’s comments.
3.Present their essay to the class.
设计意图：指导学生完成同伴互评和成果展示。

Step 6 Assignment
1. Review what they have learnt in this class.
2. Preview Assessing Your Progress.
设计意图：通过布置写作任务，让学生及时运用并内化本课所学习的语言知识。