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Unit 6 Section B (3a~3c) 教案
内容分析
本课为读写课型，围绕 “个人计划与问题解决” 展开，通过 “以读促写” 实现从输入到输出的转化。
3a 要求阅读关于 “校园问题及解决计划” 的短文，提取关键信息（问题类型、原因分析、解决步骤、实施意义）并完成标记；
3b 通过笔记梳理任务整理班级或校园中存在的问题信息（名称、原因、解决思路）；
3c 要求学生模仿范文结构，结合自身观察写一篇关于 “解决校园问题的计划” 的短文，范文包含 “问题描述→原因分析→解决步骤→预期效果” 的逻辑链条，为写作提供清晰范例。
学习目标
语言能力：
能读懂关于 “校园问题及解决计划” 的短文，提取关键信息（问题、原因、步骤、意义）；
能正确使用描述性句型（“There are...problems because...”“First, we need to...Then, we should...”“This plan will help us...”）和计划表达（“We plan to...”“It's important to...”）；
能模仿范文结构，写出包含 “问题描述 + 原因分析 + 解决步骤 + 预期效果” 的短文。
学习能力：通过略读找关键信息、精读析逻辑关系，提升信息提取能力；通过模仿范文框架，提高说明类短文的条理性。
思维品质：
能按 “问题→原因→计划→效果” 的逻辑组织内容，培养逻辑表达能力；
能结合文本信息辩证看待 “问题与解决” 的关系，培养问题解决思维能力。
文化意识：
了解校园问题解决在集体生活中的重要价值，感受 “共同计划、协作解决” 的团队精神；
体会 “规划与行动” 在改善环境中的普遍意义。
教学重难点
重点：
阅读短文，提取并梳理关键信息（问题的类型、原因、解决步骤、预期效果）；
模仿范文结构（开头问题→中间原因与步骤→结尾效果），用描述性句型写关于 “解决校园问题的计划” 的短文。
难点：
如何将解决问题的步骤按 “逻辑性” 组织，体现实施顺序（如用 “first analyze...then take action...” 说明操作流程）；
如何根据信息选择恰当的描述性句型（如 “There are...problems” 描述问题，“This will help...” 表达预期效果）；
3. 准确使用过渡词（如 “however”“therefore”）衔接问题与计划。
教学过程
教学环节 教师活动 学生活动
Step 1 Warm-up Show pictures of school problems（scribbles on walls, messy classrooms, wasted food）and ask： "What problems can you see in the pictures Have you noticed similar problems in our school " Guide students to share ideas using simple descriptive words（e.g., "There are scribbles. It looks bad."）. Look at pictures, discuss school problems and their influences; practice simple descriptive sentences with partners.
Step 2 Pre-reading Introduce the text《Solving Our School Problems》: "It tells us about some common school problems and how students make plans to solve them. Let's find out their ideas." Ask predictions: "What problems might the text mention Will it talk about reasons or solutions " Predict the text content based on "school problems" topic; share guesses in pairs to activate prior knowledge.
Step 3 While-reading 1. Skimming: Ask students to read 3a quickly and answer: "What is the text mainly about "（check answers: Some school problems and plans to solve them）. 2. Scanning: - Guide students to find structure clues: Problem description→Reasons→Solving steps→Expected effects. - Analyze descriptive expressions: "There are scribbles because some students don't care" vs "First, we'll clean the walls"（emphasize different functions）. 3. Sort out logic: Use a table to show the model text framework: Category（Problem/Reasons/Steps...）→Details→Meaning. 1. Skim to extract main idea and complete 3a key information form. 2. Scan to mark structure parts and descriptive sentences, discuss in groups. 3. Understand the "problem→reasons→steps→effects" logic with the table.
Step 4 Post-reading 1. Group discussion: "Why is the text easy to follow How does it connect problems with solutions "（e.g., clear reasons, step-by-step plans）. 2. Language focus: Present descriptive patterns from the text（There are...problems; First, we need to...; This will help us...）, practice with substitution drills（e.g., "First, we need to talk to students about saving water."）. 1. Discuss the clarity of the text, summarize key features（clear problems, logical steps）. 2. Practice descriptive sentences, paying attention to problem-related verbs and sequence.
Step 5 Writing Preparation 1. Guide students to transfer: "The text about school problems is well-structured. Now let's write about a problem in our class or school. Use 3b to organize your ideas." 2. Demonstrate completing the 3b note card（e.g., Problem: Wasted food; Reasons: Students take too much; Steps: first post reminders, then monitor lunch time）. 3. Instruct to make an outline: Organize ideas as "Problem（what it is）→Reasons（why it happens）→Solving steps→Expected effects". 1. Complete 3b note card, clarify the logic of writing. 2. Create a personal outline using the teacher's model. 3. Peer review outlines: "Are steps in order Do reasons connect with the problem "
Step 6 Writing 1. Assign 3c task: "Write a short passage about a school problem, sharing its reasons, how to solve it and what effects it will have. Use your outline and descriptive patterns." 2. Provide sentence support: - Problem: "In our school, there is a problem with..." - Reasons: "This happens because some students..." - Steps: "First, we plan to... Then, we will..." - Effects: "This plan will help make our school..." 3. Circulate to guide, focusing on logic and step sequence. 1. Write the passage independently（80-100 words）using the outline. 2. Use descriptive sentences and transition words（however, therefore）to connect ideas. 3. Consult partners for advice on step clarity.
Step 7 Sharing & Feedback 1. Invite 2-3 students to read their passages, organize comments: "Are problems clear Do steps match reasons Any good descriptive sentences " 2. Teacher summary: Highlight strengths（e.g., practical steps）and suggest improvements（e.g., adding "we need everyone's help because..."）. 1. Listen to peers' passages, evaluate using "Clear Problems/Logical Steps/Related Effects" criteria. 2. Take notes to revise their own passages.
Step 8 Summary 1. Review key points: passage structure, descriptive sentences, logic connection words. 2. Encourage: "A good plan connects problems with actions—let your writing show how we can make a difference!" Review learning key points; share one thing they learned（e.g., "Learned to use 'first...then...' to organize solution steps"）.
家庭作业 Revise your passage based on feedback, read it to your classmates and ask for their suggestions.（must do） Write 3 sentences describing the most important step of your plan, using "first... then...".（must do） Interview a teacher about school problems they notice, add one idea to your plan.（can do）
板书设计 Unit 6 Plan for Yourself（Section B 3a-3c） Solving Problems Text Structure： Problem: What it is（e.g., scribbles on walls） Reasons: Why it happens（e.g., students don't care） Steps: How to solve（actions: clean, remind, monitor） Effects: What will change（e.g., cleaner school） My Passage Outline： Problem（describe it clearly） Reasons（analyze why） Steps（orderly actions） Effects（expected changes） Useful Patterns： In our school, there is a problem with... This happens because... First, we plan to... Then, we will... This plan will help us...

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