人教版九年级Unit 13 We're trying to save the earth!-Section A 3a—3b-ppt课件-(含教案+视频+音频+素材)-公开课-(编号：600cc).zip

Unit 13 were trying to save the earth! Section A (3a-3b) Save the Sharks! food chains 食物链食物链 ocean ecosystem 生态系统生态系统What did you see in the video? shark 鲨鱼鲨鱼 Many people think that sharks are too strong to be endangered,but they are wrong. The sharks are endangered! Save the sharks! Read the passage quickly Para.1 A. Two groups against “finning”. Para.2 B. Something about shark fin soup. Para.3 C. Sharks are endangered now. 鳍鳍 1. Where is shark fin soup popular? 2. What does it mean when people enjoy a bowl of shark fin soup? Read Para. 1 southern China Theyre killing a whole shark when they enjoy a bowl of shark fin soup. shark fin soup How do people kill the sharks? 1. How do people deal with them when they catch the sharks? Lets watch a short video. 2. Without a fin, what will happen to a shark? throw them back into the ocean. 1.How do people deal with the sharks when they catch them? They cut off their finscut off throwback into. 2.Without a fin, what will happen to a shark? die Without a fin Save the Sharks! shark fin soupbe endangered against “finning” southern China a bowl of a whole Whencatch the sharks cut off throwback into will die kind?cruel(残忍的残忍的 )helpful?harmfulto the environment 有害的有害的 This is not only cruel but also harmful to the environment. Read Para. 2 1.Why is it harmful to the environment? 2. What do the two numbers mean? 70 million 90 percent Sharks are at the top of the food chain, so if their numbers drop too low, it will bring danger to all ocean life. 1.Why is it harmful to the environment? the food chainat the top of drop too low will bringto 2. What do the two numbers mean? 70 million 90 percent Around 70 million sharks are caught and traded every year. The numbers of some kinds of sharks have fallen by over 90 percent in the past 20 to 30 years. situation Read para.3 1.What are ? 2. What are they doing & what have they done? the two environmental protection groups 1. What are the two environmental groups against “finning”? 美国野生救援会美国野生救援会(WildAid)是是1999年在美国注册年在美国注册 的非盈利机构，总部在美国旧金山，的非盈利机构，总部在美国旧金山， 它对濒临绝迹的野生动物提供直接的保护，它对濒临绝迹的野生动物提供直接的保护， 并且发展许多有创意的计划，以教育大众关于并且发展许多有创意的计划，以教育大众关于 野生动物及生态平衡的重要性。野生动物及生态平衡的重要性。 世界自然基金会世界自然基金会(WWF)是在全球是在全球 享有盛誉的、最大的独立性非政府享有盛誉的、最大的独立性非政府 环境保护组织之一，自环境保护组织之一，自1961年成立年成立 以来，以来，WWF一直致力于环保事业，一直致力于环保事业， 在全世界拥有超过在全世界拥有超过500万支持者和万支持者和 超过超过100个国家参与的项目网络。个国家参与的项目网络。 2. What are they doing & what have they done? They are teaching the public about “finning”. They have even asked governments to develop laws(法律法律) to stop the sale of shark fins. have asked to develop laws to are teachingabout Are the shark fins good for health No scientific studies have shown that shark fins are good for health. ？ shark fin soup be endangered against “finning” southern China a bowl of a whole cut off throwback into will die cruel & harmful at the top of Ifdrop too low will bringto WildAid&WWF be teachingabout have askedto develop laws to Save the Sharks! No scientific studies have shown that shark fins are good for health. Without a fin Is the shark the only animal that is endangered? No sale no killing. 没有买卖，就没有杀害。没有买卖，就没有杀害。 Protecting wild animals is just protecting ourselves. 保护野生动物就是保护我们人类自己。保护野生动物就是保护我们人类自己。 Dont let our children can only see todays animals in the museums. 不要让我们的孩子只能在博物馆里才能见到今天的动物。不要让我们的孩子只能在博物馆里才能见到今天的动物。 1. Read the passage again. Tell your friends why we should save the sharks. 2. Make a poster to call on people to protect wild animals. 3. If you have time, watch a movie SHARKWATER. ThankThank youyou forfor listening!listening! 一一. . 教材内容分析教材内容分析 本单元的话题是“保护环境” 。3a-3c 是阅读任务。本部分阅读 文章为一篇倡议书，介绍了人类捕捉鲨鱼获取鱼翅，破坏生态平衡 的情况。文章内容紧扣本单元话题，呼吁人们保护鲨鱼，引导学生 关爱、保护野生动物，保护环境，渗透了对学生的情感教育。 本节课是人教版初中英语九年级 Unit 13 Section A (3a-3c). 在前一节课有关环境污染的基础上，谈论保护野生动物，维护生态 平衡，保护大自然这一话题。3a 阅读文章为一篇倡议书，介绍了人 类捕捉鲨鱼获取鱼翅，破坏生态平衡的情况,同时介绍了环境保护组 织所做的努力，呼吁保护鲨鱼。文章内容紧扣本单元话题，注意引 导学生关爱、保护野生动物，保护环境，渗透了对学生的情感教育， 可以帮助学生提升综合人文素养，帮助他们形成良好品格和正确的 价值观。 二.学学 情情 分分 析析 本单元的话题学生较为熟悉，为环保问题。但是对于本课有关 鲨鱼的了解较少，为本课的学习增加了阅读障碍。因此，我在备课 时精心选择相关背景知识，帮助学生顺利理解文本所传达的信息。 例如在第二段给学生提供为什么渔民只割掉鱼鳍而把鲨鱼扔回海里， 为什么说目前人类大肆捕捉鲨鱼会对生态系统产生危害，以及鱼翅 的营养真相等等，帮助学生真正理解文本和作者想要表达的意图。 Unit 13 Section A (3a) 教学设计教学设计 一、教学目标：一、教学目标： 1. 语言知识目标语言知识目标 基本词汇基本词汇：litter, fisherman, bin, shark, fin, cruel. harmful, chain, ecosystem, industry, law, scientific, afford, 基本词组基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away 基本句型基本句型：Were trying to save the earth! The river used to be so clean No scientific studies have showed that shark fins are good for health. We should help save the sharks. 2. 能力目标能力目标：use reading skill（skimming，scanning，careful reading）to get the main 3. 情感目标情感目标: be friendly to nature, call for people not Finning any more. idea. 二、教学重难点：二、教学重难点： How to catch the main idea of the passage and how to call for people to protect the endangered animals. 三、教学用具：三、教学用具： 多媒体，小组比赛用品 四、教学方法：四、教学方法： Skimming, Scanning, careful reading 五、教学步骤五、教学步骤: Step I Leading-in & Pre-reading Show students pictures of pandas and sharks. Get students to learn the meaning of the new words “food chain, ecosystem, shark, fin, cruel, at the top of, etc”. Make a mini survey by asking students questions: Do you like pandas/sharks? Should we be friendly to pandas/sharks? Should we save the pandas/sharks? （设计意图：学生通过谈论熊猫和鲨鱼的生活习性，了解生物学常识，弄清 food chain 等新单词的含义，为下面文章的阅读做好知识铺垫，扫清阅读障碍。 教师通过微调查，了解学生对野生动物的保护意识现状，为下面教学环节中情 感目标的达成掌握第一手资料。 ） Step II While-reading Task 1. Read the whole passage quickly and find out the writers viewpoint. （设计意图：学生通过速读全文，找出作者的观点。教师引导学生学习文章的 架构“提出观点-分析问题-解决问题” ，指导学生在今后阅读和写作时尝试分析 和使用这种架构，提高阅读和写作的能力。 ） Task 2. Read Para. 1 and think: Have you heard of shark fin soup? Where is shark fin soup popular? （设计意图：了解学生是否明白“shark fin soup”的含义，并及时给予背景知 识的介绍，服务语篇的阅读和理解。 ） Task 3. Read Para. 2. 1. Ask students to think: Why does the writer say “You are killing a whole shark each time you enjoy a bowl of shark fin soup”? 2. Read Para. 2 and answer the questions: What do people do with sharks when they catch them? (and) What do you think of finning ? (not only , but also) How many sharks are caught and traded every year? How much have the numbers of some kinds of sharks fallen in the last 20-30 years? 3.Ask students to think and find the answers to the further questions: Why do people cut off their fins and throw the sharks into the ocean? What happen to the sharks after their fins are cut off? Why is it harmful to the environment? 4. Guide the students to understand how the writer analyzes the problem. Make a stage summary of Para. 2. （设计意图：学生通过教师设计的问题进行文本的推进阅读，了解鲨鱼种群面 临的危险境况并找出原因，回答时注意连词的使用练习。教师在第一和第二个 问题之后精心设计了连环问题，引导学生进行深入阅读和思考，即 Read between the lines，更近一步挖掘文章的深意，同时帮助学生清晰了解作者第二 自然段的文章结构。再此过程中，适时提供视频资料进行背景介绍，帮助学生 透彻理解文本所要表达的信息。为下面的讨论环节做好铺垫。 ） Task 4. Read Para. 3. 1. Read Para. 3 and answer the questions: What do the environmental protection groups around the world do to fight against “ finning” ? Have any scientific studies shown that shark fins are good for health? 2. In China, people say that shark fins are good for health. Guide the students to learn the facts by offering them the background information. 3. Make a stage summary of Para. 3. （设计意图：适时提供背景知识，了解鱼翅营养真相，为下面的讨论和写作环 节做好铺垫。 ） Task 5. Retell the whole passage according to the mind map. （设计意图：帮助学生感知并学习“问题推进，图示总结”的阅读策略，整体 感知文章“提出观点-分析问题-解决问题”这种架构，达到“授之以渔”的目 的。 ） Step III Post-reading Task 1.Discussion. Students work in groups and discuss: What can people do to save the sharks? As a middle school student, what can you do to save the sharks? Task 2. Writing. Students write a proposal with the guide of the teacher. （设计意图：本环节为输出环节，通过文章的阅读，进而讨论我们该如何拯救 鲨鱼，学会和别人分享交流自己观点，提高学生口语表达能力。之后利用本课 所学所感写出倡议书，尝试使用本课所学“提出观点-分析问题-解决问题”这 种架构，提高学生写作能力。同时通过该环节增强学生主动保护野生动物的意 识。 ） Step IV Homework 1. Read the passage again. Tell your friends why we should save the sharks. 2. Make a poster to call on people to protect wild animals. 3.If you have time, you can watch a movieSHARKWATER. Blackboard design Unit 13 Section A (3a-3c) Save the sharks! Shark fin soup be endangered against “finning” Southern China a bowla whole cut off WildAid WWF Throwblack into die 教学反思：教学反思： 通过阅读文章，了解鲨鱼种群面临的危险及原因，理解拯救鲨 鱼的紧迫性，了解环境保护组织所做的努力。学生学习了阅读的相 关技巧，提高了阅读水平。并且学习了文章的架构“提出观点-分析 问题-解决问题” ，并尝试通过写倡议书进行应用，提高了学生的写 作能力。 不足之处： 本节课鲨鱼的习性和现状离学生生活实际较远，应该在课前提 前指导学生进行相关背景的学习。比如给学生一些有关鲨鱼的问题， 让他们上网或去图书馆查阅资料。另外，还可以课前让学生了解有 关 Wild Aid 和 WWF 的相关资料。