课件32张PPT。Unit 13 we’re trying to save the earth!
Section A (3a-3b)Save the Sharks!Unit 13 we’re trying to save the earth! (SectionA 3a-3b)
Knowledge aims:
Review the use of conjunctions.
Review different tenses.Ability aims:
Improve students’ ability of reading comprehension.
Improve Ss' ability of summing up by using mind-map.Emotional aims:
Arouse Ss' awareness of environmental issues.
Prompt Ss to think about ways of protecting the wild animals.Importance and difficulties
1. How to improve students’ ability of reading with reading strategies.
2. How to review conjunctions and different tenses.Studying aimsI hope you can beAActiveBBraveCConfidentfood chains 食物链ocean ecosystem 生态系统What did you see in the video?shark鲨鱼Many people think that sharks are too strong
to be endangered,but they are wrong.The sharks are endangered!Save the sharks!MatchRead 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Save the Sharks!shark fin soupbe endangeredagainst “finning”1. Where is shark fin soup popular?2. What does it mean when people enjoy a bowl of shark fin soup?Read Para. 1southern ChinaThey’re killing a whole shark when
they enjoy a bowl of shark fin soup.shark fin soupSave the Sharks!shark fin soupbe endangeredagainst “finning”popularsouthern
China…a bowl of…
…a whole…When … enjoy a bowl of……be killing a whole…How do people kill the sharks?1. How do people deal with them when they catch the sharks?Let’s 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 offthrow…back into...2.Without a fin, what will happen to a shark?dieWithout a finSave the Sharks!shark fin soupbe endangeredagainst “finning”southern
China…a bowl of…
…a whole…When…catch the sharkscut off…throw…back into…will diekind?cruel(残忍的)helpful?harmfulto the environment有害的This is not only cruel but also harmful
to the environment.Read Para. 21.Why is it harmful to the environment?
2. What do the two numbers mean?70 million90 percentSharks 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 ofdrop too lowwill bring…to…2. What do the two numbers mean?70 million90 percentAround 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.situationSave the Sharks！shark fin soupbe endangeredagainst “finning”southern
China…a bowl of…
…a whole…cut off…throw…back into…will diecruel(残忍的)harmful(有害的)to the environmentat the top of…If…drop too lowwill bring…to…Did people stop killing the sharks?If we can’t stop the killing,the sharks will disappear.Read para.3What are
?2. What are they doing & what have they done?the two environmental protection groups1. What are the two environmental groups against “finning”?美国野生救援会(WildAid)是1999年在美国注册
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，
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。世界自然基金会(WWF)是在全球
享有盛誉的、最大的独立性非政府
环境保护组织之一，自1961年成立
以来，WWF一直致力于环保事业，
在全世界拥有超过500万支持者和
超过100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) to stop the sale of shark fins.…have asked… to develop laws to……are teaching…about…Save the Sharks!shark fin soupbe endangeredagainst “finning”southern
China…a bowl of…
…a whole…cut off…throw…back into…will diecruel &harmfulat the top of…If…drop too lowwill bring…to…two environmental
protection groupsWildAid&WWFbe teaching…about……have asked…to
develop laws to…Are the shark fins good for healthNo scientific studies have shown that
shark fins are good for health.？shark fin soupbe endangeredagainst “finning”southern
China…a bowl of…
…a whole…cut off…throw…back into…will diecruel &harmfulat the top of…If…drop too lowwill bring…to…WildAid&WWFbe teaching…about……have asked…to
develop laws to…Save the Sharks!No scientific studies have shown that
shark fins are good for health.RetellWithout a finIs the shark the only animal that is endangered? 据统计，全世界每天有75个物种灭绝，每一小时就有3个物种被贴上死亡标签。也就是说，我们在喝完一杯咖啡，打完一个电话，上完一节课，就有无数的动物灭绝了……Should we let them disappear?Discussion1. Why are they endangered?2. What will happen if their numbers drop too low?3. How should we protect them?For ourselves, …For the government,…pollute…have no place…kill them toeatmake clothesmake money……If … drop too low, …will bring…to…stop eating…buying…polluting…develop laws to …
……A:A:A:B:B:B: Today, Many wild animals have been endangered.
Why are they endangered? Firstly, …, so… Besides, …in order to… not only…but also… Because …….
………………………………………………………………………………………………………………………………………………………………………………………………
For ourselves, … For the government, …Writingpollute…
have no place…
kill them to eat/make clothes/ make money…stop eating…/ buying… / polluting…
develop laws to…
…some conjunctions you may useso, although, if, but, when,
not only…but also…,because…No sale no killing.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。Don’t let our children can only see today’s 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。1. Read the passage again.Homework2. Make a poster to call on people to protect wild animals.3. If you have time, watch a movie—
Sharkwater.Thank you for listening!Goodbye! 九年级教本共分为14个单元，而本节课则选自九年级第13单元第二课时，这一单元的Topic为 protecting the environment, 另外其Function为talk about pollution and environmental protection,最后其Structures则为review of key structures。第一课时主要讲述各种环节污染，第二课时则主要涉及野生动物受到的残害，第三四课时则介绍各种环保小建议及措施，本节课则属于第二课时论述野生动物濒危的现象。
文章以鲨鱼为例论述从人们痴迷鱼翅汤，而在鱼翅汤背后则隐藏着采集鱼翅的残忍过程，在意识到其危害之后而应采取的保护措施三个层面展开论述。第一段鱼翅汤昂贵而出名，在南方倍受欢迎，此处可补充在南方受欢迎的原因，即婚宴常见菜，以此介绍南北方的文化差异，然而一碗汤的背后，而是以整条鲨鱼的性命为代价，第一段给学生带来初次震撼。第二段采集鱼翅的过程更是残忍，此时让学生带着问题观看视频，总结采集鱼翅的过程，减轻阅读负担，同时从视频中深度体验其过程的残忍。紧接着引出不仅残忍而且有害于环境，让学生找出对环境有害的原因，非常的自然且符合学生认知规律。之后对鲨鱼所剩数量的了解更是激起了同学们保护鲨鱼的急切之心，而此时第三段中环保组织的出现则更显得及时。最后鱼翅并无益于身体健康的真相则坚定了人们拒绝鱼翅、保护鲨鱼的决心。
除此之外，3b中出现的各种连接词是学生了解语句间逻辑关系的关键，在问题设置环节尤其加以关注，让学生在语篇中加以内化。
2016年4月下旬我参加了“一师一优”晒课活动。课后，我区教研员张主任给予了细致的点评，使我受益匪浅，我不仅获得了不少的经验以及教学方法，而且还了解到自己的不足之处。现分析如下：
首先，导入环节的视频可加入人与动物和谐共处的场景，以让学生感知人也是生态系统的一份子，从而延伸出任一环节受到伤害都将波及人类自身利益的深层含义，同时与后面的保护动物即保护人类自己的警句相呼应。
其次，读后的写作环节中针对"why these wild animals are endangered?" 等问题，老师提前给出的信息提示学生感知度不强。针对此问题可在先前介绍濒危动物时，引入相关图片，如用毛皮做衣服、食用野生动物等，保证学生充分的感知体验。另外作文的写作最好设定一个写作背景，如代表WWF、WildAid等环保组织向人们写一封倡议书。
最后，家庭作业的布置应更注重实效性。如为重读课文设定跟读磁带纠音等任务；做海报和本节课的写作有一定的重复性，不让其课后完善写作，规范书写；让学生观看的电影可提前予以简单介绍,避免突兀感。
总而言之，这一次的“一师一优”晒课活动为我提供了一个非常珍贵的学习与成长的机会。在此期间，无论是和一些有经验教师们的交流，还是一次次的磨课环节，都给我带来了一种畅淋漓的感觉。沐浴在各种前沿课堂教学思想的海洋里，让我非常享受。最后我学习了，成长了，感悟了，所有的辛苦都显得格外珍贵。当然，我也还有许多不足之处，但这不正是我向下一个台阶迈进的动力吗？我会再接再厉，雕遂自己的课堂，让这门不完美的艺术逐渐趋向完美！
Save the sharks!
Unit13 We're trying to save the earth!
Section A (3a-3b)
Save the sharks!
Unit13 We're trying to save the earth!
Section A (3a-3b)
【Teaching aims】
1. Knowledge aims:
Review the use of conjunctions(but, so, if, although...)
Review different tenses.
2. Ability aims:
Improve students’ ability of reading comprehension with reading strategies.
Improve Ss' ability of summing up by using mind-map
3. Emotional aims:
Arouse Ss' awareness of environmental issues
Prompt Ss to think about ways of protecting the wild animals.
Important and difficult points
1. How to improve students’ ability of reading with reading strategies.
2. How to review conjunctions and different tenses.
【Teaching steps】
Step1: Warming-up
Active, Brave and Confident (ABC Rules)
【设计意图：在上课开始前，明确对学生的要求。主动、勇敢、自信，这一学习英语的三原则可对学生进行积极的心理暗示，帮助他们更好的上好英语课。】
Step2: Lead-in(Pre-reading)
Enjoy a short video about the beautiful ocean
【设计意图：通过欣赏美丽海底世界，让学生了解海洋生物间的相互依存，不可或缺，为下文的拯救鲨鱼做好铺垫；同时引入食物链的概念，扫除阅读障碍。】
Step3: While-reading
Ⅰ. Fast reading
Read the passage quickly and do the match exercise.
【设计意图：学生通过连线的方式，对文章的结构和段落大意有基本的了解。】
Ⅱ. Careful reading
Task1. Read Para. 1 and answer:
1. Where is shark fin soup popular?
2. What does it mean when people enjoy a bowl of shark fin soup?
3. Sum-up 1
【设计意图：让学生了解鱼翅在我国的流行地，同时让学生明白吃一碗鱼翅即意味着杀死整条鲨鱼的残忍现实。此处用when代替原文中的each time,强调when引导时间状语的用法。】
Task 2(1). Watch a short video and answer:
1. How do people deal with them when they catch the sharks?
2. Without a fin, what will happen to a shark?
3. Sum-up 2
【设计意图：观看人类采集鱼翅的过程，让学生感知它的残忍，激发学生保护鲨鱼的欲望；回答这两个问题，引出cut off, throw back into, die, cruel以及be harmful to等单词短语，减轻本段的阅读负担。】
Task2(2). Read para.2 and answer:
1.Why is it harmful to the environment?
2. What do the two numbers mean?(70 million, 90 percent)
3. Sum-up 3
【设计意图：让学生明白个体、食物链和生态系统之间牵一发而动全身的关系，同时两个数字所代表的鲨鱼的严峻现状激发学生的危机意识。】
Task3. Read para.3 and answer:
1. What are the two environmental protection groups?
2. What are they doing and what have they done?
3. Sum-up 4
【设计意图: 让学生了解环境保护组织的存在以及如何保护野生动物。】
Step4. Summary
Retell the whole passage.
【设计意图：通过思维导图梳理文章大意，锻炼学生的归纳总结能力，同时为下面的写作提供结构框架。】
Step5.Post-reading
1. Show pictures of the endangered animals today
2. Show a study report.
【设计意图：通过研究数据显示野生动物的数量正在急剧下降，增加学生保护野生动物的急切感和使命感。】
3. Have a discussion
a. Why are they endangered?
b. What will happen if their numbers drop too low?
c. How should we protect them?
For ourselves, ___________________________
For government, _________________________
4. Write a short passage
【设计意图：从野生动物濒危灭绝的原因、危害以及拯救措施三方面展开讨论，全面地增加学生对野生动物现状的了解，从而制定出切实有效的保护措施。】
Step6. Homework
1. Read the passage again.
2. Make a poster to call on people to protect wild animals.
3. If you have time, watch a movie— Sharkwater.
一、用括号内所给单词的适当形式填空。
1.----- Where is your mother ?
-----She____ (do) the housework.
2. They usually____ (watch) TV in the evening.
3. The greens____ (visit) many places of interest in China so far.
4. Middle school students ____(not allow) to wear their own clothes at school.
5. Maybe the sharks ________(disappear) in 50 years.
二、单项选择
1. Diana isn’t here, ____ leave a message on her desk.
A. or B. but C. and D. but
2. Your dream will come true ____ you put your heart and soul into it.
A. if B. unless C. although D. until
3. I think he’s been drinking, ____ I’m not completely sure.
A. if B. though C. until D. as
4. The children will climb the hill if it ____ tomorrow.
A. won’t rain B. didn’t rain
C. isn’t raining D. doesn’t rain
5. Many ____ the dishes when someone ____ the door.
A. washed; knocked B. was washing; knocked
C. washed, was knocking D. was washing, was knocking
注：这两道练习题的设置严格遵循本节的知识目标，旨在考查学生对各种时态的综合掌握情况，以及使用各种连词的熟练程度。
