人教版九年级英语全一册 Unit 13　《We are trying to save the earth！》教学设计

Unit13Wearetryingtosavetheearth.SectionAReadingTeachingAims1.Getthemainideaandspecificinformationbyskimmingandscanning.2.Animalsareourfriends，soprotectthemAbilityAims:toimprovestudents’readingskillsbyusingreadingStrategies.EmotionAims:cultivatestudents’consciousnessofprotectingwildanimals.TeachingImportantPointstoenablestudentstomastertheimportantwordsandusefulexpressions.toenablestudentstounderstandthearticleandfinishthetasks.toenablestudentstotalkaboutsomethingaccordingtothearticle.TeachingDifficultpointstoenablestudentstouseimportantwordscorrectlytoenablestudentstotalkaboutsomethingfluentlytoenablestudentstoretellthetextTeachingMethods:Task-based,discussionmethod,pairwork,groupworkTeachingprocedures:Step1.Pre-reading---warmingupandlead-inShowsomepicturesaboutsharksandaskT:Whatisit?Whatdoyouthinkofsharks?What’sthemostimportantpartofashark?Drawforththenewword“sharkfinsoup”Playavideoaboutsharksanddirectthetopic.(设计意图：鲨鱼图片和视频的导入，激活学生的背景知识，激起学生对阅读内容的思考和预测，产生阅读期待。四线三格的使用不仅能提高学生对规范书写的重视，而且和中考的书面得分接轨。通过放大镜呈现新词汇，如shark,fin,intheocean’secosys...使重点单词更加突出。)Step2while-readingTask1ListenandmatchPara1.SharkareendangerednowPara2.HowtosavethesharksPara3.Talkaboutsharkfinsoup(设计意图：重在通过听力的输入，考察学生对文章的初步理解)Task2Look、thinkandpredictLookatthetitleandthepicture,thenmakepredictions.（设计意图：通过对题目和图片的审视，提出问题，考察学生的预判能力，从而激发学生探究答案的激情）Step3CarefulreadingReadpara1byyourselfandanswerthequestionsReadpara2ingroupsandpayattentiontosomeverbsaboutfinning.Readpara3togetherandthenanswersomequestions.（设计意图：运用不同的阅读策略，获取文章的信息，激起阅读兴趣，提高阅读理解能力。）Step4Exercise1ReadthepassageagainandcompletethefacesheetbelowWheresharkfinsoupispopularNumberofsharkscaughtandtradedeveryyearHowgovernmentcanhelpthesaleofsharkfinsTwoenvironmentalgroupsareagainst“finning”Exercise23bFillintheblankswiththewordsinthebox.soalthoughifbutwhen1.Manypeopledonotrealizetheyarekillingawholeshark______theyenjoyabowlofsharkfinsoup.2.Sharksareatthetopofthefoodchain,____iftheirnumbersdrop,theocean’secosystemwillbeindanger.3.Manythinkthatsharksaretoostrongtobeendangered,_____theyarewrong.4._________therearenoscientificstudiestosupportthis,alotofpeoplebelievethatsharkfinsaregoodforhealth.5.Sharksmaydisappearoneday___wedonotdosomethingtostopthesaleofsharkfins（设计意图：进一步理解文中复合句，准确的运用连词。）Step5Post-readingTask1:ChoosetherightwordtofillintheblanksharmfulcruelscientificwithoutchainManypeopleliketoenjoysharkfinsoup.However,theymaynotrealizethattheyarekillingawholeshark.Itis(1)_____ofpeopletocutofftheirfinsaftertheycatchsharks.Asharkcan'tswimanymore(2)_______afinanddiesslowly.Itisalso(3)________totheenvironment.Asweknow,thereisafood(4)_________intheocean'secosystem.Sharksareatthetopofit.Someenvironmentalprotectiongroupssuggestgovernmentsdeveloplawstoprotectthesharks.Sofar,no(5)________studieshaveshownthatsharkfinaregoodforhealth.Soweshouldstopeatingthemandhelpsavethem.(设计意图：如果学生能很好的完成这个任务，他们一定在口语上受益匪浅。)Task2.Whattheunderlinedword"they"referto.1.Whenpeoplecatchsharks,theycutofftheirfinsandthrowthembackintotheocean.2.Manybelievethatsharkscanneverbeendangeredbecausetheyarethestrongestinthefoodchain.3.Theyhaveevenaskedgovernmentstodeveloplawstostopthesaleofsharkfins.(设计意图：通过此类题型的训练，真正做到与中考接轨。)Task3Reviewsomekeywords对...有害beharmfulto在...顶部atthetopof海洋生态系统theocean’secosystem鱼鳍的买卖thesaleofsharkfins听说hearof切除cutoff科学研究scientificstudies(设计意图：班级管理优化大师的使用不仅大大提升了学生的兴趣，而且活跃了课堂气氛。）Step6AdditionalTask:DiscussingingroupsWhatcanwedotosavethesharks?Forourselves,wearesupposedto.../wearenotsupposedto………….Forthepublic,theyshould.../shouldn't…Forthegovernment,itshould…（设计意图：为写作准备。）Step7EmotionEducationShareavideoandeducatestudentstoprotectanimals.Step8HomeworkDesignalogo