人教版九年級英語全一冊 Unit 13　《We are trying to save the earth！》教學(xué)設(shè)計

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.(設(shè)計意圖：鯊魚圖片和視頻的導(dǎo)入，激活學(xué)生的背景知識，激起學(xué)生對閱讀內(nèi)容的思考和預(yù)測，產(chǎn)生閱讀期待。四線三格的使用不僅能提高學(xué)生對規(guī)范書寫的重視，而且和中考的書面得分接軌。通過放大鏡呈現(xiàn)新詞匯，如shark,fin,intheocean’secosys...使重點單詞更加突出。)Step2while-readingTask1ListenandmatchPara1.SharkareendangerednowPara2.HowtosavethesharksPara3.Talkaboutsharkfinsoup(設(shè)計意圖：重在通過聽力的輸入，考察學(xué)生對文章的初步理解)Task2Look、thinkandpredictLookatthetitleandthepicture,thenmakepredictions.（設(shè)計意圖：通過對題目和圖片的審視，提出問題，考察學(xué)生的預(yù)判能力，從而激發(fā)學(xué)生探究答案的激情）Step3CarefulreadingReadpara1byyourselfandanswerthequestionsReadpara2ingroupsandpayattentiontosomeverbsaboutfinning.Readpara3togetherandthenanswersomequestions.（設(shè)計意圖：運用不同的閱讀策略，獲取文章的信息，激起閱讀興趣，提高閱讀理解能力。）Step4Exercise1ReadthepassageagainandcompletethefacesheetbelowWheresharkfinsoupispopularNumberofsharkscaughtandtradedeveryyearHowgovernmentcanhelpthesaleofsharkfinsTwoenvironmentalgroupsareagainst“finning”Exercise23bFillintheblankswiththewordsinthebox.soalthoughifbutwhen1.Manypeopledonotrealizetheyarekillingawholeshark______theyenjoyabowlofsharkfinsoup.2.Sharksareatthetopofthefoodchain,____iftheirnumbersdrop,theocean’secosystemwillbeindanger.3.Manythinkthatsharksaretoostrongtobeendangered,_____theyarewrong.4._________therearenoscientificstudiestosupportthis,alotofpeoplebelievethatsharkfinsaregoodforhealth.5.Sharksmaydisappearoneday___wedonotdosomethingtostopthesaleofsharkfins（設(shè)計意圖：進一步理解文中復(fù)合句，準確的運用連詞。）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.(設(shè)計意圖：如果學(xué)生能很好的完成這個任務(wù)，他們一定在口語上受益匪淺。)Task2.Whattheunderlinedword"they"referto.1.Whenpeoplecatchsharks,theycutofftheirfinsandthrowthembackintotheocean.2.Manybelievethatsharkscanneverbeendangeredbecausetheyarethestrongestinthefoodchain.3.Theyhaveevenaskedgovernmentstodeveloplawstostopthesaleofsharkfins.(設(shè)計意圖：通過此類題型的訓(xùn)練，真正做到與中考接軌。)Task3Reviewsomekeywords對...有害beharmfulto在...頂部atthetopof海洋生態(tài)系統(tǒng)theocean’secosystem魚鰭的買賣thesaleofsharkfins聽說hearof切除cutoff科學(xué)研究scientificstudies(設(shè)計意圖：班級管理優(yōu)化大師的使用不僅大大提升了學(xué)生的興趣，而且活躍了課堂氣氛。）Step6AdditionalTask:DiscussingingroupsWhatcanwedotosavethesharks?Forourselves,wearesupposedto.../wearenotsupposedto………….Forthepublic,theyshould.../shouldn't…Forthegovernment,itshould…（設(shè)計意圖：為寫作準備。）Step7EmotionEducationShareavideoandeducatestudentstoprotectanimals.Step8HomeworkDesignalogo