Save the sharks.docx

Unit 13 were trying to save the earth Section A 3a 3b Save the sharks教学目标:1. 知识目标（1）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。（2）了解单词food chain, ecosystem, shark, fin, cruel, at the top of等的含义和用法。2. 能力目标:通过阅读，学习阅读的相关技巧，提高阅读水平。了解学习文章的架构“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，提高学生的写作能力。3. 情感目标: 通过学习本文，理解“拯救鲨鱼等野生动物就是拯救我们人类自己”等道理，提高学生保护大自然的意识。教学设计 :Step I Leading-in & Pre-reading Show students a video of 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 Do you like sharks?Should we be friendly to sharks? Should we save the sharks?（设计意图：学生通过谈论鲨鱼的生活习性，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. 填写书中的表格。（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。）附表格1.Where shark fin soup is popular2.Number of sharks caught and traded every year3.how much the numbers of some kinds of sharks have fallen in the last 20-30 years4.Two environmental groups against finningTask 2. Read Para. 1 and think and judge the sentencesHave you heard of shark fin soup?Where is shark fin soup popular?1. Sharks fin（鱼鳍）soup is famous and expensive all around the world.2. We have to kill a whole shark to get a bowl of sharks fin soup（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.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”? and judge the sentences1. People cut off sharks fins and throw the sharks back into the ocean. 2. Sharks are in the bottom of the food chain in the oceans ecosystem. Answer the questions:What do people do with sharks when they catch them? Find the answers to the further questions:What happen to the sharks after their fins are cut off? 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? and judge the sentences1. WildAid and the WWF are environmental protection groups in China.2. Sharks fins are good for health.In China, people say that shark fins are good for health. Guide the students to learn the facts by offering them the background information.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.Finish3bRead the passage again and fill in the blanks with the words in the box.（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。）然后和学生们一同欣赏姚明拒绝鱼翅汤的公益广告并探讨本篇文章的语言要点。Step III Post-reading Task 1.Discussion.Students discuss:What can people do to save the sharks?As a middle school student, what can you do to save the sharks? what can you do to save the animals? what can you do to save the earth?然后让学生们赏析一段视频。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 passag