Unit 13 We’re trying to save the earth. Section A 3a-3b课件+学案+教案+说课逐字稿2025-2026学年人教版(2012)英语九年级全册

Unit13 We’re trying to save the earth! Section A 3a-3c 教案 课题：Save the Sharks! 课型：阅读课 时长：40分钟 授课教师：郑炳锋 (珠海市拱北中学) 一、基本信息 教材分析 本课时为Unit13核心阅读语篇，围绕“鲨鱼濒危、拒绝鱼翅、保护海洋生态”展开，融合阅读技能、核心词汇与环保育人目标。 学情分析 初三6班大部分学生具备基础阅读能力，对濒危动物话题熟悉，但信息梳理与口头输出差异大，适合分层任务。 设计理念 主题引领、学用结合；略读→寻读→梳理→复述层层推进；分层教学让全员参与；渗透“No trading, no killing”育人价值。 二、教学目标（核心素养） 语言能力 掌握：fin, cruel, harmful, endangered, trade, law, health 等词汇 掌握：not only…but also…, be harmful to, stop the sale of, be good for health 文化意识 了解鲨鱼现状，树立保护濒危动物、拒绝鱼翅的意识。 思维品质 用思维导图梳理信息，能概括、判断、表达观点。 学习能力 会用 skimming / scanning 阅读策略；能完成分层复述。 三、教学重难点 重点：获取主旨与细节；用思维导图梳理文章信息。 难点：分层复述（第一人称/第三人称）；连贯口头输出。 四、教学准备 PPT、学案、思维导图、分层复述任务单 五、教学过程 Step 1 Warm-up & Lead-in 热身导入（3分钟） 看图描述鲨鱼：large / strong / scary / at the top of the food chain 问题链导入： Why do people hurt sharks? What will happen to them? 引出课题：Save the Sharks! 设计意图：激活旧知，激发好奇，自然进入主题。 Step 2 Pre-reading 预测（4分钟） 看标题图片预测主旨 快速选择： What’s the main idea? A. Some fish in the ocean. B. Sharks are in danger. C. Shark fin soup is expensive. 设计意图：训练预判，明确阅读任务。 Step 3 While-reading 读中活动 （18分钟） 1. Skimming 略读（3分钟） Read and match（段落与大意配对） Para.1 Shark fin soup — Why are sharks killed? Para.2 Endangered sharks — What is shark finning? Para.3 Groups’ actions — How to save sharks? 设计意图：训练快速抓段落大意。 2. Scanning 寻读（10分钟） Para.1 回答问题： Why do people kill sharks? What are they killing? Para.2 完成思维导图（学案）： catch → cut off → throw back; cruel; harmful; 70 million; fallen by 90%; danger Para.3 找信息： Two groups: WildAid, WWF What they do: teach public; ask for laws 设计意图：定位信息，落实细节，用思维导图降低难度。 3. 语言点点拨（5分钟） not only cruel but also harmful to… stop the sale of… be good for health 设计意图：在语境中学词汇，为复述做准备。 Step 4 Post-reading 读后输出（12分钟） 1. 过渡引导（1分钟） As students, we can tell their story to more people and call on them to save sharks! 2. 分层复述（8分钟） A层 Speak for the sharks (要求：假设你是一只鲨鱼，基于文章用第一人称讲述自己的遭遇和海洋的现状，完成故事复述，语气生动。) B/C层 (要求：基于课文核心信息，基于文章完成选词填空，用第三人称复述鲨鱼的遭遇与保护现状，声音洪亮) 设计意图：分层输出，人人可参与，体现因材施教。 3. Think & Analysis 思考（3分钟） Who is the real killer? A. fishermen B. sellers C. cooks D. customers 结论：No trading, no killing. 设计意图：深度思考，升华主题，落实育人。 Step 5 Summary& Homework 总结作业（3分钟） Summary（师生共同） Sharks are in danger. Finning is cruel and harmful. We must take action. Homework（二选一） Make a poster “Save the Sharks” + 2-minute group presentation Create 3 slogans + act a short dialogue 设计意图：巩固所学，延伸到真实生活运用。 6、 板书设计： Unit 13 We are trying to save the earth! Section A 3a-3c Save the sharks! Para.1 Why reasons Para.2 What Facts (numbers) Para.3 How Solutions WWF Wildaid Government All of us 7、 教学反思： 学科网（北京）股份有限公司 $ 精简版说课逐字稿（2分钟） 各位领导、老师好！我是。。。我说课的内容是人教版九年级Unit 13 Section A 3a–3c《Save the Sharks!》。 我这节课围绕保护濒危动物主题，按照导入—读中—读后—总结四个环节设计，全程40分钟，紧扣阅读课教学规律。 首先，导入环节，我让学生描述鲨鱼，再用问题激发思考，自然引出课题，激活兴趣、铺垫话题。 读中环节，我采用略读找主旨、寻读抓细节的方法，用思维导图帮助学生梳理鲨鱼的现状、危害和保护措施，同时处理核心短语，为输出做准备。 读后是本课核心。我设置分层复述：A层第一人称发声，B/C层选词填空复述，让不同水平学生都能参与、都有收获。再通过“谁是真正的杀手”这一问题，引导学生得出No trading, no killing，升华保护动物的主题，落实育人目标。 最后总结与作业，回顾重点，并布置实践性作业，让课堂学习延伸到生活。 整节课以语言能力为基础、阅读技能为主线、分层教学为手段、育人为核心，完成了知识、能力、情感三维目标。 以上就是我的教学思路，谢谢大家！ 学科网（北京）股份有限公司 $ Section A 3a~3c Save the Sharks! Unit 13 Tang原创课件 小红书Tang At the end of this class, you will be able to: get the main idea主旨大意 by using a mind map思维导图. know why and how to protect sharks and other animals. use the reading skill of scanning寻读 and answer questions. work and compete in groups小组合作. Learning goals Sharks --Let’s describe! large strong scary cruel dangerous At the top of the food chain in ocean’s ecosystem(生态系统) They are ...... They live in...... They swim with...... They eat ...... They have ...... Most can live for...... the sea/ocean fins all kinds of fish sharp teeth 20-30 years Pre-reading Brainstorming Where are my fins? Why do humans hurt me? What’s the result? Will I die? 学习理解： 感知与注意 How many sharks die like me every year? Save the sharks ! What’s the main idea of the article? A. Some kinds of fish in the ocean. B.The sharks are endangered in the world. C.Shark’s fin soup is famous and expensive. A:in great danger B:dangerous Pre-reading Predicting 学习理解: 获取与梳理、概括与整合 6    反对 While-reading read &match:skimming略读 Endangered sharks. What is Shark finning? Groups against “finning猎鳍行为”. How to fight against shark finning? Shark fin soup. Why are sharks killed? While-reading read para.1 and answer: Scanning寻读 1. Why do humans hurt the sharks? 2. What are people killing when they enjoy a bowl of shark fin soup? Because of a famous and expensive dish--shark fin soup. A whole shark. When people catch sharks, they _________ their fins and_______the shark __________the ocean. cut off throw Without a fin, a shark can ________________ and___________. no longer swim slowly dies ②Many believe that sharks can never_________________, because they are ________________ in their food chain. be endangered the strongest back into ______________________ sharks are caught and traded in this industry every year. Two opinions about killing sharks: ①This is not only _____, but also ___________to the environment. because but in fact however If their numbers drop too low, it will bring______________________. The numbers of some kinds of sharks _______________over 90 percent _______________________________. danger to all ocean life Around 70 million have fallen in the last 20 to 30 years cruel harmful While-reading read para.2 and finish the mind-map. 9 1.What are the two environmental protection groups? environment n. — environmental adj.环境的 protect v. — protection n. 保护 2.What have they done to stop the sale of shark fins? They are teaching the public about “finning”. While-reading read para.3 and find out the information They have asked governments to develop laws (法律). Post-reading Retell the story 应用实践: 内化与运用 As middle school students, what can we do to save sharks? One great way is to tell their story to more people and call on people to save sharks! Post-reading Retell the story 应用实践: 内化与运用 A层 Speak for the sharks (要求：假设你是一只鲨鱼，基于文章用第一人称讲述自己的遭遇和海洋的现状，完成故事复述，语气生动。) B/C层 (要求：基于课文核心信息，基于文章完成选词填空，用第三人称复述鲨鱼的遭遇与保护现状，声音洪亮) Post-reading Retell the story 为鲨鱼发声 Post-reading Retell the story 应用实践: 内化与运用 Shark fin soup is popular, but it kills the whole shark. When people 1.______ sharks, they 2.______ off their fins and throw them back. This is cruel and 3.______ to the ocean. Sharks are at the top of the food chain, so their drop in numbers will bring 4.______ to all ocean life. Around 70 million sharks are caught and 5.______ every year. Some kinds have 6.______ by over 90%. Groups like WWF are teaching people about this and asking governments to make laws to stop the 7.______ of shark fins. No studies show shark fins are good for 8.______. Let’s 9.______ sharks together! catch cut harmful danger traded fallen sale health save B/C层 Post-reading Retell the story 应用实践: 内化与运用 I am a shark. I used to swim freely in the ocean. But humans often catch us. They cut off our fins and throw us back. Then we will slowly die. We are important to the ocean’s ecosystem. Every year, around 70 million sharks are caught. Now many kinds of sharks are in danger. Some groups ask for laws to protect us. Shark fins are not good for health. Please help save the sharks. A层 Who is the real killer? Post-reading Think and Analyze思考分析 A. The fishermen. B. The sellers. C. The cooks. D. The customers. 应用实践: 分析与判断 Let's help save the sharks! Post-reading Think and Analysis 应用实践: 分析与判断 拒绝鱼翅，年年有 。 Work in groups. You can choose either one of the two tasks: Homework 1. Make a poster of “Save the Sharks” and give a 2-minute group presentation to explain your design. （制作“拯救鲨鱼”海报，并做2分钟小组展示说明设计理念） 2.Creat 3 slogans of “Save the Sharks” . Then, act out a short dialogue to call on people to stop shark finning. （创作3条“拯救鲨鱼”标语；并表演一段呼吁人们拒绝鱼翅的短对话） null 22491.475 学科网 rbm.xkw.com rbm.xkw.com 127900.18 null 179470.92 $ Unit 13 We’re trying to save the earth. Section A 3a-3b学案 课前预习 一.重点单词 名词(n.) 1.(鱼)鳍 ____　　 2.生态系统 _________ 3.链子；链条 ______→食物链_____________ 4.工业；行业 _________→adj. ☆industrial______________（中文） 5.法律；法规 ____→ ☆lawyer________ n. 6.运输业；交通运输 _____________→运输；运送 v. ☆transport 动词(v. ) 7.承担得起；买得起 ______→. ☆affordable负担得起的 adj 形容词 (adj. ) 8.残酷的；残忍的 _______→☆ _________残暴地；残酷地 adv. 9.有害的 _________→ ☆_____伤害；损害 n. & v. →对……有害 _____________(短语）　 10. 科学上的；科学的 ___________→☆ _____________科学 n. 11.可重复使用的；可再次使用的 ________ →☆ ________重复使用；再次使用 n. & v. 兼词 12.现在；礼物 n. 现在的 adj. ________ 二.重点句型 1. This is ___ _____ cruel, ____ ____ ________ ___ the environment. 这种做法不但残忍，而且对环境有害。 2. ____ ________ ____ some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.在过去的二三十年里，某些品种的鲨鱼数量下降了百分之九十多。 3. _____ ______, no scientific studies have shown that shark fins ____ _____ ___ health. 到目前为止，没有科学研究表明鱼翅对健康有益。 课中学习 Sharks --Let’s describe! 1. They are ......（用一些形容词描述鲨鱼）_____________________________________________ 2. They live in......_____________________________________________ 3. They swim with......__________________________________________ 4. They eat ......_____________________________________________ 5. They have ......_____________________________________________ 6. Most can live for（活多久）_________________________________________ Pre-reading Predicting 预测 What’s the main idea of the article? 文章主旨大意 A.Some kinds of fish in the ocean. B.The sharks are endangered in the world. （①: in great danger ②:dangerous） C.Shark’s fin soup is famous and expensive. While-reading read &match（连线匹配）: skimming略读 Groups against “finning”. How to fight against shark finning? Para.1 Shark fin soup鱼翅羹. Why are sharks killed? Para.2 Endangered濒危的 sharks. What is Shark finning猎鳍行为? Para.3 While-reading read para.1 and answer: Scanning寻读 1. What food/dish is mentioned in the first sentence? _____________________________________________________________________ 2. What are people killing when they enjoy a bowl of shark fin soup? _____________________________________________________________________ While-reading read para.2 and finish the mind-map思维导图. While-reading read para.3 and find out the information 1.What are the two environmental protection groups? _____________________、 ___________________________ 2.What have they done to stop the sale of shark fins? First, they are___________________________________________________________________ Second, they have asked__________________________________________________________ Post-reading Retell the story故事复述(分层练习) A层(要求：假设你是一只鲨鱼，用第一人称讲述自己的遭遇和海洋的现状，顺着句子开头提示完成故事复述，语气要生动、有情感。) 1. I am a shark. I used to__________________________________ 2. But humans__________________________________ 3. They cut off__________________________________ 4. Then they__________________________________ 5. We are important to__________________________________ 6. Every year__________________________________ 7. Now many sharks__________________________________ 8. Some groups__________________________________ 9. Shark fins are not good for__________________________________ 10. Please help__________________________________ B/C层：(要求：基于课文核心信息，基于文章完成选词填空，用第三人称复述鲨鱼的遭遇与保护现状，声音洪亮) cut、catch、danger、harmful、traded、sale、fallen、save、health Shark fin soup is popular, but it kills whole sharks. When people 1.______ sharks, they 2.______ off their fins and throw them back. This is cruel残忍的 and 3.______ to the ocean. Sharks are at the top of the food chain食物链, so their drop in numbers will bring 4.______ to all ocean life. Around 70 million sharks are caught and 5.______ every year. Some kinds have 6.______ by over 90%. Groups like WWF are teaching people about this and asking governments to make laws to stop the 7.______ of shark fins. No studies show shark fins are good for 8.______. Let’s 9.______ sharks together! Post-reading Think and Analysis分析 Questions: Who is the real killer? Why do you think so? A. The fishermen. 捕捉鲨鱼的渔夫 B. The sellers. 贩卖鲨鱼的商贩 C. The cooks. 制鱼翅羹的厨师 D. The customers. 消费鱼翅的顾客 Because__________________________________(没有买卖就没有伤害？需求决定市场？......) Let's help save the sharks! 课后巩固 一、思考问题 What can we do to save the endangered animals? 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 二、单项填空。 (　　)1.The chemicals in the vegetables and fruit do harm 　　　　our health.  A.to　 B.from　 C.of　 (　　)2.Have you ever heard 　　Mr.White， the new head teacher？   A.to　 B.of　 C.out　 (　　)3.Paul is a foreign teacher in our school.So far， he 　　　　for over four years.  A.was teaching　 B.has taught　 C.taught　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 三、语法选择。 Let’s Protect Elephants! Elephants are smart and gentle animals, but now they are 1 great danger. People kill elephants for their ivory, and destroy their forests to make farms. So the number of elephants is 2 quickly. Now, many people are trying to help. The WWF teaches people not to buy things made of ivory, and helps governments 3 safe places for elephants to live. Some countries also make strict laws to stop the 4 of ivory. As students, we can help too. We can tell our family and friends about the 5 of elephants, and ask them to say no to ivory products. We should also learn 6 to protect forests, because forests are the home of elephants and many other animals. We can even post pictures and stories online 7 more people join us. Let’s work together to save elephants and keep our world 8 and beautiful. If we keep fighting, we 9 make a difference for elephants. Remember: protecting elephants is 10 just protecting one animal—it’s protecting our whole planet. (　　)1. A. in　　　B. on　　　C. at (　　)2. A. fall　　B. fell　　 C. falling (　　)3. A. make　　B. to make　C. making (　　)4. A. sale　　B. sell　　 C. sold (　　)5. A. situation B. situations C. situate ( )6. A. what　　B. how　　　C. when (　　)7. A. make　　B. to make　C. making (　　)8. A. clean　　B. cleaner　C. the cleanest (　　)9. A. can　　 B. must　　 C. should (　　)10. A. not　　 B. no　　　 C. never ( 1 ) 学科网（北京）股份有限公司 $