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人教新目标 (Go for it) 版九年级全册Section A优质课第2课时教学设计
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这是一份人教新目标 (Go for it) 版九年级全册Section A优质课第2课时教学设计，共8页。教案主要包含了现在进行时，被动语态，现在完成时，情态动词等内容，欢迎下载使用。
UNIT 13 We’re trying to save the earth!
Section A(3a—4c) 第2课时
设计说明
本课时由分享保护环境的短文导入新课，通过谈论鲨鱼导入新学短文。课文教学从朗读入手，由浅及深，设计了快速阅读和精细阅读两个大的环节，辅之相应的阅读任务，通过完成这些阅读任务，训练学生对课文的整体理解和细节把握能力。对短文中出现的知识点进行讲解，帮助学生积累英语词汇和基本句型。本课的另一个重点是语法复习，对前面学习过的现在进行时态、used to的用法、被动语态、现在完成时态和情态动词进行复习巩固。最后，通过当堂达标，学生可自我检验自己的学习情况，以便查漏补缺。
教学目标
通过本课时的学习，让学生达成以下目标：
1. 知识目标
(1) 单词：shark, fin, cruel, harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation
(2) 短语：be harmful to, at the top of, the food chain, take part in, turn off,
pay for, take action
(3) 句型：①We should help save the sharks.
②We’re trying to save the earth.
③The river used to be so clean.
2. 能力目标
(1) 能理解短文内容，流利地朗读短文；
(2) 能掌握和运用新学的知识点；
(3) 熟练运用现在进行时、used to do结构、被动语态、现在完成时和情态动词。
3. 情感目标
树立保护鲨鱼、尊重自然的意识。
重点难点
重点：(1) 短文的朗读
(2) 对新学知识点的正确运用
难点：现在进行时、used to do结构、被动语态、现在完成时和情态动词在具体语言环境中的使用
教学准备
PPT课件；3a的录音
授课时数
1课时
教学过程
Step 1 Revision
1. Ask the students to say the phrases in English on their own.
(1)请求某人做某事 (2)起……作用；贡献力量
(3)清扫；把……弄干净 (4)太多
(5)把……变成…… (6)能够做某事
(7)降低；减少 (8)记得做某事
(9)（对……）产生影响或作用 (10)对……有益
2. Check the answers. And then ask the students to write them down.
Answers: (1) ask sb. to do sth. (2) play a part (in) (3) clean up
(4) too much / many (5) turn…into… (6) be able to do sth. (7) cut down
(8) remember to do sth. (9) make a difference (to…) (10) be good for
Step 2 Lead-in
1. Ask some students to share their passages about how to protect our environment. Then show an example passage.
An example:
It’s our duty to protect the earth. In order to protect our environment, we should turn off the lights when we leave a room. To cut down pollution, we can go to school by bike or by bus instead of by car. Trees are good for our environment, so let’s plant as many trees as we can every year. We should try to recycle books and paper. Our actions can make a difference. Let’s do it together!
2. Talk about the pictures.
T: What do you know about sharks? Tell us some information.
S: …
T: Do you think sharks can be endangered? Why?
S: …
Step 3 Reading
Fast reading
1. Ask the students to read the passage and then match the main idea with each paragraph.
Talk about shark fin soup. Para. 3
Sharks are endangered now. Para. 1
Call on people against eating shark fins. Para. 2
2. Check the answers.
Answers:
Talk about shark fin soup. Para. 3
Sharks are endangered now. Para. 1
Call on people against eating shark fins. Para. 2
Careful reading
Task 1
1. Ask the students to read Paragraph 2 and Paragraph 3, and then write T for true and F for false.
（ ）(1) Without a fin, a shark can no longer swim and dies.
（ ）(2) Sharks are at the top of the food chain in the ocean’s ecosystem.
（ ）(3) Around 50 million sharks are caught and traded in this industry every year.
（ ）(4) The numbers of some kinds of sharks have fallen by more than 90 percent in the last 20 to 30 years.
（ ）(5) WildAid and the WWF are environmental protection groups in Europe.
2. Check the answers.
Answers:
(1) T (2) T (3) F (4) T (5) F
Task 2
Work on 3a.
Read the passage about sharks and complete the fact sheet in 3a.
Answers:
Where shark fin soup is popular
in southern China
Number of sharks caught and traded every year
about 70 million
How governments can help
develop laws to stop the sale of shark fins
Two environmental groups against “finning”
WildAid and the WWF
Task 3
Work on 3b.
1. Ask the students to fill in the blanks with the words in the box on their own.
2. Ask them to read the passage again to check the answers.
3. Check answers by reading the sentences.
Answers: 1. when 2. so 3. but 4. Although 5. if
Task 4
1. Read the passage together with the students. Explain some words and expressions.
2. Listen to the recording and follow it.
3. Read the passage.
4. Encourage some students to read the passage and correct the pronunciation errors.
After reading
Retell the passage according to the structure below.
Step 4 Language points
1. Many have heard of shark fin soup. 很多人听说过鱼翅羹。
hear of 意为“听说”。
Have you heard of aliens from Mars?
你听过说来自火星的外星人吗？
The girl was sad to hear of her favourite star’s death.
听到她最喜欢的明星去世的消息，这个女孩感到很伤心。
2. This is not only cruel, but also harmful to the environment.
这种做法不仅残忍，而且对环境有害。
be harmful to…意为“对……有害”，相当于do harm to…/be bad for…。
Eating too much fast food is harmful to our health.
吃太多快餐对我们的健康有害。
3. Sharks are at the top of the food chain in the ocean’s ecosystem.
鲨鱼处于海洋生态系统食物链的顶端。
at the top of…意为“在……顶部/顶端”，反义短语为at the bottom of，意为“在……的底部”。
He was standing at the top of the stairs. 他站在楼梯顶端。
Step 5 Grammar Focus
1. Ask the students to read the sentences together. Make sure they understand all the sentences.
We’re trying to save the earth.
The river used to be so clean.
The air is badly polluted.
No scientific studies have shown that shark fins are good for health.
We should help save the sharks.
2. Go over the present progressive, used to, passive voice, present perfect and modal verbs together with the students.
一、现在进行时
1.意义：表示现在正在进行的动作, 也表示现阶段或当前一段时间内正在进行的动作。
2.构成：am/is/are + 动词-ing
3.标志词：look, listen, now
Look! The children are playing basketball on the playground.
看！孩子们正在操场上打篮球。
[助记]
现在进行时，构成“am/is/are+动词-ing”要牢记。
look, listen是标志，now也是常见词。
若问be用何形式，须看主语人称、数。
一般问句be提前，否定be后not立。
二、辨析used to do sth.与be used to doing sth.
used to do sth. 表示过去常常做某事, 而现在不做了。
be used to doing sth. 表示习惯于做某事。
I used to get up at eight o’clock. 我过去常常8点起床。
Joe is used to drinking a cup of milk for breakfast. 乔习惯于早饭喝杯牛奶。
三、被动语态
1. 意义：被动语态表示主语是谓语动词所表示的动作的承受者。
2. 构成：be +及物动词的过去分词
A new library was built last year. 去年建造了一个新图书馆。
We’re going to visit the museum tomorrow, so getting up early is advised.
我们明天将去参观博物馆，因此建议早起。
四、现在完成时
1. 意义：表示过去已经发生或完成的动作对现在造成的影响或结果; 或者表示从过去某一时间开始一直延续到现在并还可能持续下去的动作。
2. 构成：has/have + 动词的过去分词
3. 标志词：already, yet, ever, never, since, for…
I haven’t finished my homework yet. 我还没完成我的家庭作业。
五、情态动词
1. 特点：情态动词不能单独使用，必须与后面的动词原形一起构成句子的谓语，表示请求、允许、命令、建议等语气。
2. 常见情态动词的含义：
can
能；能够
My uncle can speak several foreign languages.
我叔叔会说好几种外语。
would
将
They said they would arrive in half an hour.
他们说他们将在半小时后到达。
could
能；可以
Could you help me with my English?
你能帮我学英语吗？
have to
必须；不得不
As there was no bus or taxi. We had to walk back to the hotel. 因为没有公共汽车和出租车，我们不得不步行回到旅馆。
should
应该
Everyone should protect the environment.
每个人都应该保护环境。
must
必须
We mustn’t break the rules.
我们一定不能违反规定。
may/might
可以；可能
May I know your name, please?
请问我可以知道您的姓名吗？
Step 6 Practice
Work on 4a.
Fill in the blanks with the correct forms of the verbs in brackets.
Joe: ______ you ever ______ (take) part in an environmental project?
Ken: Yes, I have. I ______ (help) with a Clean-Up Day last year. It was ______ (consider) the biggest clean-up project this city ______ ever ______ (have).
Joe: How many people ______ (take) part?
Ken: I ______ (think) more than 1,000 people ______ (come) to help out.
Joe: That’s fantastic! I guess everyone in this city is ______ (try) to improve the environment.
Ken: Yes, we can’t afford to ______ (wait) any longer to take action!
Answers: Have…taken; helped; considered; had…had; took; think; came; trying; wait
Work on 4b.
Fill in the blanks with the appropriate modal verbs from the box.
can would could have to
should must may/might
People ______ think that big things ______ be done to save the earth. Many forget that saving the earth begins with small things. For example, you ______ save electricity by turning off the lights when you leave a room. You ______ also use reusable bags instead of plastic bags. I think it’s a great idea that you now ______ pay for plastic bags in some stores. And instead of driving to school or work, you ______ ride your bike or walk. If it’s far, you ______ take the bus. All these small things ______ add up and become big things that ______ improve the environment. Let’s take action now!
Answers: may/might; must/have to/should; can/should/could; can/could/should; have to; can/could/should; can/could; can/could; would/can/could
Step 7 Discussion
Work on 4c.
1. Ask the students to make a list of things that people can do to help the environment.
use public transportation
Possible Answers:
turn off the lights when you leave a room
use reusable bags instead of plastic bags
ride bikes or walk to school or work
recycle books and paper
…
2. Have the students discuss the ways to protect the environment with their partners.
For example:
A: I think that everyone should use public transportation.
B: I disagree. It’s difficult for parents with young children to use public transportation…
Step 8 Do a project
Ask the students to work in groups. Make a poster about shark protection.
Step 9 Homework
1. Make a poster about shark protection.
2. Preview the new words and expressions.
板书设计
UNIT 13 We’re trying to save the earth!
Section A（3a—4c）
1. hear of
2. each / every time
3. a bowl of
4. cut off
5. not only…but also…
6. be harmful to
7. no longer
8. in fact
9. the number of
10. such as
11. so far
Grammar Focus
1. 现在进行时
2. used to
3. 被动语态
4. 现在完成时
5. 情态动词
UNIT 13 We’re trying to save the earth!
Section A(3a—4c) 第2课时
设计说明
本课时由分享保护环境的短文导入新课，通过谈论鲨鱼导入新学短文。课文教学从朗读入手，由浅及深，设计了快速阅读和精细阅读两个大的环节，辅之相应的阅读任务，通过完成这些阅读任务，训练学生对课文的整体理解和细节把握能力。对短文中出现的知识点进行讲解，帮助学生积累英语词汇和基本句型。本课的另一个重点是语法复习，对前面学习过的现在进行时态、used to的用法、被动语态、现在完成时态和情态动词进行复习巩固。最后，通过当堂达标，学生可自我检验自己的学习情况，以便查漏补缺。
教学目标
通过本课时的学习，让学生达成以下目标：
1. 知识目标
(1) 单词：shark, fin, cruel, harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation
(2) 短语：be harmful to, at the top of, the food chain, take part in, turn off,
pay for, take action
(3) 句型：①We should help save the sharks.
②We’re trying to save the earth.
③The river used to be so clean.
2. 能力目标
(1) 能理解短文内容，流利地朗读短文；
(2) 能掌握和运用新学的知识点；
(3) 熟练运用现在进行时、used to do结构、被动语态、现在完成时和情态动词。
3. 情感目标
树立保护鲨鱼、尊重自然的意识。
重点难点
重点：(1) 短文的朗读
(2) 对新学知识点的正确运用
难点：现在进行时、used to do结构、被动语态、现在完成时和情态动词在具体语言环境中的使用
教学准备
PPT课件；3a的录音
授课时数
1课时
教学过程
Step 1 Revision
1. Ask the students to say the phrases in English on their own.
(1)请求某人做某事 (2)起……作用；贡献力量
(3)清扫；把……弄干净 (4)太多
(5)把……变成…… (6)能够做某事
(7)降低；减少 (8)记得做某事
(9)（对……）产生影响或作用 (10)对……有益
2. Check the answers. And then ask the students to write them down.
Answers: (1) ask sb. to do sth. (2) play a part (in) (3) clean up
(4) too much / many (5) turn…into… (6) be able to do sth. (7) cut down
(8) remember to do sth. (9) make a difference (to…) (10) be good for
Step 2 Lead-in
1. Ask some students to share their passages about how to protect our environment. Then show an example passage.
An example:
It’s our duty to protect the earth. In order to protect our environment, we should turn off the lights when we leave a room. To cut down pollution, we can go to school by bike or by bus instead of by car. Trees are good for our environment, so let’s plant as many trees as we can every year. We should try to recycle books and paper. Our actions can make a difference. Let’s do it together!
2. Talk about the pictures.
T: What do you know about sharks? Tell us some information.
S: …
T: Do you think sharks can be endangered? Why?
S: …
Step 3 Reading
Fast reading
1. Ask the students to read the passage and then match the main idea with each paragraph.
Talk about shark fin soup. Para. 3
Sharks are endangered now. Para. 1
Call on people against eating shark fins. Para. 2
2. Check the answers.
Answers:
Talk about shark fin soup. Para. 3
Sharks are endangered now. Para. 1
Call on people against eating shark fins. Para. 2
Careful reading
Task 1
1. Ask the students to read Paragraph 2 and Paragraph 3, and then write T for true and F for false.
（ ）(1) Without a fin, a shark can no longer swim and dies.
（ ）(2) Sharks are at the top of the food chain in the ocean’s ecosystem.
（ ）(3) Around 50 million sharks are caught and traded in this industry every year.
（ ）(4) The numbers of some kinds of sharks have fallen by more than 90 percent in the last 20 to 30 years.
（ ）(5) WildAid and the WWF are environmental protection groups in Europe.
2. Check the answers.
Answers:
(1) T (2) T (3) F (4) T (5) F
Task 2
Work on 3a.
Read the passage about sharks and complete the fact sheet in 3a.
Answers:
Where shark fin soup is popular
in southern China
Number of sharks caught and traded every year
about 70 million
How governments can help
develop laws to stop the sale of shark fins
Two environmental groups against “finning”
WildAid and the WWF
Task 3
Work on 3b.
1. Ask the students to fill in the blanks with the words in the box on their own.
2. Ask them to read the passage again to check the answers.
3. Check answers by reading the sentences.
Answers: 1. when 2. so 3. but 4. Although 5. if
Task 4
1. Read the passage together with the students. Explain some words and expressions.
2. Listen to the recording and follow it.
3. Read the passage.
4. Encourage some students to read the passage and correct the pronunciation errors.
After reading
Retell the passage according to the structure below.
Step 4 Language points
1. Many have heard of shark fin soup. 很多人听说过鱼翅羹。
hear of 意为“听说”。
Have you heard of aliens from Mars?
你听过说来自火星的外星人吗？
The girl was sad to hear of her favourite star’s death.
听到她最喜欢的明星去世的消息，这个女孩感到很伤心。
2. This is not only cruel, but also harmful to the environment.
这种做法不仅残忍，而且对环境有害。
be harmful to…意为“对……有害”，相当于do harm to…/be bad for…。
Eating too much fast food is harmful to our health.
吃太多快餐对我们的健康有害。
3. Sharks are at the top of the food chain in the ocean’s ecosystem.
鲨鱼处于海洋生态系统食物链的顶端。
at the top of…意为“在……顶部/顶端”，反义短语为at the bottom of，意为“在……的底部”。
He was standing at the top of the stairs. 他站在楼梯顶端。
Step 5 Grammar Focus
1. Ask the students to read the sentences together. Make sure they understand all the sentences.
We’re trying to save the earth.
The river used to be so clean.
The air is badly polluted.
No scientific studies have shown that shark fins are good for health.
We should help save the sharks.
2. Go over the present progressive, used to, passive voice, present perfect and modal verbs together with the students.
一、现在进行时
1.意义：表示现在正在进行的动作, 也表示现阶段或当前一段时间内正在进行的动作。
2.构成：am/is/are + 动词-ing
3.标志词：look, listen, now
Look! The children are playing basketball on the playground.
看！孩子们正在操场上打篮球。
[助记]
现在进行时，构成“am/is/are+动词-ing”要牢记。
look, listen是标志，now也是常见词。
若问be用何形式，须看主语人称、数。
一般问句be提前，否定be后not立。
二、辨析used to do sth.与be used to doing sth.
used to do sth. 表示过去常常做某事, 而现在不做了。
be used to doing sth. 表示习惯于做某事。
I used to get up at eight o’clock. 我过去常常8点起床。
Joe is used to drinking a cup of milk for breakfast. 乔习惯于早饭喝杯牛奶。
三、被动语态
1. 意义：被动语态表示主语是谓语动词所表示的动作的承受者。
2. 构成：be +及物动词的过去分词
A new library was built last year. 去年建造了一个新图书馆。
We’re going to visit the museum tomorrow, so getting up early is advised.
我们明天将去参观博物馆，因此建议早起。
四、现在完成时
1. 意义：表示过去已经发生或完成的动作对现在造成的影响或结果; 或者表示从过去某一时间开始一直延续到现在并还可能持续下去的动作。
2. 构成：has/have + 动词的过去分词
3. 标志词：already, yet, ever, never, since, for…
I haven’t finished my homework yet. 我还没完成我的家庭作业。
五、情态动词
1. 特点：情态动词不能单独使用，必须与后面的动词原形一起构成句子的谓语，表示请求、允许、命令、建议等语气。
2. 常见情态动词的含义：
can
能；能够
My uncle can speak several foreign languages.
我叔叔会说好几种外语。
would
将
They said they would arrive in half an hour.
他们说他们将在半小时后到达。
could
能；可以
Could you help me with my English?
你能帮我学英语吗？
have to
必须；不得不
As there was no bus or taxi. We had to walk back to the hotel. 因为没有公共汽车和出租车，我们不得不步行回到旅馆。
should
应该
Everyone should protect the environment.
每个人都应该保护环境。
must
必须
We mustn’t break the rules.
我们一定不能违反规定。
may/might
可以；可能
May I know your name, please?
请问我可以知道您的姓名吗？
Step 6 Practice
Work on 4a.
Fill in the blanks with the correct forms of the verbs in brackets.
Joe: ______ you ever ______ (take) part in an environmental project?
Ken: Yes, I have. I ______ (help) with a Clean-Up Day last year. It was ______ (consider) the biggest clean-up project this city ______ ever ______ (have).
Joe: How many people ______ (take) part?
Ken: I ______ (think) more than 1,000 people ______ (come) to help out.
Joe: That’s fantastic! I guess everyone in this city is ______ (try) to improve the environment.
Ken: Yes, we can’t afford to ______ (wait) any longer to take action!
Answers: Have…taken; helped; considered; had…had; took; think; came; trying; wait
Work on 4b.
Fill in the blanks with the appropriate modal verbs from the box.
can would could have to
should must may/might
People ______ think that big things ______ be done to save the earth. Many forget that saving the earth begins with small things. For example, you ______ save electricity by turning off the lights when you leave a room. You ______ also use reusable bags instead of plastic bags. I think it’s a great idea that you now ______ pay for plastic bags in some stores. And instead of driving to school or work, you ______ ride your bike or walk. If it’s far, you ______ take the bus. All these small things ______ add up and become big things that ______ improve the environment. Let’s take action now!
Answers: may/might; must/have to/should; can/should/could; can/could/should; have to; can/could/should; can/could; can/could; would/can/could
Step 7 Discussion
Work on 4c.
1. Ask the students to make a list of things that people can do to help the environment.
use public transportation
Possible Answers:
turn off the lights when you leave a room
use reusable bags instead of plastic bags
ride bikes or walk to school or work
recycle books and paper
…
2. Have the students discuss the ways to protect the environment with their partners.
For example:
A: I think that everyone should use public transportation.
B: I disagree. It’s difficult for parents with young children to use public transportation…
Step 8 Do a project
Ask the students to work in groups. Make a poster about shark protection.
Step 9 Homework
1. Make a poster about shark protection.
2. Preview the new words and expressions.
板书设计
UNIT 13 We’re trying to save the earth!
Section A（3a—4c）
1. hear of
2. each / every time
3. a bowl of
4. cut off
5. not only…but also…
6. be harmful to
7. no longer
8. in fact
9. the number of
10. such as
11. so far
Grammar Focus
1. 现在进行时
2. used to
3. 被动语态
4. 现在完成时
5. 情态动词
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