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I. Analysis of teaching material
The reading passage is named Save the Sharks!, which is try to arouse the readers' love and sympathy to endangered sharks. This passage is in a very vivid logic. Paragraph 1 introduce the problem of cutting shark fins to make shark fin soup. Paragraph 2 shows the bad influences of cutting off shark fins. The last paragraph talks about the solutions people adopted to save sharks.
II. Analysis of students
Students in this class are from Grade 9, class 3. They’ve learned basic knowledge about endangered animals such as elephants, pandas,monnkeys, but they don't know the problems they faced and how to save these endangered animals. If this lesson works well, Ss can not only optimize reading strategies but also cultivate and raise their consciousness of respecting and protecting animals, arouse the love and kindness deep in their hearts.
I. Teaching objectives
By the end of the class, students should be able to:
1. Language knowledge
Master the key words and sentences: shark, fin,cruel, ecosystem, industry, law, scientific, be harmful to, at the top of, the food chain.
Learn to introduce the situation of endangered animals from three aspects: problem sanimals are faced, bad influence of hurting animals and solutions of saving the animal.
2. Language skill
Optimize reading strategies of skimming, scanning, mind -mapping to improve reading ability.
Improve speaking and cooperative ability by discussing, writing and having a speech to appeal people to save endangered animals .
3. Affect and attitude
Arouse and raise sympathy and love to animals, appeal to more people to protect endangered animals instead of killing or hurting them cruelly.
I. Teaching focus and difficult points
1. It’s important to master the problems of sharks, human activities to sharks, the bad influences and the solutions of saving sharks by using effective reading strategies.
2. It’s difficult to imitate the structure to make a poster , and appeal people to protect more endangered animals.
I. Blackboard design
Unit 13 Save the Sharks! (Reading)
70,000,000 1 year problems: bad influence:
endangered shark fin soup the shark will die
cruel harmful to the environment
90% 20-30 years a picture of a shark
Solutions:
teach the public
ask government for help
Step 1 Lead in
T shows two pictures about a woman and a shark.
What do you think of the woman?(Ss: beautiful; kind)
What do you think of the shark?(Ss: ugly; scary)
T: Can you guess what is the woman doing? T shows a video.
T: Now,What do you think of the woman? What do you think of the shark?
设计意图：用两张照片导入，先让学生从外表上感受鲨鱼的凶猛和人类看似有的和善，然后通过展示人类捕杀鲨鱼、吃鱼翅的视频来形成鲜明对比，导入人类对鲨鱼不友好的主线。
Are people friendly to sharks?
T shows some pitures, presents the phrases: catch sharks; cut off shark fins; endangered.
T: Sharks are really endangered, we must save the sharks!
设计意图： 展示人类对鲨鱼的一系列伤害性的行为，既输入本课的重点词汇和新词汇为阅读作准备，又激发学生保护鲨鱼的想法，让学生主动投入到课堂中去，进入到情境里。
3.1 Fast reading
Skim the passage quickly, match the main idea of each paragraph.
Para 1 Introduction shark fin soup
Para 2 Bad influence happen when we cut off shark fins
Para 3 Things people have done to save the sharks.
设计意图：快速阅读，通过跳读这一阅读技巧迅速捕捉文章的大意，找到各段落的主旨句。
3.2 Detail reading:
Read paragraph 1, answer the questions.
1. What does the writer think of shark fin soup?
Famous and expensive.
Thinking: Why is it expensive?
You're killing a whole shark, while enjoying a bowl of shark fn soup.
It‘s the cost of life!
2. Where is Shark fin soup popular?
It is especially popular in southern China.(especially in Guang dong province)
Read paragraph 2, find two opinions about hurting sharks.
1. This is not only cruel, but also harmful to the environment.
Read paragraph 3, answer the questions.
1. What groups are mentioned?
WildAid; WWF
2. What do people do to save the sharks?
They’re teaching the public about “finning”.
They’ve even ask government to develop laws to stop the sale of shark fins.
设计意图：分段做细节阅读，训练学生专注力，提升通过阅读获取信息的能力。用非常详细的设问引导学生思考文字之间的逻辑关系和文字背后隐藏的深层含义。
4.1 Retell the passage and draw a mind-map
problem bad influence
cut off shark fins sharks will die
harmful to the environment
solutions: 
teach the pubilc
ask the government to...
设计意图：带领学生复述文章的主要内容，在复述的过程中形成思维导图，用简单的几个词概括文章结构，培养学生的逻辑思维能力，加深对文章的记忆，也为以读促写打下铺垫。
4.2 group work
Not only sharks, there are a lot kinds of animals are endangered. What endangered animals do you know?
elephants, tigers, pandas, crocodiles, golden monkeys...
Please make a poster to call more people to save them!In your poster, there should be:
1. a picture about the animal
2. What problem does it face?
3. What bad influence has caused ?(to the animal; to the environment)
4. What should we do to save the animal?
设计意图：小组合作，制作海报。既能够让学生充分运用本堂课所学知识，从问题、影响、解决措施三个方面来制作海报。更能在情感上培养学生尊重生命、爱护动物的品质，并且呼吁更多的人参与动物保护。
Think about 2 questions:
1. Why do people kill animals?
For the buyer: Become healthier; show off
For the saler: To make money.
2. What will happen if we are freindly to animals?
设计意图：挖掘文本深层意义，引发学生思考买卖背后的欲望。并设想人类和动物和谐相处后的画面。
A warm video about the harmony between people and animals. (1min)
Make students realize that "To love animal is to love ourselves!"
设计意图：用动物保护人类、与人类成为朋友的温馨短视频来治愈学生在课堂中看到恐怖、残忍图片的沉重心情。使学生更加憧憬人类和动物和谐相处的画面，真正唤醒学生内心保护动物，并号召更多人拯救濒危动物的品质。
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