Unit3AnimalsAreOurFriendsLesson14教学设计冀教版（2012）八年级英语下册

Unit3AnimalsAreOurFriendsLesson14:AmazingAnimalsI.TeachingObjectivesBytheendofthelesson,studentswillbeableto:Knowledge:Extractdetailsof4amazinganimals(longearedjerboas,kiwis,longnosedmonkeys,flyingfish)includinghabitat,appearance,specialability,aligningwithHSEEreadingdetailextractionskills.Mastertargetwords(mouse,sand,lay,wings,enemy,avoide.g.dusethemaccuratelyincontext(e.g.,layeggs,avoidenemies).Understandanimalenvironmentadaptatione.g.e.g.,jerboasjumponsand;flyingfishusewingstoavoidenemies).Skills:pleteHSEEstyletrue/falsereadingtasksbylocatingtextevidence.Describeamazinganimalsusingthestructure:“Name:...Where:...Whatmakesthemamazing:...”,enhancingHSEEwritingandspeakingpetence.Analyzethetextstructure(name→appearance/ability→habitat)tomodelHSEEreadingstrategies.Emotion:Appreciatethediversityofanimalsinnature,fosteringcuriosityandenvironmentalprotectionawareness.II.KeyPoints&DifficultiesKeyPoints:Readingprehension:Identify4animals’features:Jerboa:Lookslikemice/rabbits,longears/hindlegs,jumpslikekangaroos,livesinAsiandeserts.Kiwi:Bird,can’tfly,laysbigeggs,livesinNewZealand.Longnosedmonkey:Bignose,shakesnosewhenhappy,livesinSoutheastAsia.Flyingfish:Lookslikeabird,flapswings(fins)toglide,livesworldwide.Recognizetrue/falsejudgmentcriteria(e.g.,“JerboasliveinEurope”→false,textsays“Asiandeserts”).Vocabulary&Grammar:Uselay(verb,“layeggs”),avoid(verb,avoid+noun/enemy),wings(noun,flyingfish’sfins),enemy(noun,pluralenemies).Masterthestructure“...are...,but...”(e.g.,Kiwisarebirds,buttheycan’tfly.).Difficulties:Differentiatingliteralvs.figurativedescriptions(e.g.,flyingfish’s“wings”arefins,notrealwings).Integratingmultipleanimalfeaturesintoacoherentdescription(e.g.,writingaparagraphaboutoneanimalusing3+details).III.TeachingMethodsTaskBasedLearning(TBL):Throughreadingtrue/falsetasks,vocabularyfilling,andanimalinfocardcreation.TextAnalysisApproach:Unpackeachanimal’sstructure(name→appearance/ability→habitat)tomodelHSEEreadingstrategies.CollaborativeLearning:Pairworkforinfocardcreation,emphasizingpeerfeedbackondetailandlanguageuse.IV.TeachingAidsTextbook,PPT(animalimages,vocabularyanimations,infocardtemplates),worksheets(vocabularypractice,infocardguides).V.TeachingProceduresStep1:Warmup–NameThatAmazingAnimal(5mins)DiscussTHINKABOUTIT:Ask:“Canyounamesomeanimalsyou’veneverseen?Whatanimalsdoyouthinkareamazing?Why?”(E.g.,Platypus,narwhal;“Firefliesareamazing—theylightup!”)Invite3–4studentstoshare,writingkeywords(amazing,animals,jerboa,kiwi).LeadintoAmazingAnimals:Say:“Todaywe’llmeet4‘superanimals’—theylookliketwoanimals,can’tflythoughthey’rebirds,havehugenoses...Let’sexplore!”Step2:Prereading–Vocabulary&Prediction(8mins)TeachTargetVocabulary:Useimagesandsentencestointroducewords:mouse:“Jerboaslooklikemice,buthavelongerears.”(Showjerboavs.mouseimage.)sand:“JerboasjumponsandinAsiandeserts.”(Showdesertsandimage.)lay:“Kiwislaybigeggs,likechickens.”(Showkiwieggimage.)wings:“Flyingfishhavewings(fins)toglide.”(Showflyingfishimage.)enemy:“Flyingfishflapwingstoavoidenemies.”(Showfishescapingpredatorimage.)avoid:“Weshouldavoiddanger.”(Showsafetytipimage.)Highlightwordclasses:mouse(n.,pluralmice),sand(n.),lay(v.),wings(n.,plural),enemy(n.,pluralenemies),avoid(v.).PredictAnimalFeatures:Ask:“Whyisa‘longearedjerboa’amazing?What’sspecialaboutaflightlessbird(kiwi)?”Letstudentsguessandjustify.Step3:Reading–ExtractAnimalDetails(12mins)pleteLet’sDoIt!1(True/False):Answers:T(Jerboaslooklikemicewithlongears.)T(Theirfrontlegsareshorter;hindlegsarelongerforjumping.)T(Theyjumplikekangaroos.)F(TheyliveinAsiandeserts,notEurope.)Analysis:Guidestudentstofindtextevidence(e.g.,“liveinthedesertsofAsia”→Q4false).TextStructureMapping:Foreachanimal,identifythepattern:Name→Appearance/Ability→Habitat.ModelHSEEstrategy:“Scanforpropernouns(habitats:NewZealand,SoutheastAsia...)anddescriptiveadjectives(longeared,bignosed)tolocatedetails.”Step4:VocabularyPractice–Form&Use(10mins)pleteLet’sDoIt!2(WordFilling):Answers:mouse(ranout,didn’tseethecat→singularmouse)sand(walkonthebeach’ssand)lay(chickenslayeggs)wings(birdsusewingstofly)avoid(stopsuddenlytoavoidaccident)enemy(nogreaterenemythanoneself)GrammarFocus:layvs.lie(lay:下蛋/放置，过去式laid;lie:躺，过去式lay—本课仅需掌握layeggs用法).avoid+noun(e.g.,avoidenemies,avoiddanger).SentenceExpansion:Askstudentstoextendsentenceswithtargetwords(e.g.,“Flyingfishhavewingstoavoidenemiesintheocean.”).Step5:Speaking&Writing–CreateAnimalInfoCards(15mins)TaskIntroduction:Provideaninfocardtemplate:Name:__________Where:__________Whatmakesthemamazing:__________(appearance+ability+funfact)Example:“Name:Kiwi.Where:NewZealand.Whatmakesthemamazing:Theyarebirdsbutcan’tfly.Theylaybigeggs!”PairWork:Studentsfillinfocardsforthe4animals(jerboa,kiwi,longnosedmonkey,flyingfish),addingfunfactsfromthetext.ClassSharing:Invite2–3pairstopresent.Feedbackfocuseson:Accuratevocabularyuse(lay,avoid,wings).Clearstructure(appearance→ability→habitat).Step6:Summary&Homework(5mins)Summary:Recap:4Animals:Jerboa(Asiandeserts,mouselike),Kiwi(NewZealand,flightlessbird),Longnosedmonkey(SoutheastAsia,bignosed),Flyingfish(worldwide,wingedglider).Vocabulary:mouse,sand,lay,wings,enemy,avoid;Structure:“...are...,but...”.CoreMessage:“Animalsarefullofsurprises—observeandrespectnature!”Homework:Writing:Writea10sentencepassageabout“MyFavoriteAmazingAnimal”,using5targetwordsand3detailsfromthe