Unit3AnimalsAreOurFriendsLesson17教学设计冀教版（2012）八年级英语下册

Unit3AnimalsAreOurFriends

Lesson17:SavetheTigers

I.TeachingObjectives

Bytheendofthelesson,studentswillbeableto:

Understandthetextstructurebymatchingparagraphswithmainideas,extractingsupportingdetails,aligningwithHighschoolentranceexaminationreadingprehensionskills(textanalysis,mainideaidentification).

Masterkeyvocabularyandphrasese.g.e.g.,volunteer,symbol,balance,extinct,protect)todescribetigers’statusandenvironmentalimportance,preparingforHighschoolentranceexaminationvocabularytasks.

Grasptheecologicalsignificanceoftigers(topofthefoodchain,maintainingwildlifebalance)andrecognizetheirendangeredsituation,supportingHighschoolentranceexaminationstylethematicanalysisofenvironmentalprotection.

Collaborateingroupstobrainstormanimalprotectionmethods,enhancingHighschoolentranceexaminationoralmunicationandcriticalthinkingskills.

II.KeyPoints&Difficulties

KeyPoints

TextContent:

Paragraph1:Introduce“SavetheTigers”volunteergroupandtigerpopulationdecline.

Paragraph2:Explaintigers’ecologicalimportance(topofthefoodchain,maintainingwildlifebalance).

Paragraph3:Detailthreatstotigers(hunting,habitatloss)andtheirendangeredstatus.

Vocabulary&Concepts:

Terms:volunteer,symbol,foodchain,balance,extinct;Concepts:ecologicalbalance,endangeredspeciescauses.

Difficulties

Explainingecologicalbalance(howtigers’existenceaffectsotherspecies)insimpleEnglish.

Usingplexvocabulary(e.g.,extinct,habitatloss)todiscussenvironmentalissuesaccurately.

Linkingtigerprotectiontobroaderanimalandenvironmentalprotectionactions.

III.TeachingMethods

TaskBasedLearning(TBL):Throughtextanalysistasks(matchingmainideas,findingsupportingsentences),vocabularypractice,andgroupdiscussiononprotectionmethods.

ConceptMapping:Visualizetigers’roleintheecosystem(foodchain→balance→environmentalimportance)tosimplifyplexideas.

CollaborativeLearning:Groupworkforprotectionmethodbrainstorming,emphasizingpeerfeedbackonideafeasibilityandvocabularyuse.

IV.TeachingAids

CAI(tigerecosystemanimations,vocabularydefinitionslides,conceptmappingtemplates).

Textbook,worksheets,and“TigerRoleCards”(illustratingtigersinthefoodchain,symbolsofstrengthfordiscussion).

V.TeachingProcedures

Step1:Warmup–TigersinDailyLife(5mins)

DiscusstheTHINKABOUTITquestions:

Wherecanyouusuallyseeatiger?(E.g.,“Inthezoo,instorybooks,orinnaturedocumentaries.”)

Doyouthinktigersneedourhelp?Whyorwhynot?(E.g.,“Yes—theirnumbersaredropping;habitatlossandhuntingthreatenthem.”)

Share:Invite3–4studentstoshare,writingkeywords(tigerhabitats,protectionneed,endangered).

Step2:Prereading–Vocabulary&Prediction(8mins)

VocabularyIntroduction:

Teachkeytermswithexamples:

Volunteer:“‘SavetheTigers’hasvolunteerswhoworktoprotecttigers.”

Symbol:“Tigersaresymbolsofstrengthinmanystories.”

Foodchain:“Tigersareatthetopofthefoodchain—theycontrolotheranimalnumbers.”

Balance:“Tigershelpkeeptheecosysteminbalance.”

Extinct:“Ifwedon’tprotecttigers,theymightbeeextinct(nolongerexist).”

Use“TigerRoleCards”tovisualizethefoodchainconcept(tiger→deer→grassrelationship).

Prediction:

Ask:Whatproblemswillthetextmentionabouttigers?Howcanvolunteershelp?

Step3:Reading–TextAnalysis&ConceptMapping(12mins)

pleteLet’sDoIt!1(MainIdeaMatching):

Answers:

Paragraph1→B(“SavetheTigers”volunteergroup&tigernumberdecline).

Paragraph2→C(Tigers’environmentalimportance).

Paragraph3→A(Tigers’endangeredstatus).

FindSupportingSentences(Let’sDoIt!2):

Answers(Examples):

Paragraph1:“Atthebeginningofthe20thcentury...droppedtoafewthousand.”

Paragraph2:“Ithelpskeepthenumberofotherwildanimalsinbalance.Forthisreason,tigersareimportanttotheenvironment.”

Paragraph3:“Somepeoplehuntandkilltigersformoney...Thenumberoftigersinthewildisquicklydecreasing...”

ConceptMapping:

Drawaclassconceptmap:Tigers→Topoffoodchain→Controlanimalnumbers→Maintainecosystembalance→Environmentallyimportant.

Step4:Vocabulary&CriticalThinking(10mins)

VocabularyApplication:

Rewritesentenceswithkeyterms:

“Volunteershopetostoptigersfromdisappearing.”→“Volunteershopetopreventtigersfrombeingextinct.”

“TigersliveinAsianforests.”→“Tigers’naturalhabitatisAsianforests;habitatlossthreatensthem.”

Errorcorrectionpractice(e.g.,“Tigersarenotimportanttoenvironment.”→addthe,explainecosystembalance).

DiscussionStarter:

Ask:“Iftigersgoextinct,howwilltheforestecosystemchange?GuessandexplaininsimpleEnglish.”(E.g.,“Deernumbersmightincrease,eatingtoomuchgrass,affectingotherplants.”)

Step5:GroupProject–Tiger&AnimalProtectionMethods(15mins)

TaskIntroduction:

GuidingQuestionsforGroupDiscussion:

Whatcanindividualsdo?(E.g.,“Donatetoprotectiongroups,avoidproductsfromtigerparts.”)

Whatcanmunitiesdo?(E.g.,“Protecttigerhabitats,organizeeducationalevents.”)

Whatroledogovernmentsplay?(E.g.,“Makestrictlawsagainsthunting,fundconservationprojects.”)

TemplateforRecordingIdeas:

Individualactions:____________________

munityactions:____________________

Governmentactions:____________________

GroupWork:

Studentsdiscuss,fillinthetemplate,andpreparea3minutepresentation.Theteachercirculatestoguidevocabularyuse(e.g.,habitatprotection,antihuntinglaws).

ClassSharing:

Groupspresentprotectionmethods.Feedbackfocuseson:

Clarityofideasandvocabularyaccuracy.

Feasibilityofproposedactions(e.g.,“Donatingispractical;habitatrestorationneedslongtermeffort”).

Step6:Summary&Homework(5mins)

Summary:

Recaptextstructure(3paragraphs’mainideas),tigers’ecologicalrole,andkeyprotectionmethods.

Homework:

（1）Writea6sentenceparagraph:“WhyTige