Unit 3 Animals Are Our Friends Lesson 17教学设计 2024-2025学年冀教版（2012）八年级英语下册

Unit 3 Animals Are Our Friends Lesson 17: Save the Tigers I. Teaching Objectives By the end of the lesson, students will be able to: Understand the text structure by matching paragraphs with main ideas, extracting supporting details, aligning with High school entrance examination reading comprehension skills (text analysis, main idea identification). Master key vocabulary and phrases (e.g., volunteer, symbol, balance, extinct, protect) to describe tigers’ status and environmental importance, preparing for High school entrance examination vocabulary tasks. Grasp the ecological significance of tigers (top of the food chain, maintaining wildlife balance) and recognize their endangered situation, supporting High school entrance examination - style thematic analysis of environmental protection. Collaborate in groups to brainstorm animal - protection methods, enhancing High school entrance examination oral communication and critical - thinking skills. II. Key Points & Difficulties Key Points Text Content: Paragraph 1: Introduce “Save the Tigers” volunteer group and tiger population decline. Paragraph 2: Explain tigers’ ecological importance (top of the food chain, maintaining wildlife balance). Paragraph 3: Detail threats to tigers (hunting, habitat loss) and their endangered status. Vocabulary & Concepts: Terms: volunteer, symbol, food chain, balance, extinct; Concepts: ecological balance, endangered species causes. Difficulties Explaining ecological balance (how tigers’ existence affects other species) in simple English. Using complex vocabulary (e.g., extinct, habitat loss) to discuss environmental issues accurately. Linking tiger protection to broader animal - and environmental - protection actions. III. Teaching Methods Task - Based Learning (TBL): Through text - analysis tasks (matching main ideas, finding supporting sentences), vocabulary practice, and group discussion on protection methods. Concept Mapping: Visualize tigers’ role in the ecosystem (food chain → balance → environmental importance) to simplify complex ideas. Collaborative Learning: Group work for protection - method brainstorming, emphasizing peer feedback on idea feasibility and vocabulary use. IV. Teaching Aids CAI (tiger - ecosystem animations, vocabulary - definition slides, concept - mapping templates). Textbook, worksheets, and “Tiger Role Cards” (illustrating tigers in the food chain, symbols of strength for discussion). V. Teaching Procedures Step 1: Warm - up – Tigers in Daily Life (5 mins) Discuss the THINK ABOUT IT questions: Where can you usually see a tiger? (E.g., “In the zoo, in storybooks, or in nature documentaries.”) Do you think tigers need our help? Why or why not? (E.g., “Yes—their numbers are dropping; habitat loss and hunting threaten them.”) Share: Invite 3–4 students to share, writing keywords (tiger habitats, protection need, endangered). Step 2: Pre - reading – Vocabulary & Prediction (8 mins) Vocabulary Introduction: Teach key terms with examples: Volunteer: “‘Save the Tigers’ has volunteers who work to protect tigers.” Symbol: “Tigers are symbols of strength in many stories.” Food chain: “Tigers are at the top of the food chain—they control other animal numbers.” Balance: “Tigers help keep the ecosystem in balance.” Extinct: “If we don’t protect tigers, they might become extinct (no longer exist).” Use “Tiger Role Cards” to visualize the food - chain concept (tiger → deer → grass relationship). Prediction: Ask: What problems will the text mention about tigers? How can volunteers help? Step 3: Reading – Text Analysis & Concept Mapping (12 mins) Complete Let’s Do It! 1 (Main Idea Matching): Answers: Paragraph 1 → B (“Save the Tigers” volunteer group & tiger - number decline). Paragraph 2 → C (Tigers’ environmental importance). Paragraph 3 → A (Tigers’ endangered status). Find Supporting Sentences (Let’s Do It! 2): Answers (Examples): Paragraph 1: “At the beginning of the 20th century... dropped to a few thousand.” Paragraph 2: “It helps keep the number of other wild animals in balance. For this reason, tigers are important to the environment.” Paragraph 3: “Some people hunt and kill tigers for money... The number of tigers in the wild is quickly decreasing...” Concept Mapping: Draw a class concept map: Tigers → Top of food chain → Control animal numbers → Maintain ecosystem balance → Environmentally important. Step 4: Vocabulary & Critical Thinking (10 mins) Vocabulary Application: Rewrite sentences with key terms: “Volunteers hope to stop tigers from disappearing.” → “Volunteers hope to prevent tigers from becoming extinct.” “Tigers live in Asian forests.” → “Tigers’ natural habitat is Asian forests; habitat loss threatens them.” Error - correction practice (e.g., “Tigers are not important to environment.” → add the, explain ecosystem balance). Discussion Starter: Ask: “If tigers go extinct, how will the forest ecosystem change? Guess and explain in simple English.” (E.g., “Deer numbers might increase, eating too much grass, affecting other plants.”) Step 5: Group Project – Tiger & Animal Protection Methods (15 mins) Task Introduction: Guiding Questions for Group Discussion: What can individuals do? (E.g., “Donate to protection groups, avoid products from tiger parts.”) What can communities do? (E.g., “Protect tiger habitats, organize educational events.”) What role do governments play? (E.g., “Make strict laws against hunting, fund conservation projects.”) Template for Recording Ideas: Individual actions: ____________________ Community actions: ____________________ Government actions: ____________________ Group Work: Students discuss, fill in the template, and prepare a 3 - minute presentation. The teacher circulates to guide vocabulary use (e.g., habitat protection, anti - hunting laws). Class Sharing: Groups present protection methods. Feedback focuses on: Clarity of ideas and vocabulary accuracy. Feasibility of proposed actions (e.g., “Donating is practical; habitat restoration needs long - term effort”). Step 6: Summary & Homework (5 mins) Summary: Recap text structure (3 paragraphs’ main ideas), tigers’ ecological role, and key protection methods. Homework: （1）Write a 6 - sentence paragraph: “Why Tigers Matter and How We Can Save Them” (use at least 3 key terms: ecosystem, volunteer, protect). （2）Research one real - life tiger - protection project (e.g., WWF’s tiger initiatives) and write 2 sentences about it. VI. Blackboard Design Text Structure & Main Ideas: Paragraph Main Idea Key Supporting Sentence 1 Volunteer group & population drop “Number dropped from 100,000 to a few thousand.” 2 Ecological importance “Top of food chain → keep balance.” 3 Endangered status “Hunting, habitat loss → numbers decreasing.” Key Vocabulary: volunteer, symbol, food chain, balance, extinct, habitat loss Core Message: “Tigers are key to the ecosystem—protect them to save our environment!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$