Unit 3 Animals Are Our Friends Lesson 14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 14: Amazing Animals I. Teaching Objectives By the end of the lesson, students will be able to: Knowledge: Extract details of 4 amazing animals (long - eared jerboas, kiwis, long - nosed monkeys, flying fish) including habitat, appearance, special ability, aligning with HSEE reading detail - extraction skills. Master target words (mouse, sand, lay, wings, enemy, avoid) and use them accurately in context (e.g., lay eggs, avoid enemies). Understand animal - environment adaptation (e.g., jerboas jump on sand; flying fish use wings to avoid enemies). Skills: Complete HSEE - style true/false reading tasks by locating text evidence. Describe amazing animals using the structure: “Name: ... Where: ... What makes them amazing: ...”, enhancing HSEE writing and speaking competence. Analyze the text structure (name → appearance/ability → habitat) to model HSEE reading strategies. Emotion: Appreciate the diversity of animals in nature, fostering curiosity and environmental protection awareness. II. Key Points & Difficulties Key Points: Reading Comprehension: Identify 4 animals’ features: Jerboa: Looks like mice/rabbits, long ears/hind legs, jumps like kangaroos, lives in Asian deserts. Kiwi: Bird, can’t fly, lays big eggs, lives in New Zealand. Long - nosed monkey: Big nose, shakes nose when happy, lives in Southeast Asia. Flying fish: Looks like a bird, flaps wings (fins) to glide, lives worldwide. Recognize true/false judgment criteria (e.g., “Jerboas live in Europe” → false, text says “Asian deserts”). Vocabulary & Grammar: Use lay (verb, “lay eggs”), avoid (verb, avoid + noun/enemy), wings (noun, flying fish’s fins), enemy (noun, plural enemies). Master the structure “... are ..., but ...” (e.g., Kiwis are birds, but they can’t fly.). Difficulties: Differentiating literal vs. figurative descriptions (e.g., flying fish’s “wings” are fins, not real wings). Integrating multiple animal features into a coherent description (e.g., writing a paragraph about one animal using 3+ details). III. Teaching Methods Task - Based Learning (TBL): Through reading true/false tasks, vocabulary filling, and animal - info - card creation. Text - Analysis Approach: Unpack each animal’s structure (name → appearance/ability → habitat) to model HSEE reading strategies. Collaborative Learning: Pair work for info - card creation, emphasizing peer feedback on detail and language use. IV. Teaching Aids Textbook, PPT (animal images, vocabulary animations, info - card templates), worksheets (vocabulary practice, info - card guides). V. Teaching Procedures Step 1: Warm - up – Name That Amazing Animal (5 mins) Discuss THINK ABOUT IT: Ask: “Can you name some animals you’ve never seen? What animals do you think are amazing? Why?” (E.g., Platypus, narwhal; “Fireflies are amazing—they light up!”) Invite 3–4 students to share, writing keywords (amazing, animals, jerboa, kiwi). Lead - in to Amazing Animals: Say: “Today we’ll meet 4 ‘super animals’—they look like two animals, can’t fly though they’re birds, have huge noses... Let’s explore!” Step 2: Pre - reading – Vocabulary & Prediction (8 mins) Teach Target Vocabulary: Use images and sentences to introduce words: mouse: “Jerboas look like mice, but have longer ears.” (Show jerboa vs. mouse image.) sand: “Jerboas jump on sand in Asian deserts.” (Show desert sand image.) lay: “Kiwis lay big eggs, like chickens.” (Show kiwi egg image.) wings: “Flying fish have wings (fins) to glide.” (Show flying fish image.) enemy: “Flying fish flap wings to avoid enemies.” (Show fish escaping predator image.) avoid: “We should avoid danger.” (Show safety - tip image.) Highlight word classes: mouse (n., plural mice), sand (n.), lay (v.), wings (n., plural), enemy (n., plural enemies), avoid (v.). Predict Animal Features: Ask: “Why is a ‘long - eared jerboa’ amazing? What’s special about a flightless bird (kiwi)?” Let students guess and justify. Step 3: Reading – Extract Animal Details (12 mins) Complete Let’s Do It! 1 (True/False): Answers: T (Jerboas look like mice with long ears.) T (Their front legs are shorter; hind legs are longer for jumping.) T (They jump like kangaroos.) F (They live in Asian deserts, not Europe.) Analysis: Guide students to find text evidence (e.g., “live in the deserts of Asia” → Q4 false). Text Structure Mapping: For each animal, identify the pattern: Name → Appearance/Ability → Habitat. Model HSEE strategy: “Scan for proper nouns (habitats: New Zealand, Southeast Asia...) and descriptive adjectives (long - eared, big - nosed) to locate details.” Step 4: Vocabulary Practice – Form & Use (10 mins) Complete Let’s Do It! 2 (Word - Filling): Answers: mouse (ran out, didn’t see the cat → singular mouse) sand (walk on the beach’s sand) lay (chickens lay eggs) wings (birds use wings to fly) avoid (stop suddenly to avoid accident) enemy (no greater enemy than oneself) Grammar Focus: lay vs. lie (lay: 下蛋 / 放置，过去式 laid; lie: 躺，过去式 lay — 本课仅需掌握 lay eggs 用法). avoid + noun (e.g., avoid enemies, avoid danger). Sentence Expansion: Ask students to extend sentences with target words (e.g., “Flying fish have wings to avoid enemies in the ocean.”). Step 5: Speaking & Writing – Create Animal Info Cards (15 mins) Task Introduction: Provide an info - card template: Name: __________ Where: __________ What makes them amazing: __________ (appearance + ability + fun fact) Example: “Name: Kiwi. Where: New Zealand. What makes them amazing: They are birds but can’t fly. They lay big eggs!” Pair Work: Students fill info cards for the 4 animals (jerboa, kiwi, long - nosed monkey, flying fish), adding fun facts from the text. Class Sharing: Invite 2–3 pairs to present. Feedback focuses on: Accurate vocabulary use (lay, avoid, wings). Clear structure (appearance → ability → habitat). Step 6: Summary & Homework (5 mins) Summary: Recap: 4 Animals: Jerboa (Asian deserts, mouse - like), Kiwi (New Zealand, flightless bird), Long - nosed monkey (Southeast Asia, big - nosed), Flying fish (worldwide, winged glider). Vocabulary: mouse, sand, lay, wings, enemy, avoid; Structure: “... are ..., but ...”. Core Message: “Animals are full of surprises—observe and respect nature!” Homework: Writing: Write a 10 - sentence passage about “My Favorite Amazing Animal”, using 5 target words and 3 details from the text. Inquiry: Research one more amazing animal (e.g., platypus) and fill an info card for it. VI. Blackboard Design Category Content 4 Amazing Animals 1. Jerboa: Asian deserts, mouse/rabbit - like, jumps like kangaroos 2. Kiwi: New Zealand, flightless bird, lays big eggs 3. Long - nosed monkey: Southeast Asia, big nose, shakes nose when happy 4. Flying fish: Worldwide, winged (fins), glides to avoid enemies Target Vocabulary mouse (mice), sand, lay (eggs), wings, enemy (enemies), avoid (danger) Phrases: look like, lay eggs, avoid enemies Structure Contrast structure: “... are ..., but ...” (e.g., Kiwis are birds, but they can’t fly.) Core Message “Every animal is unique—explore and protect!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$