Unit 3 Animals Are Our Friends Lesson 13 英文教学设计2024-2025学年冀教版（2012）八年级英语下册

Unit 3 Animals Are Our Friends Lesson 13: Danny’s Big Scare I. Teaching Objectives By the end of the lesson, students will be able to: Extract narrative details (Danny’s experience, Zoe’s traits) from the dialogue to complete reading tasks (underlining, filling blanks), aligning with High school entrance examination reading comprehension skills. Master target vocabulary (ring, run, scare, gentle, loyal) and past - tense verbs (ran, rang, jumped), using them accurately in storytelling, preparing for High school entrance examination vocabulary tasks. Analyze character emotions (Danny’s shift from fear to affection) and understand pets’ roles as companions, supporting High school entrance examination - style thematic analysis of human - animal relationships. Collaborate in groups to conduct a pet - related survey, enhancing High school entrance examination oral communication and data - reporting skills. II. Key Points & Difficulties Key Points Story Details: Plot: Danny’s visit → Scare by Zoe (Aunt Jane’s cat) → Emotional change → Desire for a pet. Pet Traits: Zoe (gentle, quiet, likes fish); Dogs (friendly, loyal). Vocabulary & Grammar: Verbs: ring (rang), run (ran), scare (scared); Adjectives: gentle, loyal, tiny; Past - tense application. Difficulties Correctly using irregular past - tense verbs (ran, rang) in context. Matching pet types to their symbolic traits (e.g., dogs = loyalty) and justifying choices. Designing clear survey questions and summarizing findings cohesively. III. Teaching Methods Task - Based Learning (TBL): Through dialogue analysis (underlining, blank - filling), vocabulary practice, and survey - based project. Emotional Arc Tracking: Unpacking Danny’s feelings (excitement → fear → guilt → fondness) to model narrative emotions. Collaborative Learning: Group work for survey design and data sharing, emphasizing peer feedback. IV. Teaching Aids CAI (story - scene animations, vocabulary - tense slides, survey templates). Textbook, worksheets, and “Pet Trait Cards” (with images of pets and adjectives like loyal, gentle for matching). V. Teaching Procedures Step 1: Warm - up – Pet Sharing (5 mins) Discuss the THINK ABOUT IT questions: （1）Do you have a pet? What’s its name? (E.g., “I have a dog named Lucky.”) （2）What pet would you like to have? Why? (E.g., “A cat—they’re quiet and cute.”) Share: Invite 3–4 students to share. Write down keywords: pet, name, trait, desire. Step 2: Pre - reading – Vocabulary & Prediction (8 mins) Vocabulary Introduction (Past - Tense Focus): Teach words with past - tense examples: Ring: “The doorbell rang (past) just now.” Run: “Danny ran (past) to Jenny’s house.” Scare: “Zoe scared (past) Danny at first.” Gentle: “Zoe is gentle (adj.)—she doesn’t bite.” Loyal: “Dogs are loyal (adj.) to their owners.” Irregular Tense Highlight: run → ran, ring → rang (contrast with regular verbs like jump → jumped). Prediction: Ask: Why does Danny get a big scare? What “animal” might it be? Step 3: Reading – Story & Emotion Analysis (12 mins) Complete Let’s Do It! 1 (Underline Pet Descriptions): Answers: Zoe likes to eat fish. She is gentle and quiet. Dogs are friendly and loyal. Fill - in Let’s Do It! 2 (Past - Tense & Details): Answers: ran (to Jenny’s house), rang (doorbell), tiny (tiger), sofa (jumped off). Emotional Arc Mapping: Track Danny’s feelings: Excited (ran to Jenny’s) → Scared (screamed) → Guilty (apologized) → Fond (wants a pet). Step 4: Vocabulary & Pet - Trait Matching (10 mins) Complete Let’s Do It! 3 (Pet - Reason Matching): Answers Example: Cats: quiet; Dogs: loyal; Fish: cute; Birds: lovely; Small mammals: helpful; Others: good companions. Justify Choices: “Dogs are loyal because they stay with owners.” Sentence Creation with Past Tense: Practice: “Yesterday, the doorbell rang. I ran to open it, but a cat scared me—it was gentle later!” Step 5: Group Survey – Pet Profiles (15 mins) Task Introduction: Survey Questions Template: 1. Do you have a pet? If yes, what is it? 2. What does it eat? 3. How do you look after it (e.g., feed, walk)? 4. Why do you like it? (Use traits: loyal, cute...) Example Response: “I have a dog. It eats dog food. I walk it daily. It’s loyal—my best friend.” Group Work: Students design questions, interview peers, and record answers. The teacher guides question clarity. Class Sharing: Groups present survey results. Feedback focuses on: Accurate trait vocabulary (e.g., loyal, gentle). Clear past - tense descriptions (e.g., I fed it this morning). Step 6: Summary & Homework (5 mins) Summary: Recap story plot, pet traits, past - tense verbs, and the value of pets as friends. Homework: （1）Write an 8 - sentence story: “My Pet Scare (or Joy)” (use 3 target words, include an emotional shift). （2）Draw your dream pet and write 3 sentences describing its traits and why you want it. VI. Blackboard Design Story Emotional Arc: Excited → Scared → Guilty → Fond (Ran to Jenny’s) (Saw “tiny tiger”) (Apologized to Zoe) (Wants a dog) Pet Traits & Vocabulary: Pet Traits Vocabulary Cat gentle, quiet gentle, quiet Dog loyal, friendly loyal, friendly ... ... ... Core Message: “Pets bring joy and teach us about care—they’re our loyal friends!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$