Unit 2 Plant a Plant! Lesson 9 教学设计 2024-2025学年冀教版（2012）八年级英语下册

本文围绕“Unit 2 Plant a Plant! Lesson 9: Gardening with Mary”展开，核心知识点为提取文本细节、掌握多义词及了解园艺益处。承接日常话题，为高中入学考试阅读写作奠基，呼应单元主题。通过阅读、写作等环节，渗透语言能力、文化意识、思维品质和学习能力等核心素养。 该设计创新采用任务驱动、文本分析及协作学习法，借助教材、PPT等教具。学生可提升语言运用与思维能力，教师获清晰授课路径，有效突破教学难点，增强课堂互动性。

Unit 2 Plant a Plant! Lesson 9: Gardening with Mary I. Teaching Objectives By the end of the lesson, students will be able to: Knowledge: Extract program details (time, channel, content) and Mary’s gardening ideas from the text, aligning with High school entrance examination reading detail - extraction skills. Master polysemous words (garden, plant, water, show, answer) as nouns and verbs (e.g., garden as “花园”/“园艺”; plant as “植物”/“种植”). Understand the benefits of gardening (enjoyable hobby, fresh food/flowers). Skills: Complete High school entrance examination - style multiple - choice reading tasks by locating text evidence. Use polysemous words accurately in sentences (e.g., “They like gardening; their garden has roses.”). Write polite questions about gardening (applying question words: what, how, when), preparing for High school entrance examination letter - writing tasks. Emotion: Develop interest in gardening and hands - on activities, recognizing the value of nature - related hobbies. II. Key Points & Difficulties Key Points: Reading Comprehension: Identify program information: Saturday afternoons, ABS channel 53, grow all kinds of plants. Judge Mary’s books from the text (e.g., Grow Your Own Food, Green Is My Favourite Colour). Vocabulary & Grammar: Differentiate polysemous words: garden (n. 花园；v. 园艺), plant (n. 植物；v. 种植), water (n. 水；v. 浇水). Use gerunds after verbs (e.g., like gardening, enjoy working). Difficulties: Correctly using polysemous words in context (e.g., “Water the plant with water.”). Constructing clear and polite gardening - related questions (e.g., “How can I grow roses successfully?”). III. Teaching Methods Task - Based Learning (TBL): Through reading tasks, vocabulary practice, and question - writing activities. Text - Analysis Approach: Unpack the text structure (program intro → gardening benefits → Mary’s works → rose special → interaction) to model High school entrance examination reading strategies. Collaborative Learning: Pair work for question - writing, emphasizing peer feedback on word use and question clarity. IV. Teaching Aids Textbook, PPT (program poster, polysemous word animations, question - writing templates), worksheets (vocabulary practice, question prompts). V. Teaching Procedures Step 1: Warm - up – Favorite TV Programs (5 mins) Discuss THINK ABOUT IT: Ask: “What’s your favourite TV program? Have you watched a gardening show?” (E.g., Cooking shows, sports; “No, but I’d like to try gardening.”) Invite 3–4 students to share, writing keywords (TV program, gardening, hobby) on the board. Lead - in to the Show: Say: “Today we’ll meet Mary Green, a gardening expert. Let’s discover her TV show!” Step 2: Pre - reading – Polysemous Words & Prediction (8 mins) Teach Polysemous Words: Use pictures and sentences to show word duality: garden: Noun: “There are roses in my garden.” (Show a garden image.) Verb: “I garden every weekend.” (Show someone planting flowers.) plant: Noun: “A sunflower is a beautiful plant.” (Show a sunflower.) Verb: “Plant seeds in spring.” (Show planting action.) water: Noun: “Drink more water.” (Show a glass of water.) Verb: “Water the plants daily.” (Show watering action.) Highlight: These words change meaning based on part of speech (noun/verb). Predict the Show’s Content: Ask: “What will Mary teach on her show? Planting flowers? Growing vegetables? Taking care of roses?” Let students guess and justify. Step 3: Reading – Extract Program Details (12 mins) Complete Let’s Do It! 1 (Multiple Choice): Answers: Saturday afternoons (Text: “Gardening with Mary” on Saturday afternoons). all kinds of plants (Text: “show you the best way to grow all kinds of plants”). difficult (Text: “Are roses difficult to grow? No! You just have to choose the right kinds...”). Analysis: Guide students to find text evidence (e.g., time → “Saturdays, 2:00 p.m.”; content → “all kinds of plants”; rose difficulty → “difficult to grow?”). Text Structure Mapping: Organize the text into 5 parts: Program Info: Time, channel, topic. Gardening Benefits: Enjoyable, fresh food/flowers. Mary’s Books: Titles like Grow Your Own Food. Rose Special: Tips for growing roses. Interaction: Website for questions. Model High school entrance examination strategy: “Scan for specific information (time, names, adjectives).” Step 4: Vocabulary Practice – Form & Use (10 mins) Complete Let’s Do It! 3 (Word - Form Filling): Answers: planting (like + gerund), plants (noun, plural). water (verb), water (noun). answer (verb), answer (noun). gardening (gerund), garden (noun). showed (past - tense verb). Grammar Focus: Gerunds after like/enjoy (e.g., like gardening, enjoy working). Past - tense of show (showed) for narrative context. Sentence Creation: Ask students to make sentences with polysemous words (e.g., “I water the plant with water every morning.”). Step 5: Speaking & Writing – Ask Mary Gardening Questions (15 mins) Task Introduction: Provide a question - writing template: “Dear Mary, I’m interested in gardening. I want to ask: 1. What ______ (flower/vegetable) is best to grow in ______ (season/place)? 2. How often should I ______ (water/fertilize) my ______ (plants/trees)? Thank you! [Your Name]” Example: “Dear Mary, I want to grow roses. How can I choose the right kinds for my garden? Thanks!” Pair Work: Students discuss and write 2–3 questions, using question words (what, how, when, where) and target vocabulary. Class Sharing: Invite 2–3 pairs to share their questions. Feedback focuses on: Correct word forms (e.g., water as verb, garden as noun). Polite question structure (e.g., “Could you tell me...?”). Step 6: Summary & Homework (5 mins) Summary: Recap: Program Details: Saturday afternoons, ABS 53, all - kinds - of - plants guidance. Vocabulary: Polysemous words (garden, plant, water) and gerund use. Core Message: “Gardening is enjoyable—learn and try it!” Homework: Writing: Polish the questions for Mary into a short letter (80 words), using 3+ target words. Observation: Find a plant at home and write 3 sentences about how to care for it (e.g., “Water the plant every 3 days; keep it in the shade.”). VI. Blackboard Design Category Content Program Info Time: Saturdays 2:00 p.m. Channel: ABS 53 Topic: Grow all kinds of plants Polysemous Words garden: n. 花园；v. 园艺 plant: n. 植物；v. 种植 water: n. 水；v. 浇水 Structure Gerunds after like/enjoy (e.g., gardening, working) Question words: what, how, when Core Message “Gardening connects us with nature—start with small steps!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$