Unit 2 Plant a Plant!--Lesson 8教学设计2024-2025学年冀教版英语八年级下册

Unit 2 Plant a Plant! Lesson 8: Why Are Plants Important? I. Teaching Objectives By the end of the lesson, students will be able to: Knowledge: Extract 6 core functions of plants (food, medicine, clean air, animal habitat, soil protection, beauty) from the dialogue, aligning with High school entrance examination reading detail - extraction skills. Master target words (basic, shade, forest, cover, pleasant) and use them accurately in context (e.g., basic needs, sit in the shade, cover the soil). Understand the logical structure of the dialogue (opinion → function → example). Skills: Answer High school entrance examination - style reading questions by locating text evidence (e.g., tick - box tasks). Describe plants’ importance using “Plants can... / Plants help... / It’s... to...” structures, enhancing High school entrance examination writing competence. Organize ideas into a mind map (collaborative thinking skill). Emotion: Recognize the inseparable relationship between humans and plants, fostering environmental protection awareness. II. Key Points & Difficulties Key Points: Reading Comprehension: Identify all plant - function details mentioned (8 tick - box items in Let’s Do It! 1). Paraphrase plant functions (e.g., “Plants cover the soil” → “Plants protect soil from wind and water”). Vocabulary & Grammar: Use pleasant, shade, cover, basic, forest in descriptive sentences (e.g., “It’s pleasant to walk in the forest; trees provide shade.”). Grasp the structure “one of + plural nouns” (e.g., “Trees are one of our basic needs for life.”). Difficulties: Differentiating cover (verb, “覆盖”) vs. shade (noun, “树荫”; verb, “遮光”) in context. Integrating multiple plant functions into a coherent description (e.g., writing a paragraph using 3+ functions). III. Teaching Methods Task - Based Learning (TBL): Through reading tick - box, vocabulary filling, and mind - map collaboration. Text - Analysis Approach: Unpack dialogue logic (character opinions → plant functions) to model High school entrance examination reading strategies. Collaborative Learning: Pair work for mind - map creation, emphasizing peer - to - peer idea sharing. IV. Teaching Aids Textbook, PPT (plant - function images, vocabulary animations, mind - map template), worksheets (vocabulary practice, mind - map guide). V. Teaching Procedures Step 1: Warm - up – Plants Around Us (5 mins) Discuss THINK ABOUT IT: Ask: “What plants grow near your home? Why do we need trees?” (E.g., Poplars, roses; trees make air clean, provide fruit.) Invite 3–4 students to share, writing keywords (plants, trees, importance) on the board. Lead - in to the Dialogue: Say: “Jenny, Danny, and Brian are talking in a forest. Let’s find out why plants there are special.” Step 2: Pre - reading – Vocabulary Introduction (8 mins) Teach Target Vocabulary: Use context - rich sentences and images: pleasant: “It’s pleasant to walk in a park with flowers.” (Show a sunny forest image.) shade: “In summer, we sit in the shade of a big tree.” (Show a tree with shadows.) cover: “Grass covers the ground.” (Show grass - covered soil.) basic: “Food and water are basic needs for life.” (Show a food/water icon.) forest: “A forest has many trees and plants.” (Show a forest landscape.) Highlight word classes: pleasant (adj.), shade (n./v.), cover (v.), basic (adj.), forest (n.). Prediction: Ask: “What functions of plants will they talk about? Food? Air? Shelter?” Let students guess and justify. Step 3: Reading – Extract Plant Functions (12 mins) Complete Let’s Do It! 1 (Tick - box): Answers: ✔ People can eat plants or use them as medicine. ✔ Plants help make the air clean and fresh. ✔ Many animals live in the forest. ✔ Books, paper, pencils and erasers all come from plants. (Implied: “Medicine and clothing are also made from trees and plants.”) ✔ Animals eat the fruit from the trees. ✔ The plants cover the soil and can stop the dust. ✔ When the weather is sunny and hot, people can sit in the shade under a tree. ✔ The plants make everything look beautiful. ✔ People use wood from trees to build houses and furniture. Analysis: Guide students to find text evidence (e.g., “The air is always clean and fresh” → plants clean air; “Many animals live in the forest” → animal habitat). Text Structure Mapping: Organize the dialogue into 3 parts: Jenny’s Opinion: Loves the forest (air, shade). Brian’s Explanation: Plants meet basic needs (food, medicine, clothing, shelter). Danny’s Humor: Jokes about “donut trees” (emphasizes plants’ role in food). Model High school entrance examination reading strategy: “Look for opinions first, then supporting details.” Step 4: Vocabulary Practice – Sentence Completion (10 mins) Complete Let’s Do It! 2: Answers: pleasant (It’s pleasant to walk in the forest.) shade (sit in the shade under a tree) basic (one of our basic needs for life) forest (Most animals live in the forest) cover (plants cover the soil) Grammar Focus: Explain “one of + plural nouns” (e.g., “Trees are one of our basic needs” → trees are part of multiple needs). Differentiate cover (verb, “覆盖”) vs. shade (noun, “树荫”): “Plants cover the soil; we sit in the shade.” Sentence Expansion: Ask students to extend sentences with target words (e.g., “It’s pleasant to walk in the forest because the air is fresh.”). Step 5: Speaking & Thinking – Plant Functions Mind Map (15 mins) Task Introduction: Provide a mind - map template with 4 branches: Food/Medicine, Clothing/School Things, Shelter, Environment. Example for Food/Medicine: “Apples (food), herbs (medicine).” Pair Work: Students discuss and fill the mind map, using text ideas and personal knowledge (e.g., Shelter: “Wood for houses”; Environment: “Clean air, beautiful scenery”). Class Sharing: Invite 2–3 pairs to present their mind maps. Feedback focuses on: Accurate vocabulary use (cover, shade, forest). Comprehensive function coverage (at least 3 branches). Step 6: Summary & Homework (5 mins) Summary: Recap: Plant Functions: Clean air, food/medicine, animal habitat, soil protection, beauty, shelter/materials. Vocabulary: pleasant, shade, cover, basic, forest; Structure: “one of + plural nouns”. Core Message: “Plants are essential—we can’t live without them!” Homework: Writing: Write a 10 - sentence paragraph “Why Plants Matter”, using 5 target words and 3 plant functions. Inquiry: Take a photo of a plant near your home and describe its 2+ functions (oral presentation prep for next class). VI. Blackboard Design Category Content Plant Functions 1. Air: Clean and fresh 2. Food/Medicine: Apples, herbs 3. Habitat: Forest animals 4. Soil: Cover and protect 5. Beauty: Make scenery nice 6. Materials: Wood for houses, paper Target Vocabulary pleasant, shade, cover, basic, forest Phrases: sit in the shade, cover the soil, basic needs Structure “It’s pleasant to...”; “one of + plural nouns” Core Message “Protect plants—they are our life supporters!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$