Unit 2 Plant a Plant! Lesson 7教学设计 2024-2025学年冀教版（2012）八年级英语下册

Unit 2 Plant a Plant! Lesson 7: Planting Trees I. Teaching Objectives By the end of the lesson, students will be able to: Extract tree - planting details (steps, environmental context) from the dialogue to judge True/False and sequence steps, aligning with High school entrance examination reading comprehension skills. Master target vocabulary (bottom, hole, around, cover, roots) and use them accurately in tree - planting contexts, preparing for High school entrance examination vocabulary tasks. Understand the environmental significance of tree planting (e.g., the Green Great Wall’s role in fighting desertification), supporting High school entrance examination - style thematic analysis of environmental protection. Collaborate in pairs/groups to discuss and list reasons for tree planting, enhancing High school entrance examination oral communication and critical thinking skills. II. Key Points & Difficulties Key Points Tree - Planting Steps: Dig a hole → Put roots in → Cover roots with dirt → Pack dirt around → Add water to the bottom. Vocabulary & Phrases: Nouns: hole, roots, bottom; Verbs: cover, pack; Preposition: around. Environmental Context: The Green Great Wall: Fighting desertification, reducing dust storms. Difficulties Sequencing tree - planting steps logically (e.g., when to add water, pack dirt). Connecting tree planting to environmental issues (e.g., how roots prevent soil erosion). Articulating persuasive reasons for tree planting in English. III. Teaching Methods Task - Based Learning (TBL): Through dialogue analysis (True/False, step sequencing), vocabulary practice, and environmental discussion. Contextual Simulation: Role - playing tree - planting steps with vocabulary to reinforce understanding. Collaborative Learning: Group work for listing environmental reasons, emphasizing peer feedback. IV. Teaching Aids CAI (tree - planting step animations, Green Great Wall infographics, vocabulary - usage slides). Textbook, worksheets, and “Tree - Planting Card” sets (with step images for sequencing). V. Teaching Procedures Step 1: Warm - up – Tree Planting Day & Steps (5 mins) Discuss the THINK ABOUT IT questions: （1）When is Tree Planting Day in China? (E.g., March 12th.) （2）What are the basic steps for planting a tree? (E.g., Dig a hole, put in the seedling, fill with dirt.) Share: Invite 3–4 students to share. Write down keywords: Tree Planting Day, steps, environment, Green Great Wall. Step 2: Pre - reading – Vocabulary & Prediction (8 mins) Vocabulary Introduction: Teach words with images/gestures: Hole: “Dig a hole in the ground.” (gesture digging) Roots: “The roots of the seedling need space.” (show root system image) Bottom: “Put water in the bottom of the hole.” (point to bottom) Cover: “Cover the roots with dirt.” (gesture covering) Around: “Pack dirt around the tree.” (gesture packing) Step - by - Step Association: Link words to tree - planting actions. Prediction: Ask: What problems will Li Ming and Wang Mei face when planting trees? What advice will the worker give? Step 3: Reading – Tree - Planting & Environment (12 mins) True/False Judgment (Let’s Do It! 1): Answers: F (They’re planting trees on a hillside, not having a picnic). F (They asked a worker, not a teacher). T (Wang Mei saw another group down the hill). T (Wang Mei liked the project). Environmental Context Analysis: Green Great Wall: Built across the northern part; Fights desertification by planting more trees; Reduces dust storms. Cause - Effect: Fewer trees → Dust storms → Planting trees to fix it. Step 4: Vocabulary & Step Sequencing (10 mins) Fill - in & Sequencing (Let’s Do It! 2): Answers (Fill - in): roots; bottom; Cover; around; hole Step Order: ⑤ Dig a hole → ① Put roots in → ④ Put water in the bottom → ③ Cover roots → ② Pack dirt around Simulation: Students role - play steps with vocabulary (e.g., “I dig a hole!” “Now cover the roots!”). Green Great Wall Fill - in (Let’s Do It! 3): Answers: D (the northern part); A (the Green Great Wall); C (dust storms); B (planting more trees) Step 5: Discussion – Why Plant Trees? (15 mins) Task Introduction: Prompt: “List at least 3 reasons to plant trees. Use lesson vocabulary (e.g., roots hold soil, fight dust storms).” Reason Examples: Environmental: Roots prevent soil erosion; Trees absorb CO₂. Aesthetic: Beautify the environment; Provide shade. Cultural: Tree Planting Day traditions; Teach environmental care. Group Work: Students discuss and list reasons, using “Tree - Planting Card” prompts. The teacher guides linking reasons to vocabulary. Class Sharing: Groups present reasons. Feedback focuses on: Clarity of environmental logic. Accurate vocabulary use (e.g., roots, cover, around). Step 6: Summary & Homework (5 mins) Summary: Recap tree - planting steps, target vocabulary, and the Green Great Wall’s environmental role. Homework: （1）Write an 8 - sentence essay: “Why We Should Plant Trees” (use 3 target words, include 1 environmental reason). （2）Interview a family member: “What do you think of tree planting? How does it help the environment?” Summarize in 4 sentences. VI. Blackboard Design Tree - Planting Steps: 1. Dig a HOLE 2. Put ROOTS in 3. COVER roots with dirt 4. Add water to the BOTTOM 5. Pack dirt AROUND Green Great Wall Facts: Fights desertification → Plants trees → Reduces dust storms Target Vocabulary: hole, roots, bottom, cover, around Core Message: “Plant trees for a greener future—every tree counts!” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$