Unit2PlantaPlant!Lesson9教学设计冀教版（2012）八年级英语下册.docxVIP

Unit2PlantaPlant!

Lesson9:GardeningwithMary

I.TeachingObjectives

Bytheendofthelesson,studentswillbeableto:

Knowledge:

Extractprogramdetails(time,channel,content)andMary’sgardeningideasfromthetext,aligningwithHighschoolentranceexaminationreadingdetailextractionskills.

Masterpolysemouswords(garden,plant,water,show,answere.g.nounsandverbs(e.g.,gardenas“花园”/“园艺”;plantas“植物”/“种植”).

Understandthebenefitsofgardening(enjoyablehobby,freshfood/flowers).

Skills:

pleteHighschoolentranceexaminationstylemultiplechoicereadingtasksbylocatingtextevidence.

e.g.polysemouswordsaccuratelyinsentences(e.g.,“Theylikegardening;theirgardenhasroses.”).

Writepolitequestionsaboutgardening(applyingquestionwords:what,how,when),preparingforHighschoolentranceexaminationletterwritingtasks.

Emotion:

Developinterestingardeningandhandsonactivities,recognizingthevalueofnaturerelatedhobbies.

II.KeyPointsDifficulties

KeyPoints:

Readingprehension:

Identifyprograminformation:Saturdayafternoons,ABSchannel53,growallkindsofplants.

e.g.eMary’sbooksfromthetext(e.g.,GrowYourOwnFood,GreenIsMyFavouriteColour).

VocabularyGrammar:

Differentiatepolysemouswords:garden(n.花园；v.园艺),plant(n.植物；v.种植),water(n.水；v.浇水).

Usegerundse.g.erverbs(e.g.,likegardening,enjoyworking).

Difficulties:

e.g.ectlyusingpolysemouswordsincontext(e.g.,“Watertheplantwithwater.”).

e.g.tructingclearandpolitegardeningrelatedquestions(e.g.,“HowcanIgrowrosessuccessfully?”).

III.TeachingMethods

TaskBasedLearning(TBL):Throughreadingtasks,vocabularypractice,andquestionwritingactivities.

TextAnalysisApproach:Unpackthetextstructure(programintro→gardeningbenefits→Mary’sworks→rosespecial→interaction)tomodelHighschoolentranceexaminationreadingstrategies.

CollaborativeLearning:Pairworkforquestionwriting