Unit2PlantaPlant!Lesson12英文教学设计冀教版（2012）八年级英语下册

Unit2PlantaPlant!

Lesson12:Danny’sPlant

I.TeachingObjectives

Bytheendofthelesson,studentswillbeableto:

Knowledge:

ExtractDanny’splantgrowingprocess(plantseeds→water→sprout→growstem/leaf→bud→flower→seed)fromthediary,aligningwithHighschoolentranceexamination(HSEE)readingdetailextractionskills.

Masterplantpartvocabulary(root,stem,leaf,bud,flower,fruit,seed)andthetermagriculture(growingplants&raisinganimalsforfood).

Understandthediarystructure(date,weather,event,feeling).

Skills:

AnswerHSEEstylereadingprehensionquestionsbylocatingtextevidence.

Describeaplant’sgrowthprocessusingtimesequencewords(first,then,later)andplantpartvocabulary,enhancingHSEEwritingpetence.

Classifyedibleplantparts(leaves,roots,fruits,seeds,stems)throughanalysis,supportingHSEEstyleclassificationtasks.

Emotion:

Developinterestinplantingandobservingplantgrowth,recognizingthevalueofagriculture.

II.KeyPoints&Difficulties

KeyPoints:

Readingprehension:

IdentifyDanny’sactions:plantedseeds,watered,putintheyard,sendseedstoLiMing.

Extractplantgrowthstages:sprouted(stem/leaf)→bud→flower→seed.

Vocabulary&Grammar:

e.g.plantpartwordsaccurately(e.g.,rootabsorbswater;budbeesaflower).

Grasptimesequenceconnectorsindiaries(soon,later,now).

Difficulties:

e.g.erentiatingplantparts(e.g.,stemvs.root;fruitvs.seed).

Writingacoherentplantgrowthdiarywithtimesequencesandcorrectvocabulary.

III.TeachingMethods

TaskBasedLearning(TBL):Throughdiaryanalysis,vocabularyclassification,andgrowthprocessdescription.

TextAnalysisApproach:Unpackthediary’sstructure(date/weather→event→plan)tomodelHSEEreadingstrategies.

CollaborativeLearning:Pairworkforclassifyingedibleplantparts,emphasizingpeerfeedbackonvocabularyuse.

IV.TeachingAids

Textbook,PPT(plantpartdiagrams,growthprocessanimations,diarytemplates),worksheets(vocabularypractice,classificationtasks).

V.TeachingProcedures

Step1:Warmup–Agriculture&Planting(5mins)

DiscussTHINKABOUTIT:

Ask:“Whatisagriculture?Whatplantdoyouwanttogrow?”E.g.E.g.,Agricultureisfarming;“Iwanttogrowtomatoes.”)

Invite3–4studentstoshare,writingkeywords(agriculture,plant,grow)ontheboard.

LeadintoDanny’sDiary:

Say:“Dannyiswritingadiaryabouthisplant.Let’sseehowitgrows!”

Step2:Prereading–PlantParts&Vocabulary(8mins)

TeachPlantPartVocabulary:

Usediagramstointroduce:

root:Absorbswater(underground).

stem:Supportstheplant(longpart).

leaf:Makesfood.

bud:Beesaflower.

flower:Makesseeds.

fruit:Holdsseeds.

seed:Growsintoanewplant.

Addagriculture:“Agricultureisgrowingplantsandraisinganimalsforfood.”

PredictDiaryContent:

Ask:“WhatwillDannywriteabout?Plantingsteps?Problems?Growthchanges?”Letstudentsguessandjustify.

Step3:Reading–ExtractGrowthDetails(12mins)

AnswerLet’sDoIt!1(ReadingQuestions):

Answers:

Theyplantedseedstolearnaboutplants.

Theseedsproutedafewdayslater(grewastemandaleaf).

Toletitgetsunshine(andcoveritwhencold).

HewantstosendsomeseedstoLiMing.

Analysis:Guidestudentstofindtimeclues(afterwateringtheseed,now)andactionverbs(planted,watered,put).

DiaryStructureAnalysis:

Breakdownthediaryinto:

Date/Weather:March28,sunnyandwarm.

Event:Plantingprocess(seed→sprout→bud→planforcare).

Feeling/Plan:Carefortheplant,sendseedstoLiMing.

ModelHSEEstrategy:“Useheadings(Date,Weather)andtransitionwords(soon,later)totrackevents.”

Step4:VocabularyPractice–PlantParts&Growth(10mins)

pleteLet’sDoIt!2(Sentencepletion&Labeling):

Answers:

A.flower(budopensintoaflower).

B.root(absorbswater).

C.stem(longpart).

D.Leaves(growfromstem/branch/root).

Labeling:Matchlabelstoroot,stem,leaf,bud,flower.

TimeSequenceSentences:

AskstudentstodescribeDanny’splantgrowthusingfirst,then,later(e.g.,“First,heplantedaseed.Thenitsprouted.Later,abudgrew.”).

Step5:Speaking&Classifying–EdiblePlantParts(15mins)

TaskIntroduction:

ProvideaclassificationtemplateforLet’sDoIt!3:

Leaves:celery,lettuce...

Roots:carrot,onion...

Fruits:apple,watermelon...

Seeds:peanut,sunflowerseed...

Stems:sugarcane,potato...

Example:“Celeryisaleaf;carrotisaroot.”

PairWork:

Studentsclassifythegivenplantsintobaskets,discussingambiguouscases(e.g.,potato:stem).

ClassSharing:

Invite2–3pairstopresent.Feedbackfocuseson:

Correctplantpartclassification.

Useoftargetvocabulary(root,fruit,stem).

Step6:Summary&Homework(5mins)

Summary:

Recap:

Danny’sProcess:Plantseed→water→sprout→bud→care(yard,sunshine).

Vocabulary:Plantparts(root,stem,bud...)andagriculture.

DiaryStructure:Date,weather,event,plan.

CoreMessage:“Plantingteachesusaboutgrowth—tryityourself!”

Homework:

Writing:Writea10sentencediaryabout“MyPlant”(use5plantpartwordsandtimesequences).

Observation:Chooseaplantathome,drawitsparts,andlabelthem(e.g.,root,stem,leaf).

VI.BlackboardDesign

Category

Content

Danny’sPlantGrowth

1.Plantseed→2.Water→3.Sprout(stem/leaf)→4.Bud→5.Flower→6.SeedCare:Yard(sunshine),coverwhencold

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