Unit 2 Plant a Plant Lesson 12 Danny’s Plant． 教学设计

冀教版Unit2
lesson
12
Danny’s
plant教学设计
1、教材分析
《义务教育英语课程标准（2011年版）》指出：发展学生基本的听说读写技能，提升学生的语言运用能力和思维品质。外语教学注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触体验和理解真实语言，并在此基础上学习和运用语言。
本课所在的单元是本册书的第二单元Talking
about
Plants
and
Gardening，本单元主要以“plants”为主线设计话题及教学内容，展开教学活动，包含各种植物，植物各个部分语言表达、祈使句、向别人提出建议的句型，以实现交际功能。本课是本单元最后一课，前几课的学习为本课打下了良好的基础。
二、学情分析??????
????????
八年级的学生已具备一定的词汇量和语言基础，具备在特定情景下有效组织语言进行初步表达的能力。
三、学习目标
1.帮助学生掌握并灵活运用本课的重点词汇、短语、
句型。
2.帮助学生掌握语言技能知识，熟练使用所学知识来描述植物的生长过程并了解植物对人类的重要性。
3．让学生感受到勇敢地开口与同学交流合作是一件快乐的事情。
四．教学重点、难点
1.掌握词汇：
agriculture,seed,pot,sprout,?stem,?bud,?carefully,yard?????
2.
掌握短语：
write?about,raise?animals,?plant?of,?at?the?top?of,?turn?into,?look?after,?cover?A?with?B?,a?picture?of?
3.
熟练使用所学知识来描述植物的生长过程。
5、教学方法
??
创设情境、实物教学、多媒体
六、教学过程
Step1.Warm
Up
1.Sing
a
song
“Pretty
Little
plant”with
a
video
on
Page
32.
2.Duty
report.Introduce
a
pot
of
flower
she
planted
and
the
students
answer
the
questions
asked
by
the
teacher.
设计意图：书中单元末的一首歌曲，与本课内容贴切，激发兴趣。值日生报告用实物描述她观察到的植物的生长过程，展示直观，引入课题。
Step2.Review
and?lead?in?the?new?lesson.??
How?to?plant?a?seed：
1.
Dig?a?hole.?
2.
Put?the?seed?in?the?hole.
3.
Cover?the?hole?with?soil.?
4.
Water?the?seed?every?day.?
5.
Put?the?seed?in?the?sun.?
设计意图：以旧带新，顺理成章。
Step3.?learn?the?new?words?through
the
pictures
and
sentences.
设计意图：利用图片学习新词，形象生动，为课文学习扫除障碍。
Step?4.?Complete
the
sentences
and
label
(标出）the
plant.
设计意图：利用书后第二题突出重点，突破难点。
Step5.Listen
and
finish
the
mind
map.
(完成思维导图）
设计意图：听力训练，抓住主旨，思维导图化抽象为具体，符合学生兴趣，锻炼思维能力。
Step6.Fast-reading:Read
and
write
(T)
or
(F)
1.
The?bud?will?open?up?and?turn?into?a?head.?(?F??)?
2.Danny?will?put?the?pot?in?the?yard.???(???T???)?
设计意图：快速阅读，了解梗概。
Step7.Careful-reading:Read
carefully
and
answer
the
questions.
1.What
did
Danny
and
his
classmates
do
to
learn
more
about
plants?
Because
it
can
get
some
sunshine.
(Para5)
2.What
happened
after
Danny
watered
the
seed
of
his
plant?
He
wants
to
send
some
seeds
to
Li
Ming.(Para5)
3.
Why
will
Danny
put
the
pot
in
the
yard?
Because
it
can
get
some
sunshine.
(Para5)
4.
What
does
Danny
want
to
send
to
Li
Ming?
He
wants
to
send
some
seeds
to
Li
Ming.(Para5)
Step?8.Practice
1.
I’m
going
to
look
after(照看）my
plant
carefully
（仔细地）.
2.Translate
the
sentence
into
Chinese.
A
flower
bud
is
growing
at
the
top
of
the
stem.
设计意图：细读训练学生对关键词句的捕捉，理解文章的细节和脉络。所设置问题的答案为复述和写作做了很好的铺垫。
Step
9.Retell
the
text
with?the?pictures?.
How
does
a
plant
grow?
设计意图：利用图片和关键词，引导学生描述植物的生长过程，为学生搭建一个能够够得着的台阶。
Step10.Finish
a
summary.
Danny
planted
one
seed
in
a
small
pot.
It
sprouted
after
a
few
days
later.Soon,
it
grew
a
stem
and
a
leaf
A
flower
bud
is
growing
at
the
top
of
the
stem
now.
It
will
turn
into
a
flower.
The
flower
will
become
a
head,
and
the
head
will
turn
into
seeds.
Danny
will
put
the
pot
in
the
yard
so
that
it
can
get
some
sunshine.
He
will
send
some
seeds
to
Li
Ming.
Now
he
is
going
to
draw
a
picture
of
his
plant.
设计意图：根据模板，学会用自己的语言脱离图片复述课文。
Step11.Discussion:
Parts
of
Plants
We
Eat
Group
them
into
the
baskets.
Step12.Emotion
Education.
We
can’t
live
without
plants.
We
should
take
care
of
them.
设计意图：书后第三题与生活紧密相连，兴趣浓厚，由此懂得植物的重要性及产生保护他们的强烈愿望。
Step13.Further
reading.?(备选）
My?family?had?a?large?yard?and??a?large?garden.?My?mum
planted?seeds?each?spring?with?all?of?our?help.?A?few?
weeks?later,?we?watched?the?little?plants?out?of?the?
ground.?I?loved?to?watch?Mum?planting?seeds.?This?was
?usually??in?February?or?March.?We?planted?corn?and?
vegetables.??We?had?enough?vegetables?from?our?garden.??I?loved?the?vegetables?from?our?own?garden.??They?were??more?healthy.??
1.
What?did?Mum?do?each?spring??
2?What?did?the?writer?and?his?Mum?plant??
3?What?did?the?writer?love?doing??
4.Why?did?the?writer?love?the?vegetables?from?his?own?
garden??
设计意图：同类文章的阅读，开阔视野，拓展知识面。
Step14.Homework.
1.Review
Lesson
12.
2.
Write
a
passage
about
what
kind
of
plants
you
want
to
grow.
设计意图：让学生种花弄草，培养生活情趣，根据不同的生长阶段拍照。每天写出观察日记并附上图片。
七、板书设计
Unit2
lesson
12
Danny’s
plant
seed
stem
and
leaf
head
flower
bud
flower
八、课后反思
1.
利用丰富的多媒体手段
由于本科内容抽象难懂，尤其是描写植物的各部分的先后生长顺序，大量的图片，动画的使用可以使学生引人入胜，轻松领悟。
2.
利用可视化结构导图
引导学生通过听力把植物的各个部分按照先后的生长顺序画出来，变抽象的生物学知识为生动形象的可视化结构导图，符合学生的兴趣，锻炼了学生的逻辑思维能力和抽象能力。
3.个别同学不敢大胆表达，声音不够大。需要多多鼓励他们。