Unit2PlantaPlant!Lesson9:GardeningwithMaryI.TeachingObjectivesBytheendofthelesson,studentswillbeableto:Knowledge:Extractprogramdetails(time,channel,content)andMary’sgardeningideasfromthetext,aligningwithHighschoolentranceexaminationreadingdetailextractionskills.Masterpolysemouswords(garden,plant,water,show,answere.g.nounsandverbs(e.g.,gardenas“花園”/“園藝”;plantas“植物”/“種植”).Understandthebenefitsofgardening(enjoyablehobby,freshfood/flowers).Skills:pleteHighschoolentranceexaminationstylemultiplechoicereadingtasksbylocatingtextevidence.e.g.polysemouswordsaccuratelyinsentences(e.g.,“Theylikegardening;theirgardenhasroses.”).Writepolitequestionsaboutgardening(applyingquestionwords:what,how,when),preparingforHighschoolentranceexaminationletterwritingtasks.Emotion:Developinterestingardeningandhandsonactivities,recognizingthevalueofnaturerelatedhobbies.II.KeyPoints&DifficultiesKeyPoints:Readingprehension:Identifyprograminformation:Saturdayafternoons,ABSchannel53,growallkindsofplants.e.g.eMary’sbooksfromthetext(e.g.,GrowYourOwnFood,GreenIsMyFavouriteColour).Vocabulary&Grammar:Differentiatepolysemouswords:garden(n.花園；v.園藝),plant(n.植物；v.種植),water(n.水；v.澆水).Usegerundse.g.erverbs(e.g.,likegardening,enjoyworking).Difficulties:e.g.ectlyusingpolysemouswordsincontext(e.g.,“Watertheplantwithwater.”).e.g.tructingclearandpolitegardeningrelatedquestions(e.g.,“HowcanIgrowrosessuccessfully?”).III.TeachingMethodsTaskBasedLearning(TBL):Throughreadingtasks,vocabularypractice,andquestionwritingactivities.TextAnalysisApproach:Unpackthetextstructure(programintro→gardeningbenefits→Mary’sworks→rosespecial→interaction)tomodelHighschoolentranceexaminationreadingstrategies.CollaborativeLearning:Pairworkforquestionwriting,emphasizingpeerfeedbackonworduseandquestionclarity.IV.TeachingAidsTextbook,PPT(programposter,polysemouswordanimations,questionwritingtemplates),worksheets(vocabularypractice,questionprompts).V.TeachingProceduresStep1:Warmup–FavoriteTVPrograms(5mins)DiscussTHINKABOUTIT:Ask:“What’syourfavouriteTVprogram?Haveyouwatchedagardeningshow?”E.g.E.g.,Cookingshows,sports;“No,butI’dliketotrygardening.”)Invite3–4studentstoshare,writingkeywords(TVprogram,gardening,hobby)ontheboard.LeadintotheShow:Say:“Todaywe’llmeetMaryGreen,agardeningexpert.Let’sdiscoverherTVshow!”Step2:Prereading–PolysemousWords&Prediction(8mins)TeachPolysemousWords:Usepicturesandsentencestoshowwordduality:garden:Noun:“Therearerosesinmygarden.”(Showagardenimage.)Verb:“Igardeneveryweekend.”(Showsomeoneplantingflowers.)plant:Noun:“Asunflowerisabeautifulplant.”(Showasunflower.)Verb:“Plantseedsinspring.”(Showplantingaction.)water:Noun:“Drinkmorewater.”(Showaglassofwater.)Verb:“Watertheplantsdaily.”(Showwateringaction.)Highlight:Thesewordschangemeaningbasedonpartofspeech(noun/verb).PredicttheShow’sContent:Ask:“WhatwillMaryteachonhershow?Plantingflowers?Growingvegetables?Takingcareofroses?”Letstudentsguessandjustify.Step3:Reading–ExtractProgramDetails(12mins)pleteLet’sDoIt!1(MultipleChoice):Answers:Saturdayafternoons(Text:“GardeningwithMary”onSaturdayafternoons).allkindsofplants(Text:“showyouthebestwaytogrowallkindsofplants”).difficult(Text:“Arerosesdifficulttogrow?No!Youjusthavetochoosetherightkinds...”).Analysis:Guidestudentstofindtextevidence(e.g.,time→“Saturdays,2:00p.m.”;content→“allkindsofplants”;rosedifficulty→“difficulttogrow?”).TextStructureMapping:Organizethetextinto5parts:ProgramInfo:Time,channel,topic.GardeningBenefits:Enjoyable,freshfood/flowers.Mary’sBooks:TitleslikeGrowYourOwnFood.RoseSpecial:Tipsforgrowingroses.Interaction:Websiteforquestions.ModelHighschoolentranceexaminationstrategy:“Scanforspecificinformation(time,names,adjectives).”Step4:VocabularyPractice–Form&Use(10mins)pleteLet’sDoIt!3(WordFormFilling):Answers:planting(like+gerund),plants(noun,plural).water(verb),water(noun).answer(verb),answer(noun).gardening(gerund),garden(noun).showed(pasttenseverb).GrammarFocus:Gerundsafterlike/enjoy(e.g.,likegardening,enjoyworking).Pasttenseofshow(showed)fornarrativecontext.SentenceCreation:Askstudentstomakesentenceswithpolysemouswords(e.g.,“Iwatertheplantwithwatereverymorning.”).Step5:Speaking&Writing–AskMaryGardeningQuestions(15mins)TaskIntroduction:Provideaquestionwritingtemplate:“DearMary,I’minterestedingardening.Iwanttoask:1.What______(flower/vegetable)isbesttogrowin______(season/place)?2.HowoftenshouldI______(water/fertilize)my______(plants/trees)?Thankyou![YourName]”Example:“DearMary,Iwanttogrowroses.HowcanIchoosetherightkindsformygarden?Thanks!”PairWork:Studentsdiscussandwrite2–3questions,usingquestionwords(what,how,when,where)andtargetvocabulary.ClassSharing:Invite2–3pairstosharetheirquestions.Feedbackfocuseson:Correctwordforms(e.g.,waterasverb,gardenasnoun).Politequestionstructure(e.g.,“Couldyoutellme...?”).Step6:Summary&Homework(5mins)Summary:Recap:ProgramDetails:Saturdayafternoons,ABS53,allkindsofplantsguidance.Vocabulary:Polysemouswords(garden,plant,water)andgerunduse.CoreMessage:“Gardeni