人教版（2019）必修第三册Unit 4 Space exploration Reading and Thinking教学设计
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| 名称 | 人教版（2019）必修第三册Unit 4 Space exploration Reading and Thinking教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-02-26 18:08:40 | ||
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文档简介
人教版高中英语必修三第4单元“Reading and Thinking”
阅读语篇教学设计Space: the Final Frontier
主题语境：人与自然——地球与宇宙
语篇类型：说明文
授课时长:两课时（每课时45分钟）
教学分析
文本分析
本课语篇选自人教版高中英语必修三第4单元“Reading and Thinking”。文本探讨的主题是“太空探索”，该主题涵盖了太空探索的发展历程及其探索意义。本文为说明文，以平实客观的语言介绍了太空探索的发展历程。该文为总分总式的段落结构，“分”的部分按照并列方式安排。说明顺序主要为时间顺序，从1961年第一个人上太空到阿姆斯特朗上月球再到2003年神舟五号标志着我国首次载人航天飞行获得圆满成功，逻辑清晰，语言客观准确。本文本用了举例子，作比较的说明方法，时态多为一般过去时和一般现在时，语言多用被动语态。本文涉及太空探索，航空航天核心词汇和短语，如vehicles, universe, satellite, launched, mankind, agency, data等。本文本价值取向在于促进学生多维度深入了解“太空探索”这一前沿科学研究行为，同时对本国的航空航天事业有所了解，引导学生理性看待“太空探索”对人类发展的深远意义，从而树立学生正确的科学观。
学情分析
学生来自浙江省重点高中，平均英语水平较高，基础较好，学习态度认真，对英语学习有热情。但是由于学生在平时英语课堂中接触太空探索方面的词汇比较少，该篇文本相较于其他记叙文，议论文等对学生来说难度相对较大。多数学生能够用英语较好的表达自己的观点，但是缺乏理解整合能力，在逻辑推理和批判性思维方面比较欠缺。同时，学生对他国的太空探索历史了解不多，不全面，对科学精神没有系统性的了解。
教学目标
语言知识
（1）70%学生能够理解并学会运用航空航天核心词汇和短语，如vehicles, universe, satellite, launched, mankind, agency, data等，做到准确理解和表达。
（2）80%的学生能够理解并运用本文中的过去时态和被动语态，如用，如be launched, be orbited, be achieved来表达客观事物。
（3）75%的学生能够掌握主从复合句，同位语，插入语，非谓语动词等的使用，如China became the third country in the world to independently send humans into space in 2003, when Yang Liwei successfully orbited Earth in the Shenzhou 5 spacecraft等
（4）85%的学生能够掌握to do(表目的）， make vehicles to carry, to find out, to study，followed by, famously saying等不定式，分词和动名词的使用等。
文化知识
学生能够意识到人类探索太空的伟大和不易以及成就背后付出的努力，明白不同国家的太空探索事业的发展都是人类的重要太空探索成果，对本国的航空航天事业有所了解，多维度深入了解“太空探索”这一前沿科学研究行为。
思维品质
学生能够通过对本说明文本的学习建立起逻辑清晰的思辨能力，学会运用总分总式说明方法清晰说明辩证自己的观点，能够通过举例子，列数字等方式加强自己思维逻辑和语言的说服力。
学习策略
学生能够积极主动地调试学习策略，通过对文本举一反三等拓宽自己的说明表达方式，同时能够积极运用互联网以及文献资料拓宽自己对太空探索方面的知识。
4.教学重点
航空航天核心词汇和短语，如vehicles, universe, satellite, launched, mankind, agency, data等的理解与准确表达。
to do(表目的）， make vehicles to carry, to find out, to study，followed by, famously saying等不定式，分词和动名词的理解等。
指导学生意识到人类探索太空的伟大和不易以及成就背后付出的努力，明白不同国家的太空探索事业的发展都是人类的重要太空探索成果，对本国的航空航天事业有所了解，多维度深入了解“太空探索”这一前沿科学研究行为。
5.教学难点：
1.指导学生运用总分总式说明方法清晰说明辩证自己的观点，能够通过举例子，列数字等方式加强自己思维逻辑和语言的说服力。
2.主从复合句，同位语，插入语，非谓语动词等。
(
步骤一：情境创设，引出主题
)教学思路
(
步骤二：短片文本分析，导入词汇
) (
Pre-reading
)
(
步骤三：文本类型分析
)
(
步骤四：文本特点，结构，手法分析
) (
While-reading
)
(
步骤五：句法，短语分析
)
(
步骤六：思维导图绘制
)
(
步骤七：科学思想和精神培育
) (
post-reading
)
(
步骤八：学习策略培养，分享相关知识和途径
)
教学过程
Pre-reading(10minutes)
步骤一：情境创设，引出主题(5’)
Ss watch a video about an introduction to the space exploration and learn about the extraordinary achievements of space travel.
【设计说明】
通过关于宇宙探索的短片引入有助于激发学生对本文本阅读的兴趣，集中注意力。同时观看宇宙探索的短片能够让学生快速回忆并调取有关宇宙探索的知识。教师通过太空探索短片创设语境，引入人与自然的主题。
步骤二：短片内容分析，导入文本词汇和内容(5’)
【教学问题】
Q1: What achievements of space exploration had we made
Q2: Do we Chinese have any achievements
【课堂实录】
（Watch a video clip）
T: What achievements of space exploration had we made
Ss: We sent satellites to the space.
T: Do you know what satellites mean
S: It’s a machine sent into space and goes around the Earth, moon etc.
T: So what does the Sputnik 1 satellite go around Any volunteers
S1: It goes around the Earth.
T：Right. But do you know any other words that mean the same as go around
S: Maybe orbited around
T: Excellent! You have read the passage and watched the video carefully.( Teacher writes the phrase “orbited around” on the blackboard)
T: Then what else do we achieve
Ss: We went to the moon.
T：Yes. Do you know who went first
Ss: Neil Armstrong.
T: Good! Is he an American or Chinese
Ss: American.
T: So do we Chinese have any achievements You please.
S1: The Shenzhou five.
T: Yes. But can you explain what is Shenzhou five
S1: It is a spacecraft.
T: Good job. Correct word. Everyone please follow me and read spacecraft. Spacecraft.( Teacher writes the word “spacecraft” on the blackboard)
Ss: Spacecraft.
T: Well done.
【设计说明】
通过短片播放完后的一小段学生和老师之间的对话，学生对整体文本所要介绍的内容有所了解，同时对一些疑难词汇也通过短片和对话有一定的认知，为文本的阅读和分析打下基础。
While-reading(58’)
步骤三：文本类型及分析（8’）
T asks Ss to skim through the whole passage and asks students what type of text it is.
【教学问题】
What kind of passage is it How do you know What are the evidences
【课堂实录】
(Ss skim through the passage(3’))
T: After reading this passage, do you know what kind of passage is it Any volunteers OK, you please.
S1: It’s 说明文。I don’t know how to express it in English.
T: OK, that’s fine. Anyone who know the English word for “说明文”？
S2：It’s exposition.
T: Yes, excellent! Exposition means a clear and detailed explanation. (T presents the word “exposition” on the power point.)
T：This passage is an exposition. But how do you know Can anyone explain why it is an exposition
S1: Because it is a passage introducing the development of space travel.
T: Yes. You’ve got one of the essence of exposition. Can you further explain how it described this development
S1: The author used some data and some examples to illustrate.
T: Well done!
【设计意图】
通过对文本类型的分析，让学生对整篇文本的内容导向有所了解，并且能够通过举例子来证明该篇文本是说明文，锻炼了学生的逻辑思维和表达能力。
步骤四：文本特点，文本结构和文本说明手法分析(10’)
T and Ss discuss what are the features of this text, what is the structure of this text and what methods are used in this text.
【教学问题】
What are the features of this text
What is the structure of this text
What are the methods used in this text
【课堂实录】
T: After knowing that it is an exposition. Based on what you have learned about exposition, can you give us a summary of the features of expositions
S1: I think it is logical.
T: Yes, expositions are always logical. Can you explain what makes you feel that it is logical
S1: The author introduced us to the space travelling in the first paragraph. Then he showed us some examples of space travelling. And the final paragraph, He made a summary about what was discussed before.
T: You had understood the structure of this passage well! Excellent! But beside logical, what can you feel about this passage after reading it
S2：It’s very clear.
T: Yes. Expositions are logical as well as clear. You can get what the author wanted to tell us clearly.
T: But what about the content. We have discussed the structure, but are there any features about the content
S1: It mainly tells us some achievements.
T: How How does the author organize these achievements In what order Can you have a try
S1: I think it is the time order. And also the author had divided the achievements according to the country.
T: Good job！And thanks for your answer. The author illustrated these achievements in the time order. What about the way of illustrating different achievements Are there any methods to do so
S: The author had used some examples and also some data, like paragraph 4. China’s space programme started later than those of Russia and the US.
T: Yes, we can see many detailed examples and the use of data in this passage.
【设计意图】
通过对文本结构和内容的分析，让学生对本文本有更深刻的认识，同时学生对说明文的特点也有了更加深刻的理解。教师通过给予提示让学生尝试自主发现总结说明文的举例子，列数字等方法的使用。
步骤五：句法和短语分析(20’)
T and students discuss the meaning and usage of difficult sentences and phrases.
【教学问题】
What does the phrase “ dock with” mean in this sentence
What does the sentence “China became the third country in the world to independently send humans into space in 2003, when Yang Liwei successfully orbited Earth in the Shenzhou 5 spacecraft” mean Can you simplify it or paraphrase it
【课堂实录】
（T presents the dictionary meaning of some difficult words and phrases in the power point）
T: After knowing the meanings of these words and phrases, can you translate the sentence where these words are used
S1: “Orbit” means travel around a much larger object, so we can translate it into “围绕地球环行” for the part in this sentence.
T: Can you paraphrase the sentence “China became the third country in the world to independently send humans into space in 2003, when Yang Liwei successfully orbited Earth in the Shenzhou 5 spacecraft Why would have a try
S2: When Yang Liwei orbited Earth in the Shenzhou 5 space craft successfully in 2003, China independently sent humans into space and became the third country in the world to do this.
T：Good. You have paid attention to the tense and forms of words. Good job!
......
【设计意图】
通过对疑难词汇，句法，短语的分析和讨论，学生能够对文本的意义解读更上一层。同时，翻译词句意思可以较好地确定学生是否真正理解文章意思。通过翻译句子，学生的翻译能力也得到了提升。
步骤六 文章整体脉络深入分析和思维导图绘制（20’)
T made a form about the events happened in the passage. T asks students to fill in the blank according to the passage. Then T asks students to draw a mind map to show the relationship between these events.
【课堂实录】
T： Can you fill in the blanks in this form according to the passage
Ss: The dream of scientist is exploring the space. They had launched Sputnik satellite...
T: Can you draw a mind map to connect these events and show their relationships
(Ss draws and T comes down to check and help them draw.)
【设计意图】
首先教师通过让学生填表格来让学生对本文本提到的成就有一定的整理，同时再一次巩固了词汇和短语的用法。然后，教师要求学生绘制思维导图来联系这些成就。学生通过绘制简易版思维导图对整篇文本的框架有了更加深刻的认识。同时，绘制思维导图有利于学生提升自己的逻辑思维能力。
Post-reading（22’）
步骤七：科学思想和精神的培育（12’）
T asks students how do they feel after reading this text. Ss share their understanding about the meaning of space exploration.
【教学问题】
Why do we need space exploration
What does space exploration mean to us
How can we help with the space exploration
【课堂实录】
T：After reading this passage, what is you feeling towards space exploration
Ss: It is very hard to have achievements in space exploration. Many scientist have devoted themselves into this area.
T: Yes. The scientists had tried hard to help human explore the outside world. But why is space exploration so important to us What’s the meaning
S1: I think it is because there are many resources in the outside space.
T: Yes, there are many resources in the space. You mean if we have explored the space further, we can enrich our lives more, right
S1: Yes.
T: Does everyone agree with him What else meaning would it have Any different ideas
S2: I think it is because it can make our lives more convenient. Just like the satellite mentioned in this text, it can help us predict the weather and locate ourselves.
T: Yes, your idea is unique and great. What about other students
S3：...
【设计意图】
通过对太空探索意义的分析和太空探索发展的不易，培养学生对科学的正确态度，让学生明白科学家的奉献和对社会的贡献，了解太空探索的重要性。
步骤八：学习策略培养，对同一领域相关知识的分享和渗透（10’）
T asks students about other things that they know about space travelling. Ss share their knowledge and attitude about learning these things.
【教学问题】
What other things do you know about space exploration
Where can we learn about this
What is the right attitude towards learning about space exploration
【课堂实录】
T：What other things do you know about space exploration
S1: We have built Tian Gong station.
T: Good example. Can you explain the meaning or add more details to it
S1: It can provide many things for astronauts. It is a great leap in our history of space exploration.
T： Good. Can you share the method of getting this news
S1: I read it on the website called China Daily.
T: Yes, China Daily! It is a good website for us to learn English as well as knowing about China. Good way. Thanks!
【设计说明】
通过学生分享关于太空探索的其他知识来丰富文本内容和太空探索的主题。同时，学生们分享自己得到这些关于太空探索知识的资源和渠道能够培养学生的自主学习意识，能够让学生意识到自主探索英语学习知识的重要性和可行性，有助于培养学生的学习能力。
教学反思
本节课将阅读文本分为两节课教授，运用了读前，读中，读后的经典教学模式，教学过程清晰，有助于渗透培养学生的语言知识，文化知识，思维品质和学习策略。在阅读过程中不忘育人根本，不忘语言教授和分析，做到了思维和语言能力同步发展，文化意识和学习能力同步发展。
主线清晰，难度层层递进
首先在读前阶段，本课教学通过短片引入实现了激发学生兴趣和主题导入的作用。同时在短片后的一段师生之间的讨论带动课堂氛围，为接下来的教学奠定良好的基础。在读中阶段，本课教学分别对词汇，文章结构，文章整体脉络，文章的重难点以及说明文所使用的方法进行了详细的介绍和分析，有面有点，点面结合。在读后阶段，通过让学生讨论太空探索的意义以及分享自己对太空了解的相关知识，培养了学生的文化意识和学习能力。该部分也是对文章整体的把控，要求学生有较强的语言组织和输出能力。
目标一致，点对点促进
本课堂教学过程和教学目标高度统一，能够在读前，读中，读后对学生的语言知识，文化意识，思维品质和学习策略有点对点的促进和提高，真正实现了以读促思。
板书设计：
附录：教学文本
阅读语篇教学设计Space: the Final Frontier
主题语境：人与自然——地球与宇宙
语篇类型：说明文
授课时长:两课时（每课时45分钟）
教学分析
文本分析
本课语篇选自人教版高中英语必修三第4单元“Reading and Thinking”。文本探讨的主题是“太空探索”，该主题涵盖了太空探索的发展历程及其探索意义。本文为说明文，以平实客观的语言介绍了太空探索的发展历程。该文为总分总式的段落结构，“分”的部分按照并列方式安排。说明顺序主要为时间顺序，从1961年第一个人上太空到阿姆斯特朗上月球再到2003年神舟五号标志着我国首次载人航天飞行获得圆满成功，逻辑清晰，语言客观准确。本文本用了举例子，作比较的说明方法，时态多为一般过去时和一般现在时，语言多用被动语态。本文涉及太空探索，航空航天核心词汇和短语，如vehicles, universe, satellite, launched, mankind, agency, data等。本文本价值取向在于促进学生多维度深入了解“太空探索”这一前沿科学研究行为，同时对本国的航空航天事业有所了解，引导学生理性看待“太空探索”对人类发展的深远意义，从而树立学生正确的科学观。
学情分析
学生来自浙江省重点高中，平均英语水平较高，基础较好，学习态度认真，对英语学习有热情。但是由于学生在平时英语课堂中接触太空探索方面的词汇比较少，该篇文本相较于其他记叙文，议论文等对学生来说难度相对较大。多数学生能够用英语较好的表达自己的观点，但是缺乏理解整合能力，在逻辑推理和批判性思维方面比较欠缺。同时，学生对他国的太空探索历史了解不多，不全面，对科学精神没有系统性的了解。
教学目标
语言知识
（1）70%学生能够理解并学会运用航空航天核心词汇和短语，如vehicles, universe, satellite, launched, mankind, agency, data等，做到准确理解和表达。
（2）80%的学生能够理解并运用本文中的过去时态和被动语态，如用，如be launched, be orbited, be achieved来表达客观事物。
（3）75%的学生能够掌握主从复合句，同位语，插入语，非谓语动词等的使用，如China became the third country in the world to independently send humans into space in 2003, when Yang Liwei successfully orbited Earth in the Shenzhou 5 spacecraft等
（4）85%的学生能够掌握to do(表目的）， make vehicles to carry, to find out, to study，followed by, famously saying等不定式，分词和动名词的使用等。
文化知识
学生能够意识到人类探索太空的伟大和不易以及成就背后付出的努力，明白不同国家的太空探索事业的发展都是人类的重要太空探索成果，对本国的航空航天事业有所了解，多维度深入了解“太空探索”这一前沿科学研究行为。
思维品质
学生能够通过对本说明文本的学习建立起逻辑清晰的思辨能力，学会运用总分总式说明方法清晰说明辩证自己的观点，能够通过举例子，列数字等方式加强自己思维逻辑和语言的说服力。
学习策略
学生能够积极主动地调试学习策略，通过对文本举一反三等拓宽自己的说明表达方式，同时能够积极运用互联网以及文献资料拓宽自己对太空探索方面的知识。
4.教学重点
航空航天核心词汇和短语，如vehicles, universe, satellite, launched, mankind, agency, data等的理解与准确表达。
to do(表目的）， make vehicles to carry, to find out, to study，followed by, famously saying等不定式，分词和动名词的理解等。
指导学生意识到人类探索太空的伟大和不易以及成就背后付出的努力，明白不同国家的太空探索事业的发展都是人类的重要太空探索成果，对本国的航空航天事业有所了解，多维度深入了解“太空探索”这一前沿科学研究行为。
5.教学难点：
1.指导学生运用总分总式说明方法清晰说明辩证自己的观点，能够通过举例子，列数字等方式加强自己思维逻辑和语言的说服力。
2.主从复合句，同位语，插入语，非谓语动词等。
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步骤一：情境创设，引出主题
)教学思路
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步骤二：短片文本分析，导入词汇
) (
Pre-reading
)
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步骤三：文本类型分析
)
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步骤四：文本特点，结构，手法分析
) (
While-reading
)
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步骤五：句法，短语分析
)
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步骤六：思维导图绘制
)
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步骤七：科学思想和精神培育
) (
post-reading
)
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步骤八：学习策略培养，分享相关知识和途径
)
教学过程
Pre-reading(10minutes)
步骤一：情境创设，引出主题(5’)
Ss watch a video about an introduction to the space exploration and learn about the extraordinary achievements of space travel.
【设计说明】
通过关于宇宙探索的短片引入有助于激发学生对本文本阅读的兴趣，集中注意力。同时观看宇宙探索的短片能够让学生快速回忆并调取有关宇宙探索的知识。教师通过太空探索短片创设语境，引入人与自然的主题。
步骤二：短片内容分析，导入文本词汇和内容(5’)
【教学问题】
Q1: What achievements of space exploration had we made
Q2: Do we Chinese have any achievements
【课堂实录】
（Watch a video clip）
T: What achievements of space exploration had we made
Ss: We sent satellites to the space.
T: Do you know what satellites mean
S: It’s a machine sent into space and goes around the Earth, moon etc.
T: So what does the Sputnik 1 satellite go around Any volunteers
S1: It goes around the Earth.
T：Right. But do you know any other words that mean the same as go around
S: Maybe orbited around
T: Excellent! You have read the passage and watched the video carefully.( Teacher writes the phrase “orbited around” on the blackboard)
T: Then what else do we achieve
Ss: We went to the moon.
T：Yes. Do you know who went first
Ss: Neil Armstrong.
T: Good! Is he an American or Chinese
Ss: American.
T: So do we Chinese have any achievements You please.
S1: The Shenzhou five.
T: Yes. But can you explain what is Shenzhou five
S1: It is a spacecraft.
T: Good job. Correct word. Everyone please follow me and read spacecraft. Spacecraft.( Teacher writes the word “spacecraft” on the blackboard)
Ss: Spacecraft.
T: Well done.
【设计说明】
通过短片播放完后的一小段学生和老师之间的对话，学生对整体文本所要介绍的内容有所了解，同时对一些疑难词汇也通过短片和对话有一定的认知，为文本的阅读和分析打下基础。
While-reading(58’)
步骤三：文本类型及分析（8’）
T asks Ss to skim through the whole passage and asks students what type of text it is.
【教学问题】
What kind of passage is it How do you know What are the evidences
【课堂实录】
(Ss skim through the passage(3’))
T: After reading this passage, do you know what kind of passage is it Any volunteers OK, you please.
S1: It’s 说明文。I don’t know how to express it in English.
T: OK, that’s fine. Anyone who know the English word for “说明文”？
S2：It’s exposition.
T: Yes, excellent! Exposition means a clear and detailed explanation. (T presents the word “exposition” on the power point.)
T：This passage is an exposition. But how do you know Can anyone explain why it is an exposition
S1: Because it is a passage introducing the development of space travel.
T: Yes. You’ve got one of the essence of exposition. Can you further explain how it described this development
S1: The author used some data and some examples to illustrate.
T: Well done!
【设计意图】
通过对文本类型的分析，让学生对整篇文本的内容导向有所了解，并且能够通过举例子来证明该篇文本是说明文，锻炼了学生的逻辑思维和表达能力。
步骤四：文本特点，文本结构和文本说明手法分析(10’)
T and Ss discuss what are the features of this text, what is the structure of this text and what methods are used in this text.
【教学问题】
What are the features of this text
What is the structure of this text
What are the methods used in this text
【课堂实录】
T: After knowing that it is an exposition. Based on what you have learned about exposition, can you give us a summary of the features of expositions
S1: I think it is logical.
T: Yes, expositions are always logical. Can you explain what makes you feel that it is logical
S1: The author introduced us to the space travelling in the first paragraph. Then he showed us some examples of space travelling. And the final paragraph, He made a summary about what was discussed before.
T: You had understood the structure of this passage well! Excellent! But beside logical, what can you feel about this passage after reading it
S2：It’s very clear.
T: Yes. Expositions are logical as well as clear. You can get what the author wanted to tell us clearly.
T: But what about the content. We have discussed the structure, but are there any features about the content
S1: It mainly tells us some achievements.
T: How How does the author organize these achievements In what order Can you have a try
S1: I think it is the time order. And also the author had divided the achievements according to the country.
T: Good job！And thanks for your answer. The author illustrated these achievements in the time order. What about the way of illustrating different achievements Are there any methods to do so
S: The author had used some examples and also some data, like paragraph 4. China’s space programme started later than those of Russia and the US.
T: Yes, we can see many detailed examples and the use of data in this passage.
【设计意图】
通过对文本结构和内容的分析，让学生对本文本有更深刻的认识，同时学生对说明文的特点也有了更加深刻的理解。教师通过给予提示让学生尝试自主发现总结说明文的举例子，列数字等方法的使用。
步骤五：句法和短语分析(20’)
T and students discuss the meaning and usage of difficult sentences and phrases.
【教学问题】
What does the phrase “ dock with” mean in this sentence
What does the sentence “China became the third country in the world to independently send humans into space in 2003, when Yang Liwei successfully orbited Earth in the Shenzhou 5 spacecraft” mean Can you simplify it or paraphrase it
【课堂实录】
（T presents the dictionary meaning of some difficult words and phrases in the power point）
T: After knowing the meanings of these words and phrases, can you translate the sentence where these words are used
S1: “Orbit” means travel around a much larger object, so we can translate it into “围绕地球环行” for the part in this sentence.
T: Can you paraphrase the sentence “China became the third country in the world to independently send humans into space in 2003, when Yang Liwei successfully orbited Earth in the Shenzhou 5 spacecraft Why would have a try
S2: When Yang Liwei orbited Earth in the Shenzhou 5 space craft successfully in 2003, China independently sent humans into space and became the third country in the world to do this.
T：Good. You have paid attention to the tense and forms of words. Good job!
......
【设计意图】
通过对疑难词汇，句法，短语的分析和讨论，学生能够对文本的意义解读更上一层。同时，翻译词句意思可以较好地确定学生是否真正理解文章意思。通过翻译句子，学生的翻译能力也得到了提升。
步骤六 文章整体脉络深入分析和思维导图绘制（20’)
T made a form about the events happened in the passage. T asks students to fill in the blank according to the passage. Then T asks students to draw a mind map to show the relationship between these events.
【课堂实录】
T： Can you fill in the blanks in this form according to the passage
Ss: The dream of scientist is exploring the space. They had launched Sputnik satellite...
T: Can you draw a mind map to connect these events and show their relationships
(Ss draws and T comes down to check and help them draw.)
【设计意图】
首先教师通过让学生填表格来让学生对本文本提到的成就有一定的整理，同时再一次巩固了词汇和短语的用法。然后，教师要求学生绘制思维导图来联系这些成就。学生通过绘制简易版思维导图对整篇文本的框架有了更加深刻的认识。同时，绘制思维导图有利于学生提升自己的逻辑思维能力。
Post-reading（22’）
步骤七：科学思想和精神的培育（12’）
T asks students how do they feel after reading this text. Ss share their understanding about the meaning of space exploration.
【教学问题】
Why do we need space exploration
What does space exploration mean to us
How can we help with the space exploration
【课堂实录】
T：After reading this passage, what is you feeling towards space exploration
Ss: It is very hard to have achievements in space exploration. Many scientist have devoted themselves into this area.
T: Yes. The scientists had tried hard to help human explore the outside world. But why is space exploration so important to us What’s the meaning
S1: I think it is because there are many resources in the outside space.
T: Yes, there are many resources in the space. You mean if we have explored the space further, we can enrich our lives more, right
S1: Yes.
T: Does everyone agree with him What else meaning would it have Any different ideas
S2: I think it is because it can make our lives more convenient. Just like the satellite mentioned in this text, it can help us predict the weather and locate ourselves.
T: Yes, your idea is unique and great. What about other students
S3：...
【设计意图】
通过对太空探索意义的分析和太空探索发展的不易，培养学生对科学的正确态度，让学生明白科学家的奉献和对社会的贡献，了解太空探索的重要性。
步骤八：学习策略培养，对同一领域相关知识的分享和渗透（10’）
T asks students about other things that they know about space travelling. Ss share their knowledge and attitude about learning these things.
【教学问题】
What other things do you know about space exploration
Where can we learn about this
What is the right attitude towards learning about space exploration
【课堂实录】
T：What other things do you know about space exploration
S1: We have built Tian Gong station.
T: Good example. Can you explain the meaning or add more details to it
S1: It can provide many things for astronauts. It is a great leap in our history of space exploration.
T： Good. Can you share the method of getting this news
S1: I read it on the website called China Daily.
T: Yes, China Daily! It is a good website for us to learn English as well as knowing about China. Good way. Thanks!
【设计说明】
通过学生分享关于太空探索的其他知识来丰富文本内容和太空探索的主题。同时，学生们分享自己得到这些关于太空探索知识的资源和渠道能够培养学生的自主学习意识，能够让学生意识到自主探索英语学习知识的重要性和可行性，有助于培养学生的学习能力。
教学反思
本节课将阅读文本分为两节课教授，运用了读前，读中，读后的经典教学模式，教学过程清晰，有助于渗透培养学生的语言知识，文化知识，思维品质和学习策略。在阅读过程中不忘育人根本，不忘语言教授和分析，做到了思维和语言能力同步发展，文化意识和学习能力同步发展。
主线清晰，难度层层递进
首先在读前阶段，本课教学通过短片引入实现了激发学生兴趣和主题导入的作用。同时在短片后的一段师生之间的讨论带动课堂氛围，为接下来的教学奠定良好的基础。在读中阶段，本课教学分别对词汇，文章结构，文章整体脉络，文章的重难点以及说明文所使用的方法进行了详细的介绍和分析，有面有点，点面结合。在读后阶段，通过让学生讨论太空探索的意义以及分享自己对太空了解的相关知识，培养了学生的文化意识和学习能力。该部分也是对文章整体的把控，要求学生有较强的语言组织和输出能力。
目标一致，点对点促进
本课堂教学过程和教学目标高度统一，能够在读前，读中，读后对学生的语言知识，文化意识，思维品质和学习策略有点对点的促进和提高，真正实现了以读促思。
板书设计：
附录：教学文本