外研版（2019）选择性必修第四册Unit 6 Space and Beyond 单元教学设计（表格式）
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| 名称 | 外研版（2019）选择性必修第四册Unit 6 Space and Beyond 单元教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 50.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-01 10:48:59 | ||
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Book 7 Unit 6教案设计
Unit theme The subject context of this unit is“Man and Nature”, and the subject context content involved is to explore the mysteries of the universe.There are many types of essays in this unit,including charts, test papers, essays, interviews, advertisements, news reports, etc. This unit introduces the formation of the solar system, the development and achievements of China's aerospace industry,“挑战者”the air crash of the Space shuttle Challenger, and the human understanding of the universe. It helps students understand the major events in the process of human exploration of space, stimulates students' curiosity and interest in exploring the universe, and trains students to face setbacks and difficulties.The quality of will to give up lightly praises the never-ending spirit of exploration of mankind.
The target students of the unit can focus on the contextual content of the subject of this unit, based on the multi-modal discourse of charts, test papers, essays, interviews, advertisements, news reports, etc. provided by the unit, comprehensively use various language skills, master the expression of this unit about exploring space, understand the discourse about space exploration, and learn to express themselves appropriately.Use the vocabulary and expression you have learned to imagine and describe life in space, and deepen your understanding of the meaning of the subject of the unit; be able to understand the development and achievements of Chinese aerospace, understand the process of human exploration of space, and the spirit of exploration that humans are not afraid of sacrifice and never stop; be able to connect with one's own actual situation,Establish an attitude of life that does not give up lightly in the face of setbacks and difficulties and moves forward bravely, so as to realize the expansion and migration of knowledge and thinking skills; be able to use various learning strategies, in the process of independent learning, cooperative learning, and inquiry-based learning, combined with the reflective and evaluative issues provided by the unit to continuously monitor and evaluate,Reflect on and adjust your own learning content and process, improve your ability to analyze and solve problems, improve your critical and creative thinking skills, and ultimately promote the comprehensive improvement of your own language skills, cultural awareness, thinking quality and learning ability.
Starting out板块 (the recommended duration is 10-15–15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Viewing + Speaking
Theme Context Man and Nature-Space exploration
Content analysis Activity 1 presents a video related to the theme of the unit, introducing the relevant knowledge of the solar system. Activity 2 通过一个时间轴介绍introduced several major events in the history of Chinese aerospace through a time axis to help students understand the development and achievements of Chinese aerospace.This section aims to activate students' existing background knowledge and language knowledge, and pave the way for the next learning of the entire unit.
Teaching objectives Lead students to watch videos, learn about the relevant knowledge of the solar system, and activate existing background knowledge and language knowledge; guide students to understand the major achievements of China's space industry, and understand China's next space exploration plan, triggering students' preliminary thinking on the theme of “Exploring the mysteries of the Universe”; guide students through learning The relevant knowledge of Chinese aerospace history stimulates national pride and interest in in-depth exploration of topics.
The teaching focus is to guide students to understand China's space history and future plans, stimulate interest in space exploration, and at the same time guide students to think about the importance of space exploration
. Teaching difficulties guide students to become familiar with proprietary vocabulary
teaching strategies , audiovisual teaching methods,and communicative teaching methods.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher draws a map of the solar system and asks students to name the planets. Teacher plays the video and asks students to answer Question 1. Teacher play the video again and ask students to locate the Asteroid and the Kuiper Belt. Teacher asks students to discuss Question 3 and share answers. Students try to figure out the planets on the map. Students watch the video and answer questions. Students watch the video again and try to locate the belts. Students discuss Question 3 and share answers. To direct students to go over the basic knowledge of solar system. To raise students’ interest in space of exploration.
Activity 2 Teacher asks students to look at the picture and read the information on page 61 and answer Question 1. Teacher asks students to share the recent events of China space exploration. Then Teacher makes some comments Teacher asks students to share what they know about the coming plans of China space exploration. Students look at the picture and read the information and answer Question 1. Students share the recent events of China space exploration. Students share what they know of China space exploration. To enhance students’ sense of national pride and cultivate their interest in the topic.
Understanding ideas板块 (the recommended duration is 30-35–35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Subject Type Reading
Subject Context Man and Nature-Space Exploration
Content analysis This section presents a text that reflects the theme of the unit, and the type of text is a thesis. The text tells the story of the space shuttle Challenger before and after the crash. This failure has had a huge impact on the U.S. space exploration program and the psychology of the people. Nevertheless, it has failed to stop people's footsteps and determination to explore space. The introduction activity before reading asks students to complete a quiz on space exploration to pave the way for the study of the text. In the reading activity, students are asked to predict the content of the text by reading the title and looking at the pictures. After-reading activities help students deeply understand the text, analyze the text, explore the meaning of the topic, and cultivate their thinking skills through activities such as text point-of-view judgment, key information extraction, and open question-and-answer.
Teaching objectives Guide students to obtain the main information of the text and understand the process of the crash of the Space”shuttle Challenger and its important significance to the history of human spaceflight; guide students to pay attention to the language characteristics of the text, experience the emotional changes of the characters, and feel the significant impact of the air crash; guide students on the basis of understanding the text To comprehend the quality of human will to be fearless of difficulties and move forward bravely in the process of space exploration.
The teaching focus is to guide students to read the text, understand the author's intention, text structure and internal logical relationship; guide students to master relevant expressions.
Teaching difficulties guide students to understand the structure of the discourse and grasp the important information in the text.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the questions and choose their answers. Teacher invites some students to share answers and check the answers with students. Students choose the answers individually. Check the answers with the teacher. To test students’ knowledge of space exploration. To raise students’ interest in reading the passage.
Activity 2 Teacher asks students to read the title and tell anything they know about the Challenger . Teacher asks students to find out the key word in the title and predict the content of the passage. Teacher asks students to do fast reading to check if his or her prediction is true. Students read the title and talk about the Challenger. Students think about the key word and predict then content. Students read the passage quickly and check if his or her prediction is true or not. To arouse the students’ curiosity about the topic. To learn the strategy of prediction.
Activity 3 Teacher asks students to read the passage again and finish Activity 3. Teacher asks students work in pairs and exchange their answers by giving evidence. Teacher invites some students to share their answers and add some necessary comments. Students read the passage quickly and finish Activity 3. Students work in pairs and exchange their answers by giving evidence. Some students share their answers with the class. To get the main idea of the passage.
Activity 4 Teacher asks students to read the passage carefully and complete the fact file in Activity 4. Teacher asks student to have a group discussion and check the answer. Teacher asks some representatives of groups to share the answer. Then teacher gives some necessary comments. Teacher asks students to talk about what they learn from the Challenger disaster. Then teacher gives some necessary comments. Students read the passage carefully and complete the fact file in Activity 4. Students work in group and check their answers. Some students share the answers. Students talk about what they learn from the Challenger disaster. To understand the important details of the passage and draw a lesson from the Challenger disaster.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students understand the meanings of space exploration. To guide students to focus on the useful expressions.
Using language板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Speaking
Topic Context Man and Nature-Space exploration
Content analysis The main content of the grammar part is to review the usage of modal verbs, and the small paragraphs mainly introduce the content related to the “Cassini” Saturn probe. This part requires students to observe the pictures, use their imagination, use the language knowledge they have learned to describe the pictures and tell stories. The topic of the comprehensive language use part is "Life in Space (Life)", which involves an interview program to explore alien life and a simulation experience of astronauts' life in space in a space experience camp. This part is a comprehensive activity combining listening, speaking and vocabulary under the topic of the unit, which helps students deeply focus on the meaning and function of language, enables students to think and communicate in the real context, and improves their comprehensive language use ability in all directions.
Teaching objectives Guide students to review and summarize the functions of modal verbs indifferent contexts, and use them in the real context; guide students to pay attention to pragmatic functions, learn to express their own views and expectations, and be able to use the expressions they have learned in real life; lead students to learn and master and space exploration Related vocabulary and expressions, at the same time accumulate more relevant vocabulary and expressions, and use them in real life.
The teaching focus is to guide students to understand the meaning and usage of modal verbs and use them in the real context; to guide students to learn to express related topics such as space exploration and space travel.
Teaching difficulties guide students to use modal verbs in the real context. Guide students to dare to express themselves and recommend themselves.
Teaching strategy task-based pedagogy, communicative pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the box and pay special attention to the words in bold. Then ask students Questions 1-4. Teacher checks the answers with students. Teacher asks students to work in pairs to share the answer of Question 5. Teacher asks students to find more sentences with modals in the reading passage. Students observe the sentences in the box and answer Questions 1–4. Students check the answers with the teacher. Students work in pairs and share their answers of Question 5. Students try to find more sentences with modals in the reading passage. To find out the functions and meanings of modals.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to read again and choose the correct modals. Teacher checks the answers with the class and summarize the usage of modals. Students read the passage and get its main idea. Students read and choose the correct modals. Students check the answers with the teacher. To apply modals in a context.
Activity 3 Teacher asks students to observe the picture and think of verbs and nouns related to the picture. Teacher gives students some hints and asks them to tell a story individually. Teacher asks students to work in pairs and share their stories. Teacher asks some students to tell their stories in class. Students observe the picture and think of verbs and nouns related to the picture. Students begin to tell a story individually. Students work in pairs and share their stories. Some students tell their stories in class. To consolidate the knowledge of the usage of modals in a real context.
Activity 4 Teacher asks students to work in pairs to finish Activity 4. Teacher asks some pairs to tell their stories in class. Then the teacher makes some comments. Students work in pairs and tell stories with modals. Some pairs tell their stories in class. To further consolidate the usage of modals.
Activity 5&6 Teacher asks students to read the introduction about the Fermi Paradox and predict what the audio script is about. Teacher asks students to go through questions in Activity 5 and circle the key words. Teacher plays the audio and asks students to listen and complete Activity 5. Teacher invites some students to share their answers with the class. Teacher plays the audio again and asks students to finish Activity 6. Teacher invites some students to act out the interview while the others check the answers. 1. Students read the introduction about the Fermi Paradox and predict what the audio script is about. 2 Students go through the 5 questions in Activity 5 and circle the key words. 3. Students listen to the audio and complete Activity 5. 4. Some students share their answers. 5. Students listen to the audio again and finish Activity 6. 6. Some students act out the interview while the others check the answers. 1 To train the skills of grasping the main idea of a conversation through listening. 2. To learn to understand the details of the listening material.
Activity 7 Teacher asks students to read the sentence structures and explain the two functions. Teacher asks students to work in groups and complete the boxes with the expressions from the interview. Teacher checks the answer with the class. Students read the sentences and listen to Teacher’s explanation. Students work in groups and complete the boxes with the expressions from the interview. Students check the answer with the teacher. To learn the ways of expressing opinions and hopes.
Activity 8 Teacher asks students to read the short passage individually. Teacher asks students to work in groups and discuss the answers of the two questions in Activity 8. Teacher asks group representatives to share their answers. Students read the short passage independently. Students discuss the answers of the two questions in Activity 8. Group representatives share their answers in class. To provide further reading of the topic. To get prepared for the following word learning activity.
Activity 9&10 Teacher asks students to read the passage individually and figure out the main idea. Teacher asks students to talk about the meaning of the words in bold. Teacher asks students to read the passage again and find out what students can do in space. Teacher asks students to fill in the blanks of Activity 10. Teacher checks the answers with the students. Students read the passage individually and figure out the main idea. Students talk about the meaning of the words in bold. Students read the passage again and talk about what students can do in space. Students finish Activity 10. Students check the answers with the teacher. 1 To further understand the definition of friendship and accumulate relative words. 2 To further understand the relative words in Activity 9.
Activity 11&12 Teacher helps students to go over the useful expressions they have learnt in Activity 9 and get ready for Activity 11. Teacher asks students to work in pairs and discuss questions in Activity 11. Teacher asks students to complete a video script for the application video. Teacher asks students work in pairs and share their works. Teacher invites some students to share their ideas with the class. Students go over the expressions they have learnt in Activity 9 with the help of the teacher. Students work in pairs and discuss questions in Activity 11. Students complete a video script for their application video. Students work in pairs and share their works. Some students share their ideas with the class. 1. To review the vocabulary about life in space. 2. To learn to apply what have been learned in the real context.
Developing ideas板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Writing
Theme Context Man and Nature-Space Exploration
Content analysis This section presents texts that reflect the theme of the unit from another perspective, and the types of essays are popular science essays. The text introduces the development of telescopes and their significant impact on human space history, and points out that human exploration of space is only just beginning, and there are still many mysteries of space waiting for mankind to explore. The reading and writing part requires students to write a log of life in space to help students better understand the life of astronauts, while consolidating the vocabulary and expressions they have learned.The purpose of this section is to enlighten students to have the spirit of exploration and truth-seeking, and to cultivate students' scientific and knowledge-seeking thinking qualities.
The teaching goal is to guide students through text learning to understand the development history of binoculars and their important influence; to guide students through text learning to understand the author's emotions and comprehend the subject of the text, so as to deepen their understanding of the meaning of the subject of the unit, cultivate the courage to explore the unknown, scientific and truth-seeking thinking qualities; guide students to use what they have learned in this unit Vocabulary and expression, combined with the writing characteristics of the log, learn to write a log of life in space and describe life in space.
The teaching focus is to lead students to understand the development history of telescopes and the never-ending spirit of human exploration of space; to guide students to learn the stylistic characteristics of telescopes.
Teaching difficulties guide students to log creation; guide students to dare to explore the unknown and seek truth scientifically.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to observe the three pictures and describe them. Teacher asks students to finish Activity 1. Teacher invites some students to give answers. Teacher adds some extra knowledge concerning the three pictures. Students observe the pictures and describe them. Students finish Activity 1. Some students give answers. Students listen to the teacher’s explanation. To know some information about Hubble Space Telescope and arouse background knowledge.
Activity 2 Teacher asks students to read the tile of the passage and guess what “eyes” refers to Teacher asks students to scan the passage to figure out the answers. Teacher asks some students to share their answers. Students read the title and guess. Students scan the passage and find out the answer. Some students share the answer. To focus on the title and predict the content of the passage.
Activity 3 Teacher asks students to read the passage and pay attention to the expressions concerning time. Teacher asks students to focus on “learning to learn” section. Teacher asks students to read the passage again and finish Activity 3. Teacher asks students to work in pairs and exchange their answers. Teacher asks some students to share their answers. Then check the answers with students. Students skim the passage and pay attention to the expressions concerning time. Students read information in the “learning to learn” section. Students finish Activity 3. Students work in pairs and exchange their answers. Students check the answers with teachers. To understand the structure and detailed information of the passage.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To enhance students’ understanding of the spirit of exploration.
Activity 4 Teacher asks students to read the quote and talk about their understanding of it. Teacher asks students to organise their ideas by completing the notes given in Section 2. Teacher invites group representatives to present their ideas. Teacher guides students to reflect on their performance in this part. Students read the quote and talk about their understanding. Students share their ideas with the group members. Group representatives present their ideas in class. Students reflect on their performance. To further understand the meaning of the theme. To practise students’ speaking ability and talking skills.
Activity 5 Teacher asks students to observe the 3 pictures and predict the content. Teacher asks students to read and answer Questions 1-2. Then check the answers with students. Teacher asks students to work in groups and discuss about Question 3. Teacher asks some students to share their ideas. Students observe the pictures and predict. Students read the passage and answer the questions. Students work in groups and discuss Question 3. Some students share their ideas. To increase the knowledge of living in space and be prepared for writing task.
Activity 6&7 Teacher asks students to read the passage in Activity 5 and answer the three questions. Teacher asks students to write a journal entry individually with the help of the notes. Teachers asks students to work in pairs and make improvements to each other’s work. Teacher asks some students to share their works in class. Then teacher makes some comments. Students read the passage in Activity 5 and answer the three questions. 2. Students write a journal entry individually with the help of the notes. 3. Students work in pairs and help each other to make some improvements. 4. Some students share their works in class. To organise the thoughts with the help of the notes and write your journal entry using the expressions and structures you learnt in this unit.
Presenting ideas & Reflection板块 (the recommended duration is 40-45–45minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Speaking
Topic Context Man and Nature-Space Exploration
Content analysis This section requires students to first read reports on the 1CD-ROM carried by the Voyager 1 space probe, and then express their views on what kind of human information should be burned on the CD-rom carried by the next Voyager space probe.The purpose of this section is to deepen students' understanding of human civilization through the thinking and expression of opinions, exercise students' divergent thinking skills, and help students comprehensively use language knowledge in real situations, cooperate with each other, show personality, and fully express their understanding and understanding of the meaning of the subject.
Teaching objectives Guide students to understand the relevant information of the Voyager 1 space probe and understand the importance of the information it carries; guide students to make full use of the vocabulary and expressions learned in this unit to express their views appropriately; guide students to discuss with other members of the group and jointly find the required information, reasonable division of labor,Collaborate to complete activity tasks and cultivate a sense of teamwork.
The focus of teaching is to guide students to gain a deeper understanding of space exploration through learning; to guide students to learn to express their views.
Teaching difficulties help students' understanding of the achievements of human civilization; cultivate students' sense of responsibility, overall view
of teaching strategies , task-based teaching methods, and communicative teaching methods
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the news report and picture. Teacher asks students to think about what Voyager 1 brings with it and why. Teacher asks students to share their ideas. Students read the passage carefully. Students think about the questions raised by the teacher. Students listen to others’ ideas. To provide the background knowledge to the students.
Activity 2-5 Teacher introduces the next Voyager mission, asking students to think about what contents should be put on the disc and why. Teacher asks students to work in groups and discuss the contents they will finally put on the disc. Teacher asks each group to prepare a short presentation and gives them some guidance. Teacher asks group representatives to share their opinions. Teacher asks the whole class to vote for the things that should be put on the disc on the next Voyager mission. Teacher announces the result of the vote and make some comments. Students listen to the teacher’s introduction and think about the questions. Students work in groups and discuss the questions. Each group work together to prepare a short presentation. Group representatives share their opinions. Students vote for 3 things that should be taken. Listen to the result and teacher’s comments. To deepen students’ understanding of the unit theme and develop students’ key competences.
Reflection
Teacher guides students to recall what they’ve learnt in this unit. Teacher asks students to complete Reflection in Student’s Book. Students write a reflection after completing this unit, summarising what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块 (this part of the teacher can deal with it at his discretion according to the actual teaching ）
Course type Speaking
Theme Context Man and Nature-Space Exploration
Content analysis The project practice activities in this unit require students to use creative thinking and design a space travel plan through group cooperation. Under the guidance of teachers, students comprehensively use the knowledge learned in the unit, carry out independent cooperation, effectively complete open tasks, further extend and explore the topics of the unit, and cultivate students' creative thinking and comprehensive language use skills.
Teaching objectives At At the end of the study in this section, students can: Guide students to conduct sufficient research before class, acquire more relevant knowledge about space travel, and provide a certain scientific basis for making plans. 2. Guide students to cooperate in groups, give full play to their imagination and creativity, and at the same time be able to design space travel plans in detail. 3. Guide students to comprehensively use the language knowledge they have learned, vividly express and promote their creative designs in graphic and graphic ways, and deepen their understanding of the meaning of the unit theme.
The focus of teaching is to guide students to formulate a scientific and reasonable plan for a space journey through learning.
Teaching difficulties guide students to use the relevant knowledge of this unit to learn to express the topic of space travel. Guide students to learn rational choice and scientific arrangement.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class,) Teacher asks students to collect and read information on space travel. Teacher divides the class into groups and asks students to share the information they have collected. Teacher asks the groups to decide their destination and write down some basic information of the destination. Students collect and read information on space travel. Students share the information they collected in groups. Students discuss and decide the destination. To get students prepared for the activities, and develop their ability of individual learning and exploring.
Plan Teacher gives instruction to students on how to make a careful travel plan. Teacher asks each group to discuss and make a careful plan. Students listen to the teacher’s instruction. Each group has a discussion and makes a careful plan. To let students make a plan for the space tour and be ready for the following section.
Create Teacher asks each group to prepare a presentation, including attractive and informative visuals. Each group works together and prepare for the presentation. To get prepared for the presentation section.
Present Teacher encourages each group to present their space travel plan to the class. Teacher guides the whole class to appreciate and evaluate the presentation. Teacher guides the students to decide which space destination they would most like to visit and vote the three most popular destinations. Teacher encourages students to make further improvements after class. Students present their plan to the class. Students appreciate and evaluate the presentation with the teacher. Students decide which space destination they would most like to visit and vote the three most popular destinations. Students make further improvements after class. To help students improve skills in presentation. To help students learn from each other.
Unit theme The subject context of this unit is“Man and Nature”, and the subject context content involved is to explore the mysteries of the universe.There are many types of essays in this unit,including charts, test papers, essays, interviews, advertisements, news reports, etc. This unit introduces the formation of the solar system, the development and achievements of China's aerospace industry,“挑战者”the air crash of the Space shuttle Challenger, and the human understanding of the universe. It helps students understand the major events in the process of human exploration of space, stimulates students' curiosity and interest in exploring the universe, and trains students to face setbacks and difficulties.The quality of will to give up lightly praises the never-ending spirit of exploration of mankind.
The target students of the unit can focus on the contextual content of the subject of this unit, based on the multi-modal discourse of charts, test papers, essays, interviews, advertisements, news reports, etc. provided by the unit, comprehensively use various language skills, master the expression of this unit about exploring space, understand the discourse about space exploration, and learn to express themselves appropriately.Use the vocabulary and expression you have learned to imagine and describe life in space, and deepen your understanding of the meaning of the subject of the unit; be able to understand the development and achievements of Chinese aerospace, understand the process of human exploration of space, and the spirit of exploration that humans are not afraid of sacrifice and never stop; be able to connect with one's own actual situation,Establish an attitude of life that does not give up lightly in the face of setbacks and difficulties and moves forward bravely, so as to realize the expansion and migration of knowledge and thinking skills; be able to use various learning strategies, in the process of independent learning, cooperative learning, and inquiry-based learning, combined with the reflective and evaluative issues provided by the unit to continuously monitor and evaluate,Reflect on and adjust your own learning content and process, improve your ability to analyze and solve problems, improve your critical and creative thinking skills, and ultimately promote the comprehensive improvement of your own language skills, cultural awareness, thinking quality and learning ability.
Starting out板块 (the recommended duration is 10-15–15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Viewing + Speaking
Theme Context Man and Nature-Space exploration
Content analysis Activity 1 presents a video related to the theme of the unit, introducing the relevant knowledge of the solar system. Activity 2 通过一个时间轴介绍introduced several major events in the history of Chinese aerospace through a time axis to help students understand the development and achievements of Chinese aerospace.This section aims to activate students' existing background knowledge and language knowledge, and pave the way for the next learning of the entire unit.
Teaching objectives Lead students to watch videos, learn about the relevant knowledge of the solar system, and activate existing background knowledge and language knowledge; guide students to understand the major achievements of China's space industry, and understand China's next space exploration plan, triggering students' preliminary thinking on the theme of “Exploring the mysteries of the Universe”; guide students through learning The relevant knowledge of Chinese aerospace history stimulates national pride and interest in in-depth exploration of topics.
The teaching focus is to guide students to understand China's space history and future plans, stimulate interest in space exploration, and at the same time guide students to think about the importance of space exploration
. Teaching difficulties guide students to become familiar with proprietary vocabulary
teaching strategies , audiovisual teaching methods,and communicative teaching methods.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher draws a map of the solar system and asks students to name the planets. Teacher plays the video and asks students to answer Question 1. Teacher play the video again and ask students to locate the Asteroid and the Kuiper Belt. Teacher asks students to discuss Question 3 and share answers. Students try to figure out the planets on the map. Students watch the video and answer questions. Students watch the video again and try to locate the belts. Students discuss Question 3 and share answers. To direct students to go over the basic knowledge of solar system. To raise students’ interest in space of exploration.
Activity 2 Teacher asks students to look at the picture and read the information on page 61 and answer Question 1. Teacher asks students to share the recent events of China space exploration. Then Teacher makes some comments Teacher asks students to share what they know about the coming plans of China space exploration. Students look at the picture and read the information and answer Question 1. Students share the recent events of China space exploration. Students share what they know of China space exploration. To enhance students’ sense of national pride and cultivate their interest in the topic.
Understanding ideas板块 (the recommended duration is 30-35–35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Subject Type Reading
Subject Context Man and Nature-Space Exploration
Content analysis This section presents a text that reflects the theme of the unit, and the type of text is a thesis. The text tells the story of the space shuttle Challenger before and after the crash. This failure has had a huge impact on the U.S. space exploration program and the psychology of the people. Nevertheless, it has failed to stop people's footsteps and determination to explore space. The introduction activity before reading asks students to complete a quiz on space exploration to pave the way for the study of the text. In the reading activity, students are asked to predict the content of the text by reading the title and looking at the pictures. After-reading activities help students deeply understand the text, analyze the text, explore the meaning of the topic, and cultivate their thinking skills through activities such as text point-of-view judgment, key information extraction, and open question-and-answer.
Teaching objectives Guide students to obtain the main information of the text and understand the process of the crash of the Space”shuttle Challenger and its important significance to the history of human spaceflight; guide students to pay attention to the language characteristics of the text, experience the emotional changes of the characters, and feel the significant impact of the air crash; guide students on the basis of understanding the text To comprehend the quality of human will to be fearless of difficulties and move forward bravely in the process of space exploration.
The teaching focus is to guide students to read the text, understand the author's intention, text structure and internal logical relationship; guide students to master relevant expressions.
Teaching difficulties guide students to understand the structure of the discourse and grasp the important information in the text.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the questions and choose their answers. Teacher invites some students to share answers and check the answers with students. Students choose the answers individually. Check the answers with the teacher. To test students’ knowledge of space exploration. To raise students’ interest in reading the passage.
Activity 2 Teacher asks students to read the title and tell anything they know about the Challenger . Teacher asks students to find out the key word in the title and predict the content of the passage. Teacher asks students to do fast reading to check if his or her prediction is true. Students read the title and talk about the Challenger. Students think about the key word and predict then content. Students read the passage quickly and check if his or her prediction is true or not. To arouse the students’ curiosity about the topic. To learn the strategy of prediction.
Activity 3 Teacher asks students to read the passage again and finish Activity 3. Teacher asks students work in pairs and exchange their answers by giving evidence. Teacher invites some students to share their answers and add some necessary comments. Students read the passage quickly and finish Activity 3. Students work in pairs and exchange their answers by giving evidence. Some students share their answers with the class. To get the main idea of the passage.
Activity 4 Teacher asks students to read the passage carefully and complete the fact file in Activity 4. Teacher asks student to have a group discussion and check the answer. Teacher asks some representatives of groups to share the answer. Then teacher gives some necessary comments. Teacher asks students to talk about what they learn from the Challenger disaster. Then teacher gives some necessary comments. Students read the passage carefully and complete the fact file in Activity 4. Students work in group and check their answers. Some students share the answers. Students talk about what they learn from the Challenger disaster. To understand the important details of the passage and draw a lesson from the Challenger disaster.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To help students understand the meanings of space exploration. To guide students to focus on the useful expressions.
Using language板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Speaking
Topic Context Man and Nature-Space exploration
Content analysis The main content of the grammar part is to review the usage of modal verbs, and the small paragraphs mainly introduce the content related to the “Cassini” Saturn probe. This part requires students to observe the pictures, use their imagination, use the language knowledge they have learned to describe the pictures and tell stories. The topic of the comprehensive language use part is "Life in Space (Life)", which involves an interview program to explore alien life and a simulation experience of astronauts' life in space in a space experience camp. This part is a comprehensive activity combining listening, speaking and vocabulary under the topic of the unit, which helps students deeply focus on the meaning and function of language, enables students to think and communicate in the real context, and improves their comprehensive language use ability in all directions.
Teaching objectives Guide students to review and summarize the functions of modal verbs indifferent contexts, and use them in the real context; guide students to pay attention to pragmatic functions, learn to express their own views and expectations, and be able to use the expressions they have learned in real life; lead students to learn and master and space exploration Related vocabulary and expressions, at the same time accumulate more relevant vocabulary and expressions, and use them in real life.
The teaching focus is to guide students to understand the meaning and usage of modal verbs and use them in the real context; to guide students to learn to express related topics such as space exploration and space travel.
Teaching difficulties guide students to use modal verbs in the real context. Guide students to dare to express themselves and recommend themselves.
Teaching strategy task-based pedagogy, communicative pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the box and pay special attention to the words in bold. Then ask students Questions 1-4. Teacher checks the answers with students. Teacher asks students to work in pairs to share the answer of Question 5. Teacher asks students to find more sentences with modals in the reading passage. Students observe the sentences in the box and answer Questions 1–4. Students check the answers with the teacher. Students work in pairs and share their answers of Question 5. Students try to find more sentences with modals in the reading passage. To find out the functions and meanings of modals.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to read again and choose the correct modals. Teacher checks the answers with the class and summarize the usage of modals. Students read the passage and get its main idea. Students read and choose the correct modals. Students check the answers with the teacher. To apply modals in a context.
Activity 3 Teacher asks students to observe the picture and think of verbs and nouns related to the picture. Teacher gives students some hints and asks them to tell a story individually. Teacher asks students to work in pairs and share their stories. Teacher asks some students to tell their stories in class. Students observe the picture and think of verbs and nouns related to the picture. Students begin to tell a story individually. Students work in pairs and share their stories. Some students tell their stories in class. To consolidate the knowledge of the usage of modals in a real context.
Activity 4 Teacher asks students to work in pairs to finish Activity 4. Teacher asks some pairs to tell their stories in class. Then the teacher makes some comments. Students work in pairs and tell stories with modals. Some pairs tell their stories in class. To further consolidate the usage of modals.
Activity 5&6 Teacher asks students to read the introduction about the Fermi Paradox and predict what the audio script is about. Teacher asks students to go through questions in Activity 5 and circle the key words. Teacher plays the audio and asks students to listen and complete Activity 5. Teacher invites some students to share their answers with the class. Teacher plays the audio again and asks students to finish Activity 6. Teacher invites some students to act out the interview while the others check the answers. 1. Students read the introduction about the Fermi Paradox and predict what the audio script is about. 2 Students go through the 5 questions in Activity 5 and circle the key words. 3. Students listen to the audio and complete Activity 5. 4. Some students share their answers. 5. Students listen to the audio again and finish Activity 6. 6. Some students act out the interview while the others check the answers. 1 To train the skills of grasping the main idea of a conversation through listening. 2. To learn to understand the details of the listening material.
Activity 7 Teacher asks students to read the sentence structures and explain the two functions. Teacher asks students to work in groups and complete the boxes with the expressions from the interview. Teacher checks the answer with the class. Students read the sentences and listen to Teacher’s explanation. Students work in groups and complete the boxes with the expressions from the interview. Students check the answer with the teacher. To learn the ways of expressing opinions and hopes.
Activity 8 Teacher asks students to read the short passage individually. Teacher asks students to work in groups and discuss the answers of the two questions in Activity 8. Teacher asks group representatives to share their answers. Students read the short passage independently. Students discuss the answers of the two questions in Activity 8. Group representatives share their answers in class. To provide further reading of the topic. To get prepared for the following word learning activity.
Activity 9&10 Teacher asks students to read the passage individually and figure out the main idea. Teacher asks students to talk about the meaning of the words in bold. Teacher asks students to read the passage again and find out what students can do in space. Teacher asks students to fill in the blanks of Activity 10. Teacher checks the answers with the students. Students read the passage individually and figure out the main idea. Students talk about the meaning of the words in bold. Students read the passage again and talk about what students can do in space. Students finish Activity 10. Students check the answers with the teacher. 1 To further understand the definition of friendship and accumulate relative words. 2 To further understand the relative words in Activity 9.
Activity 11&12 Teacher helps students to go over the useful expressions they have learnt in Activity 9 and get ready for Activity 11. Teacher asks students to work in pairs and discuss questions in Activity 11. Teacher asks students to complete a video script for the application video. Teacher asks students work in pairs and share their works. Teacher invites some students to share their ideas with the class. Students go over the expressions they have learnt in Activity 9 with the help of the teacher. Students work in pairs and discuss questions in Activity 11. Students complete a video script for their application video. Students work in pairs and share their works. Some students share their ideas with the class. 1. To review the vocabulary about life in space. 2. To learn to apply what have been learned in the real context.
Developing ideas板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Writing
Theme Context Man and Nature-Space Exploration
Content analysis This section presents texts that reflect the theme of the unit from another perspective, and the types of essays are popular science essays. The text introduces the development of telescopes and their significant impact on human space history, and points out that human exploration of space is only just beginning, and there are still many mysteries of space waiting for mankind to explore. The reading and writing part requires students to write a log of life in space to help students better understand the life of astronauts, while consolidating the vocabulary and expressions they have learned.The purpose of this section is to enlighten students to have the spirit of exploration and truth-seeking, and to cultivate students' scientific and knowledge-seeking thinking qualities.
The teaching goal is to guide students through text learning to understand the development history of binoculars and their important influence; to guide students through text learning to understand the author's emotions and comprehend the subject of the text, so as to deepen their understanding of the meaning of the subject of the unit, cultivate the courage to explore the unknown, scientific and truth-seeking thinking qualities; guide students to use what they have learned in this unit Vocabulary and expression, combined with the writing characteristics of the log, learn to write a log of life in space and describe life in space.
The teaching focus is to lead students to understand the development history of telescopes and the never-ending spirit of human exploration of space; to guide students to learn the stylistic characteristics of telescopes.
Teaching difficulties guide students to log creation; guide students to dare to explore the unknown and seek truth scientifically.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to observe the three pictures and describe them. Teacher asks students to finish Activity 1. Teacher invites some students to give answers. Teacher adds some extra knowledge concerning the three pictures. Students observe the pictures and describe them. Students finish Activity 1. Some students give answers. Students listen to the teacher’s explanation. To know some information about Hubble Space Telescope and arouse background knowledge.
Activity 2 Teacher asks students to read the tile of the passage and guess what “eyes” refers to Teacher asks students to scan the passage to figure out the answers. Teacher asks some students to share their answers. Students read the title and guess. Students scan the passage and find out the answer. Some students share the answer. To focus on the title and predict the content of the passage.
Activity 3 Teacher asks students to read the passage and pay attention to the expressions concerning time. Teacher asks students to focus on “learning to learn” section. Teacher asks students to read the passage again and finish Activity 3. Teacher asks students to work in pairs and exchange their answers. Teacher asks some students to share their answers. Then check the answers with students. Students skim the passage and pay attention to the expressions concerning time. Students read information in the “learning to learn” section. Students finish Activity 3. Students work in pairs and exchange their answers. Students check the answers with teachers. To understand the structure and detailed information of the passage.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To enhance students’ understanding of the spirit of exploration.
Activity 4 Teacher asks students to read the quote and talk about their understanding of it. Teacher asks students to organise their ideas by completing the notes given in Section 2. Teacher invites group representatives to present their ideas. Teacher guides students to reflect on their performance in this part. Students read the quote and talk about their understanding. Students share their ideas with the group members. Group representatives present their ideas in class. Students reflect on their performance. To further understand the meaning of the theme. To practise students’ speaking ability and talking skills.
Activity 5 Teacher asks students to observe the 3 pictures and predict the content. Teacher asks students to read and answer Questions 1-2. Then check the answers with students. Teacher asks students to work in groups and discuss about Question 3. Teacher asks some students to share their ideas. Students observe the pictures and predict. Students read the passage and answer the questions. Students work in groups and discuss Question 3. Some students share their ideas. To increase the knowledge of living in space and be prepared for writing task.
Activity 6&7 Teacher asks students to read the passage in Activity 5 and answer the three questions. Teacher asks students to write a journal entry individually with the help of the notes. Teachers asks students to work in pairs and make improvements to each other’s work. Teacher asks some students to share their works in class. Then teacher makes some comments. Students read the passage in Activity 5 and answer the three questions. 2. Students write a journal entry individually with the help of the notes. 3. Students work in pairs and help each other to make some improvements. 4. Some students share their works in class. To organise the thoughts with the help of the notes and write your journal entry using the expressions and structures you learnt in this unit.
Presenting ideas & Reflection板块 (the recommended duration is 40-45–45minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Speaking
Topic Context Man and Nature-Space Exploration
Content analysis This section requires students to first read reports on the 1CD-ROM carried by the Voyager 1 space probe, and then express their views on what kind of human information should be burned on the CD-rom carried by the next Voyager space probe.The purpose of this section is to deepen students' understanding of human civilization through the thinking and expression of opinions, exercise students' divergent thinking skills, and help students comprehensively use language knowledge in real situations, cooperate with each other, show personality, and fully express their understanding and understanding of the meaning of the subject.
Teaching objectives Guide students to understand the relevant information of the Voyager 1 space probe and understand the importance of the information it carries; guide students to make full use of the vocabulary and expressions learned in this unit to express their views appropriately; guide students to discuss with other members of the group and jointly find the required information, reasonable division of labor,Collaborate to complete activity tasks and cultivate a sense of teamwork.
The focus of teaching is to guide students to gain a deeper understanding of space exploration through learning; to guide students to learn to express their views.
Teaching difficulties help students' understanding of the achievements of human civilization; cultivate students' sense of responsibility, overall view
of teaching strategies , task-based teaching methods, and communicative teaching methods
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the news report and picture. Teacher asks students to think about what Voyager 1 brings with it and why. Teacher asks students to share their ideas. Students read the passage carefully. Students think about the questions raised by the teacher. Students listen to others’ ideas. To provide the background knowledge to the students.
Activity 2-5 Teacher introduces the next Voyager mission, asking students to think about what contents should be put on the disc and why. Teacher asks students to work in groups and discuss the contents they will finally put on the disc. Teacher asks each group to prepare a short presentation and gives them some guidance. Teacher asks group representatives to share their opinions. Teacher asks the whole class to vote for the things that should be put on the disc on the next Voyager mission. Teacher announces the result of the vote and make some comments. Students listen to the teacher’s introduction and think about the questions. Students work in groups and discuss the questions. Each group work together to prepare a short presentation. Group representatives share their opinions. Students vote for 3 things that should be taken. Listen to the result and teacher’s comments. To deepen students’ understanding of the unit theme and develop students’ key competences.
Reflection
Teacher guides students to recall what they’ve learnt in this unit. Teacher asks students to complete Reflection in Student’s Book. Students write a reflection after completing this unit, summarising what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块 (this part of the teacher can deal with it at his discretion according to the actual teaching ）
Course type Speaking
Theme Context Man and Nature-Space Exploration
Content analysis The project practice activities in this unit require students to use creative thinking and design a space travel plan through group cooperation. Under the guidance of teachers, students comprehensively use the knowledge learned in the unit, carry out independent cooperation, effectively complete open tasks, further extend and explore the topics of the unit, and cultivate students' creative thinking and comprehensive language use skills.
Teaching objectives At At the end of the study in this section, students can: Guide students to conduct sufficient research before class, acquire more relevant knowledge about space travel, and provide a certain scientific basis for making plans. 2. Guide students to cooperate in groups, give full play to their imagination and creativity, and at the same time be able to design space travel plans in detail. 3. Guide students to comprehensively use the language knowledge they have learned, vividly express and promote their creative designs in graphic and graphic ways, and deepen their understanding of the meaning of the unit theme.
The focus of teaching is to guide students to formulate a scientific and reasonable plan for a space journey through learning.
Teaching difficulties guide students to use the relevant knowledge of this unit to learn to express the topic of space travel. Guide students to learn rational choice and scientific arrangement.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class,) Teacher asks students to collect and read information on space travel. Teacher divides the class into groups and asks students to share the information they have collected. Teacher asks the groups to decide their destination and write down some basic information of the destination. Students collect and read information on space travel. Students share the information they collected in groups. Students discuss and decide the destination. To get students prepared for the activities, and develop their ability of individual learning and exploring.
Plan Teacher gives instruction to students on how to make a careful travel plan. Teacher asks each group to discuss and make a careful plan. Students listen to the teacher’s instruction. Each group has a discussion and makes a careful plan. To let students make a plan for the space tour and be ready for the following section.
Create Teacher asks each group to prepare a presentation, including attractive and informative visuals. Each group works together and prepare for the presentation. To get prepared for the presentation section.
Present Teacher encourages each group to present their space travel plan to the class. Teacher guides the whole class to appreciate and evaluate the presentation. Teacher guides the students to decide which space destination they would most like to visit and vote the three most popular destinations. Teacher encourages students to make further improvements after class. Students present their plan to the class. Students appreciate and evaluate the presentation with the teacher. Students decide which space destination they would most like to visit and vote the three most popular destinations. Students make further improvements after class. To help students improve skills in presentation. To help students learn from each other.