Unit 1 My father flew into space in Shenzhou V 教案

Module
7
Unit
1
My
father
flew
into
space
in
Shenzhou
v
教案
1教学目标
1.
知识技能目标:
1)能借助元音字母、辅音连缀等发音规律听懂、认读、拼写单词:flew,
spent,
video,
someday;
2)能借助图片和文字听懂、读懂和朗读课文;
3)能运用My
father
flew
into
space
in
Shenzhou
V.
He
spent
about
twenty-one
hours
in
space.
He
made
a
video等句型,并以一般过去式形式讲述杨利伟的事迹。
2.
学习策略目标:
1)
通过pair
work,
group
work等活动形式,培养学生自主学习、合作学习的能力;
2)
通过KWL阅读策略帮助学生建立阅读目的,提高阅读兴趣和培养阅读能力。
3.
情感态度目标:
通过了解杨利伟的事迹,增强学生的民族自豪感;在谈论对杨利伟的认识中,树立以杨利伟为学习的榜样。
2学情分析
心理特征:学生对英语有强烈的学习兴趣,他们对中国的航天史及名人杨利伟有强烈的好奇心,谈论杨利伟的事迹这个任务应该能引起他们的兴趣。
知识水平:通过五年半的学习,学生已能用过去式描述过去发生的事情,并具备一定的听说读写能力。
认知水平:
学生具备了一定的合作学习、自主探究的学习能力,能参与pair
work,
group
work进行交流,对学习内容大胆预测、主动实践。
3重点难点
1)能借助元音字母、辅音连缀等发音规律听懂、认读、拼写单词:flew,
spent,
video,
someday;(教学重点)
2)能借助图片和文字听懂、读懂和朗读课文;(教学重点)
3)能运用My
father
flew
into
space
in
Shenzhou
V.
He
spent
about
twenty-one
hours
in
space.
He
made
a
video等句型,并以一般过去式形式讲述杨利伟的事迹。(教学重、难点)
4教学过程
活动1【导入】Pre－reading
Stage
1
Warm-up
1.
Greeting.
2.
Free
talk.
T:
I’m
glad
to
have
an
English
class
with
you.
But
firstly,
I
have
a
riddle
to
share
with
you.
T:
There’s
a
ship.
But
it
can’t
go
on
the
water.
It
can
fly.
What’s
that
S:
It’s
a
spaceship.
【设计意图】通过交谈猜谜吸引学生注意力。
Stage
2
Lead-in
1.
Have
the
Ss
watch
the
cartoon,
and
answer
the
question.
Q①:
What
can
you
see
in
the
picture
Q②:
Where
did
the
father
alien
fly
to
S:
I
can
see…
S:
He
flew
to
the
earth.
【设计意图】看课本导入部分的动画,感受主题。
2.
Have
the
Ss
read
“flew”.
3.
Invite
the
Ss
talk
about
what
they’ve
known
about
Yang
Liwei.
T:
On
the
earth,
there
was
a
man
flew
into
space,
too.
He’s
China’s
first
man
in
space.
Who’s
he
All
of
you
know
him,
I
think
he’s
very
famous.
How
much
do
you
know
about
him
How
did
he
fly
into
space
What’s
the
name
of
the
spaceship
【设计意图】通过与学生的交谈,让学生了解课题中的My
fahter指的是杨利伟,Shenzhou
V是杨利伟所乘坐的飞船,以消除学生在看到标题时的陌生感。学生谈谈他们所知的杨利伟,既激活学生的储备知识,又能帮助教师了解学生的掌握情况(Knowledge
Ss
have)。
Stage
3
Present
the
title,
task
and
the
way
of
evaluation.
1.
Present
the
title
and
read
it.
T:
Do
you
know
something
about
his
child
T:
He
has
a
son.
His
name
is
Ningkang
and
he
wrote
a
story
of
his
father.
T:
And
we’re
going
to
learn
this
story.
Module
7
Unit
1
My
father
flew
into
space
in
Shenzhou
V.
2.
Present
the
task:
Write
about
Yang
Liwei.
T:
After
learning
the
text,
I
hope
that
you
can
know
more
about
Yang
Liwei,
and
try
to
tell
and
write
about
Yang
Liwei.
3.
Present
the
way
of
evaluation.
T:
You
are
divided
into
4
groups.
You
are
Spaceship
1/
2/
3/
4,
try
to
fly
higher.
【设计意图】呈现课题。呈现任务:写一写关于杨利伟的故事。呈现评价方式:一个”spaceship”代表一组,比赛谁飞得更高。
活动2【讲授】While－reading
Stage
1
Reading
about
Yang
Liwei’s
space
travel.
【设计意图】一看:看动画,回答学生自提的问题。看动画作为有声的阅读,是学生喜闻乐见的形式。
1.
Have
the
Ss
talk
about
what
they
want
to
know
about
Yang
Liwei.
T:
You’ve
known
something
about
Yang
Liwei.
What
else
do
you
want
to
know
Maybe
you
can
ask
about
his
personal
information,
space
travel
or
more.
【设计意图】学生对杨利伟的个人信息、太空之旅或其它方面提自己想了解的问题。
2.
Have
the
Ss
watch
and
answer
the
questions
they
asked.
(If
necessary,
give
the
following
questions:
Q①:
When
did
he
fly
into
space
in
Shenzhou
V
Q②:
How
many
hours
was
he
in
space
Q③:
What
did
he
do
in
space
)
T:
We
have
a
lot
of
questions.
And
you
must
be
very
interested
in
Yang
Liwei.
Ningkang,
Yang
Liwei’s
son,
can
tell
us
about
his
father.
Let’s
watch
the
cartoon
and
try
to
answer
these
questions.
Pay
attention
to
the
tips.
You
could
make
notes
on
this
paper
on
page
2
if
necessary.
【设计意图】教师则根据实际情况选择性地提问题。
3.
Ask
the
Ss
for
feedback
and
present
some
words
or
full
sentences
on
the
blackboard.
Q①:
When
did
he
fly
into
space
Q②:
How
many
hours
was
he
in
space
Q③:
What
did
he
do
T:
Great!
In
October
2003,
he
flew
into
space.
T:
Wonderful!
From
9:00
in
the
morning
on
15th,
to
6:28
in
the
morning
,
he
spent
about
twenty-one
hours
in
space.
T:
Yang
Liwei
spent
about
twenty-one
hours
in
space.
How
many
hours
did
he
spend
in
sleeping/
making
a
video.
【设计意图】学生看动画,尝试寻找黑板上问题的答案。教师适时地渗透学习策略:教师提醒学生在必要的时候可以适当做笔记。
4.
Ss
answer
some
questions
and
try
to
read
the
new
words
and
new
sentences.
Ss:
In
October
2003,
he
flew
into
space.
Ss:
He
spent
about
twenty-one
hours
in
space.
Ss:
He
made
a
video.
Ss:
…
【设计意图】在学生回答问题的过程中逐步教授生词生句并梳理文本结构:1.
引导学生理解
“In
October
2003,
he
flew
into
space.”并适时补充杨利伟进入太空的具体日期。从PPT呈现的完整句到教师呈现的只有重点单词或词组的句卡,逐步培养学生说的能力。2.
通过展示电子钟,引导学生理解“spent”,
“video”和“Yang
Liwei
spent
about
twenty-one
hours
in
space.”以spent为媒介,了解杨利伟在太空所做的事。
Stage
2
Reading
about
Yang
Ningkang’s
feeling
and
what
he
wants
to
do
someday.
【设计意图】二读:默读课文,回答问题。
1.
Have
the
Ss
read
and
answer.
T:
Yang
Liwei’s
space
travel
was
so
important.
To
him,
it
was
a
great
experience.
Everyone
was
excited.
Q①:
How
did
Ningkang
feel
Are
you
proud
of
him
You
may
say
“I
am
proud
of
him.”
Pay
attention
to
your
emotion.
Be
proud!
Q②:
What
does
he
want
to
do
someday
T:
“Someday”
means
one
day
in
the
future.
Pay
attention
to
the
tips:
Underline
key
points.
After
that,
you
may
discuss
with
your
partner.
T:
What
do
you
want
to
do
someday
T:
I
believe
your
dream
will
come
true.
【设计意图】通过提问题呈现生词someday,
利用英英互译帮助学生理解someday的含义。教师适时地渗透阅读策略:划出重要信息,有助于培养学生在阅读过程中迅速捕获信息、分析提取信息的意识。
2.
Remind
the
questions
the
Ss
want
to
know.
T:
Can
we
find
the
answers
to
these
questions
T:
Never
mind.
Maybe
we’ll
find
later.
【设计意图】提醒孩子黑板上仍有悬而未决的问题,也提示孩子能在后续环节中找到问题的答案。
Stage
3
Read
the
main
information
about
Yang
Liwei.
Help
the
Ss
summarize
the
strategy
of
writing
a
story
of
a
famous
person.
T:
We’ve
learnt
about
Yang
Liwei
from
Ningkang.
But
how
did
Ningkag
write
about
his
father
He
wrote
about
personal
information,
great
experience
and
his
own
feeling.
【设计意图】通过引导孩子归纳宁康是怎么介绍杨利伟的,提示文章结构,渗透写作策略。
Stage
4
Read
the
text
loudly.
Listen
and
imitate.
【设计意图】三读:听音跟读,模仿语音。
活动3【活动】Post－reading
Stage
1
Tell
Yang
Liwei’s
story.
1.
Have
the
Ss
talk
about
Yang
Liwei.
(1)
T
and
Ss
talk
about
Yang
Liwei.
T:
(Point
to
the
blackboard)
You’ve
known
a
lot
about
Yang
Liwei.
Can
you
try
to
introduce
him
Let’s
try
together!
(2)
Have
the
Ss
talk
about
Yang
Liwei
in
groups.
T:
Now,
it’s
your
turn
to
do
it.
T:
Pay
attention
to
the
tips:
Work
in
four.
Talk
together
or
one
by
one.
Be
proud.
Help
others
in
difficulties.
(3)
Feedback.
T:
Who
can
try (请单个反馈)
【设计意图】引导孩子根据黑帮上呈现的板书谈论杨利伟。
2.
Story
Chain.
T:
We’ve
learnt
a
lot
about
Yang
Liwei.
Now,
I’d
like
to
check
whether
you
know
Yang
Liwei
well.
T:
I
cut
the
story
into
4
parts.
Each
of
you
has
got
a
part.
Only
one
of
you
got
the
full
beginning.
And
one
of
you
got
the
full
ending.
Read
the
part
you’ve
got
first.
Then
read
out
and
make
up
the
story
in
groups.
T:
Which
group
can
show
us
the
story
【设计意图】重组课文,巩固文章结构,齐读文章,巩固语言。
Stage
2
Extended
Reading.
Have
the
Ss
read
some
material
about
Yang
Liwei
and
find
the
answers
to
the
rest
of
the
questions.
T:
Here
some
questions
left.
Now,
read
more
about
Yang
Liwei
and
maybe
you’ll
find
the
answers.
T:
Pay
attention
to
the
tips:
Underline
key
information.
Discuss
with
our
partner
about
the
answers.
T:
Can
we
know
…
(T:
We
can’t
find
the
answers
to
these
questions.
Never
mind!
You
can
search
from
the
internet
and
share
with
us
next
time,
OK )
【设计意图】学生通过拓展阅读,深入了解杨利伟,并尝试解决黑板上有可能遗留的问题。若仍有问题未能解决,教师提醒孩子可在网络上寻找答案,并在下节课交流。
活动4【练习】Task
Write
about
YangLiwei.
Give
instructions.
T:
You
know
a
lot
about
YangLiwei
you’re
your
classmate,
the
text
and
reading
material.
It’s
time
for
you
to
write
about
YangLiwei.
T:
Do
you
know
how
to
do
it
We
can
write
about
his…
(Personal
Information,
Great
Experience,
Writer’s
Feeling)
T:Try
your
best
to
write
more.
(1)Have
the
Ss
write
about
Yang
Liwei.
(2)Have
the
Ss
share
their
stories.
2.
Invite
some
Ss
to
share
in
front
of
the
class.
【设计意图】学生能根据从课本、同伴之间及教师补充的材料中获得的信息尽可能多地谈论杨利伟,丰富他们对杨利伟的认知及丰实语言表达。
活动5【作业】Summary,
evaluation
and
homework.
Stage
1
Summary
and
evaluation.
Have
the
Ss
summarize
what
they’ve
learnt
and
give
evaluation.
T:
Let’s
stop
here.
Today,
we’ve
learnt
about
Yang
Liwei’s
story,
and
knew
him
well.
Yang
Liwei
is
a
great
man.
I
hope
you
can
learn
something
from
him.
Here
are
some
websites
for
you,
and
you
can
know
more
about
Yang
Liwei.
T:
Let’s
see
which
group
is
the
winner.
【设计意图】总结和评价。
Stage
2
Homework
Assign
the
homework.
Type
A:
1.
Listen
and
repeat
the
text.
2.
Introduce
Yang
Liwei
to
your
friends.(向朋友介绍杨利伟。)
Type
B:
1.
Listen
and
repeat
the
text.
2.
Surf
the
internet
and
read
more
about
Yang
Liwei.
【设计意图】以生为本,分层布置作业,以满足各层次学生的发展需求。