2021学年Unit 4 SpaceLesson 11 The Amazing Shenzhou一等奖表格教案及反思

教学内容

Unit 4 Space    Lesson 11 The Amazing Shenzhou

教学课型

Speaking

教学课时

1课时

教学目标

语言能力

1. 通过图片学习词汇launch, astronaut, spaceship, lunar probe, satellite, explore, exploration, speed up, space lab, connect…with…并能做恰当应用
2. 通过小组讨论以及团队辩论应用I think, I agree, I disagree等表达个人的观点

学习能力

1. 通过图片和游戏记忆及理解词汇含义。
2. 通过时间轴记忆中国近代航天事业的发展的重要内容。
3. 通过听力输入和阅读材料捕捉杨利伟升空和NASA回信的细节信息。
4. 通过小组讨论和团队辩论创造关于探索精神的个人观点。

思维品质

1. 从虚拟到真实。学生从最新的电影《流浪地球》的一段视频开始，分析在电影中刘培强所具有的宇航员精神。接着联系真实宇航员杨利伟的演讲，理解宇航员面对的困难和危险以及体现的无畏的牺牲精神。

2. 从古代到现代。通过对中国古代太空探索的神话故事、历史事件的快速抢答，再联系现代中国航空事业的进程，整理出一条概括性的时间轴，让学生了解中国对航天的探索、毅力、勇气和进步。

3. 从疑问到解答。通过赞比亚的玛丽修女对美国宇航局火星计划的质疑，让学生看到事物的两面性，让学生能够在辩论中表达对航天事业的思考，分析利弊。然后给出Dr. Ernst的回信，让学生学会辩证思维，坚定支持国家的航天事业。

文化品格

1. 通过《流浪地球》的片段和杨利伟的演讲传达航天事业需要毅力、勇气和牺牲的精神。
2. 通过古代中国对天空探索的传说和历史事件传达在中国人骨子里对天空的迷恋以及颇具浪漫主义色彩的想象和大胆的尝试。
3. 通过赞比亚修女和NASA回信，让学生坚定支持国家的航天事业。最后将航天精神转化为探索精神应用在学习和生活中。

学情分析

学生已有的知识和经验

1.  学生掌握了一定的航天词汇。

2.  学生对太空的生活词类的话题在前两节课中有所了解。

3.  学生在新闻和其他学科课堂上有所了解中国的航天事业发展。

学生个性分析

本班学生思维活跃、课堂积极发言、喜欢谈论新鲜且具有一定挑战性的话题。因此，学生需要鲜活的材料、难度稍高的设问、以及能够让他们眼前一亮的形式来组织课堂。他们渴望从未听过的知识、从未想过的想法以及对自己成长有益的知识技能和价值观。

教学内容分析

本节课采用了北师大2011版九年级Unit 4 Space Lesson 11 The Amazing Shenzhou的内容。本节课选取了教材中的口语训练话题的Speaking 6和7的活动“Imagine you are a Chinese scientist giving a speech to teenagers in America. Tell them about China’s space program.”和 “What does it take to become an astronaut?”。其余的教学内容全部经过重新整合加工。从课堂引入的《流浪地球》的片段，接着自编了杨利伟的讲话稿和听力材料，然后是中国古代的神话和历史事件的串联，到中国近代航天事业时间轴的创立以及改编了NASA回信。将本节课的教学内容（学生的输入）不限于课本的范围而是拓宽到更加具有现实意义的鲜活材料中。

教学重点

1.记忆理解和应用本课出现的词汇。

2.在听力和阅读中捕捉细节信息的能力。

3.通过视频和小组讨论表达个人的观点。

教学难点

1. 辩证地看待航天事业，分析利弊，表达个人对航天事业的思考。

2. 将航天精神转化为探索精神，用演讲的方式将探索精神应用在学习和生活中。

教学方法

交际教学法和任务教学法

教学资源

1. 教学设备：电脑、影音播放器、白板、麦克风、计分小火箭。
2. 教学材料：《流浪地球》短视频、杨利伟演讲音频、航天图片、时间轴表、NASA回信阅读材料、演讲评分表。

时间

教学步骤

教学流程

设计意图

教师活动

学生活动

1m

Warm up: picture talk

Show the students a picture of Liu Peiqiang and invite students to say something about him.

Look at the picture and share the information they know about Liu Peiqiang

Warm up the class and lead in the topic.

3.5m

Video: The Wandering Earth

Play the video of The Wandering Earth and ask students to talk about what makes an astronaut.

Watch the video and share their ideas on what makes an astronaut

Train students to the ability of viewing and conclude some qualities that astronauts should have.

3m

Listening: Yang Liwei’s speech

Play the recording of Yang Liwei’s speech and ask the students to do three listening exercises in the pad through Forclass.

Then, share the Yang Liwei’s speech with the students and ask them to find out the reasons that made Yang Liwei nervous in space and infer about those reasons why they made him nervous.

Listen to Yang Liwei’s speech and finish the exercises in Forclass.

Then, read through Yang Liwei’s speech and find out the reasons that made him nervous and infer why it is so.

Listen for details and main ideas.

Talk about possibilities.

1.5m

Game time: ancient tales and history

Show students pictures of the tales and history of ancient Chinese’ search for the universe. Explain the rules and use “quick answer” button in Forclass to play the game.

Look at the pictures and press the “quick answer” button in the pad as quickly as possible. The first two to press the button will have the chance to tell the name of the picture.

View the pictures and associate the pictures with the correct English names for it. Students will be able to see a general picture of ancient Chinese’ search for the universe.

7m

Group work: timeline of modern China’s space program

Give students some key words beforehand and invite four groups of students to come to the front as scientist to introduce the milestones in modern China’s space industry.

In other the rest of the students to listen and take down notes in their handouts to finish the timeline.

Four groups of students stand in front of the class and introduce the achievements of modern China’s space program in chronological order.

The rest of the students will listen carefully and take down the missing information in the timeline in their handouts

Speak with key words to give an introduction.

Listen for details.

With the help of the timeline, students will be able to have a clear picture of the modern China’s space program.

13m

Debate: should we explore space?

First, pose Sister Mary’s question to the students and inquire students’ opinions on it.

Then, ask the students to discuss it and choose their sides. Give students three minutes to discuss.

Next, rearrange the students to sit on the right and the left for pros and cons. Tell the rules and give students time to debate over the topic.  

First, discuss in groups and choose their sides.

Second, the pros sit on the right and the cons sit on the left.

Third, start the debate from the pros and then cons. Take turns to state their opinions.

Provoke students to think over the pros and cons of space exploration. Students will be able to think critically over the topic and use “I agree/disagree…” to present their opinions.

4m

Reading: Dr. Ernst’s reply letter

Hand out Dr. Ernst’s reply letter to Sister Mary to the students and ask them to scan for the reasons that he gives to explain the importance of space exploration.

Read Dr. Ernst’s reply letter and scan for the reasons he gives to explain the importance of exploration.

Show students the reasons for space exploration and students will understand the importance of exploring the universe.

7m

Making a speech: my idea on the spirit of exploration

Ask the students to think about the questions: “What do you think of space exploration after reading the letter? How do you fit the spirit of exploration into our life?”

Ask the students to share their ideas in a group and write down some key words as notes in the handouts.

Then, invite volunteers to make speeches.

Share ideas on how they think of space exploration after reading the letter and how they will fit the spirit of exploration into their life and study.

Then, come to the front and make speeches.

Provoke the students to think about how to apply the spirit of exploration into their own study and life.

Students will be able to talk about their opinions and make a speech.

2m

Voting and comments.

Ask students to grade the speakers according to the grading table under “language, content and body language”. Then give comments to their favorite speaker.

Then, give an overall comment on all speakers.

Grade the speakers according to “language, content and body language”. Then give comments to their favorite speaker and tell why they like him or her most. Then vote for their favorites in forclass.

Grading the speakers helps students to better appreciate others’ speeches. Students will be able to speak and explain their reason for their vote.

1m

Summary

Refer to Yang Liwei’s speech again. Use Yang Liwei’s statement and wish to encourage students to work hard and apply the spirit of exploration in their study and life.

Learn to apply the spirit of exploration to their study and life.

Encourage students to work hard and apply the spirit of exploration in their study and life.

评价方式

教学环节描述

评价操作方式

1.客观题评价

听力理解的训练题；时间轴的天空题。

学生听听力音频，然后在Forclass系统里面选择答案；学生在纸质的时间轴表格上填入关键词。

2.主观题评价

学生的辩论环节以及即席演讲环节。

学生讨论和分享，探讨太空探索的利与弊，然后辩论；学生稍作准备即席演讲。

3,写作评价

课后作业

写一篇文章分享自己看完美国宇航局回信的感受以及自己如何将探索精神应用在学习和生活。