Unit 6 Beyond Earth （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册

这是一份Unit 6 Beyond Earth （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册，共10页。
Section A (1a-1d) 一、Teaching ObjectivesIn this class, students will：1. listen to three news reports to identify specific information and complete notes.2. use the provided dialogue framework to retell news reports and share space-related information.3. learn about China's major space programs and achievements,fostering pride in nationalscientific and technological development.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第二课时Section A (2a-2e) 一、Teaching ObjectivesIn this class, students will：1. listen for specific details about what life of astronauts in space is like.2. learn about daily life and work of astronauts in space, gaining a better understanding of spaceexploration.3. organize and summarize information from the conversation using a mind map,improvinginformation processing ability.二、Teaching AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第三课时Section A (3a-3c) 一、Teaching ObjectivesIn this class, students will：1. read an interview about space exploration to extract key information.2. identify how a host uses questions and comments to keep an interview flowing.3. understand the reasons for space exploration, broadening their view of scientific development.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingTeaching Reflection第四课时Grammar Focus (4a-4c) 一、Teaching ObjectivesIn this class, students will：1. review the passive voice in simple present and simple past tenses.2. master the structure and usage of the simple future passive voice.二、Teaching AdviceLead-inExplore the GrammarGrammar RulesGrammar ExercisesTeaching Reflection第五课时Section B(1a-1e)&Vocabulary in Use 一、Teaching ObjectivesIn this class, students will：1. identify the text type and skim to get the main idea.2. read for details to complete a mind map about space exploration.3. analyze the structure and organize information using a mind map.4. learn about human space exploration history and future plans.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingVocabulary in UseTeaching Reflection第六课时Section B (3a-3c) 一、Teaching ObjectivesIn this class, students will：1. read a model passage and extract key information to complete a chart.2. learn to structure a short essay:State your dream→give reasons→express hope.3. write their own space dreams using clear structure and relevant details.4. Share creative ideas about future space exploration,inspiring scientific imagination.二、Teaching AdviceLead-inPre-writingWhile-writingPost-writingTeaching ReflectionLook and Share1. Have students look at the theme picture on the opening page and think about the questions onPage 51.2. Invite some students to share their answers.3. Have students read the unit title and predict what they will learn in the unit.1a1. Present the four images. Explain each term briefly and pre-teach some new words andexpressions.2. Ask students to complete the 4 sentences independently,and then check the answers in pairs.3.Check the answers as a class,and have students read the terms aloud to practisepronunciation.4. Provide more related information and pictures about the four items to arouse interest.1b1. Have students read the instruction and make sure they understand the task.2. Play the audio once. Students listen and circle.3. Check the answers:Zhurong,Tiangong,Xuntian.1c1. Ask students to read the sentences in lc and understand the meanings. Students can beencouraged to fill in the blanks from memory.2. Play the audio again and have students complete the sentences.3. Invite some students to share their answers and then present correct answers.4. Have students listen again with the completed information.Listening ScriptsPresent the listening script and guide students to pay attention to the target vocabulariesand expressions. Explain the language points if necessary.1d1. Divide students into pairs. Assign each pair one news report to retell,or let them sharea different space news story they know.2.Provide the sentence frame for support:Have you heard that…? It is ...It will ...3. Walk around to monitor and offer help. Invite 2-3 pairs to perform.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.In this listening and speaking lesson, students successfully identified China's space programs and completed listening notes accurately. The 1d dialogue practice helped them retell news reports using the given framework,and most students actively participated. Next time, I will add a shortpronunciation drill before listening and extend preparation time for pair work to support some learners.Watch and Say1. Show a short video of astronauts in space (e.g. floating,eating,working) and ask students thefollowing questions:What are the astronauts doing in the video?◆What looks fun or strange about their life in space?2.Invite 2-3 students to share their answers.3.Provide some detailed information about space life.1. Present the two questions in 2a and have students predict what they will hear.2. Pre-teach the new words and expressions.2a1. Have students read the instruction and make sure they understand the task.2. Play the recording and have students answer the questions individually.3.Go over the correct answers with the whole class.4. The teacher can also add some questions to help students to get the context.2b1. Ask students to read the questions to get the meanings.2. Play the recording again and have students number the questions.3. Confirm the order by reading the questions aloud with the class.2c1. Present the mind map and explain each category.2. Play the recording a third time. Students take notes and fill in the blanks.3. Check the answers as a class,and have students fill in their mind maps.Listening Scripts1.Show the listening script and have students underline target vocabulary.2. Explain any remaining language points and have students practise reading the script.2d1. Provide a sample answer to one question from 2b using the mind map.2. Have students work in pairs to answer all questions from 2b,using their mind maps.3. Invite 2-3 pairs to share their answers with the class.2e1. Provide example questions from 2e,and then have students brainstorm in small groups.2. Encourage creative questions ( e. g. How do you exercise in space?).3. Collect 3-4 best questions from the class and write them on the board.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.In this listening and speaking lesson, students effectively grasped details of astronauts’ life in space and completed the mind map to organize information.A few students struggled to take quick notes during 2c and needed more support. Next time,I will pre-teach note-taking skills and pause the audio briefly to let them catch key words, ensuring all students follow the pace.Review&ConnectIn the last two lessons , we learned about China's space programs and life in space. Today ,we'llanswer a big question :Why do we explore space?Free TalkAsk:Why do you think countries spend money and time on space exploration?Invite 2-3 students to share their ideas briefly..Predict1.Have students look at the mind map in 3a and answer the following questions:What reasons may be mentioned in the interview?What aspects in our daily life have something to do with space exploration?2. Invite some students to share the answers.3. Pre-teach key vocabulary and phrases.Skim reading1. Ask students to read the interview quickly and find the three main reasons.2. Check the answers with the whole class.3a1. Have students read again carefully and complete the mind map individually.2. Ask volunteers to read their answers aloud in class.3.Check the answers with the whole class.4. Explain the language points in the conversation if needed.3b1. Play the audio of the interview. Ask students to pay attention to the host's lines.2.Ask:How does the host keep the interview going?(By asking follow-up questions and making comments like “Could you explain that a bitmore?”/“Oh,right.”/“Yes,that's very useful. ”)Divide students into pairs:Host and Dr Yang.Give 3-5 minutes to practise.Invite 2-3 pairs to perform for the class.3c1.Group Discussion:Ask:What are your own reasons for supporting space exploration?Do you agree with Dr Yang? Why or why not?2. Have students work in groups of 3-4 to share ideas.3.Class Share:Invite 2-3 groups to present their discussion results.ReflectionCan you think of a space technology that you use or see every day?How does space exploration help us solve problems on earth,like climate change or resourceshortages?How will you explain “why we explore space” to a friend or family member?SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.In this reading lesson,students successfully extracted the three main reasons for space exploration and completed the mind map with clear details. However, a few students needed more guidance to connect space technology to daily life during reflection. Next time,I will add more daily examples before reflection to help them better link theory to practice.Review1. Write on the board and ask students to recall:一般现在时被动:am/is/are+done例如:English is spoken in many countries.一般过去时被动:was/were+done例如:The station was built last year.2.Ask:What's the common structure of the passive voice?(be+过去分词)3.Ask:When do we use the passive voice?(强调动作承受者,动作执行者未知或不重要)4a1.Have students read the sentences in 4a and underline the passive verbs.2.Ask:What tense are these sentences? What's the structure? What do these sentences focus on?3.Have students read the sentences aloud to practise pronunciation and intonation.1.一般将来时被动语态:表示将来某个时间将要发生的被动动作。强调动作的承受者。2.基本结构will be done肯定句:主语十will be十过去分词(+by+执行者).否定句:主语十will not (won't)be+过去分词.一般疑问句:Will+主语十be十过去分词(+..)?特殊疑问句:特殊疑问词十will+主语十be+过去分词(+.)?3.用法:强调动作的承受者,而非执行者。执行者不明确、不重要或无需提及。常用于新闻、科技、计划等正式语境。4b1. Explain the task and have students follow the structure: will be+过去分词.2. Model the first one:Students will be required to do research on space exploration.3. Students complete 2-5 individually,and then check in pairs.4.Check the answers with the class.4c1. Let students read the passage and grasp the main idea.2. Ask students to complete the passage and check the answers in class.3. Explain mixed tenses:Point out that the passage uses the simple present, present perfect,andsimple future passive to show different time frames.4. Invite some students to answer the two questions:What are exoplanets? Whatare yourviews on finding life on another planet? Explain the language points if necessary.SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the grammar rules on the blackboard.This grammar lesson reviewed the passive voice and introduced the passive simple future voice with tense clearly. Students mastered the structure “will be + past participle”and completed 4b and 4c well. Most could convert active sentences correctly.1a1. Present some pictures related to the three options in la and elicit the correspondingexpressions from students.2. Encourage students to share what they know about science magazines,fiction books orscience websites.3.Have students work in pairs to discuss the question of 1a.4. Invite some students to explain their choice.Predict1. Show the title and the picture in 1b. Ask students to predict what this text will beabout.2. Have students discuss in pairs,and then invite some students to share in class.3.Pre-teach some key words and expressions.Skim Reading1b1. Ask students to read the text quickly and find out what the text is mainly about.2. Ask students to identify where they may find an article like this.3. Invite some students to share their answers and explain their reasons.Careful Reading1c1.Have students read the instruction and the main ideas to get the meanings.2. Ask students to read again carefully. Students work individually and then check in pairs.3. Check the answers with the whole class.4. Guide students to identify that the text follows the structure“curiosity→current situation→challenges→future hope".1d1.Present the mind map and explain each branch.2.Students read again carefully and fill in the mind map.3. Check the answers with the whole class and have students share their completed maps.Genre Analysis1.Ask:What kind of text is this? Is it a story,a news report,or a popular sciencearticle?2. Guide students to conclude:Popular science article ( clear,factual, explains scientific ideas togeneral readers).3. Highlight features:formal but easy language,uses facts and examples, focuses on realscience and future possibilities.1e1. Explain the task:Discuss the 4 questions in groups of 3-4,using text information.2.Group share:Invite 2-3 groups to present their answers.3. Encourage extra info:Ask students to share any space facts they know.2a1. Have students read the instruction to understand the task.2. Elicit compound words from students and explain the meanings if needed.3. Students complete sentences 2-6 individually,and then check the answers in pairs.4. Check the answers with the whole class.5. Lead a short discussion on the follow-up questions.2b1. Briefly review the boxed phrases to clarify the meanings.2. Have students read the conversation to understand the context.3. Students fill in the blanks individually,and then check with a partner.4. Check the answers with the whole class. Have pairs read the completed conversationaloud,focusing on correct pronunciation and intonation.2c1. Have students read the words and phrases in the box to get the meanings.2. Students read the passage to grasp the main idea about space exploration history.3. Students complete the text with the correct forms of the words individually.4. Students check the answers in pairs. Then,the teacher reviews answers as a class, explainingthe grammar (tense, voice).SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.This lesson covered reading,text analysis,and vocabulary practice about space exploration. Students successfully identified the text type,completed the mind map, and understood the “ curiosity-progress-challenges-hope”structure. Most students actively joined in discussions andfinished vocabulary exercises well.Review&ConnectIn the last lesson ,we talked about how far humans can go into space. Today ,we'll writeabout our own space dreams-what we hope will happen in the future.Free Talk1.Show the title“MySpace Dream”and ask:What is your space dream? What do youhope to see or do in space one day?2. Invite 2-3 students to share their ideas briefly.3a1. Have students read the passage independently,and then complete the table.2. Invite students to share their completed tables,and then check the answers with the whole class.3.Point out the passage's clear structure and highlight useful expressions.3b1. Have students work in groups to discuss the ideas and list 1-2 reasons for their choice.2. Invite 2-3 groups to share their favourite ideas and reasons.3c1. Ask students to make a simple chart for their own space dreams:What?:My space dream is...Why?:Reason 1/Reason 2/Reason 3Hope:I hope…2. Remind students to use a clear structure,linking words and the details from the modeland their own ideas.3. Walk around to help students with vocabulary , grammar,and structure.1. Have students exchange drafts and use a checklist to give feedback.2. Students revise their drafts based on peer feedback , focusing on clarity and detail.3. Invite 3-4 students to read their space dreams aloud to the class. Collect some excellent worksand display them on the classroom wall (with pictures if possible).SummaryAsk students to summarize what they learned in this lesson.Blackboard DesignWrite the writing structure and checklist on the blackboard.This writing lesson guided students to analyze a model,plan and write about their space dreams.Most students mastered the “dream-reasons-hope” structure and used linking words correctly. They actively shared creative ideas in discussion and showed strong interest in space.