Teaching design of Developing ideas
Type	Reading
Theme	Man and Nature—Space Exploration
Content analysis	What The passage presented in this section continues the theme of space exploration in terms of an exposition. The text introduces the development of human exploitation in astronomy, with the main focus on the changes of the telescopes, briefly showing the journey of human space exploration from the start of human history to the first invention of the earth-based telescope, the Hubble Space Telescope and the later more advanced telescopes built on by many countries, like the FAST. All the exploration was conducted by people located on Earth, at no personal risk. While these telescopes have been used as our eyes to see further and further into space, human quest for knowledge continues, as when compared to much remains unexplored of the vast cosmic ocean, human investigation of the universe is just beginning. Why The two reading passages in this unit reflect the spirit of space exploratione in different ways. While the former tells the tragedy of space shuttle Challenger’s crash that has had a huge impact on the U.S. space exploration program and people’s psychology, the latter focuses on the development of telescopes in astronomy, which reflects the human desire for the unknown and the spirit that pushes scientists to continue the exploration to promote science and help the public understand the cosmos we live in. Therefore, not only should the general and detailed information be understood, but the idea that humans have been desiring to explore the unknown and gain immense knowledge should be developed through reflection and discussion. How The passage is an expository text organized in chronological order. Thus, while reading, it is necessary to review and apply reading skills such as making predictions about the topic by referring to the keywords in the title, looking for lead-in paragraph, topic sentences and paraphrasing for summary. In addition, students are supposed to develop their competence in raising questions, making inference about the title and context clues, so that they will finally be able to connect what they know to what they do not know when it comes to problem-solving in reality. Besides, as the passage discusses the changes and development of space telescopes, “time sequencing”does help to interpret the information introduced in the text and acquire information relevant to each period in their development.
Teaching objectives	After the lesson, students are expected to: 1、acquire information of the development in astronomy mentioned in the passage; 2、understand the significance of the technological changes of telescopes in space exploration; 3、clarify the different way in which the passage reflects the spirit of exploration compared to the other passage in this unit 4、appreciate the spirit of exploration reflected in the passage.
Key points	To facilitate students to achieve a better understanding of the way in which the message is delivered about the development of the telescopes; To enable students to present their interpretation of “ we are still close to the start of this incredible journey of discovery”
Difficult points	1、 To inspire students to raise questions about the title; 2、 To enable stududents to clarify their interpretation of “ we are still close to the start of this incredible journey of discovery”

Teaching contents	Procedures		Purposes
Teaching contents	Teacher’s activity	Students’ activity	Purposes
Lead-in	Teacher asks Students to match the images on Page 68 to their nicknames and check their answers; Teacher shares information about the Hubble Space Telescope in chronological order and watch a video clip on it; Teacher asks Students to raise questions about the title and try to answer them.	Students choose the answers individually; Students check their answers with the teacher; Students watch the video clip; Students try to raise questions about the title and try to find their answers.	To test Students’ knowledge of space telescopes; To arouse Students’ interest in reading the passage; To help Students to connect the title to the content , making predictions and developing awareness of raising questions.
Activity 1	Teacher asks students to read for general information by looking for the lead-in paragraph; Teacher asks Students to look for the topic sentence of each paragraph; Teacher asks Students to share their understanding of the general information of each paragraph by paraphrasing the sentences; Teacher and Students discuss how each paragraph is developed; Teacher and Students discuss how the passage is organized; Teacher makes a summary of “time sequencing”.	Students read for general information by looking for lead-in paragraph and clarify their answers; Students look for the topic sentence of each paragraph and check them by referring to what is discussed in the paragraphs; Students share their interpretation of the paragraphs; Students discuss with Teacher how each paragraph is developed; Students discuss with Teacher how the passage is organized; Students develop their understanding of “time sequencing”.	To allow Students to apply reading strategies for reading an expository text to acquire general information; To enable Students to practice thinking logically; To enable Students to think systematically; To help Students visualize the development of the space telescopes.
Activity 2	Teacher asks Students to read for detailed information in each corresponding paragraph by referring to the timeline on page 70; Teacher checks answers with Students; Teacher and Students summarize the key information by focusing on how the space telescopes developed.	Students read for detailed information in each corresponding paragraph and finish off the diagrams on page 70; Students check their answers with Teacher; Teacher and Students make a summary of the development of space telescopes.	To allow Students to gain detailed information; To allow Students to get familiar with lexical chunks used in the context.
Activity 3	Teacher asks students to think and share their ideas of the selected questions on page 70; Teacher asks Students to share their interpretation of the questions	Students read the questions on page 70 carefully and work on them individually; Students share their ideas and clarify their understanding	To allow Students to develop further understanding of the theme of this unit; To facilitate Students to think beyond the text;
Activity 4	Teacher and Students read the original complete version of a quote from Humphry Davy; Teacher asks Students to watch a video clip; Teacher and Students read the selected part of Humphry Davy’s quote; Teacher asks Students to share their understanding of the quote ; Teacher asks Students to watch a video.	Students first think and share their understanding of the quote literally; Students watch the video clip and combine their interpretation with what is shown in the video clip, paying special attention to how an idea is conveyed, picking up some lexical chunks for word banks when possible; Students read the selected part of the quote and express their understanding; Students watch part of the last video	To encourage Students to jump out of the box and think beyond the text itself; To allow Students a chance to develop their own understanding of the spirit of exploration; To get Students focused on useful lexical chunks; To inspire Students to learn from our Taikonauts and think globally.
Assignment	Choose one from the two topics below: To what extent do you agree or disagree with the idea that currently in space exploration both cooperation and competition among countries are essential? Please clarify your point of view within 150 words. Revise your interpretation of Humphry Davy’s quote and tell us whether you agree with it. Organize your argument and support it with examples with no more than 150 words.