高中英语选择性必修4Unit 6 教学设计.docx

Book 7 Unit 6教学设计单元主题本单元主题语境是“人与自然”，涉及的主题语境内容是探索宇宙奥秘。本单元语篇类型丰富，包括图表、测试卷、论说文、访谈、广告、新闻报道等。本单元通过介绍太阳系的形成、中国航天的发展与成就、“挑战者”号航天飞机的空难事件、人类对宇宙的仰望等学习内容，帮助学生了解人类探索太空过程中的重大事件，激发学生探索宇宙的好奇心与兴趣，培养学生面对挫折与困难不轻言放弃的意志品质，赞颂人类永不止步的探索精神。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的图表、测试卷、论说文、访谈、广告、新闻报道等多模态语篇，综合运用各种语言技能，掌握本单元关于探索太空的表达，理解关于太空探索的语篇，学会恰当表达自己的观点和期望，运用所学词汇和表达想象并描述在太空的生活，深化对单元主题意义的理解；能够了解中国航天的发展与成就，了解人类对太空的探索过程，以及人类不怕牺牲、永不止步的探索精神；能够联系自身实际，树立在挫折与困难面前不轻言放弃、勇往直前的人生态度，实现知识和思维能力的拓展与迁移；能够运用各种学习策略，在自主学习、合作学习、探究式学习的过程中，结合单元提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提升分析和解决问题的能力，提高自己的批判性和创造性思维能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Starting out板块教学设计（建议时长1015分钟，教师可根据教学实际酌情调整。）课型Viewing + Speaking主题语境人与自然太空探索内容分析活动 1 呈现了一段与单元主题相关的视频，介绍了太阳系的相关知识。活动 2 通过一个时间轴介绍了中国航天史上的几次重大事件，帮助学生了解中国航天的发展与成就。本板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习做铺垫和预热。教学目标1. 带领学生观看视频，了解太阳系的相关知识，激活已有的背景知识和语言知识；2. 引导学生了解中国航天事业取得的重大成就，并了解中国下一步的太空探索计划，引发学生对“探索宇宙奥秘”这一主题的初步思考； 3. 引导学生通过学习中国航天史的相关知识，激发民族自豪感和对话题深入挖掘的学习兴趣。 教学重点引导学生了解中国的航天史以及未来的规划，激发太空探索的兴趣，同时引导学生思考太空探索的重要意义教学难点引导学生熟悉专有词汇教学策略视听教学法、交际教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher draws a map of the solar system and asks students to name the planets.2. Teacher plays the video and asks students to answer Question 1.3. Teacher play the video again and ask students to locate the Asteroid and the Kuiper Belt.4. Teacher asks students to discuss Question 3 and share answers.1. Students try to figure out the planets on the map.2. Students watch the video and answer questions.3. Students watch the video again and try to locate the belts.4. Students discuss Question 3 and share answers.1. To direct students to go over the basic knowledge of solar system.2. To raise students interest in space of exploration.Activity 21. Teacher asks students to look at the picture and read the information on page 61 and answer Question 1.2. Teacher asks students to share the recent events of China space exploration. Then Teacher makes some comments3. Teacher asks students to share what they know about the coming plans of China space exploration.1. Students look at the picture and read the information and answer Question 1.2. Students share the recent events of China space exploration.3. 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板块教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与自然太空探索内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为论说文。课文讲述了“挑战者”号航天飞机失事的前后经过。这次失败给美国的太空探索计划和民众心理都造成了巨大的影响，尽管如此，也未能阻挡人们探索太空的脚步和决心。读前的导入活动请学生完成一个关于太空探索的小测验，为课文学习做铺垫。读中活动请学生通过读标题和看图片预测课文内容。读后活动通过课文观点判断、关键信息提取和开放性问答等活动，帮助学生深入理解课文，分析课文，探究主题意义，培养思维能力。教学目标1. 引导学生获取课文的主要信息，了解“挑战者”号航天飞机失事的过程以及其对人类航天史的重要意义； 2. 引导学生关注课文的语言特点，体会人物的情感变化，感受这次空难带来的重大影响；3. 引导学生在理解课文的基础上，感悟人类在太空探索过程中不畏艰难、勇往直前的意志品质。教学重点1. 引导学生读懂语篇，理解作者意图、课文结构及内在逻辑关系；2. 引导学生掌握相关的表达。教学难点引导学生理解语篇结构，并把握文中的重要信息。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to look at the questions and choose their answers.2. Teacher invites some students to share answers and check the answers with students.1. Students choose the answers individually.2. Check the answers with the teacher.1. To test students knowledge of space exploration.2. To raise students interest in reading the passage. Activity 21. Teacher asks students to read the title and tell anything they know about the Challenger . 2. Teacher asks students to find out the key word in the title and predict the content of the passage.3. Teacher asks students to do fast reading to check if his or her prediction is true.1. Students read the title and talk about the Challenger.2. Students think about the key word and predict then content.3. Students read the passage quickly and check if his or her prediction is true or not.1. To arouse the students curiosity about the topic. 2. To learn the strategy of prediction. Activity 31. Teacher asks students to read the passage again and finish Activity 3.2. Teacher asks students work in pairs and exchange their answers by giving evidence. 3. Teacher invites some students to share their answers and add some necessary comments.1. Students read the passage quickly and finish Activity 3.2. Students work in pairs and exchange their answers by giving evidence.3. Some students share their answers with the class.To get the main idea of the passage.Activity 41. Teacher asks students to read the passage carefully and complete the fact file in Activity 4.2. Teacher asks student to have a group discussion and check the answer.3. Teacher asks some representatives of groups to share the answer. Then teacher gives some necessary comments. 4. Teacher asks students to talk about what they learn from the Challenger disaster. Then teacher gives some necessary comments.1. Students read the passage carefully and complete the fact file in Activity 4.2. Students work in group and check their answers.3. Some students share the answers.4. 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 & ShareTeacher asks students to think about and answer the questions.Students think about and answer the questions. 1. To help students understand the meanings of space exploration.2. To guide students to focus on the useful expressions.Using language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Speaking主题语境人与自然太空探索内容分析语法部分的主要内容为复习情态动词的用法，其中的小文段主要介绍了与“卡西尼”号土星探测器相关的内容。该部分要求学生观察图片，并发挥想象力，运用所学的语言知识描述图片并讲故事。综合语言运用部分的话题为“太空中的生命（生活）”，涉及探讨外星生命的采访节目和在太空体验营中模拟体验宇航员在太空中的生活等内容。这部分是单元话题下的听说和词汇结合的综合活动，帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考和交际，全方位提升综合语言运用能力。教学目标1. 引导学生复习并总结情态动词在不同语境下的功能，并在真实语境中对其加以运用；2. 引导学生关注语用功能，学会表达自己的观点和期望，并能够在实际生活中运用所学表达；3. 带领学生学习并掌握与太空探索相关的词汇和表达，同时积累更多的相关词汇和表达，并在实际生活中对其进行运用。 教学重点1. 引导学生了解情态动词的意义、用法并在真实语境中运用；2. 引导学生学会表达太空探索、太空旅行等相关话题。教学难点1. 引导学生在真实语境中运用情态动词。2. 引导学生要敢于表现自我，敢于推荐自我。教学策略任务型教学法、交际教学法、听说教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to read the sentences in the box and pay special attention to the words in bold. Then ask students Questions 1-4.2. Teacher checks the answers with students.3. Teacher asks students to work in pairs to share the answer of Question 5. 4. Teacher asks students to find more sentences with modals in the reading passage.1. Students observe the sentences in the box and answer Questions 14.2. Students check the answers with the teacher.3. Students work in pairs and share their answers of Question 5.4. Students try to find more sentences with modals in the reading passage.To find out the functions and meanings of modals.Activity 21. Teacher asks students to read the passage and get the main idea of the passage. 2. Teacher asks students to read again and choose the correct modals.3. Teacher checks the answers with the class and summarize the usage of modals.1. Students read the passage and get its main idea.2. Students read and choose the correct modals.3. Students check the answers with the teacher.To apply modals in a context.Activity 31. Teacher asks students to observe the picture and think of verbs and nouns related to the picture. 2. Teacher gives students some hints and asks them to tell a story individually.3. Teacher asks students to work in pairs and share their stories.4. Teacher asks some students to tell their stories in class.1. Students observe the picture and think of verbs and nouns related to the picture.2. Students begin to tell a story individually.3. Students work in pairs and share their stories.4. Some students tell their stories in class.To consolidate the knowledge of the usage of modals in a real context.Activity 41. Teacher asks students to work in pairs to finish Activity 4. 2. Teacher asks some pairs to tell their stories in class. Then the teacher makes some comments.1. Students work in pairs and tell stories with modals.2. Some pairs tell their stories in class.To further consolidate the usage of modals.Activity 5&61. Teacher asks students to read the introduction about the Fermi Paradox and predict what the audio script is about.2. Teacher asks students to go through questions in Activity 5 and circle the key words.3. Teacher plays the audio and asks students to listen and complete Activity 5.4. Teacher invites some students to share their answers with the class.5. Teacher plays the audio again and asks students to finish Activity 6.6. 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 71. Teacher asks students to read the sentence structures and explain the two functions.2. Teacher asks students to work in groups and complete the boxes with the expressions from the interview.3. Teacher checks the answer with the class.1. Students read the sentences and listen to Teachers explanation.2. Students work in groups and complete the boxes with the expressions from the interview.3. Students check the answer with the teacher.To learn the ways of expressing opinions and hopes.Activity 81. Teacher asks students to read the short passage individually.2. Teacher asks students to work in groups and discuss the answers of the two questions in Activity 8. 3. Teacher asks group representatives to share their answers.1. Students read the short passage independently. 2. Students discuss the answers of the two questions in Activity 8.3. Group representatives share their answers in class.1. To provide further reading of the topic. 2. To get prepared for the following word learning activity.Activity 9&101. Teacher asks students to read the passage individually and figure out the main idea.2. Teacher asks students to talk about the meaning of the words in bold.3. Teacher asks students to read the passage again and find out what students can do in space.4. Teacher asks students to fill in the blanks of Activity 10. 5. Teacher checks the answers with the students. 1. Students read the passage individually and figure out the main idea.2. Students talk about the meaning of the words in bold.3. Students read the passage again and talk about what students can do in space.4. Students finish Activity 10.5. 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&121. Teacher helps students to go over the useful expressions they have learnt in Activity 9 and get ready for Activity 11.2. Teacher asks students to work in pairs and discuss questions in Activity 11. 3. Teacher asks students to complete a video script for the application video.4. Teacher asks students work in pairs and share their works.5. Teacher invites some students to share their ideas with the class. 1. Students go over the expressions they have learnt in Activity 9 with the help of the teacher.2. Students work in pairs and discuss questions in Activity 11.3. Students complete a video script for their application video.4. Students work in pairs and share their works.5. 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板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Writing主题语境人与自然太空探索内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为科普类论说文。课文介绍了望远镜的发展及其对人类太空史的重大影响，指出人类对太空的探索只是刚刚起步，还有很多太空之谜等待人类去探索。读写部分要求学生写一篇太空生活日志，帮助学生更好地了解宇航员的生活，同时巩固所学词汇和表达。本板块旨在启迪学生要拥有探索求真的精神，培养学生科学求知的思维品质。教学目标1. 引导学生通过课文学习，了解望远镜的发展史及其重要影响；2. 引导学生通过课文学习，理解作者的情感，感悟课文主题，从而加深对单元主题意义的认识，培养勇于探索未知，科学求真的思维品质；3. 引导学生运用本单元所学词汇和表达，结合日志的写作特点，学会写太空生活日志，描述太空生活。教学重点1. 带领学生了解望远镜的发展历史以及人类对太空永不止步的探索精神；2. 引导学生学习日志的文体特点。教学难点1. 引导学生进行日志创作；2. 引导学生敢于探索未知、科学求真。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to observe the three pictures and describe them. 2. Teacher asks students to finish Activity 1.3. Teacher invites some students to give answers.4. Teacher adds some extra knowledge concerning the three pictures. 1. Students observe the pictures and describe them.2. Students finish Activity 1.3. Some students give answers.4. Students listen to the teachers explanation.To know some information about Hubble Space Telescope and arouse background knowledge.Activity 21. Teacher asks students to read the tile of the passage and guess what “eyes” refers to? 2. Teacher asks students to scan the passage to figure out the answers.3. Teacher asks some students to share their answers.1. Students read the title and guess.2. Students scan the passage and find out the answer.3. Some students share the answer. To focus on the title and predict the content of the passage.Activity 31. Teacher asks students to read the passage and pay attention to the expressions concerning time.2. Teacher asks students to focus on “learning to learn” section.3. Teacher asks students to read the passage again and finish Activity 3.4. Teacher asks students to work in pairs and exchange their answers.5. Teacher asks some students to share their answers. Then check the answers with students. 1. Students skim the passage and pay attention to the expressions concerning time.2. Students read information in the “learning to learn” section. 3. Students finish Activity 3.4. Students work in pairs and exchange their answers.5. Students check the answers with teachers. To understand the structure and detailed information of the passage.Think & ShareTeacher 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 41. Teacher asks students to read the quote and talk about their understanding of it.2. Teacher asks students to organise their ideas by comple