资源简介

Unit 6 Beyond Earth 第4课时 Section B 1a~1e（阅读课）
基本信息 课题：Unit 6 Beyond Earth — Section B (1a~1e) 课型：阅读课｜课时：1课时（45分钟）｜授课年级：九年级上册
核心素养目标 语言能力 读懂课文 To the Stars and Beyond，了解人类对星空的好奇、旅行者1号、星际旅行的困难与未来；掌握 mysterious、spacecraft、billion、cooperate、set foot on 等本课词汇。 学习能力 读前判断文体，读中略读找主旨、细读完成段落大意匹配和思维导图；通过小组讨论深化理解。 思维品质 梳理课文“好奇—成就—困难—希望”的结构，就“人类能否拜访其他恒星”形成并表达自己的观点。 文化意识 了解旅行者1号携带地球唱片的故事，感受人类探索宇宙的浪漫与坚持，体会国际合作的力量。
教学重难点 教学重点 ①读懂课文，完成段落大意匹配（1c）和思维导图（1d）；②掌握 mysterious、billion、cooperate、in case、set foot on 等词汇；③围绕课文问题分组讨论（1e）。 教学难点 ①理清课文四段的结构与主旨；②用自己的话完成思维导图并参与讨论。
语言点
Language Points 1. In case Voyager 1 is found by alien life, a special record with sounds and pictures from Earth is carried on board. 以防旅行者1号探测器被外星生命发现，它携带了一张包含地球声音与图像的特殊唱片。（P56） in case 以防万一，可位于句首、句中或句尾，常与 just 连用。例句：In case you get lost in the city, keep this map with you. 以防你在城市里迷路，随身带着这张地图吧。 拓展 case 相关短语：in case of 如果，假使；in any case 无论如何，不管怎样；in that case 既然那样，那样的话；in some cases 在某些情况下。 2. By 2025, Voyager 1 was over 25 billion kilometres from Earth, but that is still a long way from Earth’s second-closest star, Proxima Centauri. 到2025年，旅行者1号探测器距地球的距离已超过250亿千米，但那与离地球第二近的恒星——比邻星之间的距离仍然很远。（P56） billion num. 十亿。用法：前面有具体数字时 billion 不加 -s，无 of；模糊数字（无具体数词）用 billions of。 例句：The company plans to invest one billion yuan in new technology this year. 这家公司计划今年在新技术上投资十亿元。/ The Olympic Games were watched by billions of people across the world. 全世界数十亿人观看了这届奥运会。
教学环节 师生活动 活动观层次 评价要点
Step 1
Review & Lead-in ①话题导入：What do you know about space ②师生互动：教师出示与太空有关的图片，学生按 Space objects / Fun points / Environment / Human exploration 四类说一说已知内容，自然过渡到本课课文。 学习理解
感知与注意 话题导入与旧知激活
设计意图 从学生已知的太空知识谈起，激活背景，导入课文。
Step 2
Topic Vocabulary:
Present & Practice ①词汇（音形义）：god n. 神 mysterious adj. 神秘的；奇怪的 spacecraft n.（pl. spacecraft) 宇宙飞船 in case 以防万一 board n. 板；牌子 billion num. 十亿 trillion num. 万亿；兆 completely adv. 彻底地；完全地；cooperate v. 合作；协作 cooperate with 合作；协作；配合 set foot on 登临；参观（某地） galaxy n. 星系 unmanned adj. 无（需）人操作的 ②跟读与感知：教师带读音标，学生在例句中体会音形义与搭配。 ③检测：同桌互考认读与拼写，教师用闪卡或听写快速检查，及时纠正发音。 学习理解
感知与注意 新词认读与拼写
设计意图 先读准本课新词，为读懂旅行者1号这篇长文做准备。
Step 3
Pre-reading:
Choose Information Sources ①任务：Where do you prefer to find information about space exploration Choose those that are true for you. ②素材：A. Popular science magazines. B. Science fiction books. C. Online news. ③学生根据自己的真实情况勾选获取太空信息的渠道，再和同桌看看彼此的选择有什么不同。 学习理解
概括与整合 信息梳理完整度
设计意图 读前联系学生平时获取太空信息的方式，引出课文话题。
Step 4
Read Title:
Identify Genre ①任务：Read the title and the text quickly. Where would you find an article like this ②素材：课文标题 To the Stars and Beyond。读前判断文体（Identifying the text type）：Before you read, decide what kind of text it is. Is it a sci-fi story, popular science article, news report, or something else 第1段：Since the beginning of human history, people have looked up at the stars and wondered what they were like. Many ancient cultures believed that these points of light were from gods or other mysterious worlds. However, as technology and science developed, we learnt the truth about stars. They are real places like our own sun, and they are further away than anyone imagined. This raises the question: Can we visit the stars one day ③学生先看标题和第一段，快速判断这是科幻故事、科普文章还是新闻报道，教师点拨判断的依据。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 读前先判断文体，帮助学生选择合适的阅读方式。
Step 5
Re-read:
Match Paragraph Headings ①任务：Read again and match each paragraph with its main idea. ②素材：A. Long distance space travel is difficult for humans. / B. Humans have long been curious about the stars. / C. In the future, it may be possible to visit another star. / D. No spacecraft has travelled close to another star. 答案：Paragraph 1—B 2—D 3—A 4—C ③学生再读全文，把四个段落与对应的大意 A—D 配对，教师核对答案并让学生说说理由。 学习理解
概括与整合 信息梳理完整度
设计意图 通过段落大意匹配，理清课文每一段讲什么。
Step 6
Close Reading:
Complete Mind Map ①任务：Complete the mind map with the information from the text. You can use your own words. ②素材：完成思维导图（可用自己的话）。各分支及答案： Human Imagination：Humans looked up at the stars and ________ what they were like.（wondered）；People learnt the ________ about stars as technology and science developed.（truth） Achievement：Voyager 1 carried a special ________.（record）；Voyager 1 was launched in ________.（1977） Challenge：A journey to the planet Mars will take around ________ months.（six to nine）；Astronauts may face health and ________ problems.（safety） Expectation/Hope：Astronauts can ________ during their journey.（sleep）；We can ________ much faster spacecraft.（develop） 主题句：Can we visit the stars one day ③学生细读课文，按 Human Imagination / Achievement / Challenge / Expectation 四个分支补全思维导图，可用自己的话表达，完成后同桌互查。 应用实践
分析与判断 口头输出流利度
设计意图 借助思维导图把长文信息归类，理清课文结构。
Step 7
Discussion:
Extension Questions ①任务：Discuss the questions. Find more information to support your answers. ②素材：Discuss the questions. Find more information to support your answers. Work in groups. 1. What did some ancient cultures think about stars Why → Some ancient cultures believed that stars were from gods or other mysterious worlds. The reason is that they knew little about science and technology at that time, so they explained the unknown stars with myths and beliefs. 2. What is carried on board by Voyager 1 Why → A special record with sounds and pictures from Earth is carried on board. The reason is that in case Voyager 1 is found by alien life, this record can show who we are and where we are from. 3. What is the furthest trip that a human has travelled from Earth → The furthest trip that a human has travelled from Earth is to the far side of the moon, about 400,000 kilometres. This record was set in April 1970, when an oxygen tank explosion forced the Apollo 13 crew to loop around the far side of the moon. 4. What do you think about the future of space exploration → I think the future of space exploration is very hopeful. With the development of science and technology, and international cooperation, we can expect more exciting discoveries and explorations in space. ③学生小组讨论四个问题，用课文中的信息支撑自己的回答，再选代表在全班分享。 迁移创新
想象与创造 拓展表达参与度
设计意图 把课文理解延伸到讨论，鼓励学生查资料补充、表达自己的看法。
Step 8
Consolidation:
Diagnose & Fill Gaps ①独立完成：完成课内 Exercise——根据汉语意思完成句子，每空一词： 1. 没人愿意踏足这片神秘的森林。No one wants to ________ ________ ________ this ________ forest.（答案：set foot on；mysterious） 2. 你最好带上雨伞，以防下雨。You’d better take an umbrella ________ ________ it rains.（答案：in case） 3. 我们应该和科学家们密切合作来研发无人探测器。We should ________ closely ________ scientists to develop ________ space probes.（答案：cooperate；with；unmanned） 4. 这个项目耗资三十亿美元，并且彻底改变了人们对宇宙的认知。The project cost three ________ dollars and ________ changed people’s understanding of the universe.（答案：billion；completely） ②互查订正：同桌互查、红笔订正，把拿不准的题标记出来。 ③精讲：教师统计错误集中的题目当堂讲评，学生立即订正。 应用实践
内化与运用 练习正确率
设计意图 通过完成句子当堂检测本课重点短语，及时查漏补缺。
作业设计（分层） 基础 朗读并背诵课文重点段落，模仿语音语调；熟记 mysterious、spacecraft、billion、cooperate、set foot on 等词汇及 in case。 拓展 写一段不少于 80 词的短文，谈谈你认为人类有一天能否拜访其他恒星，为什么。 探究 查阅旅行者1号携带的“地球之声”唱片，下节课用英语简单介绍。
板书设计 Unit 6 Beyond Earth — Section B (1a~1e) 话题词汇：mysterious, spacecraft, billion, cooperate, set foot on, galaxy, unmanned, in case 课文结构：好奇 → 成就（旅行者1号）→ 困难 → 希望 活动链：1a 选渠道 → 1b 判断文体 → 1c 匹配大意 → 1d 补导图 → 1e 讨论 主题：人类能否拜访其他恒星
教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——本课词汇与短语运用是否准确，思维导图填写是否完整 学习能力——能否先判断文体、再略读找主旨、细读补全信息 思维品质——能否理清课文结构并就“能否拜访恒星”表达观点 文化意识——能否体会旅行者1号背后的探索精神与国际合作 2. 课后反思：①阅读是否先判断文体、再分层读；②段落大意匹配是否讲清理由；③思维导图是否允许用自己的话；④作业是否分层、便于检查。
第 1 页

展开更多......

收起↑