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人教版九年级英语Unit6 Beyond Earth
大单元教学设计
单元名称 Unit 6 Beyond Earth 总课时数 7
单元主题 主题范畴：人与自然；子主题：太空探索与航天成就，科学精神与探索精神
课标分析 （一）教学内容分析（Teaching Content Analysis） 感知单元核心词汇、短语的发音及用法，掌握与太空探索、航天科技相关的核心词汇和表达，以及一般将来时被动语态（will be + past participle）的结构与功能。 理解语篇围绕“太空探索”展开的逻辑脉络，把握不同语篇（新闻报道、采访对话、科普文章）的信息组织方式，理解“探索太空需要什么”这一主题。 在语境中运用一般将来时被动语态预测和描述未来太空探索活动（如空间站建设、火星探测等）。 能在真实或模拟的交际情境中（如讨论太空探索新闻、采访宇航员、介绍中国航天成就），用得体的语言交流太空探索的意义。 识别口语语篇中与太空探索相关的核心信息、观点及评价，回应他人的太空探索观点分享。 在教师指导下参与角色扮演（太空探索新闻播报、采访航天专家）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达太空探索相关想法与评价。 积极参与小组合作学习，共同完成太空探索主题海报制作、航天成就调查等任务，提升协作与沟通能力。 围绕“太空探索”主题，独立撰写简短文段（如描述自己的太空梦想、介绍中国航天成就），做到意义连贯、表意准确。 （二）学业质量分析（Academic Quality Analysis） 能听懂关于太空探索的新闻报道、采访对话等语篇，借助关键词句、语境等复述主要内容。 能运用所学词汇和句型，通过口语或书面形式介绍航天成就、表达个人对太空探索的观点。 能参照范例仿写关于“太空探索”主题的简单文段，语言准确、逻辑清晰、表达得体。 朗读相关语篇时，停顿自然、语音语调基本正确，能体现语篇的情感色彩（如自豪、好奇、期待）。 能根据交际语境，运用恰当的语言形式表达对太空探索的看法、描述自己的太空梦想，传递探索精神与科学态度。
单元整体框架 主题大观念（Big Idea of Theme） 认识到太空探索是人类探索未知、追求进步的重要体现，航天成就代表着一个国家的科技实力和创新精神。了解中国航天事业的辉煌成就，不仅能激发民族自豪感，还能培养科学探索精神和全球视野，激励学生勇于追梦、敢于探索。 语言大观念（Big Idea of Language） 通过“Beyond Earth”主题的语义整合性学习，能提升对“太空探索”相关话题的语言表达与理解能力，在一般将来时被动语态运用、科普文章结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述太空探索、介绍航天成就、表达太空梦想。 核心语法（Core Grammar） Passive voice in the simple future tense (will be + past participle). 核心问题（Big Question） What does it take to explore space 这一核心问题贯穿整个单元，旨在引导学生思考太空探索的意义、所需的勇气与智慧、航天科技对人类的影响，以及如何为太空探索事业贡献力量。 单元内容结构（Unit Content Structure） Section A 1a-1d | Listen to news about space exploration; identify key information about space missions and achievements | Why do we explore space Section A 2a-2d | Listen to a Q&A session of a live class in space; discuss reasons for space exploration | Why do we explore space Section A 3a-3d | Listen to an interview about space exploration; discuss deeper reasons for space exploration | Why do we explore space Grammar Focus 4a-4d | Systematically learn the passive voice in the simple future tense | Why do we explore space Section B 1a-1e | Read a popular science article about space exploration; understand text structure; master related vocabulary | How far can we go into space Vocabulary in use 2a-2c | Apply and expand vocabulary related to space exploration; master compound words and word formation | How far can we go into space Section B 3a-3c | Write about your space dream; complete the project: make a poster about China’s space programme | How far can we go into space 重点（Key Points） 重点 (Key Points): - 掌握与太空探索、航天科技相关的词汇、短语和核心句型； - 能流利地交流太空探索成就、讨论探索太空的意义、描述航天科技的影响； - 掌握一般将来时被动语态（will be + past participle）的结构和用法； - 树立探索精神，能介绍中国航天成就并表达自己的太空梦想。 难点（Difficulties） 难点 (Difficulties): - 运用丰富、准确的词汇和句型描述太空探索及其意义； - 准确使用一般将来时被动语态，区分主动语态与被动语态的转换； - 理解并运用科普文章的语篇结构进行写作； - 在项目任务中整合所学知识，制作出有深度的中国航天成就海报。
单元语言大观念 通过“Beyond Earth”主题的语义整合性学习，能提升对“太空探索”相关话题的语言表达与理解能力，在一般将来时被动语态运用、科普文章结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述太空探索、介绍航天成就、表达太空梦想。
教学内容分析 感知单元核心词汇、短语的发音及用法，掌握与太空探索、航天科技相关的核心词汇和表达，以及一般将来时被动语态（will be + past participle）的结构与功能。 理解语篇围绕“太空探索”展开的逻辑脉络，把握不同语篇（新闻报道、采访对话、科普文章）的信息组织方式，理解“探索太空需要什么”这一主题。 在语境中运用一般将来时被动语态预测和描述未来太空探索活动（如空间站建设、火星探测等）。 能在真实或模拟的交际情境中（如讨论太空探索新闻、采访宇航员、介绍中国航天成就），用得体的语言交流太空探索的意义。 识别口语语篇中与太空探索相关的核心信息、观点及评价，回应他人的太空探索观点分享。 在教师指导下参与角色扮演（太空探索新闻播报、采访航天专家）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达太空探索相关想法与评价。 积极参与小组合作学习，共同完成太空探索主题海报制作、航天成就调查等任务，提升协作与沟通能力。 围绕“太空探索”主题，独立撰写简短文段（如描述自己的太空梦想、介绍中国航天成就），做到意义连贯、表意准确。
学情分析 1. 学情预测（Prediction） 学生对太空探索和航天科技表现出浓厚兴趣，尤其在“天问一号”火星探测、中国空间站等热点话题的背景下，但描述太空探索时可能词汇量不足，表达不够准确。在使用一般将来时被动语态时，可能对“will be + 过去分词”结构的构成理解不够透彻，与主动语态的转换存在困难。在阅读科普文章时，可能对专业术语的理解有障碍，对语篇结构把握不够清晰。部分学生可能对太空探索的意义认识不够深入，在项目任务中难以提出有深度的观点。 2. 应对策略（Strategies） 借助多媒体资源（如航天发射视频、空间站生活纪录片、火星探测动画等），丰富学生的感性认识，提供更多描述性词汇和表达范例，拓宽语言输入。 通过语篇分析、结构梳理、范例仿写等方式，帮助学生掌握一般将来时被动语态的结构和科普文章的写作技巧，提升书面表达能力。 引导学生开展小组讨论、角色扮演（太空探索新闻播报员与观众、采访航天员）、航天成就海报制作等活动，围绕“探索太空需要什么”等话题深入探讨，培养科学精神和探索意识。 在项目任务中，提供详细的指导支架，帮助学生明确目标、合理分工、有效表达。
单元 学习 目标 Listening & Speaking: Understand news reports and interviews about space exploration, quickly capture key information (e.g., space missions, dates, achievements, challenges). Use sentence patterns to discuss space exploration topics, describe China’s space achievements, and share personal opinions about space dreams. Actively participate in group discussions and role plays with natural pronunciation and intonation. Vocabulary: Master core vocabulary related to space exploration (e.g., satellite, telescope, rover, rocket, spacecraft, spaceship, galaxy, Mars, solar, manned, mission, launch, astronaut, explore/exploration, universe, outer space, etc.). Grammar: Understand and master the passive voice in the simple future tense (will be + past participle). Correctly use the passive voice to make predictions about space exploration, describe future space missions, and express what will be achieved in space. Reading: Read popular science articles about space exploration, identify text structure and features, extract key information, understand the main idea and supporting details, and apply reading strategies such as skimming and scanning. Writing: Use the vocabulary and sentence patterns learned in this unit flexibly in conversations and texts. Follow the reading model to describe your space dream, with accurate language, clear logic, and appropriate expression. Include information about what will be explored, discovered, and achieved. Project: Work in groups to make a poster about China’s space programme. Research and present key achievements, future plans, and the significance of space exploration.
课时分配 第一课时 Section A 1a-1d 课型：听说课 (Listening & Speaking) 核心问题：Why do we explore space
第二课时 Section A 2a-2d 课型：听说课 (Listening & Speaking) 核心问题：Why do we explore space
第三课时 Section A 3a-3d 课型：对话课 (Dialogue) 核心问题：Why do we explore space
第四课时 Grammar Focus 4a-4d 课型：语法课 (Grammar) 核心问题：Why do we explore space
第五课时 Section B 1a-1e 课型：阅读课 (Reading) 核心问题：How far can we go into space
第六课时 Vocabulary in use 2a-2c 课型：词汇运用 (Vocabulary) 核心问题：How far can we go into space
第七课时 Section B 3a-3c + Project 课型：写作课 (Writing) 核心问题：How far can we go into space
第 Ⅰ 课时
授课人 班级 课型 Listening & Speaking 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Accurately recognize, understand and use core vocabulary about space exploration: satellite, telescope, rover, rocket, spacecraft, Mars, astronaut, space, explore, launch, etc. Master the classification of different space-related terms. Sentence Patterns: Skillfully use sentence patterns like “What is it used for ” “It is used for…” “What do you know about… ” to talk about space exploration. Get initial exposure to the passive voice in the simple future tense. Listening: Understand news reports about space exploration, accurately extract key information such as space missions, achievements, and future plete the tasks with at least 75% accuracy. Speaking: Imitate the listening conversations, discuss what you know about space exploration, and clearly express opinions with accurate pronunciation. Core Competency Objectives Language Ability: Improve vocabulary recognition, sentence pattern application, listening information extraction, and oral expression accuracy and fluency on the topic of space exploration. Cultural Awareness: Understand the importance of space exploration for human civilization. Appreciate China’s achievements in space exploration. Cultivate a sense of national pride and global awareness. Thinking Quality: Through vocabulary classification, listening prediction, and oral expression activities, develop logical thinking, quick response ability, and simple problem analysis skills. Learning Ability: Master learning strategies such as “classification,” “predicting listening content,” and “key word extraction.” Improve autonomous learning and cooperative communication skills.
教学重点 Recognition, understanding, and use of core vocabulary about space exploration. Skillful use of core sentence patterns to describe space missions and achievements in simulated scenarios. Accurate extraction of key information in listening tasks and task completion. Flexible use of learned vocabulary and sentence patterns in discussions with clear and coherent expression.
教学难点 Accurate use of vocabulary related to space exploration in context. Quick capture of key information in listening tasks, overcoming difficulties from speech speed and specialized terms. Natural and coherent use of learned sentence patterns to discuss space exploration, avoiding mechanical recitation.
教学策略与方法 PWP (Pre-Listening, While-Listening, Post-Listening), Task-based Language Teaching.
教学环节 师生活动 调整与思考
复习导入 Step 1 Teacher Activities: 1. Guide students to observe the opening page picture and think about the big question: “What does it take to explore space ” Ask: “What can you see in the photo How does it make you feel Would you like to experience space travel one day ” 2. Brainstorm vocabulary related to space exploration. Show related pictures to assist. Pre-teach new vocabulary (satellite, telescope, rover, rocket, Mars, etc.). 3. Help students realize that the unit theme is about space exploration and the spirit of exploration. Student Activities: 1. Observe the picture, think about and answer questions. 2. Actively participate in brainstorming, share known vocabulary. 3. Follow the teacher to learn new vocabulary, try pronunciation and memorization. Assessment: 1. Assess students’ existing knowledge level about space exploration through their answers and sharing. 2. Monitor participation and encourage every student to speak.
新课讲授 Step 2 1a Look and Discuss: T: Guide students to look at the pictures of space-related objects and match them with the correct names. Have students discuss in pairs and share their answers. Introduce what these objects are used for in space exploration. S: Look at the pictures, match with names. Discuss with partners, share answers. Assessment: Check students’ understanding and ability to recognize space-related vocabulary. 1b (Listening): T: Guide students to read instructions and clarify task requirements. Play the recording of news reports about space exploration. Have students listen and complete the tasks about space missions and achievements. Teaching Tip: Remind students to take quick notes using abbreviations to focus on key information like dates and names. S: Read task requirements. Listen to the recording, take notes, complete tasks. Check answers as a class. Assessment: Check listening answers, calculate accuracy rate, explain common issues. 1c (Listening): T: Guide students to read the 1c table and understand the meaning. Play the recording again. Students fill in more specific details about the space missions. Students share answers, check as a class. Play the recording once more for consolidation. S: Read the table. Listen again, fill in information. Share answers, check and correct. Listen once more to consolidate understanding. Assessment: Evaluate students’ listening comprehension ability through answer checking. Monitor their use of listening strategies. Retell: T: Guide students to retell the information about the space missions based on the complete table. Give an example: “China’s Zhurong rover successfully landed on Mars in 2021. A manned mission to the moon will be launched around 2030.” S: Based on the table information, try to retell each space mission and achievement. Assessment: Evaluate students’ language organization and oral expression. 1d (Oral Output): T: Students work in pairs. Discuss what they know about space exploration. Encourage students to use the sentence patterns learned. Invite 2-3 pairs to share. Other students give feedback. S: Work in pairs, discuss space exploration. Use the sentence patterns learned. Share on stage, listen to peer feedback. Assessment: Use “peer evaluation” to assess language accuracy, fluency, and expressiveness. Teacher gives affirmation and constructive suggestions.
课堂小结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Core Vocabulary (spacecraft, celestial bodies, exploration) → Core Sentence Patterns (What is it used for What do you know about… ) → Listening Strategies (prediction, key word extraction, note-taking) → Oral Application (discussion). 2. Emphasize key points: accurate use of space-related vocabulary and techniques for capturing key information in listening. 3. Ask students to share their learning gains: “What did you learn today What do you think is the most useful part ” S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to the key points emphasized by the teacher, consolidate weak areas. 3. Actively share learning gains, reflect on the key points and difficulties of this lesson. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system and grasp the core content.
作业设计 基础性作业 (Basic): 1. Copy the core vocabulary of space exploration (satellite, telescope, rover, rocket, spacecraft, Mars, astronaut, etc.), 3 times each with Chinese meaning. 2. Write 3 sentences describing space missions using the vocabulary learned. 实践性作业 (Practical): 1. Search for one piece of news about China’s space exploration. Write down 3 key facts in English. 2. Ask your family: “Would you like to travel to space one day ” Record their answer in English and share it in the next class. 拓展性作业 (Extended): 1. Research one famous space mission (e.g., Chang’e missions, Tianwen-1). Write a short paragraph (50 words) in English introducing it. 2. Create a “Space Exploration” word poster showing at least 10 vocabulary items with pictures in English.
板书设计
教学反思
第ⅠⅠ课时
授课人 班级 课型 Listening & Speaking 授课日期
教学 目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: mission, launch, explore/exploration, manned, signal, communicate, experiment, research, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss space exploration: “Why do we explore space ” “We explore space because…” “Space exploration is important because…” Get initial perception of the passive voice in the simple future tense. Listening: Understand a Q&A session of a live class in space, extract key information about space life and scientific experiments. Speaking: Use target language to discuss reasons for space exploration, achieving communicative functions. Core Competency Objectives Language Ability: Through listening and speaking activities, improve the communicative ability to describe space exploration and discuss its significance. Cultural Awareness: Understand the contributions of astronauts and scientists. Develop respect for scientific exploration and the spirit of discovery. Thinking Quality: Through analyzing the reasons for space exploration, cultivate logical thinking and reflective ability. Learn to evaluate the pros and cons of space exploration. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学 重点 Understanding and use of core vocabulary, phrases, and sentence patterns about space exploration. Extraction of key information about space missions and life in space in listening. Using target language to complete role-play and simulated dialogue tasks.
教学 难点 Accurate use of target sentence patterns to discuss reasons for space exploration. Initial perception of the passive voice in the simple future tense (will be + past participle). Flexible use of learned language in authentic situations for natural and fluent communication about space topics.
教学策略与方法 Task-based language learning, Communicative Approach.
教学 环节 师生活动 调整与思考
复习导入 Step 1 T: Quick review of Period 1 content through Q&A: “What is a rover used for What space missions did we talk about ” Show a short video about astronauts’ life in the space station. Guide students to discuss: “What is it like to live in space ” S: Answer questions, review previous knowledge. Watch the video, discuss life in space. Assessment: Check students’ mastery of previous lesson through Q&A, adjust teaching pace as needed.
新课讲授 Step 2 Step 2a: T: Guide students to read the questions about space exploration in 2a. Ensure understanding of each item. Have students discuss what they want to know about space. Invite students to share their questions. S: Read the questions, discuss what they want to know. Share questions with the class. Assessment: Monitor students’ vocabulary understanding and curiosity about space exploration. Step 2b: T: Play the recording of a Q&A session of a live class in space. Students listen and complete the information about what the astronauts talk about. Teaching Tip: Remind students to listen for key words related to space life and experiments. S: Listen to the recording, complete the information. Check answers. Assessment: Check listening comprehension and accuracy. Step 2c: T: Play the recording again. Students complete the missing information in the conversation. Guide students to notice the use of passive voice (e.g., “Will you be visited by other astronauts ”). Check answers as a class, explain key sentence patterns. S: Listen again to complete the conversation. Pay attention to the passive voice. Check answers, record key sentence patterns. Assessment: Evaluate students’ ability to identify details and understand sentence patterns. Step 2d (Role-play): T: Students work in pairs to role-play a Q&A session between a student and an astronaut. One student is the astronaut, the other is the student. Encourage students to create new dialogues about different aspects of space life. Invite 2-3 groups to present. Whole class gives feedback. S: Work in pairs, role-play the conversation. Try to create new dialogues using learned vocabulary and sentence patterns. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess dialogue completeness, accuracy, and fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: mission, launch, explore, explore, etc. (2) Core sentence patterns: asking about space exploration (Why do we explore space ), expressing information about space life. (3) Grammar: initial perception of the passive voice in the simple future tense. 2. Emphasize key points: using learned language to discuss space exploration and its significance. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases about space exploration, 3 times each. Memorize and dictate. 2. Complete the basic exercises in the workbook corresponding to 2a-2d. 实践性作业 (Practical): 1. Practice the Q&A conversation with classmates. Record a 1-minute audio or video. 2. Write 3 sentences about what you would ask an astronaut if you had the chance. 拓展性作业 (Extended): 1. Research more English expressions of space exploration. Organize them into notes. 2. Try to write a short English conversation (6-8 sentences) about “a live class in space.”
板书 设计
教学反思
第 III课时
授课人 班级 课型 Dialogue 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: run out of, at some point, in that case, in the far future, resources, outer space, human beings, turn into, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss reasons for space exploration: “We explore space because…” “It is believed that…” “It might sound crazy, but…” “Maybe Mars will be turned into…” Grammar: Master the use of the passive voice in the simple future tense. Correctly use “will be + past participle” to describe future space exploration activities. Reading & Speaking: Read and understand the interview dialogue about reasons for space exploration, extract key information. Listen to related audio, do role plays. Use target language to discuss the meaning of space exploration. Core Competency Objectives Language Ability: Through reading, listening, and speaking activities, improve communicative ability to discuss space exploration and its significance. Strengthen the ability to use the passive voice in the simple future tense. Cultural Awareness: Understand the importance of space exploration for human civilization. Develop an appreciation for scientific exploration and the spirit of discovery. Thinking Quality: Through analyzing the reasons for space exploration, cultivate critical thinking and evaluative skills. Learn to assess the pros and cons of space exploration. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns for discussing space exploration. Use of the passive voice in the simple future tense. Reading and understanding the dialogue, extracting key information; using target language for role-play and discussion.
教学难点 Accurate use of the passive voice in the simple future tense (will be + past participle). Correct formation of past participles for regular and irregular verbs. Flexible use of learned language in authentic situations for natural and fluent discussion about space exploration.
教学策略与方法 Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 新课讲授 Step 1 T: Quick review through Q&A: “What space missions did we talk about yesterday Why do we explore space ” Show a short video about how space exploration benefits our daily lives. Guide students to discuss: “How does space exploration change our lives ” S: Answer questions, review previous knowledge. Watch the video, discuss the benefits of space exploration. Assessment: Check students’ mastery through Q&A. Stimulate interest in the new lesson. Step 2 Step 3a: T: Guide students to read the 3a interview dialogue about space exploration. Ask: “What reasons for space exploration are mentioned How does the host keep the interview going ” Have students discuss and share. Teach core vocabulary and expressions: run out of, at some point, in that case, turn into, etc. S: Read the dialogue, understand the content. Answer questions, discuss the topic. Learn new vocabulary, take notes. Assessment: Check students’ reading comprehension and vocabulary mastery. Step 3b: T: Guide students to read the dialogue again and complete a mind map or information sorting table about the reasons for space exploration. Help students find key information: finding new resources, finding a new home, studying other planets, technology development. S: Read again, complete information sorting. Find key information, fill in the table. Assessment: Evaluate students’ information extraction and summarization ability. Step 3c: T: Play the audio recording, guide students to follow along, paying attention to pronunciation and intonation. Have students role-play the interview dialogue. Pay attention to how the host keeps the interview going with questions and comments. S: Follow the recording, imitate pronunciation and intonation. Work in pairs, role-play the dialogue. Assessment: Monitor students’ pronunciation, intonation, and fluency in role play. Step 3d: T: Divide students into groups. Guide them to discuss reasons for space exploration using the passive voice in the simple future tense. Remind students to use “will be + past participle.” Demonstrate a sample. Invite groups to share. S: Work in groups, discuss reasons for space exploration. Use the passive voice to describe future space exploration. Present on stage, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, language accuracy, and depth of thinking.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: run out of, at some point, turn into, etc. (2) Core sentence patterns: discussing reasons for space exploration (We explore space because…). (3) Grammar: passive voice in the simple future tense. 2. Emphasize the meaning of space exploration and how it benefits humanity. 3. Encourage students to think about the future of space exploration. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Complete the 3b table in English, ensuring accurate information. 3. Make sentences with 3 core vocabulary items and 2 passive voice sentences (simple future tense). 实践性作业 (Practical): 1. Ask your parents: “Why do you think we explore space ” Write down their answer in English and share it in the next class. 2. Write 3-5 sentences about your opinion on space exploration, using at least 2 passive voice sentences. 拓展性作业 (Extended): 1. Write a short passage (50-80 words) in English about “Why we explore space,” using at least 3 passive voice sentences. 2. Research one benefit of space exploration for daily life. Write a short paragraph explaining it.
板书 设计
教学反思
第 IV课时
授课人 班级 课型 Grammar 授课日期
教学目标 Knowledge & Skills Objectives Structure & Usage: Master the formation and usage of the passive voice in the simple future tense (will be + past participle). Accurately use it to make predictions about space exploration, describe future space missions, and express what will be achieved. Formation: Understand and master the formation of past participles for regular and irregular verbs. Correctly fill in blanks and use them in sentences. Application: Use target grammar to complete sentence transformation and passage completion tasks on the topic of space exploration. Reading: Read short passages about space exploration, improving reading comprehension and language application ability. Core Competency Objectives Language Ability: Through grammar exercises and dialogue practice, improve the accuracy and flexibility of language use. Cultivate the ability to use language to solve problems in real contexts. Cultural Awareness: Understand the expression habits of describing scientific concepts in English. Enhance cross-cultural communication awareness. Thinking Quality: Through analyzing grammar rules and creating communicative scenarios, cultivate logical thinking, critical thinking, and innovative thinking. Learning Ability: Guide students to actively explore grammar rules. Master autonomous learning and cooperative learning methods.
教学重点 Formation and usage of the passive voice in the simple future tense. Past participle formation for regular and irregular prehensive use of the passive voice in space exploration communication scenarios.
教学难点 Differentiation and accurate use of the passive voice in different tenses (present, past, future). Correct formation of past participles, especially for irregular verbs. Transformation from active voice to passive voice in the simple future tense.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Show several sentences and ask students to observe and find common features: 1. More astronauts will be sent there. 2. Exploration of Mars will be continued. 3. A new home for us human beings will be needed. 4. The moon will be visited by tourists one day. Guide students to discover the “will be + past participle” structure. Introduce the topic — the passive voice in the simple future tense. S: Observe sentences, find common features. Try to summarize the structure. Clarify the learning objectives. Assessment: Assess students’ grammatical perception through observation and summarization.
新课讲授 Step 2 Grammar Discovery: T: Present the Grammar Focus table. Systematically explain the passive voice in the simple future tense: 1. Structure: will be + past participle (e.g., More astronauts will be sent there. The new rocket will be launched next year.) 2. When to use: making predictions about the future, describing future plans when the focus is on the action rather than the doer. 3. Transformation rules: active (will + do) → passive (will be + done). 4. Comparison with present passive (am/is/are done) and past passive (was/were done). S: Observe the table, listen to the plete contrastive exercises, understand the formation rules. Take notes, record key points. Assessment: Check students’ understanding of grammar rules through exercises and questioning. 4a: T: Guide students to read the sentences and underline the verbs in the passive voice. Pay attention to how they are used in the simple future tense. Explain the meaning and usage of each sentence. S: Read the sentences, underline passive voice verbs. Understand the usage in context. Assessment: Evaluate students’ ability to identify passive voice in the simple future tense. 4b: T: Guide students to complete the sentence transformation exercise in 4b, changing active sentences to passive sentences. Show an example first, then have students work independently. Check answers as a class, explain common errors. S: Observe the plete the exercise independently. Check answers, correct errors. Assessment: Evaluate students’ mastery of passive voice formation in the simple future tense. 4c: T: Guide students to complete the passage completion exercise in 4c, using the correct forms of the verbs in brackets. Help students understand the context about exoplanets. Check answers as a class. S: Read the passage, complete the missing words. Check answers, understand the choice of tense in context. Assessment: Monitor students’ ability to use grammar knowledge in context. 4d: T: Organize students to work in pairs. Use the passive voice in the simple future tense to ask and answer questions about “future space exploration.” Provide sentence structure support: A: What will be explored in the future B: Mars will be explored by astronauts. Invite several groups to present. S: Work in pairs, use the passive voice to discuss future space exploration. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess grammatical accuracy and dialogue fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Structure: simple future passive = will be + past participle. (2) Usage: making predictions about future space exploration. (3) Formation: regular past participles add -ed; irregular past participles need to be memorized. (4) Transformation: active → passive (will + do → will be + done). 2. Share a memory aid: “Future passive, will be plus past participle. To make predictions about space, use will be before the past form.” 3. Emphasize the connection between form and meaning: when we talk about future plans and predictions in space exploration, we use the simple future passive. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业设计 基础性作业 (Basic): 1. Complete the corrections and extensions for 4a and 4b exercises. Create 2 additional sentences for each grammar point. 2. Memorize the Grammar Focus table and past participle forms of 10 common irregular verbs. 3. Write 3 sentences in the simple future passive voice about space exploration. 实践性作业 (Practical): 1. Create a conversation about future space exploration with a classmate. Record a 3-minute audio or video, using the passive voice learned in this lesson. 2. Write 3 predictions about space exploration in the next 50 years using the simple future passive. 拓展性作业 (Extended): 1. Research China’s future space plans. Write a short paragraph (50-80 words) using at least 5 simple future passive sentences. 2. Read a short science article about space exploration. Extract passive voice examples, analyze their structure, and write a 50-word summary.
板书 设计
教学反思
第 V课时
授课人 班级 课型 Reading 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary and phrases: popular science, article, outer space, universe, galaxy, explore, discover, signal, communicate, operate, etc. Sentence Patterns: Understand and use sentence patterns: “It is believed that…” “It is hoped that…” “Scientists predict that…” “In the future, … will be…” Reading: Read a popular science article about space exploration. Identify text structure, extract key information, complete 1b-1c tasks. Reading Strategies: Use reading strategies (skimming, scanning, identifying topic sentences, understanding scientific vocabulary in context) to improve reading efficiency. Core Competency Objectives Language Ability: Through reading activities, improve the ability to understand popular science text information in real contexts. Master reading strategies for informative texts. Cultural Awareness: Understand the significance of space exploration to human civilization. Develop a sense of wonder and curiosity about the universe. Thinking Quality: Through sorting text information and analyzing article structure, cultivate logical thinking and critical thinking. Learn to summarize and generalize. Learning Ability: Through reading strategy training, master reading skills such as skimming, scanning, and identifying topic sentences. Improve autonomous learning ability.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns about space exploration. Use of reading strategies (skimming for main idea, scanning for details, identifying topic sentences). Understanding the text structure of popular science articles and extracting key information.
教学难点 Efficient use of reading strategies to obtain information and understand the main idea and details. Understanding and using new vocabulary and phrases in context, especially scientific terms. Using information from reading for oral expression and discussion.
教学策略与方法 PWP (Pre-reading, While-reading, Post-reading), Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Guide students to review what they have learned: “What have we talked about space exploration How far do you think we can go into space ” Show pictures of deep space exploration (Voyager, Hubble telescope, etc.). Guide students to think about how far humans can go into space. S: Answer questions, review previous knowledge. Observe pictures, think about deep space exploration. Assessment: Activate students’ background knowledge through Q&A and discussion, preparing for reading.
新课讲授 Step 2 Pre-reading: T: Guide students to read the title and subtitle, predict the content of the article. Ask: “What do you think the article is about How far can we go into space ” Guide students to predict the main idea based on the title. S: Read the title, predict the content. Share predictions. Assessment: Evaluate students’ prediction ability and use of reading strategies. While-reading: T: 1. First reading (skimming): Guide students to read quickly, verify predictions, and get the main idea. 2. Second reading (scanning): Guide students to find key information about space exploration, complete 1b information matching or table filling. 3. Third reading (intensive reading): Guide students to focus on details and new vocabulary, complete 1c detail comprehension exercises. Teaching Tip: Guide students to notice topic sentences and transition words to help understand text structure. S: Read quickly, verify predictions, get main idea. Scan, complete information matching/table filling. Read intensively, focus on details and new vocabulary, complete exercises. Assessment: Evaluate students’ reading ability through the completion of each reading task. Post-reading: T: 1. Guide students to discuss the article. Ask: “What is the most interesting fact you learned How far do you think humans can go into space ” 2. Organize group discussion: students share their thoughts on the future of space exploration. 3. Invite group representatives to share discussion results. S: Answer questions, express opinions. Group discussion, share thoughts. Representatives speak, listen to others’ sharing. Assessment: Use “group evaluation” to assess depth of discussion and language accuracy.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: outer space, universe, galaxy, explore, discover, etc. (2) Reading strategies: skimming for main idea, scanning for details, identifying topic sentences. (3) Text structure: introduction-body-conclusion of popular science articles. 2. Emphasize key points: efficient use of reading strategies to obtain information, understand popular science text structure and content. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of reading strategies through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Read the text fluently and be able to retell the main idea. 3. Complete the basic exercises in the workbook corresponding to this lesson. 实践性作业 (Practical): 1. Tell your family about what you learned about space exploration using vocabulary learned today. 2. Research one space probe or telescope (e.g., Hubble, James Webb, Voyager). Write a short paragraph in English about it. 拓展性作业 (Extended): 1. Research more about deep space exploration. Write a short passage (50-80 words) in English about the future of space exploration. 2. Create a “Deep Space Exploration” poster in English, with accurate content and illustrations.
板书 设计
教学反思
第 Ⅵ 课时
授课人 班级 课型 Vocabulary 授课日期
教学目标 Knowledge & Skills Objectives Word Formation: Master the derivative changes of core vocabulary (e.g., explore/exploration/explorer, discover/discovery, invent/invention/inventor, create/creation/creative). Understand the meaning of noun suffixes (-tion, -or, -ment, -pound Words: Master compound words related to space exploration (e.g., spacecraft, spaceship, spacesuit, astronaut, man-made, outer space, moonlight, earthworm). Understand how compound words are formed. Application: Flexibly use unit vocabulary in conversations and plete 2a-2c exercises. Output: Use learned vocabulary for oral expression and written writing. Core Competency Objectives Language Ability: Through vocabulary learning and exercises, improve the accuracy and flexibility of vocabulary use. Expand vocabulary size. Thinking Quality: Through vocabulary classification, differentiation, and application, cultivate logical thinking and summarization ability. Learning Ability: Master vocabulary learning strategies (word root/affix method, compound word method, contextual memory method, classification method). Improve autonomous vocabulary learning ability. Cultural Awareness: Through vocabulary learning, understand different expressions of space concepts and expand international perspective.
教学重点 Derivative change rules of core vocabulary and compound word formation. Accurate use of vocabulary in context. Mastery and application of vocabulary learning strategies.
教学难点 Understanding and flexible application of derivative change rules and compound word formation. Accurate differentiation and use of confusable words in specific contexts. Applying learned vocabulary to real contexts for expression.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit vocabulary through Q&A. Show a vocabulary list, have students quickly say the Chinese meaning. Ask: “How many words can you think of related to space exploration ” Guide students to brainstorm. S: Quick response, review vocabulary. Brainstorm, recall more vocabulary about space exploration. Assessment: Check students’ vocabulary mastery through quick Q&A, preparing for the next step. Step 2 2a Vocabulary Classification: T: Guide students to complete the vocabulary classification exercise in 2a. Classify vocabulary into categories: “spacecraft and celestial bodies,” “space exploration actions,” “science and technology,” “descriptive words,” etc. Guide students to summarize word formation rules (e.g., explore→exploration→explorer, discover→discovery). Teaching Tip: Guide students to notice the meanings and usage of suffixes like -tion, -or, -ment, -er in space-related vocabulary. S: Complete vocabulary classification. Summarize word formation rules, take notes. Share findings. Assessment: Evaluate students’ vocabulary classification ability and word formation rule summarization. 2b Compound Words: T: Guide students to identify compound words related to space exploration. Use example sentences to help students understand how compound words are formed (e.g., space + craft = spacecraft, man + made = man-made). Guide students to summarize key formation points. S: Identify compound words, understand formation rules. Record key points. Participate in summarization, share differentiation methods. Assessment: Monitor students’ ability to identify and form compound words. 2c Text Completion: T: Guide students to complete the text completion exercise in 2c, using unit vocabulary to fill in the blanks. Students work independently first, then check with deskmates. Check answers as a class, explain key vocabulary usage. S: Complete the text completion exercise independently. Check with deskmates, correct each other. Check answers, record key vocabulary usage. Assessment: Evaluate students’ ability to use vocabulary in context. Extension Activity: T: Organize group work. Students write a short passage (about 80 words) about “China’s space dream” using unit vocabulary. Provide a writing framework: achievements → future plans → personal opinion. Invite group representatives to share. S: Work in groups, write a short passage. Use learned vocabulary for expression. Share results, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, vocabulary accuracy, and creativity.
课堂总结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Vocabulary Classification (spacecraft/celestial bodies/actions) → Word Formation (suffixes, compound words) → Vocabulary Application (context completion/short writing). 2. Emphasize key points: word formation rules and accurate vocabulary use. Briefly emphasize compound words again. 3. Ask students to share their learning gains and summarize vocabulary learning strategies. S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to key points, consolidate weak areas. 3. Actively share learning gains, reflect on key points and difficulties. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system.
作业 基础性作业 (Basic): 1. Complete the remaining exercises for 2a-2c. 2. Copy key vocabulary (including derivatives and compound words), 3 times each and make a sentence with each. 3. Use a mind map to summarize the key points of word formation. 实践性作业 (Practical): 1. Introduce 2 space exploration achievements to your family, using vocabulary learned today. 2. Observe the night sky. Record 3 observations in English, using 2-3 vocabulary items learned today for each. 拓展性作业 (Extended): 1. Research more English suffixes and compound words. Accumulate 10 related derivative words and 5 compound words. 2. Work in groups to write a short passage (about 80 words) about “future space exploration,” using at least 5 vocabulary items learned today.
板书 设计
教学反思
第 ⅥI 课时
授课人 班级 课型 Writing 授课日期
教学目标 Knowledge & Skills Objectives Comprehensive Use: Integrate all vocabulary, sentence patterns, and grammar learned in this unit to complete the 3a writing task — describe your space dream. Writing Structure: Master the writing structure of a descriptive/personal narrative text. Organize articles following the “introduction-body-conclusion” structure. Model Writing: Follow the reading model to write a short passage about your space dream, covering what you will explore, what will be discovered, and why space exploration is important. Project: Work in groups to make a poster about China’s space programme and present it to the class. Core Competency Objectives Language Ability: Through writing activities, improve written expression ability and text organization ability. Express opinions accurately and coherently. Thinking Quality: Through writing conception and article structure organization, cultivate logical thinking and critical thinking. Learn to express opinions in an organized way. Cultural Awareness: Through sharing space dreams, understand the importance of space exploration. Cultivate the awareness of scientific exploration and national pride. Learning Ability: Through writing strategy training, master the complete writing process: conception, drafting, revision, and finalization. Improve autonomous learning ability.
教学重点 Mastery and organization of descriptive/personal narrative writing prehensive use of unit vocabulary, sentence patterns, and grammar for writing. Design and implementation of the project: make a poster about China’s space programme.
教学难点 Using rich vocabulary and sentence patterns for written expression, with accurate language and substantial content. Correct use of the passive voice in the simple future tense to describe space dreams in writing. Effective integration of learned knowledge in the Project, creating an informative poster and presenting it clearly.
教学策略与方法 Process writing approach, Task-based language learning, Cooperative learning.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit content through Q&A. Show the list of core vocabulary and sentence patterns. Ask: “What is the most interesting thing you’ve learned about space exploration in this unit Why ” Guide students to discuss and share. Introduce the writing task: describe your space dream. S: Answer questions, review unit content. Share learning gains. Clarify the writing task. Assessment: Check students’ comprehensive mastery through Q&A, preparing for the writing task. Step 2 Pre-writing (3a): T: Guide students to read the writing requirements and model in 3a. Analyze the structure and language features of the model. Guide students to analyze the “introduction → body (what I dream to explore, what will be discovered, why it matters) → conclusion” structure. Help students notice transition words and the use of the passive voice in the simple future tense. S: Read the writing requirements and model. Analyze the model structure, record key writing points. Learn the use of transition words and the passive voice. Assessment: Evaluate students’ model analysis ability and writing strategy mastery. While-writing (3b): T: Guide students to write their own passage about their space dream following the model structure. Provide a writing scaffold: Introduction (what my space dream is) → Body (what will be explored, what will be discovered, why it is important) → Conclusion (how I will work towards this dream). Remind students to use vocabulary, sentence patterns, and the passive voice learned in this unit. Circulate and provide guidance. S: Write the passage following the model and scaffold. Use learned vocabulary, sentence patterns, and the passive voice. Ask the teacher for help when encountering problems. Assessment: Through circulating, identify students’ writing difficulties in time and provide individual guidance. Post-writing (3c): T: Organize peer evaluation. Students exchange passages and give revision suggestions. Provide evaluation criteria: Content completeness (space dream, details, reasons), Language accuracy (vocabulary, grammar, passive voice), Structure clarity (introduction-body-conclusion), Creativity (personal insights and expressions). Invite 2-3 students to present their passages. Whole class gives feedback. S: Exchange passages, do peer evaluation. Give revision suggestions based on evaluation criteria. Revise own passage. Present on stage, listen to feedback. Assessment: Use “peer evaluation” and “teacher evaluation” to assess writing outcomes. Project: T: Assign the Project task: Work in groups to make a poster about China’s space programme. Guide students to research key achievements (e.g., Chang’e missions, Tianwen-1, Tiangong space station), future plans, and the significance of space exploration. Provide a project structure: Title → Key achievements → Future plans → Why it matters. Invite groups to present their posters. S: Work in groups, research China’s space programme. Create the poster, prepare the presentation. Present the poster to the class. Assessment: Through group presentations, evaluate students’ cooperation ability, language application ability, and research skills.
课堂总结 Step 3 T: 1. Guide students to review the unit content and build a complete knowledge system: Core Vocabulary (spacecraft/celestial bodies/exploration actions) → Core Sentence Patterns (discussing space exploration) → Core Grammar (passive voice in the simple future tense) → Reading Strategies (skimming/scanning/topic sentences) → Writing Skills (descriptive text structure). 2. Emphasize the core meaning of “Beyond Earth”: space exploration represents humanity’s endless curiosity and spirit of exploration. 3. Guide students to reflect on their learning process and gains. Encourage students to apply what they have learned to actual learning. S: 1. Follow the teacher to review the unit knowledge system, build a complete framework. 2. Reflect on own learning process and gains, identify weak areas and improvement directions. 3. Actively participate in class discussion, share learning experiences and insights. Assessment: 1. Praise students who can comprehensively and systematically summarize the unit knowledge. 2. Monitor students’ reflective ability, evaluate whether they can accurately identify their learning gains and shortcomings. 3. Understand students’ overall mastery through sharing, providing reference for subsequent teaching.
作业 基础性作业 (Basic): 1. Memorize the core vocabulary and sentence patterns of the unit. Use learned sentence patterns to describe your space dream (at least 3 sentences). 2. Revise the 3b writing passage carefully, ensuring accurate language expression. 实践性作业 (Practical): 1. Complete the poster presentation with the group. Record the gains and feedback from the activity. 2. Share your space dream with your family. Ask for their feedback and write it down in English. 拓展性作业 (Extended): 1. Write an English essay (80-100 words) discussing “What does it take to explore space ” Express your own opinion with supporting examples. 2. Design a simple timeline of China’s space programme achievements in English.
板书 设计
教学反思
设计说明（Design Notes）
本教学设计以《义务教育英语课程标准（2022年版）》为依据，以“核心素养”为导向，以“Beyond Earth”为主题，围绕“What does it take to explore space ”这一核心问题，设计了7个课时的教学方案。
设计理念 (Design Philosophy):
主题引领，整体设计 (Theme-led, Holistic Design): 以“太空探索”为主题，贯穿整个单元，将语言学习与主题探究深度融合，引导学生在学习语言的同时，思考探索精神和科学态度。
素养导向，目标明确 (Competency-oriented, Clear Objectives): 以语言能力、文化意识、思维品质和学习能力四大核心素养为目标，设计层次清晰、可操作、可评价的教学目标。
学为中心，活动驱动 (Learner-centered, Activity-driven): 以学生为主体，设计听说读写看等多种语言实践活动，让学生在真实语境中运用语言，实现“做中学、用中学”。
教学评一体化 (Integration of Teaching, Learning, and Assessment): 将评价融入教学全过程，通过课堂观察、同伴互评、教师评价等多种方式，及时了解学生的学习情况，调整教学策略。
分层作业，因材施教 (Differentiated Homework, Tailored Teaching): 设计基础性、实践性和拓展性三个层次的作业，满足不同层次学生的需求，促进每个学生的发展。
Notes:
教师可根据实际教学进度和学生情况，灵活调整课时安排和教学环节。
建议充分利用多媒体资源，丰富教学内容和形式，激发学生的学习兴趣。
建议加强小组合作学习，培养学生的合作能力和交际能力。
4. 建议注重过程性评价，关注学生的学习过程和进步，及时给予反馈和鼓励。

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