2021學(xué)年Unit 4 SpaceLesson 11 The Amazing Shenzhou一等獎表格教案及反思

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北師大版九年級Unit4 Space Lesson 11 The Amazing Shenzhou教案一、教學(xué)內(nèi)容分析與預(yù)設(shè)目標(biāo)教學(xué)內(nèi)容Unit 4 Space    Lesson 11 The Amazing Shenzhou教學(xué)課型Speaking 教學(xué)課時(shí)1課時(shí)教學(xué)目標(biāo)語言能力通過圖片學(xué)習(xí)詞匯launch, astronaut, spaceship, lunar probe, satellite, explore, exploration, speed up, space lab, connect…with…并能做恰當(dāng)應(yīng)用通過小組討論以及團(tuán)隊(duì)辯論應(yīng)用I think, I agree, I disagree等表達(dá)個(gè)人的觀點(diǎn)學(xué)習(xí)能力通過圖片和游戲記憶及理解詞匯含義。通過時(shí)間軸記憶中國近代航天事業(yè)的發(fā)展的重要內(nèi)容。通過聽力輸入和閱讀材料捕捉楊利偉升空和NASA回信的細(xì)節(jié)信息。通過小組討論和團(tuán)隊(duì)辯論創(chuàng)造關(guān)于探索精神的個(gè)人觀點(diǎn)。思維品質(zhì)1. 從虛擬到真實(shí)。學(xué)生從最新的電影《流浪地球》的一段視頻開始，分析在電影中劉培強(qiáng)所具有的宇航員精神。接著聯(lián)系真實(shí)宇航員楊利偉的演講，理解宇航員面對的困難和危險(xiǎn)以及體現(xiàn)的無畏的犧牲精神。2. 從古代到現(xiàn)代。通過對中國古代太空探索的神話故事、歷史事件的快速搶答，再聯(lián)系現(xiàn)代中國航空事業(yè)的進(jìn)程，整理出一條概括性的時(shí)間軸，讓學(xué)生了解中國對航天的探索、毅力、勇氣和進(jìn)步。3. 從疑問到解答。通過贊比亞的瑪麗修女對美國宇航局火星計(jì)劃的質(zhì)疑，讓學(xué)生看到事物的兩面性，讓學(xué)生能夠在辯論中表達(dá)對航天事業(yè)的思考，分析利弊。然后給出Dr. Ernst的回信，讓學(xué)生學(xué)會辯證思維，堅(jiān)定支持國家的航天事業(yè)。文化品格通過《流浪地球》的片段和楊利偉的演講傳達(dá)航天事業(yè)需要毅力、勇氣和犧牲的精神。通過古代中國對天空探索的傳說和歷史事件傳達(dá)在中國人骨子里對天空的迷戀以及頗具浪漫主義色彩的想象和大膽的嘗試。通過贊比亞修女和NASA回信，讓學(xué)生堅(jiān)定支持國家的航天事業(yè)。最后將航天精神轉(zhuǎn)化為探索精神應(yīng)用在學(xué)習(xí)和生活中。學(xué)情分析學(xué)生已有的知識和經(jīng)驗(yàn)1.  學(xué)生掌握了一定的航天詞匯。2.  學(xué)生對太空的生活詞類的話題在前兩節(jié)課中有所了解。3.  學(xué)生在新聞和其他學(xué)科課堂上有所了解中國的航天事業(yè)發(fā)展。學(xué)生個(gè)性分析本班學(xué)生思維活躍、課堂積極發(fā)言、喜歡談?wù)撔迈r且具有一定挑戰(zhàn)性的話題。因此，學(xué)生需要鮮活的材料、難度稍高的設(shè)問、以及能夠讓他們眼前一亮的形式來組織課堂。他們渴望從未聽過的知識、從未想過的想法以及對自己成長有益的知識技能和價(jià)值觀。教學(xué)內(nèi)容分析本節(jié)課采用了北師大2011版九年級Unit 4 Space Lesson 11 The Amazing Shenzhou的內(nèi)容。本節(jié)課選取了教材中的口語訓(xùn)練話題的Speaking 6和7的活動“Imagine you are a Chinese scientist giving a speech to teenagers in America. Tell them about China’s space program.”和 “What does it take to become an astronaut?”。其余的教學(xué)內(nèi)容全部經(jīng)過重新整合加工。從課堂引入的《流浪地球》的片段，接著自編了楊利偉的講話稿和聽力材料，然后是中國古代的神話和歷史事件的串聯(lián)，到中國近代航天事業(yè)時(shí)間軸的創(chuàng)立以及改編了NASA回信。將本節(jié)課的教學(xué)內(nèi)容（學(xué)生的輸入）不限于課本的范圍而是拓寬到更加具有現(xiàn)實(shí)意義的鮮活材料中。教學(xué)重點(diǎn)1.記憶理解和應(yīng)用本課出現(xiàn)的詞匯。2.在聽力和閱讀中捕捉細(xì)節(jié)信息的能力。3.通過視頻和小組討論表達(dá)個(gè)人的觀點(diǎn)。教學(xué)難點(diǎn)1. 辯證地看待航天事業(yè)，分析利弊，表達(dá)個(gè)人對航天事業(yè)的思考。 2. 將航天精神轉(zhuǎn)化為探索精神，用演講的方式將探索精神應(yīng)用在學(xué)習(xí)和生活中。教學(xué)方法交際教學(xué)法和任務(wù)教學(xué)法教學(xué)資源教學(xué)設(shè)備：電腦、影音播放器、白板、麥克風(fēng)、計(jì)分小火箭。教學(xué)材料：《流浪地球》短視頻、楊利偉演講音頻、航天圖片、時(shí)間軸表、NASA回信閱讀材料、演講評分表。 二、教學(xué)過程設(shè)計(jì)（一）教學(xué)設(shè)計(jì)思路本課以男生女生上課發(fā)言積分競賽的方式，從一張劉培強(qiáng)的宇航員服裝的圖片開始，引入話題。用《流浪地球》的劉培強(qiáng)駕駛空間站撞向木星的一段視頻讓學(xué)生談一談成為一名宇航員需要具備什么樣的素質(zhì)。接著，從電影里的宇航員聯(lián)系到現(xiàn)實(shí)中真正的宇航員楊利偉，準(zhǔn)備一個(gè)楊利偉演講的音頻，分享他在升向太空時(shí)候的心情和感受，讓學(xué)生完成聽力練習(xí)，讓學(xué)生明白宇航員真正會面對的困難和危險(xiǎn)以及他們無畏的精神。接下來，用圖片播放，讓學(xué)生用搶答的游戲形式說出中國古人對太空探索的浪漫情懷和勇敢的嘗試。再通過以小組為單位的科學(xué)家團(tuán)隊(duì)介紹中國近代航天事業(yè)的發(fā)展和成就，形成一條比較完整的近代中國航天事業(yè)時(shí)間軸。通過對中國航天事業(yè)各個(gè)時(shí)期的成就里程碑的整理，與來自1970年贊比亞修女Sister Mary的對航天事業(yè)的疑問，引發(fā)學(xué)生的思考：我們應(yīng)不應(yīng)該發(fā)展航天事業(yè)？以正方和反方兩大陣營小組的形式開展辯論。之后，將NASA宇航局Dr. Ernst的回信分享給同學(xué)們，將發(fā)展航天事業(yè)的理由和愿景告訴學(xué)生，讓學(xué)生堅(jiān)定支持和關(guān)注國家的航天事業(yè)。最后，讓學(xué)生分享看完這封回信之后的感想以及如何將航天的探索精神應(yīng)用在自己的學(xué)習(xí)和生活中，準(zhǔn)備一個(gè)小演講，并由同學(xué)做觀眾評委和投票，選出最佳的演講人。本課最后以楊利偉演講的話“I am too old to be an astronaut. But I hope you can join us one day.”鼓勵學(xué)生以楊利偉為榜樣，勇于探索，上下求索！ （二）課前準(zhǔn)備（預(yù)習(xí)任務(wù)）1.發(fā)放時(shí)間軸表和演講評價(jià)表。2.寫好課題、布置好評分欄以及基本板書架構(gòu)。3.提前布置以小組為單位的對中國近代航天事業(yè)發(fā)展的介紹。 （三）課中學(xué)習(xí)過程時(shí)間教學(xué)步驟教學(xué)流程設(shè)計(jì)意圖教師活動學(xué)生活動1mWarm up: picture talkShow the students a picture of Liu Peiqiang and invite students to say something about him.Look at the picture and share the information they know about Liu PeiqiangWarm up the class and lead in the topic. 3.5mVideo: The Wandering EarthPlay the video of The Wandering Earth and ask students to talk about what makes an astronaut.Watch the video and share their ideas on what makes an astronaut Train students to the ability of viewing and conclude some qualities that astronauts should have.3mListening: Yang Liwei’s speech Play the recording of Yang Liwei’s speech and ask the students to do three listening exercises in the pad through Forclass.Then, share the Yang Liwei’s speech with the students and ask them to find out the reasons that made Yang Liwei nervous in space and infer about those reasons why they made him nervous. Listen to Yang Liwei’s speech and finish the exercises in Forclass. Then, read through Yang Liwei’s speech and find out the reasons that made him nervous and infer why it is so. Listen for details and main ideas. Talk about possibilities. 1.5mGame time: ancient tales and historyShow students pictures of the tales and history of ancient Chinese’ search for the universe. Explain the rules and use “quick answer” button in Forclass to play the game.Look at the pictures and press the “quick answer” button in the pad as quickly as possible. The first two to press the button will have the chance to tell the name of the picture. View the pictures and associate the pictures with the correct English names for it. Students will be able to see a general picture of ancient Chinese’ search for the universe. 7mGroup work: timeline of modern China’s space programGive students some key words beforehand and invite four groups of students to come to the front as scientist to introduce the milestones in modern China’s space industry.In other the rest of the students to listen and take down notes in their handouts to finish the timeline. Four groups of students stand in front of the class and introduce the achievements of modern China’s space program in chronological order.The rest of the students will listen carefully and take down the missing information in the timeline in their handoutsSpeak with key words to give an introduction. Listen for details. With the help of the timeline, students will be able to have a clear picture of the modern China’s space program.13mDebate: should we explore space?First, pose Sister Mary’s question to the students and inquire students’ opinions on it. Then, ask the students to discuss it and choose their sides. Give students three minutes to discuss.Next, rearrange the students to sit on the right and the left for pros and cons. Tell the rules and give students time to debate over the topic.  First, discuss in groups and choose their sides. Second, the pros sit on the right and the cons sit on the left. Third, start the debate from the pros and then cons. Take turns to state their opinions.  Provoke students to think over the pros and cons of space exploration. Students will be able to think critically over the topic and use “I agree/disagree…” to present their opinions.4mReading: Dr. Ernst’s reply letterHand out Dr. Ernst’s reply letter to Sister Mary to the students and ask them to scan for the reasons that he gives to explain the importance of space exploration. Read Dr. Ernst’s reply letter and scan for the reasons he gives to explain the importance of exploration. Show students the reasons for space exploration and students will understand the importance of exploring the universe.7mMaking a speech: my idea on the spirit of explorationAsk the students to think about the questions: “What do you think of space exploration after reading the letter? How do you fit the spirit of exploration into our life?”Ask the students to share their ideas in a group and write down some key words as notes in the handouts.Then, invite volunteers to make speeches. Share ideas on how they think of space exploration after reading the letter and how they will fit the spirit of exploration into their life and study. Then, come to the front and make speeches. Provoke the students to think about how to apply the spirit of exploration into their own study and life. Students will be able to talk about their opinions and make a speech. 2mVoting and comments. Ask students to grade the speakers according to the grading table under “language, content and body language”. Then give comments to their favorite speaker. Then, give an overall comment on all speakers. Grade the speakers according to “language, content and body language”. Then give comments to their favorite speaker and tell why they like him or her most. Then vote for their favorites in forclass. Grading the speakers helps students to better appreciate others’ speeches. Students will be able to speak and explain their reason for their vote.1mSummary Refer to Yang Liwei’s speech again. Use Yang Liwei’s statement and wish to encourage students to work hard and apply the spirit of exploration in their study and life. Learn to apply the spirit of exploration to their study and life. Encourage students to work hard and apply the spirit of exploration in their study and life. （四）課后學(xué)習(xí)（課后作業(yè)）Writing task: Man has been exploring the universe for a long time. Some people doubt it as Sister Mary Jucunda questioned NASA why they could suggest spending billions of dollars on the project to Mars when so many children were starving on Earth. Dr. Ernst Stuhlinger’s reply letter reshapes our understanding of the importance of space exploration. Besides, Prime Minister Wen Jiabao encourages university students to be curious about the mysterious space. So what do you think of space exploration after reading the letter? How do you fit the spirit of exploration into our life?（五）教學(xué)評價(jià)評價(jià)方式教學(xué)環(huán)節(jié)描述評價(jià)操作方式1.客觀題評價(jià)聽力理解的訓(xùn)練題；時(shí)間軸的天空題。學(xué)生聽聽力音頻，然后在Forclass系統(tǒng)里面選擇答案；學(xué)生在紙質(zhì)的時(shí)間軸表格上填入關(guān)鍵詞。2.主觀題評價(jià)學(xué)生的辯論環(huán)節(jié)以及即席演講環(huán)節(jié)。學(xué)生討論和分享，探討太空探索的利與弊，然后辯論；學(xué)生稍作準(zhǔn)備即席演講。3,寫作評價(jià)課后作業(yè)寫一篇文章分享自己看完美國宇航局回信的感受以及自己如何將探索精神應(yīng)用在學(xué)習(xí)和生活。（六）板書設(shè)計(jì)三、教學(xué)反思(一)本節(jié)課最大亮點(diǎn)1.主題鮮明，教學(xué)環(huán)節(jié)主線清晰，邏輯遞進(jìn)。2.聽力和閱讀材料豐富。原創(chuàng)性強(qiáng)。3.學(xué)生的口語訓(xùn)練形式多樣、口語表達(dá)充分鍛煉。4.對學(xué)生的思維引導(dǎo)和啟發(fā)做得比較好，學(xué)生能從低階思維發(fā)展到高階思維。 (二）有待改進(jìn)或新的嘗試課堂容量大難免會造成對部分內(nèi)容分析或討論不夠深入。