高中Unit 6 Space and beyond獲獎教案

這是一份高中Unit 6 Space and beyond獲獎教案，共5頁。
Teaching design of Developing ideasTypeReadingThemeMan and Nature—Space ExplorationContent analysisWhat    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 objectivesAfter 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 unit4、appreciate the spirit of exploration reflected in the passage. Key pointsTo 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 points1、     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 contentsProceduresPurposes Teacher’s activityStudents’ activityLead-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 1Teacher 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 questionsStudents 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 4Teacher 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 videoTo 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. AssignmentChoose 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.