Book8Module5TheConquestoftheUniversePeriod1:Readingandvocabulary(1)LearningContents:Readingandvocabulary(1)+speakingLearningobjectives:Knowledgeobjectives1.Toknowmoreinformationonspaceexploration2.Tounderstandthetextandfindoutthemainideaofeachparagraph3.Toknowtheachievementanddifficultyinexploringspace4.TotalkaboutspaceexplorationLearningstrategies1.Todevelopthereadingability2.Todeveloptheabilityinsummingupthemainideaofeachparagraph.3.Tolearnhowtodebateoncontinuingtosendpeopleintospaceornot.MoralandemotionToknowtheachievementanddifficultyinexploringspace,andtolearnthequalityofpersistencefromthescientistsandastronauts.Culturalawareness1.Toknowthehistoryofhumanbeingsexploringthespace,2.Tofostertheawarenessofexploringspace3.Toknowhumanbeingsshouldgetonwellwithspacepeacefully.Learningmethods:Reading,cooperativelearning,debating,task-basedactivityLearningaidsMulti-mediaLearningproceduresStep1Lead-in1).PlaythevideoofShenzhouVIandShenzhouVforthestudents,meanwhileaskthestudentstofillinthechartinoral.spacecraftwhenwhichcountrywhoresultShenzhouVShenzhouVI2).Askthequestion:Whatdidtheydoinspace?(answer:toexplorespace)设计意图：通过播放神州5号和6号升天的片段，激发学生对太空探索的兴趣;对航天英雄的热爱，同时学生也为我们的祖国所取得的成就感到自豪与骄傲。再由表格和问题引入到本节课的话题:theconquestoftheUniverse（toexplorespace）.Step2ScanningAskthestudentstoreadthetextquicklyandgettheinformationforthechart.spacecraftwhenWhichcountrywhoresult/NeilArmstrongsuccessColumbia/1986设计意图：这一环节中教师设计了一表格，旨在引导学生用正确的阅读方法—scanning来获取所需信息，让学生知道不同的阅读材料，不同的阅读目的会用到不同的阅读技巧和方法。Step3Close-reading1.Askthestudentstoreadthepassagecarefullywithsomequestions.Q1.Howdidpeoplefeelwhentheywatchedthefirstmoonlanding?Q2.Howdidpeoplefeelaboutspacetravelafewyearslater?Q3.Whatwasdifferentaboutthespaceshuttle?Q4.WhydidpeoplewanttowatchtheChallengertakeoff?Q5.WhatdidtheChallengerdisasterteachtheworld?Q6.HowdidthewriterfeelafterwitnessingtheaccidentonTV?2.Askthestudentstoworkinpairstofindoutthemainideaofeachparagraph.Para1:thefirstMoonlandingPara2:thefirstshuttleflightintospacePara3-5:theexplosionoftheChallengerPart2:thewriter’switnessoftheexplosionoftheChallenger设计意图：在细读这一过程主要培养学生理解文中具体信息和把握文章整体脉络的阅读理解能力，同时也培养学生在阅读过程中归纳段意及中心的能力。Step4Speaking(Debating)1.PlaythevideooftheexplosionoftheChallengerforthestudents,thenaskthem:Shouldwecontinuetosendpeopleintospace?2.TeachershowsthetopiconthescreenShouldwecontinuetosendpeopleintospace?GroupA:YouareforthetopicGroupB:Youareagainstthetopic.3.Dividethestudentsintotwogroupsandaskthemtoworkingroupsfordiscussion.Tellthemtheywillholdadebateinclassaftertheirdiscussion.Givesomeusefulexpressionsandideastohelpthestudentsbeforethediscussion(afewminuteslater)Encouragethemtoholdadebateinclass.设计意图：在第三步中学生刚概括完Part2的段意--thewriter’switnessoftheexplosionoftheChallenger(作者目击挑战者号遇难)，教师就可以问学生：“你们看过了挑战者号遇难的情景吗”？进而播放挑战者号遇难的过程，当学生还处在悲痛中时，教师进一步问：“Shouldwecontinuetosendpeopleintospace?”这几个环节层层紧扣，过渡自然，最后引导学生分组讨论和辩论。学习本文后，学生意识到人类在太空的探索过程中取得了成就，但也付出了代价。科学家们不畏艰难，为人类探索太空，和平开发利用空间资源而奋斗不止的精神鼓舞并激励着同学们。Step5HomeworkMakeatimelineofChinesespaceexploration.设计意图：鼓励学生自主学习，上网去查询并收集有关信息和资料。
