Unit 2 Lesson 1教學設計

Lead-in

Step 1

Show pictures of Yang Liwei and ask Ss what they know about him.

引出話題，激活學生的背景知識。

Pre-reading

Step 2

Show some pictures of stages of spaceship’s movements, and elicits from Ss the following expressions: lift off, launch, separate from the rocket, circle the earth, let out the parachute, helicopter, land, collect. If necessary, Give hints to help Ss guess the words. While eliciting the expressions, Demonstrate the pronunciation and Ss practise reading them aloud after T.? Go over the pictures again and ask Ss to say the words from their memory.

語境中呈現單詞，有助于學生理解、記憶生詞，為閱讀做好準備。在語境中再現生詞，強化學生的瞬時記憶。滲透詞匯學習策略：按照動詞短語或搭配學習、記憶詞匯，提高學習效率。

Step 3

Ask Ss to predict what will be talked about in the article based on the title and the pictures.

根據標題和圖片預測閱讀內容，幫助學生理解課文，培養學生利用背景知識進行閱讀的策略。

Step 4

First reading: Ss skim the text and check their prediction.

核對預測信息，了解課文大意。

While-reading

Step 5

Second reading: Ss match the headings with the paragraphs.

了解課文篇章結構及段落大意。

Step 6

Third reading: Ss read the text carefully. First fill the table with the information about the space flight, and then about Yang Liwei’s feelings. Ss work in pairs and check the information they get from the text. Then T gets the feedback from the whole class.

提取和整理課文細節信息。

Step 7

Demonstrate asking and answering questions about the information in the table with a student. Then Ss work in pairs, asking and answering questions about the process of the launching of the spaceship, what Yang Liwei did and how he felt during the flight.

學生說出課文信息，將信息和語言知識內化。

Step 8

Listen to the tape and read aloud after the tape.

有聲輸入，整體感知, 培養學生 語感。

Step 9

Ss read the text again and underline the verbs (collect, complete, let out, express, explore, feel) and pay attention to how these verbs are used. Ss match the verbs with the nouns. (Ex.6)

教師引導學生在語境中關注動詞的搭配。

Post-reading

Step 10

1. Ss work in pairs and describe the launching process based on the information in the table to each other.

2. Role-play: Ss work in pairs. One acts as a reporter and the other as Yang Liwei. The journalist interviews Yang Liwei about his feelings during the flight.

學生將課本信息轉換成自己的'語 言的過程，引導學生用自己的語 言談論楊利偉及宇宙飛船的運動 過程。培養學生的交際能力。如果教學時間充足,可以進行兩個活動；如果時間有限，可以讓 學生分組進行活動：程度較好的 學生做第二個活動，程度一般的 學生做第一個活動。

Homework:

Do Ex. 7 on page 22 and Ex.1 on page 66.