Unit2Wehaven.docx

Unit 2 We havent found life on other planets yet. Topic： Is there life out in space? Aims To understand the passage about space travel involving the present perfect tense To write about space travel using the present perfect tense Key vocabulary planet, alone, also, part, light, beyond, cost, prefer, none, environment, air Key structures ：The present perfect tense with just, already, yetTasks： Discussion and making a science report Writing Grammar The present perfect tense Teaching aids Multi-media, the cards of planets, tape recorder, video Step 1 Revision 1. Greetings. - Have you had your breakfast / lunch? - Have you cleaned your classroom? - Has your father gone to work today? . 2. A survey Ask students to make a survey. Talk about what their partners have done recently. Then complete the following questionnaire. -What have you done recently? -I have made a poster about space travel. Name Time Something special that you have done recently this week in the past few weeks . 3. Making a report Students make a short report with the questionnaire. （设计说明：这一环节是一个热身活动，通过师生的日常问答，复习了上节课的主要知识结构。在生生之间的对话操练环节，通过设计一个调查活动，把合作活动设置在具体、真实、自然的情景中，贴近了学生的生活，这样能更好地激发学生的兴趣，吸引更多的学生主动、积极地参与教学活动。） Step 2 Pre-reading 1. Teach students the solar system, then ask them to look at the picture of the solar system on the blackboard. Tell them to put the nine planets at the right place.（制作九大行星的教具） （设计说明：通过这个游戏活动，将较难掌握的天体名称以生动有趣的形式呈现给学生，可以活跃课堂气氛，提高学生的兴趣。学生在愉悦的氛围中学习知识，能达到良好的教学效果。） 2. Ask students to work in groups of four and discuss two questions: Have we found life on other eight planets yet? If not, why? What do you know about UFO? Do you believe there are creatures from outer space? Why or why not? （设计说明：通过对这两个问题的分组讨论，使学生对所要了解的阅读材料的相关背景知识有一个感性认识，减少阅读障碍，为学生理解阅读材料打下良好的基础。） Step 3 Reading (Activities 2 & 3) 1. Global reading (Activity 2) Students read the article and try to find the title of the article. (First students choose the title by themselves, then discuss it with their partners. They must try to explain the reasons.) （设计说明：训练学生的整体理解能力。反馈是要求学生说明选择的依据，目的是帮助学生分析细节与整体的差别，关注学生阅读策略的培养。） 2. Detailed reading (Activities 3 & 4) Students read the article again and finish Activities 3 and 4. (First students do by themselves, then share the answers with their partners.) （设计说明：就阅读理解而言，输出与输入同样重要，因此有必要加强输出性的活动。本环节所涉及的技能不只是细节的理解与判断，同时还有归纳、推理与逻辑。因此，在此环节中，要求学生先独立思考，完成练习；然后分享讨论结果，总结阅读技巧与规律。） 3. Problem solving. Students work in groups of four again, trying to find difficulties in the article and discuss together. At the same time, discuss some language points raised by partners. If there is any problem, they may ask the teacher for help. At last share their worksheets with the whole class. Name Language points Difficulties Solutions （设计说明：在传统的教学中，老师总是充当主角，罗列出课文的重点、难点进行讲解，学生只有被动的接受，学习主动性受到很大的限制。设计这个环节是为了帮助学生提高学习的主动性，学会自主学习的方法，逐渐形成比较完善的阅读学习策略。） Step 4 Discussion and making a science report Tell students that because of the pollution, the environment on earth is becoming worse and worse. If one day, humans cant live on earth any more, they have to find a second earth in space for them to live on, what kind of planet is suitable? Ask students to discuss in groups of four and make a report. （设计说明：将课内阅读延伸到课外，是对课内学习的补充和拓展。让学生在探究中得到提高，这有利于学生综合素质能力的培养。） Step 5 Writing (Activities 6 & 7) Show students a cartoon picture, asking them to answer the questions first, then use the answers to write the story in the cartoon picture. （设计说明：本环节分为两个步骤。第一步是句子写作，第二步是语篇写作。第一步为第二步作好准备，这种递进的方式对于