1. Text interpretation
（1）[What] 主题意义和主要内容
The topic of this book is about scientific knowledge. Guy is a clown who dreamed of a space holiday. In order to realize his dream, he paid expensive fee and took an active part in all kinds of training, getting ready for the space holiday. Later, Guy entered space on a rocket and made his effort to get used to the life on the space station. He saw the beautiful earth from space and called on people to protect the Earth. Finally, Guy finished his nine-day space holiday and got back to the Earth safely. The scientists also have many ideas for the space holiday in the future, which makes people full of longing for the space holiday in the future.
（2）[Why] 写作意图
The writer introduces Guy’s space holiday, on one hand, it helps the readers have a better knowledge of the space holiday, including what preparations we need to do, the process of entering space and the life on the space station; what’s more, people are called on to protect our home—Earth. On the other hand, people are motivated to learn about more knowledge of space and the space holiday. Moreover, readers can learn from Guy’s spirit. We should be brave and persistent to pursue our dreams.
（3）[How] 文体结构和语言修辞
The book is an expositive writing, including three parts. Part1: The preparations Guy did for the space holiday. Part2: What Guy saw and did in space and how he felt during the space holiday. Part3: Guy finished his space holiday successfully and the scientists’ ideas for the space holiday in the future.
The writer used the simple past tense to introduce Guy’s space holiday and the simple present tense to describe the pictures. When describing Guy’s actions, the writer used different verbs to make the passage more vivid so that the readers won’t feel bored.
2. Teaching objectives and learning aims
By the end of the class, the students should be able to:
1）extract the information about how Guy prepared for the space holiday, what he saw and did in space and how he felt during the space holiday; organize and summarize the whole process of the space holiday;
2）organize and integrate the text information further based on pair work, finish the task of an interview, talk about the process and purpose of the space holiday;
3）discuss what the space holiday will be like in the future according to Guy’s experiences;
4) conclude Guy’s personalities and qualities by paying attention to the verbs that describe Guy’s actions.
3. Teaching procedures
教学目标 |
教学活动及互动方式 |
设计意图 |
活动层次 |
效果评价 |
1. 用英语视频导入话题，有效激发学生的学习兴趣。 |
Activity 1 导入话题，激发兴趣 学生观看与太空之旅相关的英语歌曲视频，对太空之旅进行个人评价。 提问： 1. What’s in space? 2. What do you think of a space holiday? 3. Have you ever dreamed of a space holiday? Why or why not? |
利用视频导入话题，激发学生学习兴趣，并进行free talk，打开话题。 |
感知与注意 |
学生能够积极发表自己的看法。 |
2.提取Guy为太空之旅做准备、进入空间站的所见所为和感受等信息，梳理并概括Guy的太空之旅全过程。
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Activity 2 观察封面及目录，融入情境，激活背景知识 学生观察书的封面图片并阅读标题及目录，思考并回答教师提出的问题。 提问： 1. Where is the person on the cover? How do you know? 2. What do you think the book will tell us? 3. How many parts can we divide the book into? |
1. 激活学生关于太空的背景知识； 2．引导学生预测文本内容并引出学生的问题，形成阅读期待； 3. 铺垫语言。 |
感知与注意 |
学生能够借助封面图片和书名对文本内容做出一定的预测。 |
Activity 3 阅读文本，梳理信息 采用RISE教学模式，学生阅读全书，回答问题，分享答案；同时，在教师的帮助下，利用语境和图片猜测和学习相关生词。 1）Fast reading Complete the name card of Guy, including name, job, purpose and personality. 2) Careful reading &inquiring Read silently and find out what Guy did at three different stages. Pay attention to the actions and verbs. Before the space holiday 1. What was it like to run in a small room that did not have much oxygen? 2. Why did he have to receive the training? What do you think of the training? Can you stick to it? What do you think of Guy? 3. Watch a short video of the training Chinese astronauts receive. During the space holiday 1. Where was Guy in the picture on P7? What was he going to do? 2. Who were the group of people in the picture on P7? Why were they cheering? 3. What did Guy have to learn in space? Why did he have to learn those things? 4. What kind of place is space? Why? 5. What was the message Guy wanted to send from space to people on Earth? Why did Guy send the message? 6.What will happen if the earth is destroyed? 7.Who did Guy put on the special show for? Why? What do you think of Guy? After the space holiday 1. What do you think of Guy’s holiday? 2. What are scientists’ ideas of space holidays in the future? |
1.引导学生梳理Guy太空之旅的过程； 2.引导学生关注目标语言。 3. 通过关注描写人物行为动作的动词，推断人物个性及品质。 |
获取与梳理
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学生能够回答与全文梗概相关的问题，提取要素。 |
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3. 基于同伴活动，进一步梳理和整合文本信息，并完成模拟采访任务，谈论Guy太空之旅的过程和目的。 |
Activity 4 角色扮演，内化信息 学生同伴活动，分别扮演Guy和某电台记者。“Guy”回顾自己参加太空之旅的全过程及目的，准备回答“记者”提问；“记者”列出采访“Guy”的问题，了解他的太空之旅全过程及目的。 |
1.引导学生描述文本的主要内容，并对主要内容进行提问； 2.引导学生关注Guy太空之旅的目的。 |
概括与整合 描述与阐释 内化与运用
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学生能够提炼有关Guy太空之旅的主要信息，从不同角度提出或回答相关问题，加深对Guy太空之旅目的认识。 |
4. 通过参与小组活动，结合Guy的经历讨论未来的太空之旅。
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Activity 5 讨论学习，深入探究 学生结合Guy的经历，就未来太空之旅的几个方面，进行小组讨论。 提问： What do you think space holiday will be like in the future? 从以下几个方面讨论：food, clothes, transport, houses, gravity, activities. |
1.激发学生对太空之旅的想象； 2.鼓励学生表达个人观点。 |
想象与创造 |
学生能够基于已有知识和个人兴趣，对未来的太空之旅展开想象并表达个人观点。 |
课堂小结： 学生在教师的引导下总结出保护地球的重要性，并且激发出未知世界的探索欲望，努力实现心中的梦想。并引导学生关注作者的写作意图。 |
1．引导学生回顾全文，加强对内容的理解和记忆； 2．引导学生升华主题。 |
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自主拓展： 学生从教师布置的两项作业中任选一项并完成。 作业： 1. Finish the chart on P14-15 and make a poster. 2. Search for more information through the Internet or library. |
1．鼓励学生学会对比并创作海报； 2．鼓励学生联系生活实际，解决问题。 |
想象与创造 |
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