Unit 6 Space and Beyond-Presenting ideas 教案-2025-2026学年高中英语外研版选择性必修第四册

Unit 6 Space and Beyond-Presenting ideas 教学目标和重难点 1. 教学目标 Language Competence: Students can master space-related vocabulary and use proper structures to present and support opinions. Cultural Awareness: They understand the diversity and value of human civilization and foster cross-cultural communication awareness. Thinking Quality: They develop logical, critical and divergent thinking through discussion and presentation. Learning Ability: They enhance autonomous learning and cooperative skills by participating in group tasks and independent exploration. 2. 教学重难点 Key Points: Mastering core vocabulary and expressions about space exploration and human civilization; learning to organize ideas and present opinions clearly and logically in English. Difficult Points: Putting forward reasonable and innovative suggestions on human civilization to be carried; using complex sentences and cohesive devices to make presentations coherent and persuasive; overcoming shyness to express ideas confidently in public. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Video Appreciation and Discussion The teacher plays a 3-minute short video about Voyager 1, which briefly introduces its launch background, mission and the golden record it carries. The video includes pictures of the golden record, the sounds and images stored on it, such as the sound of rain, bird songs, human voices in different languages, and pictures of human daily life, natural scenery and cultural relics. After watching the video, the teacher asks two guiding questions: “What do you know about Voyager 1 from the video?” “Why do you think scientists put those sounds and images on the golden record?” Students are given 3 minutes to discuss in pairs. Then, the teacher invites 2-3 pairs to share their answers. During the sharing, the teacher guides students to use simple English to express their ideas and writes key words and expressions on the blackboard, such as “Voyager 1”, “golden record”, “human civilization”, “space exploration”, “communicate with extraterrestrial civilizations”. Design Intention: The short video is vivid and intuitive, which can quickly attract students’ attention and arouse their interest in the topic of space exploration and Voyager 1. Pair discussion provides students with an opportunity to express their initial thoughts freely, reduces their speaking pressure, and activates their prior knowledge about space. Writing down key words and expressions helps students build a vocabulary foundation for the subsequent teaching activities and lays a good foundation for the smooth development of the class. Activity 2: Vocabulary Review Based on the key words and expressions written on the blackboard, the teacher leads students to review the core vocabulary and expressions of the unit. For example, the teacher says the Chinese meaning, and students spell and read the English words; or the teacher shows the words, and students make sentences with them. The key vocabulary includes: ambition, ultimately, historical, detective, correspondent, trainee, suspension, tragic, visible, distant galaxy, etc. At the same time, the teacher supplements some useful expressions for presenting opinions, such as “In my opinion...”, “I think...because...”, “From my point of view...”, “The reason why...is that...”, “We should...since...”. Design Intention: Reviewing the unit vocabulary and expressions can help students consolidate the knowledge they have learned before, avoid the obstacle of vocabulary shortage in the subsequent discussion and presentation activities. The supplemented opinion-presenting expressions can provide students with language support, help them express their ideas more standardized and fluent, and lay a solid language foundation for the follow-up tasks. Step 2: Pre-Presentation (Input & Comprehension) Activity 1: Reading Comprehension The teacher distributes the reading material about Voyager 1’s golden record (consistent with the content of the Presenting ideas section in the textbook). The reading material introduces in detail the contents of the golden record, the selection criteria of the contents, and the significance of carrying the golden record. Students are asked to read the material silently and complete two tasks: Task 1: Find out the three main contents of the golden record; Task 2: Answer the question “What is the significance of carrying the golden record on Voyager 1?” After students finish reading, the teacher checks the answers with the whole class. For Task 1, the teacher guides students to find the key information in the text and summarize it: sounds of nature, human voices and music, images of human civilization. For Task 2, students are encouraged to express their understanding in their own words, and the teacher supplements and improves it: The golden record is a “message from Earth” to extraterrestrial civilizations, which shows the diversity and beauty of human civilization, and represents human beings’ desire to communicate with other civilizations and explore the unknown universe. Design Intention: Reading comprehension is an important link of input. Through silent reading and completing tasks, students can deeply understand the background and significance of Voyager 1’s golden record, obtain sufficient language input and information support, and lay a foundation for the subsequent discussion and presentation. Checking answers with the whole class can help the teacher grasp students’ reading effect in time, correct their misunderstandings, and ensure that all students understand the core content of the reading material. Activity 2: Group Discussion on Reading Content Students are divided into groups of 4-5. The teacher puts forward two discussion questions: 1. Do you agree with the selection of the contents on the golden record? Why or why not? 2. If you were a scientist, what other contents would you add to the golden record? Give your reasons. Each group elects a group leader to record the group’s opinions and organize the language. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides guidance and help for students who have difficulties in expression, and reminds students to use the vocabulary and expressions reviewed earlier. For example, if a student can’t find the right words to express “cultural relics”, the teacher can prompt them with “historical sites” or “cultural treasures”; if a student’s sentence structure is simple, the teacher can guide them to use complex sentences such as “not only...but also...” or “because...” to make their expression more rich. Design Intention: Group discussion can stimulate students’ thinking, let them exchange ideas with each other, learn from each other, and improve their cooperative learning ability. The discussion questions are closely related to the reading content, which can help students deepen their understanding of the reading material and cultivate their critical thinking ability. The teacher’s on-site guidance can timely solve students’ language and thinking difficulties, ensure the smooth progress of the discussion, and help students improve their language expression ability in practice. Step 3: While-Presentation (Practice & Application) Activity 1: Task Assignment and Preparation The teacher announces the main task of this lesson: Suppose NASA is going to launch the next Voyager mission, and you are invited to decide what human civilization contents to carry on the new golden record. Each group needs to select 3 most representative contents, explain the reasons for the selection, and prepare a 3-5 minute group presentation. The presentation should include the following parts: greeting, introduction of the selected contents, reasons for selection, and conclusion. The teacher provides a presentation outline and language tips for students to refer to: 1. Greeting: “Good morning/afternoon, everyone. Today, our group would like to share our ideas about what human civilization contents should be carried on the next Voyager’s golden record.” 2. Introduction of selected contents: “We plan to carry three contents: first..., second..., third...” 3. Reasons for selection: “We choose...because...; As for..., it represents...; The reason why we select...is that...” 4. Conclusion: “In conclusion, we think these three contents can fully show the beauty and value of human civilization, and help extraterrestrial civilizations understand us better.” Each group begins to prepare the presentation. The group leader divides the tasks reasonably: some students are responsible for determining the selected contents and organizing the reasons, some students are responsible for writing the presentation script, and some students are responsible for practicing the presentation. The teacher continues to walk around the classroom, provides guidance for each group, such as helping them optimize the presentation script, adjust the language expression, and guide them to use more cohesive devices to make the presentation more coherent, such as “firstly”, “secondly”, “finally”, “besides”, “in addition”, “therefore”. Design Intention: The task assignment is closely related to the theme of the unit and the reading content, which can effectively mobilize students’ enthusiasm and initiative. The presentation outline and language tips provide clear guidance for students, help them organize their ideas and language, reduce their preparation pressure, and ensure that the presentation task can be carried out smoothly. Dividing tasks reasonably can cultivate students’ sense of responsibility and cooperative learning ability. The teacher’s on-site guidance can help students solve problems in the preparation process in time, improve the quality of the presentation, and lay a foundation for the smooth presentation. Activity 2: Group Presentation and Peer Evaluation Each group sends a representative to give the presentation in front of the whole class. Other students listen carefully and fill in the peer evaluation form. The evaluation criteria include: 1. Content: The selected contents are representative and the reasons are reasonable; 2. Language: The expression is fluent, accurate, and uses proper vocabulary and sentence structures; 3. Coherence: The presentation is well-organized and uses appropriate cohesive devices; 4. Performance: Confident, natural, and has eye contact with the audience. After each group’s presentation, the teacher invites 1-2 students to make comments according to the evaluation criteria, and then the teacher makes a summary evaluation. The teacher affirms the advantages of each group, such as the innovative selection of contents, fluent language expression, and confident performance. At the same time, the teacher points out the areas that need improvement, such as the lack of detailed reasons, the improper use of some words, or the lack of eye contact with the audience. For example, if a group only says “We choose Chinese calligraphy because it is beautiful”, the teacher can guide them to add more details: “We choose Chinese calligraphy because it is a unique form of Chinese culture, which not only shows the beauty of Chinese characters, but also carries the wisdom and emotions of the Chinese nation.” Design Intention: Group presentation is the key link of language output, which can test students’ comprehensive language application ability, including vocabulary, grammar, expression and communication ability. Peer evaluation can let students learn from each other, find their own advantages and disadvantages, and improve their ability of listening and evaluation. The teacher’s summary evaluation can help students further clarify their strengths and weaknesses, obtain targeted guidance, and improve their presentation ability. At the same time, presenting in front of the whole class can cultivate students’ confidence and public speaking ability, which is in line with the requirements of English core competencies. Step 4: Post-Presentation (Consolidation & Extension) Activity 1: Class Vote and Discussion After all groups finish their presentations, the teacher organizes a class vote: each student votes for the 3 most representative contents from all the selected contents of each group, and the teacher counts the votes and announces the top 3 contents. Then, the teacher leads the whole class to discuss: “Why do these three contents get the most votes? What do they have in common? Do you think there are other contents that are more representative?” During the discussion, the teacher guides students to think deeply, let them realize that the representative contents of human civilization should reflect the diversity, uniqueness and value of human beings, such as culture, science and technology, emotion, etc. At the same time, the teacher guides students to use the language expressions they have learned to express their views, further consolidating their language application ability. Design Intention: Class vote can stimulate students’ participation enthusiasm, let them actively participate in the discussion and decision-making, and enhance their sense of participation. The follow-up discussion can help students deepen their understanding of the value of human civilization, cultivate their divergent thinking and critical thinking ability, and further consolidate the language knowledge and expression skills they have learned in this lesson. Activity 2: Individual Reflection and Writing Students are asked to write a short reflection (about 100 words) on this lesson. The reflection should include: 1. What did you learn in this lesson? 2. What difficulties did you encounter in the discussion and presentation? 3. What improvements do you need to make in the future? After writing, students exchange their reflections with their deskmates and share their feelings and experiences. The teacher collects some students’ reflections, reads them in class, and makes comments. The teacher affirms the gains of students, encourages them to bravely face the difficulties encountered, and puts forward suggestions for their future improvement, such as strengthening vocabulary accumulation, practicing oral expression more, and improving cooperative learning ability. Design Intention: Individual reflection can help students sort out the knowledge and skills they have learned in this lesson, summarize their gains and deficiencies, and improve their self-reflection ability. Exchanging reflections with deskmates can let students learn from each other’s experiences and feelings, and enhance their communication ability. The teacher’s comments can provide targeted guidance for students, help them clarify their improvement direction, and promote their continuous progress. Activity 3: Homework Assignment The teacher assigns two homework tasks: 1. Revise the group presentation script according to the teacher’s and peers’ suggestions, and practice it again with the group members; 2. Write a 150-word short passage about “What Human Civilization Should We Show to Extraterrestrial Civilizations”, using the vocabulary and expressions learned in this lesson. 3. Surf the Internet to collect more information about Voyager 1 and space exploration, and share it in the next class. Design Intention: Revising the presentation script and practicing again can help students consolidate the presentation skills and language knowledge they have learned, and improve the quality of their presentation. Writing a short passage is a further extension of language output, which can test students’ ability to use language independently and deepen their understanding of the theme. Collecting information about space exploration can broaden students’ horizons, arouse their interest in space exploration, and lay a foundation for the subsequent extension activities. Step 5: Summary and Emotional Enlightenment The teacher makes a summary of the whole lesson: In this lesson, we learned about Voyager 1’s golden record, discussed the representative contents of human civilization, and practiced presenting our ideas in English. We not only consolidated our language knowledge and improved our oral expression ability, but also deeply understood the diversity and value of human civilization, and felt the spirit of human beings’ exploration of the unknown universe. Then, the teacher carries out emotional enlightenment: Space exploration is a long and arduous journey, which requires courage, perseverance and innovation. Voyager 1 carries the hope and desire of human beings to explore the unknown and communicate with other civilizations. As senior high school students, we should learn from the spirit of space exploration, keep curious about the world, study hard, and contribute our own strength to the development of human civilization and space exploration in the future. Design Intention: The lesson summary helps students sort out the key points of the whole lesson, consolidate the knowledge and skills they have learned, and form a systematic understanding. Emotional enlightenment combines the theme of the lesson with the growth of students, guides students to establish correct values, cultivates their sense of responsibility and mission, and realizes the educational value of English teaching, which is in line with the requirements of cultivating students’ core competencies. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $