Unit 6 课时2 Section A 2a-3c（表格式教学设计）英语新教材人教版九年级上册

该初中英语教学设计聚焦“太空生活描述”与“太空探索意义”核心内容，通过播放宇航员空间站漂浮授课视频导入，激活学生背景知识。基于第一课时被动语态基础，借助思维导图、句型模板等支架，引导学生从感知太空生活问答结构到整合探索理由。 资料以情境教学和任务型活动为特色，通过听力排序、思维导图填空、访谈阅读及角色扮演，提升语言能力（转述信息、表达观点）。3c讨论“人类是否移居火星”培养思维品质，视频与分层作业增强学习能力，激发民族自豪感，助力教师实现“教-学-评”一致性，提升课堂效率。

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版九年级上册 授课题目 Unit 6 Beyond Earth Section A 2a-3c 课时 课型 第 2课时 听说课 主题情境 人与自然（航天探索、太空生活、科技与未来） 授课教师 语篇研读 【What】 本课核心语篇由两部分组成：1）一段空间站“太空课堂”实时问答（Ms Wang 在空间站回答学生关于太空生活的问题），涉及失重感受、地球外观、太空饮食、睡眠困难以及是否有其他宇航员来访等内容，以“问题—回答”结构呈现太空生活的真实体验；2）一段关于“为何探索太空”的访谈（主持人采访太空科学家 Dr Yang），从知识、技术、资源三个维度阐述了太空探索的理由。语篇通过“感知太空生活→思考探索意义”的双线结构，引导学生从了解太空生活上升到理解探索价值。 【Why】 旨在通过“太空课堂”的真实问答和科学家访谈，激发学生对航天事业和太空探索的兴趣与民族自豪感，引导学生学习用英语获取信息、转述内容和表达观点，理解太空探索对人类认知、科技进步和资源保障的多重意义。 【How】 采用“听说结合，层层递进”的模式。听力部分（2a-2d）从问题预测、听力排序、思维导图填空到问题回答和自由提问，训练学生获取信息、归纳整理的能力；听说结合部分（3a-3c）通过阅读访谈、信息表格、角色扮演和小组讨论，引导学生从理解文本内容上升到表达个人观点，实现语言的综合运用。 学情分析 学生对航天和太空生活话题有天然的兴趣和一定的背景知识（如宇航员、空间站等），但相关的英语专业词汇（weightless, satellite, geology, tie down 等）较为陌生，听力中捕捉数字和细节信息的能力有待提升。学生在第一课时已初步接触被动语态，本课将在听说语境中进一步感知和运用。部分学生能用简单句描述太空，但用英语有条理地转述太空生活信息并表达“探索理由”的个人观点存在困难，需要教师搭建语言支架（句型模板、思维导图、角色扮演框架）。 课标要求 能听懂有关熟悉话题的谈话，并从中提取信息和观点。 能就简单的话题提供信息，表达简单的观点和意见，参与讨论。 能在口语活动中使用正确的语音、语调。 能根据话题进行情景对话，并尝试进行角色扮演。 教学目标 通过本节课学习，学生能够： 1. 通过2a的问题预测和2b的听力排序，感知太空生活问答的基本结构；通过听2b-2c对话，获取太空生活的关键信息（失重体验、地球外观、饮食、睡眠、来访宇航员等），完成思维导图填空；概括太空探索的三个理由（知识、技术、资源），并用思维导图进行整合。（学习理解） 2. 能根据听力内容判断问题的先后顺序，分析太空生活的特点与挑战；运用核心句型和词汇，完成2d的问题回答和3c的讨论；用自己的语言描述太空生活体验，阐释太空探索的意义。（应用实践） 3. 能想象自己在太空中的生活，创编一段与宇航员的问答对话；能评价太空探索的价值，表达自己对太空探索的个人观点（如是否应在火星建立新家园），并给出理由。（迁移创新） 教学 重难点 重点：理解“太空课堂”问答和“为何探索太空”访谈的内容细节；掌握并运用描述太空生活的核心词汇和句型，以及“Knowledge / Technology / Resources”三大探索理由的表达。 难点：在角色扮演和讨论中，综合、有条理地运用语言描述太空生活体验并表达个人观点；在迁移性任务中，创造性地运用所学知识讨论太空探索的价值与人类移居火星的可行性。 核心语言 【核心词汇】 太空生活：weightless, turn around, push against the wall, shining ball, prepared, kept, in bags, choose from, fall asleep, tied down, visited 探索理由：satellite, geology, climate change, resources, run out of, human beings 【核心句型】 询问太空生活：How does it feel to be weightless? / What does Earth look like from space? / How do you eat up there? / What's difficult about living in space? / Will you be visited by other astronauts? 转述回答：Astronauts can turn around easily and move by pushing against the wall. / Food is prepared on Earth and kept in bags. / They have to be tied down so they don't fly away. 表达探索理由：There are three good reasons to explore space. / It can help us better understand Earth. / Technology developed for space can benefit us here on Earth. / We may find new resources in outer space someday. 教学工具 PPT课件、音频资源（2b, 2c, 3a）、视频资源（太空课堂/宇航员在空间站）、思维导图模板、角色扮演任务单 教学策略 情境教学法、任务型教学法、听说教学法、合作学习法 教学过程 教学环节 教学活动 学生活动 设计意图 Part1：Lead-in (4min) 1. Video Watching & Free Talk: Play a short video about astronauts floating and teaching in the space station. Ask: “What can you see in the video? How do you think it feels to live in space?” Elicit words like fun / difficult / strange. 2. Topic Transition: Say: “Today, we are going to listen to a real Q&A session with an astronaut on the space station. We will find out what life is really like in space. Then we will discuss why we explore space at all.” Present the learning objectives. 1. Watch the video, observe the astronauts floating, and actively participate in the free talk, sharing their ideas about how it feels to live in space. 2. Read and understand the learning objectives for the class. 1. 通过观看宇航员在空间站漂浮授课的视频和自由讨论，激活学生关于太空生活的背景知识，激发学习兴趣，自然引入本课“太空课堂”主题。 2. 清晰告知本课学习路径和目标，帮助学生形成明确的学习预期。 效果评价：观察学生观看视频后的反应和自由讨论的参与度，评估其对太空生活话题的兴趣和已有认知水平（如能否说出 float / weightless 等词）。通过学生对“How does it feel to live in space?”的回答，判断其能否用简单英语表达感受。 Part 2： Pre-listening (5min) 1. Question Brainstorm (2a): Guide Ss to write down two questions they would like to ask about life on a space station (e.g. “How do astronauts feel in space?” “What do they eat?”). Model the question forms. 2. Prediction: Say: “Now, let's listen to a real Q&A session. Ms Wang is on the space station, and students are asking her questions. Let's find out if they ask the same questions you wrote!” 3. Quick Vocabulary Preview: Present key words from the upcoming listening (weightless, shining, prepared, kept, tied, visited) with pictures/context to lower the listening difficulty. 1. Work individually to write two questions about life on a space station, then share with a partner or the class using the target question structures. 2. Predict the content of the upcoming listening based on their own questions. 3. Learn the key vocabulary with the help of pictures and context. 1. 2a问题预测活动将个人好奇点表达与听力准备相结合，训练学生用英语提问的能力，并带着目的进入听力。 2. 预测活动调动学生的已有知识和逻辑推理能力，使其带着期待进入听力环节。 3. 听前词汇预览降低听力难度，帮助学生扫清部分词汇障碍。 效果评价：检查学生所写问题的数量、语法正确性和相关性。巡视并倾听学生结对分享，评估其能否使用目标疑问句结构进行简单交流。收集学生的预测，判断其是否能够联系太空生活场景进行思考。 Part 3： While-listening (12min) 1. First Listening – Order the Questions (2b): Play the Q&A conversation. Have Ss number the five questions (A–E) in the order they hear them. Check answers. 2. Second Listening – Fill in the Blanks (2c script): Play the conversation again. Guide Ss to fill in the blanks in the transcript (weightless, turn, pushing, shining, eat, prepared, kept, choose, difficult, tied, fall asleep, visited, arrive, boring). Check answers and read aloud. 3. Third Listening – Mind Map (2c): Play again. Have Ss take notes to complete the mind map: How does it feel? (turn around / push against the wall); What does Earth look like? (a huge shining ball); How do they eat? (prepared on Earth / kept in bags / 120 dishes to choose from); What's difficult? (hard to fall asleep / tied down); Will they be visited? (two astronauts will arrive next month). 4. Script Analysis: Guide Ss to notice the question forms and the present simple / present passive used in answers (e.g. “Food is prepared on Earth and kept in bags.”). 1. Listen for the first time and number the five questions in the correct order. 2. Listen a second time and fill in the blanks in the transcript with the missing words. 3. Listen a third time and take notes to complete the mind map about life in space. 4. Follow the script, underline key question forms and passive-voice answers, and analyze how the conversation is organized. 1. 2b排序任务训练学生抓取主旨信息和把握对话结构的能力。 2. 2c填空任务训练学生听取并记录具体细节信息的能力，将听力理解转化为笔头输出。 3. 思维导图任务帮助学生对太空生活信息进行结构化梳理和整合。 4. 脚本分析引导学生关注目标疑问句型和被动语态表意功能，为后续输出积累素材。 效果评价：核对2b排序和2c填空的答案，评估学生整体听力和细节听取的能力。通过提问（如：“How do astronauts eat in space?”），检查学生能否用完整句转述听力信息。观察学生思维导图填写的完整度，判断其信息整合能力。 Part 4： Post-listening (14min) 1. Answer the Questions (2d): Guide Ss to answer the five questions in 2b using the mind map. Check answers and have Ss practice reading the answers aloud. 2. Brainstorm More Questions (2d extended): Have Ss brainstorm more questions they would like to ask about life in space (e.g. “Do you ever get bored?” “What do you do for fun?” “If I want to become an astronaut, what would you suggest?”). 3. Interview Reading (3a): Guide Ss to read the interview between the host and Dr Yang. Answer the five questions in 3a: What are they talking about? (why we explore space) How many reasons? (three) What can we learn by studying other planets? (better understand Earth) What can satellites help us do? (deal with problems caused by climate change) Why might people need a new home? (Earth may run out of resources). 4. Table Completion (3a): Have Ss complete the table with the three reasons: Knowledge (better understand Earth's geology, history, relationship with other planets); Technology (benefit people on Earth, solve real-life problems such as climate change with satellites); Resources (find new resources in outer space, get a new living home for humans someday). 5. Role-play the Interview (3b): Play the interview audio. Have Ss work in pairs to role-play the host and Dr Yang, paying attention to how the host keeps the interview going with questions and comments. 6. Pair Discussion (3c): In pairs, have Ss discuss: Which reason do you think is the most important? Why? / Do you think we should spend money on space exploration? / Do you agree that humans should move to live on Mars someday? Encourage them to give reasons. 1. Answer the five questions orally using the mind map, then practice reading the answers. 2. Brainstorm and write down more questions they would like to ask an astronaut. 3. Read the interview carefully and answer the five questions in 3a. 4. Complete the table summarizing the three reasons for space exploration. 5. Work in pairs to role-play the interview between the host and Dr Yang. 6. Discuss the three questions in pairs, sharing their opinions about space exploration and giving reasons. 1. 2d回答活动帮助学生巩固听力内容，并用完整语言进行信息输出。 2. 拓展提问活动激发学生的探究兴趣和创造性思维。 3. 3a阅读访谈训练学生获取具体信息和细节理解的能力。 4. 表格填写帮助学生结构化地梳理三大探索理由，为讨论积累素材。 5. 角色扮演为学生提供在真实语境中模仿和内化语言的机会，提升口语流利度。 6. 3c讨论活动将文本内容与学生个人观点紧密联系，促进语言的意义性输出，并引导其辩证看待太空探索与移居火星。 效果评价：巡视学生回答问题、角色扮演和小组讨论的活动，观察参与的积极性、语言运用的准确性和流畅性。抽选小组进行角色扮演展示，评估其语言综合运用能力。检查3a/表格完成情况，评估阅读理解能力。倾听学生3c讨论，评估其能否运用目标语言有理有据地表达个人观点。 Part 5： Summary (2min Use the summary slide to review: Follow the teacher to review the core sentence structures. Choral reading or retelling. 强化记忆，梳理本课核心交际用语，帮助学生形成系统的知识框架。 Part 6: Language points (5min) Explain five key words in detail with the help of PPT slides and exercises Listen, take notes on the formation, usage, and example sentences of each word. Participate in the related exercises. 聚焦课文中的重点词汇和短语进行精讲，帮助学生深入理解语言点，提升语言使用的准确性。 Part 7: Exercise (3min) Distribute and guide Ss to complete the in-class exercises. Complete the in-class exercises independently or in pairs. 及时检测学生对课堂所学词汇和句型的掌握情况。 Part 8: Homework 基础作业：完成课本第58页2c的思维导图填空，并用完整的句子写出太空生活的5个关键信息（如：Astronauts can turn around easily in space.）。 进阶作业：根据2b-2c的听力内容，编写一段你与宇航员的对话（至少6个问答），询问太空生活的情况；根据3a的访谈内容，用完整的句子写出太空探索的三个理由，并说明哪个理由最让你信服。 拓展作业：制作一张英文海报“Life in Space”，包含：太空生活的3个有趣事实、太空生活的2个挑战、图片或手绘图。 Record the homework tasks. 分层设计作业以满足不同学生的需求。基础作业巩固课堂所学；进阶作业是情境化的书面输出，综合运用本课语言；拓展作业是合作性、探究性的任务，鼓励创造性思维和解决实际问题的能力，将语言学习延伸至课外实践。 板书设计 教学反思 本课围绕“太空生活”与“为何探索太空”双主线，设计了层层递进的听说活动。通过视频导入和问题预测（2a），成功激活了学生的背景知识并激发了探究兴趣；2b排序、2c填空与思维导图任务从主旨到细节再到信息整合，有效训练了学生的听力策略和信息整理能力；3a访谈阅读、表格填写、角色扮演和3c小组讨论，引导学生从理解文本内容上升到表达个人观点，实现了从输入到输出、从理解到迁移的有效跨越。语言点讲解紧扣文本，针对性强。需注意的是，在3c关于“人类是否应移居火星”的讨论中，部分学生可能需要更具体的理由支架和表达范例；在有限课堂时间内，要确保角色扮演和小组讨论既有充分的准备时间，又能有效展示。总体而言，本课较好地实现了从理解到应用再到迁移创新的教学目标，并深化了学生对太空探索意义和科技价值的认识。 2 学科网（北京）股份有限公司 $