Unit 5 Exploring space Part B Read and write 第五课(教学设计）-2026-2027学年人教PEP版英语六年级上册

Unit 5 Exploring space Part B Read and write 第五课(教学设计） I. Teaching Objectives By the end of the lesson, students will be able to: 1. Read the passage "What do astronauts do?" and pick out specific information about taikonauts' life in space, completing a three-column chart (Getting ready / Everyday tasks / Interesting parts). 2. Answer the three reading questions in full sentences and use the text information to complete the class wall newspaper "A day in space". 3. Retell an astronaut's day with the support of the chart, using expressions such as get up, get ready, wet cloth, grow vegetables, do exercise and keep healthy and strong. 4. Feel proud of China's space achievements (taikonauts, the Chinese space station) and become curious about how people live and work beyond the Earth. II. Key Points and Difficult Points Key points: 1. Get the main idea of each paragraph and sort the details into the three categories of the chart: getting ready, everyday tasks and interesting parts. 2. Master and use the key words and phrases: taikonaut, get ready, wet cloth, toothpaste, grow, give classes, do exercise, keep healthy, sunrise, sunset, view, amazing. Difficult points: 1. Understand why life in space is "special" and explain it in English (e.g. They can't use water to wash their faces, so they use a wet cloth.) — linking the cause and the result. 2. Transfer the information from the passage into a short first-person-style wall-newspaper text, which needs students to change "taikonauts" into the right wording instead of copying sentences blindly. III. Teaching Tools Multimedia courseware (short video of life on the Chinese space station, photos of real taikonauts), the empty chart printed on worksheets, some realia as a hook (a wet wipe, a small tube of toothpaste), the board and a few word cards, and the student books open at p.56-57. IV. Teaching Procedures Step 1 Lead-in: Who are the taikonauts? (5 mins) 1. I play a 30-second silent clip from inside the space station — food floating, a sleeping bag tied to the wall — and stop it. Then I ask: "Is this a hotel or a home in space?" Let them guess. 2. I write the word "astronaut" on the board and ask the lead-in question from the book: "Do you know any Chinese astronauts? Can you say their names?" A handful of quick answers, no correction at this stage. 3. I circle the word and add "taikonaut": "When we talk about Chinese astronauts, we have a special word — taikonaut." Students say it twice with me. [Purpose] The floating clip and the wet-wipe hook pull curiosity straight into the topic. Naming real astronauts gives the reading a personal reason to continue, and the new word taikonaut is planted before they meet it in the text. Step 2 First reading: get the shape of the text (6 mins) 1. Students read the passage silently once, just to answer one question I write on the board: "Is the writer telling us life in space is easy, hard, or special?" Most land on "special" and I keep that word big in the centre of the board. 2. I ask them to draw a light line under any sentence that explains WHY life is special, and to read it quietly to themselves. [Purpose] A single easy question lowers the reading barrier. Underlining the reason-sentences pre-teaches the detail work in Step 3, so students do not read the text twice for nothing. Step 3 Second reading: fill the chart (10 mins) 1. Students work in pairs with the printed chart — Getting ready / Everyday tasks / Interesting parts — and read paragraph by paragraph to complete it, underlining the evidence in the text. 2. I walk around and help slower pairs find the sentences instead of handing them the answers; for the tricky "Interesting parts" column I nudge them to the "16 times a day" line. 3. We check column by column, and I let one pair read out the sentence that gave them the answer, not just the answer itself. 4. We then do the three "Read and answer" questions on p.57 in full sentences: What do taikonauts grow? What do they do for children? Why do they exercise? [Purpose] The chart turns a long text into a manageable sorting task and trains scanning. Asking pairs to read the source sentence, not just a one-word answer, keeps them honest about where the information comes from. Step 4 Language focus: cause and effect in space (6 mins) 1. I pull three sentences onto the board: "They can't use water to wash their faces. / So they use a wet cloth. / They have to 'eat' the toothpaste." I ask: "So what does life here ask them to do?" and get students to answer because-so style. 2. Quick drill on the phrases get ready, do exercise and keep healthy, with one gesture each (miming a face wash, a stretch, a strong arm) so the meaning sticks without translation. 3. I point out "16 sunrises and sunsets a day" and ask them to read the number with real surprise in their voices. [Purpose] Language must be lived before it is learned. The gestures and the "say it surprised" trick make the phrases memorable, and rehearsing cause-and-effect prepares students for their own writing in Step 5. Step 5 Writing: the class wall newspaper (9 mins) 1. I hand out the unfinished wall-newspaper text "A day in space" on p.57 and tell students it is the class article for the classroom board — it has to read like a real piece, not a copied list. 2. In groups of four they use the chart to complete the blanks: Early in the morning... / They grow... and... / Sometimes... One student is the writer, the rest each take a blank. 3. Two or three groups read their finished newspaper aloud; I praise a specific choice — a good linking word, a lively "amazing" — rather than a vague "good job". [Purpose] This is the real output of the lesson: turning scanned facts into connected text. Role-splitting keeps every member busy, and reading aloud lets the whole class hear what a finished version can sound like. Step 6 Summary and homework (4 mins) 1. With the chart still on the board, the class retells the taikonaut's day together, one line each, from morning to the 16th sunset. 2. Homework: (a) polish your group's wall newspaper after class and put the best one on the classroom board; (b) find out one more fact about the Chinese space station and be ready to tell the class next period. [Purpose] The choral retell closes the loop between reading and speaking, and the second homework task hands curiosity over to the next lesson instead of ending the topic here. V. Board Design Centre, big: "Life in space is SPECIAL!" Three columns (the chart): Getting ready — wet cloth, special toothpaste ("eat" it) | Everyday tasks — grow vegetables and rice, give classes, answer questions | Interesting parts — do exercise, 16 sunrises & sunsets, an amazing view Language strip: get ready / do exercise / keep healthy / grow ... / have to ... Bottom word bank: taikonaut wet cloth toothpaste sunrise sunset view amazing 六、教学反思 这节课真正立住的是开头那段"漂浮食物、睡袋挂墙"的无声视频——学生一看到就坐直了，后面读文本时他们是真的想知道"到底怎么过日子"，而不是被我逼着读。三只实物（湿巾、一管牙膏、一根小弹力带）在语言聚焦环节也好用，"keep healthy"配一个秀肌肉的动作，几乎没人再忘。但"16次日出日落"我讲快了，有孩子举手问"为什么一天能看到那么多次"，我图省事一句"飞得快"带过，其实这正是他们最想知道的，下次我准备一张地球转、飞船绕的小示意图，宁可在这里多停两分钟。 填表与读后写是本课的硬骨头。整体看，Getting ready 和 Everyday tasks 两栏大部分小组填得对，"Interesting parts"却容易只写"看日出"，漏掉"做运动保持健康"，说明他们对"有趣"和"必须做"的界限还分不清，讲评时我特意把这句再拎出来重做了一遍。读后写的墙报是最见功力的一步：有的小组把原文句子原样抄进空格里，读起来像清单不像文章，我才意识到"把 taikonauts 改写成更顺的说法"这个难点，光在重难点里写是不够的，得在板书上给一个改写示范句。另外分组展示只来得及三组，剩下的我只能收上来批改——下节课我打算把展示改成贴在墙上互相贴星，让更多人有机会被听见。 学科网（北京）股份有限公司 $