Learning Aims
知识目标：robot , helmets, pills, Mars
能力目标: To think about life in the future.
情感目标: To discuss the advantages of a given situation‘
Main points :
To recognize and understand vocabulary about life on mars.
Difficult points:
The reason why an item would be useful or not useful on the moon.
Step 1: Warming up
1.T: Have you ever seen any science fiction films or Have you ever read any science fiction stories?
2.T: Have you ever ―Star wars‖? Do you think it‘s realistic? Do you believe in aliens? Do you like this film? Why? Would you like to go into space?
3. T: Have you ever heard of Mars? Do you know what color Mars is?
Step 2: Discussion
T: What do you think life on Mars will be like?
Encourage the students to have a discussion.
Step 3: Presentation& practice
1.T: Daniel is thinking about what it might be like to live on Mars. He is comparing life on
Earth to what life might be on Mars and whether Mars would be a better or worse place to live.
2.Ask Ss to complete Part A in pairs, and encourage them to think of reasons for answers.
Step 4: Practice
1.T: Daniel is dreaming about camping on the moon. What should he take with?
2.Ask Ss to complete Part B in pairs.
3.Ask one student to read out the name of the object in turn. Then ask Ss whether they think
Daniel should take the object.
4.Encourage the Ss to give reasons for their answers.
Step 5: Listen &speak
(Comic strip)
1.Listening task: Does Eddie like life on Mars? Why? /Why not?
2.Play the tape again for the students to listen and repeat.
3.Ask Ss to practice and role-play it.
C、课堂整理
1. in the form of用（以）….的形式/take the form of 采取的…..形式
2. net v. –netted—netted—netting
net(v.用网捕鱼) fish撒网捕鱼
be caught in a net(n.) 陷入罗网
3. I thought 我原以为
4. get( to )my food得到我的食物
5. care for =look after=take care of / be cared for
6. hink about 考虑、看法What do you think about /of China?
think o f想出、想起、考虑/think (it, them)over(副词)仔细考虑、思索
The second period :Reading(A)
Learning Aims
知识目标To understand the context of a future life on another planet.
能力目标To recognize and understand vocabulary about life on Mars.
To recognize and list differences between life on Earth and life
情感目标To arouse the Ss‘ awareness of misery
Main points and difficult points
vocabulary about life on Mars
recognize and list differences between life on Earth and life on Mars
Learning procedures:
Step 1: Leading in
We all know that we live on the earth. But our earth is too crowded. Can we live on a different planet? If can, which planet can we live on? And why?
Step2: Read the passage Moving to Mars on page 4 to page 5 quickly and find out the answers to the following questions:
By which year will we live on the planet Mars?(By the year 2100)
Will life on Mars be better than life on Earth?(Yes)
Food will be the same, right ? (No)
Step3: Read paragraph 1 and answer the following questions:
What is happening to our planet, Earth?
How can we solve the problem?
Read paragraph 2 and answer the following questions:
How long does it take to fly to Mars at present?
How about by the year 2100? Why so fast?
Read the third paragraph and answer the following questions
What do humans need if they want to survive?
What will plants produce?
Is it sure that these plants could produce water?
Read the fourth paragraph and answer the following questions
1. Why will gravity be a problem for the early settlers on Mars?
The boots won‘t become very fashionable, will they?
Read paragraph 5 then answer the following questions:
How many bedrooms are there in a dome?
Why will people have more time for their hobbies?
Read paragraph 6 then answer the following questions:
Will there be schools on Mars?
Where can students study, do their homework and take exams?
What will every student have at home?
Read the last paragraph then answer the following questions:
1. What will food be like on Mars?
2. Will the journey to Mars be enjoyable?
Step 4. Please read the passage again then do exercise C2 on page 7.
3.课堂整理
at the moment, at that moment, for a moment
我此刻很忙。
请稍候。
在那个时候，他还是一名服务生。
2．by +过去时间，一般用过去完成时
by +将来时间，一般用将来时
到上学期末为止，我们看了几部英语电影。
到2100年我们将住到火星上。
3．First of all; at first
首先，你必须努力学习。
起初他发现英语很难，但不久就发现它不难了。
4．large numbers of, a number of 许多的，大量的
the number of …的数量
我们学校老师的数量是70多。
许多学生喜欢看侦探故事。
5．It takes( sb. )some time to do sth.
乘火车从北京到上海需要多长时间？
他每天花半小时读英语。
(两种)
6.three-eights 八分之三，复习分数的表达法
我们学校三分之二的教师是女教师。
7．To prevent this, humans on Mars have to wear special boots to make themselves heavier.
制止某人做某事
使我们笑，使她伤心
我们应该阻止人们污染环境。
8. in some ways /in the way /in a way在某种程度上
In many ways 在许多方面
这部电影在许多方面比那部电影精彩。
从某种程度上说，独自完成家作是一个好主意。
9 .connect to 与…连接起来
connect A to B 把A和B连接起来
请把第一部分和第二部分连接起来。
他的电脑已经和我们学校的电脑连接起来了。
The third period :Reading B & C
Learning aims
知识目标：1. New words: imagine, crowded, polluted, hopefully, human, settler, float, various,
compare, force, vehicle, population
2. Useful expressions: become crowded, travel at the speed of, produce oxygen, float
away into, compare with, connect sth to…, under the control of,
1．能力目标：1. To understand the context of a future life on another planet
2. To recognize and understand vocabulary about life on Mars
3. To recognize and list differences between life on earth and that on Mars
Main points and difficult points
To learn the vocabulary about the future life on Mars
Learning procedures:
Step1. Lead in
Get the students to talk about the differences between life on Earth today and that on Mars
Step2. Practice
1.Get the students to look at Part B1 and find the words in the passage, then match the
words with the meanings.
2.Check the answers
3.Say: You know every ‗coin has two sides‘. Here are some good points and bad points of
living on Mars. We call the ‗good points‘ ―advantages‖ and ‗bad points‘ ―disadvantages‖.
Let‘s see what advantages and disadvantages of life on Mars
Life on Mars
advantage disadvantage
1.It‘ s not ____ or _____.
2.The ____ is more convenient.
3.People will wear special ________.
4.People will have _____ space.
1.____ will do most of our work Low _______ will dangerous.
2.Food does not taste _____.
3.Space travel makes people feel ______.
4 It‘s too ___to stay outside.
Retell
Do Part B1
Read and compair
5.We‘ll have more time for _______
4.Students will study in ________ schools. It‘s too ____ away from friends on Earth.
Get the students to complete Part B2.
3.课堂整理
some language points:
1). by the year 2100
2). produce food and oxygen
3). three eighths of
4). Float away into...
5).There will be various designs for settlers to choose from.
6). The journey might take only a very short time in space shuttles that travel at half the
speed of light.
7). Compared with life on Earth, life on Mars will be better in many ways.
8). Every student will have a computer at home connected to inter-planetary network.
develop—developed—developed—developing
developed countries/developing countries
sure(=certain) 肯定的、确信的、有把握的be sure of /about sth ／be sure to do sth ／be sure that
breathe (v.) air呼吸空气/out of breath(n.)气喘吁吁
tie—ties—tied—tied—tying tie the horse to the tree (系、栓)wear a red tie
lie—lies—lay---lain—lying lay—laid –laid---laying(放,下蛋)
taste (n.)=flavour taste( v.)------tasty( adj.)
at the moment=at present= right now
more and more crowded and polluted
at the(a) speed of …..以…的速度／at half the speed of the light ….
one third= one –third two sevenths=two—sevenths about three eighths of the gravity
get/be lost 走失、迷路be missing/gone 不见了
keep/stop/prevent …from doing sth.
Keep sb from floating in the air /prevent floating
large numbers of = a large number of 大量的，大批的
a number of = many the number of …的总数，后接复数名词，但谓语动词用单数
The fourth period :Vocabulary
Learning aims
知识目标To recognize and be able to name astronauts‘ equipment.
能力目标To understand what the equipment looks like and is used for.
情感目标To discuss which item(s) of equipment is/are important for an astronaut.
Main points and difficult points
to name astronauts‘ equipment
to name astronauts‘ equipment
Learning procedures：
Step One Read the new words on the preview paper
Step Two Finish Part A
Step Three Try to remember the useful phrases
1. 拍高质量的图像take high-quality images
2. 长时间提供空气provide many hours of air
3. 和氧气筒相连be connected to the air tank
4. 在行星的表面行走walk on the surface of the planet
5. 把某物固定在墙上防止飘移fix sth to the walls to prevent floating
6. 为太空服提供能量provide energy for the spacesuit
7. 储存干粮store dried food
8. 有许多存储空间with lots of memory space
Activity Four Learning Part B
Step One Read Part B on Page 12 and answer the following question.
What does Simon/ Daniel think is the most/least important for an astronaut?
_____________________________________________________________
Step Two Read and act out the dialogue.
Step Three Make a new dialogue to talk about which is the most/least important for an astronaut.
S1: I think__________ is the most/least important thing for an astronaut.
S2: No, I don’t think so./ I disagree. I think_______________________.
3课堂整理
1.imagine 和want 一样，一般不用于进行时
imagine himself a hero
2. take high ---quality images 拍摄高质量的图象
3. provide sb with sth/provide sth for sb provide many hours of air提供数小时的空气
4. lots of memory space 大量的记忆空间
5. (be )fixed to the walls 被固定在墙上
6.the most/least important/expensive
The fifth period :Grammar A
Learning aims
知识目标To use ‗can‘, ‗could‘, ‗may‘ and ‗might‘ to talk about permission.
能力目标Express their English correctly.
情感目标To be a polite person.
Main points and difficult points
The u sage of ‗can‘, ‗could‘, ‗may‘ and ‗might‘.
To use ‗may‘ and ‗might‘ to talk about permission
Step 1. Lead-in
Ask the students a question ―Could you tell us something about the life on Mars?‖Tell the students to show us the life on Mars in different ways, such as, transport, food and water, what to wear, how to work, how to study, etc.
Step 2. Presentation
1) Ask the students what they should say in the following situations.
This morning ×××was late. If he wanted to come into the classroom, he should say, ―__________‖If I want to borrow a dictionary from a student, I should say, ―___________________________‖. Now If a student wants to borrow a book from me, what should he/she say?
2) Ask the students to find out the difference between the two sentences.
Could I use your dictionary?
Can I use your dictionary?
From the words above, the students can know that we can use ‗can‘, ‗could‘, ‗may‘, ‗might‘ to talk about permission, and these four words have different degrees of formality.
Step 3 Practice
1. Show the students some pictures and ask them to choose the better words.
2. Remind the students of the usages of the modal verbs by giving them two dialogues。
3.课堂整理
情态动词提前学:表示商量猜测不十分确定的事情.肯定句用must; might; may 疑问句用can; could 否定句can‗t ;couldn‘t; may not
1、肯定句是有根据，有经验的判断用must
The tall man must be a player 。
He must work in this school 。
不肯定，无把握的猜测用may ,往往在有"..not sure"的句子时才用may
Your answer may be right 。
but I‗m not sure 。
客气礼貌婉转用might
You might need some money 。
I think you might be hungry 。
2。
疑问句只能用can，could不能用must，may，might
Can he be a teacher？
猜测远处的人，看不见的人用Who can it be ？
―Someone is knocking at the door ，who can it be ？‖
―Open the door please ！‖―Who is it ？‖―It is me 。
‖
3.有把握有根据的否定猜测用can't couldn't "不可能",无把握无根据用may not ,might not"可能不" 不能用mustn't.mustn't 不是猜测,是"不允许...""禁止"He can't be at the library,for I saw him just now .
He might not know the headmaster.
▼.can ,be able to 表示能力的区别
can 长期固有的自然能力I can drive a car .
be able to 经过努力克服困难后才获得的能力.
After three months' study,I am able to drive a car now .
I have been able to drive a car now .
▼.can,could,may,might表示许可
1.could可用于现在时的疑问句表示客气礼貌," of course you can" 表示乐意对方用自己的东西.
Could/Would you do me a favour?
of course I can.
1.情态动词can, could, may, might的用法
Can用于问候朋友；could用于问候老师和成年人；may用于问候陌生人和你尊敬的人，显得正式而有礼貌；might用于非常有礼貌的场合，很少用。
e.g. 1) ---爸爸，我能用你的照相机吗？
---可以。
Dad, I use your camera?
Yes, you .
2)Daniel,我能借你的字典吗？
Daniel, I borrow your dictionary?
The sixth period :Grammar B.C
Learning aims
知识目标Object clauses introduced b y ‗that‘
Object clauses introduced by ‗if‘ or ‗whether‘
能力目标Make object clause sentences
情感目标To be interested in English
Main points and difficult points
How to connect two sentences
How to connect two sentences
Learning procedures Step 1 Revision
Check the exercises about modal verbs in the workbook.
Step 2 Lead-in
Ask the students two questions about the life on Mars.
What do many people think of the life by the year 2100?
Who will do most of the work on Mars?
Step 3 Presentation 1
1) According to the students‘ answers, show them the sentences with object clauses.
People think (that) robots will do most of our work.
Many people believe (that) we will live on the planet Mars by the year 2100.
Many people are sure (that) they will have more time for their hobbies.
Then tell the students to find out the rules with the hint: From the sentences, we know (that) an object clause can be put after some _______, such as ‗think‘, ‗believe‘, ‗know‘,or after some ___________, such as ‗sure‘, ‗certain‘.
2) Ask the students to change one sentence into the negative one, and give them two items and make the students choose the better one.
Many people believe (that) we will live on the planet Mars by the year 2100.(改为否定句)
Many people don‘t believe (that) we will live on the planet Mars by the year 2100.
Many people believe (that) we will not live on the planet Mars by the year 2100.
And then tell the students we always put ‗not‘ before ‗think‘ and ‗believe‘.
Step 4 Practice 1
Ask the students to find out whether it is an object clause or not.
Step 5 Presentation 2
1) Another 2 questions
Can any plants grow on Mars now?
Many people are sure that some plants can produce enough water on mars, aren‘t they?
Then show the students object clauses to introduce a ‗yes/no‘ question.
Then tell the students to pay attention to the order and the tense.
Step 6 Practice 2
1)Use ‗if‘ or ‗whether‘ to make object clauses
2)Fill in the blanks with ‗that‘, ‗if‘ or ‗whether‘.
3.课堂整理
1、我们可以在动词后用that来引导一个句子，替代宾语，在口语中that可省略。
2、我们可以在动词后用whether\if来引导‘yes or no’ question.
若句子中有……or not时，只能用whether
3、句中用陈述句的语序。
4．当堂练习
把下列句子改成宾语从句。
1、Could the plants produce enough water?Daniel is not sure
2、Are there any aliens on Mars?
3、Are animals on Mars dangerous?
教后记：
The seventh period : Integrated skills
Learning aims
1. To extract information by listening to a TV advertisement
2. To complete notes about an advertisement
3. To complete a conversation
4. To express personal opinions about life on Mars
Main points:
1. To extract information by listening to a TV advertisement
2. To complete a conversation
3. To express personal opinions about life on Mars
Difficult points:
1. To extract information by listening to a TV advertisement
2. To express personal opinions about life on Mars
Learning procedures：
Step1. Lead-in
1.Ask: What will life be like on Mars by 2100?
2.Get the students to discuss: what do you think of these? Use the following to help them
Is it good or bad that…?
I think it is good that…
I don‘t think it is good that…
Step2. Presentation
1.Say: Daniel is going to watching a TV programme about the future life on earth. Listen to
the preview and help Daniel to complete the note about it.
2.Play the tape for the students to listen and complete
3.Play the tape again for the students to check the answers
4.Check the answers together by asking some questions
When will be the programme?
Which channel will it be on?
What‘s the name of the programme?
How many of the students wanted to move away from Earth?
Step3. Listening
1.Say: The students are talking about the advantages and disadvantages of living on Mars.
Daniel wants to make notes. Please listen to the tape carefully and help Daniel complete the note.
2.Get the students to go through the note and Play the tape for the students to listen and get
the main idea
3.Play the tape a second time for the students to listen and complete the note.
4.Check the answer together as a class
Step4. Practice
1.Explain the context of Part A3
2.Get the students to complete the conversation on their own with the information they got
in Part A1&Part A2
3.Get two students to read the conversation out for the others to check the answers.
4.Explain some difficulties
The prgramme started with a discussion about a survey conducted in schools in Sunshine Town.
start with= begin with … 以……开始
a survey conducted in schools 在学校里实施的调查
the situation on Earth 地球上的条件
do harm to …伤害……
5.Get them to practice reading the conversation in pairs
Step5. Speak up
I. Lead-in
1.Get the students to talk about the advantages and disadvantages of living on Mars
2.Say: Daniel and Simon are also talking about living on Mars. Please listen and find out:
What does Simon think of living on Mars?
3.Play the tape for the students to listen and find out the answer.
II. Practice
1.Play the tape for the students to listen and repeat
2.Get them to practice reading the conversation
3.Discuss: Who is more confident of living on Mars?
4.Get the students to talk in pairs about how they like life on Mars.
5.Get them to make their own conversation about how they feel about life on Earth and life
on Mars and tell them that they can use notes from Page 16 to help them.
6.Get some pairs to act their own conversations out
The eighth period : Study skills
Learning aims
知识目标1.to read，study，or examine superficially and rapidly；especially：to glance through (as a book) for the chief ideas or the plot
2. to glance from point to point of often hastily，casually，or in search of a particular item能力目标Get the Ss to know when to use the reading methods
情感目标Make the Ss improve their reading ability
Main points and difficult points
How to skim and how to scan; when to skim and when to scan
How to skim and how to scan
Learning procedures：
This activity provides some ways of reading (skimming and scanning).
1. First let the students read the three passages by themselves. Ask them to try
to understand their meanings. As they read, move around the room
answering the questions they may ask.
2. Explain to the students how to skim and scan.
3. Then ask the students to skim and scan the article to help Daniel find the
answers.
4. Focus students‘ attention on the article. Read it to the class or have a student
read it.
5. Read the instructions to the class. Elicit the first answer from the class (No,
it doesn‘t).
6. Say, Now read the article. Answer the questions in your exercise book.
7. Ask students to do the activity individually.
8. Check the answers.
3．Homework
教后记：
The ninth period : Main task
Learning aims
知识目标 1.To complete a flow chart
2.To organize ideas using a flow chart
能力目标 1.To use information from a flow chart to complete a draft
2.To write a guide to life on another planet
情感目标How to organize the information orderly
Main points and difficult points
To organize ideas using a flow chart
To use information from a flow chart to complete a draft
Learning procedures：
Activity Two Dealing with the flow chart on P19.
Step One Read and understand Daniel’s flow chart on page 19.
Step Two Ask and answer according to the flow chart.
A: What are animals on Mars like?
B:______________ …
Activity Three Dealing with the passage on P20
Step One Read through Daniel’s article .
Step Two Complete the article with the information from the flow chat on page 19. Step Three Discuss and check answers in groups.
Step Four Underline some useful phrases in groups, try to find some useful sentences and
long sentences, then show them to all.
Step Five Try to retell the passage in groups.
Step One Make a flow chart first in groups Name of the guide: ___________________________
Purpose : ____________________________________
Details: _____________________________________
Step Two Complete your writing by yourselves.
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
The tenth period :Checkout
Learning aims
知识目标Revise the object clause and vocabulary about space
能力目标Grasp grammar and vocabulary
情感目标Imagination is more important than knowledg
Main points and difficult points
Grasp grammar and vocabulary
grammar
Learning procedures：
This activity reviews the object clause and the link verbs.
(1) Read the conversation to the class or have some students to read it to the class.
(2) Let the students read again and write down the answers on their own.
(3) Ask a few of them to come to the front to write down their answers. As
students work, move around the room monitoring their work. Provide
support where needed.
(4) Check the answers.
(5) Ask the students to read the sentences again to understand them well. Checkout B
1. Call attention to the capitals.
2. Ask the students to rearrange the letters and write out the words.
3. Let several of them to come to the front to write down their answers.
4. Check the answers and then find out what are missing.
5. Let the students read and review the words freely.
Conclusion
Master the vocabulary words.
Master the grammars.。
