2. Which grade are they in?

1.How many students are invited to the programme?

2.　　　 Part A2:

a.Daniel is watching the TV programme. Listen to the discussion and answer the questions.

1.　　　 Part A1:

a.Simon wants to live on Mars. However, Daniel is still not sure if he wants to. He is listening to a preview on this topic. Listen with him and try to help him to make notes about it.

b. Check the answers together and then practice the new words with the teacher.

2.　　　 Make a survey: Ask students to put up their hands if they would like to live on Mars.

Conclusion: From the survey conducted in our class, the percentage of the students who want to live on Mars is_________.( read new words: conducted, percentage)

Step3. Presentation

1.　　　 Discussion: Would you like to live on Mars? Why? (advantage, disadvantage)

3. some more exercises about modal verbs.

Step 4 Homework

Finish the exercises in the workbook.

Grammar 2

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’.

Step 7 Homework

1)　　　 Translate the following sentences.

2)　　　 Finish the exercises in the workbook.

Step1. Revision

Do some exercises about Grammar.

Integrated skills

Step2.lead-in

2. Remind the students of the usages of the modal verbs by giving them two dialogues and asking them to fill in the blanks.

Fill in the blanks with may, can(not), must(not), needn’t, ought to.

S: Mum, ________ I use your computer? I want to search

　　 for some information.

M: Sorry, you ________ use it now. I am busy. And I think

　　 you _____ ______　 spend more time on your homework.

S: ______ I do it now?

M: Well, you ________. After lunch, you ______ have a rest.

　　 Then do your homework. You _______ use the computer

　　 after you finish your work. But you _________ play

　　 computer games.

Fill in the blanks with may, can(not), must.

M: Someone is knocking at the door. ______ It be

　　 Lucy?

S: It _____ be Lucy. I didn’t call her. I think it ____

　　 be Daniel. Ah, yes! Daniel, come in.

(5 minutes later, someone else knocks at the door.)

S: Mum, please open the door. It _____ be Millie.

　 I’m sure!

1. Show the students some pictures and ask them to choose the better words.

3.　　　 Finish some exercises.

Grammar 1

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