9B Unit1 单元教案 - 给力英语

9B Unit1 单元教案

发布:wanghaibin    时间:2009-02-01 10:33:55     浏览:3582次
9B Unit1 单元教案


Teaching aims and demands:


1.       Use can, could, may, might to talk about permission. 


2.       Object clauses introduced by “that”.


3.       Object clauses introduced by “if” or “whether”.


4.       Express personal feelings concerning a future situation.




The first period  Welcome to the unit



1.To think about life in the future


2.To start students thinking about what life might be like on another planet


Teaching procedures

Step1  Explain to students that in the future, our planet Earth, may become overcrowded and polluted. Scientists may find a way for us to move to a different planet, such as Mars. Explain that the surface of Mars is more familiar to the surface of Earth than any other planet in our solar system. It has a thin atmosphere. There are also polar ice caps and water-carved valleys. This is why if we move to another planet, Mars is the most likely place.


Step2  Review ‘robot’, ‘helmets’ and ‘pills’. Encourage more able students to provide their definitions.


Step3  Explain the context of Part A. Daniel is thinking about what it might be like to live on Mars. He is comparing life on Earth to what life might be like on Mars and whether Mars would be a better or worse place to live.


Step4  Ask students to work in pairs to complete Part A. Tell students that there are no right or wrong answers to Part A, and encourage them to think of reasons for their answers,


Step5  Ask students whether they would like to camp on the moon. Ask them whether they think it is possible to camp on the moon.


Step6  Ask students to work in pairs to complete Part B. Ask one student to read out the name of each object in turn. Then ask students to say whether they think Daniel should take the object.











课题:9B Unit1 Life on Mars

The second period  Reading(1)



1.To understand the context of a future life on another planet


2.To understand and understand vocabulary about life on Mars


Teaching procedures

Step1. People have long been dreaming about living on Mars. There are a number of films about this topic like The Red Planet and Mission to Mars.  


Step2. Language points of Part A


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.think 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


7.spacecraft n.单复相同


8.develop—developed—developed—developing  developed countries/developing countries


9.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


10.breathe (v.) air呼吸空气 /out of breath(n.)气喘吁吁


11.tie—ties—tied—tied—tying   tie the horse to the tree (系、栓) wear a red tie (领带)


 lie—lies—lay---lain—lying    lay—laid –laid---laying(放,下蛋)


12.taste (n.)=flavour     taste( v.)------tasty( adj.)


13.at the moment=at present= right now


14.more and more crowded and polluted 


15.at the(a) speed of …..以…的速度/at half the speed of the light ….


16.one third= one –third  two sevenths=two—sevenths  about three eighths of the gravity


17.make friends (with)   18.get/be lost 走失、迷路  be missing/gone 不见了




课题:9B Unit1 Life on Mars

18.keep/stop/prevent …from doing sth.  Keep sb from floating in the air /prevent floating


19.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


20.imagine 和want 一样,一般不用于进行时


  imagine himself a hero


21.human(s)=human being(s)/ mankind


22.a pack(n包,捆) of clothes/ pack(v收拾、整理衣物) his clothes into the boxes


23.take high ---quality images 拍摄高质量的图象


24.provide sb with sth/provide sth for sb  provide many hours of air 提供数小时的空气


25.lots of memory space 大量的记忆空间 26.(be )fixed to the walls 被固定在墙上


27.dried food  28.power pack 29.space sleeping bag  30.notebook computer


31.each 与every


  each 从个体着眼,可用于两者或两者以上,作形容词、副词、代词。


 every 从整体着眼,只用于三者或三者以上,只作形容词,后面须加名词,可以和not 连用表示部分否定:Not every woman likes wearing skirts.


  注意:each…and each…. 和every…..and every…短语后的谓语动词用单数形式


Every boy and every girl is present(出席了).


32.the most/least important/expensive


33.Who do you think he is waiting for?   do you think 为插入语


34.produce food and oxygen   35.in the solar system   36. the journey to Mars


37.in the future 在将来    in future 从今以后  


38.make this dream become true 使这个梦想变成现实


make sb do sth         be made to do sth


39.respect( n . v.) 尊重,尊敬,考虑,关心,重视


They have no respect for my abilities.他们不尊重我的才能。


We all respect him for his honesty.


40.wonder( v.) 想知道,对…感到惊讶/怀疑


 wonder(n.)惊讶,惊叹 She is filled with wonder.他非常惊讶.


           奇迹,奇观 one of the wonders 奇观之一





课题:9B Unit1 Life on Mars

41.survey (n.) 考察,调查 ; 测量,勘测


  survey(v) 环视,眺望;通盘考虑;观察,审视;测量,测定


They will survey the land again.


42.conduct( n.) 行为,品行;指导,指挥;经营 good conduct, under the conduct of the teacher


  conduct(v.) 领导,指导 The teacher conducted us around the school.


43.advantage 益处,便利   disadvantage不利条件,损失 at a disadvantage 处于不利地位


44.revolve/move/go/travel around the earth


45.move away     move out of Earth 迁离地球


46.miss the first part of 错过…的第一部分    47.start with a discussion about ..以讨论…开始


48.do harm to 对…有害/be bad for     do sb harm=do harm to sb  损害某人


49.be worth﹩2000     be (well )worth reading


50.fun (n.)玩笑,嬉戏;有趣的人或事 have fun    What fun!多好玩啊!for/in fun 开玩笑地


   Your friend is great fun.你的朋友正逗. make fun of sb 同…开玩笑 fun/funny/funnier




  比较级+than any other+单数名词


  比较级+than any of the other + 复数名词  She is more beautiful than any of the other girls.


  还可以用no one, none, nobody 和nothing 来表示 No one is better than my brother.


  还可以用never, not 来表示 It is not a better idea.这是一个更好不过的办法了。


  还可以用 else 来表示  I am taller than anyone else in my class.


52.guide( n.)向导,导游者;指导 a guide to grammar 语法指南 a guide to(介词) living on Mars


   guide(v)指导,带领 guide the boys in their studies 指导孩子们的学习


53.keep them away with laser light 用激光使他们走开


54.cause (n.) 原因,起因  the cause of the fire  (v.) 引起,使发生cause an accident




课题:9B Unit1 Life on Mars

The third period  Reading (2)


Step1.  Daniel needs to check the meanings of some words in the article. Help him match the words on the left with the meanings on the right. Write the correct letters in the blankets.       Part B1


Step2. Daniel is looking for more information on the Internet. Below are the keyword he used and the links he got from the search engine. Match the keywords with the links. Write the correct letters in the blanks. Part B2 


Step3. Daniel is telling Simon about the article. Simon is very interested and is asking many questions. Help Daniel answer Simon’s questions. Circle the correct letters. Part C1 


Step4 .Daniel is making a list of the differences between life on Earth today and life on Mars in 2100. Help him complete his list. Use the information from  the article on page 4and 5. Part C2




  The fourth period  Vocabulary



To recognize and be able to name astronauts’equipment


Teaching procedures

Step1. Explain the context. Daniel wants to know more about the equipment that astronauts use in space. Before students turn to this page, introduce them to the new vocabulary in Part A on page 8.


Air tank


Digital camera


Dried food




Notebook computer


Power pack


Space sleeping bag


Special boots


Step2.  Ask students to match the pictures with the names.


Part A


Step3.  Ask students to turn to page 8.Tell students that they now have to describe what the objects are used for. Revise ‘high-quality images’, ‘memory space’, ‘protects’, ‘is connected to ‘ and ‘prevent’


Step4. For Part B, ask two students to play the roles of Simon and Daniel , and read the conversation aloud to the class.






课题:9B Unit1 Life on Mars

The fifth period   Grammar


To use ‘can’,’could’’may and might to talk about permission


Teaching procedures

Step1.  using can, could, may and might to talk about permission.


Step2.  Simon wants to make a space kit. He is asking people to lend him things. He is not sure how formal his language should be. Help Simon ask for permission and find out what replies he getting. Choose the correct words from the brackets.


Step3.  Object clauses introduced by that/if/whether


1.Daniel is taking notes about living on Mars. Read his notes and write


an ‘o’for a sentence that has an object clause and ‘N’ for a sentence that does not.Part B


2.Daniel wants to know more about life on Mars.He has many questions. He is now writing his questions to the website editor. Help him rewite these sentences by using if or whether to make object clauses.Part C1


3.Daniel is writing in his diary about what he has found about livingon Mars. Help him complete his diary entry using ‘that’,’ if ‘or‘whether’






 The sixth period   Integrated skills



To extract information by listening to a TV advertisement


Teaching procedures

Step 1. Explain the context. Daniel is going to watch a TV programme. On the programme, people will discuss what it might be like to live on Mars.


Step2. Play the tape twice for the students to do the listening Part.


Step3. Daniel and Simon are talking about the TV programme. Complete their conversation by using the information in Parts A1 and A2.


Step4. You are talking  to your classmate about living on Mars. You want to tell him/her that life on Mars will be better/worse than life on Earth. Work in pairs. Use Simon and Daniel’s conversation as a model.





课题:9B Unit1 Life on Mars

The seventh period   Main Task



1.To complete a flow chart


2.To organize ideas using a flow chart


3.To use information from a flow chart to complete a draft


4.To write a guide to life on another planet


Teaching procedures

Step1. Tell students that producing a flow chat is a useful way to organize their ideas, particularly when they want to write about more than one idea. A flow chart can help students see how different ideas fit together. This will help make their piece of writing more organized.


Step2. Explain the context in Part A. Daniel is planning to write a guide to Mars. Review ‘float’, ‘laser’, ‘low-gravity’, and  ‘pollution’.


Step3. Ask students to complete the chart using the phrases from the box. Point out to them that each category (main idea) is a different colour,so they should be careful to put the phrases (the details ) in the different categories.


Step4  .Ask students to fill in the blanks with the information from the flow chart on page 15.Remind them that some words and phrases that they fill in the blanks may not be exactly the same as those in the flow chat. Encourage them to make changes wherever necessary.


Step 5.  Encourage students to complete this exercise on their own.


Step6.  Ask students to fill in the blanks with the information from the flow chart on page 15. Remind them that some words and phrases that they fill in the blanks may not be exactly the same as those in the flow chart. Encourage them to make changes wherever necessary.




The eighth period    Checkout



1.To review key vocabulary and grammar items taught in this unit


2.To give students the opportunity to practice the grammar and vocabulary items, and to gain confidence through doing so.


Teaching procedures

Step1. Explain the context of Part A. Simon is dreaming about going into space.


Step2. Ask students to read through the text in the speech bubbles. Then ask them to complete the sentences using the grammar items learnt in the unit.




课题:9B Unit1 Life on Mars


Step3. Ask four students to read the conversation aloud. Listen for mistakes and mispronunciation. Ask students to check their own answers and write their scores in the paw.


Step4 .Tell students that in Part B they have to rearrange the letters to form words.


Step5. Ask students to unscramble as many words as they can without looking at the previous pages. When they have done as much as they can, ask them to refer to the Vocabulary section on page 8 for extra help. Apart from the words ‘plant’ ‘oxygen’ and ‘robot’, all the words in Part B can be found on page8.


Step6. Ask students to volunteer answers. Ask another student to write the words on the board as they read out. Students then write their scores in the paw.








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