Conclusion:

　　Before making a trip into space, we’d better make full preparations, such as : collecting as much information about the space as possible; checking whether you have got the proper spacesuits or not; making sure of all the safety rules; not leaving the spaceship alone unless the space guide tells you to; paying attention to recording some important time during the space traveling and so on.

　　Step 3. Listening (Workbook)

　　Purpose: To develop Ss’ listening ability.

　　To gain some experience of traveling in space

　　1. Get Ss to look through the exercises before giving them the listening material. At the same time remind them of the new and key words: astronaut, experience, instruments, pilot, air force, rocket.

　　2. Ask Ss to look through the questions of the first part and listen to the tape carefully. Play the tape twice. For the first time, just ask Ss to listen for the gist. For the second time, ask Ss to prepare to do the exercises. If time permits, play again in order to give the class a chance to check or complete their exercises.

　　Period 2 Pre-reading, Reading & Comprehending

　　Teaching Goals:

　　1. To enable Ss to better understand the theory about the origin of the universe and life on the earth — the “big band” theory.

　　2. To enable Ss to concern about the future of life on the earth.

　　Step 1. Pre-reading

　　Purpose: To arouse Ss’ interest in learning about some relative information about the universe.

　　1. Show some pictures to the class and encourage Ss to say some information about how life began on the earth. They can say some relative legends, folk tales or scientific theories about the topic.

　　The solar system is made up of the sun and the objects that orbit it.

　　The earth’s atmosphere

　　For reference:

　　Some ideas about the beginning of the universe:

　　● Pan Gu turns into a myriad of (各种) things 盘古化生万物

　　● Pan Gu separates the sky from the earth 盘古开天地

　　● Nu Wa makes men 女娲造人

　　Conclusion and Leading-in:

　　But these ideas are all not the correct and scientific ideas. Do you know the scientific idea of the development of the life on the earth? Then we’d better come to the text.

　　Step 2. Fast reading

　　Purpose: To get the gist of the passage.

　　To correctly understand some information given in the text.

　　1. Ask Ss to read the text quickly and try to get the main idea of the text.

　　Suggested Answer:

　　The main idea of the text is the title — How life began on the earth.

　　2. Ask Ss to work in pairs and discuss the questions of Ex1 on P27. And then let them check the answers in pairs.

　　Step 3. Intensive reading

　　Purpose: to get the students to learn the details of the text.

　　(1) Answer the questions:

　　When did the “Big Bang” happen?

　　What form was the earth the “Big Bang”?

　　What made up the earth’s atmosphere after the earth exploded?

　　How did water come into being on the earth?

　　What was important to the development of fish?

　　What made possible the rise of mammals on the earth?

　　Why are mammals different from all life forms in the past?

　　（2）Fill in the chart about the order of development of life.

　　Suggested Answers:

　　① Small plants in water ② Shellfish and all sorts of fish ③ Green plants on land

　　④ Insects(on land) ⑤ Amphibians(on land and in water) ⑥ forests ⑦ reptiles(on land)

　　⑧ dinosaurs(on land) ⑨ mammals(on land) ⑩ human beings

　　Period 3 Learning about Language

　　Teaching Goals:

　　1. To get Ss to know how to use new words and phrases.

　　2. To help Ss to master some new words and expressions.

　　3. To get Ss to have the knowledge of this grammar point: noun clauses as the subject

　　Teaching Procedures:

　　Step 1. Consolidation

　　Purpose: To consolidate the words and phrases in the text.

　　1. Ask Ss to work in groups and read the text again, and then finish Ex1 and Ex2 on P28 and check the answers in groups.

　　2. Ask Ss to keep the words they filled in Ex1 in heart.

　　3. Ask Ss to finish Ex3 and then let them check each other’s answers.

　　Step 2. Grammar

　　Purpose: To get Ss to recognize noun clauses as the subject and to make sure that they can do some simple exercises.

　　1. Divide Ss into four groups and ask them to finish Ex1 of Discovering Useful Structures on P29. And then let them draw a conclusion about the grammar point. See which group understand it best and have a member of the group present before the class.

　　2. After the presentation, explain the grammar point for Ss.

　　3.Let Ss complete Ex2 on page 29 after learning the grammar.

　　Purpose: To get Ss to understand the usage of noun clauses as the subject.

　　(1) 主语从句的语序

　　主语从句要求使用陈述句语序，而非一般疑问句语序。如：

　　What surprised me most was that the little girl could play the violin so well.

　　使我感到惊讶的是这个小女孩的小提琴拉得太好了。

　　How he was successful is still a puzzle.

　　他是如何成功的仍然是个谜。

　　(2) 连接词的选用

　　① that和what的选用

　　that和what都可引导主语从句。what除起连接作用外，还在名词性从句中充当某些成分可作从句的主语、宾语或表语。而that在名词性从句中不充当任何成分，无词义，只起连接词作用。如：

　　What he wants is a book. 他想要的是一本书。

　　That light travels in straight lines is known to all. 众所周知，光线沿直线运行。

　　② if和whether的选用

　　引导主语从句，不能用if，只能用whether。如：

　　Whether we will hold a party in the open air tomorrow depends on the weather.

　　我们明天是否在户外开晚会要看天气而定。

　　③ 其它连接代词和副词的选用

　　根据主语从句的具体意义，正确的选择who, which, when, where, why, how等连接词，这些连接词既有疑问含义，又起连接作用，同时在从句中充当各种成分。如：

　　When we shall hold our sports meet is not decided.

　　我们何时举行运动会还没有决定。

　　Who broke the glass yesterday is not clear.

　　还不清楚昨天谁打破了玻璃。

　　Which car you will choose to buy makes no difference.