3. Students read after the tape and then act out the dialogue.

(设计说明：通过这一环节的学习，学生们对火星探索计划的了解更为透彻了。而朗读与表演对话则能使教学内容得到进一步的巩固与提高。)

Step 4 Tasks (Activity 6)

2. Ask students to read the dialogue again and finish Activities 4 and 5.

1. Tell students Da Ming’s friend Tony has made a model of a space station, and now they are talking about the model. Ask students to listen and read the dialogues, then try to answer three questions: ①. Has the spacecraft to Mars arrived yet?

　　　　 ②. Have many astronauts been to the moon recently?

　　　　 ③. How do the astronauts go back to the earth from the space station?

2. Listen again and finish Activity 2: Check the true sentences.

(设计说明：本活动为听力基本能力训练，是一种听力输入理解活动。听力的相关内容对火星探索计划作了简单的介绍，为学生能更好的理解下一环节中的对话内容作了铺垫。)

Step 3 Listening and reading (Activities 3, 4, 5)

1. Tell students to listen to a piece of news about the travel mission to Mars and find the answer to the question “Have they discovered life on Mars yet?” and finish Activity 1: Listen and number the words as you hear them.

2. Ask students to answer some questions about this video.

①. How did the astronauts go to the moon?

②. How many spacecrafts has America sent to the moon by now?

③. Have they discovered life on the moon?

④. Have the scientists sent spacecrafts to Mars yet?

⑤. Have they discovered life on Mars yet?

设计说明：此环节可以帮助学生更深入地了解人类登月的历史。最后的两个问题，很自然的将讨论的话题由登月过渡到火星探索方面，由此引出了接下来的内容，起到承上启下的衔接作用。另外，这些问题的设置很自然的引出该堂课的重点句型：Have they …yet? Yes, they have just / already….　 No, not yet. / No, they haven’t yet.)

Step 2 Listening (Activities 1 & 2)

　　　　　　　　　　　 Unit 1 Has it arrived yet?

Step 1 Lead-in

1. Word map construction

　 Show students a video about humans landing on the moon, and ask students to say out the things they see. Help students to answer: astronauts, spacecraft, the moon and so on. Then ask students to work in groups of four. Try to think out more related words like: earth, scientists, stars, space shuttle, sun, planet, universe, space station, air, space and so on.

(设计说明：这个环节的设置旨在培养学生的自主学习、合作学习与发散思维的能力。学生在观看录像之后，说出已知的单词，并尝试联想相关词汇，这有利于学生发散思维能力的培养。若涉及未学过的词汇，学生可以通过小组互助合作查找出来，改变了由老师教，学生学的传统的单词教学的模式。学生通过合作探究，自学新的知识，若在反馈中出现错误，老师可适当纠正。这些都为下面的听力环节解决了语言上可能出现的困难。)

第二课时　　　 Unit 2 We haven’t found life on other planets yet.

第三-四课时　 Unit 3 Language in use & workbook

第一课时　　　 Unit 1 Has it arrived yet？

2．教学难点

(1)用现在完成时描述人类已经实施的太空探索计划。

(2)have been to与have gone to的区别。