【導(dǎo)讀】makeinferences.couldandcan’t.andspeakingskills.can’t.Totrainstudents’abilitytodeduce.andtidy.ItcouldbeTed’s.piic,chase,escape,belongto,toycar,plate’,mystery,appointment,worried,wake,suit,land,volleyball,magazine,book,CD,bat,earring,T-shirt,UFO,whose,owner,Whosebookisthis?(1)Trainstudents’listeningskill.

　　

【正文】 . He could be running for exercise. 2. It could be a helicopter. 3. It must be an Alien. 4. She could be from the TV news. The woman says? He might be late for work. It must be a UFO. I must be dreaming. They must be making a movie Step Ⅴ 2c This activity provides oral practice using the target language. Point out the sample conversation in the box. Invite a pair of students to read it to the class. SA: Why do you think the man is running? SB: He could be running for exercise. SA: No, he’s wearing a suit. He might be running to catch a bus. Write it on the blackboard. Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b. Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class. Step Ⅵ Summary Say, In this class, we’ve mainly done much listening and writing practice using the target language. Step Ⅶ Homework Ask students to collect pictures of different kinds and then talk about them using must, could, might and can’t. Step Ⅷ Blackboard Design Unit 5 It must belong to Carla. Section B The Fourth Period 1. Answers to Activity 1: a. The UFO is landing. b. The alien is chasing the man. c. The man is running. 2. A sample version to Activity 2a: Man: That’s right. It must be interesting. Why not go and see how they are making a movie? Woman: Good idea. 3. Target language: A: Why do you think the man is running? B: He could be running for exercise. A: No, he’s wearing a suit. He might be running to catch a bus. The Fifth Period Ⅰ . Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary extremely, worried, neighbor, garbage, mystery, director, escape, ocean (2) Target Language In my dream, I was swimming in an ocean of paper. Maybe it means you’re afraid of too much homework! 2. Ability Objects (1) Train students’ reading skill. (2) Train students’ writing skill. (3) Train students’ integrating skills. 3. Moral Object Everyone has had a dream. But don’t dream away your time. Ⅱ . Teaching Key Points 1. Key vocabulary 2. Reading practice 3. Writing practice Ⅲ . Teaching Difficult Points 1. Reading practice 2. Writing practice Ⅳ . Teaching Methods 1. Practice method 2. Groupwork Ⅴ . Teaching Aid A projector Ⅵ . Teaching procedures Step Ⅰ Revision Check homework. Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. Step Ⅱ 3a This activity provides reading practice using the target language. Show the key vocabulary words on page 38 on the screen by a projector. extremely adv．極其；非常 worried adj．煩惱的；焦慮的 neighbor n．鄰居；鄰人 garbage n．垃圾；廢料 mystery n．神秘的事物； 不可思議的事物， director n．決策者；董事；導(dǎo)演 escape ；逃走 ocean ；海洋 Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset. Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer. Get students to plete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers. Step Ⅲ 3b This activity provides reading and writing practice using the target language. Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’ attention to the three sets of notes. Ask different students to read them to the class. Chu familylate night footsteps in the hallwaymight be the neighbors Lao Zhengsomeone trying to get in the windowmight be the wind Xiao Ningfinds garbage in front of her housemight be cats Say, You are to write another paragraph about Bell Town using these notes. You may use the article in Activity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard. A sample version These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighbor hood used to be quiet. But now everyone is worried. I don’t know what to do. Step Ⅳ 3c This activity provides writing practice using the target language. Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article. Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to plete the article. Get students to plete the task on their own in the exercise books. A