Read the instructions to the class． Check the answers． Answers
The pictures should be numbered in this order: 2,3,1 Tapescript Step Ⅳ 2b
This activity gives students practice listening to and writing the target language． Point to the chart with sentence starters
They see … The man says… and The woman says…Say, You are to listen to the same recording again． And complete each sentence． Point out the sample answers． 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． 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． 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．
Unit 5 It must belong to Carla．
The 5th Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary
extremely, worried, neighbor, garbage, mystery, director, escape, ocean （2） Target Language
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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． 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．
Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately． Check the answers． Answers
an animal, teenagers, the wind, a dog Step Ⅲ 3b
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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 family--late night footsteps in the hallway--might be the neighbors Lao Zheng--someone trying to get in the window--might be the wind Xiao Ning--finds garbage in front of her house--might 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． 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． Step Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Read the instructions to the class． Point to the picture． Ask students to tell what
is happening in it． Invite a pair of students to read the sample conversation in the box to the class． Step Ⅵ Summary
Say, In this class, we’ve mainly done much reading and writing practice using the target language． We’ve learned some vocabulary words as well． Step Ⅶ Homework
1． Reread the newspaper article in Activity 3a． 2． Review the paragraph in Activity 3b, Step Ⅷ Blackboard Design
Unit 5 It must belong to Carla．
The 6th Period
Ⅰ． Teaching Aims and Demands
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1． Knowledge Objects （1）Key Vocabulary
finger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt （2）Fill in blanks and make sentences using vocabulary words． 2． Ability Objects
（1）Train students’ writing skill．
（2）Train students’ ability of reading comprehension． 3． Moral Object
We’ll benefit a lot by learning proverbs．
Ⅱ． Teaching Key Points
1． Make sentences using vocabulary words．
2． Say the meanings of different proverbs in your own words． 3． Circle the word that doesn’t belong．
Ⅲ． Teaching Difficult Points
1． Make sentences using vocabulary words．
2． Say the meanings of different proverbs in your own words．
Ⅳ． Teaching Method Teaching by explanation
Ⅴ． Teaching Aid A projector
Ⅵ． Teaching Procedures Step Ⅰ Revision Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top． Answers
1． favourite 2． careful 3． anxious 4． worried 5． strange
Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room． Collect a few students’ answers with mistakes on the blackboard．
Help correct the mistakes． Sample answers
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1． What’s your favourite song? 2． Be careful while crossing a road． Step Ⅲ Part 2
This activity provides reading, writing, listening and speaking practice using the target language．
Show the vocabulary words on the screen by a projector．
Say the words and have students repeat them until they can pronounce them fluently and accurately．
Read the instructions to the class． Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice． Culture note
Each culture has proverbs that are unique to it． The saying, \you want to know a people． know their proverbs\． Step Ⅵ Part 3
This activity focuses on the new vocabulary introduced in this unit． Ask students to read the five lines of words in the box． 1． escape owner chase run 2． picnic lunch dinner alien Answers
1． owner 2． alien 3． land 4． exercise 5． lost Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language． （s’pose=suppose:假设） Step Ⅵ Summary
Say． In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit． And we’ve learned several proverbs． Step Ⅶ Homework
（1） Read and remember the proverbs learned in Activity 2． （2） Each student collects ten proverbs．
（3） Finish off the exercises on pages 16～17,of the workbook． Step Ⅷ Blackboard Design
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