新目标英语九年级上Unit5课件

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英语人教新目标九年级全一册Unit 5 2a-2e

● made of:
They are made of bamboo and _c_o_v_er_e_d_w_i_t_h paper.
● how to be seen:
People lit the lanterns and watch them __ri_s_e_in_t_o_the air like__ho_t_-_a_ir_b_a_ll_oo_n_s__.
be completed
be polished and painted
be fired at a very high heat
Retell the process of producing the piece
First,… Second,… Then,… Next,… Finally…
Let’s enjoy beauty!
Chinese traditional art forms
• What other traditional art forms do you know?
kite-making a traditional art form
Chinese painting paper cutting
lion dancing Shu embroidery
● before used:
information card
_Z_h_u_g_e__K_on_g_m_i_n_g_ first used them.
He _s_e_n_t_o_u_t_ sky lanterns to ask for help when in trouble.
● today used: They are used at festivals and other _c_e_le_b_ra_t_io_n_s_.

Unit 5(Section A 3a-3c)(课件)九年级英语(人教新目标Go For It!)

wanted to buy a pair of basketball shoes, ” he
explains. “ But I had to visit five or six stores
before finding a pair made in America!” He
realized that Americans can hardly avoid buying
the future China will also get better at making
high-taedjc. 日h常n的o,l每o天g的y=pdariloy ducts that people can buy in all parts of the world.
“ In fact,” he continues, “ there were many other things there made in China --- footballs, handbags, pet food, mobile phones. Even American flags are made in China!” Kang Jian thinks it’s great that China is so good at making these everyday things. However, he hopes that in the future China will also get better at making high-technology products that people can buy in all parts of the world.
(n.)法国
no matter
与“what, who, which, where, how”等疑问词连用，引导让步状语从句。

新目标人教版九年级英语Unit5SectionB2b课件(19张)

4f.irHstisutrsoeyd:bfyir.s..t used by Zhuge Kongming to us_ea_ds_kt_of_o.._r._ihn_e_tlhp_e,_a_pt_a_fse_ts;_t_iva_at_ls._..n_n_oo_w_w
5s.yUmsbeodlas:shsaypmpbinoelssso,fg: o_oh_da_pw_p_iis_nh_ee_sss_,_g_o_o_d__w_i_sh_e_s
--What are they?
sky lanterns
paper cutting
Chinese clay art
Moving from general to specific (具体的): A general introduction of the topic is usually followed by specific details and examples.
Further thinking Discuss in groups
Can you think of the most famous or special thing in your hometown?
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英语人教新目标九年级全一册Unit_5阅读课

2e Discuss the questions in your group.
1.Which art form do you think is the easiest? Which is the most difficult? Why? I think paper cutting is the easiest, because we just cut a a piece of paper into what we want with scissors. I think Chinese clay art is the most difficult, because there are too many steps to make a clay piece.
Warming Up
1.Who invented paper first? 2.What did he use to make paper then（当时）? 3.Was it easy for people to make paper then? 4.What do people use to make paper today?
Paper cutting has been around for over 1,500 years. Paper cutting sounds very easy but it can be difficult to do. The paper, usually red, is folded before it is cut with scissors.
How to cut out a butterfly?
Steps: 1.Print out design. 2. On another sheet
of paper, trace out the design. 3. Using scissors, cut out the traced design.

人教新目标九年级英语-Unit5 What are the shirts made of

It is useful for people to get more information.
介绍产品用途句式： It helps to+do它帮助...
It is used for sitting down.
It is used to do它被用来做...
It is used for doing sth它被用来做...
万能模板
开门见山，直接表述你要介绍的对象
物品名称
1. I have a/an+物品 2. 物品+is famous in my city/town
3.One of famous products in my country is+物品
讲物品的产地，原料，外观，制作方式用途等
产地 It is made in 地点
school concert last night. 3. The underground parking lot _i_s_c_lo_s_e_d (close) at
midnight every day.
4. There is a lot of research on how languages _a_r_e_l_ea_r_n_e_d_ (learn).
Shape形状
long, short, big, small, medium
round, square, like…
sized
介绍形状句式：It is+颜色/尺寸/形状.
What its material is
介绍产品材料句式： paper纸
1.It is made of.... （看得见原料）
2.It is made from... （看不见原料）

人教版新目标九年级英语课件Unit5SectionA1电子版本

，但一般指看不出原材料
Bread is made from corn. 面包是谷物做的。
3). be made into 被制成为… This piece of wood will be made into a small b
Do you think tea is good for us?
第三十九页，共70页。
2d Read and answer the questions.
• What are they talking about?
They are talking about tea.
• What places are mentioned in their talk?
gold bars
What are these things? Say the names in English.
silver
第七页，共70页。
steel
What are these things? Say the names in English.
wood
第八页，共70页。
cotton
What are these things? Say the names in English.
• 面包是小麦做的。
• This printing machine was made in
Beijing.
• 这台印刷机是在北京生产(shēngchǎn)的
。
第四十四页，共70页。
知识(zhī shi) 1)链. b接e made of 表示(biǎoshì)“由…制成”, 一般
指能够看出原材料 2). be made from也表示(biǎoshì)“由…制成”
the information in 1b. A: This ring looks nice. Is it made of silver?

人教版新目标英语九年级(全一册)Unit 5《What are the shirts made of》

Unit5 What are the shirts made of ?单元学习目标：1.知识与技能：熟练记忆和灵活运用本单元的词汇，短语及一般现在时态的被动语态；2.过程与方法：通过独立学习、合作交流、互相帮助的学习方法来获得知识，培养学生的自学能力。

3.情感态度与价值观：培养和传承中华民族勤劳智慧的传统美德。

第1课时I.Contents: Section A 1a~2dII．学习目标:1.英语有两种语态：主动语态和被动语态。

主动语态：表示主语是动作的执行者。

(即：主语与谓语是主谓关系)，被动语态：表示主语是动作的承受着。

（(即：主语与谓语是动宾关系) 。

被动语态的谓语构成：be+动词的过去分词（p.p）本单元重点学习一般现在时态的被动语态。

eg:Many people speak English in China. →English is spoken (by many people) in China. 主动变被动的方法：宾变主，谓语变为be done 形，主语变成by后宾（可以省略），主被时态要一致，人称与数同主语。

2. be made of “由…制成”, 一般指能够看出原材料This chair is made of bamboo. 这个椅子是用竹子做成的。

3.be made from“由…制成”，一般指看不出原材料Bread is made from corn.面包是小麦做的。

4.be made in 在…制造/生产This printing machine was made in Beijing.这台印刷机是北京生产的。

5. be made into 被制成为…This piece of wood will be made into a small bench.这块木头将要被制成一个小凳。

6.be made by sb. 由某人制成7.be made up from 由….构成8.be famous/known/wellknown for 以... 著称; 因…而著名be famous/known/wellknown as “作为……而著名”，be widely known for因为…众所周知Liu Huan is known as a singer.刘欢作为一个歌手而出名。

人教版新目标九年级英语(Units1-5书面表达)期中复习ppt课件 2

Speaking and writing
1. Conversations 和你的朋友谈一谈学习中遇到的困难，你们是怎样解决这些问题的？你能给朋友提供更好的学习方法吗？然后，把对话写下来。
2. Report
你的朋友由于某种原因，学习上遇到了一些困难。请你在小组里向同学们谈谈你朋友的困难，然后向老师汇报你们给这位朋友提出了哪些建议。并将讨论的过程写下来。（要求：用第三人称写出你朋友学习上遇到的困难，再写出每个同学给他提出的建议。）
She’s short and a little bit heavy.
She never stops talking. He likes reading and playing chess.
For breakfast she likes… eggs, milk, bread, oranges
For lunch he like… hamburgers, carrots,and ice cream French fries, salad
II. Solutions
1.Maybe you should find a pen pal. 2.You can always write the new words in your notebook and learn them at home. 3.Why don’t you join an English language club? 4. You can write English diary every day. 5. Listening can help.
E) Students should not be allowed to sleep in class. F) Students should not be allowed to listen to music in class. G) Students should be allowed to join all kinds of clubs. H) Students should not be allowed to eat in class. I) Students should be allowed to help do some housework. J) Students should not be allowed to run in the corridor .

新目标英语九年级Unit 5全单元课件

Grace
CD
Listening text
Girl 1: Whose volleyball is this?
Boy 1: It must be Carla’s. She loves
volleyball.
Girl 1: How about this toy car?
Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats. Boy 1: Oh, and look, someone left a book.
A: Look! Whose book is this? B: It must be Mary’s. Because Hemingway is her favorite author.
A: Look! Whose toy car is this? B: It must be Jane’s little brother’s. Because he was the only little kid in the picnic.
might be John’s or Tony’s. The soccer ball They both play soccer, don’t they? must The French book be Li Ying’s. She’s the only one who’s studying French.
I can’t find my backpack. It must/might be still at school. The photo must be Lu’s. Those are his parents.

新目标九年级上册 Unit 5 SectionA(3a-3c)(课件38张)

it: _t_h_e__fa_c_t_t_h_a_t_s_o_m__a_n_y__p_r_o_d_u_c_ts__in__t_h_e_l_o_c_a_l _sh_o_ps _w__e_re__m_a_d__e_i_n_C__h_in_a_______________________
they: __t_o_y_s_________________________________
Created in China
Fill in the blanks according to the passage.
Production costs are lower and there is a big labor market.
It's a short cut of occupying China’s market.
How do you feel about this?
Unhappy. Because I can't buy local things easily. To a certain extent, it can increase people's income. In the future China will also get better at making high-technology products that people can buy in all parts of the world.
If you go to Switzerland, what would you buy? What were they made?
If you go to France, what would you buy? What were they made?

人教版新目标九年级英语Unit 5讲义及重点总结

新目标九年级Unit 5 What are the shirts made of? 讲义一、词性转换Section A1. environmental → (n.) environment2. produce → (n.) production3. widely → (adj.)wide4. France → (adj.) French5. Germany → (adj.) German Section B6. competitor → (v.) compete7. celebration→ (v.) celebrate8. historical→ (n.) history二、短语归纳1. be made of 由…制成(看得见原材料)2. be made in 在…制造3. be made from由…制成(看不见原材料)4. environment protection环境保护5. be famous for 以…著名6. be famous as作为…而著名7. be known for以…闻名8. as far as I know 据我所知9. on the sides of mountains在山腰上10. by hand用手11. all over the world全世界12. be good for对…有益13. be good at擅长14. in the future将来15. traffic accident交通事故16. turn…into…把…变成…17. according to根据；按照18. send out放出19. ask for help请求帮助20. in trouble处于困境中21. be covered with用…覆盖22. rise into the air升到空中23. paper cutting剪纸24. be used by被…使用25. be used for 被用于（做）…26. good luck好运27. sky lanterns孔明灯28. at a very high heat在高温下29. go on vacation去度假30. see…as…把…视为…；看作为三、句型集萃1. “be + 及物动词的过去分词”构成被动语态2. It seems that + 从句好像…3. no matter + 从句无论…4. find it + 形容词+ that 从句发现…（是怎样的）5. buy sb. sth. = buy sth. for sb. 给某人买某物6. avoid doing sth. 避免做某事7. allow sb. to do sth. 允许某人做某事8. want to do sth. 想做某事9. learn to do sth. 学会做某事10. try to do sth. 尽力做某事11. It takes + 一段时间+ to do sth.做某事花费多长时间12. used to do sth. 过去常常做某事四、重点句子1. When the leaves are ready, they are picked by hand and then are sent for processing. 当树叶长好时，人们用手采摘它们，然后（它们）被送去加工。

九年级全一册 Unit 5 SectionA Grammar Focus -4c 语法课优质课课件

5. The classroom ___is_c_l_e_a_n_e_d___ (clean) by the students every day. (人）的；德语的
be (not) allowed to do sth. (不)被允许做某事 allow sb. to do sth. 允许某人做某事
4b Rewrite the sentences using the passive voice.
Where is tea produced in China?
It’s produced in many different areas.
Passive voice
How is tea p被ro动du语ce态d?
Tea plants are grown on the sides of mountains. When the leaves are ready, they are picked by hand and then are sent for processing.
注意主动语态变为被动语态的注意事项：
1.在主动语态句中动词make、have、let、see、watch、 hear、 feel等后接动词不定式作宾语补足语，动词不定式不加to。但变成被动语态时后面的不定式都须加上to。
(1) The boss makes them work ten hours a day. → They are made to work ten hours a day.
5. 修改原句主语—即by+宾语。
被动语态的结构(一般现在时)
篮球被他打。
The basketball is played by him.
肯定：主＋am/is/are + done + 其他.

人教版新目标九年级英语Unit5教案,讲义

Unit 1 How do you study for a testSection A1. How do you study for a test? 你怎样为考试做准备？2. by 1）通过…..方式（途径）。

（by doing sth 通过做某事）例：I learn English by listening to tapes. 2）在…..旁边。

例：by the window/the door 3）乘坐交通工具例：by bus/car4）在……之前，到……为止。

例：by October在10月前5）被例：English is spoken by many people.6) 由于by mistake 7) 连接one by one 一个接着一个3. ask：1) ask sb (not)to do sth .请某人（不要）做某事2) ask sb about sth .询问某人关于某事He asked me about the meeting.3) ask for…. 请求/要……如：I’ll ask for two days off. 我将请两天假。

4) ask sb for sth 向某人请求/要某物ask the teacher for help 向老师求助4. practice doing 练习做某事She often practice speaking English. 她经常练习说英语。

5. What/ how about +doing sth.? 做某事如何？6. aloud / loudly / loud1）aloud: adv,强调发出的声音能被听见，意为“出声地”或“大声地”，常与read,call连用，无比较级和最高级。

He read the story aloud to his son.他朗读那篇故事给他儿子听。

2）loud: adj/adv “响亮的/地；大声的/地；高声地”，侧重发出的声音大，传得远。

人教版九年级英语Unit5全英文教案新目标-人教新目标版九年级全册

Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ.Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard. Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Funthings and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Unit 5 It must belong to Carla.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean? S B: Well, it can’t mean "happy".S A: It might mean "worried". S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.Practice the pronunciation of these words and explain the meaning of each word. Step ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture. Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 15～16 of the workbook.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:chase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching ProceduresStep ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listento the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so thatStep Ⅴ2cThis activity provides oral practice using the target languagePoint out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: 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 ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn 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 ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching ProceduresStep ⅠRevisionCheck 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. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. Step Ⅱ3aThis 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. 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 complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis 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 neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article inActivity 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 Ⅳ3cThis 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 complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This 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.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, 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 ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train students’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. 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 Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ.Teaching ProceduresStep ⅠRevisionAsk several students to read the newspaper article in Activity 3a to the class.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk 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 answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step ⅢPart 2This 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.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.Step ⅥPart 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class. Answers :1. owner 2. alien 3. land 4. exercise 5. lostStep ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Step ⅥSummarySay. 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.StepⅦHomework(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。