陕西省西安市庆安中学2013届九年级英语全册 Unit 5 It must belong to Carla.(第4课时)导学案

Unit 5 It must belong to CarlaThe Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, OxfordUniversity(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’ municative petence using the target language.Moral ObjectWhen you are in trouble, send an 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 Methods1. Practice method2. Pairwork3. A gameⅤ. Teaching AidThe blackboardⅥ. 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 puter to write .Point to the parts of the 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 plete the task on their own. Point out the sample answer.Say. The first sentence of the message is I’m really anxious, because I can’t find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ 3bThis 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. drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation of these words and explain the meaning of each word. Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:xosainu anxiousworriedcuilarc crucialaegarblStep Ⅳ Part 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 OxfordUniversity on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.S A: Here are some earrings. The owner can’t be a boy.S B: Well, it could be a boy. The earrings might be a present for his mother. 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 plete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anythingelse they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Ⅴ SummarySay, 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 Ⅵ Homework1. Read the letter in Activity 3a again for further understanding of the vocabulary words.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.StepⅦ Blackboard Design。

Unit 5周周清I. 单项选择 (30分）( )1. —Can you go to the movies with me this afternoon?—Sorry. I've ______ appointment with my dentist. I’m going to see him.A. anB. /C. theD. a( )2. Be careful _______ the car. It may hit you.A. forB. ofC. withD. at( )3. Your hat looks nice. Where did you buy _______? I want to buy _______ for my sister.A. one; oneB. it; itC. it; oneD. one; it( )4. Don’t ______ the ball on the ground. It’s made of glass.A. fallB. dropC. putD. place( )5. —Whose toy is that?—I think it _______ Tom. He was the only kid at the party.A. belong toB. belongs toC. is belong toD. belonging to( )6. —Why didn’t Jim go to the movies?—He was made out of the hall for making lots of _______.A. cryB. voiceC. soundD. noise( )7. Look! There are some people _______ a thief.A. chaseB. to chaseC. chasingD. chased( )8. —Did you hear _______ in your room?—No, I didn’t.A. anything unusualB. something unusualC. unusual anythingD. unusual something( )9. Don't _________ all the soap. Leave me some to wash with.A. put upB. look upC. use upD. make up( )10. When we talked about the computer, he pretended _______ an expert.A. to beB. beingC. beD. is( ) 11. —Is that Shelly in the bedroom?—-No, she _______be there. She has gone to school.A. won’tB. needn’tC. can’tD. must n’t( )12. It was ________ cold last winter for there was ________ snow.A. much too, much tooB. too much, much tooC. much too, too muchD. too much, too much( )13. —What are you busy with?—An exam. It’s _______. If I p ass it, I can get a job as a guide.A. crucialB. commonC. anxiousD. worried( )14. —Why didn’t Mary get to the party yesterday?—She didn’t _________ she didn't feel well.A. ifB. becauseC. butD. until( )15. —Is Mick good at math?—______. He doesn’t study hard.A. Yes, he isB. I think soC. That’s rightD. I’m afraid not II. 完形填空（10分）Jimmy was the top student in his class before being sentto a boarding school. But he __16__ w hen he was there. His gradesstarted dropping. He hated being in a group. He was __17__ allthe time. No one loved him because of these. His parents werevery worried, and his father 18 to go to the school and talkwith him.They stood on the shore(岸) of the lake near the school.His __19__ started asking him casual questions about his classes, teachers and sports. _ 20__ some time his father said, “Do you know __21__ I am here today?” The boy answered, “To check my __22__?” No, no, I am here to tell you that you are the most __23__ person to me. I don’t care about grades. I care about you, __24__ your happiness.”These words caused the boy’s eyes to fill with tears. Now he knew there was someone on this earth who loved him __25__. And today the boy is in college at the top of his class and no one has ever seen him sad!( )16. A. changed B. improved C. developed D. rebuilt( )17. A. alone B. happy C. lonely D. excited( )18. A. re fused B. continued C. allowed D. decided( )19. A. friend B. teacher C. classmate D. father( )20. A. After B. Before C. TillD. Since( )21. A. how B. why C. what D. when( )22. A. grades B. homework C. behavior D. habit( )23. A. knowledgeable B. mysterious C. honest D. important( )24. A. except B. besides C. especially D. somet imes( )25. A. carefully B. deeply C. highly D. quicklyIII.根据汉语意思完成下列译文。

He who would do great things should not __________them ___________ ___________.13. 我明天有一场面试。

I will be __________tomorrow.四、看图填词（每空一分，共10分）根据图画所提供的语景，在空格中填入适当的词，使其意思完整、语法正确，每空一词。

It was late last Monday, but Tom was still __1__TV in his room. There was a wonderful football match on TV. __2__excited he was! That night he __3__ go to bed until 12 o’clock.The next morning, it was a quarter to eight. It was too late for Tom to get to __4__ on time. But he was still in __5__.When Tom __6__to school, it was eight. The __7__ had already begun her lesson. As soon as Tom came into the classroom, she got angry and said, “What time is it now, Tom?” Tom felt sorry and could say nothing.In English class, he __8__a test. As he didn’t know the lessons at __9__, Tom __10__his English test.1. ________2. ________3. ________4. ________5. ________6. ________7. ________8. ________9. ________10. ________五、阅读理解(每小题2分，共10分)What’s the sky? Where is it? How high is it? What lies above the clouds?I am sure that you have many questions about the sky. Some of them are very difficult to answer, aren’t they?If someone asked you, “ What color is the sky?” Perhaps you would。

Unit 5 It must belong to CarlaSection BThe Fourth 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 plete the sentences.Ⅳ．Teaching Methods1．Listening method2．Writing method3．Pair workⅤ．Teaching Aids：1．A tape recorder2．A projectorⅥ．Teaching ProceduresStep Ⅰ Revision1．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 3b and 4.3．Check answers to the exercises on pages 15～16 of the workbook.Step Ⅱ Part 1This 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 plete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard：a. The UFO is landing.b. The alien is chasing the man.c. The man is running.Step Ⅲ 2aThis 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.Check the answers：2,3,1Encourage 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.A sample versionMan: That's right. It must be interesting. Why not go and see how they are makinga movie?Woman: Good idea!Step Ⅳ 2bThis 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 plete 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 that students can check the spelling and other details of their answers.Step Ⅴ 2cThis 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.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 as needed. Ask several pairs to say their conversations to the class.Step Ⅵ SummarySay, In this class, we've mainly done much listening and writing practice using the target language.Step Ⅶ HomeworkAsk students to collect pictures of different kinds and then talk about themusing must, could, might and can't.Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.The Fourth Period1．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.。

Unit 5 It must belong to CarlaThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：band, hair band(2) Target Language：Whose notebook is this?It must be Ming’s. It has her name on it.Whose French book is this?It could be Ali's. She studies French.Whose guitar is this?It might belong to Alice. She plays the guitar.Whose T-shirt is this?It can't be John's. It's much too small for him.2．Ability Objects(1) Train students' listening skill.(2) Train students' writing skill.(3) Train students' ability to deduce.3．Moral Object：Use your mind, then make inferences correctly.Ⅱ．Teaching Key Points1．Listening and writing practice using the target language.2．Make inferences using the target language.Ⅲ．Teaching Difficult Point：Make inferences using the target language. Ⅳ．Teaching Methods：1．Practice method 2．A gameⅤ．Teaching Aids：1．A tape recorder 2．Real objectsⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the conversations in 1b. Get different pairs of students to talk about whoeach thing might belong to and give a reason.Step Ⅱ 2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band. Point to the numbered list with blank lines after each number.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time. Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers：1．T-shirt 2．hair band 3．tennis ballsStep Ⅲ 2bThis activity provides listening and writing practice using the target language.Call students' attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can't. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1．The person must go to our school.2．The person can't be a boy.3．It could be Mei's hair band.4．The hair band might belong to Linda.5．It must be Linda's backpack.Point to the box that contains the explanations of how to use the words must,might, could and can't. Read the explanations to the class.Use “must” to show that you think something is probably true.Use “might” or “could” to show that you think something is possibly true.Use “can't” to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much.Step Ⅳ 2cThis activity provides writing practice using vocabulary introduced in the unit. Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Ming's. It was on her desk) .Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.AnswersThe notebook must/might be Ming's. It was on her desk.The homework can't be Carla's. She wasn't at school today.The soccer ball might be John's or Tony's.They both play soccer, don't they?The French book must be Li Ying's. She's the only one who's studying French.I can't find my backpack. It might/must be still at school.The photo must be Lu's. Those are his parents.The red bicycle can't be Hu's. She has a blue bicycle.The ticket might be my aunt's or uncle's.They are both going to the concert.Step Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.S A: Whose notebook is this?S B: It must be Ning's. It has her name on it.S A : Whose French book is this?S B: It could be Ali's. She studies French.S A: Whose guitar is this?S B: It might belong to Alice. She plays the guitar.S A: Whose T-shirt is this?S B: It can't be John's. It's much too small for him.Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.Ask students, what does it mean when you, say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent?When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can't.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this?S1: It could be Li Lei's.T: Li Lei, is this your pen?L: No, it isn't.T: It can't be Li Lei's. He says it's not his.S2: It might be Wu Jun's.T: Wu Jun, is this your pen?W: Yes, it is.T: He says it's his. The pen must be Wu Jun's.(Holding up a notebook) Whose notebook is this?S3: It must be Li Na's. I gave it to her as a birthday present.Repeat the process with the other items.Step Ⅵ SummarySay, In this class, we've done some listening and writing practice using the target language. And we've learned how to make inferences using the words must, might, could and can't.Step Ⅶ HomeworkMake two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard Design。

【教学内容】九年级（上）unit5 it must belong to carla section a 1a---grammar【教学重点】学会使用must might could can ' t表示推测【教学难点】区别使用must might could can ' t表示推测的不同意义【教材处理】实行了grammar、1a、1b、1c四部分，2a--2c不实行，补充相关练习【教学方法】先用情景导入法实行语法教学，然后以新的语法知识为依托展开听说活动，加深对语法知识的理解，再通过应用达到巩固语法知识的目的。

活动形式以pairwork为主。

【教学过程】step1 dictationwrite down five phrases : belong to\ask sb. for advice\burned area\ cover …with...\hide medicine from children 【评析】初三学生面临升学压力，教学应该结合中考，以听写检查督促学生积累词汇；长期坚持课前听写使学生养成准确书写的习惯。

徐老师在随堂听写词汇的量上把握比较好，考虑到了时间安排、学生能否完成目标等因素。

step2 presentation1. show a skirt to the ss and ask : whose skirt is it?ss: it is your.t : not your , but yours or your skirtask the question again and the ss correct their answer.t : are you sure the skirt is miss xu ' s?ss: yes.t : so you can say : it must be miss xu ' s.you can also say : it must belong to miss xu.在这里徐老师特别强调must be miss xu ' smust belong to miss xu2. show a hair band to the ss , try it out on different girls and ask :whose hair band is it?ss: it is wangyajing ' s\ jiangxue ' s \xiao juan ' s …t : you are not sure whose hair band it is,just guess.you can say :it might be wangyajing ' s. it might belong to wangyajing.it could be jiangxue ' s. it could belong to jiangxue.point to a boy and ask : is it qiutao ' s?ss: no.t : it can ' t be qiutao ' s.he ' s a boy.he never wears it.it can ' t belong to qiutao.【评析】至此，教师通过创设情景的方法将must、might、could、can ' t表示推测的用法一一表现给学生，思路之清晰，方法虽简单但差别显而易见，学生脑海里对新的语法知识要点有了最初的印象。

Unit 5 It must belong to Carla. Section B1a-2c Teaching design:Teaching aims:I . Students learn to make inferences.II. Language structure:It might/ must/can’t/ be Li pin’s.III. Grammar：表示推测的情态动词: must, might, could, may, can’t, couldn’t.Step 1 A. Warm-up.1. First, skim the teaching aims.2. Then Play a guessing game. Show some pictures:Ask: Who is playing tennis?Ss: He ____________. ( guess one animal ).Ask: What is the duck doing?Ss: It _______________......3. Free Talk----Lead-inLook at Yao Ming’s picture to think. Let them talk about : What doyou think about the basketball? Will it get into the hoop or just hit the board? Why do you think so? About 3 minutes.Step 2 Presentation1. Next, show picture C in the students’ book.Look at picture 1T: What’s the man doing?Ss：He is running and looking back.Look at picture 2T: What can you see?Ss: The UFO is landing. It is coming down from the sky!Look at picture 3T: What do you think of this creature? What is it?Ss: It could be an alien.The alien is chasing the man.2.Before listeningLook, guess and say: What story are the pictures telling about?The UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man. The man is looking back and running quickly, although he is scared. He doesn’t wantto be caught by alien.Step 3 Listening Task1. 2a Listen and number the pictures [1-3] above. Then write two or three sentences to finish the story. Check the answers. (3、2、1)2. 2b Listen again and complete the sentences.Answers: a helicopter a UFO an alien dreamingfrom the TV news making a movie3. After Listening---- Sum-up the story:What story are the pictures telling about?A man and a woman is looking at the sky. An UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man walking in the street. The man is looking back and running quickly, although he is scared. He doesn’t want to be caught by a lien. Oh, Look at the woman with a camera is shooting them. The man thought he must be dreaming. The woman thought they must be making a movie about alien.4. Pair-workTalk about the pictures in Part One:1) T: Why do you think the man is running ? ( Picture C)S1: He could be running for exercise.S2: No, he’s wearing a suit. He might be running to catch a bus.2) Sample dialogue 1:A: Why do you think the strange creature is running after the man?B: It could be playing with the man for fun.A: No, can’t you see it is very fierce? It must be hungry.3) Sample dialogue 2:A: Why do you think it is an UFO?B: It could be a model plate.A: No, can’t you see it is landing on the ground? It flew very faster than the plane. Step 4 Discuss1. First, Here are some movies about aliens. people image what they are like.2. Then, watch the movies about alien《 E.T.》.(5’12”)3. Finally, Discuss: Do you think there are aliens in the universe (宇宙)?Step 5 Exercises(1). Choose the correct words and use its right form to fill in.Anxious strange worried careful favorite1.Mark Twain is Mary’s __________ author.2. Be _______ of the dog that does not bark.3. Fred is afraid of flying. He feels ________ before he gets on the plane.4. I haven’t seen my cat for two days. I’m very __________ about her.5. There’s a _________ smell in the house. Do you know what it is?Answers: favorite, careful, anxious, worried, strange. (2) In each line, circle the word that doesn’t belong.1. escape owner chase run2. picnic lunch dinner alien3. land apple ice cream chicken4. creature alien exercise visitor5. lost grass tree flowerAnswers: owner, alien, land, exercise, lost.(The end)。

Unit 5 It must belong to Carla. Section Bia-2c Teaching design：Teaching aims:I ・ Students learn to make inferences・nguage structure:It might/ must/can， t/ be Li pin* s.III.Grammar：表示推测的情态动词：must, might, could, may, can* t, couldn， t.Step 1 A. Warm-up.1・ First, skim the teaching aims・2・ Then Play a guessing game・ Show some pictures:Ask： Who is playing tennis?Ss: He ____________ ・(guess one animal )・Ask： What is the duck doing?Ss: It ............... ....3.Free Talk --- Lead-inLook at Yao Ming' s picture to think・ Let them talk about : What do you think about the basketball? Will it get into the hoop or just hit the board? Why do you think so? About 3 minutes・Step 2 Presentation1.Next, show picture C in the students' book・Look at picture 1T: What' s the man doing?Ss： He is running and looking back・Look at picture 2T: What can you see?Ss: The UFO is landing・ It is coming down from the sky!Look at picture 3T: What do you think of this creature? What is it?Ss: It could be an alien. The alien is chasing the man.2.Before listeningLook, guess and say： What story are the pictures telling about?The UFO is landing・ An alien is getting out of the UFO. I think it wants to catch a man・ Because the alien is chasing the man. The man is looking back and running quickly, although he is scared・ He doesn? t want to be caught by alien・Step 3 Listening Task1.2a Listen and number the pictures [1-3] above・ Then write two or three sentences to finish the story. Check the answers・(3、 2、 1)2.2b Listen again and complete the sentences・Answers: a helicopter a UFO an alien dreamingfrom the TV news making a movie3.After Listening ---- Sum-up the story:What story are the pictures telling about?A man and a woman is looking at the sky. An UFO is landing・ An alien is getting out of the UFO. I think it wants to catch a man・ Because the alien is chasing the man walking in the street・ The man is looking back and running quickly, although he is scared・ He doesn* t want to be caught by alien・ Oh, Look at the woman with a camera is shooting them・ The man thought he must be dreaming・ The woman thought they must be making a movie about alien.4・ Pair-workTalk about the pictures in Part One：1)T: Why do you think the man is running ? ( Picture C)SI: He could be running for exercise・S2： No, he* s wearing a suit・ He might be running to catch 3 bus.2)Sample dialogue 1:A: Why do you think the strange creature is running after the man?B： It could be playing with the man for fun.A: No, can' t you see it is very fierce? It must be hungry・3)Sample dialogue 2：A： Why do you think it is an UFO?B: It could be a model plate・A: No, can* t you see it is landing on the ground? It flew very faster than the plane・Step 4 Discuss1.First, Here are some movies about aliens・ people image what they are like・2.Then, watch the movies about alien 《E・T・》・(5‘ 12")3.Finally, Discuss： Do you think there are aliens in the universe (宇宙)？Step 5 Exercises(1). Choose the correct words and use its right form to fill in.Anxious strange worried careful favorite1.Mark Twain is Mary * s _________ author・2.Be ______ of the dog that does not bark・3.Fred is afraid of flying・ He feels ________ before he gets on the plane・4.I haven * t seen my cat for two days・ I' m very __________ about her・5.There * s a _______ smell in the house・ Do you know what it is?Answers: favorite, careful, anxious, worried,(2) In each line, circle the word that doesn*1. escape owner chase run2・ picnic lunch dinneralien 3. land apple ice cream chicken 4・ creature alien exercise visitor5. lost grass treeflower Answers: owner, alien, land, exercise, lost ・(The end)strange ・ t belong.。