九年级英语全册 Unit 5 It must belong to Carla Section B 3a-4学案 人教新目标版.doc

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1、Unit5ItmustbelongtoCarlaSectionB3a-4学案【学习目标】：1.掌握本节课单词。　　2.完成SectionB3a–4。【学习重点】：掌握3a内容，并能记住重点短语。【学习难点】：模仿写短文，完成3b,3c。.二、资料准备：第149页的词汇表。课本图片，教学磁带。三、学习过程：一.自主学习(教师寄语：Knowledgeispower.)学习任务一:熟悉掌握本课单词：1.自读并记忆单词7分钟。2.两人一组，相互提问。不愉快的___________极其,非常__________面试,采访_

2、_________噪音_________风_________邻居___________脚步声___________垃圾__________神秘的事物___________主管_________主任____________猴子____________逃跑____________学习任务二:完成SectionB3a–4　　　1.个人自读3a,翻译并掌握重点句和短语。2.模仿写短文，完成3b,3c,小组比较。　3.Groupwork,记住重点句。二.合作共建(教师寄语：Manyhandsmakelightwork.)小

3、组讨论，muchtoo与toomuch,toomany的用法区别？学习任务二:系统总结(教师寄语：Nomancandotwothingsatonce.)本课的重点短语：inmydream_________________inanoceanofpaper_________________toomuchhomework_________________escapefrom_________________inthehallway__________hearthestrangenoises_______________

4、__inourneighborhood_________________Theremustbesomethingvisitingthehomes.________________Nextdoorneighbor.______________Theycan’tfindanythingstrange._____________________Extremelyworried____________________Idon’tthinkso.________________Maybeitmeanssth._______

5、_________inBellTower_________一.、按要求改写句子。1.HepreferswatchingTVtoplayingvolleyball.(改为同义句)　　　　　　　　　　HewouldratherwatchTV___________________volleyball.2.Thegirlhadalittleaccidentyesterday.(改为同义句)Alittleaccident____________________girlyesterday.3.Hewasaveryquietb

6、oywhenhewasyoung.(改为同义句)He____________________beveryquietwhenhewasyoung.4.Shedoesn’tlikerunningintheslightest.(改为同义句)Shedoesn’tlikerunning____________________.5.Thebookisn’tcheapenoughformetobuy.(改为同义句)Thebookis_____________________formetobuy.6.Theyspentanhou

7、rdoingtheirhomework.(改为同义句)____________________themanhourtodotheirhomework.7.Hedecidedtosaysorrytoher.(改为同义句)He__________a____________tosaysorrytoher.8.Sheusedtoplayfootball.(划线部分提问)________________________________________?9.Theyhardlyworkedoutthisproblem,___

8、___________________?(反意问句)10.Themancouldberunningforexercise.(划线部分提问)__________couldthemanberunning_____________?StepTwo：设计意图（目的）：在平时教学中，通过不同方式引导学生做好词汇铺垫，使学生的口笔头操练更自如，更规范。.StepThree:)11.-