九年级英语Unit9 By the time I got outside,the bus had already left教案 人教新目标版
九年级英语Unit9 By the time I got outside,the bus had already
left教案
https://www.sodocs.net/doc/ba12073116.html,
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
oversleep
（2） Target Language
What happened?
I overslept． And by the time I got up, my brother had already gotten in the shower．
2． Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to narrate past events with the Past Perfect Tense．（3） Train the students’listening and speaking skills with the target language．3． Moral Object
It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．
Ⅱ． Teaching Key Points
1． Key Vocabulary
oversleep
2． Target Language
Narrate past events with the Past Perfect Tense
Ⅲ． Teaching Difficult Points
1． Train the students to narrate past events with the Past Perfect Tense．
2． Train the students to understand the target language in spoken conversation．Ⅳ． Teaching Methods
1． Thinking of examples from the students’ real lives．
2． Making sentences by looking at the pictures．
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the language points in Unit 8．
Ask some questions like this: What volunteer work would you like to do?
Help the students to answer, I’d like to…/I love to…/I hope to…
2． Practice the dialogue in Activity 3c on page 62 again． Get students to role play the similar dialogues with the following．
S A: I’d like to join the school volunteer project, but I’m not sure what I should do．
S B: What do you like doing?
S A: I love playing football．
S B: Well, you could help coach a football team for little kids． Let the children practice in pairs．
3． Check the students’homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework． 4． Dictate the following words：
clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
Step Ⅱ 1a
This activity introduces new vocabulary which can be used to narrate past events．First write by the time on the blackboard． and tell the class the meaning of it．"by the time" means not later than, before, as soon as, or when the indicated comes． When we use the words． "By the time…, "we are talking about two different things that happened in the past． Say this sentence to the class: By the time the teacher came in, the students had begun reading English．
Tell them to note the struture "had begun" in this sentence． Begun is the past participle of begin． When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle． The words following By the time…, talk about the thing that happened later． And tell the students when they use had plus a past participle, they are using the Past Perfect Tense． Also explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’participles one by one．
Play a game to help the students understand the sentences with the words By the time…Do it like this:
Pretend that the teacher will leave the classroom and the students will do some things． When the teacher returns． the class will make statements starting with By the time…
Write By the time I came back…on the blackboard．
Say to the class, By the time I came in． what had happened?
Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．
Then get more students to answer differently, such as,
By the lime the teacher came in, we had discussed an English problem．
By the time the teacher came in, I had drawn a picture．
Write these sentences on the blackboard, and teach the students to read several times．
Read the instructions to the students and read these questions to the class as well．What do you usually do in, the morning before school? Do you like morning?
Why or why not?
Choose one good student to answer them by saying something he or she usually does in the morning．
He or she may answer like this,
I usually get up early, wash my face and have breakfast． I like mornings because the air is fresh, or I usually get up as late as possible． Then I have to wash my face and have breakfast in a hurry． I often rush to school without breakfast． Sometimes I forget something at home． I don’t like mornings because I am always too busy．
Then have the whole class practice in pairs． Ask each other the questions．
After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．Call the students’attention to the pictures in Activity la． Ask students to tell what they see．
Say, Any sentences which make sense are accepted to describe the pictures．The girl in the pictures is Tina． Present the new words by providing sentences showing the meanings of them like this:
T: What can you see in Picture 1?
S1: She slept a long time．
T: That’s correct． She slept too late． She overslept． Class repeat． She overslept．
S s: She overslept．
T: What do you see in Picture 2?
S2: Her brother or sister is in the bathroom．
T: That’s correct． She wants to go into the bathroom． She can’t because someone is taking a shower． Class repeat． Someone is taking a shower．
S s: Someone is taking a shower．
Write these words on the blackboard:
overslept, taking a shower, had left, left her backpack at home．
Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures． They may say like this:
Tina overslept in the morning． She wanted to go to the bathroom, but her brother had already gotten in the shower． When she got to the bus stop, the bus had already left．
She had to run to school． After she got to school, she realized she had left her backpack at home． The sentences can vary, but should be correct．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence．
Then go over the other unconnected parts of sentences, too．
You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column． Please guess the other two sentences before I play the tape．
I guess most of the children can get the correct sentences by guessing． So just let them guess． Don’t tell them whether their answers are right or wrong．OK, just keep your answers by guessing．
Let’s decide if they are right by listening to the tape now．
Play the recording for the first time．
Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening．Say
congratulations to the students who get the answers correctly by guessing．Answers
1． b 2． a 3． c
Tapescript
Boy: Hi, Tina． You look stressed out．
Girl: I am． I had a bad morning．
Boy: Really? What happened?
Girl: Well, first of all I overslept． By the time I got up, my brother had already gotten in the shower．
Boy: Oh, what a pain!
Girl: So, after he got out of shower, I took a quick shower and got dressed． But by the time I went outside, the bus had already left．
Boy: Oh, no!
Girl: Oh, yes! So I ran all the way to school． But when I got to school, I realized I had left my backpack at home．
Boy: No wonder you look stressed out．
Step Ⅳ 1c
This practice provides guided oral practice using the target language．
First play the recording in Activity 1b
again and let the students read after it． Do it at least twice．
Then read the instructions together with the whole class．
You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begirt S A: What happened?
S B: I overslept． And by the time I got up, my brother had already gotten in the shower．
Write the conversation on the blackboard．
Have the students work in pairs． Move around the room offering language support as needed．
After they all finish talking, ask some pairs to say their conversations to the class．
Step Ⅴ Summary
Say, In this class, we’ve learned how to narrate past events, using the Past Perfect Tense． We’ve also done some listening practice in understanding the target language in spoken conversation． Also, we’ve done much oral practice using the target language．
Step Ⅵ Homework
1． Write out the story of Tina, Note to use the target language．
2． Revise when to use the Past Perfect Tense and the verb structure of it．Step Ⅶ Blackboard Design
Unit 9 By the time I got outside, the bus had already left．
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Target Language
By the time she got to class, the teacher had already started teaching．
When she got to school, she realized she had left her backpack at home．
When I got home, I realized I had left my keys in the backpack．
（2）The Three Forms of the verbs．
2． Ability Objects
（1） Train the students’ listening skill．
（2） Train the students’ writing skill with the target language．
（3） Train the students’ speaking skill．
（4） Train the students to use the three forms of the verbs．
3． Moral Object
Try to be a careful person and do everything carefully． Remember not to be as careless as Tina．
Ⅱ． Teaching Key Points
1． Listening practice with the target language．
2． Use the correct verb forms to fill in the blanks by listening．
3． Make sentences using the Past Perfect Tense．
4． The three forms of the verbs．
Ⅲ． Teaching Difficult Points
1． Write an ending for the story in Activity 2c．
2． The three verb forms in Grammar Focus．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork
Ⅴ． Teaching Aids
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．
They may say like this:
Tina had a bad morning． First of all she overslept． By the time she got up, her
brother had already gotten in the shower．
And by the time she went outside, the bus had already left． She had to run all the way to school． When she got to school, she realized she had left her backpack at home． All these made her look stressed out． After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns． Remind them to use the correct verb forms．
2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．
3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．
Step Ⅱ 2a
This activity provides guided listening practice using the target language．We have known Tina had a bad morning．
But something worse happened to Tina later． Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．
Read the instructions to the class． Be sure that all of them know what to do．Call the students’attention to the four pictures． Get them to guess the correct order of the pictures first． The first one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．Then, we will hear Tina talking about what happened to her after she got to school． We can see there is a small box in each picture．
Please write a number from 1 to 4 in each box to show each picture’s correct order．The first one has been given as a sample．
Get the children to get ready to listen to Tina continue her story．
Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．
Check the answers with the class and see who have ever got the correct answers without listening．
Answers
The pictures should be numbered in this order:
3 1 2 4
Tapescript
Boy: So then what did you do, Tina?
Girl: Well, I ran home to get my backpack．
But when I got home, I realized I had left my keys in the backpack．
Boy: You’re kidding!
Girl: So I ran back to school without my keys or my backpack． And by the time I got back to school, the bell had rung．
Boy: Oh, no!
Girl: And by the time I walked into class, the teacher had started teaching already． She asked for our homework, but of course I didn’t have it．Step Ⅲ 2b
This activity gives students practice in understanding and writing the target language．
Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．
This activity has two parts． First let’s fill in the blanks with the correct verb forms． We can see some verbs in the brackets． They are the base forms of the given verbs． For example, get and got, Get is the base form of the verb． Your job is to write the correct forms of these verbs in the blanks． Look at number one．
A sample answer is given．
Let the students fill in the blanks with the correct forms individually．
Move around the classroom collecting the common mistakes they may make．
After they all finish writing, tell them to get ready to listen to the conversation and check their answers．
I will play the recording again． Please check your answers and correct any mistakes you might have made while listening． Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class．
Answers
1． got home 2． realized 3． had left
4． got 5． had rung 6． walked 7． had started
Step Ⅳ 2c
This activity gives students oral practice with the target language．
Ask the whole class to read the instructions together．
We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for class?
Work with a partner． Make up an ending for the story by continuing it． The beginning has been given．
Get students to discuss in pairs． Complete the ending． Make sure they are talking in English． Move around the classroom, offering language support if needed． After ten minutes, ask students to stop discussing． Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best． Tell each pair to write down their ending, or do it after class if time is not enough．
Sample ending of the story
The teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today． " Tina said sadly．
"I’m sorry to hear that, but may I know what happened? said the teacher．
Then Tina told the teacher and the whole class her story． All her classmates laughed loudly after it． Some of them said, "Poor Tina!"
Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you． Why not let me keep the keys for you? I would put your keys in my backpack．"
Step Ⅴ Grammar Focus
This activity introduces the target language of this unit．Call students’attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard．
Draw a simple time line for each sentence to help students to understand the grammar focus． For example:
Then get the students to look at the box．
Teach students to read the three forms of each verbs first． Then ask several students to read the verbs to the class to see if they can read． Write the verbs on the blackboard．
Ask the students to make sentences correctly using each form of the verbs in the box． For example:
I usually get up at 6:30．
I got up at 5:30 yesterday．
By the time I got up, my sister had already gotten in the shower．
Tell the students when we talk about the first thing that happened． We use had plus a past participle （had gotten） and when we talk about the second thing that happened, we use the simple past tense （got up）． Ask some to read their sentences to the class．
Ask the students to make their own lists of other verbs used in this unit． Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section． The lists have to include these verbs; leave, walk, start, oversleep, ring, be．
Check the answers．
Some sample sentences with the three verb forms
1． I got up at 6:30 every day．
I got up at 6:00 yesterday．
By the time I got up, my sister had already gotten in the shower．
2． We usually go to school at 7:30．
We went to school at 8:30 yesterday．
By the time we got to the classroom,
the students had gone to the chemistry lab．
3． My father leaves home at 8:30．
He left home at 9:30 this morning．
When my father went outside, the bus had left．
4． The teacher often starts teaching at 9:00．
The teacher started teaching at 8:30 the day before yesterday．
When Tina got to class, the teacher had already started teaching．
The three forms of the verbs used in this unit:
Leave left left
Walk walked walked
start started started
oversleep overslept overslept
ring rang rung
be was/were been
Step Ⅵ Summary
Say, In this class, we’ve done much listening and writing practice with target language． We’ve also done some oral practice in pairs． And we’ve discussed the Grammar Focus of this unit．
Step Ⅶ Homework
1． Write down the ending of Tina’s story．
2． Make sentences using each form of the verbs below:
leave, walk, start, oversleep, ring, be
3． Review the Grammar Focus．
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the bus had already left．
The Third Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
bell, ring, go off, rush, run off, on time, give sb． a ride, lock, break down （2） Target Language
By the time I got there, the bus had already left．
By the time I woke up, my father had already gone into the bathroom．
2． Ability Objects
Train the students’ reading skill with target language．
Train the students’ speaking skill with target language．
3． Moral Object
Have you ever done anything carelessly?
Share your story with your friends．
Ⅱ． Teaching Key Points
1． Guide the students to read the article in activity 3a．
2． Help the students do the oral practice with the target language．
Ⅲ． Teaching Difficult Points
1． Help improve the students’ reading skill by Activity 3a．
2． Help the students describe what has happened to them with the target language．Ⅳ． Teaching Methods
1． Get the main idea by reading．
2． Pairwork．
Ⅴ． Teaching Aid
A projector
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise what happened to Tina by asking several students to tell the story．2． Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．
3． Check homework by asking one or two to read their own endings of the stroy．4． Check homework by asking some students to read the sentences which they made．5． Ask the students to hand in their homework．
Some sample sentences with the verbs used in this unit:
1． I leave home at 7:30 every morning．
I left home at 8:00 this morning．
By the time I got to the airport, the plane had left．
2． I walk to school sometimes．
I walked to school yesterday afternoon．
When I got there, the sick girl had walk away．
3． The meeting start at 3:00 every Wednesday afternoon．
The meeting started at 3: 30 last Wednesday afternoon．
As soon as Mr． Jones got to the meeting room, the meeting had already started．4． Tina seldom oversleeps．
Tina overslept this morning．
Tina said she had never overslept before．
5． The hell rings at 8:10 every morning．
The bell rang at 7:10 this morning．
When I got to school, the first bell had rung．
6． I am here now．
I was at home last night．
I had been here for 20 years by the end of 2003．
Step Ⅱ 3a
This activity provides reading and writing practice using the target language．Show the vocabulary on the screen by a project:
Point to the words one by one and teach the students to read them． Do it several times． Then ask several students to read the words to see if they can pronounce each word correctly．
Ask the whole class to read the instructions together． There is an article in
Activity 3a． Your task is to read the story and write the events in the correct order．Have a look at the sample answer on the right of the article before you start． Then let the children complete the work on their own． After a while, ask some students to report their answers to the class． Write the events on the blackboard as they report, putting the events in the correct order．
After checking the answers, tell students to read the article again more carefully．Tell them to find out the words or sentences which they can’t understand this time．
A few minutes later, let the students ask questions on the words and sentences which they can’t understand． Do some explanation and make sure that the students make everything clear about the article．
Then ask the students to read the article aloud． Move around the classroom while they are reading, offering help as needed．
Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tence．
Ask two students to read their answers and explain the sentences．
Answers
1． alarm clock didn’t go off
2． father went to bathroom
3． woke up late
4． took shower
5． had some breakfast
6． bus left
7． ran to bus stop
8． started walking
9． got a ride with a friend
10． bell ringing
11． got to school
12． got to class
Sentences with the Past Perfect Tense in the article:
1．…by the time I woke up, my father had already gone into the bathroom and…
2． Unfortunately, by the time I got there, the bus had already left．
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．Call the students’ attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about you?
Have you ever overslept?
Get a students to answer the question simply, such as Yes, I have． /No, I haven’t．Then ask one student to read the instructions to the class．
We can see six questions in the box．
You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened．
Explain that describe the circumstances means to tell when, where and how the things happened．
Ask one student who has ever overslept to answer the first question and describe the circumstance．Help him or her use the Past Perfect Tense to describe the circumstance．
Then ask students to read the questions and write their answers in their exercise books． Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description． Move around the classroom providing sentences to the ones who need． Ask several students to share their stories with the class． Correct any mistakes they may make． Let them check the answers in pairs．
Step Ⅳ 3c
This activity provides listening and speaking practice using the target language． Ask the whole class to read the instructions together． Then call the students’attention to the sample conversation on the right． Ask a pair of the students to read the conversation to the class． Please ask your partner the questions in Activity 3b． Ask more questions if he or she says "Yes"．
Ask the students to work in pairs． Encourage them to ask as many questions as they can． As they work, move around the room offering help and answering questions as needed． Ask some pairs to say their conversations to the class．
Step Ⅵ Summary
Say, In this class, we’ve learned an article． And we’ve done much practice in reading, listening, speaking and writing．
We’ve done much practice with the target language．
StepⅦ Homework
1． Write the answers to the questions in Activity 3b．
2． Write a conversation in Activity 3c．
Step
Unit 9 By the time I got outside, the bus had already left．
The Fourth Period
I． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off,
stay up
（2）Target Language
When I got there, I found that he had fooled me．
After an hour, the other kids showld up, and I realized that my brother had fooled me．
By the time I got to match class, I was exhausted because I had stayed up all night studying．
I found out that my friend had fooled me．
2． Ability Objects
（1） Train the students’writing, listening and speaking skills with the target language．
（2）Train the students to use the new vocabulary．
3． Moral Object
Have you ever been fooled on April Fool’s
Day? Share your story with your friends．
Ⅱ． Teaching Key Points
1． Train the students’ listening and speaking skills with target language．2． Teach the students the new vocabulary．
Ⅲ． Teaching Difficult Points
1． Guide listening and oral practice using the target language．
2． Help learn to use the new vocabulary correctly．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork and groupwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the article in Activity 3a on page 70 by asking several students to read it．
2． Dictate the following words and phrases:
bell, ring, go off, rush, run off, on time, give sb． a ride lock, break down．3． Check the homework．
Step Ⅱ 1a
This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice．
Read the instructions to the students． Remember to read the sentence in the brackets． Point to the chart with the three headings Nouns, Verbs and Adjectives． Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．
Teach the students to read the new vocabulary below:
costume, show up, exhausted, embarrassed, empty, fool,
April Fool’s Day
Write them on the blackboard or show them on a screen by a projector while teaching． Tell the children the meaning of each word and do a little explanation．Then call the students’ attention to the list of the words on the left． Ask a
student to read them and tell the meanings at the same time． Find out the words which the students don’t understand and give some explanation．
Please put these words in the correct columns in the chart． Some words can be put in more than one column．
Get a student to read the sample answers to the class before they start say, Fool call also be a verb． For example, He fooled me． So it is put in both Column Nouns and Column Verbs．
Ask the students to complete the chart on their own．
Correct the answers by asking three students to read their answers to the class．Answers
Nouns: fool, costume, change, clock
Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up
Adjectives: embarrassed, empty, exhausted
Step Ⅲ 1b
This activity provides guided oral practice using the target language．
Ask a student to read the instructions to the class．
Ask another student to read the example on the right．
Work in pairs now． Tell your partner about something that has happened to you recently． Note to use two or more phrases from the list in Activity la． Get tile students to talk in pairs． Move around the classroom checking their work and offering language support as needed．
After they all finish talking, ask some pairs to say their conversations to the class．
Step Ⅳ 2a
This activity provides guided listening practice using the target language． Say something about April Fool’s Day to the students like this:
Every year on the first of April, Americans do silly things to surprise each other． For example, someone might tell you to go to the teacher’s office to get your new book． But there is no book at all!
Call the students’ attention to the four pictures． Ask the students what is happening in each picture．
Ask four different students to describe the pictures． For example, ‘they can describe Picture 1 like this:
A boy was told to take part in a costume party． So he dressed himself up like a monster． But when he got there he found that his friend had fooled him． It wasn’t a costume party． He frightened the others．
Read the instructions to the class．
You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day．There is a box under each picture where you can write each boy’s name． Now listen to the tape and write the name of each boy under his picture． I have to tell you there will be one picture without a name under it．
Tell them to see the example for Picture c．
Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers．
Answers
a． No name b． Joe c． Nick d． Dave
Tapescript
Boy 1: Have you ever been an April fool, Dave?
Boy 2: Yes, I have． A friend once invited me to a costume party． When I got there,
I found that he had fooled me． It wasn’t a costume party． I was the only person wearing
a costume． I was really embarrassed． How about you, Nick?
Boy 1: Well, last April Fool’s Day, when my alarm went off I got up, took a shower, got dressed, and went to school． But when I got there, the school was empty． I was the only one there． After an hour, the other kids showed up, and I realized that my brother had fooled me．
Boy 3: she had?
Boy 1: Uh-huh． He had changed the clock to an hour earlier． What happened to you on April Fool’s Day, Joe?
Boy 3: Well,I was sick last April first． My friend called me and told me we had a maths test the next day． By the time 1 go to maths class, I was exhausted because I had stayed up all night studying． Then I found out that my friend had fooled me． We didn’t have a test at all!
Step Ⅴ 2b
This activity provides guided listening practice using the target language．Read the instructions to the class． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording． And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample．Play the recording the first time． The students only listen． Then play the recording again． Ask the students to write the letters in the blanks． Ask six different students to report their answers to the class． Check the answers with the class．Answers
1． D 2． N 3． J 4． J 5． D 6． N
Step Ⅵ 2c
This activity provides oral practice using the target language．
First play the recording again． Pause after each sentence and get the students to repeat．
Do it at least twice．
Ask a student to read the instructions to the class． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue it like this:
S A: What happened to Dave on April Fool’s Day?
S B: Well, a friend invited him to a costume party． When he got there, he found that he had fooled him． It wasn’t a costume party． He was the only person wearing a costume． He was really embarrassed．
Then ask the students to work in pairs．
Each pair makes two conversations using information from the earlier activities．Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the class．
Step Ⅶ Summary
Say, In this class, we’ve learned some new words． And we’ve done much listening and oral practice． We have enjoyed some interesting stories happened on April Fool’s Day．
Step Ⅷ Homework
1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a．
2． Write a conversation in Activity 2c．
Step
Unit 9 By the time I got outside, the bus had already left．
The Fifth Period
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1） Key Vocabulary
announce, describe, convince, panic, set off, authority, reveal, hoax,
flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married,
reply, ending
（2） The reading passages about April Fool’s Day．
（3） Write stories happened on April Fool’s Day．
2． Ability Objects
（1） Train the students’ reading skill．
（2） Train the students’ writing and speaking skills．
3． Moral Object
Try to collect the jokes happened on April
Fool’s Day and share them with your friends．
Ⅱ． Teaching Key Points
1． Teach the students the new vocabulary．
2． Help the students understand the three articles．
3． Guide the students to write stories happened on April Fool’s Day．
Ⅲ． Teaching Difficult Points
1． Help the students understand the three articles．
2． Help the students write the stories happened on April Fool’s Day．
Ⅳ． Teaching Methods
1． Reading method．
2． Write a passage using the notes．
3． Tell jokes．
Ⅴ． Teaching Aids
A project and a tape recorder．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．
2． Check the homework． Ask some students to read their stories and conversations to the class． Then have them check each other’s homework in pairs．Step Ⅱ 3a
This activity provides reading practice using the target language．
Call the students’ attention to the screen．
Point to the words on the screen one by one．
And Teach the students to read the words several times． Make sure that the students can read each word correctly．
Read the instructions to the students．
You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day．
Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．
Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this:
I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that．
Do the same with the two articles left．
Ask two good students to read the articles instead of the teacher． Elicit students’reasons for their answers． At last tell the students the correct answer．Answers
The first story really happened． The radio program was called "The War of the World．"
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．Read the instructions to the class． Play the recording again to help the students．Ask three different students to read the notes to the class．
Help the students make sentences with the notes first．
Look at the first line of the notes, please．
Let’s see what happened first by making sentences using the notes．
Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick． For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school． Then go on with the second line． They may say:
But when he got to school, the school was empty, An hour later, the other kids showed up．
The sample sentence for the third line．
He realized that his brother had fooled him．
After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed．
After around ten minutes, ask a student to read the completed article to the class．The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs．
A sample answer
On April Fool’s Day Nick’s alarm went off． He got up and took a shower． Then he got dressed and went to school． When he got to school, the building was empty．An hour later the other kids showed up．
Then he realized that his brother had fooled him． His brother had set his alarm an hour earlier．
Step Ⅳ 3c
This activity provides writing practice using the target language．
Read the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized． They can use the notes in
Activity 3b as samples．
Write a sample list on the blackboard:
What happened first: school gate/met
Don/Li Lei/waiting for/on the playground/ran to the playground．
What happened next: got to the playground/no one was there．
What I realized: Don/fooled me
Next ask the students to write their jokes． Tell them they can use the article they wrote for Activity 3b as a model．
After they start to write, move around the room providing help as needed．
Ask some students to read their articles to the class． Correct as many of the articles as possible in class．
A sample writing
On April Fool’s Day I met Don at the school gate． He told me that Li Lei was waiting for me on the playground． Then I ran to the playground． When I got there, I found no one was on the playground．
Then I realized that Don had fooled me．
Step Ⅴ 4
This activity provides reading, speaking and listening practice using the target language．
Read the instructions to the class．Review the meanings of funniest, most embarrassing and most creative． Say, Each of you has to read your joke to the class．The class will vote on the funniest joke, the most embarrassing joke and the most creative joke．
Have the class have a look at the sample conversation in the box before reading．Ask a pair of the students to read it to the class．
S A: What’s your joke?
S B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello． "All day at school, many strange said hello to me．
Write the conversation on the blackboard． Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories．
Step Ⅵ Summary
In this class, we read three articles first． And then we wrote a magazine story based on some notes． Next we wrote a joke． At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke．
However, we’ve done much reading, writing and speaking practice．
Step Ⅶ Homework
1． Read the three articles aloud after class．
2． Correct the magazine story and the joke you have written．
3． Try to remember the new vocabulary．
Unit 9 By the time I got outside, the bus had already left．
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Verbs
rush, realize, invite, show up, stay up．
（2） Write an article according to the pictures given．
（3） Vocabulary
homework, look, costume, empty
2． Ability Objects
（1）Train the students to use these verbs correctly:
rush, realize, invite, show up, stay up．
（2）Train the students’ writing skill．
3． Moral Objects
Have you ever had a similar Sunday with Ming? Tell your own story to your classmates．
Ⅱ． Teaching Key Points
1． Help the students have a self check on the key words and target language of this unit．
2． Practise using these verbs: rush, realize, invite, show up, stay up．
3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty．
4． Direct the students to write an article according to the pictures given．Ⅲ． Teaching Difficult Points
1． Help the students make sentences with the verbs．
2． Direct the students to write an article with the pictures given．
Ⅳ． Teaching Methods
1． Teaching by providing sample sentences．
2． Teaching by describing the pictures．
Ⅴ． Teaching Aid
Just the blackboard．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the contents in the three articles in Activity 3a on page 72 by asking the question below
Questions
（1） What did a radio program announce in 1938?
（2） What had happened by the time the authorities revealed the story was a hoax?
（3） What did a reporter announce on April Fool’s Day?
新外研版九年级上册英语课文翻译
新外研版九年级上册英 语课文翻译 集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]
托尼:我们给《世界奇观》节目打电话，加入讨论吧。我觉得自然奇观比人造奇观更有趣。而且我认为巨人之路是最神奇的自然奇观。 玲玲:嗯，我没有见过巨人之路，所以我不知道该不该同意你的看法。你为什么会喜欢它呢，托尼？ 托尼:哦，两年前我浏览了巨人之路。它非常大，由大约4万多块石块组成，大多数石块都有六个面。巨人之路位于北爱尔兰东海岸，绵延数百米。 玲玲:听起来很神奇，但我认为非洲的维多利亚瀑布更壮观。瀑布宽约1700米，高约100米，数千米之外就能听到瀑布的巨响。 贝蒂:哇！那么大啊！但是，在我看来，人造奇观比自然奇观更激动人心。就说兵马俑吧，它们都有两千多年的历史了。 大明:我同意你的看法，贝蒂。我觉得三峡大坝也很神奇。大坝长约2300米，高185米，顶部宽15米。它为中国数百万的人口供电。 贝蒂:那现在谁来拨打热线？ 我到那里时是大清早，天下着雨。我朝东边看了看，天空变得灰蒙蒙的。我下了车，穿过一道门，沿着一条黑暗的小路前行。虽然什么也看不见，但我知道它就在那里。 大约走了一英里，小路边出现了一个陌生人。我问道：“我走的路对吗？”他知道我要去哪里。他答道：“对，五分钟后你就能到达那里。”终于，我走到一些岩石前停了下来。我朝那片岩石望过去，但是一片寂静，还是看不见它。 突然，雨停了，云散了。太阳从我身后升起，照在岩石上。地面(仿佛在随着光线)向下延伸，（逐渐）退落到下面的一条河里。我在眺望着这自然界奇观之一的大峡谷。 我俯视着距我一英里之遥的银色的科罗拉多河。即使你把世界上最高的两栋建筑物叠在一起放在谷底，它们仍就到不到了顶。然后我眺望峡谷的另一边。它大约在15英里之外，也许更远。最后，我向左右遥望，大峡谷向两边延伸,长达200多英里。大峡谷不仅仅是大，而是巨大！ 我在大峡谷伫立半小时有余，我问了自己一个问题：“大峡谷是自然界中最壮观的奇观吗？”我心中自然已有答案。你怎么认为呢？ 托尼:玲玲,10月1日是中国的国庆节，对吗？ 玲玲:是的。中华人民共和国成立于1949年10月1日。从那时开始，中国人（每年）都庆祝国庆节。（国庆节时）到处都有鲜花和国旗，我们休假3天。 托尼:这个国庆假期你有什么计划吗？ 玲玲:有。我和爸爸妈妈准备去山东省拜访一些朋友。我们会一直待在那里，直至假期结束。和朋友们在一起期间，我们会去青岛玩一天。贝蒂，你们的国庆节是什么时候呀？贝蒂:我们的国庆节叫独立日，在7月4日。从1777年以来，我们一直庆祝这个节日。独立日是一个公共假日，但我们只放一天假。那一天有各种各样的节日活动。这个时间是休假季节的开始，大多数人都会在七月或八月的某段时间休假。 玲玲:那天有什么特别的事情吗？ 贝蒂:嗯，到处都可以看到美国国旗。我们通常会去一些好地方野餐。孩子们玩得可开以了。我们也可以在公园里观看乐队演奏乐曲。 大明:托尼，你们英国也过国庆节吗？ 托尼:不，我们没有。我们放假两天庆祝圣诞节。假期一开始，我们一家就会去某人好玩的地方。 李老师：大明，谁是你的英雄？你要选择谁来讲述？
人教版英语九年级Unit9单元知识点归纳
Unit9 I like music that I can dance to. 【重点短语】 1. expect to do sth. 期望做某事 expect sb. to do sth 期望某人做某事 2. catch up with 追上，赶上 3. different kinds of music 各种不同的音乐 4. quiet and gentle songs 轻柔的歌曲 5. take…to… 带……到…… 6. remind…of… 使某人想起或意识到…… 7. her own songs 她自己的歌曲 8. be important to 对……重要 9. Yellow River 黄河 10. Hong Tao’s latest movie 洪涛最近的电影 11. over the years 多年来 12. be sure to do sth. 务必/一定做某事 13. one of the best known Chinese photographers 世界上最有名的中国摄影家之一 14. on display 展览，展出 15. come and go 来来往往 16. can’t stand 不能忍受 【重点句型】 1. I love singers who write their own music. 我喜欢自己创作曲子的歌手。 2. We prefer music that has great lyrics. 我们更喜欢歌词很棒的音乐。 3. What do you dislike about this CD. 你不喜欢这张CD的什么？ 4. What does it remind you of？它使你想起了什么？ 5. The music reminds me of Brazilian dance music. 这首曲子使我想起了巴西舞曲。 6. It does have a few good features, though. 然而，它的确也有一些好的方面。
九年级英语 unit12课文翻译培训资料
九年级英语课文翻译unit12 Section A 2d 马特：凯文，为什么你今天迟到了？ 凯文：我的闹钟没有响！我一直睡觉，当我醒来时，已经是早上8点了！ 马特：噢！，不！ 凯文：所以我迅速穿上衣服冲出家门。 马特：你没吃早饭吗？ 凯文：没有，我甚至没有刷牙也没有洗脸！但在我到达车站前，汽车已经开走了。 马特：那你是怎么来这儿的？ 凯文：幸运的是，卡尔的父亲看见我在路上，让我打了他的车。 马特：嗯，至少当你到达学校时，上课只迟到5分钟。 Section A 3a 生活充满了意外 2001年5月，我在纽约世贸中心找到一份工作。在2001年9月11日，我大约在早上八点半到达了工作的大楼，这时我决定先买一杯咖啡。我去了我最喜欢的咖啡店，虽然它在我办公室东边的两个街区以外。当我正在和其他办公室工作职员排队等候的时候，听到一声巨响。我还没来得及加入屋外的人群弄清究竟发生了什么事，第一架飞机已经撞上了我办公室的大楼。我们直愣愣盯着燃烧着的大楼上升起的黑
烟，无法相信（这一切）。我觉着我能够活着很幸运。 大约10年之后，2011年2月21日，我早上10：00 醒来意识到我的闹钟根本没响。我从床上跳起来直奔机场。但是当我到达机场时，我飞往新西兰的航班已经起飞了。“这可是我今年的第一个假期，我居然误了航班。真倒霉！”我暗想。其他的航班都已经满员，我不得不等到第二天。（结果）第二天早上,我听到新西兰昨天发生了地震。我的坏运气意想不到变成了一件好事。 Section B 2b 愚人节是一个世界上许多不同国家都进行庆祝的节日。它在每年的四月一日，这是一个许多人会互相开各种玩笑或恶作剧的日子。 有一年的愚人节，英国的一位记者宣称因为意大利农民停止种植意大利面条，因此以后将不再有意大利面条了。许多人都跑到当地超市尽可能多地买意大利面。等人们意识到这是一个恶作剧的时候，全国所有的意大利面条都被卖光了。在英国另一个恶作剧中，一电视节目报道发现了一种特殊的水。他们说这种水可以帮助人们减肥，有一位消费者仅四个月就减掉了很多体重。（结果）当天结束之前，超过10,000人打电话到电视台，询问如何得到这种水。 许多愚人节的玩笑的结局并不那么有趣。一位著名的电视明星曾经在愚人节邀请他的女朋友上他的电视节目。他向她求婚。那位女士是如此的高兴因为她真的想结婚了。然而,当她说好的时候，他却回答“愚人节傻瓜！”那个小玩笑结局并不快乐。电视明星失去了他的女朋友和他的节目也被取消了。
人教版九年级英语unit 9原文
unit 9 section A 2d Jill: What are you doing this weekend, Scott? Scott: Not much. I suppose I will just listen to this new CD I bought. Jill: Oh, what CD is this? Scott: Well, it's all music. There's no singing. I like smooth music that helps me relax after a long week at work. Jill: Sounds nice. Well, if you have spare time, do you want to watch a movie with me? The director is really famous. Scott: Hmm, depends which movie. I only like movies that are funny. I just want to laugh and not think too much. You know what I mean? Jill: Oh, in that case, I will ask someone who like serious movies. Scott: What's the movie about? Jill: It's about World War two. I prefer movies that give me something to think about. 3a What do you feel like watching today? While some people stick to only one kind of movie, I like to watch different kinds depending on how I feel that day. When I'm down or tired, I prefer movies that can cheer me up. Comedies
外研版九年级英语上全册课文翻译
外研版九年级英语上全册课文翻译 Module 1 Wonders of the world Unit 1: It’s more than 2000 years old. 托尼:我们给《世界奇观》节目打电话，加入讨论吧。我觉得自然奇观比人造奇观更有趣。而且我认为巨人之路是最神奇的自然奇观。 玲玲:嗯，我没有见过巨人之路，所以我不知道该不该同意你的看法。你为什么会喜欢它呢，托尼？ 托尼:哦，两年前我浏览了巨人之路。它非常大，由大约4万多块石块组成，大多数石块都有六个面。巨人之路位于北爱尔兰东海岸，绵延数百米。 玲玲:听起来很神奇，但我认为非洲的维多利亚瀑布更壮观。瀑布宽约1700米，高约100米，数千米之外就能听到瀑布的巨响。 贝蒂:哇！那么大啊！但是，在我看来，人造奇观比自然奇观更激动人心。就说兵马俑吧，它们都有两千多年的历史了。 大明:我同意你的看法，贝蒂。我觉得三峡大坝也很神奇。大坝长约2300米，高185米，顶部宽15米。它为中国数百万的人口供电。 贝蒂:那现在谁来拨打热线？ Unit 2 The Grand Canyon was not just big . 自然界的一大奇观 我到那里时是大清早，天下着雨。我朝东边看了看，天空变得灰蒙蒙的。我下了车，穿过一道门，沿着一条黑暗的小路前行。虽然什么也看不见，但我知道它就在那里。 大约走了一英里，小路边出现了一个陌生人。我问道：“我走的路对吗？”他知道我要去哪里。他答道：“对，五分钟后你就能到达那里。”终于，我走到一些岩石前停了下来。我朝那片岩石望过去，但是一片寂静，还是看不见它。 突然，雨停了，云散了。太阳从我身后升起，照在岩石上。地面(仿佛在随着光线)向下延伸，（逐渐）退落到下面的一条河里。我在眺望着这自然界奇观之一的大峡谷。
人教版英语九年级课文原文
2014人民教育出版社九年级英语教科书课本课文目录 Unit1 how can we become good learners How I Learned to Learn English Last year, I did not like my English class. Every class was like a bad dream. The teacher spoke too quickly. But I was afraid to ask questions because my pronunciation was very bad. So I just hid behind my textbook and never said anything. Then one day I watched an English movie called Toy Story. I fell in love with this exciting and funny movie! So then I began to watch other English movies as I could not understand everything the characters said, their body language and the expressions on their faces helped me to get the meaning. I also realized I could get the meaning by listening for just the key words. My pronunciation also improved by listening to the interesting conversations in English movies. I discovered that listening to something you are interested in is the secret to language learning. I also learned useful sentences like “It’s a piece of cake” or “It serves you right.” I did not understand these sentences at first. But because I wanted to understand the story, I looked up the words in a dictionary. Now I really enjoy my English class. I want to learn new words and more grammar. Then I
人教版新目标英语九年级 Unit9单元知识点小结
Unit 9 I like music that I can dance to 短语归纳 24. take sb to sp. 带某人去某地 25. Chinese folk music 中国民间音乐 26. be played on the erhu 由二胡演奏的 27. move sb. 感动某人 （sb. be moved by sth.） 28.strangely beautiful 异常的/出奇的美 29. sense a strong sadness and pain 感觉到一种强烈的伤感和痛苦 30. the most moving pieces of music 最令人感动的乐曲 31. the city of Shantou = Shantou city 汕头市 32. by age 17 到十七岁的时候 33. musical ability 音乐才能 34. develop a serious illness 得了一种很重的病 35. become blind 成了盲人；变瞎 36. make money 赚钱 37. get married (to sb.) （和某人）结婚 38. continue to do sth. 继续去做某事（另一件事） continue doing sth. 继续做着某事（同一件事） 39. perform in this way 用这种形式表演 40. during/ in one's lifetime 在某人有生之年 41. by the end of ... 到……末为止（时间） at the end of ... 在……尽头/末梢（时间、地点） 42. It's a pity that ... 遗憾的是…… 43. in total 总共 44. be recorded for the future world to hear 被记录下来供后人聆听 45. praise ... for ... 因为……赞美 46. China's national treasures 中国的国家珍宝 47. paint a picture of ... 描绘了一幅……画 48. recall one's deepest wounds 唤起某人最深的伤痛 49. painful experiences 痛苦的经历 50. a time for spreading joy 传播快乐的时间 1. dance to music 随着音乐起舞 2. sing along with 随着……一起唱 3. musicians who play different kinds of music 弹奏不同类型音乐的音乐家 4. electronic music 电子音乐 5. not much=nothing much 没什么（事） 6. suppose sb. to do sth. 猜想某人做某事 be supposed to do sth. 应该做某事 suppose sb (to be) +adj. 原以为…… 7. have spare time 有空闲时间 in one's spare time 在某人的空闲时间 spare the time to do sth. 抽时间做…… 8. think too much 想得太多；过度思考 9 in that case 既然那样 10. World War II 第二次世界大战 11. smooth music 悦耳的音乐 12. prefer A to B 比起B 来更喜欢A prefer doing A to doing B 愿意去做A 而不是去做B prefer to do A rather than do B 宁愿做A 而不做B 13. feel like doing sth. 想要做某事 =want to do sth. =would like to do sth. 14. stick to 坚持，固守 15. be down 悲哀，沮丧 16. cheer sb up 使… 高兴/ 振奋 17. have a happy ending 有个美满的结局 18. less serious 不那么严重 19. a good way to do sth. 做某事的好办法 20. shut off 关闭 21. in time 及时 on time 按时/准时 22. once in a while 偶尔的；有时 =sometimes /at times 23. write one's own lyrics 自己写歌词
【人教版新目标九年级英语课文翻译全一册】英语人教版九年级全一册
【人教版新目标九年级英语课文翻译全一册】英语人教版九 年级全一册 一单元 SECTION A 1a 我通过制作抽认卡来学习。通过和朋友一起学习。通过听磁带。通过做抽认卡。通过向老师求助。通过读课本。通过制作单词本。 1c A：你怎么为考试而学习。B：我通过参加学习小组来学习。 2a 1、你是通过看英文录像学英语的吗？ 2、你曾和朋友们练习过对话吗？ 3、听磁带怎么样？ 4、大声朗读以练习发音怎么样？5、我曾经通过参加学习小组的方式学习过吗？ 2b A是的，我通过那种学习方式学到了很多。B、哦，是的，它提高了我说英语的能力。C、有时那样做。我觉得他有用。D、不。（通过看英语录像学习）太难了，无法理解录像中的人所说的话。 2c A你曾经通过参加学习小组来学习吗？B、是的，我参加赤字，通过那种方式我学到了很多。
Grammer Focus 你怎么为准备一场考试而学习？ __听磁带。你怎样学习英语？我通过参加学习小组来学习。你通过大声朗读来学习英语吗？是的，我是。你曾和朋友们练习过对话吗？哦，是的，他提高了我说英语的能力。你曾经通过参加学习？小组来学习吗？是的，我参加过。通过那种方式我学习到了很多。 3a如何才能学得最好 这星期我们询问了新星高中的同学关于学习更多英语的最佳方法的问题。许多同学说他们通过使用英语为学习它，一些还有很特别的建议。比如，李莉莲说学习新单词的最好的方法是阅读英语杂志。她说记忆浒音乐的歌词也有一些作用。当我们问及学习语法的问题时，她说：“我从不学习语法。它太枯燥了。” 魏明有不同的看法。他学习英语已经6年了，并且确实喜欢英语。他认为学习语法是学习一门语言的一种好方法。他还认为观看英语电影也不错，国灰他可以看到演员说话的情形。但是，有时候他发现看英语电影是件很头痛的事情，因为那些演员说话太快了。
2016最新外研版九年级英语下册课文翻译
2016最新外研版九年级下册全册课译文（其8个模块）Module 1 Travel Unit 1 We toured the city by bus and by taxi 3.Listen and read. Now complete the table. 玲玲:欢迎大家回来! 贝蒂:嗨, 玲玲! 假期过得怎么样? 玲玲:不错! 我去河南看望了我的祖父母。当时火车上全都是人，我不得不站了3个多小时。贝蒂:真不走运啊。为什么春节出行这么困难呢？ 玲玲:噢，因为春节的缘故，这段时间成了交通最繁忙的时候。托尼呢？ 大明:他回英国和家人团聚去了。他今天坐飞机回来，但是航班晚点了。 贝蒂:大明，你去了哪里？ 大明：我们坐飞机直飞香港——飞机出发时也晚点了，不过飞行员成功地按时着陆了。然后我们乘船去了大屿山和迪斯尼乐园。真好玩！ 玲玲:你呢，贝蒂？贝蒂:我们在北京玩得很开心。我们坐公交车和出租车在城市里游玩。上周末我们坐客车去了颐和园，还沿湖走了一段很长的路。 玲玲:听起来不错！但是这会儿我们还是最好回去学习吧…期末还有一场大考试呢。 贝蒂:只要你努力，就没什么好担心的。 大明：考试之后就是毕业晚会了。我们都盼着呢！
贝蒂:没错！我们会玩得很开心的！ Unit 2 It’s a long story . 2.Read the play and number the expressions in Activity 1 in the order they appear. （李林和李薇在车站站台上告别。） 李林：告诉爸爸妈妈我会想他们的……我也会想念你们所有人。 李薇：我们也会想你的。 李林：春节见。李薇：保重。再见！（李林上了车，寻找他的座位。） 李林：对不起，先生。恐怕你坐了我的座位。 长者：对不起，年轻人。你说什么？我听不大清楚。 李林：你坐错位置了。 长者：真的吗？但是……我以为这是我的座位呢。我的票呢？（长者在口袋里、包里，最后又在钱包里翻找他的车票。） 长者：找到了。9车厢，12A座。这是12A座，对吗？（检票员来了。） 检票员：检票了，请大家准备好车票。长者：对不起，这是12A座吗？ 检票员：是的，让我看看你的车票。哦，我知道问题在哪里了。这是12A座，但是您应该去9车厢，这里是8车厢。 长者：哦，我真糊涂！我还是去找9车厢吧。（长者起身开始收拾他的包裹。）
最新人教版九年级unit9英语说课稿
Unit 9I like music that I can dance to.说课稿 各位领导老师：大家好！今天我说课的主要内容是新目标九年级英语第九单元Unit 9 I like music that I can dance to. 本课的中心话题是音乐和音乐家。通过谈论音乐使大家感受音乐的美。我将从教材分析、教学方法、教学过程和教学效果几个方面说课。 一、教材分析 （一）教材地位 Unit 9的中心话题是音乐，而音乐与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。在谈论这个话题的同时，学习并掌握定语从句。定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。在中招考试中，不但十五个选择题中要涉及这方面的内容，而且在也阅读理解中也有大量的定语从句出现，如果不能够很好地掌握它，势必影响学生今后对阅读文章的理解。因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。 （二）教学目标 1、知识目标： 学会恰当的使用引导词that ,which ,who 2、能力目标 1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.” 2）能够自如地谈论自己所喜欢的音乐和音乐家。 3、情感目标： 通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。 三）重点和难点： 1、重点 1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ,which”的使用方法。 2）“prefer …to…”的用法
九年级英语Unit12 课文翻译
2、人生充满意想不到的。 2001年5月,我找到了一份工作在纽约世界贸易中心。2001年9月11日,我到达建筑在8:30。我正要去当我决定先喝杯咖啡。我去了我最喜欢的咖啡的地方,尽管它是两个街区从我的办公室。当我与其他办公室工作人员排队,我听到一个响亮的声音。 之前我可以加入其他的外面看到发生了什么,第一架飞机已经击中我的办公大楼。我们难以置信地盯着黑烟燃烧的大楼。我感到很幸运的是他还活着。 近10年后,上午10点我醒来2月21日2011年,从来没有意识到我的警报。我跳下床,直奔机场。但是我到达机场的时候,我的飞机到新西兰已经起飞了。“这是第一个假期我已经拍了一年,我错过我的飞机。运气真差!”我心想。 另一架飞机满所以我不得不等到第二天。第二天早上,我听说地震在新西兰的前一天。我的坏运气广告竟然变成了一件好事。 愚人节是一个庆祝活动,发生在世界各地的不同的国家。它发生在每年4月1日,是许多人一天播放各种各样的技巧和笑话。 一个愚人节,英国记者宣布,就不会有更多的意大利面,因为在意大利面条农民停止了意大利面条。许多人跑到当地的超市去买尽可能多的意大利面条。当人们意识到这个故事是一个骗局,全国的所有的意大利面已经卖完了。 另一个在英国著名的技巧是当一个电视节目报道的发现特殊的水。他们说,这些水将帮助人们减肥,一个客户已经失去了很多体重在短短四个月。一天结束的时候,已经有10000多人打电话给电视台找出获得这个水。
许多愚人节笑话可能会不是很有趣。一位著名的电视明星曾经邀请他的女朋友在他的节目在愚人节。他向她求婚。这位女士很高兴,因为她真的很想结婚。然而,当她说“是”,他回答,“四月傻瓜!“这个小笑话没有一个非常幸福的结局。 那个电视明星既失去了他的女朋友和他的节目。世界上最著名的技巧之一,然而,而不是4月10月发生。在1938年的那个月,演员奥森·威尔斯在他的广播节目上宣布外星人从火星落在地上。他描述了他们在哪里降落,并告诉他们如何穿越美国。威尔斯让它听起来如此真实,成百上千的人相信这个故事。当恐惧传遍整个国家的时候警察宣布,这个故事是一个骗局。
九年级英语人教版Unit 9 说课稿
九年级英语人教版unit 9 说课稿 各位评委老师，大家好！ 今天我说课的题目是初中英语九年级“unit 10 by the time i got outside,the bus had already left”，整个说课我将分五部分进行讲述，即教材分析、教法、学法、教学程序、板书设计。 一、说教材 本单元主要围绕“april fool’s day”为话题，谈论发生在过去的事情，培养学生对发生的事情进行客观评价的能力，并学习自主解决问题的能力;通过讨论“发生在过去的事情”这个话题，学习过去完成时的构成和基本用法以及现在完成时和过去完成时的区别。而本课是本单元的第一课，初步接触过去完成时，并且过去完成时是英语中非常重要的一种时态，占据着相当重要的位置。 根据英语教学大纲的要求，我确定以下教学目标： teaching aims: knowledge objects（:知识目标） 1 new words and phrases:by the time,gotten,oversleep,got outside,start doing.; 2 target language: by the time i got outside,the bus had already left. by the time she got up,her brother had already gone into the bathroom. ability objects:（能力目标） 1 train the students’listening and speaking skills with the target language 2 train the students to narrate the past events with the past perfect tense 3 train the students’writing skills with target language moral objects:（道德目标） it’s a good habit to go to bed early in the evening and get up early in the morning.so you’ll never be in a hurry in the morning.also the whole day’s work depends on the plan in the morning. teaching key points（教学重点） 1 master the words：by the time,oversleep 2 master the target language by the time i got outside,the bus had already left. by the time she got up,her brother had already gone into the bathroom teaching difficult points（教学难点） 1 train the students to understand the listening material. 2 train the students to narrate past events with the past perfect tense 二、说教法 1．英语学习的目的重在更好地运用语言于实际的交流之中，单调地重复课文内容或机械地操练吸引不了我们的学生。为达到交流的目的，我采用情境教学法、直观教学法，
九年级英语 unit12课文翻译之欧阳光明创编
九年级英语课文翻译 unit12 欧阳光明（2021.03.07） Section A 2d 马特：凯文，为什么你今天迟到了？ 凯文：我的闹钟没有响！我一直睡觉，当我醒来时，已经是早上8点了！ 马特：噢！，不！ 凯文：所以我迅速穿上衣服冲出家门。 马特：你没吃早饭吗？ 凯文：没有，我甚至没有刷牙也没有洗脸！但在我到达车站前，汽车已经开走了。 马特：那你是怎么来这儿的？ 凯文：幸运的是，卡尔的父亲看见我在路上，让我打了他的车。 马特：嗯，至少当你到达学校时，上课只迟到5分钟。 Section A 3a 生活充满了意外 2001年5月，我在纽约世贸中心找到一份工作。在2001年9月11日，我大约在早上八点半到达了工作的大楼，这时我决定先买一杯咖啡。我去了我最喜欢的咖啡店，虽然它在我办公室东边的两个街区以外。当我正在和其他办公室工作职员排队等候的时候，听到一
声巨响。我还没来得及加入屋外的人群弄清究竟发生了什么事，第一架飞机已经撞上了我办公室的大楼。我们直愣愣盯着燃烧着的大楼上升起的黑烟，无法相信（这一切）。我觉着我能够活着很幸运。 大约10年之后，2011年2月21日，我早上10：00 醒来意识到我的闹钟根本没响。我从床上跳起来直奔机场。但是当我到达机场时，我飞往新西兰的航班已经起飞了。“这可是我今年的第一个假期，我居然误了航班。真倒霉！”我暗想。其他的航班都已经满员，我不得不等到第二天。（结果）第二天早上,我听到新西兰昨天发生了地震。我的坏运气意想不到变成了一件好事。 Section B 2b 愚人节是一个世界上许多不同国家都进行庆祝的节日。它在每年的四月一日，这是一个许多人会互相开各种玩笑或恶作剧的日子。有一年的愚人节，英国的一位记者宣称因为意大利农民停止种植意大利面条，因此以后将不再有意大利面条了。许多人都跑到当地超市尽可能多地买意大利面。等人们意识到这是一个恶作剧的时候，全国所有的意大利面条都被卖光了。在英国另一个恶作剧中，一电视节目报道发现了一种特殊的水。他们说这种水可以帮助人们减肥，有一位消费者仅四个月就减掉了很多体重。（结果）当天结束之前，超过10,000人打电话到电视台，询问如何得到这种水。 许多愚人节的玩笑的结局并不那么有趣。一位著名的电视明星曾经在愚人节邀请他的女朋友上他的电视节目。他向她求婚。那位女士是如此的高兴因为她真的想结婚了。然而,当她说好的时候，
九年级新目标英语Unit 9课文语法填空,短文改错
九年级新目标英语 U n i t9课文语法填空, 短文改错 -CAL-FENGHAI.-(YICAI)-Company One1
Unit 9 语法填空： What Do You Feel Like__________( watch) Today? While some people stick to only one kind of movie, I like to watch different kinds _________(depend) on how I feel that day. When I’m down or tired, I prefer movi es that________( cheer) me up. Comedies like Men in Black or cartoons like Kung fu Panda have funny dialogues and usually have a happy_________( end). The characters_________ ( be not) perfect, but they try their best ____________( solve) their problems. After _________(watch) them, the problems __________(sudden) seem __________(little) serious and I feel much________( good) again. ___________(laugh) for two hours is a good way___________( relax)! I don’t watch dramas or documentaries when I’m sad or tire d. Dramas like Titanic make me _________(feel) even________( sad). Documentaries like March of the Penguins which________( provide) plenty of ____________(information) about a certain subject can be ___________(interest), but when I’m tired I don’t want to think too much. I don’t mind action movies like Spider-Man when I’m too tired_________(think). I can just _________(shut) off my brain,________(sit) back and________(enjoy)________(watch) an __________(excite) superhero who always__________(save) the world just in time. Once in a while, I like to watch movies that_________(be) scary. They can be fun, but I’m too scared __________(watch) them alone. I always bring a friend who ________( be not) afraid of these kinds of movies, and it doesn’t feel so scary anymore. Sad but Beautiful Last night one of my Chinese friends ________(take) me to a concert of Chinese folk music. The piece which __________(play) on the erhu especially ________(move) me. The music was________( strange) beautiful, but under the beauty I sensed a strong ________(sad) and pain. The piece had a simple name, Erquan Yingyue (Moon Reflected on Second Spring), but it was one of the most ___________( move) pieces of music that I_______ ever ________(hear). The erhu sounded like so sad that I almost________( cry) along with it as I listened. Later I looked up the history of Erquan Yingyue, and I began__________( understand) the sadness in the music. The music __________( write) by Abing, a folk musician who was born in the city of Wuxi in 1893. His mother died when he was very young. Abing’s father _________(teach) him_________( play) many musical instruments, such as the drums, dizi and erhu, and by age 17, Abing ___________( know) for his musical ability. However, after his father died, Abin g’s life grew_______( badly). He was very poor. Not only that, he __________(develop) a serious illness and became blind. For several years, he had no home. He lived on the streets and played music _________(make) money. Even after Abing got ________(marry) and had a home again, he continued _________(sing) and _________(play) on the streets. He performed in this way for many years. Abing’s __________(amaze) musical skills made him very popular during his lifetime. By the end of his life, he __________( play) over 600 pieces of music. Many of these were written by Abing_________( he). It is a pity that only six pieces of music in total___________( record) for the future world _________(hear), but his popularity ____________(continue) to this day. Today, Ab ing’s Erquan Yingyue is a piece which all the great erhu masters play and _________(praise). It_________( become) one of China’s national________( treasure). Its sad
人教版九年级英语课文全册翻译
人教版九年级英语课文翻译 一单元 SECTION A 1a 我通过制作抽认卡来学习。通过和朋友一起学习。通过听磁带。通过做抽认卡。通过向老师求助。通过读课本。通过制作单词本。 1c A：你怎么为考试而学习。B：我通过参加学习小组来学习。 2a 1、你是通过看英文录像学英语的吗？ 2、你曾和朋友们练习过对话吗？ 3、听磁带怎么样？ 4、大声朗读以练习发音怎么样？5、我曾经通过参加学习小组的方式学习过吗？ 2b A是的，我通过那种学习方式学到了很多。B、哦，是的，它提高了我说英语的能力。C、有时那样做。我觉得他有用。D、不。（通过看英语录像学习）太难了，无法理解录像中的人所说的话。 2c A你曾经通过参加学习小组来学习吗？B、是的，我参加赤字，通过那种方式我学到了很多。 Grammer Focus 你怎么为准备一场考试而学习？我靠听磁带。你怎样学习英语？我通过参加学习小组来学习。你通过大声朗读来学习英语吗？是的，我是。你曾和朋友们练习过对话吗？哦，是的，他提高了我说英语的能力。你曾经通过参加学习？小组来学习吗？是的，我参加过。通过那种方式我学习到了很多。 3a如何才能学得最好 这星期我们询问了新星高中的同学关于学习更多英语的最佳方法的问题。许多同学说他们通过使用英语为学习它，一些还有很特别的建议。比如，李莉莲说学习新单词的最好的方法是阅读英语杂志。她说记忆浒音乐的歌词也有一些作用。当我们问及学习语法的问题时，她说：“我从不学习语法。它太枯燥了。” 魏明有不同的看法。他学习英语已经6年了，并且确实喜欢英语。他认为学习语法是学习一门语言的一种好方法。他还认为观看英语电影也不错，国灰他可以看到演员说话的情形。但是，有时候他发现看英语电影是件很头痛的事情，因为那些演员说话太快了。 刘畅说加入学校英语俱乐部是提高英语最好的方法。学生有很多练习的机会并且他们也有很多乐趣。她补充说和朋友练习会话一点用处也没有。“我们会因为某件事变得很激动，最后用汉语来讲，”她说。 3b A：我正在作一个关于学习英语的调查。我能问你一些问题吗？B：当然。A：太好了！你叫什么名字？B：魏明。A：那么你是怎样学习英语的，魏明？B：…… 4 A：你列词汇表吗？B：噢，是的。我常那样做。 SECTION B 1a我不会发其中一些单词的音。我不会拼写一些英语单词。我听不懂英语口语。我在语法上犯错误。我读得很慢。1b我不知道怎么使用逗号。 2a 1、不能正确发音。 2、忘记很多生词。 3、人们和我说话时我不能每次都听懂。 4、不能理解杂志中的单词。 5、没有获得很多写作训练。 2B A、你可以一直将生词写在你的笔记本里，并在家学习它们。B、你应该找一个笔友。C、听力能起作用。D、为什么不加入一个英语俱乐部来练习说英语呢？ 2C A：我没有搭档来练习英语。B、也许我应该加入一个英语俱乐部。 3a我是怎样学习英语的 去年英语课对我来说很难。首先，对我来说听懂老师说话很难。开始，她说的太快，我不能听懂每个单词，后来，我意识到如果你听不懂每个单词并没有关系。而且我害怕在班上说话，因为我认为同学们可能会嘲笑我。我也不是总能造出完整的句子。然后我开始看英文电视。那很有用。我认为做大量听力练习是成为一个好的语言学习者的秘决之一。另一件我觉得很难的事是英语语法。所以我决定在每节课上记大量语法要点。然后我开始用我正在学的语法自己写新句子。这样作用处之大令人惊奇。现在我很喜欢学英语并且这学期我得了个A。我的老师对我印象很深。作者觉学英语很难是因为……1、老师发音差。2、她说话时人们总是嘲笑她。3、她在造完整的句子方面有困难。4、英语语法很难。当她开始…她的英语提高了。5、和说英语的朋友一起出去。6、大量的听力练习。7、在自己组织的句子里使用语法。 3b 亲爱的，我知道学英语不容易，但我有一些想法可能有用。你说你不能理解说话太快的人。那么，你可以尽量听最重要的单词，而不是每个单词。 4 1、关于学英语什么不容易。2、就这一点你作了什么？3、你最喜欢的学习更多英语的方式是什么？韩文说如果人
相关文档
- 九年级英语Unit9
- 人教版九年级英语Unit9
- (完整版)2015年九年级英语Unit9-全单元课件
- 九年级英语Unit9课件汇总
- 九年级英语Unit9 知识点
- 人教版九年级英语unit9知识要点总结
- 英语人教版九年级全册unit9教案
- 最新人教版九年级unit9英语说课稿
- 九年级英语人教版上册Unit9_话题写作
- 九年级英语Unit9解读
- 人教版九年级英语Unit9知识点总结
- 09-九年级英语Unit9全单元课件的
- 新人教版九年级英语Unit9全单元课件
- 新版新目标英语九年级unit9知识点总结
- 人教版新目标英语九年级 Unit9单元知识点小结
- 九年级英语unit9
- 英语人教版九年级全册unit9课件
- 九年级英语上unit9 dppt课件
- 人教版新目标英语九年级-Unit9单元知识点小结
- (完整word版)九年级英语Unit9短语和句型