Unit 4 Great people(要点点击 3)同步素材(文字版)(牛津译林版九年级下册)

Born in 1930, Neil A. Armstrong, a United States astronaut, was the first person to set foot on the moon. On July 20, 1969, Armstrong and Buzz Aldrin landed the Apollo 11 lunar module Eagle on the moon. Armstrong left the module and explored the lunar surface. Upon taking his first step onto the moon, he said: "That's one small step for a man, one giant leap for mankind." But the word a was lost in radio transmission.Armstrong was born on Aug. 5, 1930, on his grandparents' farm in Auglaize County, Ohio. He moved with his family to several Ohio communities before they settled in Wapakoneta when Neil was 13 years old. Armstrong developed an interest in flying at an early age. His love of airplanes grew when he went for his first plane ride in a Ford Tri-Motor, a "Tin Goose," at the age of 6. From then on, he was fascinated by aviation.In 1947, Armstrong entered Purdue University. He began studies in aeronautical engineering. But in 1949, the United States Navy called him to active duty. Armstrong became a Navy pilot and was sent to Korea in 1950, near the start of the Korean War. In Korea, he flew 78 combat missions in Navy Panther jets.In 1952, Armstrong returned to Purdue. He earned a bachelor's degree in aeronautical engineering there in 1955.Armstrong was a civilian test pilot assigned to test the X-15 rocket airplane before becoming an astronaut in 1962. He made his first space flight in 1966 on Gemini 8 with David R. Scott. The two men performed the first successful docking of two vehicles in space -- the Gemini 8 and an uninhabited Agena rocket.Armstrong resigned from the United States astronaut program in 1970. Also in 1970, he earned a master's degree in aerospace engineering at the University of Southern California. From 1971 to 1979, Armstrong was a professor of aerospace engineering at the University of Cincinnati. In 1986, he was named vice chairman of a presidential commission investigating the breakup of the space shuttle Challenger. From 1982 to 1992, Armstrong served as chairman of the board of Computing Technologies for Aviation, a company that develops software for flight scheduling.。

Unit 4 Great peoplePronunciationTeaching Aims:To understand the importance of stress when speaking EnglishTo identify where stress falls in a wordTo place stress on the correct part of a word[Teaching Important Point:T o understand the importance of stress when speaking English]T o identify where stress falls in a wordTeaching Difficult Point:To place stress on the correct part of a wordTeaching Methods:Individual, pair or group work to make ev ery student work in class.Teaching Aids:The multimedia and the b lackboardTeaching Procedur es:1.Ask more able students what they want to find out when they read. Write ‘Stress ’on the Bb Underline the particular syllables.and put the stress in the right place .2.Ask students to look at the rules in the tables .Explain to students the syllables highl ighted in bold are the syllables they need to stress.3.Ask more able students to underline particular syllables4.Tell students to read them again.5.Randomly pick studen ts and ask them to say a word.Listen car efully to check if they have got the seress in the cor rect place.6.Ask more able students to read the extra words or phases.。

I. Language points1.These people are famous for the great things they did.这些人以他们所做的伟大的事而著名。

be famous for…以……而著名be famous as…作为……而著名Columbus is famous as a brave explorer.2.He has been interested in flying ever since he took his first flight at the age of six.他从六岁时第一次坐飞机起，就开始对飞行感兴趣。

ever since 从……以来II. Grammar定语从句（Attributive Clause ）在复合句中充当定语的从句，叫作定语从句。

定语从句又称关系从句或形容词性从句。

定语从句修饰一个名词或代词，有时也可修饰一个句子。

定语从句通常置于它所修饰的名词或代词之后。

因此，这种名词或代词叫作先行词。

定语从句由关系词引出，关系词包括关系代词和关系副词。

关系代词有：that, which, who, whom, whose等；关系副词有：when, where, why等。

关系词除用于引导从句外，还代替先行词在从句中充当一定的语法成分，如：主语、宾语、定语或状语等。

关系词的选用，取决于先行词的意义和关系词在从句中的语法成分。

关系词在从句中起名词或代词作用则用关系代词，起状语作用则用关系副词。

在初中阶段，重点应掌握关系代词的用法。

关系代词是引导定语从句的第一类词，我们要知道它们的代替功能和句法作用。

关系代词可以代替先行词（被定语从句修饰的词），指人或物，并在从句中起主语、宾语和定语等作用。

功能代替人代替物代替人或物作用主语who which that宾语whom which that定语whose (of which) whose (of which)We don’t know the number of people who lost their homes in the 1906 earthquake.(先行词是people，主格关系代词who在从句中作主语)●Early European travelers to China took back to their own countries the seeds of fruit trees thatthey had not seen before.(先行词是fruit trees，关系代词that在从句中作宾语)●The man whom (that) you saw just now is our manager.(先行词是the man，关系代词whom在从句中作宾语)●Is there anyone here whose name is Wang Lin?(先行词是anyone，关系代词whose在从句中作定语)●The building whose roof we can see from here is a supermarket.(先行词是the building，关系代词whose在从句中作定语)●关系代词that可以代替一个是人或物的先行词，在定语从句中充当表语。

9B Unit 4 Great people(牛津英语教案)9BUnit4GreatpeoplewelcometotheunitDate:Step1warm-upactivities1ReadtheconversationbetweenEddieandHobo.checkunders tandingof‘invent’2Introducetheideaoffamouspeople.3.Asktwomoreablestudentstorole-playtheconversation.Step2PresentationAskmoreablestudents,2 AskstudentstolookatPartAandexplainthattheyarefamouspeople.andthengetstudentstowritethecorrectwordsunderthepic ture3Goaroundtheclasstocheckthatstudentshavewrittenthec orrectletters.4Askmoreablestudentstothinkofotherfamouspeople 5ReadthelistofwordsinPartBandcheckthatstudentsunders tandtheirmeanings.6ontheBb,nguagepointsStep3HomeworkLearnthelanguagepointsbyheart.2PreviewtheReadingPart.Notes:ReadingDate:.Revision1Reviewkeyvocabularyaccordingtothegeneralabilityoft heclass.Telltheclassaboutafamouspeople,afamousastro nautStep2Presentation1Dividetheclassintothreegroupsandallocateonearticle toeachgroup.whilestudentsskimthetextontheirown,askt hemtounderlinethewordstheydonotknow.Thengothroughth ewordsstudentshaveunderlined.2ontheBb,writetheheadings.Askeachgrouptogothroughag ainandfindwordsorexpressionstomatcheachheading.Invi testudentsfromeachgrouptocomeforwardandwritetheirwo rdsandexpressionsunderthecorrectheading.3writesomequestionsontheBbforstudentstocopyintheirb ooks.Presentation1Explainthecontextandcheckthatstudentsunderstandthe text.ThencompletePartB1inP56.Askstudentstoanswerthethem.2AskstudentstodoPartB1ontheirown.Encouragestudentst ochecktheiranswerwithapartner.Thenaskstudentstoread outatatime.3ExplainPartB2andaskstudentstofindeachdescriptionin thecorrespondingletter.askmoreablestudentstobriefly describeStep4Presentation1Dividetheclassintoteamsof4-5students.DoPartc1asaqu iz.Setatimelimit.2Askstudentstocorrectthefalsesentences.3ExplainthecontextofPartc2andcheckthatstudentsunder standtheidea.Acceptallreasonableanswers,.Step5LanguagepointsLearnLanguagepointsStep6HomeworkLearnthelanguagepointsbyheart.2PreviewtheVocabulary&GrammarPart.Notes:GrammarDate:Step1Presentation（GrammarPartA）1Tellstudentsthatadefiningrelativeclauseidentifiest henounbeforeit.Explainthatwecannottakeitoutofasentencebecauseitcontainsimportantinformati on.wecanuse“who““which“or“that”indefiningrelativeclause.Readtheexamplesonthepagean dinvitestudentstothinkofmoreexamples.2.ReadPartAStep2Presentation（GrammarPartB）1Itisagoodideatouseexamplesofdefiningrelativeclause,2Addoneortwostudentstoelicitexampleswithdefiningrel ativeclause.3AskstudentstocompleteinPartB1ontheirown.4AskstudentstocompleteinPartB2ontheirown.5AskstudentstocompletethesentencesinPartB3ontheirown andcompareanswerswithpartner.checkanswersorallywith theclass.6.GetthemtoactoutPartB3Step4LanguagepointsStep5DosomeexersicesFillintheblankswithwho,whom,which,whose,orthat..Aclockisamachine________tellspeoplethetime.2.Anurseisaperson________looksafterpeoplewhoareill.3.Thehouse________heislookingforisveryexpensive.4.Heistheperson_____________Imetintheparkyesterday.5.canyouhelpmefindtheperson________savedthegirl?6.Sheistheengineer_______workisconsideredtobethebesth ere.7.Theteam________wonthebasketballmatchisfromNo.27midd leSchool.8.Ihavelostthewatch_________myfathergavetometwoyearsa go.9.Theperson_____designswerethebestwasmr.king.correctthemistakesinthefollowingsentences..Imettheladyintheparkwhichshowedushowtocookdumplings.2.Hehastwosons,allofwhomaredoctors.3.Thewatcheswhichwasrepairedlastweekhavenotbeensentba ck.4.janeEvansisafamousdoctor,tothatthepresidentistalking.5.Thestudentwho’sfatherworksinyourcompanyissittingattheendoftheclassroom.6.Sheisthegirlwhomwaspraisedtheotherday.7.Shecan’ttellthereasonwhereshesoldthewatch.8.TheforeigntouristssaidthatHang-zhouwasthemostbeauti fulcitywhichtheyhadeverseen.9.Thisbook,thatonlyappearedayearago,hasbeentranslated intoEnglish.0.july7,1937isadaywhenthechinesepeopleandthejapanesep eoplewillneverforget.choosethebestanswer.Thisisthemountainvillage__wevisitedtheotherday.A.whichB.inwhichc.whereD.when2.Achild__parentsaredeadiscalledanorphan.A.whichB.hisc.whoseD.with3.ShethoughtIwastalkingaboutherdaughter,___,infact,Iw astalkingaboutmydaughter.A.whomB.wherec.whichD.while4.Thegentleman___youtoldmeyesterdaywasathief.A.whoB.aboutwhomc.whomD.withwhom5.Thedoctor___isleavingforAfricanextmonth.A.thenurseistalkingtohimB.whomthenurseistalkingc.whomthenurseistalkingtoD.whothenurseistalking6.All__isneededisasupplyofoil.A.thethingB.thatc.whatD.which7.Finally,thethiefhandedeverything___hehadstolentothe police.A.whichB.whatc.whateverD.that8.Achemist’sshopisashop___sellsmedicine.A.whoB.whichc.whereD.inwhich9.Thestudents___donotstudyhardwillnotpasstheexaminati on.A./B.whoc.whichD.they0.Hetoldusaboutthethingsandpersons____hemetduringhiss tayinginEngland.A.whichandwhoB.whichc.whoD.that`Step6HomeworkLearnthelanguagepointsbyheart.2PreviewtheIntegratedskillsPart.Notes:IntegratedskillsDate:Step1Presentation（IntegratedskillsA）1GetstudentstoreadPartA1andthendotheexecises2Invitestudentstotalkaboutmariecurie.3Playtherecording.Studentslistencarefullyandcomplet ethesenteneswithcorrectwordsinPartA3.4Askstudentstoreadout.Readthecompletedtexttocheckthecorrectanswers.5PlaytherecordingforPartA3andaskstudentstocomplete. Gothroughonpage65again.Readthecompletedtext.Step2Presentation（IntegratedskillsB）1closethebooksandlistentomewhileIreadtheconversatio n.Askstudentstorepeatthesentencesastheyhearthem.2Askstudentstopracticetheconversationinpairsandthen changeroles.Step3LanguagepointsStep4HomeworkLearnthelanguagepointsbyheart.2PreviewtheStudyskills,maintask&checkoutPart.Notes:PronunciationDate:Step1Presentation（Pronunciation）1Askmoreablestudentswhattheywanttofindoutwhentheyread.write‘Stress’ontheBbUnderlinetheparticularsyllables.andputthestressinth erightplace.3Askmoreablestudentstounderlineparticularsyllables 5Tellstudentstoreadthemagain,.Step2Languagepoints（Pronunciation）Notes:maintaskDate:Step1Presentation（maintask）1Explainthecontextofenteringawritingcompetitionofag reatperson.Ifpossible,findoutaboutsimilarwriting.2skstudentstolookatAmy’snotesinPartA.3Remindstudentsthatwhenwetakenotes,wedon’tneedtowriteincompletesentences---wejustneedtowritedownthekeywords.4Encouragestudentstouseavarietyofwordstoavoidrepetit ion.5AskstudentstoreadDaniel’sarticleinPartBontheirown.Thenaskgeneralquestionsto checkcomprehension.6AskstudentstowriteaagreatpersonusingtheirnotesinPa rtB,Amy’sarticleasamodelandtheplaninPartc.Step2Languagepoints（maintask）Notes:checkoutDate:Step1Presentation（checkout）1Tellstudentsthattheywillbeabletochecktheiruseofwho whichorthat.,adefiningrelativeclausetheyhavelearned intheunitbydoingPartA.2Askstudentstoreadthroughitandcompletetheconversati on.3Tellstudentsthattheyneedtoselectthecorrectwordstof itthecontextofthesentencesinthediaryentryinPartB.Se tatimelimit.Step2Languagepoints（checkout）Step3HomeworkLearnthelanguagepointsbyheart.2PreviewUnit2.Notes:。