九年级英语unit10翻译

2025-03-11

九年级英语unit10翻译（精选7篇）

1.九年级英语unit10翻译篇一

Unit 10 By the time I got outside, the bus had already left．

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 Procedures Step I Revision 1．

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．

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．

Step Ⅱ 1a First write by the time on the blackboard． and tell the class the meaning of it．

Say this sentence to the class: By the time the teacher came in, the students had begun reading English．

Tell them to note the structure “had begun” in this sentence． Begun is the past participle of begin． 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． 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，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． 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．

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．

Step Ⅲ 1b 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． 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． Step Ⅳ 1c 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 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 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．

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． 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 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． 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 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．

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． Step Ⅲ 2b Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets． 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． Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class． Step Ⅳ 2c 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． Step Ⅴ Grammar Focus 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． Ask the students to make sentences correctly using each form of the verbs in the box．

Check the answers． Step Ⅵ 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．

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． 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 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． Step Ⅱ 3a 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． Step Ⅲ 3b 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．

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 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 homework 1． Write the answers to the questions in Activity 3b． 2． Write a conversation in Activity 3c．

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． 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 Procedures Step I Revision 1． Revise the article in Activity 3a on page 70 by asking several students to read it． 2． Dictate some words and phrases: 3． Check the homework． Step Ⅱ 1a 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．

Get a student to read the sample answers to the class before they start say, Fool call also be a verb． Ask the students to complete the chart on their own．

Correct the answers by asking three students to read their answers to the class． Step Ⅲ 1b 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 Say something about April Fool’s Day to the students 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．

Read the instructions to the class．

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． Step Ⅴ 2b 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． 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 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 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．

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． 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 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．

Step Ⅱ 3a 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． Step Ⅲ 3b 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．

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． Step Ⅳ 3c

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．

Write a sample list on the blackboard: Next ask the students to write their jokes．

Ask some students to read their articles to the class． Correct as many of the articles as possible in class． Step Ⅴ 4 Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative．

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．

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 ⅥHomework 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．

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． 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 Procedures Step I Revision 1． Revise the contents in the three articles in Activity 3a on page 72 by asking some questions 2． Ask three different students to read the articles．

Step Ⅱ Part 1 This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．

Ask students to fill in the blanks on their own． Check the answers．

Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes． Step Ⅲ Part 2 Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．

Ask: What is happening to Ming? Get the whole class to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．

After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．

Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class． Step Ⅳ Part 3 Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group． The first one has been given as a model．

Ask some students to tell their answers to the class． Check the answers with the whole class． Step Ⅴ Just for Fun!Call the students’ attention to the cartoon pictures． Tell them to see what happens． Ask the students to read the sentences under the pictures together．

Then ask the children what is, funny about this cartoon． Help the students to answer like this: The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella． Step Ⅵ Homework 1． Revise all the language points in this unit．

2． Finish off the exercises on pages 36～38 of the workbook．

3． Make another more sentence with each verb below, rush, realize, invite, show up, stay up． 4． Rewrite the article．

2.九年级英语unit10翻译篇二

总体来说, 这次课堂教学实施比较成功, 达到了公开教学应有的效果。从询问职业开始, 然后通过幻灯片展示各种职业类型, 一直到谈论理想, 整个过程如行云流水, 连贯自然。遵循了面向全体学生、倡导体验参与、开发课程资源等课标理念, 初步培养了学生的交际策略、资源策略等意识。教学任务基本完成, 各层次的学生均有所得。此外, 英语学习氛围宽松、民主、浓厚, 师生情感交融极为成功。

一、课堂优点

1.采用多媒体教学, 形象直观、省时高效。放映关于各种职业的幻灯片, 能激发学生的兴趣, 减少学生对母语的依赖。将新授的语言内容制作成演示文稿, 相比在黑板上板书省时不少, 而且高效。

2.本节课从学生熟悉的句型入手, 引出关于职业的单词, 如teacher, student, worker等, 然后放映幻灯片展示新的职业类型, 如engineer, pilot等, 最后谈论理想:What are you going to be?并进一步讨论:How are you going to do that? 这样的教学流程既科学合理、严谨有序, 又符合学生的认知规律。

3.从旧知识的复习到新知识的呈现, 过渡自然, 富有逻辑性。教师设问:What do you do? What does she/he do?自然引出关于职业的单词, 进而学习新的职业类型。这样的衔接很巧妙、很自然。

4.生词的呈现与记忆很直观, 且多样化。开展了 “Do you have quick eyes?” “Can you remember well?” “中英文互译”等教学活动。

5.教师在教学过程中基本起到了引导者、指挥者的作用, 能够立足于学生的学, 充分调动其主动性、积极性。呈现完“What are you going to be when you grow up? How are you going to do that?”后, 随即提供Tina等人的信息并要求对话操练, 起到了很好的巩固效果。

6.在“Choose one of the situations below to make conversations with your partner.”中采用了任务型教学法和合作学习法。

7.学生积极主动, 发言踊跃, 师生配合默契。

8.作业设计紧扣重点、难点, 达到巩固知识、学以致用的目的。

9.教学节奏中速, 教学容量适中。

二、美中不足

1.教学重点不够突出, 主次不分明。重点是学习关于职业的生词, 还是掌握句型“What are you going to be when you grow up? How are you going to do that?”从教学现象来看无法判断。

2.学生语言输入后未能进行充分有效的输出, 使语言停留在知识状态而没有转化为能力。

3.学生自主学习的空间与时间均不足, 教学尚未充分体现教为主导、学为主体的思想。

4.听、说、读、写四会的基本原则没有很好地遵循, 且忽视了“写”的技能培养。

5.时间分配不够合理, 花在生词教学上的时间几乎等同于句型学习的时间。

三、个人建议

1.在直观呈现生词后, 应让学生通过大量的对话操练来巩固和掌握它们。因为单词是死的, 只有在语境中才能活过来。皮之不存, 毛将焉附!

2.句型“What are you going to be when you grow up? How are you going to do that?”的操练, 应分三个阶段:控制→半控制→全开放。具体做法是:让学生先练习演示文稿中的对话例子, 然后根据所提供的信息编对话, 最后发挥想象畅谈自己的愿望与打算。

3.生词教学控制在15分钟以内, 拿出25分钟的时间学习句型“What are you going to be when you grow up? How are you going to do that?”把教学重点放在这两个句型上。

4.多一些自主, 少一些灌输。注重精讲多练。

附:教师素质

1.仪表端庄大方, 精神焕发。教态亲切自然, 富有感染力。

2.口语准确流利, 能用英语组织教学。

3.课堂驾驭能力强, 有一定的教学机智。

4.专业素质比较扎实, 有良好的教学功底。现代教学技术娴熟。

3.九年级英语unit10翻译篇三

1. By the time I got outside, the bus had already left. (P76) 我到外面时,公交车已经开走了。

【解析】 “by the time + 从句”意为“当/到……时”,其中从句的谓语动词常为一般过去时,主句的谓语动词常为过去完成时或一般过去时。例如:

By the time I got to my hometown, everyone was out to meet me. 我回到家乡时,大家都出来迎接我。

By the time I got up, my mother had already gone to work. 我起床时,妈妈已经去上班了。

by后面接表示将来的时间或将来动作时,意为“到将来的时间或动作为止”,主句的动作谓语动词通常为将来完成时,状态谓语动词可为一般将来时; by后面接表示过去的时间或动作时,意为“到过去的某一时间或动作为止”,主句的谓语动词常为过去完成时或一般过去时; by now意为“到现在为止”,通常与现在完成时连用。例如:

By the time this letter reaches you, I will have left the city. 你收到这封信的时候,我就已经离开这个城市了。

By the time he was fifteen, he had built a house for himself. 到他十五岁时,他已经为自己建了一所房子。

By the time I realized that she was a reporter, she had already left. 等我意识到她是记者时,她就已经走了。

By now, we have learnt about 3,000 words. 到目前为止,我们已经学了大约3,000个单词。

2. I’m taking a shower! (P76) 我正在洗澡呢!

【解析】 take a shower相当于have a shower, 意为“淋浴、洗澡”。英语中经常用“take a + 名词”表示与名词意义相同的动词的动作。例如: take a walk散步, take a rest休息一下, take a look看一看, take a trip旅行, take a bath洗个澡, take a nap小睡一会儿(午觉), take a drive乘马车, take a seat坐下。切记其中的不定冠词a不能漏掉。

3. I started walking, but I knew I couldn’t get to school on time. (P78) 我开始徒步走,但我知道我不可能准时到达学校了。

【解析】 on time的意思是“准时、按时、正点”,其反义词是late。例如:

The plane took off on time. 飞机准时起飞。

You must always return your library book on time. 你必须经常准时归还从图书馆借的书籍。

而in time的意思是“及时”,其反义词是too late。另外, in time后面可接介词for, on time后面则不能跟介词for。例如:

I was just in time for the bus. 我正好赶上了那辆班车。

Please hand in your homework in time. 请及时交作业。

4. Luckily, my friend Tony and his dad came by in his dad’s car and they gave me a ride. (P78) 幸好我朋友托尼和他爸爸开车从我身边经过,他们让我搭了个便车。

【解析】 1) come by的意思是“从旁经过”,相当于pass through。此外, come by还有“获得、得到”的意思,此时其意相当于get。例如:

I saw them talking with each other when I came by the classroom. 我路过教室时,看到他们正在说话。

How did you come by that picture? 你是怎么得到那幅画的?

2) give sb a ride意为“让某人搭便车”。相当于give sb a lift或give a ride to sb。 ride在此用作名词。例如:

Mr Li gave me a ride in his car to Jinan last week. 上周李先生让我搭他的车去了济南。

His father often gives me a ride to school. 他爸爸常让我搭便车去上学。

“ride + 表示交通工具的名词”表示“骑/乘自行车、摩托车、马等”。若交通工具为bus, taxi, train等时,则用take, 不用ride。 “ride a bike to + 地点”相当于“go to + 地点 + by bike”。

5. I only just made it to my class. (P78) 我刚刚好赶上上课。

【解析】 only just意为“刚刚、恰好”,还可表示“几乎不”,常位于行为动词之前。例如:

They have only just watered these flowers. 他们刚刚浇了这些花。

He’s only just moved to London. 他刚刚搬到伦敦去住。

He only just caught the train. 他恰好赶上火车。

6. What happened to Dave on April Fool’s Day? (P79) 愚人节那天大卫出了什么事?

【解析】 happen to sb/sth意为“某人或某物发生了某事或出现某种情况”,多指发生不幸的事。 happen to do sth意为“碰巧发生某事”。 “It happens + (that)从句”表示“正巧、恰好”。此句式可换为“ happen + 动词不定式”结构。例如:

A bad accident happened to the family. 这家发生了不幸的事。

What happen to him, by the way? 顺便问一句,他后来怎么样了?

I happened to have met my father on my way home. 我在回家路上正好碰到了我爸爸。

It happened that she was busy then. (= She happened to be busy then.) 她碰巧当时正忙。

I happened to be out when he called. 他来访时,我恰巧不在家。

4.九年级英语unit10翻译篇四

Unit 4I used to be afraid of the dark.李文是一个很平常的十五岁男孩，他学习用功，并且成绩很好。很难相信在他和父母的一番对话之前，他曾是一名“问题学生”，而这次对话改变了他的思维方式。李文生活在四川的农村。小时候，他很少会制造什么麻烦，父母都为他而感到自豪。然而，在他的父母去广州工作之后，他的生活变得更加困难，他不得不搬去和奶奶一起住。

李文开始给自己和家人制造各种问题。他不再对学习感兴趣，经常逃课，并且考试不及格。最后，他的父母决定送他去寄宿学校，李文不再和奶奶住在一起。他在学校里学习、吃饭、睡觉，他很讨厌这种生活。在学校里有太多的规则，而他总是在违反各种规定。一天，他告诉老师他想离开学校。甚至连老师也同意李文是在浪费时间。

校长建议李文的父母和儿子谈一谈。他的父母坐了四十个小时火车，然后坐了五个小时汽车回到了家乡。令所有人吃惊的是，这次的谈话改变了李文的一生。“这正是我所需要的，”李文说：“我的父母帮助我意识到他们曾对我付出了多少，他们也告诉我虽然他们不能在身边照顾我，但总是在想着我，对我所做的每一件好事而深感自豪。在那个时候，我就决定了要改变。我意识到因为父母的离开，我害怕孤身一人，于是就尽量要让父母更多地关注我。”现在，李文真的已经改变了。他学习很努力，是班上最好的学生之一。父母的爱使他对自己感觉很好。李文说：“父母的守候对于孩子来说是非常重要的。”

5.九年级英语unit10翻译篇五

6.九年级英语unit10翻译篇六

Unit3 课文翻译：休闲时间随着工作时间的越来越短和假日的越来越长，如何度过休闲时间已经成为一个热点话题。作为个人在业余时间进行的活动，休闲具有以下功能：放松、消遣和娱乐，以及个人发展。这些功能的重要性因各人的工作性质和生活方式而不同。休闲的具体用途因人而异，甚至同样的休闲活动各人做起来也可能功能不同。休闲时间的利用往往表现出一个人的品位、价值、兴趣和个性。有些人喜欢文学、巫术和艺术等人文学科，他们也许对电影、电视感兴趣，另一些人参加运动、政治、志愿工作或者在家做喜欢的事情，还有一些喜欢聚会或者旅游。我们的好恶、品位、喜好决定了我们是选择看书、看电影、露营或某种文化追求，这又同社会环境和学习经验有关。我们从来自家庭、学校、工作和大众传媒的事物中获得各种兴趣。基本上这种态度就意味着休闲是生活的重要部分，相信休闲能够并且应该得到充分利用。显然，人们在休闲时间所做的一切使他们能够满足他们的愿望。这能有助于导致一种自我更新和更加“平衡”的生活方式。因此，利用好休闲时间能使我们的生活丰富多彩，也非常有益。

Unit4计划旅程计划一次旅程并非是一个假期中最令人愉快的时候。旅行计划将涉及投入大量时间来 9 搜寻机票的费用，安排交通工具、住宿及整理行李。以下是一些有益的提示。不要预定你所找到的第一个航班。如果你要去国外旅游并且需要预定机票，不要预定你所找到的第一个航班。如果你想要找到便宜的机票，你需要对比各个航班的价格。上网查询或打电话到航空公司去看看你所能找到的最便宜的交易。网络上有很多打折机票和便宜的机票。如果你不花费点心思，结果你可能要比本应该花的多花几百美元。查找更多关于旅游目的地的信息。你需要调查你感兴趣的旅游目的地的信息。而且，你也应该找出一年中最适宜的时候去旅行（你不会想在雨季时去巴黎旅行吧）。找出天气最好的时候并把你的旅程大致定在那些月份。恶劣的天气能立即使你那令人兴奋的旅行变成呆在房间里观看外国电视节目的一周。不要等到最后时刻才去整理行李。行李整理几乎总是旅行计划中的最后一项工作。但是你不应该等到出发的前一天才开始整理打包。你应该至少提前一周时间开始打包。为何呢？因为你不会想在你出发前熬夜整理行李并把自己累垮吧。而且，提前整理你还可以避免遗忘一些重要的物品。旅行计划耗时、耗力，还得具备一定的常识。如果你不正确地进行计划的话，甚至还没出门，你的旅行就泡汤了.Unit6 英国的运动英国人是竞技运动的爱好者。他们不仅喜欢打球和看比赛，而且喜欢谈论和思考它们。英国特有的运动是板球。许多运动虽源于英国，但在其他国家却很盛行。板球则不同，它只在英联邦国家广泛流行，如澳大利亚、印度。多数英国的中学都设有运动场地。男生们通常在冬季踢足球，在夏季一般打板球；而女生们在夏季打网球和一种垒球，在冬天则是打曲棍球。有趣的是很少人对篮球感兴趣。比较社会化的成人运动是高尔夫球和网球，打这种球的人很多。高尔夫球场还是重要的商业交往中心，例如，像银行经理一样的人就很喜欢打高尔夫球。此外，网球俱乐部也随处可见，每个镇上的公园里都有网球场，人们不用花太多钱就能打一场网球。英国人也喜欢观看赛马比赛。大多数的赛马比赛都在工作日和工作时间里举行。每天全国各地都有人在当地的赛马比赛上赌一把。虽然英国人那么热衷于观看赛马，但他们对人类的赛跑却不感兴趣。英国是很多现代最流行运动的故乡。今天，英国人也许在世界比赛的各个项目中水平一般，但他们却很在意“运动的精神”。

Unit7课文翻译：谁是比尔· 谁是比尔·盖茨设想一下，你发现自己的学校刚刚购置了一种最棒的玩具，而你得到允许可以在课余时间去玩它，这一定是许多孩子的梦想。再设想一下，你在玩这个玩具的过程中成长，而它竟帮助你成为世界首富。这些梦想都在比尔·盖茨身上实现了，他已经成为全球计算机领域中最知名的人士。在中学时代，他敏锐地解开了计算机编程的秘诀，并运用这种技能创办了微软公司，这家公司现已成为全球生产个人计算机软件的领军企业。比尔·盖茨是一位精明聪慧的企业家，而且微软公司的巨大成功使他成了一位富有影响的大人物。尽管如此，当有人向他询问成功秘诀的时候，他总说这是由于自己的运气好。然而，使一位年轻人从一间不通风的小屋，屋里只有一台嘎吱乱响的计算机，来到了在世界 56 个国家拥有 20,000 名员工的公司总部，这其中不仅仅是运气所致，而是蕴藏着微软和比尔·盖茨成功的奥秘。比尔·盖茨一生都在冒险，而且通常能够从中获益。在上学时逃课——后来在大学阶段辍学——他将自己全部身心都投入到了计算机编程中。正因为如此，他在计算机业迅猛发展之初就确立了自己的强势地位。后来的一些决定，如将微软的职员、资金和时间全部投入开发“视窗”系统，也收到了良好的效果。但就连比尔·盖茨本人也并不鼓励年轻人以辍学的代价去赌博一番。的确，他冒了这样的风险，但最终是勤奋的工作将这种冒险转化为了财富和成功。

Unit8 课文翻译：无处不在的博客现象近来，一种新的现象正在改变我们的政治、商业和社会生活——它就是网络日志，或者简言之，博客。这些数以百万计的网上日志几乎瞬间就可以与读者见面，它们相互连接，形成了一个关于个人与商业活动、有共同兴趣爱好者及持不同政见者的巨大的网络结构。这其中的大量信息有好也有坏。据《商业周刊》和其他的一些报纸杂志称，网络日志是自因特网本身出现以来信息世界出现的最有影响力的新生事物。博客正在给几乎所有的商业活动带来彻底的调整。在这个变革不断加速的时代，博客对于商业活动来说已不再是一门选修课，而是一个必需的前提。现在，网络上有数以百万计的博客，而且每天又有 4 万个新博客出现。许多博客都包含超链接，或者以带有下划线的地址形式出现的超链接，一旦点击它，就可以把读者引导到新的网页。关于博客的一个有趣的事实是，人们不需要等待几天甚至几周才能见到它出版，大多数的博客瞬间就可以与读者见面，通常所需要的时间不到一个小时，当然这取决于是否有监控。在一个新消息发布的几小时之内，有时甚至是几分钟之内就看到关于它的评论真是有 39 趣的经历。当古登堡（铅活字印刷机的发明者）发明印刷机之后，他使出版商得到了解放。但是当蒂姆·伯纳斯·李（网络之父）创建万维网以来，人们都说他使读者获得了解放。通过创造了最民主、最便捷的出版形式之一的博客，因特网时代赋予了读者前所未有的能量。因特网——更确切地说是因特网上的博客——意味着比以往任何时候都多的普通读者自己正在成为出版商和记者。

Unit9课文翻译：辣妹与小贝大卫·贝克汉姆是足球世界的王者，但这都是他的妻子维多利亚的功劳。作为前“辣妹组合”的一员，维多利亚使贝克汉姆从一个足球运动员转变成了世界瞩目的焦点。甚至现在他离开曼联队，到了皇家马德里，而没有去巴塞罗那和米兰队，也是因为她。“辣妹”是维多利亚的代名词。柯林斯词典中甚至有一个术语叫做“Posh and Becks”（维多利亚和贝克汉姆）。在遇到维多利亚·亚当斯之前，贝克汉姆是曼联队一位长相英俊、前途光明、受人欢迎的球员。但仅此而已。自从他们在 1999 年结婚之后，他已经成为英国有史以来最有名的球员，甚至有人认为他是这个国家最有影响力的男人。“当他们在一起时，维多利亚显然是两人中更受欢迎的。” 英国沃里克大学的体育专家安德鲁·帕克说道，“显然，她把他带进了一个新的社交圈，而在忽然之间，他成了位居前列的名人。” 大家相信，在“贝克汉姆宫”的高墙和铁门后，一切还是维多利亚说了算。当他们的小儿子布鲁克林在 2000 年生病的时候，贝克汉姆离开了集训地回去照顾他，这导致了他被球队除名。很多人都确定是维多利亚让她丈夫呆在家里的。今年的美国之行中，维多利亚极力把自己的丈夫推到美国公众面前。要不然，当他们在停车场遇见他时就会认不出他来。维多利亚看起来处于次要地位，但她仍旧在“辣妹—小贝”工程中掌握着方向盘。

Unit10课文翻译：告别“拖拉” 告别“拖拉” 不要拖拉我们都曾有过拖拉的时候。然而，拖延我们知道应该做的事就会染上一个坏习惯。当你等到最后一分钟才去打扫房间、练钢琴或做作业的时候，你就只能匆匆了事。通常，结果是丢三落

7.九年级英语unit10翻译篇七

1. We dont believe what you say; it is only a h____.

2. “Dont make a j____ with me,” the teacher said.

3. The headmaster a____ that the sports meeting is beginning.

4. The story has a wonderful e____.

5. I saw the new student once, but I cant d____ what he is like.

Ⅱ.单项填空

1. ____ join us in the game?

A. What notB. Why notC. Who toD. How do

2. ——How about going hiking this weekend?

——Sorry. I prefer ____ rather than ____.

A. to stay at home; go outB. to go out; stay at home

C. staying at home; go outD. going out; stay at home

3. ——I dont know if his uncle ____.

——I think he ____ if it doesnt rain.

A. will come; comesB. will come; will come

C. comes; comesD. comes; will come

4. This story happened in the small mountain village ____ we visited last month.

A. whereB. in whichC. in whereD. that

5. The girls and the boys were dancing ____ the music played by the computer.

A. toB. onC. atD. with

6. The enemy finally ____ after the battle.

A. gave outB. gave inC. gave offD. gave up

7. ____ I got up, my father had gone shopping.

A. By the timeB. In the time

C. At the timeD. Among the time

8. Mother said that cooking ____ much time every day.

A. paidB. spentC. costD. took

9. ——What do you think of the cake?

——It tastes ____.

A. happyB. wellC. fineD. nice

10. The other day I saw her in the street. I didnt ____ hello to her

because she was walking with her boyfriend.

A. sayB. talkC. speakD. tell

Ⅲ.用括号中所给动词的适当形式填空

1. On which channel ____ (be) the TV play ____ (show)?

2. This story ____(happen) in the nineteenth century.

3. This kind of clothes ____(sell) well.

4. Wow, the soup ____(taste) so nice.

5. ——What ____(be) tractors ____(use) for?

——Farming.

6. Bill made quite a few mistakes in his homework. He ____(tell) to do it again in the classroom after school.

7. In their school they ____(not learn) Japanese.

8. All these cars ____(make) in China.

9. ——Whats wrong with my computer?

——I think it needs ____(mend).

10. In our class English ____(like) by everyone.

Ⅳ.补全对话,其中有两项为多余选项

Susan—S Peter—P

S: I started training when I was about nine. At first, only for about an hour every day.

P: __1__

S: Thats right.

P: Do you enjoy training?

S: Oh, yes!I love it. __2__

P: What about school?

S: __3__

P: Is it difficult to train so much and do your school work?

S: __4__ I stop going out with my friends so much. Now I have more time to train.

P: What do you do in your free time, Susan?

S: Free time? __5__

A. So I have to give one of them up.

B. Whats that?

C. I hate doing homework. But schools OK.

D. I really love swimming.

E. But now you do five hours every day.

F. I usually watch TV.

G. Yes, but its not impossible.

Ⅴ.完形填空

The big firework

Last night, while I was waiting in the car to be driven to my grandparents house, I saw a man setting off fireworks(烟花). These fireworks were neither big nor beautiful. They were so __1__ that they could be blown out by a very light wind. The fireworks did not go off very well. __2__ the yard was so dark and unpleasant, the fireworks could __3__ attract people. I watched for about five minutes.

Another man also came to set off fireworks. His fireworks were very bright and colourful. They made the __4__ so bright that it could have been daytime. Many passers-by __5__ to enjoy them. No one was interested in the small fireworks then.

Most of the people in the yard took no notice of the small fireworks __6__ the big ones started. The small fireworks were like people whom no one has heard of—only a few __7__ them. But the big fireworks were like those with great honour to their name. Everyone watched them with respect.

Many people __8__ to be big fireworks, not small ones. But remember, you __9__ to work hard when you are young if you __10__ want to be the big fireworks.

1. A. lightB. lowC. shortD. small

2. A. AndB. AlthoughC. InsteadD. Or

3. A. justB. almostC. evenD. still

4. A. roomB. yardC. houseD. home

5. A. leftB. hadC. movedD. stopped

6. A. ifB. onceC. unlessD. while

7. A. observedB. watchedC. noticedD. caught

8. A. wantB. chooseC. hateD. decide

9. A. manageB. tryC. haveD. offer

10. A. actuallyB. luckilyC. suddenlyD. really

Ⅵ.阅读理解

(A)

A man was walking around a lake， and he saw a fisherman（钓鱼人）standing beside the lake with a mirror（镜子）.

“What are you doing？” he asked.

“Im fishing,” answered the fisherman.

“With a mirror?” the man asked again.

“Sure， its a new invention. Im going to make a fortune（运气），” answered the fisherman.

“Could you tell me how it works?”

“OK， but itll cost you a hundred dollars.”

The man wanted to know it， so he gave the fisherman the money. “Now show me how it works,” he said.

“Well，” the fisherman said， “now I am aiming（瞄准） the mirror at the water， and if a fish goes by， Ill direct the ray（射线） of the sunlight toward its head. Then the fish will be puzzled（迷惑） and then Ill catch it.”

The man was surprised， and asked， “You do mean to tell me that how you fish. How many have you caught?”

“You are the fifth today!” answered the fisherman.

根据短文内容选择正确答案

1. The fisherman used a____to fish.

A. mirror B. basketC. fortuneD. stick

2. The fisherman thought he could ____ with a mirror.

A. make an inventionB. make a fortune

C. catch a lot of fish D. watch the fish in the lake

3. The man gave the fisherman ____ before he told him how it worked.

A. nothing B. one hundred dollars

C. a fish D. a mirror

4. The fisherman ____.

A. was good at fishingB. liked fishing

C. was good at making moneyD. liked making some inventions

5. The fisherman got at least ____ that day.

A. 100 dollars B. 100 fishC. 5 fishD. 500 dollars

(B)

Mary was an operator（接线员） 911 in Los Angeles. One Thursday morning， she was surprised to get a call from a young child who said，“Mom my ill， Mom my ill，” again and again. Mary hurried to find the address of the call. She called the police， in a minute， the policemen and doctors arrived at the house. They broke the door open， they couldnt believe their eyes. The little child was so young that maybe she could not walk！She was sitting beside her mother and holding her mothers hand. Tears（眼泪） were running down her face.

The doctors gave the woman some medicine and soon she woke up. Later， she told people， “Everyone was surprised that my daughter could call 911. One Monday I tried to teach her how to call 911， but she couldnt do it.” Mary was surprised， too. “Its the first time Ive seen a two-year-old child call 911.

1. What did Mary do every day？____.

A. She answered the telephone calls

B. She talked with the policemen and the doctors

C. She played with the children

D. She dealt with emergencies（紧急情况）

2. How did she feel when she answered the little girls call？____.

A. She was worriedB. She was sorry

C. She was surprised D. She was happy

3. How did the police and the doctors get into the house？ ____.

A. They went in through the windows

B. They broke the door open

C. They didnt go in

D. The women was outside. They didnt need to go in

4. How could the little girl learn to call 911？____.

A. She learnt it by herself

B. She called it by chance（偶然地）

C. Her mother taught her one Monday

D. Her mother often taught her

5. How old was the little girl？____.

A. Only two

B. She was nine

C. She was five

D. She couldnt walk， so she must be less one

(C)

Once there were five beggars(乞丐). One was English, one Turkish(土耳其人), one Greek(希腊人)， one was an Arab(阿拉伯人) and one was Persian(波斯人). One day they met and decided to stay together, sharing(分享) what they had and helping each other in times of trouble.

Soon a man passed them in the street and gave them a coin(硬币). They talked about what to do with it. At last they decided to buy something to eat.

“Lets buy some grapes(葡萄)!” said the Englishman, but the Turkish wanted “uzum”, the Arab “aneb”, the Greek “stafelea”, and the Persian insisted on(坚持) “angur”. They did not understand each others language very well. Soon they were quarrelling(争吵) and even fighting.

While they were fighting about how to spend the money, a stranger came along. He knew all five languages. He asked them why they were fighting. After they told him, he said. “Give me your coin. I will buy what you wish.”

He was soon back with a bunch(串) of grapes. Each beggar was happy, as each had what he had wanted.

根据短文，选择正确答案

1. Why did the beggars decide to stay together? ____.

A. They felt lonely

B. They were good friends

C. They came from the same country

D. They hoped they could help each other in times of trouble

2. What did the Arab want to buy? ____.

A. Apples B. Pears C. Grapes D. Bananas

3. Why were they fighting? ____.

A. They were not friendly

B. They did not know they wanted the same thing