九年级英语第一单元Section B and Self Check 解析及拓展( Section B and Self Check 解析及拓展
（一）创设情境，导入新课[Creat plots and scenses to guide the new lesson]
Review and consolidate the usage of the prepositions “by” and gerund, give the students a chance to think about their own learning skills and ways, encourage them to find out their difficulties in their English learning and give others some suggestions. So the teacher can teach section B using Task-based pedagogy. The teacher ask the students about the ways of their English learning, and ask them to find the difficulties in their English learning. The teacher show some pictures of project, some flashcards （about the difficulties in learning English）, and help the students to make simple dialogues with the students together.“How do you learn English?” “I learn English by...” “Do you have any challenges in learning English?” “Yes, I...” “Oh, I think you should…” Repeat and get the students to follow and understand the meanings of these sentences. Then ask the students to write down the difficulties of their English learning. Give the students some help when they finish the teaching task of part 1a-1b．
（二）自读感知，整体把握[Pre-read to apperceive and grasp the whole]
Review and consolidate the usage of the preposition “by” with gerund, help the students to find the challenges and solutions during their English learning and build up their confidence by finishing different tasks in section B．It’s designed by three steps: In 1a-2c, ask the students to find the challenges in learning English, and match the challenge with the solutions. In 3a-3c, reading and writing practice is designed according to the target language to consolidate the usage of the gerund and the infinitive. In part 4, an activity of making an interview about learning English is designed to review and consolidate the content learnt further.
（三）合作交流，解读探究[Cooperate and intercourse to unscramble and research]
The main content in section B is to talk about the challenges and solutions in learning English. At the same time, build up the students’ confidence and improve the way of English learning.
Step 1演示[Demonstration]
The teacher communicate with the students to review the target language and presents some key words about the challenges of English learning.
How do you learn English? I learn by...
What do you find difficult in learning English? I...
I think maybe you should…
Step 2活动[Activities]
Get the students to practice conversations to find their own challenges in English learning and write down these difficulties.
What do you find difficult in learning English? I...
Step 3交流[Intercourse]
Get the students work in groups to solve these difficulties. Learn to give others suggestions about English learning.
I can’t...I think maybe you should…
Step 4体验[Experiences]
1．Play the tape of part 2a, students listen and check the learning challenges, finish the teaching task of part 2a.
2．Play the tape of part 2a again and ask the students to match the challenges with the solutions according to the content they hear, finish the teaching task of part 2b.
Step 5活动[Activities]
Get the students to do pairwork, practice finding challenges and giving solutions in part 1a -1b and part 2a -2b, finish the teaching task of part 2c.
Step 6阅读[Reading]
Get the students to read the passage in part 3a and demand them to do True or False. Learn to build up the students’ confidence from this passage and finish the teaching task of part 3a.
Step 7应用[Application]
（1） Get the students to read the passage in part 3a again, underline the challenges and solutions in this passage, then write a letter based on the passage in part 3a.Finish the teaching task of part 3b.
（2） Get the students to write an article about the things that have helped them the most in learning English, demand them to say the details of the challenges and solutions. Finish the teaching task of part 3c.
Step 8报告会[Reports]
Get the students to interview three students in groups about the challenges and solutions in learning English to review and consolidate the target language they have learnt. Finish the teaching task of part 4．
Step 9活动[Activities]
Get the students to ponder their ways of learning English, the challenges and solutions, help them to build up their confidence and write an article about it.
要点直击[English notes]
1．I can’t pronounce some of the words.我不能正确读一些单词的音。
I can’t understand spoken English.我不懂口语。
I make mistakes in grammar.我在语法方面犯错。
【注意】①pronounce动词“发……音”“正确吐……音”。
②spoken形容词，口语的，口头的，spoken English口语。
（3）make mistakes犯错，出错，mistake是名词，“错误”的意思。
【点拨】（1）pronounce的名词是pronunciation（发音，发音法）。
（2）make a mistake/make mistakes犯错，同样的还有make a telephone call/make telephone calls打电话；此外，mistake还可用作动词“弄错”的意思。mistake sb for错把某人当作……
【应用】（1）I don’t know how to pronounce this word.我不知道怎么发这个单词的音。
（变成同义句）I don’t know the pronunciation of this word.
（2）I find it hard to understand spoken English.我发现理解口语是很难的。
（3）He made lots of mistakes in the exam.他在考试中犯了许多错。
（4）I always mistake him for his brother.我总是把他错当作他哥哥。
2．I don’t have a partner to practice English with.我没有一个练习英语的搭档。
【注意】a partner to practice English with练习英语的搭档，to practice English with是动词不定式作定语，修饰partner.
【点拨】动词不定式（to do）作定语，修饰前面的名词或代词。如果动词不定式中的动词和前面的名词构成动宾关系，且为及物动词，则不需加介词；但如果不构成动宾关系，则需加上介词；此外动词不定式中的动词如果是不及物动词，如果构成动宾关系，也需加上介词。
【应用】（1）I want something to eat.我想要吃点东西。
（eat和something构成动宾关系）
（2）You can use this pen to write with.你可以用这支钢笔写。
（write和pen不构成动宾关系，故需加上介词with.）
（3）There’s no place to live in on the earth.地球上没有住的地方了。
（live是不及物动词，和place构成动宾关系，故需加上介词in）
3．To begin with，she spoke too quickly.第一点，她说得太快了。
【注意】to begin with，首先，第一点
【点拨】begin动词，“开始”的意思；beginning名词，开始，开端，起点；at the beginning of“在……开始时”。
（1）begin at从……开始
Today we’ll begin at page 30，line 12．今天我们将从第30页第12行开始。
（2）begin with以……开始
They want to begin with the smallest country in the world.
他们想以世界上最小的国家开始。
【应用】I can’t come here at 5a.m.tomorrow morning to begin with, it’s too early and I can’t find a bus.明天早上五点我不能到这，第一点，太早了，我找不到公共汽车。
4．Later on，I realized that it doesn’t matter if you don’t understand every word.
随后，我意识到如果你不是每个单词都懂也没关系。
【注意】later on以后，随后，后来
【点拨】（1）later可以作late的比较级“更迟，更晚”的意思，see you later回头见。
此外later还可以用于表示“……时间后”，放在表示时间的名词后，two years later两年后。
（2）sooner or later迟早
later on后来，以后，表示相当长的时间以后。
【应用】（1）He came here later than me.他比我来得更迟。
（2）The radio says the sun will come out later.收音机说太阳稍后就要出现。
（3）First I lived in Shanghai, I moved to Beijing later on.
最初我住在上海，后来我搬到了北京。
5．I was afraid to speak in class, because I thought my classmates might laugh at me.我害怕在班上说（英语），因为我认为我的同班同学或许会取笑我。
【注意】①be afraid to do sth害怕去做某事。
②laugh at sb嘲笑/笑话/取笑某人。
【点拨】（1） afraid形容词，“害怕的”，一般不修饰名词，常用于be afraid of sth/sb （害怕某人某事）；be afraid to do sth, be afraid that 从句，恐怕……（表示委婉的说法）
（2）smile（微笑） laugh（大笑）laugh at（嘲笑，含有贬义）
【应用】（1）Girls are afraid of snakes 女孩们害怕蛇。
（2）I’m afraid to go out at night.我害怕晚上出门。
（3）I’m afraid that you are wrong.我恐怕你错了。
（4）Don’t laugh at others when they are in trouble.当别人处于困境时，不要取笑他们。
6．Another thing that I found very difficult was English grammar.
另一件我发现很难的事是英语语法。
【注意】I found very difficult（我发现很难的）是一个完整的句子来修饰前面的名词thing，是一定语从句。
【点拨】定语从句：一个完整的句子来修饰，限定前面的名词或代词，这样的句子叫做定语从句，前面的名词叫做先行词，连接先行词和宾语从句的词叫做关系代词，常见的有that，which，who.
【应用】（1）I know the boy who, is standing there.我认识站在那儿的男孩。
（2）That man who likes playing basketball is my uncle.那个喜欢打篮球的人是我叔叔。
（3）May I use your pen which, you bought yesterday?
我可以借用一下你昨天买的钢笔吗？
7．So I decided to take lots of grammar notes in every class.
所以我决定每节课记许多语法笔记。
【注意】take notes做笔记，做记录。
【点拨】（1）note可以用作名词“笔记，摘记”的意思。make/take notes做笔记；此外，note还可作“注意”的意思，make/take note of注意……
（2）note还可以作动词“注意，留心”的意思。此外note还可作“记下，记录”的意思。
【应用】（1）He is always busy taking notes in class.他上课时总是忙于记笔记。
（2） The policeman noted down every word I said.警察记下了我说的每一句话。
8．Now I am enjoying learning English.现在我乐于学习英语。
【注意】enjoy doing sth喜欢做某事，乐于做某事。
【点拨】like, enjoy, love都是动词，都可表示“喜爱”的意思。
（1）like是动词，“喜欢，爱好”指某人的爱好，常指对某人或某事表示出兴趣或喜欢。不带有感情色彩。后接名词、代词、动词ing形式（动名词）或动词不定式（to do）。
I like English.我喜欢英语。
I like playing/to play football.我喜欢踢足球。
（2）enjoy动词，“喜欢，乐于，享受……的乐趣”，强调某人从某事中获得快乐、乐趣，感情色彩不浓，后接名词、代词、动词ing形式，不能接动词不定式。enjoy oneself玩得高兴（愉快）。I enjoy reading.我爱读书。
（3）love动词“喜爱，爱”，强调某人对某事含有深厚的感情，感情色彩极其强烈，后接名词、代词、动词ing形式或动词不定式。
I love my parents.我爱我的父母。
He loves swimming.他热爱游泳。
此外，love还可以作名词“爱”。Send my love to your parents.代我向你父母亲问好。
【应用】（1）Love me，love my dog.爱屋及乌。
（2）When he was young, he liked to sing songs.年轻时，他喜欢唱歌。
（3）They enjoy playing（play）football at school.
9．My teacher is very impressed.我的老师（对我的进步）留下了深刻的印象。
【注意】impress动词，“使感动，给……深刻印象”的意思。
【点拨】impress（on）/（with）给予强烈影响，使留深刻印象
（1）I impressed on him the importance of his work.我使他知晓他工作的重要性。
（2）His words are strongly impressed on my memory.他的话深深地留在我记忆里。
（3）This book impresses me with beautiful pictures.
这本书以美丽的图片给我深刻印象。
【应用】He impressed on me with good manners.
他以很好的行为习惯给我深刻印象。
10．She had trouble making complete sentences.她在造完整的句子方面有困难。
【注意】have trouble（in）doing sth.在做某事方面有困难。
【点拨】（1）trouble可以用作名词，“困难，麻烦”。in trouble处于困难状况；ask/look for trouble（口语）自寻麻烦/自找苦吃；get sb into trouble使某人陷入困境。
（2）trouble还可用作动词“麻烦（委婉说法），使苦恼，担心”的意思，trouble sb to do sth麻烦某人干某事。
【应用】（1）What’s the trouble?什么事？
（2）I had no trouble finding his office.我毫不费力地找到了他的办公室。
（3）I’m sorry to trouble you.很抱歉打扰你。
（4）May I trouble you to pass me the book, please?麻烦你把书递给我好吗？
11．Xu Zheng learns by making up conversation.徐铮通过组成对话学习。
【注意】make up组成，构成
【点拨】be made of/be made from/be made up of这三个词组都有“由……构成”的意思。
（1）be made of由……构成，后接原材料，表示制成品中能够看出原材料。
（2）be made from由……构成，后接原材料，表示制成品中看不出原材料。
（3）be made up of由……构成（组成），后接组成部分，表示制成品由一个个独立的部分构成整体。
【应用】用made of/made from/made up of填空。
（1）This desk is made of wood.这张桌子是由木头制成的。
（2）Paper is made from wood.纸是由木材制成的。
（3）This class is made up of 20 boys and 15 girls.
这个班级是由20个男孩15个女孩组成的。
（四）应用迁移，巩固提高[Application and transfer, consolidation and improverment]
1．Sum up the ways of your English learning, find the challenges and solutions, plan your best way of English learning to improve your English. The teacher can also ask some students who do very well in learning English to give a talk about how to learn English. All these activities can help the students to find the best way of English learning and build up their confidence in learning English. At the same time, it can help the students to review and consolidate the target language that they have learnt in this unit.
Challenges
Solutions
The best way to learn
2．Help the students who did very badly in learning English to find their challenges and give them suggestions about how to learn English well. This activity can not only review and use the target language in this unit, but also further their emotions with each other.
（五）总结反思，拓展延伸[Summarize and ponder, develop and stretch]
小结[Summary]
The content of this unit is to learn to talk about how to learn English, the usage of the preposition “by” with gerund, and the gerund is used as a subject or an object in the sentence, find out the challenges and solutions in the students’ English learning, help them to build up their confidence in English learning.
讨论交流[Discussion and intercouse]
How do you learn English? Which are your challenges in English learning? How can you solve these difficulties? Which is the best way for you to learn English? The teacher can organize the whole class to have a discussion. This activity can help the students improve their English learning and build up their confidence. It can help the students to review and consolidate the target language in this unit.
应用[Application]
Organize an experience and intercourse meeting to help the students who did badly in English learning. Each student introduces the challenges they met and how they solved these challenges to show examples for the weak English learners and help these learners to find out challenges and solutions. This activity can not only help the students to use the target language in this unit, but also bring up the spirit of unity, brotherliness and mutually helping. It can help the students build up their confidence a lot.
反思[Pondering]
1．The students should grasp the structure of the preposition “by” with gerund, especially the outer forms and usage of the gerund. So the teacher can make a proper conclusion and classification for the grammatical rules in this section to help the students remember the usage of the gerund. The teacher should give the students enough materials to practice the usage of the gerund.
2．The topic of this unit is to learn to talk about how to study and learn the preposition “by” with gerund. The teacher shouldn’t neglect to help the students to realize the emotional target while he/she is making his/her teaching design. The teacher should help the students to find the challenges in their English learning and encourage them to find out these solutions. Helping the students to build up their confidence in English learning is one of the most important key tasks in this unit. This can not only practice the target language, but also help the students learn to have the best way of learning English so that they can build up their confidence and take an active part in learning English. On the other hand, it can manoeuvre the students’ enthusiasm in participating activities and make them talk in English fearlessly so as to provide them the chances for practicing and showing furthest and make them grasp the knowledge more easily and firmly.
点击中考
1．（2004南宁中考）Our country is going to______ another man-made satellite next year.
A．send up
B．put up
C．make up
D．open up
【点拨】选A。本题考查与up有关的几个词组。send up发射；put up举（挂起）make up组（构）成；open up开办。由题意可知为发射人造卫星，故选A。
2．（2004贵阳中考）“Mike and John, did you enjoy______ on Children’s Day?” “Yes, we did.”
A．myself
B．yourselves
C．ourselves
D．themselves
【点拨】选B。本题考查enjoy oneself（玩得高兴）这一词组，由题意“Mike and John”可知答案选B。
3．（2004兰州中考）She needs some paper to______.
A．write
B．write in
C．write with
D．write on
【点拨】选D。本题考查动词不定式作定语。如动词和前面的名词不构成动宾关系，动词后需加介词；且“在纸上写”介词应用on，故选D。
4．（2004兰州中考）We should not laugh ______ others when they are in trouble.
A．to
B．for
C．on
D．at
【点拨】选D。本题考查laugh at（嘲笑）这一动词词组用法，故选D。
5．（2004甘肃中考）“Who made a phone call for me just now, David?”
—“I don’t know, but it was a girl’s ______.”
A．sound
B．number
C．answer
D．voice
【点拨】选D。本题考查句意理解及“声音”的不同，由题意可知“是一个女孩的声音”，而voice是人发出的声音，故选D。
拓展
例1He was afraid ______ the bus so he got up very early.
A．of miss
B．missing
C．to miss
D．that missed
【解析】本题考查be afraid这一系表结构的用法。be afraid（“害怕”）可用于be afraid of sb/sth, be afraid to do sth以及be afraid+that从句这三种结构，故选C。
例2______ too much is bad for your health.
A．Eating
B．Eat
C．To eating
D．Eatting
【解析】本题考查动名词短语作主语这一用法。eat的动词ing形式为直接加ing，故选A。
例3We enjoy ______ very much.
A．swim
B．to swim
C．swimming
D．swimming
【解析】本题考查enjoy后接动词ing形式的用法。同样的有finish, practise等，swim的动词ing形式应双写m加ing，故选D。
例4This Reading Club is made ______ 20 students.
A．of
B．from
C．by
D．up of
【解析】本题考查“由……构成”这一搭配的区别。be made of能够看出原材料，be made from不能看出原材料，be made by sb被某人制造，be made up of由一个个独立的个体构成某个整体，由题意可知，选D。
例5Do you learn English ______ watching English - language videos?
A．to
B．of
C．by
D．at
【解析】本题考查介词by的用法。by+动词ing形式，表示“通过……手段（方法）”，故选C。
（六）课堂跟踪反馈[Tracking feedback in class]
Ⅰ.根据所给的汉语意思，用合适的词或短语完成下列句子
1．I don’t know how to pronounce（发……音）this word.
2．Did you make mistakes（犯错）in the English exam?
3．This work is a great challenge（挑战）for me.
4．It’s good for us to learn English well. But first of all（第一点）, we should learn English by heart.
5．I am afraid（恐怕）that he is out now.
6．Don’t laugh at（嘲笑）others who need help.
7．Now I can make complete sentences（完整的句子）in English.
8．It’s a secret（秘密）between us.
9．The rain will stop later on（随后）.
10．Those native（本土的）speakers talk too fast and I can’t understand them.
Ⅱ.从方框中选择恰当的词组填空，使所填的词组的形式符合该句的意思
make up, take notes, end up, write down, impress on
11．Sometimes taking notes can help us a lot.
12．Please make up your conversation with your partners.
13．Lucy, please write down these new words on the blackboard.
14．We often begin speaking in English but end up speaking in Chinese.
15．My parents impress on me the importance of studying.
Ⅲ.单项选择
（D）16．I find it hard to understand ______English.
A．speak
B．speaking
C．spoke
D．spoken
（C）17．He needs to have a partner to practice English______.
A．to
B．in
C．with
D．/
（C）18．She speaks so ______that I can’t understands her.
A．quick
B．quiet
C．quickly
D．fastly
（B）19．We decided ______English by making vocabulary lists.
A．learn
B．to learn
C．learning
D．learnt
（A）20．She had trouble ______model planes.
A．making
B．to make
C．make
D．in made
（A）21．Can you ______a sentence using this new word? Tell us loudly.
A．make
B．do
C．write
D．say
（B）22．It’s hard for me ______in the morning.
A．get up
B．to get up
C．of getting up
D．to getting up
（C）23．—We’re going to the park this afternoon.
—______.
A．Good time
B．Have good time
C．Enjoy yourselves
D．Enjoy playing
（A）24．I think you need more______.
A．practice
B．practise
C．practices
D．practises
（C）25．I don’t think it ______if you don’t understand every word.
A．mather
B．does matter
C．matters
D．is matter
Ⅲ.用所给词的适当形式填空
26．“May I speak to Mr Wang?”the speaker （speak）asked.
27．A week later （late） he went to Paris.
28．Then she started to write her own original sentences using （use） the words she was learning.
29．We are afraid to go （go） there late.
30．First （one）of all, it wasn’t easy for me to play football.
Ⅳ.按要求变换句式
31．It’s not easy to learn English well.（改成同义句）
Learning English well is not easy.
32．I think watching English-language movies can help a lot.（变成否定句）
I don’t think watching English-language movies can help a lot
33．We want to know how we can learn English well.（改成同义句）
We want to know how to learn English well.
34．I learn English by joining the English Club for a test.（就画线部分提问）
How do you learn English for a test?
35．He’s been learning English for 6 years.（变成一般疑问句）
Has he been learning English for 6 years?
Ⅴ.阅读理解
A good reader is very much like a driver. He must change his reading speed to fit what he is reading and what he is reading for, just as a driver does to fit the road situation（状况）.
A good reader may read at 1,000 WPM（每分钟……词）when he looks for a report in the library. But once he finds what he needs, he may slow down to 100 WPM. A good reader may read newspapers and story books at 600 WPM. But he may read his science or maths books at 150 WPM. Just as a driver has a wide change of driving speed, so a good reader has a wide change of reading speed.
（D）36．The writer thinks that a good reader can______.
A．read at 1000WPM
B．reads as fast as he can
C．spend more time reading
D．change the reading speeds as he need
（B）37．______decides the speed of reading.
A．How many books he is reading
B．What he is reading
C．Where he is reading
D．When he is reading
（D）38．A good reader may read fastest______.
A．when he reads newspapers and story books
B．when he reads something most useful to him
C．when he is trying to work out a maths has problem
D．when he is trying to find something for his report
（C）39．The word “once”in the passage means______.
A．one time
B．only
C．as soon as
D．at once
（D）40．Which is the best tide for this passage?
A．The Importance of Having Different Reading Speed
B．The Difference Between Driving and Reading
C．The Best Way of Fast Reading
D．Good Reader and His Reading Speed
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