九年级英语下册ppt

课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面是我精心整理的九年级英语课件，欢迎阅读，希望大家能够喜欢。

教学目标：

1.语言知识

(1)能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather。

(2) 能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.

(3)能理解字母组合ir, ur, er, or在单词中的发音及规则。

2.语言技能

(1)在具体的情境中，运用所学新词，描绘不同的天气情况。

(2)运用新句型和同伴交流和描述天气情况。

3.情感态度

感知大自然美丽的四季和千变万化的天气，了解相关知识，保护自然环境。

4.学习策略

(1)了解名词结尾加y构成形容词的构词方法。

(2)在小组学习中，培养自主、探究的学习策略。

(3)运用本课所学的语音规律，尝试拼读新单词。

5.文化意识

了解不同的地区有不同的天气变化。

教学重点：

1.能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather

2.能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.

教学难点：

在具体的情境中，运用本课描述天气情况的单词及句型谈论生活中的天气情况。

教学方法：

为了更好地实现教学目标，有效地突出重点、突破难点，我在教学中采取了合作式的教学方法。利用网络查找学习资料，充分调动学生学习的积极性、主动性和创造性，极大地激发他们学习英语的兴趣，让学生在实际交际运用中，主动地获取知识、发展能力，从而提高学生的听、说、读、写水平和自主学习意识。

教学过程：

1.课堂导入

通过小小预报员引出“天气”话题 教学伊始，点击网站上的小小预报员栏目，然后提出问题：“Do you want to be a reporter? Can you talk about the weather in English? ” 给学生设置任务“用英语谈论天气”，进而引出本课的语言主题“天气”。

2.学习新知

(1)复习snow，wind，rain，cloud，sun

首先利用网站中“单词袋袋裤”中的“温故”栏目出示天气图片，学生看图片猜单词，从而复习snow, wind ,sun ,cloud ,rain这几个单词，同时板书单词。

【设计意图：学生复习snow，wind，rain，cloud，sun几个名词，引出cloudy，rainy，snowy，sunny，windy的学习，并为对比名词和形容词做准备。】

整合点：运用网站展示图片使教学内容更直观、更形象，从而帮助学生更好的掌握有关天气的单词。

(2)学习新知snowy，windy，rainy，cloudy，sunny

T: Please look out of the window. The sun comes out. The weather is sunny. It’s warm.板书sunny,和sun对比。

学生小组讨论在snow，wind，rain，cloud的后面做怎样的变化形成本课所要学习的形容词。此时充分调动学生的学习主动性，小组派代表汇报结果，同时板书单词，之后通过网站中“单词袋袋裤”的“知新”栏目查找这些单词的汉意，教师指导学生进行单词的朗读。

【设计意图：学生通过比较，初步了解本课中的天气词汇与上一课学习的名词的联系。】

(3)通过网站自学第一部分

点击网站的“看图识天气”栏目播放课文第一部分的flash课件，学生结合具体情境进行一对一的跟读模仿。

【设计意图：通过一对一的跟读模仿，培养学生自主学习的能力。】

整合点：通过网站播放学习内容，将静态的文字转化成动态的情境，刺激学生的.多种感官，有利于学生更好的模仿和实践。

(4)填一填

通过“填一填”栏目，复习本课形容天气的词汇，学生输入答案，回答正确与否会有相应的提示音。

【设计意图：通过操练，培养学生正确运用天气词汇。】

(5)学习句型How’s the weather today? It’s _______.

学生先整体感知，自主学习网站上的视频对话，进行一点一说的学习，跟读对话。然后结合实际情况教师提问：“How’s the weather today?” “How’s the weather in (月份)?”师生对话、生生对话，充分练习此句型。

【设计意图：学生学会使用How’s the weather today? It’s ______.句式问答天气。】

整合点：学生通过网站的视频资源自主学习，充分发挥了学生的自主能动性。

3.巩固操练

(1)点击“智力大冲浪”栏目，出现相应的日期和天气情况，生生操练句型“What day is it?” “How’s the weather today?”

(2)然后点击网站中的“天气转转转”栏目，转出相应的城市天气，师生对话、生生对话，讨论此城市的天气状况。

【设计意图：在轻松愉快的气氛中，学生巩固运用本课描述天气的词汇和句型，做到学以致用，语言输出。】

整合点：利用网站，学生自己亲自操作电脑，师生对话和生生对话，使英语课堂变得丰富多彩，增加趣味性。

(3)找规律，学习字母组合ir, ur, er, or在单词中的发音

将这些不同字母组合的单词打乱顺序，学生将这些单词分类，然后指导学生读一读，找到规律后，尝试读新的单词。

【设计意图：通过找规律、总结，学生掌握字母组合在单词中的发音。】

整合点：学生在电脑上通过拖动完成单词分类，实现了人机互动，激发了学生的学习兴趣和参与热情。

4.自我展示

这节课我们学习了五个描述天气的形容词，但是在实际的生活中，天气情况远不止这些，学生通过网站拓展栏目查找foggy等更多描述天气的词汇，然后通过中国天气网，观察图片，选择某一城市结合之前学过的句型What day is it? What do you wear? 及本课新句型创编对话。

5.结束课堂

Homework:选一个季节，和同学或父母谈论这个季节的天气情况。

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack

能掌握以下句型：

① —This ring looks nice. Is it made of silver?

—Yes, and it was made in Thailand.

② What is it made of/from?

③ China is famous for tea, right?

④ Where is tea produced in China?

2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。

2. 情感态度价值观目标：

了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。

二、教学重难点

1. 教学重点：

1) 掌握本课时中出现的生词

2) 能够用英语描述及询问物品的制作材料

3）正确理解被动语态的用法及句子结构。

2. 教学难点：

理解被动语态的用法及句子结构。

三、教学过程

Ⅰ. Lead in

1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。

T: Who invented paper first?

S1: Can Lun invented it in Han dynasty.

T: What was paper made of then?

S2: It was mainly made of bamboo.

T: was it easy for people to make paper then?

S1: No, it was very difficult then.

T: What is paper made of now?

S3: It’s mainly made of wood, bamboo, and cotton.

…

Ⅱ. Presentation

1. Present the sentence structure, using the pictures on the big screen:

—What’s the golden medal made of?

—It’s made of gold.

—Is this table made of wood?

—No, it isn’t. It’s made of glass.

—Is Butter made from meat?

—No. It’s made from cream?

让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。

两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）

be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。

Ⅲ. Learning

1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.

Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf

e.g. This pair of chopsticks are made of bamboo.

This coin is made of silver.

Is this blouse made of cotton?

No, it isn’t. It’s made of silk.

What’s the fork made of?

It’s made of steel.

These pigs like grass very much.

a piece of leaf

Kolas like leaves.

2. Ss discuss with their partner and try to learn the new words.

3. Give Ss five more minutes to remember the new words.

Work on 1a:

Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.

What are these things usually made of? Match them with the materials. More than one answer is possible.

1. chopsticks

2. window

3. coin

4. stamp

5. fork

6. blouse

a. wood

b. gold

c. silver

d. paper

e. silk

f. glass

Check the answers with the Ss.

Ⅳ. Listening

1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.

Things Made of Made in

shirts cotton Korea

chopsticks silver Thailand

ring steel America

2. Let one student read the words in the box, Play the recording for the Ss to listen.

3. Ss try to listen and match the things with the material and here they were made.

4. Play the recording again. Let Ss check the facts they hear.

5. Check the answers

Ⅴ. Pair work

1. Read the conversation in the box in 1c.

2. Ss try to made conversations using the information in 1b.

e.g. A: Your new shirt looks very nice. Is it made of cotton?

B: No, it isn’t. It’s made of silk.

3. Let some pairs read out their conversations.

Ⅵ. Listening

Work on 2a:

T: Let’s listen to another conversation between Nick and Marcus.

1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.

(Let one students read the phrases in 2a.)

Listen and check ( √ ) the main topic of Nick and Marcus’ conversation.

____ the science museum

____ the art and science fair

____ environmental protection

____ a model plane

____ a beautiful painting

____ grass and leaves

2. Play the recording for the Ss to listen and check the phrases.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.

Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)

1) Where is the art and science fair?

_________________________

2) Do Nick and Marcus have to pay to go?

_________________________

3) What is the model plane made of?

_________________________

4) What is the painting made from?

__________________________

3. Play the recording again to check the answers.

4. Play the recording again. Let Ss fill in the blanks of the conversation.

Ⅶ. Pair work

1. Tell Ss to make a conversation using the information in 2a and 2b.

e.g.

A: What did you see at the art and science fair?

B: I saw a model plane.

A: What is it made of?

B: It’s made of steel, glass, and plastic.

2. Let Ss make their own conversations.

3. Practice their conversations in pairs.

Ⅷ. Role-play

1. Work on 2d

Read the conversation and complete the blanks.

1) Chinese _____________ tea both in the past and now.

2) _________ I know, tea plants _________ on the sides of mountains.

3) When the leaves are ready, they _______ by hand and then _______ for processing.

4) The tea ____________ and sent to many different countries and places around China.

5) People say that tea ___________ ____ health _____ business!

2. Read the conversations and Let Ss read after the teacher.

3. Explain some new words and main points in the conversation.

4. Ask Ss to role-play the conversation in groups.

X. Language points

1. What is the model plane made of?

What is the painting made from?

be made of与be made from 辨析

两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）

be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。

e.g. Glass is made of glass. 玻璃杯是由玻璃制成的。

The paper is made from wood. 纸是木头做的。

2. For example, Anxi and Hangzhou are

widely known for their tea.

widely adv.  广泛地；普遍地

wide (形容词) + ly → widely (副词)

e.g. Gas is widely used for cooking and heating.

天然气被广泛地用于做饭和取暖。

3. Where is tea produced in China?

produce v. 生产；制造；出产

英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植；

生产；生长”，但有所区别。

produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。

e.g. This region produces over 50% of the country’s rice.

这个地区出产整个国家50%以上的大米。

These trees can produce very good apples.

这些树能结出优质的苹果。

grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。

e.g. These plants grow from seeds. 这些植物从种子生长而来。

The villagers grow coffee and corn to sell in the market.

村民们种植咖啡和玉米好拿到市场上去卖。

plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。

e.g. How many trees have you planted this year? 今年你们种了多少棵树？

They planted tomatoes and carrots in their backyard.

他们在后院栽种了西红柿和胡萝卜。

3. For example, Anxi and Hangzhou are widely known for their tea.

be known for 以……闻名；为人知晓

be known for = be famous for

e.g. Suzhou is known for its beautiful gardens.

苏州以其美丽的园林而闻名于世。

be known as和be known for

be known as意为“作为……而著名”。be known for意为“因……而著名”。

根据句意用be known as或be known for的适当形式填空。

1) Han Han ____________ his writings.

2) As we know, Yao Ming __________ a basketball player.

Homework

I. Recite the conversation in 2d after school.

II. Translation.

1. 这个戒指是银制的。

2. 这种纸是由树木制成的。

3. 油漆是由什么制成的。

4. 杭州因其茶叶而为人知。

5. 据我所知，茶树被种植于山坡上。

教学内容：

九年级英语书面表达专题复习

教学目标：

1.指导学生掌握书面表达语篇结构的组织技巧。

2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。

3.培养学生在有限的时间内快速构思、罗列提纲的能力。

4. 指导学生小组合作评改学生习作。

教学重点：

1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。

2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力

教学难点：

1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。

2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法

教学方法：

自主学习，合作学习

教学辅助手段：

电脑(或实物投影仪)

学情分析：

1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。

从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。

2. 学生分析 我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。

课后反思：

本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的重要性。通过分析一篇学生的范文，让学生了解怎样去运用关联词，怎样去组织一篇文章，最后让学生根据提供的材料完成一篇习作，并互相评价，修改。

我认为本节课在以下几个方面处理得较好：

1. 课堂教学组织严谨，教学各个环节环环相扣，很流畅，由提问引出主题，通过比较学生习作认识到连词使用的重要，通过分析学生习作教学生学会怎么运用，最后进行实践。

2. 学生书信写作练习的设计比较新颖。从一位学困生的角度，用广州话说出对老师的感激，及今后的打算，容易引起学生写作的兴趣。

3. 考虑到本校学生生源的实际情况，写作任务经过了层层分解，从文章结构的构思，到语言的组织，时态的运用等给足了提示，使写作任务的难度降低了，让大部分学生都可以完成写作任务。

不足方面：因时间关系，学生写作的时间不太够，还有一小部分学生没有按时完成写作任务。习作的点评也不够时间处理，只点评了一篇习作，如果能找各个层次的学生习作进行点评就更好。

一份好的课件不仅可以让学生在课堂上学到知识，还可以让学生对英语产生强烈的兴趣。我为大家整理的九年级的下册英语课件，希望大家喜欢。

Language goal

In this unit students learn to talk about past events.

New language

Where did you go on vacation? I went to the mountains.

Where did they go on vacation? They went to New York.

Where did he go on vacation? He stayed at home.

Where did she go on vacation? She visited her uncle.

Did you go to the beach? Yes, I did. /No, I didn't.

Section A

Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last

Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.

Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.

Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.

1 a    This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.

Point out the numbered list of activities. Say each one again and ask students to repeat.

Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.

Check the answers.

1 b    This activity gives students practice in understanding the target language in spoken conversation.

Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.

Correct the answers.

1 C    This activity provides guided oral practice using the target language.

Point out the example conversation. Ask two students to read the dialogue to the class.

Say, Now work with a partner. Make your own conversations about the pictures.

Say the dialogue in the picture with a student. Do a second example, if you wish.

Then have students work in pairs. As they talk, move around the room monitoring their work.

Offer language or pronunciation support as needed.

2a    This activity gives students practice in understanding the key vocabulary in spoken conversation.

Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.

Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.

Correct the answers.

2b    This activity provides more listening practice using the target language.

Call attention to the chart. Ask a student to read through the names and activities listed.

Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the "Yes, I did." or "No, I didn't." blank after each activity.                                    |Play the recording the first time. Students only listen.

Point out the sample answer under Yes, I did in the first blank after the words "Nancy... go to Central Park?" Say, Did Nancy go to Central Park? Yes, she did.

Play the recording again. Ask students to put checkmarifl in the correct blanks.

2c    This activity provides guided oral practice using the target language.

Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.

As students talk, move around the room, monitoring the conversations and offering support as needed.

You may want to have a group of students present their conversation to the class.

3a   This activity provides reading and writing practice using the target language.

Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)

After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.

Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?

Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.

Correct the answers.

3b   This activity provides guided oral practice using the target language.

Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.

Say,Now work with a partner. Make your own conversations about the pictures.

Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.

Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

4.  This activity provides speaking practice using the target

language.

Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.

Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,

what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.

Have students interview their classmates about their vacation photo albums.

When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.

Have several pairs explain their choices of vacation destination to the rest of the class.

复习目标：

1、复习本模块的词汇短语，翻译本模块的重点句子

2、体会定语从句及其他重点句型

3、根据所学定语从句知识，选择引导词，并说明理由。

4、根据汉语意思，翻译简单的定语从句。

教学难点：

根据所学定语从句知识，选择引导词，并说明理由；分析句中定语从句的先行词，学会翻译定语从句。

教学过程：

一、自主复习

(一)、Work in pairs.

Go over the module, check each other. (6’)

1、Translate .

standardgeneralrecentlymenudifficultyfeelingsubject headmaster 授予获胜者 今晚 女衬衫 祝贺 的确 与…相比 朗读 使…不受

2、Translate into English.

1. 我认为你有获胜的机会。

2. 我感觉我们能解决这些小问题。

3. 他就是去年赢得摄影比赛的那个男孩。

4. 他们选择今年的课题是什么？

5. 我确信你有机会赢。

6. 今晚我很高兴来宣读摄影部赛的冠军们。

7. 这是一个身穿衬衫和裙子的美丽女孩，她正在保护着她的书不被雨淋。

8. 现在让我们欢迎我们的校长为获胜者颁奖。

9. 赢得自然主题的冠军是15岁的李炜。

10. 与往年相比，我们收到了更多的照片。

二、拓展

1.我们对今年的摄影比赛十分满意。

We were very pleased with our competition this year.

be pleased with是固定搭配，表示“对……感到高兴、满意”。

拓展：be pleased to do sth 乐意干某事

eg: （1）、我很高兴接受你的邀请。

I am pleased to accept your invitation.

我对你这学期的表现感到很满意。

（2）、I’m reallypleased with your work this term.

（3）、— What does your father think of your school report this term?

— The smile on his face shows he is ______ what I did in my study.

A. worried aboutB. sorry for

C. angry withD. pleased with

2.我肯定你有获胜的机会！

I’m sure you’re in with a chance!

be in with a chance是非正式英式英语，表示“有可能；有机会”。

拓展：be in with a chance of“有….的可能”

我认为我有可能获得这份工作。

I think I’m in with a chance of getting the job.

我认为我们很有可能打败他们。

I think we’re in with a good chance of beating them.

3.祝贺获奖者，并感谢所有参赛者。

Congratulations to our winners and thanks to everyone who entered the competition.

congratulations to sb. (on sb.)表示“（因某事）向某人表示祝贺”。 thanks to 表示“感谢” 后跟人； thanks for 表示“因……而感谢”

拓展： thanks to 还表示“幸亏、由于”，后跟人或物均可

Eg: Thanks to our teacher, we finished the work.

多亏了我们的老师，我们完成了我们的作业。

三、Read the following sentences of the attributive clauses(定语从句) ，experience (体会) the following sentencesin your group.

1.He’s the boywho won the photo competition last year.

2. The photowhich we like best in the City and People groupwas taken by Zhao Min.

3. A group of photoswhich show Beijing and Cambridge in Englandhas won the prize.

4. The onewho took photos at the school dance?

5. The personwho won the prize for the subject Natureis fifteen-year-old Li Wei.

6. It is a beautiful girlwho is wearing a blouse and skirt, andwho is protecting her books against the showers.

7. He Zhong manages to show how this great new band moves and sounds, and the good timewhich their fans are having.

8. …and thanks to everyonewho entered the competition.

填空

1. He’s the boy ______ won the photo competition last year.

2. The photo ______ we like best in the City and People group was taken by Zhao Min.

3. A group of photos _______ show Beijing and Cambridge in England has won the prize.

4. The one _______ took photos at the school dance?

5. The person _______ won the prize for the subject Nature is fifteen-year-old Li Wei.

6. It is a beautiful girl _______ is wearing a blouse and skirt, and _______ is protecting her books against the showers.

7. He Zhong manages to show how this great new band moves and sounds, and the good time _______ their fans are having.

8. …and thanks to everyone _______ entered the competition.

四、学以致用

I. Complete with which, that or who, more than one answer.

1The photos _________ you send should include some words about them.

2 The size of the photos ________ you take should be 9cm ×13cm.

3Students _________ enter the competition should be between 10 and 16 years old.

4 The last date _________ you should send your photos on is 30th November.

5 The lucky person _________ wins the competition will receive a new camera.

(3中如果表物的先行词前有最高级，序数词，或the only 修饰时用that不用which )

Ⅱ. 单项选择。

1. I still remember the college and the teachers ______ I visited in London years ago.

A. whatB. whoC.thatD. which

（注意：先行词既有人也有物时只用that）

2. — Look! That is the woman ______ I met yesterday.

— Oh? She’s my aunt.

A.whatB. whoC. whereD. when

3. Most students like the teachers ______ understand them well.

A. whichB. whoC. whereD. when

4. Liu Yang is the first Chinese woman astronaut ______ has ever traveled in space.

A. whomB. whichC. whoD. whose

5. There will be a flower show in the parkwe visited last week.

A. whoB. whenC. whatD. which

6. I hate people ______ talk much but do little.

A. whoB. which

C. whoseD. whom

III. Translate in English。

1. 正在写字的那个男孩是我的弟弟。

The boy who is writing is my younger brother.

______________________________________________________________

2. 我喜欢我妈妈给我买的这些书。

I like the books which my mother bought for me.

____________________________________________________________

五、Homework

1. 完善writing and speaking.

2.复习本课所学内容，整理好课堂笔记，掌握词汇、短语等。

3.预习M12单词。