Unit 6 When was it invented？Section B(1a—1e)课件 (新版)人教新目标版
Unit 6 When was it invented？ SectionB3a-SelfCheck课件(智能版推荐)
Exercise
一、用所给词的正确形式填空。 1.He is a _C_a_n_ad_i_a_n__ (Canada) doctor. 2.Yang Liwei is one of the national ___h_e_r_oe_s__(hero). 3.The temperature in the world has ___r_is_e_n___ (rise) these years. 4.Nobody can stop me from __c_re_a_ti_n_g__ (create) a new game for children.
3b Imagine you are a business person. Write
a description of your new invention. Try to sell the invention to the class.
This special pen was invented by Liu Jie. It has three colors and is used for ...
Unit 6 When was it invented? The Fifth Period
Section B (3aetell the story using the mind map below.
Game
Development
Popularity
3a Think of something that you do not like doing.
Self Check
1 Complete the passage with the correct forms of the words in the box.
invent doubt mention website all of a sudden
人教版英语九年级全册Unit6WhenwasitinventedSectionB(2b2d)教学设计
（五）总结归纳
1.教学活动：总结反思
-教师引导学生回顾本节课所学的新词汇、语法和阅读听力技巧。
-学生分享他们在学习过程中的收获和困惑。
-教师针对学生的困惑给予解答，巩固所学知识。
2.教学活动：布置作业
-教师布置与本节课相关的作业，如词汇填空、语法练习、阅读理解等。
在教学过程中，我还将注重以下几点：
-创设互动式课堂环境，鼓励学生主动参与，提高他们的学习积极性。
-实施个性化教学，关注每个学生的学习进度和困难，提供有针对性的指导。
-结合信息技术，如在线学习平台、教育软件等，丰富教学手段，提高教学效率。
-定期进行形成性和总结性评价，及时了解学生的学习情况，调整教学策略。
二、学情分析
九年级的学生在经过前两年的英语学习后，已经具备了一定的英语基础，包括词汇、语法和阅读能力。在此基础上，他们对一般过去时态的掌握以及对科技发明相关话题的兴趣都为学习Unit 6 "When was it invented?"奠定了基础。然而，学生在阅读长篇文章、理解复杂句子结构和运用高级词汇方面仍存在一定难度。此外，学生的听说能力尤其是听力技巧和口语表达能力有待进一步提高。因此，在教学过程中，教师应关注以下几点：
-播放一段关于发明创造的短视频，激发学生的兴趣。
-视频结束后，教师提出问题：“What do you think is the most important invention in history?”
-学生回答问题，教师引导学生思考发明的价值和意义。
（二）讲授新知
1.教学内容：词汇和短语
-教师通过PPT展示本节课的新词汇和短语，如"invent", "electricity", "generate", "pioneer", "contribute to"等。
人教版九年级英语全册Unit6WhenwasitinventedSectionB2a2e优秀教学案例
四、教学内容与过程
（一）导入新课
1.开场白：以一个引人入胜的故事开始，如：“Once upon a time, there was a brilliant inventor who changed the world with his creations. But do you know who invented these inventions? Today, we are going to learn about the past passive voice and how to talk about the invention of things.”
3.创设故事情境，引导学生通过故事来练习一般过去时的被动语态，如：“Once upon a time, a scientist discovered a new medicine that could cure cancer. But unfortunately, he didn't invent it himself. Who invented it? It was invented by his assistant.”
（四）总结归纳
1.归纳要点：引导学生总结一般过去时的被动语态的构成、用法和注意事项，如：“Can you summarize the key points about the past passive voice?”
人教版九年级英语《Unit 6 When was it invented？》Section B教学设
人教版九年级英语《Unit 6 When was it invented？》Section B教学设计1一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section B主要介绍了与发明和创新相关的内容。
本节课的主要语言点是过去式的被动语态，学生需要通过学习了解过去式的被动语态的构成和用法。
同时，本节课还涉及到一些与科技发展相关的词汇和表达方式，如：telephone, television, computer, Internet等。
本节课的话题贴近学生的生活，能够激发学生的学习兴趣和积极性。
二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇知识，具备一定的听说读写能力。
但是，对于过去式的被动语态，部分学生可能还不太熟悉，需要通过练习来巩固。
此外，学生对于科技发展的了解程度不同，需要在课堂上进行适当的引导和拓展。
三. 教学目标1.知识目标：学生能够掌握过去式的被动语态的构成和用法，正确运用过去式的被动语态进行表达。
2.能力目标：学生能够听懂、会说、会读、会写与科技发展相关的词汇和表达方式。
3.情感目标：学生能够激发对科技创新的兴趣，增强对科技发展的认识。
四. 教学重难点1.重点：过去式的被动语态的构成和用法。
2.难点：过去式的被动语态在实际语境中的运用。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设各种情境，帮助学生理解和运用过去式的被动语态。
3.交际法：通过小组讨论、角色扮演等形式，提高学生的口语表达能力。
六. 教学准备1.教学PPT：制作与本节课相关的内容，包括文本、图片、视频等。
2.教学材料：准备与科技发展相关的小故事或新闻，用于拓展学生的知识面。
3.录音设备：用于播放听力材料。
七. 教学过程1.导入（5分钟）利用图片或视频展示一些科技创新的例子，如：智能手机、无人机等。
引导学生谈论这些科技产品，激发学生的学习兴趣。
人教版九年级英语《Unit6Whenwasitinvented？》SectionB说课稿2
人教版九年级英语《Unit 6 When was it invented？》Section B说课稿2一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section B主要包括两个部分：听力练习和口语交流。
本节课的主要内容是学习过去时态，通过介绍各种发明的起源时间，让学生掌握过去时态的用法。
教材通过丰富的图片、听力材料和口语练习，激发学生的学习兴趣，提高他们的听说能力。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对于过去时态有一定的了解。
但学生在实际运用过去时态时，常常出现时态混乱、句子结构不正确等问题。
此外，学生的听说能力参差不齐，部分学生对英语学习缺乏兴趣。
三. 说教学目标1.知识目标：让学生掌握过去时态的构成和用法，能正确运用过去时态描述发生在过去的事情。
2.能力目标：提高学生的听说能力，能流利地用英语进行过去时态的交际。
3.情感目标：激发学生对英语学习的兴趣，培养他们积极向上的学习态度。
四. 说教学重难点1.重点：过去时态的构成和用法。
2.难点：过去时态在实际交际中的运用。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中自然地学习和运用过去时态。
2.运用多媒体教学手段，如PPT、视频等，为学生提供丰富的视觉和听觉材料，提高课堂趣味性。
3.小组合作学习，鼓励学生积极参与，提高他们的口语表达能力。
六. 说教学过程1.热身（5分钟）：通过播放一首英文歌曲，让学生放松心情，激发他们对英语学习的兴趣。
2.导入（10分钟）：教师展示各种发明的图片，引导学生谈论这些发明的起源时间，自然引入过去时态的学习。
3.新课呈现（15分钟）：教师通过PPT展示过去时态的构成和用法，讲解过去时态的规则。
同时，为学生提供一些例子，让他们跟读并模仿。
4.听力练习（15分钟）：教师播放一段关于发明起源时间的听力材料，学生听后回答相关问题。
此环节旨在提高学生的听力技能，并巩固过去时态的知识。
Unit 6 When was it invented？Section B 2a-2e教案
Unit6When was it invented?Section B2a—2e1. 掌握下列重点词汇和短语：the Olympics, Canadian, divide, basket, hero, divide…into…, not only…but also…, look up to2. 能熟练掌握并使用下列重点句式：Dr. Naismith divided the men in his class into two teams.Basketball has not only become a popular sport to play, but it has also become a popular sport to watch.The number of foreign players, including Chinese players, in the NBA has increased.Many young people look up to these basketball heroes and want to become like them.3. 能够读懂有关篮球的发明，篮球运动的普及和中国篮球运动的发展的文章。
4. 培养学生运用思维导图记忆语篇中信息的能力，同时能通过阅读材料中所提供的信息，获取正确答案。
5. 能够用英语谈论与篮球有关的人和事，激发学生主动学英语和用英语的积极性。
6. 培养学生对篮球及运动的爱好，以及积极的情感态度和价值观。
重点：1. 掌握有关篮球的发明，篮球运动的普及和中国篮球运动的发展的文章。
2. 运用思维导图来记忆文章信息。
难点：1. 用英语谈论与篮球有关的人和事。
2. 掌握运用思维导图记忆语篇中的信息。
教师：教学课件；多媒体设备学生：课前预习Step1Warming-upFree talkT: What do you usually do in your free time?S1: …T: Do you like sports? Do you like playing basketball or only watch them on TV?S2: …T: How much do you know about basketball?S3: …【设计意图】读前讨论有关篮球的话题，激活学生已有知识储备并学习有关篮球的词汇，为下面2a 环节的学习作好准备。
人教版英语九年级全册Unit6WhenwasitinventedSectionB教学设计
（二）教学设想
1.针对重难点，采用以下教学策略：
a.利用多媒体和实物展示，生动形象地展示发明物品，帮助学生更好地记忆和理解新词汇。
b.创设情境，让学生在实际语境中练习一般过去时的被动语态，加强语法知识的应用。
c.设计不同难度的问题，引导学生积极参与阅读理解活动，培养他们的阅读策略和信息获取能力。
3.学生跟随教师一起朗读课文，注意语音、语调的模仿。
4.教师针对课文中的重点词汇和短语进行讲解，如“invent”, “telescope”, “radio”, “photograph”, “electricity”, “convenient”等，并让学生进行实际操作，加深记忆。
5.学生结合课文内容，运用一般过去时的被动语态进行句子练习。
1.教师设计一系列练习题，包括填空、选择、改写句子等，让学生巩固一般过去时的被动语态。
2.学生独立完成练习题，教师巡回指导，解答学生的疑问。
3.教师选取部分学生的练习题进行讲解，分析错误原因，并进行纠正。
4.学生进行角色扮演，模拟采访和新闻报道，运用所学知识进行口语表达。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，包括一般过去时的被动语态、发明相关的词汇和短语等。
d.以小组合作的形式，让学生进行角色扮演，模拟采访和新闻报道等，提高口语表达能力。
2.教学过程设想：
a.导入：通过展示一些发明物品的图片，激发学生的好奇心，引导他们猜测和讨论这些物品的发明时间和发明者。
b.新课内容呈现：呈现课文内容，引导学生关注一般过去时的被动语态，并通过实例讲解和练习，帮助学生掌握这一语法点。
b.设计形式多样的评价任务，如小组讨论、角色扮演、阅读理解等，全面评估学生的学习效果。
Unit 6 When was it invented_ SectionB2a-2e
n. 受欢迎；普及
Popularity
➢ played by _m_o_r_e_t_h_a_n__1_0_0_m__il_li_o_npeople. ➢ over _2_0_0_ countries
Berlin of 1936
NBA
CBA
What else can you add to the mind map?
basketball star
➢ Many young people dream of becoming _f_a_m_o_u__s _p_la_y_e_r_s. They _l_o_o_k__u_p_t_othese basketball heroes and want to become like them.
WIthwoawsaisnvietnitnevdenbtyedDbr.y?James Naismith. WIthweanswfaisrsthpelafyiresdt ognamDeecpelmaybeedr?21, 1891. IWthbeerceamanedOwlhymenpidcidevietnbteicnomBeerlOinlyimn p1ic93e6v.ent? TWhheatmoasrte ftahmeomusosgtafmaemsoaursegNamBeAs.? WThheatpoapruelatrhgeapmoepsulianr Cghaimnaesarine CChBiAna.?
adj. 加拿大(人)的 n. 加拿大人
Basketball was invented by a Canadian doctor named
【人教新目标】九年级英语：全册一课一练(含答案) Section B (1a—2b)
Unit 6 When was it invented?Section B （la—2b）1.根据句意及所给汉语提示，写出句中所缺单词。
1.The teacher asks us to learn from these（英雄）.2.Would you like to eat（酥脆的）food?3.There were many（顾客）in the mall that day.4.This apple is so（酸的）that 1 ca n't stand it.6. The teacher（分开）-the class into small groups to discuss the problem.II.根据汉语意思完成英语句子，每空一词。
You can't people what they think.2.她误把盐放进茶里了。
She pul salt into her tea.3.如果你坚持工作，最终你会成功的。
If you keep working, you will succeed.4.他的爷爷在农村生活了很长一段时间。
His grandfather lived in the countryside.5.同时，我还在学习钢琴。
6.史密斯先生执教多年，他的学生都非常钦佩他。
Mr. Smith has taught for many years, and all hi s studentshim.m.根据各题后括号内的要求完成下列各题，每空一词（含缩略形式）。
1.The telephone was invented in 1876.（改为一般疑问句）The kite was made by Tom.（改为否定句）The kite by Tom.2.There were over 100 people in the mall at ihal lime.（改为同义句）There were 100 people in the mall at that time.the first basketball game played?Answers:I . 1. heroes 2. crispy 3. customers 4. sour 5. Canadian 6. divided 7. baskets1. stop; from saying 2. by mistake 3. in the end 4. for a long time 5. At the same time 6. look up toII. 1. Was; invented 2. wasn't made 3. more than 4. When was。
人教版九年级英语Unit6whenwasitinvented(SectionBReading)说课稿
Unit 6 when was it invented? (Section B Reading) 说课稿陈传玲Good morning, ladies and gentlemen. It’s my honor to be here to present my lesson.I will divide the instruction into 7 parts: the analysis of teaching material, the analysis o f the students, teaching methods, studying methods, teaching procedure,blackboard design a nd teaching reflections.Part 1 Analysis of the teaching material (说教材)First: Status and Function (本课在教材中的地位和作用)The content of my lesson is from Go for it! Book 9, Unit 6 When was it invented?（Section B Reading）, This lesson is a reading passage. The text mainly talks about the history of basketball. The grammar point is the passive voice. In unit 5, students have g ot in touch with the passive voice. In this Unit, students will go on studying the passive voice. This lesson seepage of learning strategies is the mind-map, hope that after studying the lesson, students can form an infiltrated knowledge of the strategy, and in the future s tudy they can consciously use the learning strategies.Second: Teaching Aims（教学目标）According to the new standard curriculum and the syllabus, and after studying the te aching material, I think the teaching aims are the followings:1. Knowledge objects （知识目标）(1) Study the new words, phrases and important sentences.(2) Understand the main idea of the text.2. Ability objects （能力目标）(1) Learn the history of basketball by using some reading skills.(2) Can retell the text by using the learning strategy of mind-map3. Moral objects（情感目标）Equip students with the moral education of “love sports, cherish life”.Third: The Important and Difficult Points. （重难点）Based on the requirement of the syllabus. The important point is about mastering the passage, knowing the main ideas of reading, learning about the history of basketball. The difficult points are how to master reading strategies and make a mind map.Part 2 Analysis of the students (说学情)The students are from class 2, Grade 9. They have a certain ability of English. Som e students are not active and confident in class, some students have trouble in reading, an d they are poor in reading strategies, so I’ll have students study in a relaxed atmosphere.Part 3 Teaching Methods(说教法)As we know, a good teaching method requires that the teacher should help students develop good sense of the English language. For achieving these teaching aims and after t he analysis of the teaching material and teaching aims, I will use the following methods a ccording to the modern social communication teaching theories:(1) Interactive Approach(2) Task-based Language Teaching(3) Students independently inquiryPart 4 Studying Methods (说学法)According to the situation of the students and teaching aims. I’ll teach Ss how to be successful language learners by these ways:(1) Let students get the knowledge actively by skimming, scanning and detailed rea ding.(2) Let the Ss design their own mind map.Part 5 Teaching Procedure （说教学过程）Now, let’s come to the teaching procedure. I have desig ned the following steps to tr ain their reading abilityStep 1 Warm-up and lead-inAsk students some questions about doing sports:Q1. Do you often do sports?Q2. What sports do you usually do?Q3. Can you list eight sports played in China?Purpose of my design(设计意图)(1) Lead in the topic and catch Ss’ attention about the topic.(2) It is a connecting link between the preceding and the following.Step 2 Pre-reading◇Task1 Let students look at some pictures and talk about the sports in the picture.Q1: W hat’s your favorite sport?Q2: Who’s your favorite sports star?Q3: Do you know how to play basketball?Purpose of my design(设计意图)(1) It is close to students’ life, so it can make them interested in the next studying.(2) Let Ss have the desire to read further◇Task2. Look at a picture and name the basketball equipment.Purpose of my design(设计意图)(1) To stimulate students’ interest in reading.(2) To provide the necessary background knowledge.(3) To lead in the topicStep 3 While-reading◇Task 1 Skimming1. Ask the Ss to look through the passage and find out the main ideas. Let the stud ents know maybe it’s a good idea to read the first sentences in each paragraph.2. After two minutes, students got the answer: The passage mainly talks about the hi story, invention and popularity of basketball.Purpose of my design(设计意图)Lead students know skimming is useful for them to find out the main idea of a pas sage.◇Task 2 ScanningLet the students read the first and second passage and answer the questions(1) When was the sports of basketball invented?(2) How popular is basketball?(3) Why were the Berlin Olympics important for basketball?Purpose of my design(设计意图)(1) Lead students to know the strategy of scanning, let them learn to scan the usefu l information they need.(2) Let students learn about something important about the history of basketball.◇Task3 Detailed reading1. Read the following two paragraphs and answer the questions(1) When was the first basketball game in history played?(2) Who invented basketball and how is it played?(3) Where was the sport of basketball invented?2. Read the passage again and complete the mind map.Purpose of my design(设计意图)Enable students to understand the given material better by using different reading ski lls.Step 4 Post-reading◇Task 1Lead students to finish the mind map with the teacher step by step.◇Task 2 Tell students to choose one of the main ideas of basketball to introduce with the help of mind map.Purpose of my design(设计意图)(1) Train Ss’ abil ity of making a mind map(2) It’s the Output of their knowledge. I think if the Ss can finish this task well, th ey will benefit a lot in their spoken English.Step 5 HomeworkMake a mind map about basketball and introduce for us next classPurpose of my design(设计意图)I divided homework into two parts as oral homework and written homework to impr ove their oral English and writing ability.Part 6. Blackboard design（说板书）Finally, let’s focus on the last aspect, the blackboard design. First, on the left, I w ill write down the title of this unit and put down the key words to make students realize t he importance of them and have a deeper memory. The PPT will hang out in the middle. The part next to PPT will be used for free writing and scores of each group will be wriPart 7 Teaching Reflections (说教学反思)In my opinion, it is successful. My reasons are as follows: Firstly, the teaching aims were quite clear. All the activities were focused on the theme “reading strategies” and w ere developed to reach the teaching goal----Enable the students to master the ways of exte nsive reading and reading in details. Secondly, task-based teaching method and making a mind map were adopted successfully. Thirdly, in this lesson I designed different activitiesto arouse the students’ interests of learning English. Such as: skimming, scanning, detailed reading and mind map. The students were eager to speak and use English in class. In ad dition, I think, the most shinning point of this lesson ismaking a mind map and introduci ng it to others. It is a new way for students to practice their spoken English. The student s became more interested and more active in thinking and using.No class is perfect. As a teacher, we should pay more attention to the students who are not good at English. We should encourage them more. Give them more chances to s peak and use English. I think, with more encouragement, they are sure to make greater pr ogress in the future.Above is my representation of this lesson. Thank you!。
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*Potato chips were invented by mistake.
薯片是无意中被发明的。 *Sally deleted an important file by mistake just now. 萨莉刚才误删了一份重要的文件。
【自主归纳】by mistake的用法 by mistake意为“错误地; 无意中”, 是介词短语, 常在句
5. —Who______potato chips______by? —By George Crum.
A. did; invent
C. was; invented
B. are; invented
D. were; invented
Potato
chips__________
__________
__________
a
chef__________ George Crum. 3. 顾客认为土豆不够薄。 The customer thought the potatoes were not__________ ______. 答案: 1. were invented by mistake 3. thin enough 2. were invented by; called
这座楼将于今年年底竣工。
【学以致用】 他最后终于回到了家。 He got back home__________ __________ __________ .
答案: in the end
Ⅰ. 选择方框内合适的词填空 salty, sweet, mistakes, thin, called 1. Eating too much________food is bad for your teeth. 2. There is a basketball star________Lin Shuhao in the NBA. Many basketball fans like him. 3. If you aren’t careful enough, you’ll make some________in
由end构成的其他短语
(1)at the end of意为“在„„终点; 在„„结束时”, 后接表示 地点或时间的名词。 Walk along the street and you’ll find the hospital at the end of
the street. 沿这条街往前走, 在街的尽头你就会找到那家医院。
你在汤里放的盐太多, 它太咸了。
【自主归纳】 构成的形容词。
salty的用法
salty为形容词, 意为“咸的, 含盐的”, 是由“名词salt+-y”
【归纳拓展】
“名词+-y”构成的形容词
在 英 语 中 , 很 多 名 词 后 加 -y 可 以 构 成 形 容 词 。 例 如 :
cloud—cloudy, wind—windy, rain—rainy, sleep—sleepy等。
4. Potato chips are really__________ and salty.
答案: 1. sweet 2. salty 3. sour 4. crispy
Ⅱ. 句型填词 1. 薯片是无意中被发明的。 Potato chips__________ __________ __________ __________ . 2. 薯片是一个名叫乔治·克拉姆的厨师发明的。
There is too much salt in the soup. It’s too
salty.
____________________________________ 答案: salt是名词, 在其后+y, 变为形容词salty, 意为“咸的”。
1. salty adj. 咸的
【语境领悟】 *The customer said they were not salty enough. 顾客说它们不够咸。 *You put too much salt in the soup and it’s too salty.
*The customer was happy in the end. 顾客最后很高兴。 *He tried many times, and finally succeeded. 他实验多次, 最后成功了。 *At last I obtained my wish. 我的愿望终于实现了。
*In the end, Wang Ping got to the village.
最后王萍到达了那个村庄。
【自主归纳】
in the end的用法
(1)in the end意为“最后; 终于”, 相当于finally或at last, 在句
中作状语。
(2)in the end是一个独立的短语, 不与of连用, 可放在句末, 也可 置于句首, 此时常用逗号与句子分开。
【归纳拓展】
【学以致用】①—Is the dish__________ (salt)enough?
—Yes, it is.
②—What’s the weather like in Shanghai today? —It’s__________ (wind). 答案: ①salty ②windy
2. by mistake错误地; 无意中 【语境领悟】
your homework.
4. Don’t add salt any more, it’s so________that we can’t eat. 5. The ice is too________. It’s dangerous to skate on it. 答案: 1. sweet 2. called 3. mistakes 4. salty 5. thin
中作状语。
【归纳拓展】
由mistake构成的其他短语
(1)make a mistake/make mistakes意为“犯错; 出错”, 是动词
短语, 表示“在某方面犯错”用介词in。
I often make mistakes in grammar. 我常在语法方面出错。 (2)mistake. . . for. . . 把„„错认成„„ I mistook Lily for Lucy yesterday. 昨天我错把莉莉当成了露西。
A. call
C. called
B. calling
D. to call
3. Jenny passed the exam______. A. at the end B. by the end
C. in the end
D. in the end of
4. —I couldn’t find my pen anywhere. —Don’t worry. Maybe someone took it______. A. by mistake C. make mistakes B. made a mistake D. for mistake
【学以致用】 ①我错拿了你的钢笔。
I took your pen__________ __________ .
②别再出错了。 Don’t__________ __________ any more. 答案: ①by mistake ②make mistakes
3. in the end最后
【语境领悟】
Ⅱ. 单项选择
1. The girl thought she was not______, so she didn’t eat
breakfast every day. A. thin enough C. heavy enough B. enough thin D. enough heavy
2. Wang Xue has a friend______Lin Yu.
Unit 6
When was it invented? Section B(1a—1e)
Ⅰ. 选词填空
crispy, sweet, salty, sour
1. I like eating ice-cream. It tastes__________ . 2. The soup isn’t__________ enough. Let’s add some more salt to it. 3. Lemons are a kind of__________ fruit.
We’ll have an English test at the end of this week. 这个周末我们要举行一次英语测试。 (2)by the end of意为“到„„末为止”。 This building will be finished by the end of this year.