《Unit 9 When was it invented？(第5课时)》导学案(无答案) 人教新目标版
初中英语《Unit9Whenwasitinvented》单元教学设计以及思维导图
3 利用这节课在操练基础上进行知识的拓展和深化，了解被动语态其 他时态的表达。
专 题 问 题 设 Who invented tea?
计
Did you know potato chips were invented by mistake?
所需教学环境和教学资源
1 常规资源：课本，录音机，导学案，随堂练习题 2 信息化资源：投影设备，多媒体计算机 3 网络资源：课本图片，相关视频片段，录音材料 学习活动设计
Unit 9 When was it invented 适用年级 九年级（六三制） 所需时间 课内共用 3 课时；课外共用 1 课时 主题单元学习概述 本单元 Topic 是 Inventions；Function 是 Talk about the history of inventions ； Structure 是 Passive voice(questions and statements) ； Vocabulary 有 slipper,leaf,fire,scoop,light bulb,telescope,microwave oven,abacus,camera,beverage,be invented by,be used for。 划分为两个递进的专题进行讲解：1.了解有关发明创造和发明史方面 的知识，运用目标语言进行课堂口语交际的能力，学会谈论日常生活 用品的发明历史。2.细细品味中外饮食文化的差异，了解西方国家传 统的饮食习俗和生活方式，培养跨文化交际能力和英语思维能力。 Passive voice 对学生来说是一个新的语法项目，一定要引导学生熟练 掌握一般现在时和过去时的被动语态变化。另外，本单元一个很大的 特点就是单词量非常大，一定程度上增加了学习的难度。 Learning Strategies 为 Brainstorm 和 Role play。在实践中采用情景教 学法这一符合认知规律的教学手段，通过大量的实物直观刺激，动作 的感应，环境的再现，可以弥补英语学习中缺乏语言环境这一关键环 节的不足，使学生在情景交融的相互推动和影响变化中，思维活动得 到积极发展。 通过学习，学生了解有关发明创造和发明史方面的知识，学习一些 新词汇，学会谈论食品的味道，同时通过听录音学习，使他们了解中、
九年级英语Unit9Whenwasitinvented教案
九年级英语Unit9 When was it invented 教案学习目标：1．学会使用含有被动语态的不同句型结构“When/ Where was it invented? ” 和“ What are they used for?--- They are used for doing sth.. ”来谈论各种发明物的历史。
2．学习理解被动语态的含义。
能够就不同的发明物与他人交流看法，发表自己的见解，并陈述理由。
3．了解到更多在世界上有重大意义的发明，并向那些伟大的发明家学习。
一、词汇1．基础词汇invent adjustableheelbatteryoperateslipperscoopelectricbulbmicrowaveovenisland sweetsalty crispy sourpotato chip mistake thin chef sprinkle beverage thousand accordingancient legend emperor boil fire leaf nearby remainnoticeproduce pleasantsmelltastemetalpiebakery throwspecialabacuscenturytelescopecameraterm2．重点短语experience airplane Indiadevelop二、日常用语1. --- When was the car invented---It was invented in 1985.2. ---When were electric slippers invented ？---They were invented last year.3. ---Who were they invented by ？---They were invented by Julie Thompson.4. ---What are they used for ？---They ' re used for seeing in the dark.三、知识讲解Section A:1. 被动语态谓语动词的语态表示句子的主语和谓语动作之间的关系：1）当句子的主语是谓语动作的执行者时，主、谓之间的关系称为主动语态；2）当句子的主语是谓语动作的承受者时，主、谓之间的关系称为被动语态。
unit9《whenwasitinvented》语言点归纳教案(人教新目标初三)doc初中英语
unit9《whenwasitinvented》语言点归纳教案（人教新目标初三）doc初中英语1. 被动语态(1). 被动语态表示句子的主语是谓语动词所表示的动作承担者。
(2). 被动语态差不多结构：be+及物动词的过去分词(假如是不用物动词，其过去分词应带有相应的介词)(3). 被动语态中的be 是助动词，有人称、数和时态的变化。
一样现在时被动语态为：am/is/are+过去分词一样过去时被动语态为：was/were+ 过去分词与情态动词连用的被动语态：情态动词+ be + 过去分词(4). 被动语态中动作的发出者或执行者做介词by的宾语，放在句末，by 表示〝由，被〞的意思如何明白得被动语态？为取胜更清晰、更深刻地明白得被动语态的含义，能够将主动语态和被动语态的句子结构进行比较。
主动语态：主语+ 谓语动词+ 宾语+ 其他成分被动语态：主语+ be +过去分词+ by +宾语+其他成分如：Many people speak English.被动语态English is spoken by many people.2. 本单元要把握的句型见课本P69 中的Grammar Focus3. invent v. 发明inventor n. 发明家invention n. 发明可数名词4. be used for doing用来做…(是被动语态) 如：Pens are used for writing. 笔是用来写的。
Pens aren’t used for eating. 笔不是用来吃的。
5. 给某人某样东西give sth. to sb. 如：I gave a pen to him. 我给他一支笔。
give sb. sth. I gave him a pen. 我给他一支笔。
6. all day 整天7. salty adj. 咸的salt n. 盐8. by mistake 错误地如：I took the umbrella by mistake. 我不小心拿错了雨伞。
九年级英语全册Unit9Whenwasitinvented教案教学设计学案人教新目标版
Unit 9 When was it invented ?一、教学目标1、语言目标：（1）Talking about the history of inventions(谈论重要发明的历史及用途)（2）能用被动语态正确表达发明物的历史。
如：It was invented in 1876. It was invented by Bell.2、知识目标：学会使用含有被动语态的不同句型结构“When was it invented?” 和“Who was it invented by?”来谈论各种发明物的历史。
3、能力目标：通过了解一些中外发明者的事迹，培养勤奋学习、立志为社会多做贡献的精神。
二、重点知识1、重点单词invent, mistake, ancient, produce, pleasant, pie, throw, century, notice, including, knock, basket, metal, below, towards, develop, risen基本要求：会读、会写、会用。
2、重点短语be used for, by mistake, in the end, by accident, according to, fall into, in this way, knock into基本要求：会读、会写、会用。
3、重点语法The Passive Voice(被动语态的用法):1. When was / were ... invented?2. Who was / were ... invented by?3. What is / are ... used for?基本要求：理解其含义，学以致用。
三、导学案Section A●例析导学1. When was it invented?invent v. 发明，创造例如：He has invented a new way of making silk. 他发明了一种制造丝绸的新方法。
初三英语《Unit9Whenwasitinvented》教案
初三英语《Unit 9 When was it invented》教案教学内容、目标与要求题目When was it invented？题材内容本单元要是围绕着"Inventions'这个话题，通过熟识我们四周常常使用发明物的历史来开阔眼界，丰富自己的阅历，使自己养成勤于思索，擅长总结的好习惯；学习并把握被动语态的有关学问：学习Mind-mapping 的阅读策略。
语言学问目标功能用被动语态谈论发明的历史语法被动语态词汇invent, mistake, ancient, produce, pleasant, pie, throw, century, notice, including, knock, basket, metal, below, towards, develop, risen be used for, by mistake, in the end, by accident, according to, fall into, in this way, knock into语言技能目标听能听懂、理解运用被动语态表达的问题和句子。
说能用被动语态谈论发明的历史读能读懂用被动语态表达的介绍发明相关的文章。
写能用被动语态表达发明的历史。
学问与技能1、把握一般过去的被动语态。
2、学会谈论发明的历史，会使用以下基本句子：When was the car invented? It was inverted in 1885Who were they invented by? They were inverted byWhat are they used for? They are used for seeing in the dark 学习策略自学策略调动已有学问，依据情景推想所表达的意思。
能用"总结'的方法，理解文章中的重要观点。
合作学习策略能参加有关发明问题的商量，表达自己的观点，听取别人的看法；能关怀四周的同学和他人，主动提供关心。
新人教新目标版英语九《unit 9 when was it invented》优秀教案(重点资料).doc
UNIT9 When was it invented?Outline:1.Analysis of teaching material2.Analysis of teaching methods3.Teaching procedures4.Teaching reflectionPart1 Analysis of the teaching material1. Status and function:This is the first part of Section B, it links the preceding with the following in Unit 9. Not only does it help the students review the food words and the Passive Voice they have learnt before, but also it helps them learn to describe different tastes and talk about the history of the invention. Such a topic is related to daily life, so it is helpful to inspire the students’ learning motivation and interest.2. Teaching aims and demandsKnowledge aims:☆The target words: crispy, salty, sour, chef, sprinkle, by mistake.☆The target language: Did you know potato chips were invented by mistake?Wow, I didn’t know that. Who invented them? ...etc.Ability aims:☆Be able to describe different tastes using the target words.☆Train the students’ listening, speaking, reading and writing skills with the target language.Moral aims:Cultivate the students’ ability of observation, imagination and their spirit of innovation.3. Teaching emphasis and difficulties:Important pointsThe target words and language.(According to the English syllabus and the language structures in this lesson.)Difficult points:The listening practice and correctly express the history of the invention.(According to the teaching prediction and the students’ cognitive level)Part 2 Analysis of teaching methods1. Teaching methods:“Task-based teaching method “with the help of useful situations to classify the tasks and give different students different evaluations.(To make language learning successful through a step-by-step progression that builds confidence and leads to open-ended activities.)2.Teaching aids:Multimedia computer, Tape recorder, PowerPoint.(According to the students’ psychological characteristics. They enjoy music, pictures and cartoons.)Part 3 Teaching proceduresStep 1 BrainstormingPlay guessing games: what inventions are they?One student comes to the front to guess, the others describe an invention shown on the screen using the passive sentences: It’s used for… It was invented by…It was invented in…etc.Take turns to show ‘light bulb, alarm clock, microwave oven’with some other helpful pictures that center about them nearby on the screen.(Purpose of designing: To guide the students to review what they learned last lesson)Step 2 Leading-inT: The microwave oven reminds me of some delicious food. I will play a cartoon called “music food” My favorite food is in it. Try to guess what it is.Every time when they give a guess, I will express my like and dislike by using some adjectives like sweet, crispy, salty, sour . Make sure they know the meanings of them. For example:S:ChocolateT: It’s very crispy, but it’s too sweet. I don’t like it Can you guess the meaning of ‘crispy’? It describes food that is hard .dry and easily broken.S :Milk.T:I prefer sour milk to milk. Do you know ‘sour’? Oranges sometimes taste sour.S: Fish.T: yes! Fish is my favorite, and I especially like salty fish that is sprinkled with a lot of salt.During this course, write down the new words on the blackboard..Finally play a leading role to read them.(Purpose :To arouse the students’ interest ,create useful situations for them to learn the new words. Prepare for the next step. )Step 3 PracticeTask One writing1a.Show four food pictures on the screen and get the students to describe how the food tastes and write them down.1b.Ask them to list the words of the food that has different tastes according to the headings on the screen as many as possible .sweet crispy salty sourThe teacher moves around the classroom to provide help for the students who have trouble in spelling some hard words and choose three students who write different words from one another. (Purpose: To practice using the target words and review the food words they have learnt before.)Task Two Speaking and actingGet the three students to the front, divide the class into four groups:Sweet Group , Crispy Group, Salty Group , Sour GroupGame begins: The three students read their words loudly in class one by one without repetition, the group members should stand up as soon as they hear a word that belongs to them. Call out the students who stood up by mistake and have them guess the meaning of ‘by mistake’.(Purpose: This is employed to show the words they wrote and link the target words with the food words, and get the whole class moving.)Step 4 PresentationT: Just now you mentioned many kinds of food, but do you know there are some interesting stories behind them. Here is one.Ask the students to look at the picture in 2a and imagine what they are talking about.S: They are talking about the story of potato chips.T: Right .Maybe on the bag it says the invention of them! (Purpose: Cultivate their ability of imagination and present the invention of potato chips.)Step5 PracticeTask One Listening and understanding2a. Let the students look through the six sentences in the box and get some information from them. Then play the tape recording twice for them to listen and circle T or F. Check the answers. (Purpose: To provide practice in listening and understanding the target language in spoken conversation.)Task Two Listening and writing2b. Before playing the recording, get the students to try to give answers by memory, or just by guessing. After a while, play the recording for them to fill in the missing words they hear. Then check the answers while concentrating on the new words: chef, sprinkle…on…(Purpose: To provide practice in understanding and writing the target language ,break through the difficult point.)Task Three Pairwork2c.Ask the students to make conversations using the information in 2a and 2b ,then ask some pairs to act them out. as follows:A: Did you know potato chips were invented by mistake?B: Wow, I didn’t know that. Who invented them?A: They were invented by a chef called George Crum.B: …(Purpose: Students are willing to show themselves and this task provides benefits for both more fluent and less fluent students to use the new language to talk with others and achieve the ability aim.)Task Four GroupworkT: Are you interested in the history of the sandwich?Show some pictures about the story of sandwiches on the screen, get them to discuss the history in groups of four as follows:Then each group choose a leader to give a report in class after that . (Purpose: This is employed to do further consolidation and extension using the target language, it also fosters a sense of cooperation in the classroom.)Step 6 HomeworkT: Think of a kind of food you like best and try an unusual way to cook at home and write your experience in your exercise book. And ask your parent to sign his/her name on your book.(Purpose: The new type of homework is employed to relate the knowledge that they learn from this lesson with the life realities, and achieve the moral aims.)Blackboard design:(Purpose: To show the language structures they mainly learn from this lesson.)Part 4 Teaching reflectionAccording to << English Course Standard >>,I combine different language structures and functions with different studying tasks.I put emphasis on raising the students’ interest, forming effective strategies and developing the cooperative spirit. And I think I’ll make it.This is a period of various contents, maybe the time of one class is not enough, I need to adjust the teaching steps according to the actual situations. And in 1b. of Step3,it requires the teacher to have a large vocabulary to provide help for students. One minute in class, ten years’ hard working after class—I need to hold on to studying to improve myself.。
初三英语unit9 when was it invented 它是什么时候(被)发明的？知识精讲 人教版(新目标)
初三英语Unit 9 When was it invented? 它是什么时候（被）发明的？知识精讲人教版（新目标）【同步教育信息】一. 本周教学内容：Unit 9 When was it invented? 它是什么时候（被）发明的？Hello, boys and girls. Nice to meet you again. Today we’re going to study Unit 9—When was it invented? 它是什么时候（被）发明的？In this unit we’ll learn a new grammar—passive voice(被动语态) .In the same time we’ll talk about the history of some inventions. Now let’s begin our class.二. 教学目标：1. 学习被动语态，掌握其结构及用法；2. 了解诸多发明的历史，从小立志长大后做一个有利于人类的发明家。
三. 词汇：单词：salt, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, microwave oven, abacus, camera, beverage短语：be invented by sb. 由某人发明的be invented in sw. 在某处发明的be used for 用来做…in the end最后；终于be mistake 错误地by accident 偶然；意外地not…until…太…，以至于according to 根据in this way 用这种方法（方式）重点句型：When was the car invented?小汽车是什么发明的？It was invented in 1885.它是在1885年发明的。
unit9-when-was-it-invented说课稿市公开课一等奖课件名师大赛获奖课件
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1876 1885 1927
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A: When was the __c_ar____ invented?
B: I think it was invented in _1_88_5___.
A: What is the _______ used for?
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Unit 9 When was it invented?
Sectinon A (1a-Grammar Focus)
The passive voice 被动语态 在被动语态的句子中, 谓语部分的构
造是be + 过去分词。被动语态的句子 的时is / are ＋ 过去分词 普通过去时 was / were ＋ 过去分词 含有情态动词的被动语态：
3
1
2
Listening (2b: P69)
A：Who was it / were they invented by ?
B：It was/ They were invented by
Jayce Coziar and Jamie Ellsworth
杰斯 .克里亚 Julie Thompson 朱莉.汤普森 Chelsea Lanmon 切尔西.莱蒙
• They are used for changing the style of the shoes.
A: Look! This looks so interesting!
B: Ah, it’s a great invention of China.
A: Really? When _w__a_s__ it _in_v_e__n_t_e_d_? B: I think it __w_a_s_ _in__v_e_n_t_e_d_ in Han Dynasty.(汉朝) A: What ___is___ it _u_s_e__d_ for?
九年级英语Unit9Whenwasitinvented教案.doc
九年级英语Unit 9 hen as it invented教案九年级英语Unit9henasitinvented 教案语言点归纳被动语态被动语态表示句子的主语是谓语动词所表示的动作承受者。
被动语态基本结构：be+及物动词的过去分词被动语态中的be是助动词，有人称、数和时态的变化。
一般现在时被动语态为：a/is/are+ 过去分词一般过去时被动语态为：as/ere+过去分词与情态动词连用的被动语态：情态动词+be+过去分词被动语态中动作的发出者或执行者做介词b的宾语，放在句末，b表示“由，被”的意思如何理解被动语态？为取胜更清晰、更深刻地理解被动语态的含义，可以将主动语态和被动语态的句子结构进行比较。
主动语态：主语+谓语动词+ 宾语+其他成分被动语态谨+be+过去分词+其他成分如：an peplespeaEnglish被动语Englishisspenban peple2本单元要掌握的句型觅P69中的GraarFus 3inventv 发明inventrn 发明家inventin n 发明可数询4beusedfrding 用来做 (I)Pensareusedfrriting 笔是用来写的。
Pensaren 'tusedfreating 笔不是用来吃的。
给某人某梯givesthtsb如：Igaveapenthi 我给他一支笔。
givesbsthIgavehiapen 我给他一支笔。
6allda 整天7saltad咸的saltn盐8bistae错误地如：Ittheubrellabistae 我不小心拿错了雨伞9aesb/sth+形容词使…怎様Itadeehapp它使我高兴aesb/sth+ 名词让…做…Itadeelaugh 它让我魏Obaident意外偶然letherbaide ntatbusstp我在公共汽车站意外地见到了她1nt ■■ - until…直到…才做…如: Ididn 'tgtbeduntillfinishedr我直到完成我的工作才去睡觉。
英语教案Unit9Whenwasitinvented
Unit9 When was it invented? (Section B 1-3b) Teaching aims: Using “The Passive V oice” to talk about the inventions, learn the TASTES and the history of POTATO CHIPS, do the reading task about the invention of TEA.Important points: The Passive V oiceDifficult points: Distinguish the Passive V oice and the Active V oice Step I Lead-inClass, we talked about some very useful or annoying inventions yesterday, do you remember them? (Light bulb, alarm clock, microwave oven, TV, car, computer, telephone, cacluator…) Today,we are going to talk about the tastes of food and drink. Please look at these pictures, what are they? How are they?Step II PresentatonJust now, we talked aobut some tastes, now I’ll ask you if we want to make potato chips, what are needed? Yeah, we need potatoes, salt and oil.Steps of making potato chips: First, the potatoes are cut into slices;Next, the slices are fried in the oil;Then, some pepper and salt are sprinkled on the slices;Finally, you can eat them.Step III Listening taskDo you know who potato chips were invented by? When were they invented? Let’s try to find the answers in the listening activity 2a and 2b. Your tasks are: 1. Only listen 2. Listen and judge the sentences in 2a.3. Listen and complete 2b,4. Make conversations as 2b in pairs.Passage: -Did you know potato chips were invented by mistake?-Wow, I didn’t know that, who invented them?-They were invented by a chef called George Crum.-When were they invented?-They were invented in 1853.Step IV Reading taskClass, we have tasted so delicious potato chips just now, maybe you are thirsty now.1. What will you do if you are really thirsty? You’d like to drink these beverages: milk, orange juice, tea, water.2. Do you know what’s the most traditoinal beverage in China? (tea)3. And what do you think of tea? (Smells pleasant, tastes bitter and sweet.) But do you know who invented tea?Now please read 3a and answer the following 5 questions:1. What is this article about? (The invention of tea)2. Was if invented on purpose of by accident? (By accident)3. When was it invented? (Over 3,000 years before 1610)4. Who invented it? (Shen Nong)5. How was it invented? ( It was invented by accident)Step V DrillsNow please translate these Chinese into Englsh.1、偶然2、直到…才3、根据4、中国古代神话5、令人愉悦的气味6、用这种方法7、超过三千年8、决定做某事9、落入，陷入Step VI Sum up and homeworkToday we learn some tastes, the invention of potato chips and tea. Remember we can use “be done” to talk about something is done by sb. After class, please write an article about the invention of flying disk, you can use the informations in 3b.板书设计Tastes The invention ofsour potato chipscrispy are cut into…sweet are fried in…salty are sprinkled on…hotbitter英语教学设计东阳一中赵红第一课时教学设计方案课题：Unit 1 Welcome back to school教学重点：句型：We have a new friend today. I’m from Amercia.词汇：welcome, Amercia, Canada, China教学难点：Welcome的发音。
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Unit 9 When was it invented？（第5课时）学习目标A.知识目标重点词：taste, century, active, create, knock, devide, aim重点短语: the number of, prefer … to …, devide … into …重点句型：①I prefer lemons to oranges.②This much—loved and active sport is enjoyed by many ,for fun and exercise.B.能力目标能用被动语态叙述某种发明的发明经过、用途等。
C.情感目标再次感受发明改变我们的生活。
学习过程Step 1 Learn the new words in P73.Step 2自主研学，理解新知一.按要求写词 1.develop(n.)→_____________（n.）2.rise(v.) →______(过去式) →________(过去分词)3.wood(n.) → _________________(adj.)4.active(adj.) →____________(n.)5.mix(v.) →_____________________(n.)6.create(v.) →____________(adj.)7.popularity(n.) →__________________(adj.)二.英汉互译8.把……划分____________ 9.尝起来甜甜的_____________________ 10.在第六世纪_____________________ 11.一个加拿大医生__________________ 12.……的安全 _____________________13.a very popular activity _____________14.与运动员相撞______________________15. ……的目标_______________________ 16. ……的数量_____________________17.梦想成为著名的运动员_____________________18. take an active part in ___________________________三.句型展示台19.在200多个国家中，超过一亿人打（篮球），包括中.______________________________100million people in over 200 countries,_______ China.20.运动员相互传球时都朝球场的一端移动。
Players ________________ one end the courtwhile __________ the ball to each other.21.人们认为，历史上的首次篮球赛是在1891年12月21日举行的。
______________________that on December 21st,1891,the first basketball games in histoty was played.22.我们学校的老师人数是一百。
___________________ the teachers in our school is 100.Step 3 Check and correct the answers in Step 2.Step 4 Fill in each blank with the correct word given.Change the form of the wordif necessary. Then check and correct the answers.Step 5 Talk about when these things were invented and then w rite about them.Step 6 Reading一..独立阅读短文，用铅笔画出不懂的地方，通过查阅资料等方式理解本文大意二.独自完成Section3 After you read三. 细读短文，边读边在书上做笔记。
导学1 How popu lar is each sport?Rank them(1-8)in the right order of popularity.每项运动有多流行？用1-8按流行度排列他们How popular is sth.?某物有多流行？(1)in the order of …以…的顺序eg.Mr Song talked to us one by one ?宋老师按座次的顺序挨个找我们谈话。
(2)Keep sth. in order维持秩序Some teacher find difficult to .一些老师发现维持课堂秩序很难(3)give the order to do sth.下令做…The general advance.将军下令前进。
(4)take orders from sb. 执行某人命令 Eve only the manager.伊芙只执行经理的命令。
(5)in order to do sth. 为了……以便……get a completepicture,further information .为掌握全面情况，还需要更多信息。
(6)in order that 为了，后跟从句 She worked hard she could get agood chance.她努力工作以便可以得到更好的机会。
(7)out of order 有毛病，出故障 The callphone .这手机坏了。
导学2.This much-loved and active sport is enjoyed by many,for fun and exercise.这项深受喜爱的有活力的运动被许多人喜欢，用以娱乐和锻炼。
(1)much-loved 备受喜爱的，至爱的 eg.Can you stand one gethurt?看到你至爱的人受到伤害，你受得了吗？well-loved 深受爱戴的eg.After years’hard work,P u Cunxing has become actor. 经过多年的努力，濮存昕已成为深受人们爱戴和尊敬的演员。
(2)active 活动的，活泼的，积极地 my grandpa is nearly 90,he is stillvery . 尽管我爷爷近90了，他仍然很活跃。
a.The child has a very .那个小孩的想象力十分丰富。
b.Ev eryone should school life.人人都应积极参加学校活动(3)actively 副词，积极地 eg, Your proposal .你的提议正得到认真考虑。
activity 名词，活动 eg,The club provides many , tennis andswimming. 本俱乐部提供包括网球和游泳在内的许多活动。
导学3.It is played by more than 100 million people in over 200 countries including China,where basketball has been played in parks ,school,and even in factories.包括中国在内的200多个国家里有1亿多人在打篮球，在公园里，学校甚至工厂里都有人在打篮球。
Where引导的定语从句用逗号与主句隔开，是非限定性定语从句。
类似的句子有：I will never forget your house, I spoke in front of so many people for the first time.我永远不会忘记你家，在那里我第一次在那么多人面前讲话。
导学4.Basketball was invented by a Canadian doctor named James Naismith ,who was born in 1861.篮球是有一个叫詹姆斯。
奈史密斯的加拿大医生发明的，他出生于1861. Who was born in 1861是非限定性定语从句，用逗号与主句隔开，。
导学5.When he was at college,his class was once asked to invent a new game that could be played indoors during the long winters. 上大学时，他的班级曾被要求发明一种能在漫长的冬季在室内玩的游戏。
导学6..Knocking into players and falling down would be dangerous. 队员相互碰撞和跌倒都将是很危险的。
knock 短语脱口秀： knock at, knock on 敲敲（门），敲敲（窗）knock over, knock down 打翻（杯子），推倒（墙）knock ag ainst 撞或碰，knock into 撞上谁典例：The old man a policeman while listening to the MP5 given by his little daughter.A. knocked onB. knocked intoC. knocked down intoD. knocked over导学7.Dr Naismith divided the men in his class i nto two teams and taught them how to play his new game.奈史密斯医生把班上的男生分成两组教他们玩这种游戏。
本句中的divide...into是动介短语， My father the cake four pieces.我爸爸把蛋糕分成4块典例：In ZDB School,students are often (分成)groups to discuss difficult problems.导学8.The aim of basketball is for players to get a ball into the “basket”：a net hanging from a metal hoop. 篮球运动的目标是让运动员把球投入篮筐：一个悬挂在金属圈下的网。
aim 的用法:（1）the aim of ……的目标 She went to Shenzhen with .他去深圳是为了赚钱。