Unit 6 When was it invented Section B(2c-Self Check)习题 (新版)人教新目标版

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《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。

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。

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。

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!。

Unit 6 When was it invented？Section B教学设计科目：英语课题：Section B 课时：3课时教学目标与核心素养：语言能力：能够运用目标句型进行交际，清楚身边重要发明物的历史及用途。

文化意识：学生能够介绍了我们日常生活中一些常见物品的发明历史，谈论发明物的历史及用途，体会中华文化博大精深。

思维品质：能发现同类型语篇的相似之处和不同类型语篇的结构特征；能多角度、辩证地看待事物和分析问题。

学习能力：能整理、归纳所学内容，把握重点和难点；能主动反思自己英语学习中的进步与不足。

教学重难点教学重点：被动语态的结构和用法；谈论发明物的历史及用途。

教学难点：理解被动语态的功能和意义。

课前准备：多媒体，黑板，粉笔教学过程：一、LeadinginT: What kind of snacks do you like to eat?二、Presentation1. Show pictures of 1a to Ss to look. Talk with the class about these foods and ask Ss to describe their taste. The words in the box describe how food can taste. Write them under the correct pictures.2. Check answers in class and make Ss read the words.3. Guide Ss brainstorm different food.What other fruit is sweet/sour?What food is crispy/salty?Make them write the names of different foods after each word.三、Listening教学1c1e1. Let Ss read the sentences in 1c. Try to predict what we are going to hear.2. Play the tape for the first time, try to get the rough meaning.3. Play the tape for the second time and Ss circle T or F.4. Play the tape once again. Check their answers.5. Make Ss listen again and plete the sentences.6. Check answers and make Ss read the short passage.7. Then ask Ss to work in pairs to make a conversation about the invention of potato chips. Use the information in 1c and 1d.A: Did you know potato chips were invented by mistake?B: Wow, I didn’t know that. Who invented them?A: ...三、Reading教学2a2e1. Let Ss think these questions: Do you like basketball? Do you like watching basketball games? How much do you know about this sport? municate your understanding of this sport within the group.2. Quickly read the passage and state the main idea of each paragraph. After pletion, please ask students to express their opinions and the teacher will provide feedback.3. Carefully read the passage, plete the schematic diagram of 2c based on the content, and then add relevant content. After pletion, collectively check the answers.4. Carefully read the passage again, understand the meaning of each sentence, and work in groups to solve any difficult problems encountered.5. The teacher points out the key and difficult points that appear in the short text.6. Familiarize yourself with the passage, memorize and memorize the key points of knowledge.7. Based on the information in 2c and the prompts in 2d, work in pairs to share the history of basketball development and invite students to answer.8. What do you think being a famous basketball player would be like? List the advantages and disadvantages of being a famous basketball player.四、Language points1. George wanted to make the customer happy.乔治想让这位顾客高兴要点精析make+sb.+adj.意为“使某人......”。