2026年人教版九年级英语上册Unit 5 Power of Ideas 教案

2026年新教材人教版九年级上册英语Unit5PowerofIdeas

教案

第一课时SectionA(la-ld)

一、TeachingObjectives

Inthisclass,studentswill：

1.listenforspecificinformationaboutinventionsandfinishthetasks.

2.learnkeyvocabularyaboutinventionsanddescribetheirbasic

functions.

3.discusshowcreativeinventionscansolveproblemsandchangelives.

二、TeachingAdvice

Lead-in

LookandShare

1.HavestudentslookatthethemepictureonPage41anddiscussthe

guidingquestions.

2.Invitesomestudentstosharetheiranswers.

3.Askstudentstopredictwhatthisunitmightbeabout.

Pre-listening

la

1.Presentthesixpicturesandthelistofinventionnames.

2.Askstudentstoworkinpairstomatchthenameswiththethingsinthe

pictures.

3.Havestudentsguessordiscuss:doyouthinkthesethingswere

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invented?

4.Checktheanswersasaclass.

While-listening

lb

1.Showstudentsthetwoinventionpictures(SuperSeeandSmart

Cook)andletthemguess

whatthesetwoinventionsareusedfor.

2.Playtheconversations.Letthemchoosethecorrectinventionfor

eachconversationand

fillintheblanksforthecountries.

3.Checktheanswerstogether.

1c

1.Playtheconversationsagain.StudentslistenandcircleTorF.

2.Checktheanswerswiththeclass.Forfalsestatements,ask:Whatis

thecorrectinformation?

Post-listening

Id

1.Putstudentsintopairs.Askthemtousetheinformationfromthe

listeningandthesentence

patternsbelowtodescribeeachinvention.

2.Writeontheboardforsupport:

Whatitlookslike:Itlookslike.../Theylooklike...

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Whatitisusedfor:Itisusedfor.../Theyareusedfor.../Itcanhelp

peopleto

Howitworks:Youput...thenpress../Acameraisconnectedto..

3.Giveanexample:SuperSeelookslikeapairofsunglasses.Theyare

usedforhelping

peoplewhocanftseewell.Amini-cameraisconnectedtothem...

4.Encouragestudentstodiscusswhichinventiontheylikebetterand

invite2-3pairsto

presenttheirdescriptionsandopinionstotheclass.

5.Askstudents:Canyouthinkofonesimpleinventionthatcouldmake

ourschoollifebetter?

Whatdoesitlooklike?Whatisitusedfor?Letthembrainstormand

shareideas.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thelessonsuccessfullyintroducedinventionsandthepassivevoice

throughengagingdialogues.Studentsparticipatedactivelyinlistening

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anddescriptiontasks.Themainchallengeforthemwasorganizing

coherentdescriptionsandexpandingideasduetolimitedbackground

knowledgeaboutspecificinventions.Nexttime,Iwillprovidestronger

scaffoldingandencouragepracticewithmorefamiliar,everyday

inventionsfirst.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.listenandidentifyspecificinformationabouttheworkingprocessofa

3Dprinter.

2.usethepassivevoice(presentsimple)todescribehowthingsaremade

orproduced.

3.describetheappearanceanduseofeverydayitems.

二、TeachingAdvice

Lead-in

ShowstudentsapictureofutheInternationalExhibitionofInventions,,

andseveralphotos

ofinnovativeproducts.Askstudents:Whatdoyousee?Haveyouever

beentoorheard

aboutsuchanexhibition?

Pre-listening

Pre-teachorreviewkeyvocabularyfromthelisteningbyusingimages,

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includingwords

suchasinvention.exhibition,3D

printer.design,create.produce.material,andplastic.

While-listening

2a

1.Directstudentstothequestions.Askthemtoreadthequestions

carefullybefore

listening.

2.Playtheaudio.Askthemtolistenfortheanswerstothetwo

questions.

3.Checktheanswerswiththeclass.

2b

l.Havestudentslookatthesentencesandtheverbsinthebox.Askthem

tocompletethe

sentenceswiththecorrectformsoftheverbs.

2.Playtheaudioagain.Askthemtochecktheanswers.

3.Highlightthepassivevoicestructureandexplainitsuse.

2e

1.Playtheaudioforthethirdtime.Havestudentstickthethingsthey

hearthata3Dprintercan

make.

2.Checktheanswers.Then,askstudents:elsedoyouknowthata

3Dprintercan

make?toextendthetopic.

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Post-listening

2d

1.Askstudentstoindividuallylistafewthingstheyuseeverydayand

chooseonethatis

themostusefulfortheirlives.

2.Inpairs,havethemtalkaboutwhattheinventionlookslikeandwhatit

isusedfor.

3.Tomodeltheactivity,presentashortsampledialogueusingthe

frameworkprovided:

A:Whatinventiondoyoulikethemost?

B:Ilikemysmartphonethemost.

A:Why?

B:Becauseit'sveryuseful.Itlookslikeasmallflatrectanglewithabig

screen.Itisusedfor

communication,gettinginformation,takingphotos,andmanyother

things.

4.Inviteafewpairstosharetheirconversationswiththeclass.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandimportantlanguagepointsonthe

blackboard.

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TeachingReflection

Thislessonsuccessfullyintegratedlisteningcomprehensionwith

grammar(passivevoice)ina

relevantcontext.Studentswereengagedbythetopicofinnovative

inventions.Forfuturelessons,providingaclearervisualordiagramofthe

3Dprintingprocessbeforethedetailedlisteningcouldaidcomprehension

ofthesequence.

第三课时SectionA(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.extractandsummarizekeyinformationabouttheradiofroma

conversation.

2.presentfactualinformationaboutaninventionclearlyusingachartand

practisefluentspeaking

throughrole-play.

3.describeanotherimportantinventionbyorganizingkeyfactsusinga

simplemindmap.

二、TeachingAdvice

Lead-in

Theteacherasksstudentstothinkaboutandsharewhattheythinkisthe

mostusefulinvention

intheirdailylivesandwhy.

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Pre-reading

3a

1.Theteacherdirectsstudentstothequestionin3aandasksthemtoskim

theconversationto

findtheanswer.

2.Studentsthenreadtheconversationagainmorecarefullytounderstand

Peter'sreasons

andthesupportingfactsabouttheradio.

While-reading

3b

1.Studentsworkindividuallyorinpairstoreviewtheconversationand

completethefact

chartwiththerequiredinformation.

2.Theteachercheckstheanswerswiththeclass,ensuringthe

informationisaccurately

extracted.

3c

1.Theteacherplaystheaudiooftheconversation,askingstudentstopay

attentiontohow

keyinformationisstressedinnaturalspeech.

2.Studentsthenpractisetheconversationinpairs,tryingtoimitatethe

stressandintonationto

maketheirrole-playmorefluentandexpressive.

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Post-reading

3d

1.Inpairsorsmallgroups,studentschooseanotherinventionthey

believeisimportant.

Theycreateasimplemindmaptoorganizeinformationaboutit(e.g,

name,inventor,

date,keyfeatures,impact).

2.Usingtheirmindmapsasaguide,studentstaketurnsdescribingtheir

choseninventionto

theirpartner.Theteachercanprovideasentenceframeworkontheboard

(e.g.Jthinkthe

mostimportantinventionis...Itwasinventedby...around...Itchanged

theworldby).

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thelessonsuccessfullyguidedstudentsfromextractingfactual

informationaboutaninventionto

practisingoralpresentationskills.Themindmapactivityeffectively

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scaffoldedthechallengingtaskoforganizingandgivingadescription.

Forstudentswhostruggledwithgeneratingideasfor3d,providingalist

ofinventionstochoosefromnexttimecouldlowerthecognitiveloadand

allowmorefocusonlanguageproduction.

第四课时SectionA(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandthefunctionofthepassivevoiceandidentifyitsbasic

structureincontext.

2.correctlyformandusethepassivevoiceinthesimplepresentandpast

tensestodescribe

howthingsaremade,invented,ordone.

3.applythepassivevoicetodescribeamajorengineeringprojectby

completingafactualpassage.

二、TeachingAdvice

Lead-in

1.Writetwoexamplesentencesontheblackboardforcomparison:

♦Active:Peopleconnectacameratotheglasses.

♦Passive:Acameraisconnectedtotheglasses.

2.Askstudents:W/3isthedifference?Whichsentencefocusescmthe

persondoingthe

action,andwhichfocusesonthething(thecamera)?Guidethemto

noticetheform

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andfocusonthepassivevoice.

ExploretheGrammar

4a

1.Havestudentsreadthefoursentencesintheboxandcircletheverbsin

thepassivevoice.

2.Guidestudentstoobserveandsummarizethestructuretheysee.Ask:

♦Whattwopartsdoallthecircledverbshave?(Guidethemtosee:

be+pastparticiple)

♦Whatisthedifferencebetweenthefirsttwoandthelastone?(Guide

themtonotice

presentvs.pasttenseoftheverb"be”).

GrammarRules

L什么是被动语态（PassiveVoice）?

当句子的主语是动作的发出者用主动语态，当句子的主语是动作的承

受者（即某事被做）

时，使用被动语态。它的作用是强调动作本身或承受者，而不是执行

者。

基本结构:主语十be动词十动词过去分词（十by+动作执行者）.

2.被动语态的构成与时态

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时态结构例句

一般现在时am/is/arc+过去分词ThissmartphoneisdesignedinHangzhou.

一般过去时was/were+过去分词Thefirstcomputerwasbuiltinthe1940s.

Futurehousescouldbepoweredentirelyby

含有情态动词情态动词+bc+过去分词

thesun.

3.主动语态与被动语态的转换

(1)把主动句的宾语变成被动句的主语。

(2)根据新主语的数和时态，选用正确的be+过去分词。

⑶将主动句的主语放在by后面(若需指出)。例如：

Millionsofpeopleusesmartphoneseveryday.—Smartphonesareusedby

millionsofpeople

everyday.

ChineseengineerscompletedtheQinghai-XizangRailwayin2006.-*The

Qinghai-Xizang

RailwaywascompletedbyChineseengineersin2006.

Scientistsmightdiscovernewenergysourcesinthefuture,fNew

energysourcesmight

bediscoveredbyscientistsinthefuture.

GrammarExercises

4b

1.Askstudentstocompletethesentenceswiththeconectpassiveforms

oftheverbsin

brackets.

2.Remindthemtofirstdeterminethetense(pastorpresent)andthe

subject(singularor

plural)tochoosetherightformof“be”.

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3.Checktheanswersasaclassandbrieflydiscussthemeaningofeach

sentence.

4c

1.HavestudentsreadthepassageabouttheQinghai-XizangRailway.

2.Askthemtocompletetheblankswiththecorrectformsoftheverbsin

brackets.

Remindthemtolookatthesubjectofeachsentencetodecidewhether

theverbshould

beintheactiveorpassivevoice.

3.Checktheanswerstogether.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Thelessonsystematicallyintroducedthepassivevoicewithclear

examplesfromtheunittheme.

Studentssuccessfullyidentifiedandformedpassivestructuresin

controlledexercises.Thepassagecompletionactivityeffectively

contextualizedthegrammar.Overall,thislessonsuccessfullyreachedits

objectives.

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第五课时SectionB(la-lf)&VocabularyinUse

一、TeachingObjectives

Inthisclass,studentswill：

1.understandthehistoricalsignificanceofpapermakinganditsimpacton

culturaldevelopment.

2.practiseanddemonstratereadingcomprehensionskillsbyidentifying

mainideas,understanding

pronounreferences,andextractingspecificdetails.

3.describetheprocessofaninventionanddiscussthequalitiesofagreat

inventor.

二、TeachingAdvice

Lead-in

la

l.Showstudentspicturesofvariouseverydayobjectsmadefrom

differentmaterials.Ask

themtoidentifywhateachobjectismadeof.

2.Directstudentstoactivityla.Havethemdiscussinpairstofindmore

examplesof

thingsmadefromthematerialsshown,activatingpriorknowledge

aboutmaterials.

Pre-reading

lb

1.Havestudentslookatthetitleofthetextandpredictwhatinventionthe

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textwillbe

aboutandhowitmighthavechangedtheworld.

2.Instructstudentstoskimthetexttomatcheachparagraphwithits

corresponding

topic.

3.Checktheanswerswiththeclass.Askstudentstopointoutthekey

sentenceineach

paragraphthathelpedthemdecide.

While-reading

1c

1.Guidestudentstotheactivityfollowingthetext.Explainthat

identifyingwhatpronounsrefer

tohelpsunderstandhowideasareconnected.

2.Askstudentstoreadthetextagaincarefullytofindoutwhatthe

boldedpronounsrefer

tointhecontext.

3.Checktheanswerswiththeclassanddiscusshowthesereference

wordscreatecohesion

betweensentencesandparagraphs.

Id

1.Directstudentstothetablecomparingwritingmaterialsbeforeand

afterCaiLun.

2.Havethemscanrelatedparagraphstocompletetheinformationinthe

table.Remind

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themtouseconcisephrasesandkeywords.

3.Checktheanswerswiththeclass.

Ie

1.Askstudentstolocatetheparagraphthatdescribesthepapermaking

process.

2.Havethemreadthefoursentencesandputtheminthecorrect

chronologicalorder

basedonthedescriptioninthetext.

3.Aftercheckingthecorrectorder,instructstudentstoretelltheprocess

intheirown

words,encouragingthemtousesequencemarkerssuchasFirst,Then,

Next,After

that,andFinally.

Post-reading

If

1.Organizestudentsintosmallgroupstodiscussthequestions.

2.Inviteafewgroupstosharetheirideaswiththewholeclass.Guidethe

discussionto

connectthequalitiesmentioned(e.g.curiosity,

persistence,creativity,observation)

backtoCaiLun'sstoryandotherinventorstheyknow.

VocabularyinUse

2a

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1.Havestudentsworkindividuallyorinpairstocompletethetablewith

thecorrectnoun,verb,

andadjectiveformsofthegivenwords.

2.Encouragethemtoaddmorerelatedwordstheyknow.

2b

1.Askstudentstoreadeachsentenceandchoosethecorrectwordto

completeit,focusing

onthemeaning.

2.Checktheanswerstogether,clarifyingthemeaningandusageofkey

words.

2c

1.Instructstudentstocompletethepassageabouttheinventionofsticky

notesusingthe

correctformsofthephrasesinthebox.

2.Aftercheckingtheanswers,facilitateabriefclassdiscussiononthe

question:Howisan

inventionlikestickynotesturnedfromanideaintoreality?Linkittothe

process

describedinthemaintext.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

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Writetheusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyengagedstudentswithahistoricallyand

culturallysignificanttopic.Thereadingtaskseffectivelyscaffolded

comprehensionfromgisttodetailedanalysis,withthepronounreference

activitybeingparticularlyusefulforunderstandingtextualcohesion.For

futurelessons.providingashortvideoormorevisualaidsaboutthe

papermakingprocesswillbehelpful.

第六课时SectionB(3a-3c)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandhowtodescribeaninverilionbyreadingainodeltextand

extractingspecific

information.

2.researchandorganizeinformationaboutachoseninventionusinga

structuredframework.

3.writeashortcoherentparagraphaboutaninvention.

二、TeachingAdvice

Lead-in

1.Theteacherbeginsbyaskingtheclassoneopenquestion:Thinkof

oneinventionthat

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changedtheworld.Whatproblemdiditsolve,orwhatdreamdidithelp

tocometrue?Give

studentsamomenttothink,andthenquicklyinvite2-3volunteersto

sharesimpleanswers.

(E.g.Thelightbulb-itendeddarknessatnight./Therefrigerator-it

solvedtheproblem

ofkeepingfoodfresh.)

2.Afterbrieflyacknowledgingtheirideas,theteacherconnectstothe

lesson:Every

inventionhasastoryofaproblemandasolution.Today,we'llreadthe

storyofa

world-chan^in^invention-theairplane.

Pre-writing

3a

1.Directstudentstothetextabouttheinventionoftheairplane.Askthem

toreaditcarefully

andcompletethechartthatfollows.

2.Havestudentsunderlinethekeysentencesthatanswereachquestionin

thechart.

3.Reviewtheanswersasaclasstoensurecomprehensionandhighlight

thetextstructure,

3b

1.Guidestudentstothenote-makingframeworkbelowthechart.Their

taskistochoose

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oneinventiontheyareinterestedinandusethepromptstomakeresearch

notes.

2.Theteachercanprovide