人教版英语九年级上册 Unit5 Power of Ideas 单元教学设计（6课时）

Unit5PowerofIdeas

单元主题分析

本单元以“思想的力量”为核心主题,归属于“人与社会”范畴，探索“创造性思想如何催生

改变世界的发明”这一核心命题。单元内容以“发明”为主线，贯穿古今中外，从探讨现代

发明的功能与影响，到追溯古代伟大发明（如造纸术）的诞生过程,再到学生构思并描述自己的

发明设想，形成一个完整的认知与创作循环。单元通过展示发明背后的故事（遇到的问题、

构思的灵感、克服的困难以及最终带来的深远影响），引导学生理解发明创造不仅源于技术，

更源于人类解决问题的决心与创造力，从而激发学生的创新意识与社会责任感。

SectionA聚焦于现代发明及其对当代生活的影响。通过参观发明展览的对话，学生接触并

学习描述诸如“智能眼镜”“烹饪机器人”“3D打印机”等当代发明的功能、工作原理及用

途。听力与对话材料着重于对发明物的客观描述与功能探讨，并自然引入被动语态这一核心

语法结构，为学生提供描述发明创造过程所需的语言工具。

SectionB将视角转向历史,深入探究一项改变世界的古代发明•造纸术。通过说明文阅读，

学生不仅了解造纸术的发明背景、蔡伦的实验过程及其历史意义，更得以剖析一项伟大发明

从“创意”到“现实”的完整历程。本部分强调信息提取、过程梳理与因果分析，引导学生

思考发明家的品质以及发明与社会文明进步的深层联系.

Writing部分是本单元学习的综合输出。学生首先通过阅读分析飞机发明的结构化文本（起因、

挑战、过程、影响），掌握描述一项发明的信息框架与文本结构。随后，学生需选择自己感兴

趣的一项发明，进行研究（或基于教师提供的资料），并最终撰写一篇结构清晰的短文，介绍该

发明的关键信息及其影响.实现从理解、分析到模仿、创作的完整语言应用。

单元学习目标

通过本单元的学习，学生能够：

1.听懂关于现代发明及其功能的对话，获取发明的名称、产地、用途及工作原理等关键信息。

2.阅读关于古代伟大发明（如造纸术）的说明性文章，理解其发明背景、过程及历史影响,并梳理

信息、分析指代关系。

3.运用被动语态（•般现在时与•般过去时）来描述发明的创造过程、构成材料及功能用途。

4.使用目标语言讨论和评价不同发明的重要性，并解释其原因。

5.借鉴范文结构，通过研究或利用给定资料，撰写一篇短文介绍一项发明的基本信息（发明者、

时间、原因、材料、困难）及其影响。

单元学习重难点

1.听懂关于现代发明及其功能的对话，获取发明的名称、产地、川途及工作原理等关键信息。

2.阅读关于古代伟大发明（如造纸术）的说明性文章，理解其发明背景、过程及历史影响，并梳

理信息、分析指代关系。

3.运用被动语态（一般现在时与一般过去时）来描述发明的创造过程、构成材料及功能用途。

4.使用目标语言讨论和评价不同发明的重要性，并解释其原因。

5.借鉴范文结构,通过研究或利用给定资料，撰写一篇短文介绍一项发明的基本信息（发明者、

时间、原因、材料、困难）及其影响。

单元课时划分

重点：

1.掌握与发明创造相关的核心词汇。

2.理解并能够分述某项发明的关键信息o

3.在描述发明创造过程、构成材料及普遍事实时，正确使用被动语态。

难点：

1.在口语和书面表达中，根据上下文准确、恰当地运用被动语态与主动语态。

2.将分散的、笔记形式的研究信息，组织成一篇连贯、结构完整的说明性短文。

3.深入理解伟大发明背后的“问题・解决方案”思维模式,并能将这种思维应用于分析其他发

明案例。

第一课时SectionA（la-ld）

一、TeachingObjectives

Inthisclass,studentswill：

I.listenfbrspecificinformationaboutinventionsandfinishthetasks.

2.learnkeyvocabularyaboutiiivciiliunsanddcsuiibcllicirbasicruncliuus.

3.discusshowcreativeinventionscansolveproblemsandchangelives.

二、TeachingAdvice

Lead-in

LookandShare

1.HavestudentslookatthethemepictureonPagc41anddiscusstheguidingquestions.

2.Invitesomestudentstosharetheiranswers.

3.Askstudentstopredictwhatthisunitmightbeabout.

Pre-listening

la

1.Presentthesixpicturesandthelistofinventionnames.

2.Askstudentstoworkinpairstomatchthenameswiththethingsinthepictures.

3.Ilavestudentsguessordiscuss:Whendoyouthinkthesethingswereinvented?

4.Checktheanswersasaclass.

While-listening

lb

1.Showstudentsthetwoinventionpictures(SuperSeeandSmartCook)andletthemguess

whatthesetwoinventionsareusedfbr.

2.Playtheconversations.Letthemchoosethecorrectinventionfbreachconversationand

fillintheblanksfbrthecountries.

3.Checktheanswerstogether.

1c

1.Playtheconversationsagain.StudentslistenandcircleTorF.

2.Cheektheanswerswiththeclass.Forfalsestatements,ask;Whatisthecorrectinformation?

Post-listening

Id

1.Putstudentsintopairs.Askthemtousetheinformationfromthelisteningandthesentence

patternsbelowtodescribeeachinvention.

2.Writeontheboardforsupport:

Whatitlookslike://lookslike.../Theylooklike...

Whatitisusedfbr:Itisusedfor.../Theyareusedfor.../Ilcanhelppeopleto....

Howitworks:Youput...thenpress../Acameraisconnectedio..

3.Giveanexample:SuperSeelookslikeapairofsunglasses.Theyareusedforhelping

peoplewhocan'tseeweII.Amini-cameraisconnectedtothem...

4.Encouragestudentstodiscusswhichinventiontheylikebetterandinvite2-3pairsto

presenttheirdescriptionsandopinionstotheclass.

5.Askstudents:Canyouthinkofonesimpleinventionthatcouldmakeourschoollifebetter?

Whatdoesitlooklike?Whatisitusedfor?Letthembrainstomiandshareideas.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethelanguagepointsandusefillexpressionsontheblackboard.

TeachingReflection

Thelessonsuccessfullyintroducedinventionsandthepassivevoicethroughengagingdialogues.

Studentsparticipatedactivelyinlisteninganddescriptiontasks.Themainchallengefbrthemwas

organizingcoherentdescriptionsandexpandingideasduetolimitedbackgroundknowledgeabout

specificinventions.Nexttine,IwillprovidestrongerscafTb'dingandencouragepracticewith

morefamiliar,cvcrydayinventionsfirst.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.listenandidentifyspecificinformationabouttheworkingprocessofa3Dprinter.

2.usethepassivevoice(presentsimple)todescribehowthingsarcmadeorproduced.

3.describetheappearanceanduseofeverydayitems.

二、TeachingAdvice

Lead-in

ShowstudentsapictureofutheInternationalExhibitionofInventionsvandseveralphotos

ofinnovativeproducts.Askstudents:Whatdoyousee?Haveyoueverbeentoorheard

aboutsuchanexhibition?

Pre-listening

Pre-teachorreviewkeyvocabularyfromthelisteningbyusingimages,includingwords

suchasinventionexhibition,3Dprinter,design,create.produce.material,andplastic.

While-listening

2a

I.Directstudentstothequestions.Askthemtoreadthequestionscarefullybefore

listening.

2.Playtheaudio.Askthemtolistenfbrtheanswerstothetv/oquestions.

3.Checktheanswerswiththeclass.

2b

1.Havestudentslookatthesentencesandtheverbsinthebox.Askthemtocompletethe

sentenceswiththecorrectformsoftheverbs.

2.Playtheaudioagain.Askthemtochecktheanswers.

3.Highlightthepassivevoicestructureandexplainitsuse.

2e

I.Playtheaudiofbrthethirdtime.Havestudentstickthethingstheyhearthata3Dprintercan

make.

2.Checktheanswers.Then.askstudents:Whatelsedoyouknowthata3Dprintercan

make?toextendthetopic.

Post-listening

2d

1.Askstudentstoindividuallylistafewthingstheyuseeverydayandchooseonethatis

themostusefulfbrtheirlives.

2.Inpairs,havethemtalkaboutwhattheinventionlookslikeandwhatitisusedfbr.

3.Tomodeltheactivity,presentashortsampledialogueusingtheframeworkprovided:

A:Whatinventiondoyoulikethemost?

B:Ilikemysmartphonethemost.

A:Why?

B:Becauseit'sveryusefid.Itlookslikeasmallflatrectanglewithabigscreen.Itisusedfor

communication,gettinginformation,takingphotos,andmanyotherthings.

4.Inviteafewpairstosharetheirconversationswiththeclass.

Summary

Askstudentslosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefillexpressionsandimportantlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyintegratedlisteningcomprehensionwithgrammar(passivevoice)ina

relevantcontext.Studentswereengagedbythetopicofinnovativeinventions.Forfuture

lessons,providingaclearervisualordiagramofthe3Dprintingprocessbeforethedetailed

listeningcouldaidcomprehensionofthesequence.

第三课时SectionA(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.extractandsummarizekeyinformationabouttheradiofremaconversation.

2.presentfactualinformationaboutaninventionclearlyusingachartandpractisefluentspeaking

throughrole-play.

3.describeanotherimportantinventionbyorganizingkeyfactsusingasimplemindmap.

二、TeachingAdvice

Lead-in

Theteacherasksstudentstothinkaboutandsharewhattheythinkisthemostusefulinvention

intheirdailylivesandwhy.

Pre-reading

3a

1.Theteacherdirectsstudentstothequestionin3aandasksthemtoskimtheconversationto

findtheanswer.

2.Studentsthenreadtheconversationagainmorecarefi.illytounderstandPeter'sreasons

andthesupportingfactsabouttheradio.

While-reading

3b-

1.Studentsworkindividuallyorinpairstoreviewtheconversationandcompletethefact

chartwiththerequiredinformation.

2.Theteachercheckstheanswerswiththeclass,ensuringtheinformationisaccurately

extracted.

3c

1.Theteacherplaystheaudiooftheconversation,askingstudentstopayattentiontohow

keyinformationisstressedinnaturalspeech.

2.Studentsthenpractisetheconversationinpairs,tryingtoimitatethestressandintonationto

maketheirrole-playmorefluentandexpressive.

Post-reading

3d

1.Inpairsorsmallgroups,studentschooseanotherinventiontheybelieveisimportant.

Theycreateasimplemindmaptoorganizeinformationaboutit(e.g,name,inventor,

date,keyfeatures,impact).

2.Usingtheirmindmapsasaguide,studentstaketurnsdescribingtheirchoseninventionto

theirpartner.Theteachercanprovideasentenceframeworkontheboard(e.g./thinkthe

mostimportantinventionis...Itwasinventedby...around...Itchangedtheworldby.....).

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thelessonsuccessfullyguidedstudentsfromextractingfactualinformationaboutaninventionto

practisingoralpresentationskills.Themindmapactivityeffectivelyscaffoldedthechallenging

taskoforganizingandgivingadescription.Forstudentswhostruggledwithgeneratingideasfbr

3d,providingalistofinventionstochoosefromnextlimecouldlowerthecognitiveloadand

allowmorefbcusonlanguageproduction.

第四课时SectionA(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandthefunctionofthepassivevoiceandidentifyitsbasicstructureincontext.

2.correctlyformandusethepassivevoiceinthesimplepresentandpasttensestodescribe

howthingsaremade,invented,ordone.

3.applythepassivevoicetodescribeamajorengineeringprojectbycompletingafactualpassage.

一、TeachingAdvice

Lead-in

1.Writetwoexamplesentencesontheblackboardfbrcomparison:

♦Active:Peopleconnectacameratotheglasses.

♦Passivc:Acameraisconnectedtotheglasses.

2.Askstudents:isthedifference?Whichsentencefocusesonthepersondoingthe

action.andwhichfocusesonthething(thecamera)?Guidethemtonoticetheform

andfbcusonthepassivevoice.

ExploretheGrammar

4a

1.Havestudentsreadthefoursentencesintheboxandcircletheverbsinthepassivevoice.

2.Guidestudentstoobserveandsummarizethestructuretheysee.Ask:

♦Whattwopartsdoallthecircledverbshave?(Guidethemtosee:be+pastparticiple)

♦Whatisthedifferencebetweenthefirsttwoandthelastone?(Guidethemtonotice

presentvs.pasttenseoftheverb"be”).

GrammarRules

1.什么是被动语态(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

时态结构例句

一般现在时am/is/are+过去分词ThissmanphoneisdesignedinHangzhou.

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。

(3)将主动句的主语放在by后面(若需指出)。例如：

Millionsofpeopleusesmartphoneseveryday.-*Smartphonesarcusedbymillionsofpeople

everyday.

ChineseengineerscompletedtheQinghai-XizangRailwayin2006.-*TheQinghai-Xizang

RailwaywascompletedbyChineseengineersin2006.

Scientistsmightdiscovernewenergysourcesinthefuture.—Newenergysourcesmight

bediscoveredbyscientistsinthefuture.

GrammarExercises

4b-

1.Askstudentstocompletethesentenceswiththecorrectpassiveformsoftheverbsin

brackets.

2.Remindthemtofirstdctcnnincthetense(pastorpresent)andthesubject(singularor

plural)tochoosetherightformof"be".

3.Checktheanswersasaclassandbrieflydiscussthemeaningofeachsentence.

4c

1.HavestudentsreadthepassageabouttheQinghai-XizangRailway.

2.AskthemtncompletetheKlankswiththecorrectfarmsoftheverbsinbrackets

Remindthemtolookatthesubjectofeachsentencetodecidewhethertheverbshould

beintheactiveorpassivevoice.

3.Checktheanswerstogether.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Thelessonsystematicallyintroducedthepassivevoicewithclearexamplesfromtheunittheme.

Studentssuccessfullyidentifiedandformedpassivestructuresincontrolledexercises.Thepassage

completionactivityeffectivelycontextualizedthegrammar.Overall,thislessonsuccessfully

reacheditsobjectives.

第五课时SectionB(la-lf)&VocabularyrinUse

一、TeachingObjectives

Inthisclass,studentswill：

1.understandthehistoricalsignificanceofpapermakinganditsimpactonculturaldevelopment.

2.practiseanddemonstratereadingcomprehensionskillsbyidentifyingmainideas,understanding

pronounreferences,andextractingspecificdetails.

3.describetheprocessofaninventionanddiscussthequalitiesofagreatinventor.

二、TeachingAdvice

Lead-in

la

1.Showstudentspicturesofvariouseverydayobjectsmadefromdifferentmaterials.Ask

themtoidentifywhateachobjectismadeof.

2.Directstudentstoactivityla.Havethemdiscussinpairstofindmoreexamplesof

thingsmadefromthematerialsshown,activatingpriorknowledgeaboutmaterials.

Pre-reading

lb

1.Havestudentslookatthetitleofthetextandpredictwhatinventionthetextwillbe

aboutandhowitmighthavechangedtheworld.

2.Instructstudentstoskimthetexttomatcheachparagraphwithitscorresponding

topic.

3.Checktheanswerswiththeclass.Askstudentstopointoutthekeysentenceineach

paragraphthathelpedthemdecide.

While-reading

1c

1.Guidestudentstotheactivityfollowingthetext.Explainthatidentifyingwhatpronounsrefer

tohelpsunderstandhowideasareconnected.

2.Askstudentstoreadthetsxtagaincarcftillytofindoutwhattheboldedpronounsrefer

tointhecontext.

3.Checktheanswerswiththeclassanddiscusshowthesereferencewordscreatecohesion

betweensentencesandparagraphs.

Id

1.DirectstudentstothetablecomparingwritingmaterialsbeforeandafterCaiLun.

2.Havethemscanrelatedparagraphstocompletetheinformationinthetable.Remind

themtouseconcisephrasesandkeywords.

3.Checktheanswerswiththeclass.

Ie

1.Askstudentstolocatetheparagraphthatdescribesthepapermakingprocess.

2.Havethemreadthefoursentencesandputtheminthecorrectchronologicalorder

basedonthedescriptioninthetext.

3.Aftercheckingthecorrectorder,instructstudentstoretelltheprocessintheirown

words,encouragingthemtousesequencemarkerssuchasFirst,Then,Next,After

that,andFinally.

Post-reading

If

1.Organizestudentsintosmallgroupstodiscussthequestions.

2.Inviteafewgroupstosharetheirideaswiththewholeclass.Guidethediscussionto

connectthequalitiesmenticned(e.g.curiosity,persistence,creativity,obsenfation)

backtoCaiLun*sstoryandotherinventorstheyknow.

VocabularyinUse

2a

1.HavestudentsworkindividuallyorinpairstocompletethetablewiththecoiTectnoun,verb,

andadjectiveformsofthegivenwords.

2.Encouragethemtoaddir.orerelatedwordstheyknow.

2b

1.Askstudentstoreadeachsentenceandchoosethecorrectwordtocompleteit,focusing

onthemeaning.

2.Checktheanswerstogether,clarifyingthemeaningandusageofkeywords.

2c

1.Instructstudentstocompletethepassageabouttheinventionofstickynotesusingthe

correctformsofthephrasesinthebox.

2.Aftercheckingtheanswers,facilitateabriefclassdiscussiononthequestion:Howisan

inventionlikestickynotesturnedfromanideaintoreality?Linkitto(heprocess

describedinthemaintext.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writetheusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Thislessonsuccessfullyengagedstudentswithahistoricallyandculturallysignificanttopic.The

readingtaskseffectivelyscaffoldedcomprehensionfromgisttodetailedanalysis,withthe

pronounreferenceactivitybeingparticularlyusefulforunderstandingtextualcohesion.For

futurelessons.providingashortvideoormorevisualaidsaboutthepapermakingprocesswillbe

helpful.

第六课时SectionB(3a-3c)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandhowtodescribeaninventionbyreadingamoceltextandextractingspecific

information.

2.researchandorganizeinformationaboutachoseninventionusingastructuredframework.

3.writeashortcoherentparagraphaboutaninvention.

二、TeachingAdvice

Lead-in

1.Theteacherbeginsbyaskingtheclassoneopenquestion:Thinkofoneinventionthat

changedtheworld.Whatproblemdiditsolve,orwhatdreamdidithelptocometrue?Give

studentsamomenttothink,andthenquicklyinvite2-3volunteerstosharesimpleanswers.

(E.g.Thelightbulb-itendeddarknessatnight./Thcrefrigerator-itsolvedtheproblem

ofkeepingfoodfresh.)

2.Afterbrieflyacknowledgingtheirideas,theteacherconnectstothelesson:Every

inventionhasastoryofaproblemandasolution.Today,we'ilreadthestotyofa

world-changinginvention-theairplane.

Pre-writing

3a

1.Directstudentstothetextabouttheinventionoftheairplane.Askthemtoreaditcarefiilly

andcompletethechartthatfollows.

2.Ilavestudentsunderlinethekeysentencesthatanswereachquestioninthechart.

3.Reviewtheanswersasaclasstoensurecomprehensionardhighlightthetextstructure,

3b

I.Guidestuden