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Unit 6 When was it invented
单元分析
人教版九年级（全）
目录
单元主题意义分析
1
单元内容与核心素养的关联分析
单元语篇内容分析
单元语言知识解析
2
3
4
单元主题意义分析
本单元人教版九年级全册第6单元，标题为：When was it invented 话题为：Inventions，语言功能是“谈论发明物的历史”，语法是“一般过去时的被动语态”。
本单元的主题是“人与社会“下的”科学与技术“，归属于”历史“和”人类发明与创新“这两个子主题内容。
本单元以听力、阅读共6个多模态语篇阐述主题。整个单元依托语篇，旨在通过谈论生活中常见物品的发明历史，增长学生关于科学发明的历史知识、引起学生对科学发明探索的兴趣。
单元主题分析
话题 主题 范畴 主题群 子主题内容 主题 主题意义
When was it invented 人与社会 科学与技术 历史、人类发明与创新 了解常见发明物的历史，增加对科学探索的兴趣
通过谈论生活中常见物品的发明历史，增长学生关于科学发明的历史知识、引起学生对科学发明探索的兴趣。
Unit 5 When was it invented
Section A 1b: 电话、汽车、电视、电脑的发明时间Section B 1c-1d：薯片的发明故事
Section A 2d: 拉链的发明
Section A 2a-2b: 趣味发明的功能
了解生活中常见物品的发明史、增加对科学发明探索的兴趣
了解生活中常见物品的发明历史/故事
介绍发明物的功能
Section A 3a：茶的发明和传播史
Section B 2b: 篮球的发明故事以及在中国的受欢迎程度
介绍某事物的发明和传播历史以及它所蕴含的文化或精神价值
单元内容与核心素养的关联分析
语言能力 语言能力：掌握谈论发明物品名称、发明者、用途、年份/时间和数字的表达；能正确使用被动语态的过去时；能读懂介绍中外发明的材料；能掌握说明文的文体特征和语言特点。
语言技能：在听力中捕捉有关物品的发明时间、发明者、发明过程和用途等关键信息；能够以思维导图的形式梳理和整合书面语篇的主要信息，并以口头或书面的形式介绍一项发明。
文化意识 1. 了解我国茶的发明和传播的简要历史
2. 了解篮球的发明及其发展的简要历史
思维品质 能够通过听力活动总结出如何介绍一个发明物。能够分析本单元两篇阅读文本的结构和文本中的各种信息，并根据获取的信息以思维导图的形式归纳茶的发明及传播史和篮球的历史。
学习能力 能主动利用图书馆和其他资源进行拓展学习，初步具备自主学习、合作学习、探究学习的能力，养成良好的学习习惯。
（此部分请结合实际教学设计修改）
单元语篇内容分析
[What]
Alice好奇奶奶小时候是否有现代发明，奶奶告诉Alice，她小时候有电话、电视和汽车，并介绍了他们的发明时间。
[Why]
这篇听力材料旨在引起学生了解生活中常用物品发明历史的兴趣。
[How]
这段对话以一般过去时介绍了一些生活常用物品的发明时间，如：电话——1876年，汽车——1885年，电视——1927年，电脑——1971年。在介绍这些物品的发明时间时，对话使用了被动语态和被动语态的反意疑问句：The telephone was invented in 1876. / The TV was invented in 1927. / Cars were invented in 1885. / Personal computers were invented in 1971. / They weren’t invented yet, were they
此外，对话还反映出这些现代发明在曾经的生活中是否普及。例如，电话和汽车是普通家庭可以拥有的，但是电视普通家庭还负担不起，因为They were expensive in those days. 通过这一点，学生可以了解当时西方社会的经济水平和人们的生活水平。
[What]
Alex和Carol在谈论一些有趣的发明，如：可以发光的鞋、可以加热的冰淇淋勺和带可升降鞋跟的鞋子。
[Why]
这篇听力材料旨在让学生了解发明的用途，鼓励学生开动脑筋、创造可以解决生活实际问题的发明。
[How]
首先，这段对话以一般现在时描述了发明产品的名称、功能和用途。例如，产品：shoes with lights，功能：the shoes can be used for seeing in the dark，用途：prevent someone hit toes against something on the way to the bathroom at night.
其次，对话中提到的发明都紧扣interesting inventions这个主题，富有趣味且能解决生活中的实际问题，如：发热冰淇淋勺可以用来挖被冻得特别硬的冰淇淋、可升降鞋跟的鞋子可以适应各种场合的穿着。
最后，对话中呈现了询问产品用途的句型：What are they / is it used for They are / It is used for ...
[What]
Paul要做一个题为“改变世界的小发明”的项目，Roy推荐他讲“拉链”并简要介绍了拉链的发明史。
[Why]
本语篇旨在鼓励学生了解生活中的小发明的历史，并且知道应该如何介绍一项发明。
[How]
这段对话展示了如何介绍一项发明。对话以拉链为例，呈现了介绍一项发明的四个方面：发明者、被发明的时间、何时被广泛应用、为什么是伟大的发明。
Invention: Zipper
Inventor: Whitcomb Judson
Time of invention: 1893
Became popular: 1917
Why was it great: it’s often used in our daily lives; we can see it almost everywhere
[What]
本文为阅读文本An Accidental Invention，介绍了“茶”被发明的过程、陆羽的《茶经》和中国的茶叶向外传播的简要历史。
[Why]
本文旨在让学生了解中国茶叶悠久的历史和茶文化，也让学生体会到神农氏发明茶与陆羽撰写《茶经》背后蕴含的探索精神和钻研精神。
[How]
本文的文体是说明文，标题中Accidental一词能够很好地引发读者猜测：What was invented by accident How was it invented
本文一共分为三段：第一段叙述了茶的历史(was drunk for 5,000 years ago)和神农氏发明茶的过程(was boiling drinking water on fire one day—some leaves fell into water—remained there for a long time—produced a nice smell)。
[How]
第二段介绍了陆羽的《茶经》。这本书主要介绍了茶叶的种植与制作（how tea plants were grown and used to make tea)、最优质的茶叶产地（where the finest tea leaves were produced）和最好的煮茶的水（what kind of water were used）。
第三段简述了茶叶向世界传播的过程：公元6-7世纪tea was brought to Korea and Japan；公元17-18世纪tea had become a national drink in England；公元19世纪tea trade from China to Western countries took place。
下面分析语篇特点对传递该文主题意义发挥的作用。
首先，语篇体裁方面，作者选择以说明文的形式真实、客观地叙述“茶”的历史，让内容的可信度更高。
其次，篇章结构方面，该语篇按时间顺序推进，从上古时期神农氏发明茶讲到唐代陆羽的《茶经》，再讲到公元6-7世纪（南北朝、隋唐）、公元17世纪（明朝）和公元19世纪（清朝）茶叶向世界的传播，时间脉络十分清晰，有助于读者系统地了解茶从发明到向世界传播的历史。
[How]
最后，语言特点方面，本文在写作时引用了传说（神农氏发明茶）、经典（陆羽的《茶经》）和学者的研究。为了让文章的内容显得更客观、更可信，作者频繁使用了表示引用的句型：Many people believe that ... / It is said that ... / ... mentioned ... in his book和被动语态：tea was first drunk 5,000 years ago; one of the world’s favourite drinks was invented; tea was brought to Korea and Japan during 6th and 7th centuries, ect.
[What]
薯片的发明故事。
[Why]
通过学习语篇，学生能够主动了解生活中的“意外”发明，并讲述它们的发明故事。
[How]
这段对话从3个方面介绍了薯片的发明：发明人 (a cook—George Crum)、发明时间 (in 1853)、为什么是意外发明 (because of a picky customer)。
这段对话在叙述故事的时候使用了主动语态，这可以让故事更生动，也可以拉进说话人与听者之间的距离。在讲述故事的时候，说话者使用了很多连词：one day, when, so, and这些连词能使故事的逻辑更顺畅。
[What]
本文为阅读文本Do You Know When Basketball Was Invented 讲述了篮球的历史、篮球的玩法和篮球在中国的受欢迎程度。
[Why]
通过阅读让学生了解篮球的历史和受欢迎程度，同时也让学生从文章中了解篮球运动的背景、感受篮球运动的奇妙。
[How]
本文一共分为三段。第一段简述了篮球的发展史：over 100 years history; first basketball game was played on Dec. 21, 1891; became an Olympic event in 1936.
第二段介绍了篮球的发明过程 (James Naismith was asked to think of a game that could be played in winter) 和篮球的玩法 (work together to get the ball in the other team’s basket)。
[How]
第三段描述了篮球在中国的受欢迎程度：you can sometimes see people playing basketball in parks, schools and even factories; CBA games are becoming popular; there are more Chinese players in NBA and more foreign players in CBA.
下面分析语篇特点对传递该主题意义发挥的作用：
首先，从语篇的体裁来看，本文是一篇说明文，以平实的语言记录了篮球的发展史。文章中心突出，具有一定的科学性、条理性。并且，本文的标题十分直观，能直接体现出文章的内容。
其次，篇章结构方面，本文运用“并列式”结构，从篮球的历史、起源过渡到篮球的流行性，脉络清晰、便于读者理解。
最后，语言特点方面：文章的第一段较多地使用了数字 (e.g. over 100 years old; is played more than 100 million people in over 200 countries)，使得作者对篮球历史的介绍更真实、更有说服力。第二段在介绍篮球的发明过程和玩法时较多地使用了被动语态，这让描述更具有客观性。第三段较多地使用了连词：basketaball has not only ... but ...; there are also ..., ect. 体现出篮球在中国的流行度高。
单元语言知识解析
What
Who
When
Usage
How
Use widely
How to describe
inventions
Example 1
What: potato chips
Who: a cook named George
When: in 1853
How: A customer ordered a plate of fried potatoes. When the potatoes
came, he said they were cut too thick and sent them back. George
was angry so he cut the potatoes really really thin and cooked
them for a long time until they were crispy. And put lots of salt
on them so they were really salty. To his surprise, the customer
loved it and asked him for more.
Example 2
What: tea
Who: Shen Nong
When: about 5,000 years ago
How: One day Shen Nong was boiling drinking water over an open fire.
Some leaves from a tea plant fell into the water and remained there
for some time. It produced a nice smell so he tasted the brown
water. It was quite delicious and the drink was invented.
Widely spread: during 6th and 7th centuries—Korea and Japan
1660—England;
19th centurty—tea trade to western countries took place
Famous book: Cha jing written by Lu Yu in Tang dynasty
Useful Sentence Sructures
1. A: When was ... invented B: It was invented in ...
2. A: Who was it invented by B: It was invented by ...
3. A: What is the ... used for B: It’s used for ...
3. Telephone was invented by Alexander Graham Bell in 1876.
4. Many people believe that tea was frist drunk about 5,000 years ago.
5. It was believed that tea was brought to Korea and Japan during the 6th
and 7th centuries. / It is believed that the first basketball game in history
was played on December 21, 1891.
6. It become popular in ...
grammar: 被动语态的过去时
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