资源简介

Unit 3 Make it happen!
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to talk about inventions. 2.Use to-infinitive and -ing as object to talk about invention ideas. 3.Explain the importance of invention.
【Culture Awareness】 Know about the inventions both ancient and modern, at home and abroad. Cultivate students’ sense of innovation and understand the importance of invention.
【Quality of Thinking】 1.Cultivate students’ ability of creative thinking by coming up with an idea for an invention. 2.Interpret the passage from different perspectives and infer the deep meaning of the passage.
【Learning Abilities】 1.Get key information from different passages. 2.In class activities, students can work with others and think about what they did well and what they can do better.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元的主题为：发明。该主题属于“人与社会”主题范畴下的“科学与技术”主题群，对应“科学技术与工程，人类的发明与创新”这一子主题内容。本单元围绕话题inventions, 学习和完成11个语篇，帮助学生理解发明的意义与价值，激发他们的创新思维和社会责任感。通过学习，学生将逐步掌握解决问题的技巧，培养探索精神与实践能力，为未来的创新奠定坚实基础。
Starting out：本部分通过对比古代和现代生活方式的差异，激活学生对发明的已有认知。学生将思考指南针、轮子、电脑、手机等发明如何改变我们的生活，为后续学习奠定基础。
Understanding ideas: 本部分的阅读文章为《A Helping Hand》，讲述了学生Easton如何从科学展上的机械臂发明出发，最终设计出低成本、轻便的假肢，并免费分享设计帮助他人的故事。文章通过Easton的发明历程，传递了发明不仅需要创造力，还需要人文关怀和社会责任感。
Developing ideas:本部分包含听力和阅读两个模块。听力部分通过讨论发明者的品质，帮助学生理解创新所需的坚持、勇气和合作精神；阅读部分则探讨了好奇心在推动发明中的重要作用，激励学生保持探索精神。
Presenting ideas:学生需要结合本单元所学内容，制作一个关于发明的展板。通过这一任务，学生不仅能够巩固所学知识，还能将理论与实践结合，展示自己的创造力与表达能力。
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Talk about inventions in our daily life.
2.Learn about the process of Easton’s invention.
3.Tell what you can learn from Easton.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 34 and page 35 to students, then ask them to answer the questions.
①What can you see
②What do these things stand for
③What does the picture mean to you
2.Let some students share the answers.
Possible answers:①I can see a bulb, a ladder and a man working on the computer.
②The light bulb stands for thinking and creativity, the ladder stands for efforts and exploration , the man working on the computer stands for the process of turning inspiration into practical results.
③It implies that people acquire inspiration through efforts and exploration , and use modern tools to turn it into practical achievements.
Starting out
Page 35，1
1.Ask students to watch the video and answer the questions.
①What differences between the lives of ancient people and ours do you know
②What caused these differences
2.Let students brainstorm the answers.
3.Check the answers with the class.
Page 35，2
1.Ask students to look at the pictures and answer the questions.
①What are these inventions
②How have they changed our lives
2.Let students check the answers with the class.`
Answers:①Compass, wheel, computer, mobile phone.
②The compass helps with direction - finding in outdoor activities. Wheels make transportation more efficient for travel and cargo delivery. Computers revolutionize information access, work, and entertainment. Mobile phones enable instant communication and simplify various daily tasks like payment and navigation.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 36，1
1.Ask students to look at the word cloud on page 36. Then predict what the passage is about.
2.Let some students share their guesses.
★Step 3 While-task【过程任务】
Page 36，2
1.Ask students to read the passage and check their answer.
2.Check the answer with the class.
Possible answer: Easton invented an affordable, lightweight artificial arm and shared the design for free to help children.
Page 38，3
1.Ask students to order the following events in the passage.
2.Check the answer with the class.
Answer: 1 4 2 3
Page 38，4
1.Ask students to complete the chart with the words and expressions from the passage.
2.Check the answer with the class.
Answer: ①science fair ②without an arm ③grow quickly ④fishing line ⑤move ⑥weighed ⑦cost ⑧design
★Step 4　Post-task【后续任务】
Page 38，Think and share
1.Ask students to think about the following questions:
①How would Jenny's life change with Easton’s invention
②What can you learn from Easton
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【语言要点】
1.He built it out of plastic blocks and fishing line.
句中out of意为“由……制成，用……做成”。例如:
a toy boat carved out of wood 一只木头雕成的玩具小船
The necklace is made out of gold. 这条项链是金制的。
2. What's worse, children like her grow quickly and need new arms all the time.
what's worse意为“更糟糕的是”，用来引出一个更加糟糕或严重的情况，通常用来加重语气，强调比较。例如:
I forgot my wallet at home, and what's worse, my phone is out of power.我把钱包忘在家里了，更糟糕的是，我的手机没电了。
It's raining, and what's worse, I left my umbrella at home.天下起了雨，更糟糕的是，我把伞忘在家里了。
3. “It blew me away! I built my arm for only $300," thought Easton.
blow sb away意为“使某人大为惊讶”。例如:
The film was so good that it just blew me away.电影太棒了,简直让我震惊。
4. What a helping hand!
(1)本句是感叹句句型:what a(n) (+形容词)+单数名词。例如:
What a nice dress!多漂亮的连衣裙啊!
What a surprise! 真是没料到的事!
(2) a helping hand意为“援手，帮助"。例如:
He’s been giving me a helping hand with the children. 他一直在帮我照顾孩子。
I need a helping hand with my housework.我需要人帮我完成家务。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can talk about inventions in our daily life.
I can learn about the process of Easton’s invention.
I can tell what I can learn from Easton.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this reading lesson, I mainly focused on guiding students to explore independently. However, the difficulty level of the questions I set was not ideal, and the participation of some students was low. Next time, I will set more simple questions to guide the students.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Master the usage of to-infinitive and -ing as objects.
2.Complete relevant exercises.
3.Use to-infinitive and -ing as object to talk about invention ideas.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Ask students to read the sentences from the reading passage and pay attention to the bold words.
(a) He always tried to improve his work.
(b) He enjoyed fixing problems one after another.
2.Then ask students to answer the question.
What forms are they
3.Ask students to find more sentences with these structures in the reading passage.
4.Check the answers with the class.
Answers: Easton kept working on it.
He didn’t want to make money from it.
He decided to post his design online... for free!
Understanding ideas（5—8）
★Step 2　Grammar focus learning【语法学习】
动词不定式和动名词作宾语
一、动词不定式作宾语
1.动词不定式
当我们要表示“想做某事、需要做某事或决定做某事”时，就会出现两个动词连用的情况，这时应如何表达呢 同学们自然会想到want to do sth, need to do sth
和 decide to do sth等表达方式。行为动词后的动词都采用了“to+动词原形”的结构。我们把这种结构称为动词不定式。
动词不定式没有人称和数的变化，在句中不能作谓语。那么动词不定式有什么样的语法功能呢 首先，它可以在句中充当宾语成分。例如:
I wanted to see the Beijing opera, so Li Ling offered to take me there.
我想看京剧，所以李玲就提出带我去看。
We only planned to watch for an hour. 我们原先只打算看一个小时。
I hope to understand more next time.我希望下次能懂得多一些。
可以看出，以上句子里的动词want, offer, plan, hope后都连接了to do的不定式
结构，这类动词属于及物动词，动词不定式置于谓语动词之后作宾语，表明想要、
提出计划或希望要做(或发生)的事。
2.动词不定式作宾语的动词
常见的后面接不定式作宾语的动词有:plan, decide, want, hope, offer,learn等。
二、动名词作宾语
在英语中，并不是所有的动词都可以用不定式作宾语。有一些动词只能用动名词作宾语。例如:
She enjoys learning about different cultures and traditions from around the world.她喜欢了解世界各地不同的文化和传统。
He practises playing the guitar for two hours every day.他每天练习两个小时吉他。
常见的后面接动名词作宾语的动词有:enjoy, practise, finish, avoid, keep,mind等。
三、既可以用不定式又可以用动名词作宾语
需要注意的是，还有一些动词，既可以用不定式又可以用动名词作宾语，但
表达的意义可能不同。试比较:
I remember seeing her.我记得见过她。
You must remember to lock the door before leaving the house.出门之前一定要记得锁门。
一般来说，用不定式作宾语时，所表示的多为将来的行为。
用动名词作宾语时，所表示的多为正在做的行为。
常见的后面既可以用不定式又可以用动名词作宾语的动词有:remember, forget, mean, try, regret等。
★Step 3　While-task【过程任务】
Page 39,6
1.Ask students to complete the paragraph with the correct form of the words in brackets.
2.Check the answers with the class.
Answers: 1.knocking 2.to design 3.using
Page 39,7
1.Ask students to complete the news report with the correct form of the words in the box.
2.Check the answers with the class.
Answers: 1.to have 2.to do 3.shaking 4.to make 5.for 6.to apply
3.Ask students to answer the following questions according to the passage.
①What problems did the boy notice
②What did the boy invent
Possible answers:①He noticed blind students at school had a hard time moving around.
②He invented a smart walking stick.
★Step 4　Post-task【后续任务】
1.Ask students to work in pairs. Think of a problem and come up with an idea for an invention.Then write an advertisement for it.
2.Ask students to use the words and expressions from the reading passage and show the thinking map on the book to the students.
What everyday problem do you face
How does the problem trouble you
What invention could solve the problem (Be creative! You can be as imaginative as you want.)
How does the invention work
3.Show the useful expressions to help them to organise their ideas.
Useful expressions:
... was just a..., but it cost...
What's worse, ...
I must lend a hand to...
I'm going to invent a...
It will be able to...
4.Choose some students to share their answers.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can master the usage of to-infinitive and -ing as objects.
I can complete relevant exercises.
I can use to-infinitive and -ing as object to talk about invention ideas.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this grammar class, students often got confused about when to use the to-infinitive and the -ing form as objects. In future lessons, I will focus on providing more vivid examples, such as those from daily situations. Additionally, I will design more interactive exercises to help them master the differences
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Pronounce /l/ /r/ correctly and remember the letters and letter combinations that represent them.
3.Talk about what you have learnt about the qualities of an inventor.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 41 to students, then ask them to answer the question.
Who is this man
2.Check the answer with the class.
Answer:He is Alexander Fleming.
★Step 2　Pre-task【准备任务】
Not every invention is created on purpose. Sometimes it's completely by accident! For example, in 1928, Dr Alexander Fleming forgot to clean his lab before going on a holiday.Later,he discovered penicillin from an uncleaned Petri dish. It's now one of the most used medicines in the world!
★Step 3　While-task【过程任务】
Page 41,1
1.Show the picture on page 42 to students, then ask them to predict what the conversation is about.
2.Ask students to listen to the news radio and choose the main idea.
3.Check the answers with the class.
Page 42,2
1.Show the advertisement to students, them ask them to predict what words may be filled in the blanks.
2.Ask students to listen again. Then complete the advertisement.
3.Check the answers with the class.
Page 43,3
1.Show the chart on page 43 to students, then ask them to predict what words may be filled in the blanks.
2.Ask students to listen to the talk and complete the chart.
3.Check the answers with the class.
Page 43
1.Ask students to listen again. Then talk about how the speaker opens the talk.
2.Check the answers with the class.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 41 freely, and then ask them to pay attention to the pronunciation of the bold letters.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation of /l/ and /r/ and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 43，4
1.Ask students to work in pairs, then act out a conversation about an invention and its inventor.
2.Let students turn to page 102 and page 103.
3.Let students talk about what they have learned about the qualities of an inventor in this section.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can understand the listening material and grasp the key information.
I can pronounce /l/ and /r/ correctly and remember the related letters and letter combinations.
I can talk about what I have learnt about the qualities of an inventor.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this listening and speaking class, I designed varied listening activities. Before listening, I guided students to identify key words and make predictions. During the task, I encouraged them to focus on those key words to strengthen their selective attention and listening strategies. After listening, we practiced dialogues to help students apply what they’d learned in real-life contexts. However, one shortcoming was that I could have provided more structured guidance to foster students’ independent learning skills during the activities.
第四课时　Reading
Teaching Objects　【教学目标】
1.Learn about the stories of the three inventors.
2.Talk about what can be learned from the inventors.
3.Share opinions about curiosity.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the three pictures on page 44 to students, then ask them to answer the question.
What are these
Answers: The first picture is the lightning rod.
The second picture is a “flying chair”.
The third picture is the earthquake detector.
★Step 2　Pre-task【准备任务】
1.Ask students to look at the pictures on page 44, then answer the questions.
Who invented them
How would you describe the inventors
2.Show the words and expressions to help the students.
curious new discoveries do research
brave pioneer scientist discover
3.Let students share the answers.
★Step 3　While-task【过程任务】
Page 44,2
Ask students to read the passage and check their answers.
Answers:①Benjamin Franklin invented the lightning rod.
Wan Hu invented a “flying chair” for space exploration.
Zhang Heng invented the earthquake detector.
②They were curious and brave.
They made new discoveries by doing research.
They were pioneers and scientists who wanted to discover new things.
Page 46,3
1.Ask students to complete the chart with the words and expressions from the passage.
2.Check the answers with the class.
Answers:①nature ②research ③storm ④pioneer ⑤died
⑥scientist and inventor ⑦the sky and the earth ⑧star map
Page 46,4
1.Ask students to answer the questions.
①What words of famous people does the writer use in the passage What are their effects
②What door can the key of curiosity open
③What other examples can you use to describe curiosity
2.Check the answers with the class.
Answers:①Albert Einstein: “I am only passionately curious.”
Effect: Shows curiosity is more important than talent.
Jacques Cousteau: “A scientist is a curious man looking through nature's keyhole.”
Effect: Explains scientists are just curious people exploring the world.
②Curiosity opens doors to new discoveries and new ideas.
③For example, Thomas Edison: Kept trying 1,000 times to invent the light bulb.
Marie Curie: Discovered radium because she wondered “What makes things glow ”
★Step 4　Post-task【后续任务】
Page 30，Think and share
1.Ask students to think and share:
①Do you think inventors could work without curiosity Why or why not
②What are you most curious about
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
★Step 5　Language points　【语言要点】
1.He was so curious about space that he invented a “flying chair”!
be curious about意为“对……感到好奇"。例如:
He was curious about how she would do.他很想知道她会怎么做。
Children are naturally curious about the world around them.孩子们天生对周围的世界充满好奇心。
2. Despite the failure, his curiosity gave future explorers ideas.
despite意为“尽管，虽然"，用来表示某些行动和情况尽管有不利的条件也继续进行。
3.As Jacques Cousteau said, “What is a scientist after all It is a curious man looking through a keyhole, the keyhole of nature, trying to know what's going on.”
(1) keyhole意为“锁眼，钥匙孔”，此处比喻科学家探索未知的方法——正如我们透过门上的钥匙孔可以看到门后的部分世界，科学家也是通过对细节的研究，逐步探索和理解更广阔的未知世界。这是一种形象生动的比喻，旨在强调科学家对
未知的好奇心和探索精神。
雅克·库斯托(Jacques Cousteau)是法国知名海洋学家，也是世界上最著名的海洋探险家之一。他和同伴一起发明了现代潜水设备--水中呼吸器(Aqualung)，并制作了名为《寂静的世界》的纪录片，是环保运动的先驱。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can retell the stories of the three inventors.
I can talk about what I learned from the inventors.
I can share my own opinions about curiosity.
★Step 7　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this reading class, students don’t know much about the background knowledge of the inventions by Franklin, Wan Hu, and Zhang Heng. To help them have a clearer understanding, I will provide relevant background information in class. This will assist them in comprehension. Meanwhile, I will also guide them to come up with more examples related to curiosity, so that they can deeply feel the power of curiosity.
第五课时　Writing
Teaching Objects　【教学目标】
1.Write a passage about the power of curiosity.
2.Share your passage with the class.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show some pictures related to great discoveries or inventions driven by curiosity, such as the apple that inspired Newton's discovery of the law of universal gravitation and the scene of Edison inventing the light bulb.
2.Then ask students to answer the questions.
What do these pictures have in common
What drives these great people to make such achievements
★Step 2　Pre-task【准备任务】
1.Have students read the three opinions about curiosity in the writing task:
Curiosity can bring new discoveries.
Curiosity can make people brave.
Curiosity can drive people towards certain goals.
2.The teacher explains the meaning of each opinion one by one, and illustrates them with examples from the previous reading passage to help students better understand.
★Step 3　While-task【过程任务】
1.Let students independently choose one opinion and start thinking about and recording other examples that can prove it. They can either think individually or discuss in groups.
2.Then, invite several students to share their chosen opinions and the examples they thought of. The teacher gives affirmation and supplements to expand students' thinking.
3.Guide students to draw a mind-map according to their selected opinions and examples.
4.Ask students to write their passage.
Possible answer: Curiosity can bring new discoveries. When people are curious, they ask questions and try new things. This can lead to amazing findings.
For example, many scientists are curious. They study the world and make new inventions. Thomas Edison was curious about light. He tried many experiments and finally invented the light bulb. Another example is explorers. They are curious about new places. Christopher Columbus wanted to find a new way to Asia. Instead, he discovered America.
In my opinion, curiosity is very powerful. It helps people learn and grow. Without curiosity, we might not have many of the things we use today, like phones or computers. Curiosity makes the world a better place.
★Step 4　Post-task【后续任务】
1.Have students exchange their passages with a partner.
2.Ask students to check their passages as follows.
Did you use enough examples to support your idea
Did you use the words and expressions from the reading passage
Did you give your opinion on the power of curiosity
3.Let some students share their passages with the class.
★Step 5　Summary　【课堂小结】
Ask students to use the students' self-assessment form to check what they have learned in this lesson.
I can write a passage about the power of curiosity.
I can share my passage with the class.
★Step 6　Homework【家庭作业】
Further polish your writing according to the evaluation criteria.
Teaching reflection　【教学反思】
In this writing class, the lead-in successfully attracted students’ attention and inspired their interest in the topic. However, during the class activities, some students had trouble finding good examples for their ideas. This shows that in future lessons, I should give them more help on how to find examples. Also, when students were sharing and commenting, the time control could be more precise to ensure that every student has a chance to participate. Overall, most students were able to understand the writing requirements and make efforts in writing, but there is still room for improvement in terms of language proficiency and logical thinking.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Make a display board about an invention.
2.Talk about what you understand more about great inventions.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Ask students to do a project: Make a display board about an invention.
★Step 2　Pre-task【准备任务】
Ask students to work in groups. Search for information about great inventions. They can be inventions from history or modern times. Talk about their inventors and
importance. Take a group vote to decide on one invention.
name of invention
the inventor
its importance
★Step 3　While-task【过程任务】
1.Let students prepare their display board and use the following outline to organise their ideas.
2.Ask students to use the language tips in the outline or find useful expressions or
sentences from this unit.
3.Ask students to practise and present their display board to the class.
★Step 4　Post-task【后续任务】
1.Ask students to vote on the best three display boards and the best three presentations.
2.Ask students to talk about what they understand more about great inventions as the following mind map.
Inventions come from problems to be solved.
What leads to inventions Inventions come from accidents.
Inventions come from curiosity.
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a display board about an invention.
I can talk about what I understand more about great inventions.
★Step 6　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this project class, students were to make a display board about an invention. Many had fun, but some faced trouble gathering information. Next time, I'll offer more resources and step - by - step guidance. Also, more time for group discussion is needed to boost their teamwork.

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