资源简介

Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on creating a display board about an invention. It includes instructions for making and presenting the display board to the class, along with a reflection section to help students understand more about great inventions.
Why: The author's intention is to engage students in an active learning process related to inventions. By letting them research, create, present and reflect, the text aims to deepen their understanding of inventions and their significance. Overall, the text aims to make the learning of inventions more meaningful, fostering students' creativity and critical thinking.
How: The text uses a practical and structured approach. It presents clear steps with detailed instructions and an outline to help students organise their ideas. The structure is sequential, guiding students through the process from research to presentation and reflection, making it easy to follow.
　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know how to create a display board about an invention following the given steps and using relevant information.
2.use words and expressions in the unit, as well as the infinitive and-ing as object to accurately describe the invention.
3.apply the skills of researching and presenting inventions to explore and show other creative ideas.
4.understand more about inventions via presentation.
5.learn the new phrases and expressions and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know how to create a display board about an invention following the given steps and using relevant information. Step 1　Preparation Ask students to make a special design and understand the information about great inventions. 1.Work in groups to search for information about great inventions from history or modern times. Discuss their inventors and the importance of them. Take a group vote to decide on one invention to focus on. 2.Prepare your display board using an outline to organise your ideas. Use language tips provided in the outline or find useful expressions or sentences from the unit. Assess students' ability to express their ideas by identifying a suitable topic of invention, gathering relevant information, preparing necessary materials, and reviewing relevant vocabulary and expressions.
To enable students to work collaboratively to identify a suitable topic of invention, collect essential information about it, prepare necessary materials for the display board, and review relevant vocabulary and expressions.
2.To use words and expressions in the unit, as well as the infinitive and -ing as object to accurately describe the invention. Step 2　Production Using the collected information, students design the display board with sections like: The Invention Name: An Artificial Arm　 Problem: People had a hard time…They wished… Solution: It was able to… The Inventor's Story: He/She spent years studying…　 Materials and Function: It is made out of…It works with… Observe if students can effectively design the display board by incorporating collected information into well-organised sections.
To enable students to transform collected information into a well-structured display board, showcasing their creativity and ability to present complex ideas clearly.
3.To apply the skills of researching and presenting inventions to explore and show other creative ideas. Step 3　Presentation 1.Display the Board Students present their display boards using sentences like: “Here is my display board of…” “This invention is important because…” 2.Deliver the Speech Students give speeches that cover: (1)The background and the problem solved by the invention. (2)How the invention solves the problem and it functions. (3)The inventor's story and the significance of the invention. 3.Evaluation and Voting The class votes on the best three display boards and the best three presentations. Evaluate students' accuracy, confidence, and effectiveness in presenting their display boards and speeches. Check if they cover key aspects of the invention and engage the audience.
To provide students with an opportunity to showcase their creativity and communication skills by presenting their display boards and delivering speeches that effectively convey the invention s background, functionality, and significance.
4.To understand more about inventions via presentation. Step 4　Reflection 1.The Knowledge Gained: The unit provides a deeper understanding of great inventions, enabling the use of relevant vocabulary and expressions to discuss inventions, explain their importance, and express ideas using the infinitive and -ing. 2.Areas for Improvement: Further improvement is needed in using specific vocabulary or grammatical structures to convey ideas about inventions more effectively. Assess students' understanding of great inventions and their ability to reflect on areas for improvement, as well as their accuracy of vocabulary and grammar rules while discussing inventions.
To deepen students' understanding of the importance of inventions and reinforce learning objectives by encouraging introspection and articulation of personal development.
5.To learn the new phrases and expressions and use them in context. Step 5　Language Points Teach phrases such as“have a hard time doing…”. Step 6　Exercise Ask students to complete the exercises. 1.Complete translation exercises. 2.Fill in the blanks based on learnt words and grammatical structures. 3.Read and answer the questions. (详见课件资源) Evaluate students'ability to construct sentences using the　new language points accurately and contextually. Measure students' performance in completing the exercises accurately and their ability to apply the learnt language points.
1.To enable students to communicate more effectively with others about the topic of inventions and their backgrounds. 2.To consolidate the learnt knowledge and ensure students can apply new words and grammatical structures correctly in various scenarios, reinforcing their learning outcomes.
Homework Basic homework: Review the key words and phrases in this unit and copy them three times. Practical homework: Ask a partner to role-play with you and have a Q & A activity about what inventions bring to our lives. Extended homework: Search for more information about novel inventions.
　　　　　　　　　　　　　　　　　　　　　　　　
Starting out
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text compares the lives of ancient people and ours, focusing on the differences in lifestyles and the impact of inventions. It uses pictures to encourage students to reflect on what they know about the contrasts between the lives of ancient people and theirs, as well as the factors that have led to these differences.
Why: The author s intention is to make students aware of the progress and changes in human life over time. It encourages students to think critically about the causes and effects of these changes, fostering their appreciation for technological advancement and its impact. Overall, it conveys a message that it's important to understand the past to better appreciate the present and look forward to the future.
How: The text adopts a visual and question-based approach. It presents pictures as a stimulus to engage students interest and curiosity. The structure is clear, with each section having a specific task related to the pictures, facilitating the step-by-step exploration of the topic.This method effectively guides students to understand the differences between the lives of ancient people and theirs.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify and name common ancient and modern inventions.
2.describe the differences between the lives of ancient people and theirs using simple English.
3.discuss how inventions have changed their lives.
4.master and apply the key language points correctly.
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify and name common ancient and modern inventions. Step 1　Lead-in 1.Show a picture and display an image featuring a bulb, a ladder, and a man holding a computer. 2.Ask students questions like“What can you see in this picture ”and“What is in the man's hand ” Assess students' observation skills and their understanding of the picture content, and check if they can express their thoughts in English accurately.
To draw students'attention, spark their interest, and set the stage for discussions about inventions and how they have impacted our lives.
2.To describe the differences between the lives of ancient people and theirs using simple English. Step 2　Brainstorming 1.Let students discuss the differences between the lives of ancient people and theirs, focusing on what caused these differences. 2.Have students imagine the life in ancient times and discuss what have changed people s lifestyles. Observe students' responses to the questions to gain insight into their known and unknown information about the development of society based on the specific details they provide, as well as their engagement and creativity during the discussion.
To broaden students' views, help them understand how technological inventions have changed our lives, and encourage critical thinking and personal expression.
3.To discuss how inventions have changed their lives. Step 3　Practice 1.Role-play activity: One student acts as an ancient person and the other student acts as a modern person, introducing a invention. 2.Sample dialogue: Provide a sample dialogue, such as: Ancient person: We dance around fire! Modern person: It's a computer. Observe students' responses and interaction to check their engagement, creativity, and understanding of social development to prepare for making future instructional adjustments.
To enable students to explore the impact of inventions on social development through role-play activities, assessing their understanding, engagement and creativity.
4.To master and apply the key language points correctly. Step 4　Language Points Explain key words and phrases, and introduce important terms and phrases such as“invent”and“cause”. Step 5　Exercise Ask students to complete fill-in-the-blank exercises and translation tasks to reinforce the language points. (详见课件资源) Test students' understanding and application of new vocabulary and grammatical structures. Measure students' accuracy in completing exercises and translating sentences, ensuring they apply the language points correctly.
1.To ensure students can accurately use newly introduced vocabulary and grammatical structures, reinforcing their memory through practice. 2.To consolidate students' grasp of the lesson materials through practical exercises, improving their ability to use English accurately and confidently in real-life contexts.
Homework Basic homework: Review and write down the words you have learnt today. Practical homework: Tell your parents the differences between the lives of ancient people and yours by using the inventions you have learnt. Extended homework: Try to search more inventions human have created to change the world and write their English names down.
　　　　　　　　　　　　　　　　　　　　　　　　　






Understanding ideas—Reading
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about a young inventor named Easton LaChappelle and his inventions, particularly focusing on his achievement of making artificial arms. It includes details such as the materials and features of his different inventions at various ages, his interaction with a girl named Jenny who inspired him, and his decision to post his design online for free.
Why: The author's intentions seem to be multiple. Firstly, the author aims to inspire students by sharing the story of a young inventor, showing them that innovation and helping others are possible at a young age. Secondly, the author aims to develop students reading comprehension skills through various tasks such as ordering events and completing charts. Thirdly, the author aims to encourage critical thinking by asking questions about the impact of inventions and what can be learnt from Easton's experience. Overall, the text aims to educate and motivate students in the areas of invention, empathy and personal growth.
How: The text uses a combination of narrative and instructional elements. It presents the story of Easton's inventions in chronological order, interspersed with questions and activities to engage students. The structure is organised with clear headings and sections, guiding students through different aspects of the topic.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.use words and expressions in the lesson to talk about inventions and the topic of helping others.
2.know the story of Easton and how he invented the artificial arm to help the disabled.
3.have a strong will to help those in need.
4.grasp the key language points and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use words and expressions in the lesson to talk about inventions and the topic of helping others. Step 1　Lead-in Ask students to watch a video about someone helping others quietly without seeking recognition. Step 2　Pre-reading Let students look at a word cloud and predict what the passage might be about. For example,“Maybe it is about designing an artificial arm to help others.” Observe students' responses to the video to gain insight into their participation and reflection. Check if students can accurately describe the details of the text using the word cloud and make reasonable predictions based on the title and the image.
1.To capture students'attention by presenting a related and inspiring scenario and prepare students for the upcoming reading material, which will likely involve themes of helping others and making a difference. 2.To use pictures and titles to help students predict information and prepare a mental framework for understanding the text.
2.To know the story of Easton and how he invented the artificial arm to help the disabled. Step 3　While-reading 1.Have students read the passage and check their previous predictions. 2.Ask students to order the following events in the passage. 3.Ask students to complete the chart with the words and expressions from the passage. 4.Ask students to retell the story according to the chart in Task 4. Assess students understand-ing of structured knowledge and their ability to find specific details about this text by examining their completed charts, specifically whether they include the event, place, people, problems to solve, and the influence.
To develop students'reading comprehension skills and their ability to extract and summarise key information from the text.
3.To have a strong will to help those in need. Step 4　Post-reading Let students discuss questions like“How would Jenny's life change with Easton s invention ”and“What can you learn from Easton ” Assess the depth of students reflection, their ability to articulate personal insights, and their understanding of the themes like innovation and generosity.
To encourage critical thinking and personal reflection, allowing students to connect the text to real-world applications and draw meaningful conclusions about using technology to help others.
4.To grasp the key language points and use them in context. Step 5　Language Points Learn language points such as“14-year-old”“with an artificial arm”and“It blew me away!”, and practise using these in the real life context. Step 6　Exercise Complete the exercises to reinforce the language points. Measure students'ability to use new vocabulary and phrases correctly in context. Assess students' performance in completing the exercises and their ability to apply the language points.
1.To reinforce vocabulary and grammatical structures relevant to the topic, providing students with the necessary language tools to let them discuss and write about innovation and generosity. 2.To apply the language points learnt in this lesson through practical exercises, ensuring that students can use the vocabulary and grammatical structures accurately and confidently.
Homework Basic homework: Read the passage fluently and emotionally. Practical homework: Try to retell the passage according to a mind map of the passage. Extended homework: Try to make a vlog about how to help others in need.
　　　　　　　　　　　　　　　　　　　　　　　　



Developing ideas—Listening and speaking
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text discusses inventions, including accidental discoveries like penicillin, which was found by Dr Alexander Fleming, as well as an upcoming invention exhibition. It includes a listening activity aimed at identifying the main purpose of a news segment related to inventions. Additionally, there is an advertisement for the exhibition to be completed and tasks that involve listening to a talk and filling out a chart about inventors and their qualities.
Why: The author s intention is to engage students in learning about inventions in an interactive and interesting way.The exhibition-related activities encourage students to explore and share information about inventions, arousing students interest in and appreciation for innovation. Overall, the text aims to make the topic of inventions accessible and engaging, promoting students learning and exploration in this area.
How: The text uses a combination of text, pictures, and interactive activities. It starts with an interesting fact about an accidental invention to capture students attention. The listening tasks are clearly marked and students have multiple options. The advertisement completion exercise provides students with a visual aid and specific blanks to fill, making it structured and easy to follow.
　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.describe accidental inventions and their impact using simple English.
2.understand the qualities of inventors, discuss how these qualities contribute to their inventions, and improve their listening skills.
3.talk about the details of an invention and its inventor, including the time, place, and its influence.
4.learn the key language points and structures of the text and apply them in context.
　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To describe accidental inventions and their impact using simple English. Step 1　Lead-in Ask students to learn about various inventions (the telephone, microwave oven, non-stick pan, Velcro) and answer questions about each item: Q1: What's this Q2: Who invented it Q3: What can we do with it Assess students' engagement and curiosity by encouraging them to share additional knowledge or thoughts on how these inventions have impacted their daily lives.
To arouse students' interest in the topic of inventions, setting the stage for the upcoming listening activities.
2.To understand the qualities of inventors, discuss how these qualities contribute to their inventions, and improve their listening skills. Step 2　Listening Let students listen to a news programme about inventions and exhibitions. 1.Listen to the news programme. What is its main purpose 2.Listen to the talk and complete the chart. 3.Listen again. Then talk about how the speaker opens the talk. Measure students'listening comprehension skills and check their ability to choose the correct option based on the listening material.
To develop students'listening comprehension skills, while reinforcing key vocabulary related to inventions and exhibitions.
3.To talk about the details of an invention and its inventor, including the time, place, and its influence. Step 3　Pair Work 1.Have students work in pairs to act out a conversation about an invention and its inventor. 2.Ask students to choose an invention, research its inventor, and create a dialogue discussing the invention s impact and significance. Observe whether students can describe the invention and its inventor, and whether they can use the language correctly and creatively in a conversation. Evaluate their ability to summarise the key points and cooperate.
To create opportunity for students to hone their listening and speaking skills in practical scenarios, enhancing their engagement and emphasising the importance of positive communication.
4.To learn the key language points and structures of the text and apply them in context. Step 4　Language Points Teach key words and phrases related to encouragement, introduction, invitation and explanation: encourage sb to do sth, introduce sb/sth to sb, invite sb to do sth, explain sth to sb Step 5　Exercise 1.Translation Tasks: Translate sentences from Chinese into English to reinforce language points. 2.Fill-in-the-blank Exercises: Complete sentences using appropriate words and grammatical structures. Assess students' proficiency in forming accurate sentences with the newly introduced language points. Check if students can accurately translate sentences from Chinese into English and complete sentences with the right words and grammatical structures, confirming their grasp of new language points.
(续表)
1.To reinforce key grammatical structures and vocabulary related to encouragement, introduction invitation and explanation, ensuring students can use these expressions effectively in various scenarios. 2.To reinforce new language points through exercises, helping students use vocabulary and grammar rules in this unit confidently and accurately.
Homework Basic homework: Listen and repeat the words and sentences in the listening part. Practical homework: Try to invent a new thing and share it with classmates. Extended homework: Try to find more unexpected inventions.
　　　　　　　　　　　　　　　　　　　　　　　　




Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about the power of curiosity, featuring examples of famous people who were driven by curiosity to make great discoveries and inventions. There are also activities such as answering questions about the text, completing a chart based on what the mentioned people were curious about, and writing a passage about the power of curiosity, with specified steps and prompts to guide students.
Why: The author s intention is to educate students on the importance and power of curiosity in promoting innovation, exploration, and personal growth. The writing activity encourages students to think deeply about the topic and express their own views, promoting critical thinking and their communication skills.
How: The text uses a combination of an informative reading passage and interactive activities. The reading passage presents ideas and examples in a clear and structured way, with quotes and stories to illustrate the points. The structure is organised with headings and clear instructions for each activity, making it easy for students to follow.
　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get some information about some inventors both at home and abroad through reading.
2.know the importance of being curious.
3.learn how to write a short passage to talk about the power of curiosity.
4.learn the new words and phrases and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get some information about some inventors both at home and abroad through reading. Step 1　Warm-up Show a video about the Four Great Inventions of ancient China (papermaking, the compass, gunpowder and movable type printing). Step 2　Pre-reading Let students look at the pictures and answer the questions using the given words and expressions. Evaluate if students are able to connect the inventions with the underlying spirit of curiosity and innovation. Check if students can describe an invention and its inventor accurately.
1.To spark students' curiosity by demonstrating the global impact of ancient Chinese inventions and encouraging reflections on the innovative spirit behind them. 2.To prepare students for writing by deepening their understanding of how curiosity can lead to new discoveries, bravery, and goal achievements.
2.To know the importance of being curious. Step 3　While-reading 1.Ask students to read a passage about the impact of curiosity on famous people like Benjamin Franklin, Wan Hu and Zhang Heng. 2.Have students complete a chart with details about what these individuals were curious about and what they discovered or invented. Assess students' understanding of structured knowledge about the power of curiosity by examining their completed charts. Assess students ability to express their thoughts around a chosen statement about curiosity.
To encourage critical thinking and creativity while reinforcing the lesson's main points through structured writing practice.
3.To learn how to write a short passage to talk about the power of curiosity. Step 4　Post-reading 1.Ask students to write a passage according to the steps. 2.Let students edit(修改) their drafts according to the checklist. Evaluate students' ability to understand the topic and express themselves through writing tasks. Check if the completeness and quality of their passages meet the specified standards.
To help students refine their writing skills and take responsibility for self-assessment and improvement.
4.To learn the new words and phrases and use them in context. Step 5　Language Points Introduce key phrases and grammatical structures such as“be drawn to”and“take a risk/risks doing sth”. Step 6　Exercise Have students complete the following tasks. 1.Translate the sentences from Chinese into English. 2.Fill in the blanks with the correct form of the given words. 3.Read the passage and answer the questions. Check if students can use the new phrases correctly in context. Measure students performance in completing the exercises and their ability to apply the language points they have learnt.
1.To enhance language proficiency and ensure students can apply new linguistic knowledge correctly. 2.To consolidate learnt knowledge and promote active recall and application of learnt concepts.
Homework Basic homework: Polish your writing and share it with your best friend. Practical homework: Share your writing online and share your opinion about curiosity with your online friends. Extended homework: Surf on the internet to find out more examples about being curious. And share them in the next class.

Understanding ideas—Grammar
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on practising infinitives (to+verb) and gerunds (verb+ing). Infinitives often express purposes or potential actions, while gerunds act as nouns describing actions as facts. Exercises include completing sentences with the correct form of verbs, teaching their distinct usages in context. The exercises aim to reinforce students understanding of verb tenses and their appropriate usages in different sentence structures.
Why: The author s intention is to help students master the grammar points related to verb forms in a practical and engaging way. It helps students see the connection between grammar and real communication, improving their language skills and ability to use the language points accurately in context.
How: The text uses an instructional and practical approach. It presents grammar rules through example sentences from the related reading context, making the learning more meaningful and realistic. The exercises are structured in a step-by-step manner, starting with reading the sentences from the reading passage and summarising the grammar rules, and then moving on to applying those rules in sentence completion tasks.
　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.accurately identify sentences using the infinitive and -ing as object.
2.skillfully use the infinitive and-ing as object to complete the given tasks.
3.introduce their creative inventions fluently, use grammar rules accurately, and present their ideas logically and creatively.
　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To accurately identify sentences using the infinitive and -ing as object. Step 1　Lead-in Ask students to watch a video and fill in the blanks with appropriate words. Step 2　Grammar Focus 1.Students read sentences from the reading passage and summarise the grammar rules of the infinitive and -ing as object. 2.Teach students to understand the differences between the infinitive and-ing as object, as well as their structures and application situations. Evaluate students' ability to describe the video content, ensuring they can extract key information. Check if students can correctly identify and use the infinitive and -ing as object and explain their usages.
1.To engage students by using visual and auditory elements to spark their interest in the upcoming grammar lesson. 2.To help students understand and apply the grammar rules of the infinitive and -ing as object in sentences.
2.To skillfully use the infinitive and -ing as object to complete the given tasks. Step 3　Practice 1.Let students complete the paragraph with the correct form of the words in brackets. 2.Have students complete the news report with the correct form of the words in the box. Evaluate students' ability to correctly apply grammatical structures in practical exercises.
To reinforce students' understanding of the infinitive and-ing as object through practical exercises, ensuring they can apply these rules in context.
3.To introduce their creative inventions fluently, use grammar rules accurately, and present their ideas logically and creatively. Step 4　Production Let students work in pairs, thinking of a problem and coming up with an idea for an invention. Then let them write an advertisement for it, and use the words and expressions from the reading passage and the“Useful expressions”to help them. Step 5　Exercise 1.Have students complete the sentences. 2.Have students choose the right answers. 3.Have students complete the sentences with“since”or“for”. 4.Have students complete the sentences with their own ideas, using the infinitive. (详见课件资源) Assess students' accuracy in 　creating advertisements for 　their inventions and accounting for their choices with relevant vocabulary and expressions. Assess students'accuracy in completing exercises and their ability to account for their choices.
1.To reinforce students' understanding of vocabulary and expressions related to advertising through practical writing exercises, ensuring they can apply these words accurately in the context of creating an advertisement. 2.To consolidate students' learning of the infinitive and -ing as object through written exercises, ensuring they can accurately apply and understand these grammar rules.
Homework Basic homework: Copy key sentences three times. Use an English-learning app to listen, imitate and read them aloud five times. Practical homework: As a little inventor on Invention Dream Island, you need to write 3 sentences using the grammar rules learnt in this unit to describe your inventions and the reason why you invented them. Extended homework: Write a short passage about your imaginary invention.
　　　　　　　　　　　　　　　　　　　　　　　　

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