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Unit 5 Power of Ideas
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。
Section A 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。
Section B 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(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、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(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.理解并能够复述某项发明的关键信息。
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“问题一解决方案”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Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. listen for specific information about inventions and finish the tasks.
2. learn key vocabulary about inventions and describe their basic functions.
3. discuss how creative inventions can solve problems and change lives.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on Page41and discuss the guiding questions. 2. Invite some students to share their answers. 3. Ask students to predict what this unit might be about.
Pre-listening
1a 1. Present the six pictures and the list of invention names. 2. Ask students to work in pairs to match the names with the things in the pictures. 3. Have students guess or discuss:When do you think these things were invented 4. Check the answers as a class.
While-listening
1b 1. Show students the two invention pictures (Super See and Smart Cook) and let them guess what these two inventions are used for. 2. Play the conversations. Let them choose the correct invention for each conversation and fill in the blanks for the countries. 3. Check the answers together. 1c 1. Play the conversations again. Students listen and circle T or F. 2. Check the answers with the class. For false statements,ask: What is the correct information
Post-listening
1d 1. Put students into pairs. Ask them to use the information from the listening and the sentence patterns below to describe each invention.
2. Write on the board for support: What it looks like: It looks like .../They look like ... What it is used for: It is used for .../They are used for ... /It can help people to …. How it works: You put...then press ../A camera is connected to .. 3.Give an example: Super See looks like a pair o f sunglasses. They are used for helping people who can't see well.A mini-camera is connected to them ... 4. Encourage students to discuss which invention they like better and invite 2-3 pairs to present their descriptions and opinions to the class. 5. Ask students: Can you think of one simple invention that could make our school life better What does it look like What is it used for Let them brainstorm and share ideas.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
The lesson successfully introduced inventions and the passive voice through engaging dialogues. Students participated actively in listening and description tasks. The main challenge for them was organizing coherent descriptions and expanding ideas due to limited background knowledge about specific inventions. Next time, I will provide stronger scaffolding and encourage practice with more familiar ,everyday inventions first.
第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. listen and identify specific information about the working process of a 3D printer.
2. use the passive voice (present simple) to describe how things are made or produced.
3. describe the appearance and use of everyday items.
二、Teaching Advice
Lead-in
Show students a picture of “the International Exhibition of Inventions”and several photos of innovative products. Ask students: What do you see Have you ever been to or heard about such an exhibition
Pre-listening
Pre-teach or review key vocabulary from the listening by using images, including words such as invention ,exhibition,3D printer ,design,create ,produce ,material,and plastic.
While-listening
2a 1. Direct students to the questions. Ask them to read the questions carefully before listening. 2. Play the audio. Ask them to listen for the answers to the two questions. 3. Check the answers with the class. 2b 1.Have students look at the sentences and the verbs in the box. Ask them to complete the sentences with the correct forms of the verbs. 2. Play the audio again. Ask them to check the answers. 3.Highlight the passive voice structure and explain its use. 2e 1. Play the audio for the third time. Have students tick the things they hear that a 3D printer can make. 2. Check the answers. Then,ask students:What else do you know that a 3D printer can make to extend the topic.
Post-listening
2d 1. Ask students to individually list a few things they use every day and choose one that is the most useful for their lives. 2. In pairs,have them talk about what the invention looks like and what it is used for. 3. To model the activity, present a short sample dialogue using the framework provided: A :What invention do you like the most B:I like my smartphone the most. A:Why B:Because it's very useful. It looks like a small flat rectangle with a big screen. It is used for communication, getting information ,taking photos ,and many other things. 4. Invite a few pairs to share their conversations with the class.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write useful expressions and important language points on the blackboard.
Teaching Reflection
This lesson successfully integrated listening comprehension with grammar (passive voice) in a relevant context. Students were engaged by the topic of innovative inventions. For future lessons,providing a clearer visual or diagram of the 3D printing process before the detailed listening could aid comprehension of the sequence.
第三课时Section A (3a-3d)
一、Teaching Objectives
In this class, students will：
1. extract and summarize key information about the radio from a conversation.
2. present factual information about an invention clearly using a chart and practise fluent speaking
through role-play.
3. describe another important invention by organizing key facts using a simple mind map.
二、Teaching Advice
Lead-in
The teacher asks students to think about and share what they think is the most useful invention in their daily lives and why.
Pre-reading
3a 1. The teacher directs students to the question in 3a and asks them to skim the conversation to find the answer. 2.Students then read the conversation again more carefully to understand Peter's reasons and the supporting facts about the radio.
While-reading
3b 1. Students work individually or in pairs to review the conversation and complete the fact chart with the required information. 2. The teacher checks the answers with the class, ensuring the information is accurately extracted. 3c 1. The teacher plays the audio of the conversation,asking students to pay attention to how key information is stressed in natural speech. 2. Students then practise the conversation in pairs,trying to imitate the stress and intonation to make their role-play more fluent and expressive.
Post-reading
3d 1. In pairs or small groups, students choose another invention they believe is important. They create a simple mind map to organize information about it (e. g, name,inventor, date,key features,impact). 2.Using their mind maps as a guide, students take turns describing their chosen invention to their partner. The teacher can provide a sentence framework on the board (e. g. I think the most important invention is ... It was invented by ... around ... It changed the world by .…. ).
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write useful expressions and language points on the blackboard.
Teaching Reflection
The lesson successfully guided students from extracting factual information about an invention to practising oral presentation skills. The mind map activity effectively scaffolded the challenging task of organizing and giving a description. For students who struggled with generating ideas for 3d, providing a list of inventions to choose from next time could lower the cognitive load and allow more focus on language production.
第四课时Section A (4a-4c)
一、Teaching Objectives
In this class, students will：
1. understand the function of the passive voice and identify its basic structure in context.
2. correctly form and use the passive voice in the simple present and past tenses to describe
how things are made,invented,or done.
3. apply the passive voice to describe a major engineering project by completing a factual passage.
二、Teaching Advice
Lead-in
1. Write two example sentences on the blackboard for comparison: Active:People connect a camera to the glasses. Passive:A camera is connected to the glasses. 2. Ask students:What is the difference Which sentence focuses on the person doing the action,and which focuses on the thing (the camera) Guide them to notice the form and focus on the passive voice.
Explore the Grammar
4a 1. Have students read the four sentences in the box and circle the verbs in the passive voice. 2. Guide students to observe and summarize the structure they see. Ask: What two parts do all the circled verbs have (Guide them to see: be+past participle) What is the difference between the first two and the last one (Guide them to notice present vs. past tense of the verb “be”).
Grammar Rules
1.什么是被动语态(Passive Voice) 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
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: Millions of people use smartphones every day.→Smartphones are used by millions of people every day. Chinese engineers completed the Qinghai-Xizang Railway in 2006.→The Qinghai-Xizang Railway was completed by Chinese engineers in 2006. Scientists might discover new energy sources in the future. →New energy sources might be discovered by scientists in the future.
Grammar Exercises
4b 1. Ask students to complete the sentences with the correct passive forms of the verbs in brackets. 2. Remind them to first determine the tense (past or present) and the subject (singular or plural) to choose the right form of “be". 3. Check the answers as a class and briefly discuss the meaning of each sentence. 4c 1. Have students read the passage about the Qinghai-Xizang Railway. 2. Ask them to complete the blanks with the correct forms of the verbs in brackets. Remind them to look at the subject of each sentence to decide whether the verb should be in the active or passive voice. 3. Check the answers together.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
The lesson systematically introduced the passive voice with clear examples from the unit theme. Students successfully identified and formed passive structures in controlled exercises. The passage completion activity effectively contextualized the grammar. Overall, this lesson successfully reached its objectives.
第五课时Section B(1a-1f)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. understand the historical significance of papermaking and its impact on cultural development.
2. practise and demonstrate reading comprehension skills by identifying main ideas,understanding
pronoun references, and extracting specific details.
3. describe the process of an invention and discuss the qualities of a great inventor.
二、Teaching Advice
Lead-in
1a 1.Show students pictures of various everyday objects made from different materials.Ask them to identify what each object is made of. 2. Direct students to activity la. Have them discuss in pairs to find more examples of things made from the materials shown, activating prior knowledge about materials.
Pre-reading
1b 1. Have students look at the title of the text and predict what invention the text will be about and how it might have changed the world. 2. Instruct students to skim the text to match each paragraph with its corresponding topic. 3. Check the answers with the class. Ask students to point out the key sentence in each paragraph that helped them decide.
While-reading
1c 1. Guide students to the activity following the text. Explain that identifying what pronouns refer to helps understand how ideas are connected. 2. Ask students to read the text again carefully to find out what the bolded pronouns refer to in the context. 3. Check the answers with the class and discuss how these reference words create cohesion between sentences and paragraphs. 1d 1. Direct students to the table comparing writing materials before and after Cai Lun. 2. Have them scan related paragraphs to complete the information in the table. Remind them to use concise phrases and key words. 3. Check the answers with the class. 1e 1. Ask students to locate the paragraph that describes the paper making process. 2. Have them read the four sentences and put them in the correct chronological order based on the description in the text. 3. After checking the correct order,instruct students to retell the process in their own words,encouraging them to use sequence markers such as First,Then, Next, After that , and Finally.
Post-reading
lf 1. Organize students into small groups to discuss the questions. 2. Invite a few groups to share their ideas with the whole class. Guide the discussion to connect the qualities mentioned (e.g.curiosity, persistence,creativity,observation ) back to Cai Lun's story and other inventors they know.
Vocabulary in Use
2a 1. Have students work individually or in pairs to complete the table with the correct noun, verb, and adjective forms of the given words. 2. Encourage them to add more related words they know.
2b 1. Ask students to read each sentence and choose the correct word to complete it,focusing on the meaning. 2. Check the answers together,clarifying the meaning and usage of key words. 2c 1. Instruct students to complete the passage about the invention of sticky notes using the correct forms of the phrases in the box. 2. After checking the answers, facilitate a brief class discussion on the question: How is an invention like sticky notes turned from an idea into reality Link it to the process described in the main text.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the useful expressions and language points on the blackboard.
Teaching Reflection
This lesson successfully engaged students with a historically and culturally significant topic. The reading tasks effectively scaffolded comprehension from gist to detailed analysis, with the pronoun reference activity being particularly useful for understanding textual cohesion. For future lessons ,providing a short video or more visual aids about the papermaking process will be helpful.
第六课时Section B(3a-3c)
一、Teaching Objectives
In this class, students will：
1. understand how to describe an invention by reading a model text and extracting specific
information.
2. research and organize information about a chosen invention using a structured framework.
3. write a short coherent paragraph about an invention.
二、Teaching Advice
Lead-in
1. The teacher begins by asking the class one open question: Think of one invention that changed the world.What problem did it solve , or what dream did it help to come true Give students a moment to think,and then quickly invite 2-3 volunteers to share simple answers. (E.g. The light bulb--it ended darkness at night./The refrigerator-it solved the problem o f keeping food fresh. ) 2. After briefly acknowledging their ideas, the teacher connects to the lesson: Every invention has a story of a problem and a solution. Today,we'll read the story of a world-changing invention-the airplane.
Pre-writing
3a 1. Direct students to the text about the invention of the airplane. Ask them to read it carefully and complete the chart that follows. 2. Have students underline the key sentences that answer each question in the chart. 3. Review the answers as a class to ensure comprehension and highlight the text structure, 3b 1. Guide students to the note-making framework below the chart. Their task is to choose one invention they are interested in and use the prompts to make research notes. 2. The teacher can provide a short fact sheet with key information about 3-4 common inventions. The students can also rely on their prior knowledge and share ideas in pairs to complete their notes.
While-writing
3c 1. Ask students to write a short paragraph about the invention they have chosen, using their notes from 3b as the content. Remind them to use the airplane text as a model for overall structure and language. 2. Provide clear writing guidelines on the board: Paragraph 1(Introduction):What the invention is, who invented it, and the main reason/purpose for the invention. Paragraph 2 (Process):The main challenges and how the invention was invented ( key steps/materials). State when it was invented. Paragraph 3 (Effect):What the invention led to or how it changed things. Useful phrases/Sentence starters: The ... was invented by... The main challenge was.../They had difficulties in... They solved this by... It was made from... This invention led to...
Post-writing
1. Organize students into small groups to share their passages. They can read their passages aloud or exchange them to read silently. 2. Encourage listeners to give one compliment and ask one question. 3. Invite 2-3 volunteers to share their passages with the whole class.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the structure of the passage and useful expressions on the blackboard.
Teaching Reflection
This lesson effectively guided students from reading comprehension to structured writing. The clear,step-by-step framework helped students organize their ideas. The peer-sharing activity boosted confidence. For future lessons, preparing a visual list of common inventions with key facts could help students who struggled with the research step to get started more quickly.

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