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Unit 5 Power of Ideas 第4课时 Section B 1a~1f（阅读课）
基本信息 课题：Unit 5 Power of Ideas — Section B 1a~1f 课型：阅读课｜课时：1课时（45分钟）｜授课年级：九年级上册
核心素养目标 语言能力 读懂关于造纸术的语篇，了解蔡伦改进造纸的过程；掌握 reality、responsible、either...or、none、lead to / result in 等词汇与结构，能复述造纸的过程。 学习能力 运用略读匹配段落主题、细读找代词指代、排序复述等阅读策略；通过小组讨论完成读后输出。 思维品质 梳理造纸材料从古到今的演变，辨析段落之间的指代与逻辑关系。 文化意识 了解造纸术、指南针、火药、印刷术等中国古代发明，体会蔡伦的创新精神，增强文化自信。
教学重难点 教学重点 ①读懂语篇，完成 1b 段落主题匹配、1c 代词指代、1e 句子排序；②掌握 turn into reality、either...or、lead to / result in 等结构；③按顺序复述造纸过程。 教学难点 ①准确判断文中代词分别指代什么；②按流程把造纸步骤连成连贯的复述。
语言点
Language Points ①How do we turn ideas into reality 我们如何将想法变为现实？（P46）turn sth. into reality 把……变为现实。例：With hard work, we can turn our dreams into reality. ②It, more than any other invention, was responsible for the rapid spread of information that shaped our modern world. 它比其他任何发明都更引起信息的快速传播，正是这种传播塑造了我们的现代世界。（P46）be responsible for (doing) sth. 引起某事/对（做）某事负责。例：The floods were responsible for over a hundred deaths. ③However, all of these materials were either difficult to use and store, or very expensive. 然而，所有这些材料要么难以使用和保存，要么十分昂贵。（P46）either ... or ... 或者……或者……；要么……要么……（就近原则）。例：Either Jenny or the twins are going to the cinema. ④Different methods for creating something to write on were tried, but none were ideal. 多种制作书写材料的方法被尝试过，但没有一个是理想的。（P46）辨析 none 与 no one：none 既可指人也可指物，可与 of 连用，可回答 how many/how much；no one (=nobody) 只指人，不与 of 连用，回答 who。 ⑤When the use of paper and printing came together..., it led to a rapid increase in the number of books. This resulted in a new birth of knowledge.（P47）lead to 导致；造成（过去式/过去分词 led）；result in 造成；导致；二者同义多数可互换。例：Heavy rain led to / resulted in floods in the village.
教学环节 师生活动 活动观层次 评价要点
Step 1
Review & Lead-in ①话题导入：What is it made of What are they made of ②师生互动：教师出示物品图片，学生用 It’s made of ... / They’re made of ... 回答，自然进入书写材料这一话题。 学习理解
感知与注意 话题导入与旧知激活
设计意图 从物品材料切入，激活被动语态旧知，引出造纸语篇。
Step 2
Topic Vocabulary:
Present & Practice ①词汇呈现（音形义结合）：reality n. 现实；事实；papermaking n. 造纸工艺；responsible adj. 作为原因的；rapid adj. 迅速的；shape v. 塑造；bronze n. 青铜；ware n. 制品；stone n. 石头；jute n. 黄麻纤维；fibre n. 纤维；expensive adj. 昂贵的；officer n. 官员；workshop n. 作坊；none pron. 没有一个；ideal adj. 理想的；certain adj. 某些；suitable adj. 合适的；liquid n. 液体；cheap adj. 便宜的；creation n. 创造；later on 后来；speed up 加速；Arabic adj. 阿拉伯语的；result in 导致；lead to 导致；birth n. 起源。 ②带读与感知：教师领读单词，结合例句体会词义。 ③检测：同桌互考认读与拼写，教师用闪卡或听写快速检查。 学习理解
感知与注意 新词认读与拼写
设计意图 扫清造纸语篇中的生词障碍，保证阅读顺畅。
Step 3
Work on 1a:
Pre-reading · Lead-in ①任务：What material are these things made of Find more things that are made of this material. ②素材：It is made of ... ③教师活动：呈现竹简、青铜器等早期书写材料图片，引导学生说出材料。 ④学生活动：学生独立说出更多由该材料制成的物品，小组补充。 学习理解
概括与整合 信息梳理完整度
设计意图 读前激活对早期书写材料的认识，为理解课文做铺垫。
Step 4
Work on 1b:
Listening / Reading ①任务：Read the text and match each paragraph with its topic. ②素材：Paragraph 1 — A. Early materials to write on；Paragraph 2 — B. Cai Lun’s experiment was successful；Paragraph 3 — C. Papermaking shaped the modern world；Paragraph 4 — D. How paper changed the world；Paragraph 5 — E. Cai Lun’s creative idea。 ③教师活动：提醒学生找每段首句和关键词来判断段意。 ④学生活动：学生速读全文，独立完成段意匹配，同桌核对。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 训练速读抓段落大意的能力，理清文章结构。
Step 5
Work on 1c:
Information Mapping ①任务：Find out what these pronouns from the text refer to. ②素材：It in Paragraph 1；his in Paragraph 3；It in Paragraph 5；it in Paragraph 5；This in Paragraph 5。方法提示：Understanding reference words — Noticing what pronouns refer to will help you understand how different parts of the reading are connected。参考答案：It in P1 = papermaking；his in P3 = Cai Lun；It in P5 = the papermaking technique；it in P5 = the use of paper and printing；This in P5 = a rapid increase in the number of books。 ③教师活动：示范如何在代词附近找它指代的名词。 ④学生活动：学生回读相关段落，写出每个代词的指代对象，小组核对。 学习理解
概括与整合 信息梳理完整度
设计意图 训练利用代词指代理清句间关系，深化对语篇的理解。
Step 6
Work on 1d:
Discussion & Output ①任务：Read again and complete the table. ②素材：表头 Question | Material to write on before Cai Lun | Cai Lun’s paper；两行 What was it like 与 What was used to make it ③教师活动：示范如何在课文中找前后对比的信息填表。 ④学生活动：学生细读并独立填表，小组核对后口头对比。 应用实践
分析与判断 口头输出流利度
设计意图 用表格对比蔡伦前后书写材料的不同，突出造纸术的意义。
Step 7
Work on 1e:
Structure Analysis ①任务：Put the sentences in order. Then retell the process of making paper in your own words. ②素材：A. The material was beaten, cut up, and mixed with water. B. All the ingredients were mixed and boiled in water. C. The fibre was dried and pressed to form paper. D. The liquid was poured over a bamboo screen, leaving just the fibre. ③教师活动：引导学生找表示顺序的词（First, Then, Next, Finally）来排列。 ④学生活动：独立排序后，用自己的话复述造纸过程。 迁移创新
想象与创造 拓展表达参与度
设计意图 通过排序和复述把语篇知识内化为口头表达。
Step 8
Work on 1f:
Post-reading Discussion ①任务：Discuss the questions. Work in groups. ②素材：1. What other great inventions do you know that were made in ancient China How was the world changed by them 2. What qualities do you think a great inventor has 提示：Besides papermaking, ancient China invented compass, gunpowder and printing. The compass boosted sea trade and overseas exploration. Gunpowder changed military affairs worldwide. Printing helped knowledge spread widely and quickly, pushing forward the progress of human civilization. ③教师活动：提供核心句式，组织小组讨论。 ④学生活动：小组内交流，推选代表分享本组看法。 应用实践
分析与判断 口头输出流利度
设计意图 由造纸术拓展到四大发明，联系生活谈对发明家品质的理解。
Step 9
Consolidation:
Diagnose & Fill Gaps ①独立完成：根据汉语意思完成句子，每空一词。1. 只有努力，我们才能把梦想变为现实。Only with hard work can we ______ our dreams ______ ______. 2. 这场大雨造成了街道上严重的积水。The heavy rain ______ ______ serious water on the streets. 3. 要么是你，要么是你弟弟需要打扫教室。______ you ______ your brother ______ to clean the classroom. 4. 这些计划没有一个是完美可行的。______ ______ the plans are perfect and workable。参考答案：1. turn; into; reality 2. led; to 3. Either; or; needs 4. None; of。 ②互查订正：同桌交换批改，用红笔订正，记录易错点。 ③精讲点拨：教师统计错误集中的题目当堂讲评，学生立即订正。 应用实践
内化与运用 练习正确率
设计意图 用句子翻译巩固本课重点结构，及时发现并补上薄弱点。
作业设计（分层） 基础 熟读课文，模仿语音语调；熟记本课词汇及 turn into reality、either...or 等结构。 拓展 用 lead to / result in 和被动语态写一段不少于 80 词的短文，介绍一项中国古代发明及其影响。 探究 了解指南针、火药、印刷术中任意一项的发明故事，下节课用英语简要分享。
板书设计 Unit 5 Power of Ideas — 第4课时 Section B 1a~1f 词汇：reality；papermaking；responsible；rapid；shape；bronze；ware；stone；jute；fibre；expensive；officer；workshop；none；ideal；certain；suitable；liquid；cheap；creation；later on；speed up；Arabic；result in；lead to；birth 重点结构：turn sth. into reality；either...or...；none of + 名词；lead to / result in 活动链：1a 材料 → 1b 段意匹配 → 1c 代词指代 → 1d 填表 → 1e 排序复述 → 1f 讨论 主题：造纸术如何改变世界
教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——段落匹配、代词指代、排序复述的正确率，重点结构运用是否准确 学习能力——略读匹配、细读找指代、按流程复述是否落实 思维品质——能否理清材料演变与造纸步骤之间的逻辑 文化意识——能否体会中国古代发明对世界文明的贡献 2. 课后反思：①代词指代是否先示范再独立完成；②复述是否给足支架；③重点结构是否在板书中强化；④分层作业是否便于检查。
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