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Unit 5 Power of Ideas 第5课时 Section B 2a~3c & Project（读写与项目课）
基本信息 课题：Unit 5 Power of Ideas — Section B 2a~3c & Project 课型：读写与项目课｜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 读懂便利贴、飞机两段阅读材料，梳理发明的来历与过程；掌握 rapidly、afford、production、gradually 等词汇，能借助思维导图介绍一项发明。 学习能力 运用选词填空、语篇填空、填图表等阅读策略；通过小组合作完成发明海报项目。 思维品质 梳理发明背后的偶然与必然，比较不同发明的起因、过程与影响。 文化意识 了解便利贴、飞机的发明故事以及冯如等中国航空先驱，感受发明并非全有宏大初衷，体会坚持与热爱的力量。
教学重难点 教学重点 ①完成 2b 选词、2c 语篇填空和 3a 图表；②掌握 afford、be looking to do 等表达；③完成发明海报并口头介绍。 教学难点 ①在较长语篇中准确捕捉发明的起因、过程与影响；②把研究信息组织成海报并做口头汇报。
语言点
Language Points ①Fibre made from oil provides a cheap solution to the problem that many people cannot afford to buy enough clothes. 石油制成的纤维提供了一种便宜的解决方案，解决了许多人买不起足够衣服的问题。（P48）afford v. 买得起；能做；afford to do sth. 负担得起去做某事。例：Tom can’t afford the violin because it’s too expensive. ②However, it seems that its inventors, Orville Wright and Wilbur Wright, were not looking to change the world at all. 然而，它的发明者奥维尔·赖特和威尔伯·赖特似乎根本无意改变世界。（P49）be looking to do sth. 试图/打算做某事。例：He is looking to collect old books for children in mountain areas.
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：1. What invention makes books, newspapers and magazines possible 2. Who was the inventor 3. When was it invented ②师生互动：学生回答印刷术相关问题，教师顺势引出“一个想法如何变成现实”这一主题。 学习理解
感知与注意 话题导入与旧知激活
设计意图 由印刷术旧知切入，为本课阅读和项目做话题铺垫。
Step 2
Topic Vocabulary:
Present & Practice ①词汇呈现（音形义结合）：rapidly adv. 迅速地；afford v. 买得起；company n. 公司；sticky adj. 黏的；production n. 生产；gradually adv. 逐渐地；widely adv. 广泛地；be looking to do sth 试图做某事；glider n. 滑翔机。 ②带读与感知：教师领读单词，结合例句体会词义与搭配。 ③检测：同桌互考认读与拼写，教师用听写快速检查。 学习理解
感知与注意 新词认读与拼写
设计意图 扫清阅读和项目中的生词，保证后续活动顺利开展。
Step 3
Work on 2a:
Vocabulary · Thinking ①任务：Complete the table with different forms of the words. You can add more. ②素材：表头 Noun | Verb | Adjective；已知 | collect |；| | creative。 ③教师活动：示范如何在名词、动词、形容词之间转换，提示加前缀、后缀。 ④学生活动：学生独立完成词形转换，再在表格中补充自己知道的词。 学习理解
概括与整合 信息梳理完整度
设计意图 梳理词形变化规律，为阅读和写作积累词汇。
Step 4
Work on 2b:
Listening / Reading ①任务：Choose the correct word to complete each sentence. ②素材：1. The use of modern medicine has helped control / spread many dangerous diseases. 2. News could travel much more rapidly / slowly with inventions like the radio and the television. 3. Fibre made from oil provides a(n) cheap / expensive solution to the problem that many people cannot afford to buy enough clothes. 4. A film was invented / produced by a film company to tell us about what robots could do for people’s lives in the future. 5. In January 1911, Feng Ru carried out a secret / public test flight in Oakland City. He showed the world what Chinese people could achieve。参考答案：1. control 2. rapidly 3. cheap 4. produced 5. public。 ③教师活动：提醒学生联系句意和上下文选词。 ④学生活动：独立完成，同桌核对，错的说说理由。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 在句子语境中辨析词义，为阅读做准备。
Step 5
Work on 2c:
Cloze ①任务：Complete the passage with the correct forms of the phrases in the box. Then discuss how an invention like sticky notes is turned into reality. ②素材：短语 piece of stand up result in to sb’s surprise。语篇：Did you know that an accident led to the invention of sticky notes In 1968, a scientist named Spencer Silver was trying to make a strong glue. To our surprise, he produced a glue that was really weak. It could stick things, but it could be removed very easily. ... Then, in 1974, a man named Arthur Fry was trying to mark the pages in a song book using small pieces of paper. However, whenever he stood up to sing, the pieces fell to the floor. ... Fry’s idea resulted in the production of sticky notes of many sizes and colours. They gradually became popular and now are widely used all over the world。参考答案：To our surprise；pieces of；stood up；resulted in。 ③教师活动：引导学生先读通语篇，再结合时态和搭配选词。 ④学生活动：独立填空，完成后讨论便利贴是如何被发明出来的。 学习理解
概括与整合 信息梳理完整度
设计意图 在语篇中运用短语，了解发明常来自偶然的故事。
Step 6
Work on 3a:
Reading ①任务：Read the text and complete the chart. ②素材：图表栏目 What was invented Who were the inventors Why was it invented What challenges were met How was it invented When was it invented What was its effect （对应第 1/2/3 段）。参考答案：What was invented: The plane；Who: Orville Wright and Wilbur Wright；Why: They just wanted to fly like birds；Challenges: 1. How to get the glider into the air. 2. How to control it once it was flying；How: They added an engine to the glider；When: In December 1903；Effect: It has made our travels around the world much easier and faster. ③教师活动：示范如何从各段提取信息填入图表。 ④学生活动：学生细读课文，独立填表，小组核对。 学习理解
获取与梳理 听/读信息抓取准确率
设计意图 用图表梳理飞机发明的全过程，为写作和汇报做准备。
Step 7
Work on 3b:
Table Work ①任务：Choose a great invention you are interested in. Do some research and make notes about it. ②素材：______ was invented by ______ in ______. It was invented because ______. It was made of / from ______. The inventor had difficulties in ______. The invention was responsible for / led to ______。 ③教师活动：提供笔记句式支架，指导学生课后做研究。 ④学生活动：选定一项发明，按句式记录关键信息。 学习理解
概括与整合 信息梳理完整度
设计意图 为后面的写作和海报项目收集真实素材。
Step 8
Work on 3c:
Role Play ①任务：Write about the invention you have chosen using the information from 3b. ②素材：Writing — Great invention — Beginning。 ③教师活动：提供写作框架，提示按起因、过程、影响组织内容。 ④学生活动：借助 3b 的笔记独立完成短文初稿。 应用实践
描述与阐释 角色扮演表现
设计意图 把阅读和研究所得写成连贯短文，落实书面表达。
Step 9
Work on 4a:
Grammar Focus ①任务：Read the poster. Choose one area you want to make improvements in. ②素材：Project — Inventions Needed。Do you have any ideas about what will make the world a better place Share it in the school’s invention exhibition! 征集领域：● green technology ● health ● farming ● natural disasters ● education ● taking care of elderly people。 ③教师活动：解读海报，说明校园发明展的要求和评价量规。 ④学生活动：阅读海报，从中选一个自己感兴趣的改进领域。 应用实践
观察与发现 语法观察与操练
设计意图 明确项目任务和方向，激发创意。
Step 10
Work on 4b:
Grammar Practice ①任务：Work in groups. Discuss what inventions can help in your chosen area. ②教师活动：组织小组讨论，提供核心句式帮助表达想法。 ③学生活动：小组围绕选定领域头脑风暴，列出可行的发明设想。 应用实践
观察与发现 语法观察与操练
设计意图 通过合作讨论把模糊想法变成具体的发明设想。
Step 11
Work on 4c:
Text Application ①任务：Make a poster about your invention. The poster should include: ②素材：● the name of the invention ● a picture of it ● what it is made of / from ● what it is used for ● what effect it has on people’s lives。 ③教师活动：示范海报版式，提醒信息完整、图文结合。 ④学生活动：小组分工完成海报，准备口头介绍。 应用实践
分析与判断 口头输出流利度
设计意图 综合运用本课词汇和句型完成真实的项目作品。
Step 12
Consolidation:
Diagnose & Fill Gaps ①独立完成：根据句意或括号内所给单词的适当形式填空。1. The ______ (produce) of paper increased rapidly after Cai Lun’s invention. 2. This small company is ______ (wide) known for its new gliders. 3. The glue becomes ______ (stick) when you leave it in hot weather. 4. Few families could ______ (afford) expensive silk before paper was popular. 5. This kind of glider was ______ (gradual) accepted by sports lovers。参考答案：1. production 2. widely 3. sticky 4. afford 5. gradually。 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 当堂检测本课词汇掌握情况，及时补上薄弱点。
Step 13
Project:
Survey · Interview · Report ①教师活动：说明项目主题与评价量规，示范调查、访谈方法，分解任务步骤。 ②学生活动：小组先列举生活中重要的事物，再设计一份对父母或祖辈的简单问卷。 ③学生活动：课后实施访谈并记录，整理今昔差异，撰写汇报提纲。 ④互动核对：小组内预演、互相提建议，教师巡回指导。 ⑤学生活动：班级汇报展示；师生按内容、语言、合作共同评价。 迁移创新
想象与创造 项目流程与汇报
设计意图 在真实项目任务中综合运用语言，培养合作、探究与表达能力。
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 afford、be looking to do 等表达。 拓展 完善课上的发明海报，用不少于 80 词介绍这项发明的名称、材料与用途。 探究 采访一位家人，了解他们年轻时一样重要的东西，和现在做对比，下节课分享。
板书设计 Unit 5 Power of Ideas — 第5课时 Section B 2a~3c & Project 词汇：rapidly；afford；company；sticky；production；gradually；widely；be looking to do sth；glider 发明信息卡：What / Who / Why / Challenges / How / When / Effect 活动链：2a 词形 → 2b 选词 → 2c 语篇填空 → 3a 读图表 → 3b 做笔记 → 3c 写介绍 → 项目海报 主题：一个好想法如何变成现实
教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——选词、填空、图表填写的正确率，海报与口头介绍是否清楚 学习能力——语篇填空、图表梳理、合作完成海报是否落实 思维品质——能否说清一项发明的起因、过程与影响 文化意识——能否从发明故事中体会坚持与热爱的力量 2. 课后反思：①阅读任务是否先示范再放手；②项目任务是否分解到位；③海报汇报是否给足展示时间；④分层作业是否便于检查。
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