资源简介

/ 教学评一体化 高效备课 | 英语学科
Unit 6 Inventors and their inventions第1课时 Getting ready课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we understand inventors and their inventions Main content: This lesson focuses on small but important inventions. It begins with students looking at pictures and completing sentences to match inventions with their purposes (e.g., to help people with shaky hands, to control TVs, to stop bleeding). Next, students learn new words about inventions (invention, introduce, ability, process, create, take the place of). Then, students read a short passage about Earle Dickson and how he created the Band-Aid for his wife. Finally, students work in pairs to discuss other small but important inventions in our daily life (e.g., toothbrushes, zippers, cameras) and explain why they were invented. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding the purpose of inventions — Students learn that inventions are created to solve problems in our daily life. 2. Developing research and thinking skills — Students learn to observe everyday objects and think about the problems they solve (A4). 3. Using language for real communication — Students learn to describe inventions and their purposes using target structures. 4. Building awareness of innovation — Students realize that great inventions can come from small ideas, and that anyone can be an inventor by observing and solving problems. 5. Fostering appreciation for inventors — Students develop an understanding of the qualities of inventors through the story of Earle Dickson. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear "Observe → Learn → Read → Discuss" structure: Getting ready: Look at pictures and complete sentences to match inventions with their purposes. Vocabulary: Learn key words about inventions (invention, introduce, ability, process, create, take the place of). A1: Match the inventions (Band-Aid, LED umbrella, kangaroo cup, remote control) with their functions. A2: Listen to the story of the kangaroo cup and number the sentences in order. A3: Read the passage about Earle Dickson and the Band-Aid, and complete it with the correct words. A4: Work in pairs to discuss small but important inventions in daily life. 2. Language features Target vocabulary: invention, introduce, ability, process, create, take the place of, shaky, control, electronics, stormy, bleed, cut, stable. Target grammar: Infinitive as adverbial of purpose (e.g., "to help people with shaky hands"), help sb. (to) do sth., keep + object + adjective (e.g., "keep cuts clean and dry"). Suffix -ed: Added to nouns to create adjectives (e.g., ear-shaped, three-legged, kind-hearted). Authentic context: The language is embedded in real-life inventions and their stories, making it practical and meaningful. 3. Language functions Describing purposes: Students learn to use the infinitive to explain why something was invented. Describing functions: Students learn to use help sb. (to) do sth. to describe what an invention does. Describing states: Students learn to use keep + object + adjective to describe the result of an invention. Talking about inventions: Students learn to discuss small but important inventions in daily life and explain their value (A4). Understanding inventors: Students learn about the qualities of inventors through reading the story of Earle Dickson.
学情分析
【已知】Students have learned basic vocabulary about daily life and common objects in primary school, such as household items (cup, box, bandage), simple actions (cut, drink, carry), and basic adjectives (clean, dry, dark). They can understand and use simple sentences with the simple present tense and the simple past tense to describe facts and past events. They are also familiar with basic reading skills, such as scanning for specific information and understanding short passages about everyday life. 【未知】Students do not know how to describe the purpose of an invention using the infinitive. They may struggle to understand the structure help sb. (to) do sth. and keep + object + adjective. They cannot yet explain how an invention solves a problem in daily life or discuss the qualities of an inventor. Additionally, they lack the ability to use the suffix -ed to form adjectives from nouns. 【能知】 Through looking at pictures (Getting ready), reading the passage about Earle Dickson and the Band-Aid (A3), and discussing small but important inventions in daily life (A4), students will be able to: 1. Identify the purpose of different inventions and match them with their functions. 2. Use the infinitive as adverbial of purpose to explain why something was invented (e.g., "to help stop bleeding"). 3. Use help sb. (to) do sth. to describe what an invention does (e.g., "helps people control TVs"). 4. Use keep + object + adjective to describe the result of an invention (e.g., "keep cuts clean and dry"). 5. Understand the qualities of an inventor (creative, observant, helpful) through the story of Earle Dickson. 6. Discuss small but important inventions in their daily life and explain how they solve problems.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe inventions and their purposes (e.g., invention, introduce, ability, process, create, take the place of, shaky, control, electronics, stormy, bleed, cut). Understand and use target expressions to explain why something was invented (e.g., "to help people with shaky hands", "to stop bleeding and keep cuts clean and dry"). Use the infinitive as adverbial of purpose, help sb. (to) do sth., and keep + object + adjective correctly in sentences. Understand and use the suffix -ed to form adjectives from nouns (e.g., ear-shaped, three-legged, kind-hearted). 2.学习能力：Look at pictures and complete sentences to match inventions with their purposes (Getting ready). Read a short passage about Earle Dickson and the Band-Aid to understand how an invention solves a problem (A3). Work in pairs to discuss small but important inventions in daily life and explain their value (A4). Use the target vocabulary and grammar to describe inventions and their functions. 3.思维品质：Develop logical thinking by matching inventions with their purposes and explaining the reasons. Enhance analytical skills by identifying the problem each invention solves and the qualities of the inventor. Improve critical thinking by evaluating the importance of small inventions in our daily life (A4). 4.文化意识：Understand the value of innovation and the importance of solving problems in daily life. Learn about great inventions in the 20th century and their impact on our lives (Culture link). Realize that anyone can be an inventor by observing and solving problems, and develop an interest in creative thinking.
教学重难点
教学重点： 1.Master the key vocabulary for describing inventions: Acquire the vocabulary to describe inventions and their purposes (invention, introduce, ability, process, create, take the place of, shaky, control, electronics, stormy, bleed, cut, stable). 2.Understand and use target expressions to explain the purpose of inventions: Recognize and apply useful expressions such as "to help people with shaky hands", "to help stop bleeding and keep cuts clean and dry", and "to help people control TVs and other electronics" (Getting ready & A1). 3.Use the target grammar correctly in sentences: Use the infinitive as adverbial of purpose (e.g., "to help..."), help sb. (to) do sth. (e.g., "helps people control TVs"), and keep + object + adjective (e.g., "keep cuts clean and dry") (A1 & A2). 4.Understand and use the suffix -ed to form adjectives from nouns: Recognize and apply the suffix -ed to create adjectives (e.g., ear-shaped, three-legged, kind-hearted) (A1). 教学难点： 1.Accurately distinguishing between the infinitive of purpose and other verb forms: Students may struggle to use the infinitive correctly to explain why something was invented instead of using other structures like "for helping" or "helping". 2.Understanding and applying the structure keep + object + adjective: Students may find it difficult to use keep correctly to describe the result of an invention (e.g., "keep cuts clean and dry") and may confuse it with other structures like make + object + adjective. 3.Describing the purpose of inventions in real-life contexts: Students may lack the ability to discuss small but important inventions in daily life and explain how they solve problems using the target language (A4).
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. The teacher plays a short video about a boy trying to solve a problem in daily life, and introduces the topic of inventions. 2. The teacher presents the "Look and answer" slide and asks guiding questions: "What is an invention ", "Are these things inventions ", and "Why do people invent things " 3. The teacher introduces the key word "invention" and encourages students to think about the relationship between inventions and solving problems. 1. Students watch the video and think about the problem the boy faces and how it might be solved. 2. Students look at the pictures of everyday objects and answer the teacher's questions, discussing whether these items are inventions and what problems they solve. 3. Students share their ideas about why people invent things (e.g., to solve problems, to make life better, to have fun). 1. To capture students' interest and create a real-life context by showing a problem-solving scenario. 2. To activate students' prior knowledge about everyday inventions and encourage them to think about the purpose of inventions. 3. To introduce the core concept that inventions are created to solve problems, setting the stage for the reading and discussion tasks in this lesson.
Presentation 学习理解 1. The teacher presents pictures of four inventions and guides students to match them with their purposes by filling in the blanks. 2. The teacher introduces the key vocabulary and explains the grammar points: `help (to) do sth.`, `keep + object + adjective`, and prepositional phrases as post-modifiers. 3. The teacher presents the Culture Link about 20th-century inventions and explains the key words. 1. Students look at the pictures and use the target vocabulary to complete the sentences describing what each invention is used for. 2. Students learn and practice the target grammar structures by analyzing the example sentences. 3. Students read the Culture Link passage and learn about the great inventions of the 20th century and how they changed our lives. 1. To help students understand the purpose of different inventions through visual aids and sentence completion. 2. To equip students with the target vocabulary and grammar structures needed to describe inventions and their functions. 3. To broaden students' cultural knowledge about the history of inventions and their impact on human life.
Practice 探究应用 1. The teacher presents the pictures of four inventions and instructs students to read the mini-texts to match the pictures with the correct invention names (A1). 2. The teacher plays the recording about the kangaroo cup and guides students to listen and number the sentences in the correct order (A2). The teacher also explains the suffix "-ed" used to form adjectives. 3. The teacher asks students to read the passage about Earle Dickson and the Band-Aid, and complete it with the correct words from the box (A3). The teacher checks the answers and explains the key vocabulary. 1. Students look at the pictures, read the descriptions, and match them with the correct inventions (Band-Aid, LED umbrella, kangaroo cup, remote control). 2. Students listen to the story carefully and number the sentences 1-5 in the correct chronological order. They also learn how to form adjectives using the suffix "-ed". 3. Students read the passage about the Band-Aid, choose the correct words from the box to fill in the blanks, and learn the key vocabulary. 1. To develop students' reading skills by matching visual information with textual descriptions. 2. To improve students' listening skills and help them understand the chronological order of a story, while also introducing the grammar point of the suffix "-ed". 3. To check students' reading comprehension and vocabulary application through a gap-fill task, and to consolidate the target language in a meaningful context.
Production 迁移创新 1. The teacher presents pictures of everyday inventions and asks students to think about what problems they solve. 2. The teacher provides a model dialogue and guides students to work in pairs, asking and answering questions about a small but important invention they choose. 3. The teacher encourages students to use the target structure "People invented it to..." to explain the purpose of the invention and invites several pairs to share their conversations with the class. 1. Students look at the pictures and brainstorm the purpose of each invention. 2. Students work in pairs to choose one invention from the pictures and practice the dialogue using the given model. 3. Students present their conversations to the class, explaining why people invented the chosen item and what problem it solves. 1. To activate students' prior knowledge about everyday inventions and help them realize that even small items can be great inventions. 2. To provide a structured speaking task that allows students to practice the target vocabulary and the infinitive structure for expressing purpose. 3. To develop students' communication and critical thinking skills by encouraging them to discuss and explain the value of small inventions in daily life.
Summary 归纳总结 1. The teacher guides students to review the key vocabulary by matching the English words and phrases with their correct Chinese meanings. 2. The teacher presents the phrase-completion exercise and asks students to fill in the blanks with the correct fixed phrases from the box. 3. The teacher instructs students to translate the target Chinese sentences into English, emphasizing the use of fixed phrases from the passage. 4. The teacher leads students to complete the grammar dialogue, guiding them to choose the best options based on the grammar rules. 1. Students recall the core vocabulary and match the English words and phrases with their correct Chinese meanings. 2. Students read the sentences and write down the correct fixed phrases to complete them based on the context. 3. Students practice translating the Chinese sentences into English, paying attention to the sentence structures and fixed expressions. 4. Students complete the multiple-choice grammar dialogue, demonstrating their understanding of the target grammar points. 1. To consolidate students' memory of the core vocabulary through a focused matching task. 2. To check students' ability to apply the target phrases in meaningful contexts. 3. To strengthen students' translation skills and their ability to use the correct fixed expressions. 4. To evaluate students' overall mastery of the target grammar through a comprehensive dialogue exercise.
Language points 知识梳理 1. The teacher presents the blackboard summary, guiding students to review the inventors (Earle Dickson, a teenage girl), their inventions (Band-Aid, kangaroo cup, LED umbrella, remote control), and the key words. 2. The teacher explains the key grammar points: help sb. (to) do sth., keep + object + adjective, and the suffix -ed used to form adjectives. 3. The teacher reviews the useful phrases (help sb. do sth., stop bleeding, take the place of, improve our lives) and checks students' understanding by asking them to make sentences. 1. Students observe the blackboard summary and recall the inventors and their inventions learned in this lesson. 2. Students review the grammar points and the useful phrases, and practice using them to make sentences. 3. Students actively respond to the teacher's questions by giving examples or explaining the rules in their own words. 1. To provide a clear and systematic framework that helps students review and consolidate the key content of this lesson. 2. To transform scattered knowledge into structured understanding, making it easier for students to remember the inventors, inventions, and target language. 3. To check students' mastery of the target grammar and phrases and prepare them for further practice and application.
Exercises 练习巩固 1. The teacher assigns the tiered homework, explaining the specific requirements for the Basic, Improving, and Extending levels. 2. The teacher clarifies the tasks: making sentences with key words, translating Chinese sentences into English, and writing three sentences to introduce a small invention using at least two target phrases. 3. The teacher encourages students to choose the tasks based on their proficiency and reminds them to apply the target vocabulary, phrases, and grammar learned in this lesson. 1. Students listen to the instructions and choose the homework tasks that match their learning level. 2. For the Basic task, students use the given words to make sentences. 3. For the Improving task, students translate the three Chinese sentences into English, paying attention to the target phrases and structures. 4. For the Extending task, students write three sentences to introduce a small invention, using at least two of the given phrases. 1. To cater to different learning levels by providing tiered homework options that suit various student abilities. 2. To consolidate the foundational vocabulary and sentence structures through focused sentence-making and translation tasks. 3. To develop students' comprehensive language application skills by encouraging them to introduce a small invention using the target phrases in a meaningful context.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：1. The lead-in activities effectively aroused students' interest through a video about solving everyday problems and pictures of daily objects, naturally introducing the core concept that "inventions solve problems." 2. In the Getting ready section, the matching exercise between pictures and functions helped students intuitively understand the purposes of the four small inventions, which laid a solid foundation for the subsequent reading tasks. 3. The listening activity in A2 worked well. Students were able to listen to the story and correctly number the steps of inventing the kangaroo cup, and they gained a preliminary understanding of how the suffix -ed forms adjectives. 4. The reading and gap-fill task in A3 was very successful. By reading the story of Earle Dickson and the Band-Aid, students mastered the key vocabulary and understood the qualities of an inventor. 不足：1. Some weaker students still had difficulty understanding the two grammar structures: help sb. (to) do sth. and keep + object + adjective. They confused the rules for omitting "to" and the use of adjectives as object complements. 2. Due to limited class time, some groups did not have enough time to fully present their discussions in the A4 speaking activity, which affected the training of describing small inventions using the target language. 3. When describing the purposes of inventions, some students' expressions were too simple, only using the pattern "to help..." and lacking variety. 改进：1. Provide more comparison exercises and visual charts in the grammar explanation section to help weaker students intuitively understand the usage of help sb. (to) do sth. and keep + object + adjective. 2. Optimize class time management by simplifying the A4 speaking task or assigning it as extended homework, ensuring sufficient time for presentation and feedback in class. 3. Provide more sentence frames before the speaking output to guide students in describing the functions and purposes of inventions with more diverse sentence patterns.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

展开更多......

收起↑