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Unit 6 Inventors and their inventions第2课时 Reading and critical thinking 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 the story of Chester Greenwood and his invention of earmuffs. It begins with students reading a narrative about how Chester solved the problem of cold ears while ice skating (Reading). Next, students learn new words and phrases related to inventions (inventor, earmuffs, scarf, comfortable, solve, bend, shape, fur, design, patent, factory, come across, make... out of, set up, add... to). Then, students complete comprehension tasks to check their understanding (B1, B2, B3). Finally, students engage in critical thinking activities to analyse the qualities of a good inventor (Critical Thinking). 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 (e.g., earmuffs were invented to keep ears warm). 2. Developing an understanding of inventors' qualities — Students learn about the qualities of a good inventor through the story of Chester Greenwood. 3. Using language for real communication — Students learn to retell the story of an invention and express their own ideas about what makes a good inventor. 4. Building critical thinking skills — Students learn to analyse and evaluate the qualities of inventors, and to express their own opinions with reasons. 5. Fostering an appreciation for innovation — Students realize that great inventions can come from small ideas, and that anyone can be an inventor by observing and solving problems. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear "Read → Understand → Analyse → Evaluate" structure: Reading: Read the narrative "A warm invention" about Chester Greenwood. B1: Choose the best answers to understand the purpose and source of the text. B2: Complete a post with the key information from the text. B3: Complete a chart to retell the story (Problem → Idea → Solution → Improvement → Success). B4: Complete a passage about inventions using the target vocabulary. B5: Complete a passage about what you need to be an inventor using the target phrases. Critical Thinking: Understand, analyse, and evaluate the qualities of a good inventor. 2. Language features Target vocabulary: inventor, earmuffs, scarf, comfortable, solve, bend, shape, fur, design, band, connect, line, patent, factory, hero. Target phrases: come across, make... out of, set up, add... to. Target grammar: Simple past tense (for describing past events), infinitive as adverbial of purpose (e.g., "to keep his ears warm"). Authentic context: The language is embedded in a real-life story about an invention, making it practical and meaningful. 3. Language functions Retelling a story: Students learn to retell the process of an invention using the key steps (Problem → Idea → Solution → Improvement → Success). Describing purposes: Students learn to use the infinitive to explain why something was invented (e.g., "to keep his ears warm"). Analysing qualities: Students learn to identify and describe the qualities of a good inventor (e.g., "I think creativity is the most important quality."). Expressing opinions: Students learn to express their own ideas about inventors and inventions, and to give reasons for their opinions.
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, scarf, wire), simple actions (cut, drink, carry), and basic adjectives (cold, warm, comfortable). They can understand and use simple sentences with the simple past tense to describe past events. They are also familiar with basic reading skills, such as scanning for specific information and understanding short stories about everyday life. 【未知】Students do not know how to describe the purpose of an invention using the infinitive (e.g., "to keep his ears warm"). They may struggle to understand the structure of a narrative about an invention (Problem → Idea → Solution → Improvement → Success). They cannot yet analyse the qualities of a good inventor or express their own ideas about what makes a good inventor. Additionally, they lack the ability to use the target phrases (come across, make... out of, set up, add... to) to talk about inventions. 【能知】 Through reading the story of Chester Greenwood (Reading), completing the chart (B3), and engaging in critical thinking activities (Critical Thinking), students will be able to: 1. Understand the story of how Chester Greenwood invented the earmuffs. 2. Retell the process of the invention using the key steps (Problem → Idea → Solution → Improvement → Success). 3. Use the target vocabulary and phrases to describe inventions and their purposes (e.g., "to keep his ears warm"). 4. Analyse the important qualities of a good inventor and express their own ideas with reasons (e.g., "I think creativity is the most important quality."). 5. Evaluate the role of inventions in solving problems in our daily life.
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 inventors and their inventions. Understand and use target phrases to talk about inventions. Use the simple past tense correctly to describe past events and the infinitive as adverbial of purpose. Retell the story of Chester Greenwood and his invention of earmuffs. 2.学习能力：Read the narrative "A warm invention" and complete comprehension tasks (B1, B2, plete the chart to retell the story using the key steps (Problem → Idea → Solution → Improvement → plete the passages with the target vocabulary and phrases (B4, B5). Engage in critical thinking activities to analyse the qualities of a good inventor. 3.思维品质：Develop logical thinking by retelling the story in chronological order. Enhance analytical skills by identifying the important qualities of a good inventor and explaining the reasons. Improve critical thinking by evaluating different perspectives on inventors and their qualities. 4.文化意识：Understand the value of innovation and the importance of solving problems in daily life. Learn about the story of Chester Greenwood and his contribution to keeping people warm in winter. 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 inventors and their inventions: Acquire the vocabulary to describe the story of Chester Greenwood and his invention of earmuffs (inventor, earmuffs, scarf, comfortable, solve, bend, shape, fur, design, band, connect, line, patent, factory, hero). 2. Understand and use target phrases to talk about inventions: Recognize and apply useful phrases such as come across, make... out of, set up, and add... to (B5). 3. Use the simple past tense and the infinitive as adverbial of purpose: Use the simple past tense to describe past events (e.g., "He bent a piece of wire...") and the infinitive to explain why something was invented (e.g., "to keep his ears warm"). 4. Retell the story of an invention using the key steps: Use the chart to retell the story of the earmuffs (Problem → Idea → Solution → Improvement → Success) (B3). 教学难点： 1. Accurately using the infinitive of purpose to explain why something was invented: Students may struggle to use the infinitive correctly (e.g., "to keep his ears warm") instead of other verb forms like "for keeping" or "keeping". 2. Organising the story logically in chronological order: Students may find it difficult to arrange the events of the invention in the correct time order and to use appropriate time expressions to connect them smoothly when retelling the story. 3. Analysing and evaluating the qualities of a good inventor: Students may lack the ability to identify the important qualities of an inventor from the mind map and to express their own ideas with reasons (Critical Thinking).
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 feeling cold in winter and asks students to think about the problem he has. 2. The teacher presents the "Free talk" slide and asks guiding questions: "What problem do you have in winter ", "How does the boy feel ", "What problem does he have ", and "If you were him, what would you do to keep your ears warm " 3. The teacher encourages students to share their own experiences and ideas about keeping warm in winter. 1. Students watch the video and identify the problem the boy is facing (his ears are cold). 2. Students look at the picture and answer the teacher's questions, discussing how the boy feels and what problem he has. 3. Students share their own ideas about how to keep their ears warm in winter (e.g., wearing a scarf, a hat, or earmuffs). 1. To capture students' interest and create a real-life context by showing a problem-solving scenario. 2. To activate students' prior knowledge about winter and keeping warm, 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 task in this lesson.
Presentation 学习理解 1. The teacher presents the title "A warm invention" and guides students to predict the content of the passage by looking at the title and pictures. 2. The teacher introduces the key vocabulary and explains the target phrases. 3. The teacher guides students to read the passage and analyze its structure, using a table to summarize the key information. 4. The teacher presents the "Text Comprehensive Analysis" slide to help students understand the text type, paragraph functions, writing order, and the theme of the passage. 1. Students look at the title and pictures, and make predictions about what the passage is about. 2. Students learn and practice the target vocabulary and phrases by reading the sentences and matching words with their meanings. 3. Students read the passage and complete the analysis table by extracting key information from each paragraph. 4. Students analyze the text structure by discussing the paragraph functions, writing order, and the theme of the story. 1. To activate students' prior knowledge and arouse their interest in the topic of inventions through prediction. 2. To equip students with the target vocabulary and phrases needed to understand and retell the story. 3. To develop students' reading and analytical skills by guiding them to extract key information and understand the structure of a narrative. 4. To help students grasp the overall structure of the passage and understand the inventor's creative thinking and problem-solving spirit.
Practice 探究应用 1. The teacher guides students to complete the comprehension tasks (B1-B5) based on the reading passage, explaining the subskill of "Making connections" (B1) and checking their answers. 2. The teacher instructs students to complete the post (B2), the chart (B3), and the two vocabulary passages (B4, B5) using the target words and phrases from the text. 3. The teacher monitors students' progress, provides support for weaker students, and clarifies any difficulties in understanding the text or using the target language. 1. Students read the passage carefully and choose the best answers for B1, then complete the post in B2 with the correct information from the text. 2. Students complete the chart in B3 to retell the story, and fill in the blanks in B4 and B5 with the correct forms of the target words and phrases. 3. Students check their answers with their partners, discuss any differences, and practice retelling the story using the completed chart. 1. To develop students' reading comprehension skills through a series of focused tasks (B1-B3) that check their understanding of the text's purpose, key details, and structure. 2. To consolidate the target vocabulary and phrases through meaningful gap-fill exercises (B4-B5) that reinforce the topic of inventions. 3. To provide a comprehensive review of the lesson's content and language, ensuring students can apply what they have learned in a structured and supportive way.
Production 迁移创新 1. The teacher presents the mind map and guides students to identify and choose the top three important qualities of an inventor (Understand). 2. The teacher asks students to analyze and explain which quality they think is the most important, providing an example for reference (Analyse). 3. The teacher encourages students to evaluate the statement "laziness is one of the qualities of an inventor" by discussing the example of the washing machine (Evaluate). 1. Students look at the mind map, discuss in groups, and choose the top three qualities they think are most important for an inventor. 2. Students share their opinions on the most important quality and give reasons to support their ideas, using the example as a scaffold. 3. Students discuss the question about laziness and the washing machine, expressing their own views and explaining whether they agree or disagree. 1. To develop students' understanding of the key qualities of an inventor through visual support and group discussion. 2. To enhance students' analytical and critical thinking skills by encouraging them to express and justify their own opinions. 3. To foster students' ability to evaluate different perspectives and deepen their understanding of what makes a good inventor.
Summary 归纳总结 1. The teacher guides students to review the key vocabulary by translating the English words and Chinese meanings into each other. 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 key sentence patterns from the passage. 4. The teacher leads students to complete the grammar correction exercise, guiding them to identify and correct common mistakes in the sentences. 1. Students recall the core vocabulary and translate the English words and Chinese meanings into each other. 2. Students read the sentences and write down the correct phrases to complete them based on the context. 3. Students practice translating the Chinese sentences into English, paying attention to the sentence structures and key expressions. 4. Students analyze the sentences, find the grammatical errors, and correct them based on the grammar rules learned in this lesson. 1. To consolidate students' memory of the core vocabulary through a focused translation 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 sentence patterns. 4. To evaluate students' overall mastery of the target grammar through a comprehensive error-correction exercise.
Language points 知识梳理 1. The teacher presents the blackboard summary, guiding students to review the complete process of Chester Greenwood's invention of the earmuffs. 2. The teacher explains the key steps and details in each stage, helping students understand how the inventor solved the problem and improved the design. 3. The teacher checks students' understanding by asking them to retell the story using the keywords on the blackboard. 1. Students observe the blackboard summary and recall the main events of the story in chronological order. 2. Students follow the teacher's explanation to consolidate their understanding of the key steps and the target language. 3. Students actively use the keywords to retell the story of how the earmuffs were invented, demonstrating their mastery of the content. 1. To provide a clear and systematic framework that helps students review and consolidate the key content of the reading passage. 2. To transform scattered information into structured knowledge, making it easier for students to remember the invention process and the target vocabulary. 3. To check students' comprehension and prepare them for further speaking and writing tasks by using the blackboard summary as a scaffold.
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: writing the 5 key steps of Chester Greenwood's invention, writing a short passage about a small invention using target phrases, and writing a short passage explaining the top three qualities of an inventor. 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 chart in B3 to write out the 5 key steps of how Chester Greenwood invented the earmuffs. 3. For the Improving task, students write a short passage (50-80 words) to introduce a small invention, using at least 3 target phrases. 4. For the Extending task, students choose the top 3 qualities of an inventor from the Critical Thinking mind map and write a short passage (about 80 words) to explain their reasons. 1. To cater to different learning levels by providing tiered homework options that suit various student abilities. 2. To consolidate the foundational knowledge of the invention process through a focused writing task based on the B3 chart. 3. To develop students' writing skills by applying the target phrases in a meaningful context about their own invention. 4. To foster students' critical thinking and personal expression by encouraging them to analyze the qualities of an inventor and explain their choices.
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 a discussion, naturally introducing the core concept that "inventions solve problems." 2. In the Reading section, by reading the story of Chester Greenwood and the earmuffs, students intuitively understood the five key steps of the invention process (Problem → Idea → Solution → Improvement → Success). 3. The chart-completion activity in B3 was very successful. Students were able to clarify the storyline by completing the chart and retell the story using the target vocabulary (e.g., came across, made... out of, set up). 4. The Critical Thinking section worked well. Students actively thought about the important qualities of an inventor and evaluated the topic using real-life examples (e.g., the washing machine), which developed their critical thinking skills. 不足：1. Some weaker students still had difficulty understanding and using the infinitive as adverbial of purpose (e.g., "to keep his ears warm") and confused it with other verb forms. 2. Due to limited class time, some groups did not have enough time to fully present their answers in the B5 phrase-completion and Critical Thinking discussion, which affected the training of language output. 3. When retelling the story, some students relied too heavily on the original sentences from the textbook and lacked the ability to organize and express the story in their own words. 改进：1. Provide more comparison exercises and visual charts in the grammar explanation section to help weaker students intuitively understand the usage of the infinitive as adverbial of purpose. 2. Optimize class time management by simplifying the B5 exercise and the Critical Thinking discussion or assigning them as extended homework, ensuring sufficient time for presentation and feedback in class. 3. Provide more keyword prompts and sentence frames before the retelling task to encourage students to express themselves in their own words rather than mechanically reciting the text.
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