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Unit 5 Power of Ideas
Section A (2a-2d)
I. Teaching Aims
1. Students can understand the conversation about a 3D printer and answer the two questions in 2b by listening for the main idea.
2. Students can complete the steps of how a 3D printer works in 2c with the correct forms of the given words, and notice how the passive voice (is designed / is sent / is produced / is created) is used to describe a process.
3. Students can use "be used for / be used to" to talk about the inventions they use every day, what they can be used for and why they are important (2d).
II. Key and Difficult Points
Key points:
1. Key words and phrases: 3D printer, medicine, design, produce, create, send, file, plastic, invention, be used for / be used to, importance.
2. Listening skills: listening for the main idea (2b) and listening for details to complete a process (2c).
Difficult points:
1. Understanding and using the passive voice to describe how a 3D printer works.
2. Describing an everyday invention and its importance in their own words in 2d.
III. Teaching Tools
Textbook (Student Book p.43), the recording of 2b and 2c and a player, the blackboard and coloured pens, word cards for the new words, a printed worksheet for 2c, a computer and PPT (optional), and a dictionary.
IV. Teaching Procedures
Step 1: Lead-in (5 mins)
1. The teacher shows a short video or some pictures of a 3D printer at work and asks: What is it What can it make
2. Students look at the things in 2a (medicine, arms and legs, hearts, toys, tables, shoes, computers, houses, chairs, food) and tick the ones they think a 3D printer can make; they are also encouraged to add more items.
[Purpose] The lead-in draws students attention to the topic of inventions and activates the new words. Ticking in 2a lowers the difficulty and lets every student take part before listening.
Step 2: Pre-listening (3 mins)
1. The teacher asks students to read the two questions in 2b and guess what Han Lin might talk about.
2. The teacher pre-teaches a few words that may block listening, such as file, plastic and favourite, and has students read them aloud.
[Purpose] Reading the questions first gives students a clear listening purpose, and pre-teaching the key words removes the main obstacles for listening.
Step 3: While-listening (2b, 8 mins)
1. Students listen to the conversation for the first time and answer the two questions: Where did Han Lin go last weekend Why was the 3D printer her favourite invention
2. Students check their answers with a partner, then the teacher plays the recording again and confirms the answers with the whole class.
[Purpose] The first listening trains students to get the main idea and the two key pieces of information. The second listening helps them check and correct their answers.
Step 4: While-listening (2c, 10 mins)
1. The teacher shows the process on the blackboard: First -> Then -> And -> Next -> Finally, and asks students to look at the five verbs in the box (read, design, produce, create, send).
2. Students complete the five sentences with the correct forms of the verbs, then listen again and check: is designed / is read / is sent / is produced / is created.
3. The teacher asks students to observe these sentences and find out what they have in common (be + past participle), and explains that we use the passive voice when we do not know or do not care who does the action.
[Purpose] This step connects listening with grammar. By completing the steps of a real process, students feel the form and the meaning of the passive voice instead of memorising a rule, which makes the difficult point easier to grasp.
Step 5: Post-listening and Speaking (2d, 10 mins)
1. Students list the things they use every day (e.g. laptop, pencil, desk) and choose the one they like most.
2. In pairs, students practise the dialogue in 2d: What invention do you like the most What can it be used for Is it important in your daily life
3. Some pairs show their talk to the class, and the teacher helps them use "be used for / be used to" correctly.
[Purpose] Students move from the textbook to their own lives and use the target language to talk about real inventions. Pair work gives every student a chance to speak, and the model dialogue supports the weaker students.
Step 6: Summary and Homework (4 mins)
1. The teacher and students go over the five steps of 3D printing and the structure of the passive voice on the blackboard.
2. Homework: (a) write the five steps of how a 3D printer works in complete sentences; (b) write three to four sentences about one invention you like, using "be used for / be used to".
[Purpose] The summary helps students build a clear picture of the lesson. The homework consolidates both the passive voice and the talking about inventions.
V. Blackboard Design
Unit 5 Power of Ideas Section A 2a-2d How does a 3D printer work
design -> read -> send -> produce -> create
First, the object is designed on the computer. Then, a file is read. And the file is sent to the printer. Next, the file is produced. Finally, the object is created by building up plastic.
Passive voice: be + past participle (is designed / is sent / is produced / is created)
What can it be used for It can be used for / to ...
Is it important in your daily life Yes, it is.
六、教学反思
本节课是听说课，主题贴近学生生活，2a 勾选和 2d 谈论日常发明两部分学生参与度较高。不足主要两点：一是 2c 用被动语态描述 3D 打印流程时，部分学生对 be+过去分词结构掌握不牢，容易写成 designed 而漏掉 is；二是 2d 表达时后进生仍倾向用中文。改进措施：讲 2c 时在板书上把"be + 过去分词"单独标出并带读几个例句，让学生同桌互相检查是否漏掉 be 动词；2d 给后进生提供" It can be used to ... "句型支架卡，并要求每人至少说一句完整英文，降低开口难度。

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