Unit 3 Make it happen! Understanding ideas 教学设计 2025-2026学年外研版（2024）八年级英语上册

Unit 3 Make it happen!-Understanding ideas This unit focuses on the theme of inventions, aiming to explore the origin of innovative ideas, the qualities of inventors, and the driving forces behind inventions. In the "Understanding ideas" section, students will read about the story of Easton LaChappelle's invention of an artificial arm. Easton, a 14 - year - old student, was inspired by Jenny, a girl born without an arm whose artificial arm was expensive and not suitable for children's growth. Through continuous efforts, from building with plastic blocks and fishing line to using a 3 - D printer, Easton finally invented a lightweight and low - cost artificial arm at the age of 23 and made his design freely available online. This story not only shows the process of invention but also conveys the spirit of perseverance and the value of helping others. 教学目标 Students will be able to master key words and phrases related to inventions, such as "robotic arm", "3 - D printer", "artificial arm", "brain signals", etc. Students can identify and summarize the common usage of the infinitive and gerund as objects, and understand their semantic differences in context. 教学重难点 1 Teaching Key Points The usage of key words and phrases in the text. Identifying and using the infinitive and gerund as objects correctly. Understanding the process and significance of Easton's invention through reading. 2 Teaching Difficult Points Distinguishing the semantic differences between the infinitive and gerund as objects in practical applications. Designing innovative solutions to social problems and expressing them clearly and accurately using the target language. 1 Key Words robotic [rəʊˈbɒtɪk] adj. 机器人的；像机器人的 artificial [ˌɑːtɪˈfɪʃl] adj. 人造的；人工的 signal [ˈsɪɡnəl] n. 信号；暗号 download [ˌdaʊnˈləʊd] v. 下载 2 Key Phrases come up with 想出；提出 decide to do sth. 决定做某事 try to do sth. 努力做某事 keep doing sth. 持续做某事 be able to 能够 3 Grammar: Infinitive and Gerund as Objects Some verbs are usually followed by the infinitive, such as "decide", "want", "hope", "wish", etc. For example, "He decided to post his design online." Some verbs are often followed by the gerund, such as "enjoy", "finish", "practice", "mind", etc. For example, "He enjoyed fixing problems one after another." 教学过程 1 Lead - in (5 minutes) Show students some pictures of great inventions, such as the South - Pointing Spoon, the wheel, the computer and the mobile phone. Ask them: "What are these inventions? How have they changed our lives?" Encourage students to share their ideas. Then, show a picture of a robotic arm and ask: "Do you know how this invention came about? Let's read a story about it." 2 Pre - reading (5 minutes) Present a word cloud with words related to the text, such as "Easton", "Jenny", "artificial arm", "3 - D printer", etc. Let students predict what the passage is about. Teach new words and phrases briefly. Use pictures or simple examples to help students understand the meanings of "robotic arm", "artificial arm", "3 - D printer", etc. 3 While - reading (20 minutes) Skimming: Let students read the text quickly and answer the question: "What is the main idea of the passage?" Guide students to find that the passage is mainly about Easton LaChappelle's invention of an artificial arm to help people like Jenny. Scanning: Ask students to read the text carefully and answer some detailed questions: "Why did Easton decide to invent an artificial arm?" (Because he met Jenny, whose artificial arm was expensive and not suitable for children's growth.) "What did Easton use to build the first robotic arm?" (Plastic blocks and fishing line.) "When did Easton get a 3 - D printer?" (For his 16th birthday.) "How much did Easton's final design weigh and cost?" (It weighed 0.5 kilograms and cost around $500.) Intensive reading: Analyze the text structure with students. The text follows a time - line order: 14 - year - old Easton met Jenny at a science fair (beginning), then he started to invent and improve the artificial arm (\(16^{th}\) birthday - got a 3 - D printer, kept working), and finally succeeded at age 23 (ending). Also, analyze some important sentences, especially those with the infinitive and gerund as objects, and explain their usage. 4 Post - reading (10 minutes) Group work: Divide students into groups. Let them discuss the following questions: "What qualities did Easton have? How did these qualities help him succeed?" "Can you think of other inventions that have changed people's lives? How did they do it?" "If you were an inventor, what kind of invention would you like to make to help people?" Each group selects a representative to share their discussion results with the class. 5 Language Points Summary (5 minutes) Review the key words, phrases and grammar points in the text. Write some sentences on the blackboard with blanks, and ask students to fill in the blanks with the correct forms of the words or the appropriate verb forms (infinitive or gerund). For example: He decided ____ (post) his design online. She enjoys ____ (read) books about inventions. They hope ____ (invent) a new device to help the disabled. 教学反思 In this class, through various teaching methods such as picture - leading, prediction, reading for different purposes and group discussion, students' interest in learning has been effectively stimulated. Most students can actively participate in classroom activities and show a certain understanding of the text content and language knowledge. However, there are still some problems. For example, when discussing in groups, some students are not very active, and their English expressions are not fluent enough. In future teaching, more time can be allocated for group communication, and some sentence patterns and expressions can be provided in advance to help students express better. In terms of grammar teaching, although students have a certain understanding of the usage of the infinitive and gerund as objects, more practice is needed in the follow - up classes to strengthen their memory and correct application. Teachers can design more practical exercises, such as writing short passages or making up dialogues, to let students use grammar knowledge in real - life situations. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$