Unit 5 Lesson 6 教学设计 2025-2026学年冀教版八年级英语下册

初 二 年级下 (英语)教学案 　 备课时间： 2016.318 .使用者 Unit 5: Great Inventions 6: Understanding Cultures – Ancient Chinese Inventions 主备教师 参与教师 八年级全体英语教师 缺课学生 审核人 课 时 1 period 授课时间 核心 素养目标 Key Competencies Objectives 1. Reading Comprehension: Be able to read and understand a passage about ancient Chinese inventions beyond the Four Great Inventions (abacus, tofu, tea, porcelain, silk). 2. Language Skills: Be able to master key words, phrases, and sentence patterns related to inventions and their origins. 3. Cultural Awareness: Learn about the brilliance of ancient Chinese science and technology, and develop pride in Chinese cultural heritage. 4. Speaking & Sharing: Be able to talk about global inventions and innovations with group members. 教学重难点 Key and Difficult Points Key Points: Words: abacus, primary, calculate, originate, source, protein, mineral, cuisine, accidentally, porcelain, trace, cocoon, silkworm, witness, brilliance, inspire, shape Phrases: be rich in, be traced back to, be made from, be named after, continue to do sth. Sentence patterns: It is said that... / Although..., ... Difficult Points: Understanding the complex sentence structures (e.g., It is said that..., Although...). Using be made from vs. be made of correctly. Understanding the cultural significance of these inventions. 教学准备Preparation textbook, exercise book, notebook, recorder, ppt. 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Step 1: Lead-in Step 1: Lead-in 1. Greet students warmly. 2. Ask: "What are the Four Great Inventions of ancient China?" (Paper-making, printing, gunpowder, compass). Write them on the board. 3. Say: "Today we will learn about other amazing inventions from ancient China that you may not know about." 4. Show pictures of abacus, tofu, tea, porcelain, and silk. Ask: "Do you know these?" Purpose: To activate prior knowledge and introduce the topic. 活动设计 Activity Design Step 2: Pre-reading (Vocabulary) (5 mins) 1. Show the new vocabulary on the PPT. 2. Drill pronunciation (choral and individual). 3. Use simple definitions and examples (e.g., "An abacus is a tool for calculating numbers." / "Tofu is a source of protein." / "Porcelain is also called china.") Step 3: While-reading (12 mins) 1. First Reading (Answer Questions): Students read the passage quickly and answer: A: Who discovered tea according to the passage? B: There is another name for porcelain. What is it? (China) C: How many inventions of ancient China are mentioned in this passage? (Nine – including the four great ones, plus abacus, tofu, tea, porcelain, silk) 2. Second Reading (Fill in the blanks): Students read again and complete the gap-fill exercise (abacus, tofu, tea, porcelain, silk). 3. Check answers together. Step 4: Language Points (10 mins) Use the PPT to explain key language points: - be rich in = contain a lot of something (e.g., Tofu is rich in minerals.) - It is said that... = People say that... (introduce a fact) - be traced back to = originated from (e.g., Porcelain can be traced back to the Han Dynasty.) - be made from vs. be made of (from: material changes; of: material visible) - be named after = given the name of someone/something (e.g., The Silk Road was named after silk.) - Although... (contrast; cannot use but together) Step 5: Group Discussion (8 mins) 1. Students work in groups of 4. Complete the table in the PPT: "There are many great inventions and innovations around the globe. Complete the table and share your ideas with your group." 2. Each group discusses and writes down 2–3 other inventions (e.g., from other countries or modern times). 3. Invite 2–3 groups to share one invention with the class. Step 6: Summary & Homework 1. Summary: Review the five ancient Chinese inventions from the lesson (abacus, tofu, tea, porcelain, silk). Ask: "Why are these inventions important? What do they tell us about ancient China?" 2. Homework: - Basic: Write 5 sentences about one ancient Chinese invention (what it is, who invented/discovered it, why it is important). - Advanced: Research one invention from another country (e.g., the printing press from Germany, the telephone from the US). Write a short paragraph (60–80 words) introducing it. - Preview Unit 6, Lesson 1. 思政渗透与学科育人有机融合点Subject-based Character Education This lesson highlights the remarkable creativity and wisdom of ancient Chinese scientists, inventors, and thinkers. By learning about inventions such as the abacus, tofu, tea, porcelain, and silk, students develop a sense of national pride and cultural confidence. The lesson encourages students to respect and value traditional knowledge while also recognizing that innovation continues to shape the modern world. This fosters a sense of gratitude for cultural heritage and inspiration to contribute to future inventions 板书设计 Blackboard Design 教学反思Teaching Reflection Lesson 6: Understanding Cultures – Ancient Chinese Inventions Invention Key Facts Abacus Over 2,500 years ago; tool for calculating Tofu Originated in China; source of protein; rich in minerals Tea Discovered by Shennong (tea leaf fell into boiling water) Porcelain Traced back to Han Dynasty; also called "china" Silk Made from silkworm cocoons; Silk Road named after it Key Vocabulary Key Phrases abacus, calculate, originate, source, protein, mineral, cuisine, accidentally, porcelain, trace, cocoon, silkworm, witness, brilliance, inspire, shape be rich in = contain a lot of be traced back to = originated from be made from (material changes) / be made of (material visible) be named after = given the name of It is said that... = People say that... Although... (contrast, no but) Example Sentences Tofu is rich in minerals that are important for our health. It is said that Shennong discovered tea by accident. Porcelain can be traced back to the Han Dynasty. Silk is made from the cocoons of silkworms. Although hundreds of years have passed, these inventions still inspire us. Did students recognize the inventions mentioned in the passage? Were they able to answer the comprehension questions correctly? Did they understand the difference between be made from and be made of? How can I connect these ancient inventions to students' daily lives more effectively? 审 查 意 见 签 字： 年 月 日 学科网（北京）股份有限公司 $