Unit 6 Looking into science （课件）-2026-2027学年冀教版英语九年级上册

该初中英语课件围绕“科学实验”主题，核心知识点涵盖实验材料（如jar, test tube）、步骤描述及科学原理（气压）。课堂通过“Look, say and guess”活动导入，先识别材料词汇，再猜测实验结果，搭建从词汇输入到实验理解的学习支架，衔接后续听辨、填空、排序等活动。 其亮点在于多模态任务链设计，融合语言能力（角色扮演、复述实验）、思维品质（步骤排序、原理总结）和学习能力（小组合作、自评互评）。例如用思维导图梳理实验要素，通过评价表规范角色扮演，结合科学实验提升英语综合运用。学生能在探究中强化语言技能，教师可借助结构化活动高效实施教学。

第5课时 Lesson 5 Keep the candle burning! Unit 6 Looking into science 1 Activity 1: Look and predict Look at things of the candle experiment and observe. • What materials can you see? • What do you think will happen if we cover a burning candle with a jar? • Will the candle keep burning? • What might happen to the water? 2 Activity 2: Read and complete Skim the passage in Part 1 and match the materials on your book with the things on the desk. a candle holder a shallow dish a lighter or matches a candle a big glass jar some water 3 A: We need a very deep dish to finish the experiment. ( ) B: The candle stops burning because it has used up the oxygen in the jar. ( ) Activity 2: Read and complete Read the passage again and write T (true) or F (false) in Part 1. F T 4 Activity 2: Read and complete Read the passage carefully in groups, draw a flowchart of the experiment procedure, and retell it in your own words. 5 Activity 3: Imitate and describe Imitate the experiment and describe each step of the operation in English and present imitation to the class. Tips: First, ... Then, ... Next, ... Finally… 6 Activity 4: Discuss and conclude Discussion on the experiment result. • Why does the water rise? • What does this tell us about air? 7 Activity 4: Discuss and conclude Complete the experiment report table. 8 Activity 5: Share and discuss Talk about what experiments you have done before that impressed you most. Share with your partner. What experiments have you done before that impressed you most? 9 Activity 6: Create and present Work in groups of three to pick a fun and easy experiment, write down the steps, present it to the class, and explain what happens and why. 10 1. Finish the self-check on the learning sheet. (Required) 2. Write a short passage describing the “Keep the candle burning!” experiment. Include: materials, steps, result, and principle. (Required) 3. Design a similar small experiment about air or burning that you can do at home. Write down the steps and what you expect to see in English. You may take photos or a short video to record it. (Optional) Homework 11 Thank you! 12 $第2课时 Lesson 2 The history of the book Unit 6 Looking into science 1 Activity 1: Read and discuss Look at the pictures of different kinds of books and discuss the differences with your partner. • What are the differences between them? • Which one do you think is the oldest? Why? clay tablets bamboo books paper books e-books 2 Activity 2: Skim and answer Read the passage quickly and find the answer to Question A in Part 2. A When and where was the earliest book written? It was written around 2,100 BCE on clay tablets. 3 Activity 3: Read and fill Read the passage again and complete the information sheet. Time People write on Key facts Ancient times bones, clay, bamboo or other plants People recorded information on various materials. Around 2,100 BCE clay tablets The earliest known book was written. Han Dynasty paper Paper was invented. Song Dynasty paper Movable type was invented; books became an important means of getting knowledge and ideas in China. 15th century paper Printing presses were invented; books could be produced in larger quantities and at lower costs; books became accessible to the general public in the following centuries. Industrial Revolution paper Mass production of books, further lowering their costs. Late 20th century electronic devices (computers, e-readers) E-books became increasingly popular; readers can access books using electronic devices. 4 Activity 4: Read and answer Answer the other two questions in Part 2 using your information sheet. B What technology makes books more accessible to the general public? C What technology do you think has changed the history of books? Printing presses and the mass production technology during the Industrial Revolution made books cheaper and available to the public. I think printing presses have greatly changed the history of books. Besides, papermaking, movable type and digital technology for e-books are also important. 5 Activity 5: Read and order Read the passage again and put the sentences in the correct order in Part 3 individually, and then check in pairs. Books became more accessible to the general public. Books continued to become more widely available. People recorded information on various materials. E-books have become increasingly popular. Books have played an important role in shaping human civilization. Books became an important means of getting knowledge and ideas. 1 3 4 5 6 2 6 Activity 6: Complete the passage Complete the passage in Part 4 by choosing the correct sentences. There are different forms of books today, such as paper books and e-books. I like the smell of the ink and the feeling of the texture of paper when I open a book. I can fully immerse myself in the story presented within the pages. More importantly, many paper books on my bookshelves are gifts from my friends. Although e-books are becoming increasingly popular, paper books hold a unique place in my heart and I still believe they cannot be replaced. A. It is easier for me to focus on reading a paper book. B. They are reminders of beautiful memories. C. Among these, paper books are always my favourite. D. The characters and pictures in the book allow me to imagine freely. C A D B 7 Activity 7: Read and retell Retell the history of the book to your group members using the information sheet. Use time words: in ancient times, around 2,100 BCE, in the Han Dynasty, in the Song Dynasty, in the 15th century, during the Industrial Revolution, in the late 20th century. For example: In ancient times, books were written on bones. 8 Activity 8: Discuss and share Discuss the questions in Part 5 with your partner. • Do you like reading paper books or e-books? Why? For exemple：I like... because.../I prefer... The reason is.../In my opinion... 9 1. Finish the self-check on the learning sheet. (Required) 2. Write a short paragraph about your opinion on paper books vs. e-books. (Required) 3. Interview your family members and ask them: “Do you prefer paper books or e-books? Why?” Take notes and share their opinions with the class next time. (Optional) Homework 10 Thank you! 11 $第1课时 Lesson 1 Let’s do an experiment! Unit 6 Looking into science 1 Activity 1: Look, say and guess Look at some experimental materials on the desk and say out their names in English. jar test tube beaker 2 Activity 1: Look, say and guess Look at the experiment in Part 2 without the last step and guess what will happen. 3 Activity 2: Listen and tick Listen to the conversation in Part 2 for the first time and tick the main people and materials mentioned. √ √ √ √ √ √ 4 Activity 3: Listen and fill Listen to the conversation in Part 2 for the second time and fill in the blanks. scientific water upside air pressure possible 5 Activity 4: Listen and answer Listen to the conversation in Part 2 for the third time and answer the questions in Part 3. • What keeps the water in the jar? • Why does Danny put on his raincoat? • What does Danny conclude? 6 Activity 5: Listen and order Listen to the experiment in Part 4 carefully and number the sentences from 1 to 6 in the correct order. Put a piece of cardboard over the jar. The jar of water is upside down, but the water stays in the jar. This is because air pressure pushes the cardboard onto the jar. Fill the glass jar with water. Turn the glass jar over quickly. Hold your hand on the cardboard for a few seconds. Remove your hand from underneath the jar. What happens? There is more air pressure outside the jar than inside it. 1 2 3 4 5 6 7 Activity 6: Listen, read and role-play Listen to the conversation in Part 2 and read after it, paying attention to the pronunciation and intonation, especially the emotional sentences. ①No! Wait! — nervous ②How is that possible? — surprised ③I conclude that air is stronger than I thought. — see light suddenly 8 Activity 6: Listen, read and role-play Work in groups of three and role-play the conversation in Part 2 with proper actions and emotions.Then vote for the best performance according to the evaluation form. 9 Activity 7: Summarize and retell Work in pairs and draw a mind map of the experiment, including people, materials, steps, guesses, result, and principle. Then retell the experiment steps using the following expressions and the mind map you draw. Expressions: I think... First... Then... Next... Finally... We have discovered that... I conclude that... 10 Activity 8: Share and evaluate Work in groups and share an experiment you have done and introduce the name, materials, steps, guesses, result, and principle, and give a simple evaluation. What was the experiment? What materials did you need? What did you think would happen? What were the steps? What was the result? What’s the science behind it? 11 Activity 9: Listen and sing Listen to the song in Part 6 and sing along. After singing, answer the following questions. What questions does the song ask? How do scientists find answers? What can we learn from the song? 12 1. Finish the self-check on the learning sheet. (Required) 2. Write 5~8 sentences to describe the “jar and water” experiment, including steps and the scientific principle. (Required) 3. Do the experiment with your family and introduce it to them in simple English. Record a short video if possible. (Optional) Homework 13 Thank you! 14 $第6课时 Understanding cultures: Science affects us Unit 6 Looking into science 1 Activity 1: Look, predict and discuss Look at the pictures about science in daily life and observe and predict the topic. 2 Activity 1: Look, predict and discuss Discuss the questions in groups. • What does science mean to you? • Can you name one scientific invention that changed your life? 3 Activity 2: Skim and match Read the passage in Part 1 quickly and match each paragraph with its main idea. 4 Activity 3: Read and answer Read the passage again and answer the questions in Part 1 (A~D). A: How does science affect us? B: What can we do on a smartphone or computer? Science affects us in many ways. It brings us useful technology, helps us keep healthy, lets us explore space, and helps us protect the environment. It improves our lives and helps us understand the world better. We can talk to our friends, watch videos, and find information at the click of a button. 5 Activity 3: Read and answer Read the passage again and answer the questions in Part 1 (A~D). C: What can we do with telescopes and other tools related to space and the universe? D: What’s the author’s attitude on science? (indifferent/negative/positive) We can use them to explore faraway planets, stars, and galaxies. They help us learn about our place in the universe. The author thinks science is helpful and interesting. 6 Activity 4: Read and complete Read the passage in Part 1 carefully and complete the following table. health space & universe environment bodies, illnesses, vaccines telescopes, astronomers pollution, climate change find better treatments, vaccines protect us from diseases explore planets, stars, galaxies; learn our place in the universe reduce pollution, protect the earth 7 Activity 5: Discuss and share Read the passage in Part 1 again and talk about how science is related to your daily life using the words in Part 2 as reference. 8 Activity 5: Discuss and share Each group chooses a representative to share ideas with the class. 9 Activity 6: Reflect and analyze Write a short reflection and share it with deskmates.Then find evidence from the passage to identify the writer’s attitude toward science and explain your reasoning. I think science is important because... 10 Activity 7: Think and share Discuss in groups and list at least three changes. Then share one invention (big or small) that makes your life easier and explain why. Imagine a world without science. What would it be like? 11 Activity 8: Create and present Work in groups. 1. Choose a scientific field you are interested in and create a poster or prepare a short speech to show how science changes the world and what possibilities it may bring for the future. 2. Each group chooses a representative to give a presentation. 12 1. Finish the self-check on the learning sheet. (Required) 2. Write a short passage “How does science affect my life?” (Include: examples from daily life, one invention you appreciate, and your opinion on science.) (Optional) Homework 13 Thank you! 14 $第4课时 Lesson 4 Technology around us Unit 6 Looking into science 1 Activity 1: Look, tick and talk Look at the items in Part 1 and talk about them. mobile phones cleaning robots computers VR glasses smart watches e-readers bluetooth headphones ● How often do you use them? ● What do you use them for? 2 Activity 2: Skim, match and answer Read the passage in Part 2 quickly and match each part with its main idea. 3 Activity 2: Skim, match and answer Read the passage again and answer the questions in Part 2. A: In what ways has technology changed us? B: What can people do using different apps? C: What is the main idea of the passage? It has changed the way we live, work, learn, and communicate. It brings us convenience, improves communication, and helps protect the environment. People can book trips, use navigation, shop, pay bills, monitor health and control smart robots online. Technology is everywhere and brings many benefits to our daily life, and we can expect more changes in the future. 4 Activity 3: Read and complete Read the passage in Part 2 carefully and complete the table in Part 3. Items Advantages platforms and shopping apps improve our quality of life online classes electric cars digital books interact with teachers and classmates and review recorded lessons conveniently help reduce pollution help save trees and are environmentally friendly 5 Activity 3: Read and complete Share your answers and complete the three-layer structure of “convenience—communication—environment”. Online travel booking platforms Shop & pay bills online Shopping platforms/apps Electric cars Interact with teachers and classmates Convenience 6 Activity 4: Group discussion Think about the disadvantages of technology. What are some of the disadvantages of technology? damage your eyesight make it hard to focus on school work lead to social isolation result in poor sleep quality 7 Activity 4: Group discussion Work in groups and discuss your opinions of technology. 8 Activity 4: Group discussion Share your discussion results. 9 Activity 5: Write and share Review the “convenience—communication—environment” structure of the passage. Then as a Technology Recommender, please complete the writing task. The following questions may help you: A What technology is it? B Where do you use this kind of technology? C What are its advantages? D What are its disadvantages? E How do we use it properly? 10 Activity 5: Write and share Evaluate the writings you just heard. 11 1. Finish the self-check on the learning sheet. (Required) 2. Polish your passage about the most helpful technology for you. (Required) 3. Search for information about a new technology and share it with the class next time. (Optional) Homework 12 Thank you! 13 $第3课时 Lesson 3 DNA is fantastic! Unit 6 Looking into science 1 Activity 1: Look and say Look at the pictures of DNA and talk about it. • What do you see in the pictures? • What do you know about it? 2 Activity 2: Read, answer and complete Skim the passage in Part 2 and decide how many parts it can be divided into, and what the main idea of each part is. Part 1: It tells us the definition of DNA and DNA influences our physical features before we are born. Part 2: It shows three fantastic facts about DNA. Part 3: DNA is very important and will be widely studied in the future. 3 Activity 2: Read, answer and complete Read the passage carefully and answer the questions in Part 2. A What is a blueprint? B Which is more complex, building a living thing or building a car? C Whose DNA is related to yours? It is a drawing that shows how to build something. Building a living thing is more complex. My parents, grandparents and other relatives. 4 Activity 2: Read, answer and complete Read the passage in Part 2 again carefully and complete the table. a person an animal some twins every genetic diseases studied and researched 5 Activity 3: Read and think Work in groups, talk about what the sentences have in common in Part 3 and summarize the structure and its usage. ... they will be edited to prevent genetic diseases. It will be widely studied and researched in the coming years as more discoveries are made. When and why do we use this form? The structure of the passive voice in simple future tense is “will+be+done”. To talk about things that will be done in the future and focus on the receivers of the action, not on who does the action. 6 Activity 3: Read and think Write down the correct forms of the words in Part 3, and then invites some students to explain the sentences. • An exhibition of model planes (hold) at the Science Museum next week. • The new science lab (build) in the coming year. • More fantastic facts about DNA (discover) in the near future. • Future technologies (use) to help scientists better understand DNA. will be held will be built will be discovered will be used 7 Activity 4: Read, complete and role-play Work in groups to read and complete the conversation in Part 4. A. In the future, it will be used to diagnose and treat diseases. B. It’s amazing that something so small can hold so much important data. C. It’s a complex topic. D. My finger has the same DNA as my hair. D B A C 8 Activity 4: Read, complete and role-play Role-play the conversation in front of the class and others vote for the best performance according to the evaluation form. 9 Activity 5: Discuss, create and present Divides into groups and discuss the question from the end of the passage. What do you think we could do with DNA someday? Sentence patterns: • I think DNA will be used to... • In the future, genetic diseases will be... • Maybe scientists will... so that... • DNA could help us... 10 Activity 5: Discuss, create and present Share your ideas. 11 1. Finish the self-check on the learning sheet. (Required) 2. Write a short passage about “The Future of DNA Technology”, using at least 3 sentences with the passive voice in simple future tense. (Required) 3. Search for one real-life application of DNA technology and prepare a 1-minute oral report for the next class. (Optional) Homework 12 Thank you! 13 $