Unit5 Power of Ideas Section A(2a-2d) 教学设计-2026-2027学年人教版英语九年级上册

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