Unit 5 Section B 1a-1f & Vocabulary in Use 2a-2c Reading学案 2026-2027学年人教版九年级英语上册

Unit 5 Reading and thinking 阅读思维探究学案

Power of Ideas 创意的力量　2026—2027学年人教版九年级英语上册

Textbook 教材范围　Section B 1a-1f & Vocabulary in Use 2a-2c  (pp. 46–48)

Name 姓名 ______________    Class 班级 __________    Date 日期 __________

Our question 探究主问题

How did a better material for writing lead to a change far beyond the workshop?

Outcome 学习成果　A short museum explanation with evidence from the text.
Class time 课时　45 min, plus vocabulary work

Before class 预习任务

Look at 1a on p. 46. Name the material shared by the objects. Find one more example in your classroom. What feature makes the material suitable for that object? Give a reason you can check.

 

Follow the writer’s route 梳理论证路线

Read An Invention That Changed the World on pp. 46–47. In 1b, match the topics to the paragraphs. Then choose two neighbouring paragraphs and explain why the second comes after the first.

A Early writing materials    B A successful experiment    C Papermaking and the modern world
D How paper changed the world    E Cai Lun’s idea

Paragraph 1 ____   2 ____   3 ____   4 ____   5 ____

Paragraphs ____ and ____ go together because _______________________________________

Read as a workshop buyer 站在使用者角度比较材料

Revisit 1d. Compare the old choices and Cai Lun’s paper. Write two properties of the new paper and explain which one mattered most to someone who needed a lot of writing material.

 

My choice of property ___________________  Reason ________________________________

Follow the small words 追踪小词找线索

Use the replacement test 用替换法判断指代

Use 1c on p. 47. Copy the person, thing or idea each word points back to. Read the sentence again with your replacement. Check both its grammar and its meaning. “This” may point to a whole event. 指代对象有时是前面提到的一件事。

 

Test two labels 检验两条展签

A museum has room for one of the labels below. Check both against paragraph 5. Circle any words that overstate the claim. Rewrite the weaker label, putting back the missing cause.

A. Paper and printing worked together. The number of books grew, and knowledge spread.

B. Paper alone immediately gave people everywhere many more books.

Cause chain 因果链  paper and printing together → more books → more knowledge reaches people. Which arrow do the words “led to” help you explain?

From workshop steps to a good idea 从工序读出创意

Retell for a museum visitor 给参观者讲工序

Put the four sentences in 1e in order. Look away from the book and sketch four quick pictures or write verbs in the boxes. Retell the process to a partner in your own words. Show what happens to the fibre at the third and fourth stages.

 

Use first / then / next / finally and verbs such as mix, boil, beat, pour, dry, press. If you need a frame, start “The materials were …”

Explain a choice in the process 解释一个工序选择

What did the bamboo screen do? Predict what might be harder if the screen was taken away. Label the sentence in the text that supports your prediction.

Challenge a claim 用原文检验说法

A visitor says, “There was no paper before Cai Lun, and he thought of everything on his own.” Write a museum label that corrects this claim. Use paragraphs 2 and 3 to explain what Cai Lun achieved.

Think beyond paper 迁移到另一项发明

For 1f, choose another invention from ancient China, such as printing. Explain one change it helped bring about. Then name a quality of a good inventor and tie it to one action Cai Lun took or one idea he noticed.