Unit 4 Digital life Understanding ideas 教学设计 2025-2026学年外研版（2024）八年级英语上册

该初中英语教学设计聚焦“数字生活”主题，围绕核心词汇（如smartphone、digital payment）、功能句型及不定式作宾补语法展开。通过展示日常数字场景图片导入，激活学生生活经验，搭建文本与现实的桥梁，形成“生活体验-语言输入-思维建构”的学习支架。 特色在于任务链融合核心素养，读中略读/扫读/文本分析分层培养语言能力，读后小组讨论“数字生活利弊”、角色扮演“合理用设备”发展思维品质，语法教学结合语境实例（如“let me live...”）提升应用能力。为教师提供完整流程与反思，助学生在真实语境中运用语言、发展批判性思维，实用易操作。

Unit 4 Digital life-Understanding ideas This unit focuses on the theme of digital life, which is highly relevant to students' daily experiences. The "Understanding ideas" part presents texts that discuss various aspects of digital technology in modern life, such as digital payments, the use of smartphones, and how digital devices change our lifestyle. It aims to help students understand the impact of digital technology on our lives, both positive and negative, and guide them to think critically about the digital world they are living in. The texts are filled with rich vocabulary related to digital life, and the language structures are used to describe experiences, express opinions, and make predictions about the future digital life, providing students with valuable language input for further learning and communication. 教学目标 Students will be able to understand and master key vocabulary related to digital life, such as "smartphone", "code", "wallet", "payment", "system", "cash", "app", "delivery", "device", "digital payment", "payment system", etc. Students can recognize and correctly use important sentence patterns in the text, like "Today, we cannot live without technology.", "The technology there lets me live a more convenient life!", "Smartphones are really useful, but we shouldn't let them take up all our time." Students will learn the usage of the infinitive as the object complement, including the construction "verb + object + infinitive (to do)" and common verbs used in this structure, such as "ask", "allow", "help", "let", "make", "encourage", etc. 教学重难点 1 Key Points Mastery of key vocabulary and sentence patterns related to digital life, and being able to use them in real - life communication. Comprehension of the text content about digital life, including the positive and negative aspects of digital technology, and being able to summarize the main idea and key details. Understanding and correct application of the infinitive as the object complement. 2 Difficult Points Helping students to analyze and understand the complex sentences and implicit information in the text, so as to have a deeper understanding of the text content. Teaching students how to use the infinitive as the object complement correctly in different contexts, especially paying attention to the verbs that require the infinitive with or without "to", such as "let" and "make" which omit "to" in this structure. Guiding students to think critically about the digital life and express their own unique views based on the text, rather than just accepting the information passively. 1 Key Vocabulary Digital technology and devices: smartphone /'smaːtfəʊn/n. 智能手机；code /kəʊd/n. 编码，编号，标记；wallet /'wɒlɪt/n. 钱包，皮夹子；payment /'peɪmənt/n. 支付，付款；system /'sɪstəm/n. 系统；cash /kæʃ/n. 现款，现金；app /æp/n. 应用程序；delivery /dɪ'lɪvəri/n. 递送，交付；device /dɪ'vaɪs/n. 设备，仪器；digital payment 数字支付；payment system 支付系统；shared bike app 共享单车应用；digital wallet 数字钱包；QR code 二维码 Functions and operations: make digital payments 进行数字支付；ride a shared bike 骑共享单车；order dishes through an app 通过应用程序点餐；show the QR code 出示二维码；connect with others 与他人联系；check progress 查看进展；light up 照亮，变得明亮；throw away 扔掉；take up 占据（时间、空间）; save time 节省时间 Feelings and attitudes: cost an arm and a leg 花费一大笔钱；take forever 花费很长时间；feel tired and hungry 感到又累又饿；be bored with 对…… 感到厌烦；be excited about 对…… 感到兴奋；be interested in 对…… 感兴趣；look forward to 期待；give up on 放弃；have a great holiday 度过一个愉快的假期 Time and scope: except for 除…… 之外；in the old days 在过去；in the future 在未来；for example 例如；instead of 代替，而不是；all the time 一直，始终；from beginning to end 从头到尾 2 Key Sentence Patterns Digital life description: Today, we cannot live without technology. The technology there lets me live a more convenient life! Digital technology is a big part of their everyday life. Smartphones are really useful, but we shouldn't let them take up all our time. Experiences and problems: But it took forever to find a bike! That 15 - minute ride cost me an arm and a leg - more than five pounds. I asked the shopkeeper to show the QR code, but she didn't understand! When my dishes finally arrived 90 minutes later, they were stone cold! Views and suggestions: In my opinion, digital technology has made our life easier. We should use digital devices wisely. There are lots of things to do in the real world. What effect has digital technology had on your life? Future outlook: What will life be like in the future? I think people's life will be more digital in 50 years' time. Schools in the future will be very different from now. Digital technology will change every part of our life. 3 Grammar - Infinitive as Object Complement Construction: verb + object + infinitive (to do) Commonly used verbs: ask (要求): I asked the shopkeeper to show the QR code. allow (允许): Mobile payment allows us to use our smartphones to pay for things easily. help (帮助): Online education helps us learn new things anytime, anywhere. let (让): The technology there lets me live a more convenient life! make (使): Shared bikes have made us get around cities more conveniently. encourage (鼓励): Such apps also encouraged me to explore fun knowledge. Note: Let, make and other causative verbs omit "to" in the infinitive structure. For example, Let me help you. He made me laugh. 教学过程 1 Lead - in (5 minutes) Activity: Show some pictures of people using digital devices in daily life, such as using smartphones to pay, riding shared bikes, and ordering food through apps. Then ask students: "What can you see in these pictures? How often do you use these digital devices or services in your daily life?" Encourage students to share their experiences briefly. Purpose: This activity can quickly attract students' attention, arouse their interest in the topic of digital life, and activate their prior knowledge related to digital life, laying a foundation for the subsequent learning of the text. 2 Pre - reading (10 minutes) Vocabulary teaching: Present the key vocabulary related to digital life on the PPT. Explain the meaning, pronunciation, and usage of each word or phrase through examples. For example, when teaching "digital payment", show a picture of a person scanning a QR code to pay and say "Nowadays, digital payment is becoming more and more popular. We can use it to buy things easily, like this person is doing." After the explanation, have a quick vocabulary quiz, such as showing the English words and asking students to give the Chinese meanings or vice versa. Prediction: Ask students to look at the title and the pictures in the text. Then let them predict what the text might be about. Guide them to think from aspects like what digital technologies are mentioned, how they change people's lives, etc. Have students share their predictions in pairs and then invite some pairs to report to the class. Purpose: Vocabulary teaching helps students understand the new words in the text in advance, reducing reading barriers. Prediction can stimulate students' curiosity, make them more actively involved in reading, and also train their ability to analyze and predict based on given information. 3 While - reading (15 minutes) Skimming: Let students quickly read the text to get the general idea. Set a question: "What is the main idea of the text? Is it mainly about the advantages, disadvantages, or both of digital life?" Give students 2 - 3 minutes to read and then ask them to answer the question. Scanning: After skimming, ask students to read the text again carefully. This time, give them some detailed questions, such as "What examples are given to show the convenience of digital life?" "What problems did the author encounter when using digital services?" "What verbs are used with the infinitive as the object complement in the text?" Let students find the relevant information in the text and mark it. Then ask them to share their answers with the class. Analysis: Guide students to analyze the text structure. Divide the text into several parts and summarize the main content of each part. For example, the text may be divided into an introduction part about the importance of digital technology, a part listing the advantages of digital life, a part presenting the problems, and a conclusion part about the correct attitude towards digital technology. Analyze some complex sentences in the text together, especially those containing the infinitive as the object complement, helping students understand how to use this grammar structure in context. Purpose: Skimming trains students' ability to grasp the overall content of the text. Scanning helps them obtain specific information accurately. Text structure and sentence analysis can improve students' reading comprehension ability and language analysis ability. 4 Post - reading (10 minutes) Group discussion: Divide students into groups of 4 - Give each group a discussion topic, such as "Do you think digital life is more good than bad or vice versa? Give your reasons." "How can we use digital devices more wisely?" Each group discusses for about 5 minutes. Then each group selects a representative to report the group's discussion results to the class. Role - play: Set up a role - play situation. For example, one student acts as a person who is very addicted to digital devices and the other students act as his/her friends, trying to persuade him/her to use digital devices more reasonably. Encourage students to use the vocabulary and sentence patterns learned in the text during the role - play. Purpose: Group discussion can promote students' communication and cooperation ability, and also deepen their understanding of the text content and the topic of digital life. Role - play can make students use the learned language in a simulated real - life situation, improving their language application ability. 5 Summary and Homework (5 minutes) Summary: Summarize the key vocabulary, sentence patterns, and grammar points learned in this class with students. Emphasize the importance of using digital technology rationally. Homework: Ask students to write a short passage about their own digital life experiences, including what digital devices or services they often use, what benefits they get from them, and if they have encountered any problems. Let students search for more information about the future development of digital technology and prepare to share it in the next class. Purpose: Summary helps students review and consolidate the knowledge learned in class. The writing homework can train students' writing ability, and the information - searching homework can expand students' knowledge and cultivate their autonomous learning ability. 教学反思 After teaching this class, I think the following aspects have achieved good results. The lead - in activity successfully aroused students' interest in the topic, making them actively participate in the subsequent learning. The vocabulary teaching before reading effectively reduced students' reading difficulties. During the reading process, through skimming, scanning, and text analysis, students' reading skills were improved to a certain extent. The group discussion and role - play in the post - reading stage provided students with opportunities to use the language, and most students were able to actively participate and communicate in English. However, there are also some areas that need improvement. In the vocabulary quiz, some students still had difficulty remembering the new words, which may be due to insufficient practice methods. In the group discussion, a few students were relatively passive and did not fully participate in the discussion. In the future, I will pay more attention to these students and encourage them to be more involved. When analyzing the complex sentences, some students still had a poor understanding of the infinitive as the object complement. I need to design more targeted exercises to help them master this grammar point better. Overall, I will continue to adjust and improve my teaching methods to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$