Unit 3 Our digital lives-Section 3 Speaking教学设计 2025-2026学年沪教版英语八年级上册

该初中英语教学设计聚焦“数字生活”主题口语能力培养，核心知识点涵盖数字设备、在线活动等词汇（如smartphone、surf the Internet）及询问频率、讨论利弊等句型（如“How often do you use...?”“One advantage of... is that...”）。课堂以图片导入激活学生日常经验，通过词汇句型呈现搭建学习支架，衔接后续对话练习与深度讨论。 资料特色在于任务链驱动，从结对问答到小组利弊分析，再到家庭会议角色扮演、“数字生活孤立/连接”辩论，融合语言能力（流利表达观点）与思维品质（批判性论证），以真实情境任务激发参与，为教师提供分层活动方案，助力提升学生口语流利度与思维深度，便于课堂高效实施。

Unit 3 Our digital lives-Section 3 Expressing and communicating ideas-Speaking This speaking section of Unit 3 “Our digital lives” in the Shanghai Education Press (2024) English textbook for Grade 8 aims to develop students' oral communication skills regarding digital life topics. It provides various tasks and activities related to the use of digital devices, online behaviors, and the pros and cons of digital life. Through these activities, students are expected to express their opinions, exchange ideas, and have in - depth discussions in English. The content is closely related to students' daily lives, which can arouse their interest and make the language learning more practical and relevant. 教学目标 Students will be able to master key vocabulary and expressions related to digital life, such as “surf the Internet”, “log in/out”, “send/receive messages”, “share photos/videos”, “play online games”, “be addicted to...”, “protect personal information” etc. Students will be familiar with sentence patterns for expressing opinions, making inquiries, and discussing advantages and disadvantages, like “How often do you use...?”, “What do you usually do online?”, “The Internet makes... but it also has...”, “One advantage of... is that...” 教学重难点 A. Key Points The acquisition and application of key vocabulary and sentence patterns related to digital life. Guiding students to actively participate in speaking activities and express their ideas clearly and fluently. B. Difficult Points Helping students overcome shyness and language barriers, and encouraging them to think critically and express unique opinions during the discussion of the advantages and disadvantages of digital life. Training students to use appropriate intonation, stress, and rhythm in oral expression to make their speech more natural and native - like. A. Vocabulary Digital devices: smartphone, computer, tablet, smartwatch Online activities: surf the Internet, log in, log out, send messages, receive messages, share photos, share videos, play online games, stream music/videos, do online shopping Related concepts: social media, virtual reality (VR), online learning, digital addiction, personal information, cyber - security B. Sentence Patterns Asking about digital device use: How often do you use your smartphone? How much time do you spend on the computer every day? Expressing habits: I usually check social media before going to bed. He often plays online games on weekends. Discussing advantages and disadvantages: The advantage of the Internet is that it provides us with a lot of information. One disadvantage of digital devices is that they may cause eye problems. Although digital life makes our lives more convenient, it also brings some risks. Giving advice: You should limit your screen time. It's important to protect your personal information online. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of people using different digital devices on the PPT, such as a person chatting on a smartphone, a student studying online, and someone playing a computer game. Ask students to quickly name the digital devices and the activities they see in the pictures. For example: T: “Class, look at this picture. What can you see?” Ss: “A person is using a smartphone to chat.” T: “Very good. And what about this one?” B. Presentation (10 minutes) Vocabulary teaching Present the key vocabulary related to digital life on the PPT one by one. Explain the meaning and usage of each word or phrase through examples and pictures. For instance, when teaching “surf the Internet”, show a picture of a person browsing web pages and say, “Look, he is surfing the Internet. We can use this phrase when we talk about using the Internet to look for information, watch videos, etc.” Let students repeat the words and phrases several times to ensure they can pronounce them correctly. Do a quick vocabulary quiz. Show some incomplete sentences on the PPT and ask students to fill in the blanks with the newly learned words. For example: “I often ______ (send/receive) messages to my friends on WeChat.” Sentence pattern teaching Display some common sentence patterns for talking about digital life on the PPT. Explain the structure and function of each pattern. For example, for the pattern “How often do you use...?”, explain that it is used to ask about the frequency of using a certain digital device. Give some examples like “How often do you use your tablet? Once a week.” Let students practice making sentences with these patterns. First, do some guided practice. The teacher asks questions using the patterns, and students answer. Then, let students work in pairs to ask and answer questions on their own. Walk around the classroom to monitor and provide help if necessary. C. Practice (15 minutes) Pair work Ask students to work in pairs. Give each pair a set of questions about digital life, such as: Do you have a computer at home? How often do you use it? What do you usually do on the Internet? Do you think playing online games is a waste of time? Why or why not? Students take turns to ask and answer these questions, using the vocabulary and sentence patterns they have just learned. Encourage them to add more details to their answers. For example, if the answer to “What do you usually do on the Internet?” is “I usually watch videos”, ask them to further explain what kind of videos they like. Walk around the classroom to listen to their conversations and correct any pronunciation or grammar mistakes. Group discussion Divide the class into groups of four or five. Present a more in - depth topic for group discussion, such as “What are the advantages and disadvantages of social media?” Each group is required to discuss the topic and list the advantages and disadvantages on a piece of paper. Encourage students to support their opinions with examples. For example, when talking about the advantages of social media, they can say “Social media allows us to keep in touch with friends far away. For example, I can see what my cousin in another city is doing through his posts on Weibo.” After the discussion, each group selects a representative to report their group's discussion results to the whole class. The representative should use clear language and organize their speech well. Other groups can ask questions or make comments. D. Extension (10 minutes) Role - play Set up a role - play situation. Suppose there is a family meeting discussing how to manage the use of digital devices at home. One student plays the father, one plays the mother, and the others play the children. They need to express their opinions and make suggestions on issues like screen time limits, appropriate online activities, etc. Give students a few minutes to prepare their roles and dialogues. Then, invite some groups to come to the front of the class to perform their role - plays. After each performance, let the other students comment on their language use, performance skills, and the rationality of their suggestions. Debate Divide the class into two sides for a debate. The topic is “Is digital life making us more isolated or more connected?” One side argues for “more isolated” and the other for “more connected”. Each side has a few minutes to prepare their arguments. During the debate, students should take turns to speak, presenting their views and refuting the opposite side's opinions. Encourage students to use evidence and logical reasoning in the debate. After the debate, the teacher can summarize the main points of both sides and lead a brief discussion on how to make good use of digital life to avoid its negative impacts. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, sentence patterns, and main points of the discussion in this class. Ask students to recall what they have learned. For example, ask them to name some digital devices and online activities, and repeat some important sentence patterns. Emphasize the importance of using digital devices and the Internet rationally. Homework Ask students to write a short passage about their digital life, including their daily use of digital devices, their favorite online activities, and their thoughts on the influence of digital life on them. The passage should be at least 80 words. Encourage students to interview their parents or relatives about their digital life experiences and compare them with their own. They can record the interview results and share them in the next class. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in terms of vocabulary and sentence pattern teaching, did students really master and internalize them? Some students might still have problems with pronunciation or usage. I should pay more attention to individual differences and provide more targeted guidance. Secondly, during the pair work and group discussion, did all students actively participate? Some shy students may not have fully engaged. In the future, I need to create a more relaxed and inclusive atmosphere to encourage their participation. Thirdly, for the extension activities like role - play and debate, did they effectively achieve the goal of further improving students' speaking and critical thinking abilities? Maybe I could give more detailed instructions and more time for preparation next time. Overall, through continuous reflection and improvement, I hope to make my teaching more effective and help students better master English speaking skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$