Unit 4 Inventions-Checking your progress (Project) 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围绕“发明”主题，核心涵盖发明相关词汇（如inventor, patent）、短语（如keep in touch with）、句型及语法（一般现在时、一般过去时）。通过展示轮子、电话等发明图片导入，结合“最重要的发明”小组讨论搭建新旧知识支架，再以“Word Relay”游戏和时态识别练习复习巩固，助力学生掌握语言要点。 特色体现在项目式学习与核心素养融合，通过小组合作完成发明展示项目（含名称、发明者、功能等要素），提升语言能力（用英语讨论分工与信息收集）和思维品质（分析发明影响与未来预测）。“Word Relay”游戏让词汇复习有趣，项目规划表引导任务分工，既帮助学生在实践中应用知识，也为教师提供高效复习与项目指导框架，促进课堂互动与知识内化。

Unit 4 Inventions-Checking your progress (Project) This unit, “Inventions”, from the 2024 Shanghai Education Press English textbook for Grade 8, focuses on the theme of inventions. It covers various aspects such as the history of important inventions like the wheel, telephone, and light bulb, as well as their impacts on human life. Through reading materials, students will learn about the stories of inventors and the processes of inventions. Vocabulary related to inventions, grammar including the use of the simple present and simple past tenses to describe inventions, and writing skills for introducing an invention are also included. The project “Checking your progress” aims to comprehensively assess students’ understanding and application of the knowledge learned in this unit. 教学目标 Students will be able to master key vocabulary related to inventions, such as “inventor”, “invention”, “revolutionize”, “patent”, etc., and use them correctly in sentences. Understand and correctly apply grammar points, especially the simple present and simple past tenses when talking about inventions and inventors. Grasp common phrases and expressions related to inventions, like “since then”, “keep in touch with”, “instead of”, etc. 教学重难点 Key vocabulary and phrases related to inventions, ensuring students can understand, remember, and use them flexibly. The correct use of the simple present and simple past tenses in the context of inventions. For example, using the simple past tense to describe how an inventor invented something in the past, and the simple present tense to talk about the current function and impact of an invention. The writing structure and key elements of introducing an invention, including the name of the invention, inventor, invention time, function, and significance. A. Vocabulary Nouns: balloon, wheel, path, technique, doubt, prediction, statement, benefit, wing, distance, petrol, type, mixture, metal, inventor, invention, patent, technology, etc. Verbs: attach, pull, depend, avoid, notice, heat, press, invent, create, develop, etc. Adjectives: central, international, comfortable, practical, special, etc. Adverbs: personally, anywhere, anytime, etc. Conjunction: although B. Phrases steam locomotive, crewed spacecraft, in search of, on foot, a number of, take place, for instance, large amounts of, attach... to..., as a result, not only... but also, international trade, depend on, 3D printer, without doubt, of all time, make fun of, traffic jam, instead of, keep in touch with, in the daytime, keep... off, at the same time, throw away, turn into, all the time, make a mess, keep a diary, etc. C. Key Sentence Patterns I think the wheel is the most important invention because it has changed transportation around the world. The wheel changed the way villages, towns and even countries did business with each other, but it wasn't perfect. As a result, the first roads made of stone appeared after the arrival of the wheel. The wheel not only changed the way humans move, but it also allowed us to build all types of amazing machines. Without doubt, the wheel is one of the most important inventions of all time. Since then, people have been able to speak to each other over long distances. They allow people to keep in touch with each other anytime, anywhere. D. Grammar Comparison of adjectives “good, bad, far” Good: good (原级), better (比较级), best (最高级) Bad: bad (原级), worse (比较级), worst (最高级) Far: far (原级), farther/further (比较级), farthest/furthest (最高级) Simple present and simple past tenses Simple present tense: used to describe general facts, current situations, and the functions of inventions. For example, “The mobile phone allows people to communicate easily.” Simple past tense: used to describe events that happened in the past, such as the invention process. For example, “Edison invented the light bulb in 1879.” 教学过程 A. Lead - in (5 minutes) Show some pictures of famous inventions, such as the wheel, telephone, and light bulb, on the PPT. Ask students: “Do you know what these are? Can you briefly introduce them?” Encourage several students to answer. Then ask: “What do you think is the most important invention in your life? Why?” Let students share their ideas in pairs for about 2 minutes, and then invite some pairs to report to the class. B. Knowledge Review (10 minutes) Vocabulary Review Play a vocabulary game “Word Relay”. The teacher starts with a word related to inventions, like “invention”. The first student needs to say a new word beginning with the last letter of “invention”, for example, “telephone”. Then the next student continues. If a student can't come up with a word within 5 seconds, they are out. This activity can quickly review the vocabulary learned in the unit. After the game, use flashcards to review some key words and phrases. Point to the flashcards and ask students to read the words aloud and explain their meanings briefly. Grammar Review Write some sentences on the blackboard, some using the simple present tense and some using the simple past tense related to inventions. For example: The wheel makes transportation easier. (simple present) Bell invented the telephone in 1876. (simple past) Ask students to identify the tenses and explain why they are used in this way. Then give some more examples and let students practice changing the tenses of the sentences. C. Project Guidance (15 minutes) Introduce the project “Checking your progress”. Explain to students that they need to work in groups of 4 - 5 to create a presentation about an invention. The presentation should include the following aspects: The name and appearance of the invention. The inventor and the time of invention. The function and how it works. The impact of the invention on people's lives and society. Their own evaluation and prediction about the future development of this invention. Divide students into groups. Give each group a “Project Planning Sheet” which includes columns for task assignment, time schedule, and key points to note. Guide students to discuss and assign tasks within the group, such as who will be responsible for researching the inventor, who will draw the appearance of the invention, etc. Provide some reference materials, such as relevant websites, books in the school library, and video clips about inventions, for students to collect information. Remind students to take notes while researching. D. Group Work (10 minutes) Students start their group work. Walk around the classroom, monitor the progress of each group, and offer help when necessary. For example, if a group has difficulty finding information, suggest some other search methods; if there are disagreements within a group, guide them to communicate and reach an agreement. Encourage students to use English as much as possible during the discussion. If students make grammar or vocabulary mistakes, correct them gently and explain the correct usage. E. Conclusion and Homework Assignment (5 minutes) Summarize the key points of this class, including the review of vocabulary, grammar, and the start of the project. Emphasize the importance of cooperation in group work and the need to use accurate English in the presentation. Assign homework: Each group needs to complete the information collection for the invention they chose and start drafting the presentation script after class. Individual students need to review the vocabulary and grammar related to inventions again and write a short paragraph about an invention they are interested in, using at least 5 key words and phrases from this unit. 教学反思 After teaching this unit, especially the “Checking your progress (Project)” part, several aspects need to be reflected on. A. Successes The lead - in activities were effective in arousing students’ interest. The picture - showing and discussion about important inventions in students’ lives made them actively involved in the class at the beginning. The vocabulary and grammar review methods, such as the “Word Relay” game and sentence - tense identification, were well - received by students. These activities made the review process more interesting and helped students better master the key knowledge. The group work in the project part promoted students’ cooperation ability. Most groups communicated smoothly and divided tasks reasonably, which was a good practice for their teamwork spirit. B. Problems In the group work, some students were less active. They seemed to rely too much on their group members and did not contribute enough ideas or efforts. This might be due to lack of confidence in using English or not being interested in the topic. When students were expressing their ideas about inventions, there were still many grammar mistakes, especially in the use of tenses. Although grammar was reviewed in class, more targeted practice might be needed. The time for group work was a bit tight. Some groups did not have enough time to fully discuss and plan their presentations, which might affect the quality of the final output. C. Improvement Measures For the less - active students in group work, provide more individual guidance. Encourage them to start with small tasks, such as collecting simple information, and gradually build up their confidence. Also, design more individual - based pre - group - work activities to let every student get involved in the project preparation. Strengthen grammar practice. Design more grammar exercises related to inventions, such as writing short stories about inventions with correct tenses, or correcting tense - wrong sentences. Provide more opportunities for students to use grammar in real - life - like communication situations. Adjust the time arrangement in future classes. Allocate more time for group work, or let students start the project research and discussion as a homework assignment before class, so that they can have more in - class time to refine their ideas and plan the presentation structure. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$