Unit 2 Digital life-C Digital technologies (Reading & Grammar in use) 教学设计 2025-2026学年沪教版（五四学制）英语八年级上册

Unit 2 Digital life-C Digital technologies (Reading & Grammar in use) This unit focuses on digital life, specifically digital technologies. The reading materials will introduce students to various digital technologies and their impacts on our daily lives, such as artificial intelligence, big data, and the Internet of Things. Through reading, students will enhance their reading skills, including skimming, scanning, and understanding detailed information. The grammar part will mainly deal with the usage of present perfect tense in the context of digital life, helping students master how to express experiences and actions that started in the past and continue to the present or have just been completed. 教学目标 Students will be able to understand and use new vocabulary related to digital technologies, such as "artificial intelligence", "big data", "smartphone", "tablet", etc. Students will master the structure and usage of the present perfect tense in the context of digital life. Students will be able to understand the main ideas and details of the reading passages about digital technologies. 教学重难点 1. Key Points New vocabulary related to digital technologies. The structure and usage of the present perfect tense. Comprehending the reading passages about digital technologies. 2. Difficult Points Distinguishing between the present perfect tense and the simple past tense. Understanding and analyzing the complex information in the reading passages about digital technologies, such as the working principles of some advanced digital technologies. 1. Vocabulary artificial intelligence (AI): A technology that enables machines to simulate human intelligence. big data: Extremely large and complex data sets that can be analyzed to reveal patterns, trends, and associations. smartphone: A mobile phone with advanced features, such as Internet access, touch screen, and the ability to run various applications. tablet: A portable, flat - screen device that is larger than a smartphone and is used for browsing the Internet, reading, watching videos, etc. wearable device: A device that can be worn on the body, such as a smartwatch or fitness tracker, which can collect and transmit data. 2. Grammar - Present Perfect Tense Structure: have/has + past participle Usage: To express an action that started in the past and continues to the present. For example, "I have used this smartphone for three years." To talk about experiences. For example, "I have never used artificial intelligence before." To describe an action that has just been completed. For example, "She has just downloaded a new app." 教学过程 1. Warming - up (5 minutes) Greet the students and show some pictures of digital devices, such as smartphones, tablets, and smartwatches on the PPT. Ask students: "What digital devices do you see in these pictures? Do you use them? How often do you use them?" Invite several students to share their answers, which can arouse students' interest and lead to the topic of digital life. 2. Pre - reading (8 minutes) Present new vocabulary related to digital technologies on the PPT. Explain the meanings and pronunciations of words like "artificial intelligence", "big data", etc. Use some simple examples to help students understand the words. For example, when teaching "artificial intelligence", show a short video of a self - driving car and explain that it is an application of AI. Divide students into pairs and ask them to discuss: "What other digital technologies do you know? How do they change our lives?" After a few minutes, ask some pairs to share their ideas with the class. 3. While - reading (15 minutes) First reading (Skimming): Give out the reading passage about digital technologies to students. Ask them to skim the passage quickly within 2 minutes and find out the main idea of the passage. After skimming, ask students to raise their hands and share the main idea they get. Guide them to summarize the main idea as "The passage mainly introduces some digital technologies and their impacts on our lives." Second reading (Scanning): Ask students to read the passage again more carefully. This time, ask them to scan for specific information, such as "What are the advantages of artificial intelligence?" and "How does big data help businesses?" Let students underline the relevant sentences in the passage. After reading, ask students to answer the questions. Check their answers and explain the important sentences in the passage. 4. Grammar Teaching (10 minutes) Present some sentences from the reading passage that contain the present perfect tense on the PPT. For example, "We have already seen many changes brought by digital technologies." Analyze the structure and usage of these sentences with students. Explain the form of the present perfect tense: have/has + past participle. Give more examples to show the different usages of the present perfect tense, such as expressing experiences and actions that started in the past and continue to the present. Do some simple exercises with students on the PPT. For example, give some sentences in Chinese and ask students to translate them into English using the present perfect tense. Check their answers immediately. 5. Post - reading (5 minutes) Divide students into groups of four. Ask each group to discuss: "In your opinion, what will digital life be like in the future? What new digital technologies might appear?" Each group chooses a representative to share their group's ideas with the whole class. Encourage students to be creative and use the vocabulary and grammar they have just learned. 6. Summary and Homework (2 minutes) Summarize the key points of this class, including new vocabulary about digital technologies and the usage of the present perfect tense. Assign homework: Ask students to write a short passage about their favorite digital device using the present perfect tense, at least 80 words. Let students search for more information about a digital technology they are interested in and share it in the next class. 教学反思 In this class, the warming - up activity was effective in attracting students' attention and getting them involved in the topic. However, in the future, more diverse digital - related materials, such as short videos or online surveys, could be used to make the warming - up more interesting. During vocabulary teaching, the use of examples and real - life demonstrations helped students understand the new words well. But for some students with a weaker foundation, more practice and repetition might be needed. In reading teaching, most students were able to master the reading skills of skimming and scanning. However, when analyzing some complex sentences in the passage, some students still had difficulties. More guidance and practice in sentence - structure analysis should be provided in the following classes. The grammar teaching part was a bit abstract for some students. Although examples and exercises were used, more real - life scenarios could be created to make the grammar more understandable. For example, students could be asked to share their real - life experiences using the present perfect tense in a more vivid way. The group discussion in the post - reading part was active, and students showed great creativity. But some groups spent too much time discussing and not enough time organizing their thoughts for the presentation. In the future, more time management guidance should be given during group activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$