Unit 4 Then and now-A Cities then and now (Viewing and listening)教学设计 2025-2026学年沪教版（五四学制）英语八年级上册

Unit 4 Then and now-A Cities then and now (Viewing and listening) This part of Unit 4 focuses on the theme of "Cities then and now". Through viewing and listening materials, students will explore the changes that have taken place in cities over time. They will be exposed to descriptions of what cities were like in the past, including aspects such as architecture, transportation, and people's lifestyles, and then compare them with the present situation. The materials may include pictures, short videos, and audio recordings that vividly show the differences and similarities between cities in different eras. This section aims to not only help students improve their language skills in listening and observing but also enhance their awareness of historical changes and development. 教学目标 Students will be able to master the new words and phrases related to cities and their changes, such as "skyscraper", "subway", "old-fashioned", "modernize", etc. They can understand and use the key sentence patterns for describing past and present situations, like "In the past, there were...", "Nowadays, there are...", "The city has changed a lot. It used to be... but now it is...". 教学重难点 A. Key Points The acquisition and correct usage of new vocabulary and sentence patterns related to the theme. Helping students understand and summarize the main changes in cities through viewing and listening materials. B. Difficult Points Guiding students to express the complex changes in cities clearly and logically in English, especially when they need to use different tenses to describe past and present situations. Encouraging students to think critically about the causes and impacts of urban changes and communicate their own opinions. A. New Words and Phrases Skyscraper: a very tall building in a city Subway: an underground railway system in a city Old-fashioned: having a style or appearance from the past Modernize: to make something more modern Traffic jam: a situation where there are so many vehicles on the road that they cannot move forward quickly Pedestrian street: a street where only people on foot are allowed Green space: an area of land in a town or city that is covered with grass, trees, etc. and is used for people to relax in Demolish: to destroy a building completely Construct: to build or make something, especially a large building or structure B. Key Sentence Patterns In the past, there were + noun phrases. (e.g. In the past, there were many small houses in the city.) Nowadays, there are + noun phrases. (e.g. Nowadays, there are numerous skyscrapers in the downtown area.) The city has changed a lot. It used to be + adjective/ noun phrase, but now it is + adjective/ noun phrase. (e.g. The city has changed a lot. It used to be a quiet small town, but now it is a bustling metropolis.) What was the city like in the past? It was + adjective/ noun phrase. (e.g. What was the city like in the past? It was a place with narrow streets and old buildings.) How has the city changed? There have been + noun phrase changes. (e.g. How has the city changed? There have been many changes in transportation and architecture.) 教学过程 A. Lead-in (5 minutes) Show some pictures of the local city taken at different times, for example, a picture of an old street from 50 years ago and a current picture of the same area which is now a modern commercial street. T: "Boys and girls, look at these two pictures. Can you tell me the differences you see?" Encourage students to share their observations freely. Then ask students: "Do you know why these changes have taken place? What other changes do you think our city has experienced?" Lead students to think about the topic of urban changes and arouse their interest. B. Pre - viewing and listening (8 minutes) Present the new words and phrases on the blackboard or through a PPT. Explain their meanings and pronunciations. For example, when teaching "skyscraper", show a picture of a tall building and say: "Look at this very tall building. This is a skyscraper. S - k - y - s - c - r - a - p - e - r, skyscraper." Let students repeat several times. Do the same for other words and phrases, and use simple sentences to help students understand their usage, like "There is often a traffic jam during the rush hour." Group students into pairs. Give each pair a set of cards with pictures related to the city, such as a picture of a subway, an old - fashioned house, a green space, etc. Ask them to discuss and match the pictures with the new words they have just learned. Walk around the classroom to monitor and offer help if necessary. C. Viewing and listening (15 minutes) Play a short video about the changes of a famous city, like Shanghai. The video can include scenes of old - style shikumen houses in the past and the current modern skyline with the Bund and Lujiazui. Before playing the video, give students some guiding questions: "What were the main features of the city in the past? What new things can you see in the city now?" After playing the video, ask students to share their answers in groups first, and then invite some groups to report to the whole class. Next, play an audio recording. In the recording, a person is talking about the transportation changes in a city. The speaker mentions the old - fashioned trams in the past and the current subway system and buses. Give students a form to fill in while listening. The form can have columns like "Transportation in the past", "Transportation now", and "Advantages of the current transportation". Play the audio twice. The first time, let students listen carefully and get a general idea. The second time, ask them to fill in the form. Check the answers together after they finish. D. Post - viewing and listening (12 minutes) Divide the class into small groups. Provide each group with some pictures and descriptions about different cities' past and present situations. Ask students to discuss in groups and create a short presentation about the changes of one of the cities. They should use the new words and sentence patterns they have learned. For example, they can start like this: "This is a picture of [city name]. In the past, there were... But now, there are... The city has changed a lot. It used to be... but now it is... " Walk around the groups to offer guidance on language usage and the organization of ideas. Invite several groups to come to the front of the class and give their presentations. After each presentation, let other students ask questions or make comments. Teachers can also give positive feedback and suggestions for improvement, such as praising students for their correct use of language and clear expression, and suggesting ways to make the presentation more vivid. E. Summary and Homework (5 minutes) Summary Review the new words, phrases, and sentence patterns with the students. Ask them to recall the main changes in cities they have learned about in this class. T: "Today, we have learned many new words like'skyscraper','subway', etc. And we also learned how to describe the changes of cities, for example, 'In the past, there were... Now, there are...'. Can you tell me some of the changes we talked about?" Call on some students to answer and summarize the key points on the blackboard. Homework Ask students to write a short passage about the changes of their hometown. They should include at least 5 sentences, using the knowledge they learned in class. Encourage students to find more information about the changes of cities on the Internet or from books and share it with the class next time. 教学反思 After this class, I need to reflect on several aspects. Firstly, in terms of vocabulary teaching, although I used pictures and simple sentences to help students understand, some students might still have difficulties in remembering and using the new words correctly. Maybe I could design more interesting vocabulary games in the future to strengthen their memory. Secondly, during the viewing and listening process, some students had trouble catching all the important information. I should consider providing more pre - listening and pre - viewing guidance, such as teaching some key words related to the materials in advance. Thirdly, in the group discussion and presentation part, some groups did not organize their ideas very well. I need to give more specific instructions on how to structure their presentations and encourage more equal participation among group members. Overall, this class has provided me with valuable experience on how to better teach this type of content and improve students' language skills and comprehensive ability. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$