Unit 4 Then and now-B Old things from old days (Speaking)教学设计 2025-2026学年沪教版（五四学制）英语八年级上册

该初中英语教学设计聚焦“旧物件描述”核心口语技能，围绕abacus、radio等旧物件词汇及“描述外观-说明功能-对比现代物品”句型展开。课堂以现代高科技产品图片导入，对比呈现旧物件激发兴趣，搭建“今昔物品关联”认知支架，引导学生从已知现代生活过渡到旧物件主题学习。 这份资料特色在于情境化口语活动设计，如“古董店购物”角色扮演让学生在真实交流中运用词汇句型，小组讨论旧物件功能与现代替代培养比较思维，结合采访家人作业连接生活，深化文化传承意识。任务型教学流程清晰，既助力学生提升口语表达与跨文化理解，也为教师提供结构化活动设计参考，高效落实语言能力与思维品质培养。

Unit 4 Then and now-B Old things from old days (Speaking) This speaking lesson from Unit 4 "Then and now" in the Shanghai Education Edition (Five - Four Academic System, 2024) English textbook for Grade 8 focuses on "Old things from old days". It aims to enable students to describe old objects, discuss their functions and the changes they have witnessed over time. By engaging in various speaking activities, students will not only improve their oral English skills but also enhance their understanding of the connection between the past and the present. The lesson will start with an introduction of some common old things, followed by in - depth exploration of their characteristics and the stories behind them. Through group discussions and individual presentations, students will have the opportunity to share their own experiences and knowledge related to old things. 教学目标 A. Knowledge Objectives Students will be able to master and use vocabulary related to old things, such as "abacus", "radio", "sewing machine", etc. They can understand and use key sentence patterns for describing old things, like "This is an abacus. It was widely used in the past for calculating numbers." B. Ability Objectives Develop students' oral communication skills, including the ability to describe, compare and discuss old things clearly and fluently. Cultivate students' ability to organize their thoughts and present their ideas in English. Improve students' listening skills when communicating with their peers during group work. C. Emotional Objectives Stimulate students' interest in exploring old things and the history behind them. Foster students' awareness of cultural inheritance and the value of traditional items. Encourage students to actively participate in class activities and enhance their confidence in speaking English. 教学重难点 A. Key Points The acquisition and correct usage of vocabulary and sentence patterns related to old things. Guiding students to effectively describe the appearance, function and historical background of old things in English. B. Difficult Points Helping students to think deeply and express their unique opinions and feelings about the significance of old things and the changes they represent. Training students to communicate smoothly and naturally in English during group discussions and avoid being overly influenced by Chinese thinking patterns. A. Vocabulary Abacus: A calculating tool with beads on rods, used for arithmetic operations in the past. Radio: A device for receiving radio signals to listen to music, news, etc. Sewing machine: A machine used for stitching fabric and making clothes. Gramophone: An old - fashioned device for playing records and producing music. Butterfly clip: A kind of hair accessory popular in the past. Thermos flask: A container used to keep liquids hot or cold. B. Sentence Patterns Describing appearance: This abacus is made of wood and has several rods with beads on them. The radio has a square shape and a big dial on the front. Describing function: People used the abacus to do addition, subtraction, multiplication and division before the invention of calculators. We can listen to various programs on the radio, like stories and music. Comparing with modern things: The sewing machine is much slower than the modern automatic sewing equipment, but it was very useful in the old days. Thermos flasks can keep drinks warm for a long time, while modern insulated cups are more portable. 教学过程 A. Warming - up (5 minutes) Greet the students as usual and show them some pictures of modern high - tech products, such as smartphones, tablets and smartwatches. Ask students: "What are these? And can you tell me how they have changed our lives?" Then, show students a picture of an old - fashioned object, like an abacus, and ask: "Do you know what this is? Have you ever seen it before?" This will arouse students' curiosity and lead them to the topic of old things. B. Presentation (10 minutes) Vocabulary Teaching Present the new vocabulary related to old things one by one on the PPT. Show pictures of each item and explain its meaning, pronunciation and usage. For example, when teaching "abacus", say: "Look at this picture. This is an abacus. It is pronounced / b k s/. In the past, people used it to calculate numbers. It was very important in business and daily life." Let students repeat the words several times to ensure correct pronunciation. Do some simple vocabulary drills, such as "look - and - say". Hide the word on the PPT and only show the picture, and ask students to quickly say the corresponding word. Sentence Pattern Teaching Write some key sentence patterns on the blackboard or show them on the PPT. Explain how to use them to describe old things. For example, for the pattern "This is... It was used for...", use the abacus as an example: "This is an abacus. It was used for calculating numbers in the past." Let students practice making sentences with other old things using these patterns. Divide students into pairs. Each pair chooses one old thing from the vocabulary list and makes up at least three sentences to describe it using the learned sentence patterns. Then, invite some pairs to share their sentences with the class. C. Practice (15 minutes) Group Discussion Divide the class into groups of four or five. Give each group a set of pictures of different old things. Each group needs to discuss the following questions: What are these old things? What were their functions? How have they changed or been replaced in modern times? Do you think old things still have value today? Why or why not? Walk around the classroom to monitor the group discussions. Offer help and guidance when students encounter difficulties in expressing their ideas. Encourage students to use the vocabulary and sentence patterns they have just learned. Role - play After the group discussion, assign each group a role - play task. Suppose they are in an antique shop. One student is the shopkeeper, and the others are customers. The customers are interested in buying some old things in the shop. They need to ask the shopkeeper about the old things, such as their price, history, and function. The shopkeeper should introduce the old things to the customers in detail. Let each group prepare for a few minutes, and then start the role - play. After each group finishes the role - play, ask the other groups to give some comments and feedback. D. Production (10 minutes) Individual Presentation Ask each student to choose one old thing that they are familiar with or interested in. They need to make a short presentation about this old thing, including its appearance, function, the memories associated with it (if any), and their own opinions on its value. Before the presentation, give students a few minutes to organize their thoughts and make some simple notes. Then, invite students to come to the front of the class one by one to give their presentations. After each presentation, encourage other students to ask questions. Class Summary Summarize the key points of this lesson, including the vocabulary, sentence patterns and the main ideas about old things that students have discussed. Emphasize the importance of old things in our cultural heritage and how they reflect the development of society. Ask students to share what they have learned and what impressed them the most in this lesson. E. Homework (5 minutes) Ask students to write a short passage about an old thing they know. They should include at least five sentences, using the vocabulary and sentence patterns learned in class. Encourage students to interview their grandparents or parents to learn more about old things that were commonly used in their childhood and record the interview results. They can share the interesting stories they get from the interview in the next class. 教学反思 After this speaking lesson, I observed that students showed great enthusiasm for the topic of old things. The warming - up activity effectively attracted their attention and smoothly led to the main content of the lesson. In the vocabulary and sentence pattern teaching part, most students could master the new words and use the sentence patterns correctly through repeated practice. However, during the group discussion and role - play activities, I found that some students still had difficulty expressing their complex ideas in English. They tended to translate directly from Chinese, which affected the fluency and accuracy of their English. In the future, more targeted oral training, such as topic - based free - talk and English - only environment creation, should be carried out to improve students' ability to think in English. During the individual presentation, students actively shared their own experiences and views, which demonstrated that they had a deep understanding of the topic. The homework assignment is designed to further consolidate students' knowledge and encourage them to explore more about old things in real life. Overall, this lesson achieved most of the teaching objectives, but there is still room for improvement in enhancing students' English - speaking proficiency and fluency. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$