Unit 4 Then and now-C A page of history (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 4 Then and now-C A page of history (Reading & Grammar in use) This part of "A page of history" in Unit 4 of Grade 8 textbooks focuses on the historical development and changes in Shanghai. It begins with the description of Shanghai in ancient times, such as its status as a small fishing village. Then it elaborates on the significant events that have shaped Shanghai into what it is today, like the opening of Shanghai as a trading port after the Opium War, which brought in Western influence and led to the development of modern industries and commerce. The text also mentions the growth of Shanghai in different periods, including the rapid development after the founding of the People's Republic of China. Through this text, students will have a comprehensive understanding of Shanghai's historical evolution from multiple aspects, which not only enriches their knowledge of local history but also provides language learning materials related to historical events, changes, and descriptions. 教学目标 Students will be able to master key vocabulary related to historical events and development, such as "fishing village", "trading port", "industry", "commerce", "influence", "rapid development", etc. They can understand and use important sentence patterns for describing historical changes, like "Shanghai used to be...", "After..., Shanghai began to...", "With the development of..., Shanghai has become...". Students will gain knowledge about the historical development of Shanghai, including major historical events and their impacts. 教学重难点 The key vocabulary and sentence patterns for describing historical events and changes. Understanding the main ideas and important details of the text about Shanghai's historical development. Training students' reading skills, such as skimming, scanning, and detailed reading. 1 Vocabulary fishing village: a small community where people mainly make a living by fishing. trading port: a port city where a lot of trade activities take place between different regions or countries. industry: the production of goods in factories, or a particular type of economic activity related to manufacturing. commerce: the activity of buying and selling, especially on a large scale. influence: the capacity to have an effect on the character, development, or behavior of someone or something. rapid development: fast and significant growth or progress. 2 Sentence Patterns Shanghai used to be a small fishing village. (Used to do sth. indicates a past state or habitual action that no longer exists.) After the Opium War, Shanghai became a trading port. (After + a historical event, used to show the consequence after a certain event in history.) With the development of economy and society, Shanghai has become one of the most important cities in the world. (With + noun phrase, expressing the condition or background for a certain result.) 3 Grammar Points Simple past tense: used to describe actions or states that happened in the past. For example, "Shanghai opened as a trading port in 1843." Present perfect tense: to show the connection between the past and the present, emphasizing the result or influence of past actions on the present. Such as "Shanghai has developed rapidly in recent decades." 教学过程 1 Lead - in (5 minutes) Show students some old pictures of Shanghai and modern pictures of Shanghai. Ask them: "What can you see from these pictures? How has Shanghai changed?" Let students have a free talk in pairs for about 2 minutes. Then invite several pairs to share their ideas with the class. Through this activity, arouse students' interest in the topic of Shanghai's historical changes and lead them to the reading content. 2 Pre - reading (5 minutes) Write some key words on the blackboard, such as "fishing village", "trading port", "development", "history". Ask students to predict what the text might be about according to these words. Let students skim the title "A page of history" and the first and last paragraphs of the text quickly to check if their predictions are correct. This step helps students get a general idea of the text content before detailed reading. 3 While - reading (20 minutes) Fast reading: Ask students to read the text quickly within 3 minutes and answer the following questions: "What was Shanghai like in the past? What major events have changed Shanghai? What is Shanghai like now?" After students finish reading, invite them to answer the questions. Check their answers and help them summarize the main idea of each part of the text. Detailed reading: Divide the text into several paragraphs. Let students read each paragraph carefully. For each paragraph, ask them to find out the key sentences and important details. For example, in the paragraph about Shanghai being a fishing village, the key sentence might be "Shanghai used to be a small fishing village with a small population." The important details could be about the simple lifestyle and the main economic activities at that time. After reading each paragraph, have a short discussion in groups of four. Students can share their understanding of the paragraph, and the teacher walks around the classroom to provide guidance. Teach new vocabulary and sentence patterns during this process. Explain the meaning and usage of new words and sentence patterns through examples and context. For example, when teaching "used to", give more examples like "I used to play football after school." Let students imitate the sentence to make their own sentences. 4 Post - reading (10 minutes) Retelling: Ask students to retell the historical development of Shanghai according to the key points they have noted during reading. They can do this in groups first, and then each group selects a representative to retell in front of the class. While students are retelling, the teacher can use the blackboard to write down some key words and phrases to help them. After the retelling, give appropriate praise and correction. Discussion: Pose some discussion questions, such as "What do you think are the most important factors that have led to Shanghai's development? How does Shanghai's history influence its present culture?" Let students discuss these questions in groups. Each group should choose a recorder to write down the main points of the discussion. After 5 minutes of discussion, each group shares their discussion results with the class. This activity can help students think deeply about the text content and improve their oral expression and critical thinking abilities. 5 Grammar in use (5 minutes) Review the simple past tense and present perfect tense that appeared in the text. Write some sentences from the text on the blackboard, such as "Shanghai opened as a trading port in 1843." and "Shanghai has developed rapidly in recent decades." Explain the differences between the two tenses again. The simple past tense focuses on past actions with a specific past time reference, while the present perfect tense emphasizes the connection between the past and the present. Give students some exercises on the usage of these two tenses. For example, provide some sentences with blanks, and students need to fill in the correct form of the verbs in brackets using either simple past tense or present perfect tense. Check the answers together and clarify students' misunderstandings. 教学反思 After this class, overall, students showed a certain degree of interest in the historical content of Shanghai. Through various reading activities, most students were able to understand the main idea and key details of the text, and master the relevant vocabulary and sentence patterns to a certain extent. However, there are still some areas that need improvement. In the aspect of guiding students to understand the complex historical background, although some explanations were given, some students still had difficulty fully grasping the causal relationship between historical events. In future teaching, more vivid teaching methods can be used, such as showing short historical documentaries or telling historical stories in more detail to help students better understand. When it came to students' expression of personal views on historical development, some students were a bit shy and lacked confidence in speaking English. In the future, more opportunities for oral practice should be provided, and a more relaxed and encouraging classroom atmosphere should be created to boost students' confidence in using English to express their thoughts. Regarding the grammar teaching part, some students still made mistakes in differentiating the simple past tense and present perfect tense. More targeted exercises and in - depth explanations are needed in subsequent classes to strengthen students' understanding and correct usage of these two tenses. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$