Unit 4 Then and now-E Our changing communities (Project)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社区变迁主题，围绕相关词汇（如demolish, reconstruct）、比较级最高级语法及信息收集呈现能力展开。通过展示社区今昔对比图片导入，引导学生用英语描述变化，搭建从基础描述到对比分析的学习支架，梳理语言知识与实践运用的脉络。 此设计亮点在于项目式学习与核心素养融合，小组分工探究环境、建筑等变迁，通过采访、旧照片收集信息提升学习能力，报告时用比较级描述如“The new buildings are more comfortable than the old ones”增强语言能力，同时培养社区意识与文化遗产保护观念，助力学生语言运用与思维发展，也为教师提供真实情境教学范例，提升课堂实效。

Unit 4 Then and now-E Our changing communities (Project) This unit focuses on the theme of "Then and Now", specifically exploring the changes in our communities. Through this project, students will have the opportunity to delve into the past and present of their local areas, analyzing how various aspects such as the environment, architecture, and social life have evolved. They will use a variety of sources like old photos, interviews with elders, and local historical records to gather information. The project aims to enhance students' language skills in terms of description, comparison, and analysis, while also fostering their awareness of the importance of community development and heritage preservation. 教学目标 A. Knowledge Objectives Students will be able to master relevant vocabulary and expressions related to community changes, such as "demolish", "reconstruct", "infrastructure", "cultural heritage", etc. They will understand the usage of comparative and superlative forms to describe differences and changes more accurately. Students will learn how to organize information from different sources and present it in a logical way. B. Ability Objectives Develop students' skills in conducting research, including how to find reliable information sources, extract useful information, and summarize key points. Improve students' language application ability, enabling them to write a report about community changes with clear structure and accurate language. Enhance students' communication and cooperation skills through group work, where they need to discuss, share ideas, and divide tasks. C. Emotional Objectives Cultivate students' sense of community and pride in their local area by understanding its development history. Raise students' awareness of environmental protection and cultural heritage preservation, realizing their responsibilities in maintaining and improving the community. 教学重难点 Guide students to effectively collect, sort out, and analyze information about community changes. Help students use appropriate language to describe and compare the past and present of the community, especially the correct use of comparative and superlative forms. Ensure students can present their findings in a well - organized and vivid way, either in writing or through oral reports. A. Vocabulary Words related to construction and change: demolish (拆除), reconstruct (重建), renovate (翻新), transform (转变), expand (扩大) Infrastructure - related words: infrastructure (基础设施), road network (道路网络), public transportation (公共交通), sewage system (污水系统) Words about cultural aspects: cultural heritage (文化遗产), traditional architecture (传统建筑), local customs (当地习俗), folk art (民间艺术) Comparative and superlative forms: better - best, worse - worst, more - most, less - least, older - oldest, newer - newest, etc. B. Grammar Comparative forms: used to compare two people, things, or situations. Structure: adj./adv. (comparative form) + than. For example, "The new park is much bigger than the old one." Superlative forms: used to compare more than two people, things, or situations. Structure: the + adj./adv. (superlative form). For example, "This is the tallest building in our community." C. Expressions "There used to be...": indicating that something existed in the past but may not exist now. For example, "There used to be a small grocery store on this street." "change a lot": meaning to have undergone significant alterations. For example, "Our community has changed a lot in the past decade." "play an important role in...": showing that something or someone is crucial in a particular aspect. For example, "Cultural heritage plays an important role in shaping the identity of our community." 教学过程 A. Lead - in (5 minutes) Show students some pictures of the school area or the local community in the past and now. For example, an old picture of a muddy path where the current main road is located, or an old - fashioned building that has been replaced by a modern one. Ask students to observe the pictures carefully and share their initial impressions of the changes they see. Encourage them to express their thoughts in simple English, such as "The road was narrow before, but now it's wide." B. Knowledge Presentation (10 minutes) Vocabulary teaching Present the new vocabulary related to community changes on the blackboard or using a PPT. Explain the meanings and usages of each word through examples and pictures. For instance, when teaching "demolish", show a picture of a building being torn down and say, "They demolished the old factory to build a new shopping mall." Have students read the words aloud several times to familiarize themselves with the pronunciation. Grammar explanation Review the basic forms of comparative and superlative adjectives and adverbs with students. Write some simple sentences on the blackboard, like "He is tall. She is taller. He is the tallest in the class." Explain the rules for forming comparative and superlative forms, such as adding - er/-est for short adjectives, and using more/most for long adjectives. Provide more examples for students to understand, e.g., "This book is interesting. That book is more interesting. This is the most interesting book I've ever read." Ask students to do some simple grammar exercises on the spot to reinforce their understanding, like filling in the blanks with the correct forms of the given adjectives or adverbs. C. Group Work (15 minutes) Divide students into groups of 4 - 5. Assign each group a specific aspect of community changes, such as environmental changes, architectural changes, or social - life changes. Provide each group with some materials, including old photos, local newspapers with relevant reports, and simple questionnaires for interviews. Instruct students to use these materials to collect information about the changes in their assigned aspects. While students are working in groups, the teacher walks around the classroom, offering guidance and answering students' questions. Encourage students to communicate in English during the discussion, and remind them to take notes of important information. D. Report and Discussion (10 minutes) Each group selects a representative to report their findings to the whole class. The representative should use the knowledge they have learned, including relevant vocabulary and grammar, to describe the changes in their group's assigned aspect. For example, a group studying architectural changes might say, "In the past, most of the houses in our community were small and made of wood. But now, there are many tall and modern buildings. The new apartment buildings are much more comfortable and have better facilities than the old ones." After each group's report, open a class discussion. Encourage other students to ask questions, share their own opinions, and compare the changes in different aspects. The teacher can also guide the discussion by asking some thought - provoking questions, such as "What do you think are the main reasons for these changes?" or "Do you think these changes are all good? Why or why not?" E. Summary and Homework (5 minutes) Summary Summarize the key points of this class, including the new vocabulary, grammar, and the main ideas about community changes discussed. Emphasize the importance of understanding and respecting the development and changes of the community. Praise students for their active participation and good performance in class. Homework Ask students to write a short report (about 100 - 150 words) about the community changes based on the group work and class discussion. They should include at least three aspects of changes and use comparative and superlative forms in their reports. Encourage students to further explore the community changes by interviewing more elders or searching for more information online, and be prepared to share their additional findings in the next class. 教学反思 After this class, it is necessary to reflect on the teaching process. Firstly, in terms of the lead - in, the use of pictures is effective in attracting students' attention, but more interactive ways could be considered in the future, such as asking students to bring their own photos of the community in the past. Secondly, during the knowledge presentation, some students may have difficulty understanding the grammar rules, so more vivid explanations and practical examples are needed. Thirdly, in group work, some groups may not cooperate smoothly, and the teacher should strengthen guidance on task - division and communication skills. Fourthly, in the report and discussion part, students' enthusiasm for discussion is high, but the time limit may prevent some students from fully expressing their opinions. In future classes, the time allocation can be adjusted more reasonably. Overall, this teaching plan aims to combine language learning with real - life topics, and continuous improvement is required to better meet students' learning needs. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$