Unit 4 Starting out教案 2025-2026学年外研版（2024）英语八年级上册

该初中英语教案聚焦“Digital life”主题，围绕数字生活核心词汇（如smartphone、digital payment）、功能句型（如“Digital technology makes life easier by...”）及预测文章内容技能展开。通过图片导入激活已有认知，视频分析提取信息，图片讨论连接个人经历，读前预测搭建阅读支架，层层递进构建知识脉络。 该教案亮点在于多模态输入与任务驱动结合，通过“Quiz about digital life”视频、数字生活元素图片等素材，引导学生提取信息、表达个人经历，提升语言能力。读前预测环节利用词汇与图片线索推断“Digital shock”内容，培养思维品质，同时通过比较不同地区数字生活渗透文化意识，助力学生关联生活、主动思考，为教师提供可操作的情境化教学方案。

Unit 4 Digital life 1st Period: Starting out + Understanding ideas I. Teaching Objectives (1) Language Ability · Identify key vocabulary related to digital life (e.g., smartphone, digital payment, app, shared bike) through video and image analysis. · Extract specific information about digital life from a video clip ("Quiz about digital life") and share personal knowledge of the digital world. · Predict the main idea of the passage "Digital shock" using context clues from pictures and related vocabulary. (2) Cultural Awareness · Recognize the impact of digital technology on daily life across different regions. · Compare digital lifestyles in different contexts to understand cultural and technological differences. (3) Thinking Ability · Analyze the functions and significance of common digital products (e.g., smartphones, shared bikes). · Infer possible content of a passage based on visual and lexical clues. (4) Learning Ability · Develop skills in extracting information from videos and images. · Collaborate in discussions to share ideas about digital life. II. Teaching Key Points · Vocabulary: digital, smartphone, app, digital payment, shared bike, convenient, technology. · Sentence patterns: "Digital technology makes life easier by...", "In the digital world, people can...", "I know that... about digital life". · Skills: Predicting passage content, discussing digital life experiences. III. Teaching Difficult Points · Expressing personal digital life experiences in English. · Making logical predictions about the passage based on limited clues. IV. Teaching Procedures (1) Lead-in (5 mins) · Activity: Show pictures of people using digital devices (e.g., making mobile payments, using ride-sharing apps). Ask: "What are these people doing? How do these activities relate to our daily life?" · Design Intent: Activate students' prior knowledge about digital life and create interest in the topic. (2) Video Analysis: "Quiz about digital life" (10 mins) · Activity 1: First Viewing Play the video "Quiz about digital life". Students watch and note down one fact that interests them most. · Activity 2: Second Viewing Students work in pairs to share the fact they noted and discuss another fact they know about the digital world. · Activity 3: Class Sharing Several pairs share their ideas with the class, e.g., "I learned that more than 80% of people use smartphones to pay bills. I also know that some apps can help us learn online." · Design Intent: Train students to extract information from videos and encourage them to share their knowledge. (3) Image Discussion: Digital Life Elements (10 mins) · Activity 1: Pair Work Show a picture containing various elements of digital life (e.g., smartphone, QR code, shared bike). Students discuss: 1. What things in the picture show people's digital life? 1. How digital are you in daily life? (e.g., How often do you use digital payment? Do you use any useful apps?) · Activity 2: Class Discussion Invite students to share their answers, using sentences like "The smartphone and the shared bike app in the picture show digital life. I use digital payment almost every day." · Design Intent: Help students connect digital life elements with their own experiences. (4) Pre-reading: Predicting "Digital shock" (10 mins) · Activity 1: Word and Picture Clues Present vocabulary related to the passage (e.g., shared bike app, digital payment, convenient, problem) and pictures about the author's experiences (e.g., struggling to use a shared bike, failing to make digital payment). Ask: "What do you think the passage 'Digital shock' will be about? What problems might the writer meet?" · Activity 2: Question Generation Students write 2-3 questions they expect the passage to answer, e.g., 1. "Where did the writer have digital problems?" 1. "What kind of digital problems did the writer meet?" · Design Intent: Develop students' ability to predict passage content using context clues. (5) Summary and Homework Preview (5 mins) · Summary: Review key vocabulary and the main topics discussed (digital life facts, personal experiences, prediction of the passage). · Homework Preview: "In the next lesson, we will read 'Digital shock' to find out the problems the writer met. Try to think about why digital life is different in different places." · Design Intent: Prepare students for the next lesson's reading and deepen their thinking about digital life differences. V. Blackboard Design Unit 4 Digital life 1. Key Vocabulary: digital, smartphone, app, digital payment, shared bike 2. Useful Expressions: - I learned that... from the video. - I know that... about digital life. - The... in the picture shows digital life. 3. Prediction Questions: - What is "Digital shock" about? - What problems did the writer meet? VI. Homework Basic Homework 1. List 3 things you do in your digital life (e.g., "I use WeChat to chat with friends"). 1. Design Intent: Reinforce vocabulary and connect with personal experiences. Improving Homework 1. Write 2 sentences about the advantages of digital life (e.g., "Digital payment is convenient because we don't need to carry cash"). 1. Design Intent: Practice expressing opinions about digital life. Expanding Homework 1. Ask a family member about their digital life experiences and note down 2 differences from yours. 1. Design Intent: Broaden students' understanding of digital life across different age groups. VII. Teaching Reflection · Check if students can correctly identify digital life elements from the picture. · Note difficulties in expressing digital life experiences due to limited vocabulary. Evaluate if the video and image discussions effectively prepared students for predicting the passage. 学科网（北京）股份有限公司 $