Unit1 past and present 单元教学设计 2025-2026学年译林版八年级英语下册

8B Unit 1 Past and Present 第一课时：Welcome to the unit （Transport at different times） 【教学内容】 教材第6-7页：不同时代的交通方式；Millie和爸爸的对话；表格对比过去与现在的出行方式。通过听力及口语活动感知“used to”结构，为单元话题做铺垫。 【语篇研读】 本课属于单元导入部分，通过对比交通方式的变化引出单元核心“Past and present”。对话真实自然，呈现了used to描述过去习惯的用法，且提供了可模仿的问答模型。学生能从自身生活经验出发，自然习得目标语言，并初步建立今昔对比的概念。 【教学目标】 通过本课学习，学生能够： 1. 掌握交通方式词汇：by bike, by bus, by underground, on foot, by taxi, by coach/high-speed train等；（学习理解） 2. 能听懂并运用“used to”描述过去的交通习惯；（学习理解） 3. 能与同伴就交通方式的变化展开对话，提升口语交际能力；（应用实践） 4. 初步感知现在完成时的语境（为后续语法学习铺垫）。（迁移创新） 【教学重点】 交通方式词汇及“used to”的肯定、否定、疑问形式。 【教学难点】 “used to”与一般现在时的对比运用；正确描述今昔差异。 【教学准备】 多媒体课件、交通工具图片、音频、自制调查表。 【教学环节】 Step 1: Lead-in (5 mins) Activity 1: Greeting & free talk. Teacher asks: “How did you come to school this morning?” Students answer using simple phrases (by bus, on foot...). Activity 2: Show pictures of old transport (rickshaw, old bus) and modern transport (underground, high-speed train). Ask: “Which ones did people use 30 years ago?” 【设计意图】通过真实交流与图片对比，激活学生已知词汇，自然导入“过去与现在”的话题。 Step 2: Presentation (10 mins) Activity 1: Listen to the dialogue between Millie and her dad . Students underline the transport ways mentioned. Activity 2: Teacher presents the table “Past & Present” on the board. Explain “used to” structure: Dad used to go to school by bike. (affirmative); There used to be few buses. (existential). Activity 3: Drilling: teacher shows pictures, students make sentences with “used to”. 【设计意图】通过听力输入，引导学生关注目标句型；结合表格进行对比讲解，使语法规则清晰易懂。 Step 3: Practice (12 mins) Activity 1: Pair work Ask and answer about favourite transport using the model conversation. “How did you go to school when you were a child? I used to...” “Really? But now...” Activity 2: “Make a list” Students list all transport they have used, then share with partners. 【设计意图】控制性练习与半开放式交流结合，巩固used to的运用，提升流利度。 Step 4: Production (10 mins) Activity 1: “Transport then & now” In groups of four, students interview each other about how their parents/grandparents travelled when they were young. They can use: “How did your father go to work?” “He used to...” . Activity 2: Group report One student shares the most interesting change they heard. 【设计意图】将语言知识延伸到真实家庭背景，增强语用能力，培养合作与探究意识。 Step 5: Summary & Homework (3 mins) Summary: Teacher guides students to recap transport vocabulary and “used to”. Homework: ① Write 5 sentences about transport changes in your family. ② Preview the article “The rise of Shenzhen”. 二次备课 【板书设计】 Transport then & now: Past: by bike, by bus (crowded), on foot, by coach/train Present: by car, by underground, by high-speed train, by plane used to + do (过去的习惯) e.g. I used to go to school by bike. Now I go by bus. 【教学反思】 本课时从学生生活入手，听说结合，学生参与积极。在“used to”操练中，部分学生混淆动词形式，需在后续课中强化。小组采访环节气氛热烈，成功激发表达欲望。 8B Unit 1 Past and Present 第二课时：Reading（The rise of Shenzhen） 【教学内容】 教材第8-11页：文章“The rise of Shenzhen: a city of innovation”；完成阅读理解图表及问答题；第11页电话对话可选作读后巩固。 【语篇研读】 本文是一篇典型的说明文，按“科技—文化—生活”三个层面介绍深圳的巨大变化。文章结构清晰，用词正式但不复杂，适合八年级学生训练阅读策略。通过对深圳变化的分析，引导学生理解“创新、奋斗”对于城市发展的意义，同时为后续现在完成时提供丰富语境。 【教学目标】 通过本课学习，学生能够： 1. 获取深圳在科技、文化、生态三方面的具体变化信息；（学习理解） 2. 掌握重点词汇：pioneer, attract, innovation, a wealth of, award, at the heart of等；（学习理解） 3. 运用略读、寻读策略完成图表和问答题；（应用实践） 4. 探讨深圳成功的原因，并联系自身家乡，培养家国情怀。（迁移创新） 【教学重点】 理解文章细节及结构；掌握描述变化的词汇。 【教学难点】 对“Made in China → Created in China”内涵的理解；信息的归纳整合。 【教学准备】 深圳今昔对比视频、PPT、词汇卡片、小组任务单。 【教学环节】 Step 1: Lead-in Activity 1: Free talk The teacher asks students the following questions: What do you think of when you see the word “change”? Can you name something that has changed in your life or your hometown?Students share their ideas freely. Activity 2: Picture guessing The teacher shows two pictures of Shenzhen (40 years ago vs now) and asks:What do you know about this city?What changes can you see? 【设计意图】 通过自由讨论和图片对比，激活学生关于“变化”的背景知识，引出深圳话题，为阅读做铺垫。同时培养学生的观察力和预测能力。 Step 2: Pre-Reading Activity 3: Background introduction The teacher briefly introduces Shenzhen’s location and its role in China’s reform and opening-up. Key words: fishing village, high-tech city, reform and opening-up are presented on the screen. Activity 4: Vocabulary preview The teacher shows some key words and phrases from the article (e.g., pioneer, attract, innovation, a wealth of, award) and asks students to match them with their meanings or pictures. 【设计意图】 提供必要的背景知识，帮助学生降低阅读难度。通过词汇预览，扫清阅读障碍，为后续理解文章做好准备。引导学生预测课文内容，激发阅读兴趣。 Step 3: While-Reading Activity 5: Skimming Students read the passage quickly and answer: What is the main idea of the article? Choose the best title: A. The history of Shenzhen B. The rise of Shenzhen: a city of innovation C. Life in Shenzhen Activity 6: Scanning Students read again and complete the chart on Page 5 (Part A) with information from the article. They work in pairs to find: Changes in technology Changes in culture Changes in life quality Activity 7: Careful reading The teacher guides students to read paragraph by paragraph and answer detailed questions (Page 5 Part B): What was Shenzhen like about 40 years ago? Why has Shenzhen attracted workers from across the world? What efforts has Shenzhen made to become a cultural centre? Why has Shenzhen won an award from UNESCO? Why can people find peace and quiet in Shenzhen even among the busy streets and tall buildings? While answering, the teacher explains key sentences and vocabulary. Activity 8: Thinking deeper What does “from ‘Made in China’ to ‘Created in China’” mean? What is the key to Shenzhen’s success according to the article? Students discuss in groups and share their opinions. 【设计意图】 通过略读、寻读和精读相结合的方式，帮助学生逐步深入理解文章内容，获取细节信息，并训练阅读策略。深层次问题引导学生思考变化背后的原因，培养批判性思维。 Step 4: Post-Reading Activity 9: Role-play interview Students work in pairs. One acts as a reporter, the other as a citizen of Shenzhen. They make a short interview about the changes in Shenzhen, using the information from the article. Example: Reporter: What was Shenzhen like 40 years ago? Citizen: It was a small fishing village. But now it’s a world-famous high-tech city. Activity 10: Discussion – Changes in our hometown Students discuss in groups: What changes have taken place in your hometown? What caused these changes? How do you feel about these changes? They can use the present perfect tense to describe changes. Activity 11: Writing practice (optional if time allows) Students write a short paragraph about one change in their hometown, using the useful expressions on Page 13. 【设计意图】 通过角色扮演和小组讨论，让学生将所学知识运用到真实语境中，提高口语表达能力。写作练习为后续写作课做铺垫，实现语言输出。 Step 5: Homework Read the article aloud and remember the new words and phrases. Finish the conversation on Page 6 (the dialogue between Millie and her uncle). Prepare a short speech about the changes in your hometown for the next class. 【设计意图】 巩固课堂所学，拓展课后练习，为下一课时的学习做好准备。 二次备课 【板书设计】 Shenzhen’s changes: Technology: fishing village → high-tech centre, “Created in China” Culture: libraries, museums, UNESCO award (reading role model) Life quality: 1000+ parks, greenways, electric buses (clean & quiet) Key to success: pioneering spirit + hard work + creativity 【教学反思】 学生对于深圳的高速发展感到惊叹，阅读动机强。图表填写完成度高，但对“innovation lies at the very heart”这类抽象表达需要中文辅助解释。小组讨论环节，部分学生能用简单英语表达观点，但仍需教师搭脚手架。 8B Unit 1 Past and Present 第三课时：Grammar （Present perfect tense） 【教学内容】 教材第12-14页：现在完成时的构成、用法、时间状语；Millie和Sandy的对话；规则与不规则动词的过去分词；Sunshine Town及家庭生活的填空练习；采访外国人Andrew的脚本。 【语篇研读】 本课时集中学习现在完成时。教材通过对话引出“have/has + past participle”结构，清晰归纳了三种主要用法：过去开始持续到现在、过去发生但与现在关联、动作至今的次数。同时呈现规则与不规则动词的变化规律，并配有阶梯式练习，为单元综合运用奠定基础。 【教学目标】 通过本课学习，学生能够： 1. 理解现在完成时的核心用法（持续、影响、次数）； 2. 掌握规则动词过去分词的构成，熟记常用不规则动词的过去分词； 3. 能正确使用现在完成时的肯定、否定、疑问形式进行交流； 4. 区分现在完成时与一般过去时的语义差别。 【教学重点】 现在完成时的结构及过去分词的规则/不规则变化。 【教学难点】 现在完成时的三种用法辨析；与一般过去时的区别。 【教学准备】 不规则动词表、PPT动态时间轴、小组练习卡片。 【教学环节】 Step 1: Lead-in (6 mins) Activity 1: Review Shenzhen – T asks “What changes have happened in Shenzhen?” Students answer using present perfect: “Shenzhen has developed...” “It has become...” . Activity 2: Listen to the conversation between Millie and Sandy (P12). Students underline sentences with present perfect tense. 【设计意图】从已学阅读内容自然过渡到语法现象，在语境中感知新时态。 Step 2: Presentation (12 mins) Activity 1: Teacher writes the example on board: “I’ve just found out... He’s lived there since...” Explain form: have/has + past participle (V-ed/不规则). Activity 2: Use a timeline to illustrate three usages: ①持续 (since/for), ②影响 (just, already, yet), ③次数 (ever, never). Activity 3: Present regular past participle spelling rules (P12 table) and common irregular verbs (P13 bottom). Chant irregular verbs together. 【设计意图】借助时间轴使抽象概念直观；分类呈现规则便于学生记忆。 Step 3: Practice (15 mins) Activity 1: Controlled practice Complete the Sunshine Town notes (P12) and family life sentences (P13using the box). Check answers and explain why present perfect is used. Activity 2: Pair work Ask and answer using present perfect. “Have you ever been to Shanghai?” “Yes, I have.” / “No, I haven’t.” Activity 3: Fill in the blanks of the interview (P14 Andrew). Then role-play the interview in pairs. 【设计意图】多维度填空练习巩固形式与意义；角色扮演将语法融入真实交流。 Step 4: Production (8 mins) Activity 1: “Changes around me” Students walk around and interview three classmates about changes in their life, using: “How long have you lived in...?” “Have you ever...?” They note down answers and share one finding. Activity 2: Teacher highlights common errors (e.g., “I have go” vs “I have gone”). 【设计意图】在交际中自然运用语法，增强语感；错误纠正加深印象。 Step 5: Homework (4 mins) ① Finish irregular verb table (P146-147) self check. ② Write 5 sentences about changes in your life using present perfect. ③ Prepare a short talk about a place you have visited. 二次备课 【板书设计】 Present Perfect Tense Form: have/has + past participle (V-ed / 3rd form) Usage: ① since/for (持续) ② just/already/yet (影响) ③ ever/never (次数) Regular: +ed / e+d / y→ied / double consonant Irregular: see p146-147 (e.g. be—been, go—gone, see—seen) 【教学反思】 本课容量较大，不规则动词需要持续滚动复习。时间轴有效帮助学生理解三种用法，但部分学生在口语中仍混淆过去式与过去分词。后续将通过每日抽查背诵强化现在完成时的运用。 8B Unit 1 Past and Present 第四课时：Integration （Beautiful countryside） 【教学内容】 教材第15-17页：Starlight Village阅读，听力Springfield Village & Riverside Village表格填写，Mr Wang客舍信息判断，完成Millie的报告。 【语篇研读】 本课时通过一个村庄今昔对比的短文引入乡村变化，继而通过听力比较两个村庄的不同发展模式，最后以报告形式整合信息。语篇将现在完成时自然融入，并展现了“新农村建设”的成果，有助于学生了解国家政策对乡村的积极影响。 【教学目标】 通过本课学习，学生能够： 1. 获取Starlight Village的变化细节，理解“thanks to”等结构； 2. 听懂关于Springfield和Riverside两个村庄的听力材料，完成表格； 3. 运用所得信息补全Millie的report； 4. 讨论家乡乡村变化，增强社会责任感。 【教学重点】 听力信息提取；阅读与报告的衔接。 【教学难点】 听力中快速记录关键信息；将对比信息转化为连贯报告。 【教学准备】 听力音频、村庄图片、任务纸、投影。 【教学环节】 Step 1: Pre-listening & reading (7 mins) Activity 1: Show two photos of a village (old narrow road vs wide clean road). Ask “What changes can you see?” Elicit “roads have improved, houses are new...” Activity 2: Quick read of Starlight Village (P15) and answer two questions: What was it like 40 years ago? What is it like now? 【设计意图】直观图片激活乡村变化话题；快速阅读训练定位能力。 Step 2: Listening (12 mins) Activity 1: Pre-listening Read the table for Springfield and Riverside (P15), predict missing information. Activity 2: First listening Complete the table. Peer check. Activity 3: Second listening Verify answers and catch extra details. Teacher plays difficult parts again. Activity 4: True/False about Mr Wang’s guest house (P11). 【设计意图】分层听力任务：预测→捕捉→核对，提升听力策略；判断练习检测细节理解。 Step 3: Reading & writing (15 mins) Activity 1: Read Millie’s report (P16) with blanks. In pairs, fill in using information from the table and True/False part. Activity 2: Compare answers and discuss why these changes are good. Activity 3: Teacher highlights useful phrases: “Thanks to...”, “have/has improved”, “Tourism has helped...” 【设计意图】阅读与写作整合，将听力输入转化为书面输出，强化语言运用。 Step 4: Discussion & extension (8 mins) Activity: Group discussion – “Have you seen any changes in the countryside? Give examples.” Students use present perfect to share. Activity 2: Some groups present to the class. 【设计意图】联系现实，将课堂学习延伸至实际生活，激发乡土情怀。 Step 5: Homework ① Finish the report on P15 if not completed. ② Interview grandparents about village/town changes and write 5 sentences. 二次备课 【板书设计】 Village changes: Springfield: poor village, muddy roads → wide roads, tidy, tourists Riverside: quiet, old houses, boats → popular, fishing/ farming with tourists,sell online Key: government support, modern machines, internet 【教学反思】 听力材料语速稍快，部分学生未能完全捕捉所有空，通过第二次播放和同伴互助基本完成。报告填空正确率高，表明信息转化顺利。讨论环节学生乐于分享自己家乡的变化，真实而感人。 8B Unit 1 Past and Present 第五课时：Writing&Assessment – Changes in my hometown 【教学内容】 教材第18-19页：Millie和爸爸关于“Happy Land”的对话，fact file，范文“Great changes in Sunshine Town”，写作框架及有用表达。 【语篇研读】 本课为单元输出课，通过对话引出具体变化实例，再展示fact file的整理方式，最后提供范文和句型支架。写作结构清晰（specific → general），语言简洁规范，为学生仿写提供了良好范例。旨在帮助学生整合单元所学，实现语言输出。 【教学目标】 通过本课学习，学生能够： 1. 能够通过采访或回忆整理家乡变化的事实信息，完成fact file； 2. 模仿范文，运用一般过去时、现在完成时及对比结构，写一篇描述家乡变化的短文； 3. 学会从具体事例引出一般结论的写作手法； 4. 通过分享与评价，提升写作兴趣和自信心。 【教学重点】 写作框架（past vs present）和常用表达（thanks to, used to, have/has changed...）。 【教学难点】 时态的准确切换；内容的丰富性与逻辑性。 【教学准备】 范文投影、fact file空白表格、评价量表、学生课前收集的资料。 【教学环节】 Step 1: Lead-in (7 mins) Activity 1: Listen to the conversation between Millie and her dad (P18). Ask: “What change did they talk about? (empty field → Happy Land)” “When did it happen?” Activity 2: Teacher shows a fact file of Sunshine Town (P18). Analyze its structure: areas, past, present, reasons, opinion. 【设计意图】通过对话激活已有经验，fact file为学生提供了信息整理样板。 Step 2: Pre-writing (10 mins) Activity 1: Students work in pairs to complete their own fact file about their hometown (or a place they know). They can use the questions: “What was it like 20 years ago? What is it like now? Why did it change?” Activity 2: Share some fact files with the class. 【设计意图】合作整理事实信息，为写作铺垫内容。 Step 3: While-writing (15 mins) Activity 1: Read Millie’s article (P18) and highlight the structure: introduction, past vs present in different aspects (living spaces, transport, jobs), conclusion. Activity 2: Underline useful expressions from the box (P18). Teacher explains how to use them. Activity 3: Students start writing their first draft. Teacher walks around giving individual support. 【设计意图】范文引领，句型支撑，让学生有支架可依；当堂写作保证真实性和效率。 Step 4: Post-writing (8 mins) Activity 1: Peer review – exchange drafts with a partner. Use a simple checklist: Is the structure clear? Are past and present compared? Are there any grammar mistakes? Activity 2: Teacher invites 2-3 students to share their writing. Give positive feedback and correct common errors. 【设计意图】同伴互评减轻教师负担，培养学生读者意识；展示增强成就感。 Step 5: Homework & self-assessment ① Polish the article according to peer feedback. ② Complete the self-assessment on P19. ③ (Optional) Find a film/book/painting reflecting changes (further study). 二次备课 【板书设计】 Writing structure: Introduction (Many changes have taken place...) Body: Past vs Present (living, transport, jobs) Conclusion (Thanks to..., people are enjoying...) Useful expressions: used to, but now...; Today, however...; Thanks to... 【教学反思】 大部分学生能模仿范文完成结构完整的文章，内容较充实。部分学生在时态混用上仍有困难，如“have built”与“built”的误用，需在评讲时集中订正。peer review环节效果很好，学生互评认真。整体写作目标达成。 主备人：木水周 · 2026年3月 学科网（北京）股份有限公司 $