资源简介

Unit 4 Digital life
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to talk about digital life. 2.Use infinitive as object complement to talk about digital experiences. 3.Describe the future of digital technology.
【Culture Awareness】 1.Realize the changes of science and technology to life. 2.Experience the convenience brought by digital life. 3.Experience the differences in school education models in different eras.
【Quality of Thinking】 1.Think critically about the pros and cons of digital life. 2. Make reasonable predictions about future schools based on technological development and social changes.
【Learning Abilities】 1.Students can cooperate with the teacher and think actively in class. 2.Use existing knowledge and personal perception to creatively express different views on digital life.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元的主题为：数字生活。该主题属于“人与社会”主题范畴下的“科学与技术”主题群，对应“科学技术改变生活”这一子主题内容。本单元围绕话题digital technology, 学习和完成11个语篇，本单元通过多样化的学习活动，帮助学生全面认识数字生活的利与弊，培养他们在数字世界中的适应能力与反思能力。通过学习，学生将逐步掌握明智使用数字产品的技巧，并学会从多角度思考数字化对生活的影响，为未来的数字时代做好准备。
Starting out：本部分通过讨论数字化产品与生活的关联，激活学生对数字生活的已有认知。学生将分享自己对数字产品的理解和使用体验，为后续学习奠定基础。
Understanding ideas: 本部分的阅读文章标题为《Digital Shock》，讲述了作者在英国遇到的数字化冲击事件，如共享单车使用不便、超市购物不支持二维码支付、外卖配送缓慢等。文章通过作者的亲身经历，揭示了数字化带来的便利与挑战，引导学生思考数字技术的实际应用与局限性。
Developing ideas:本部分包含听力和阅读两个模块。听力部分通过讨论如何明智地使用数字设备，帮助学生培养健康的使用习惯；阅读部分则通过2157年玛吉的故事，对比传统学校与现代数字化教育的差异，引发学生对教育方式与技术影响的深刻反思。
Presenting ideas:学生需要结合本单元所学内容，讨论数字生活对我们是好还是坏。通过这一任务，学生不仅能够巩固所学知识，还能培养批判性思维，全面分析数字化对个人与社会的影响。
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Know some facts about the digital world.
2.Learn about the writer’s digital shock in the UK.
3.Analyse the reason why the digital technology is popular in China.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 50 to students, then ask them to answer the questions.
What can you see in the picture
What do you think the picture shows
Possible answers: This picture looks full of technology. There are many black figures of people. They seem to be walking or moving. And there are some patterns like circuit boards and geometric shapes on the picture. It gives us a feeling of digital and real life mixing together. Maybe it wants to show how digital technology gets into our daily life.
Starting out
Page 51，1
1.Ask students to watch the video and answer the questions.
①Which fact interests you most
②What other facts do you know about the digital world
2.Let students share the answers.
3.The teacher can make some supplements.
Page 51，2
1.Ask students to look at the picture and answer the questions.
①What things in the picture show people's digital life
②How digital are you
2.Let students share the answers.
3.The teacher can make some supplements.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 52，1
1.Ask students to look at the pictures on the right on page 52 and describe what these pictures show.
2.Talk about how much you know about each picture.
3. Show the words and expressions to help students describe the pictures.
shared bike smartphone app
digital payment technology convenient
3.Let students share the answers.
★Step 3 While-task【过程任务】
Page 52，2
1.Let students read and explain the meaning of the title according to their own understanding.
2.Ask students to read the passage,then answer the question.
What problems did the writer come across
3.Check the answer with the class.
Answers: The writer came across three digital problems. Firstly, it took a long time to find a shared bike, and the riding experience was terrible. Secondly, in the shop, the writer couldn't use digital payment methods as the shopkeeper didn't understand QR codes and the digital wallet didn't work. Finally, when ordering food via an app, the delivery was slow and the food arrived cold.
Page 54，3
1.Ask students to choose another suitable title for the passage.
2.Check the answer with the class.
Answer: c
Page 54，4
1.Ask students to complete the diagram with the words and expressions from the passage.
2.Check the answers with the class.
Answers:①Shared bike ②took forever ③more than five pounds ④Shopping
⑤payment system ⑥cash ⑦app ⑧slow
★Step 4　Post-task【后续任务】
Page 54，Think and share
1.Ask students to think about the following questions:
①Why does the writer say that technology makes life more convenient in China
②Why do you think digital technology is so popular in China
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【语言要点】
1. But it took forever to find a bike!
it takes (sb)... to do sth意为"(某人)做某事花费了……(时间、金钱或努力等)”，这个结构中的it真正指代的内容是后面的to do sth。例如:
It takes me 20 minutes to get to work every day.我每天上班需要花20分钟。
It took me 200 yuan to fill up my car with petrol.我花了200元给我的车加满汽油。
It takes a lot of patience to teach young children.教育幼儿需要很多耐心。
2. But that 15-minute ride cost me an arm and a leg—more than five pounds.
(1)cost sb sth意为“花费某人……”，常用来表示花费钱、时间、
精力等。例如:
The trip cost him all his savings.这次旅行花掉了他所有的积蓄。
(2) an arm and a leg是个英语习语，指很多钱。cost sb an arm and a leg意为“代价高昂，价格非常高”。句子中破折号后则补充说明了an arm and a leg的具体所指。
3. As I always make digital payments in China, I never carry my wallet.
句中as意为“因为，由于”,引导状语从句，说明了I never carry my wallet的原因。例如:
As it was raining, we decided to stay indoors.因为下雨，我们决定待在室内。
4. When I got home, I was so tired that I gave up on cooking.
give up on...意为“对……不抱希望”。例如:
She has given up on visiting the museum today.她已经放弃了今天去博物馆参观的打算。
He almost gave up on his dream of becoming an actor.他几乎放弃了成为演员的梦想。
5. Except for today, I've had a great holiday.
except for...意为“除……之外”。例如:
He hasn't eaten a thing except for an apple.除了一个苹果，他什么都没吃。
The room was silent except for theTV. 房间里只有电视的声音。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I learned some facts about the digital world.
I know about the writer’s digital shock in the UK.
I can analyse the reason why the digital technology is popular in China.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this reading lesson, most students could answer the basic questions about the writer's digital problems. But in the “Thinking and Sharing” section, some students had difficulties. Next time, I’ll give more examples to help them better understand and express their ideas.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Master the usage of infinitive as object complement.
2.Complete exercises related to infinitive as object complement.
3.Talk about how digital technology has made life easier.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Review the usage of infinitives as complement that students have learned in the last class.
2.Ask students to read the sentences from the reading passage and pay attention to the bold words.
(a) I asked the shopkeeper to show the QR code, but she didn't understand!
(b) The technology there lets me live a more convenient life!
3.Then ask students to discuss the questions.
What grammatical component do “asked” and “lets” play (Predicates.)
Are “to show” and “live” still objects in the above two sentences (No, they’re infinitives used as object complements.)
4.Ask students to find more sentences with these structures in the reading passage.
5.Check the answers with the class.
Answers:The shopkeeper told me to use cash.
Understanding ideas（5—8）
★Step 2　Grammar focus learning【语法学习】
动词不定式作宾语补足语
一、宾语补足语的含义
宾语补足语指在英语中有些及物动词接宾语后意义仍不完整，还需要有一个其他的句子成分，来补充说明宾语的意义、状态等。宾语和它的补足语构成复合宾语。
二、动词不定式作宾语补足语的形式
1.带to的不定式。
可以接带 to 的动词不定式作宾语补足语的常见动词有 advise, allow, ask, cause, encourage, tell, expect, want, warn, force, get, help, invite, order, permit, prefer, remind, wish, teach等。
E.g.She asked her roommate to turn down the music.她请室友把音乐关小一些。
The World Wide Fund for Nature (WWF) chose the panda to be its symbol.世界自然基金会选择了大熊猫(形象)作为其标志。
【注意】以上动词后接不定式作宾语补足语时，若要表达否定的意思，要在to do前加not，构成not to do的形式。例如:
Mr Han told us not to make too much noise.韩先生告诉我们不要弄出太大声音。
Jackie told me not to touch anything. Jackie告诉我不要碰任何东西。
2.不带to的不定式。
有些动词后接不定式作宾语补足语时，不带to。常见动词有 see, watch, hear, notice, have, let, make, listen to, look at 等。
E.g. I'll have Tony show you around the school.我会让Tony带你参观校园。
His words made everyone laugh.他的话让大家哄堂大笑。
★Step 3　While-task【过程任务】
Page 55，6
1.Show the sentences on page 55 to students, then ask students to read and circle the correct words.
2.Check the answers with the class.
Answers:1.to use 2.get 3.connect 4.learn
Page 55，7
1.Ask students to complete the post with the correct form of the words in the box.
2.Check the answers with the class.
Answers:1.live 2.to stay 3.to paint 4.check 5.to explore
★Step 4　Post-task【后续任务】
1.Ask students to work in pairs. Talk about how digital technology has made life easier.
2.Ask students to use the words and expressions from the reading passage. Then show an example to them.
3.Show the useful expressions to help them organise their ideas.
Useful expressions:
It has made me live a(n)... life.
Nowadays, instead of..., you can simply...
Technology saves me time because...
One advantage of apps / the internet /social media is...
What effect has... had on your life
4.Choose some students to share their answers.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I know the usage of infinitive as object complement.
I can complete exercises related to infinitive as object complement.
I can talk about how digital technology has made life easier.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this grammar class, I used many simple examples to explain the usage of infinitive as object complement. Some students grasped it well, but some still had trouble. Next time, I'll add more practice and games to make it easier for them to learn.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Pronounce /w/ and /j/ correctly and remember the letters and letter combinations that represent them.
3.Talk about what you have learnt about using digital devices wisely.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 57 to students, then ask them to answer the question.
Where are the students
What are they doing
2.Check the answer with the class.
Answer:They are using laptops to have a class.
★Step 2　Pre-task【准备任务】
1.Let students read the following sentences and make sure they understand what “digital natives” and “screen generation” refer to and if they agree with these terms:
Young people today are born in a new era. They have grown up with the internet, apps and smartphones. Digital technology is already part of their everyday life. These people are called “digital natives” or the “screen generation”.
★Step 3　While-task【过程任务】
Page 57,1
1.Ask students to listen to the conversation and answer the questions.
①How does Timmy's mum feel about Timmy using his phone
②What's Timmy's attitude to his mum trying to take his phone away
2.Check answers with the class.
Page 58,2
1.Show the letter to students,then ask them to guess what words may be filled in the blanks.
2.Let students listen again and complete the mother's letter.
3.Check answers with the class.
Page 59,3
1.Show the table to students, then ask them to guess what may be filled in the blanks.
2.Let students listen to the conversation and complete the table.
3.Check answers with the class.
Page 59
1.Ask students to listen again.Then talk about how Timmy and his mother describe their thoughts and feelings.
2.Check the answers with the class.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 58 freely, and then ask them to pay attention to the bold letters.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation of /w/ and /j/ and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 59, 4
1.Ask students to work in pairs. Then talk about how to use digital devices wisely.
2.Show an example to students.
3.Let students talk about what they have learnt about using digital devices wisely in
this section.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can understand the listening material and grasp the key information.
I can pronounce /w/ and /j/ correctly and remember the related letters and letter combination.
I can talk about what I have learnt about using digital devices wisely.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this class, students practiced listening and speaking through group discussions and role-plays. They shared their experiences of using mobile devices and learned new vocabulary. However, some students struggled with expressing their ideas clearly. Next time, I will provide more sentence starters and encourage quieter students to participate actively. Overall, the lesson was engaging, but more support is needed for weaker students.
第四课时　Reading
Teaching Objects　【教学目标】
1.Understand the passage and get the detailed information.
2.Compare the differences between Margie’s school and traditional schools.
3.Talk about schools will be like in 50 years.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Ask students to look at the two pictures on page 60 and compare the two schools.
What do these two pictures show
What are the differences between the teaching ways in these two pictures
2.Show the words to help students.
book screen teacher classroom people machine
3.Let students share the answers.
★Step 2　Pre-task【准备任务】
Show the picture on page 61 to students, then ask them to answer the questions.
What can you see in the picture
What do you think this picture want to tell us
★Step 3　While-task【过程任务】
Page 60,2
1.Ask students to read the passage, then answer the question.
Who teaches Margie
2.Check the answer with the class.
Answer: A machine teaches Margie.
Page 62,3
1.Ask students to complete the table on page 62.
About the real book About the school
Who found the real book What was the book like What did Margie and Tommy think of the book What was the book about Why did the writer of the book write about school What was Margie’s school like What are Margie’s thoughts about the old schools
2.Check the answer with the class.
About the real book
Who found the real book
Tommy.
What was the book like
It was a very old book with yellow pages. The words on it stood still instead of moving across a screen.
What did Margie and Tommy think of the book
Tommy thought it was a waste because people might throw it away after reading. In contrast, their television screen could have a million books and books wouldn’t be thrown the book away. Margie was curious about what the book was about.
What was the book about
The book was about school.
About the school
Why did the writer of the book write about school
Because it was about an old kind of school from hundreds of years ago.
What was Margie’s school like
Margie's classroom was next to her bedroom, and her teacher was a machine.
What are Margie's thoughts about the old schools
Margie thought all the kids from the neighborhood came together, laughed and shouted in the playground, sat together in the classroom and went home together. And the teachers were people. She thought students in the old days must have loved school and had a lot of fun.
Page 62,4
1.Ask students to answer the questions.
①Why is Margie excited that Tommy found a “real book”
②Are the children familiar with “real” books How can you tell
2.Check the answer with the class.
Answers:①Margie is excited because the “real book” is something new and different from what she has read before. In her time, books are usually shown on a television screen, but this real book has paper pages with words that don't move, which interests her.
②The children aren't familiar with “real” books. We can tell from their reactions and conversations. Tommy thought it was a waste since you had to throw it away after reading, and they were surprised that the words on the pages stood still instead of moving across a screen.
★Step 4　Post-task【后续任务】
Page 62, Think and share
1.Ask students to think and share:
①Do you want to go to a school like Margie’s Why or why not
②What do you think about schools will be like in 50 years
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
★Step 5　Language points　【语言要点】
1. It was strange to read the words.
It’s strange to do sth这一句型意为“做……感觉很奇怪”，其中it指代的真正内容是to do sth。例如:
It’s strange to think that we were once strangers.想到我们曾经是陌生人，感觉很奇怪。
It’s strange to be back in Paris after so many years.这么多年后回到巴黎，感觉真奇怪。
2.They stood still on the pages, instead of moving across a screen.
句中的still作形容词用，意为“静止的，不动的”。例如:
I can see the still water of the lake.我能看到平静的湖水。
Keep still while I take your photo.别动，我给你拍照。
We stood still and watched the dog come closer.我们一动不动地站着，看着那条狗走近。
3. “Why would anyone write about school ”
Margie wanted to read about those funny schools.
句中两个about用法一致，表示动作的主题或范围。write about意为“关于……(话题)进行写作”，read about表示“阅读关于……(主题)的内容”。例如:
He wrote a lot about sports.他写了很多关于体育的(文章)。
We read about the culture of France in our class.我们在课上阅读了关于法国文化的内容。
4. The screen was lit up.
light up意为“照亮……”或“变得明亮”，也可以和人搭配表示 “(脸上或眼中)流露出喜悦”。例如:
The flames lit up the evening sky.火光照亮了夜晚的天空。
At night the building lights up.到了晚上，这幢建筑灯火通明。
His face lit up with pleasure.他高兴得满面春风。
5.The machine said: “Today's lesson is on maths...”
句中的on意为“关于……，有关……”。例如:
Do you have any books on India 你有关于印度的书吗
There is a report on the news about the recent earthquakes.新闻中有一则关于最近地震的报道。
6.Margie was thinking about how the students must have loved school in the old days.
in the old days意为“很久以前，当年”。例如:
In the old days, people wrote letters to each other. 过去人们互相写信。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can understand the passage and get the detailed information.
I know the differences between Margie’s school and traditional schools.
I can talk about what schools will be like in 50 years.
★Step 7　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this reading class, students showed interest in the story. But some had trouble in understanding the differences between the two schools. Next time, I'll show more pictures to help them understand.
第五课时　Writing
Teaching Objects　【教学目标】
1.Write a short passage to describe people's digital life in 50 years’ time.
2.Share your passage with the class.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show students a short video about current digital life, like people using smartphones, tablets, and smart home devices.
2.Ask students to answer the questions.
What do you think of our digital life now
Do you think it will be more digital in the future
3.Let students share the answers.
★Step 2　Pre-task【准备任务】
1.Show the chart on page 63 to students.
2.Guide students to think about the question: “In general, will people’s life be more digital in 50 years’ time ” Let them discuss in pairs and share their ideas.
3.For the body part, encourage students to think about different aspects of digital life, such as communication, study and entertainment. Ask them to note down their thoughts on the chart.
4.Have a brief class discussion on whether the change will be good or bad for people in the future.
★Step 3　While-task【过程任务】
1.Ask students to start writing their short passages based on the ideas organized in the chart.
2.Remind them to use words from the reading passage and pay attention to grammar and spelling.
3.Walk around the classroom to offer individual guidance and answer students’ questions.
Possible answer: In general, people’s life will be more digital in 50 years. Technology will change many parts of our daily lives.
First, homes will be very digital. People will use smart devices to control lights, fridge, and even cooking. Robots might help with cleaning and other chores.
Second, schools will also change. Students might use virtual reality (VR) to learn in a fun way. They can visit places around the world without leaving their classroom.
Third, work will be different too. Many jobs will be done online, and people might work from home more often.
In my opinion, this change will be both good and bad. It will make life easier and more fun. But it might also make people spend too much time on screens and less time with family and friends.
★Step 4　Post-task【后续任务】
1.Have students exchange their passages with a partner.
2.Ask students to check their passages as follows.
Did you describe some parts of digital life in the future
Did you use the words from the reading passage
Did you give your opinion about digital life in the future
3.Let some students share their passages with the class.
★Step 5　Summary　【课堂小结】
Ask students to use the students' self-assessment form to check what they have learned in this lesson.
I can write a short passage to describe people’s digital life in 50 years’ time.
I can share my passage with the class.
★Step 6　Homework【家庭作业】
Further polish your writing according to the evaluation criteria.
Teaching reflection　【教学反思】
In this writing class, the video attracted students. Group discussions in pre- -writing helped generate ideas, but some struggled to organize them. During writing, individual guidance was useful. Post-writing sharing was active. Next time, I'll give more structure for idea organizing.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Hold a debate on the topic: Is digital life good or bad for us
2.Talk about what you understand about digital life.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Introduce the task to the students. Tell them that they’re going to have a debate about “Is digital life good or bad for us ” in this class.
★Step 2　Pre-task【准备任务】
1.Ask students to work in groups and choose their sides. Search for more ideas about digital life and think of its advantages and disadvantages. Consider the following aspects:
communication
learning
music & movies
safety
health
news
★Step 3　While-task【过程任务】
1.Ask students to organise their ideas with the help of the following outline on page
64 and prepare for the debate.
2.Let students use the language tips in the outline or find useful expressions or sentences from this unit.
3.Ask students to practise and hold the debate in class.
★Step 4　Post-task【后续任务】
1.Ask students to vote in class on the best team. Consider the following:
listening carefully
not interrupting
using kind words
speaking clearly
2.Ask students to talk about what they understand about digital life using the following mind map.
It makes life easy.
Digital technology and us We should use it wisely.
We need to think about future digital life..
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can learn about digital life’s advantages and disadvantages.
I can talk about what I understand about digital life.
★Step 6　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
Today's debate on whether digital life is good or bad was engaging. Students actively chose sides and presented strong arguments. However, some struggled with organizing their points clearly. Next time, I will provide more help on organising arguments and encourage quieter students to participate. Overall, it was a good learning experience, and I can improve by offering students more guidance on debate skills.

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