Unit 3 On the move Reading (1) 教案-2025-2026学年高中英语译林版选修第一册

该教案聚焦“自动驾驶汽车发展的主要挑战”及“用想象场景引入主题”的写作技巧。导入环节从学生日常交通工具提问切入，激活生活经验，再引导完成阅读前教材问题，搭建从生活情境到文本探究的认知支架，为后续文本分析与写作技巧学习铺垫。 其亮点在于“以读促思，读写结合”的设计，深度融合语言能力与思维品质培养。通过分层阅读任务（A1梳理段落结构、A2提取细节信息）提升语言理解能力；聚焦引言写作技巧分析（A3），引导学生评价场景引入的吸引力并尝试个性化表达（如对比传统与自动驾驶汽车），培养分析与批判思维。小组讨论标题环节鼓励多元观点碰撞，增强学习主动性。结构清晰，活动可操作性强，助力教师高效实施，同时提升学生文本解读与语言运用能力。

课 时 教 案 课题：Reading (1) U3 选修一 第　 　课时 总序第 个教案 课型： New lesson 编写时间: 2025年 月 日 执教时间：2025年 月 日 教学目标： 批　注 1.describe the main challenges in the development of self-driving cars; 2. analyse the writing technique of using an imagined scene to introduce the topic; 教学重点： analyse the writing technique of using an imagined scene to introduce the topic; 教学难点：analyse the writing technique of using an imagined scene to introduce the topic; 教学用具：Multi-media 教学方法：Group work, discussion 教学实施过程： 1. Have students answer the following question. What means of transport do you use in your daily life? In my daily life, the means of transport that I use most often is the bus. Every weekday I come to school and go back home by bus. When the weather is bad, my dad drives me to and from school. When I need to go to faraway places for sightseeing, I travel by plane or by high-speed train. 2. Have students answer the two questions on page 30 before reading the automobile magazine article. 3. Have students read the article and finish A1 on page 32. Para. 2: How self-driving cars work Paras. 3–5: Technological barriers ; Ethical concerns; Legal problems Para. 6: The future of self-driving cars 4. Have students read the article again and finish A2 on page 32. 5. Have students answer the first question in A3 on page 32. I think the introduction is appealing because it provides a vivid scene to help the reader 批　注 visualize the possible experience of using a self-driving car. This way, it attracts them to read on to learn more about self-driving cars. If I were to write an article on self-driving cars, I would introduce the topic by making a comparison between self-driving cars and traditional cars. For example, self-driving cars allow drivers more freedom when they use the car, while traditional cars require drivers to concentrate at all times. Self-driving cars also use more advanced software and hardware than traditional cars, providing a fascinating travel experience for anyone who uses them. Comparing traditional cars with self-driving cars also showcases how far we have advanced technologically and suggests exciting future possibilities in transport. 6. Have students finish B1 on page 33 and answer the two questions. Answer:(1) revolution (2) in line with (3) are confronted with (4) dilemma (5) identify (6) perception (7) are bound to (8) has fuelled (1) How does big data technology benefit individuals? Big data technology provides considerable advantages for individuals. They can compare travel information according to their needs. Drivers can use apps to easily access real-time traffic and parking information. (2) How does big data technology benefit public transport systems? Big data technology improves the management of public transport systems. Information collected from GPS and passenger ticket data can be used to identify patterns in passengers’ route choices and then bus routes that meet their demands can be supplied. 7. Have students discuss the following question. What do you think of the title of the automobile magazine article? I think the title of the automobile magazine article is a good one. First, the title is a question, which makes the reader think about it and try to give their own answers based on what they read. Second, the title matches what is talked about in this article perfectly. Though the destination of self-driving cars is unknown, one thing is certain—self-driving cars will form part of our future. Personally speaking, only time will reveal what the destination is! 教学反思： 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$