Unit 4 Living with Technology-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 4 Living with Technology-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on language competence by practicing tech-related expression, cultural awareness by understanding global tech impacts, thinking quality by analyzing tech’s pros and cons, and learning ability by promoting independent and cooperative exploration of tech-life relations. 2. 教学重难点 Key: Mastering basic tech-related vocabulary and phrases, and talking about tech’s influence on daily life. Difficulty: Using English flexibly to express personal views on tech’s dual effects and participating in in-depth topic discussions. 教学过程 1. Lead-in: Spark Interest and Connect with Real Life The teacher starts the class by showing a short video (30 seconds) that includes common technological products in daily life, such as smartphones, smartwatches, smart home devices, and online learning tools. After playing the video, the teacher asks two simple and direct questions: “What technologies did you see in the video?” and “Which of these technologies do you use every day?” Then, the teacher invites 3-4 students to share their answers orally. For example, a student might say, “I saw a smartphone and a laptop in the video. I use my smartphone to chat with my friends and check information every day.” The teacher responds positively to each student’s sharing, such as “That’s a good observation!” or “I’m glad you can connect the video with your own life.” After the sharing, the teacher summarizes: “Technology is everywhere in our life. It has changed the way we live, study and work. Today, we will start our unit ‘Living with Technology’ and explore the relationship between technology and our life together.” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic. The simple questions are designed to lower the threshold of expression, encourage students to participate in the class actively, and help them connect the teaching content with their own real-life experience. This link lays a relaxed and interactive foundation for the follow-up teaching, and naturally leads to the unit theme. 2. Vocabulary Preview: Lay a Foundation for Topic Discussion First, the teacher presents 10 basic tech-related words and phrases on the screen, including technology, smartphone, laptop, online shopping, video call, smart home, digital, internet, social media and convenience. For each word and phrase, the teacher pronounces it clearly twice, and asks students to follow along. Then, the teacher explains the meaning of each word and phrase with simple English and vivid examples, avoiding complex explanations to ensure that students can understand easily. For example, when explaining “smart home”, the teacher says: “Smart home means the home with smart devices, such as smart lights and smart air conditioners. You can control them with your phone easily.” When explaining “convenience”, the teacher says: “Convenience means something is easy to use and saves your time. For example, online shopping brings us convenience because we don’t need to go out to buy things.” After explaining all the words and phrases, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students stand up and say the corresponding English word or phrase quickly. The student who responds the fastest gets a verbal praise. Design Intention: Vocabulary is the basis of language expression. This link focuses on teaching basic tech-related vocabulary and phrases, which helps students overcome the language barrier in the follow-up topic discussion. The pronunciation practice and simple explanations help students master the words and phrases accurately. The quick memory game increases the fun of vocabulary learning, avoids the tediousness of mechanical memory, and enhances students’ learning enthusiasm and memory effect. 3. Picture Analysis: Guide Students to Explore Tech’s Influence The teacher shows 4 pictures on the screen, which are closely related to the theme of “Living with Technology”. Picture 1: Students using laptops for online learning; Picture 2: A family having a video call with their relatives who are far away; Picture 3: People using mobile phones to pay in a supermarket; Picture 4: A person being addicted to playing mobile phone games and ignoring the people around him. The teacher divides students into 4 groups, and each group is responsible for analyzing one picture. The teacher puts forward guiding questions for each group: “What are the people doing in the picture?”, “What technology is used here?”, “Is this technology good or bad for people? Why?” Each group discusses for a few minutes, and then sends a representative to share the group’s opinions. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when students have difficulties. For example, if a group is not sure about the influence of online learning, the teacher can prompt: “Online learning allows us to study at home, but it also requires us to have strong self-control. So it has both advantages and disadvantages.” After all groups finish sharing, the teacher summarizes: “From the pictures, we can see that technology has both positive and negative influences on our life. It brings convenience and happiness to us, but it also brings some problems if we use it improperly. Next, we will have a deeper discussion about this.” Design Intention: Pictures are more intuitive than text, which can help students better understand the specific performance of technology in daily life. Group discussion can cultivate students’ cooperative learning ability and communication ability. The guiding questions can guide students to think in depth, not just stay on the surface of the picture, and help them initially form the awareness of analyzing the dual effects of technology, which lays a foundation for the follow-up in-depth discussion. 4. In-depth Discussion: Explore the Dual Effects of Technology On the basis of picture analysis, the teacher puts forward a core discussion topic: “What are the positive and negative influences of technology on our daily life?” To help students carry out the discussion smoothly, the teacher lists some sub-questions on the screen as prompts: 1. How does technology help us in study and work? 2. How does technology help us keep in touch with others? 3. What problems may technology bring to our life (such as health, interpersonal relationship)? 4. How can we use technology properly? The teacher divides students into groups of 6, and each group chooses a recorder and a speaker. The recorder is responsible for recording the key points of the group’s discussion, and the speaker is responsible for sharing the group’s opinions with the whole class. During the discussion, the teacher reminds students to use the vocabulary and phrases they have learned, and encourages them to express their own views boldly. For example, if a student says “Technology is very good because it helps us study online”, the teacher can guide him to say more: “Can you give a specific example? For example, when you can’t go to school, how does online learning help you?” After the discussion, each group’s speaker takes turns to share. When a group shares, other students can listen carefully and put forward their own supplementary opinions after the sharing. For example, if a group only talks about the positive influences of technology, other students can supplement the negative influences. The teacher gives positive comments and guidance in time, such as “Your opinion is very comprehensive”, “I agree with your point of view, and I want to add one more point”. After all groups finish sharing, the teacher makes a comprehensive summary: “Technology is a double-edged sword. On the one hand, it brings great convenience to our study, work and life. It helps us learn more knowledge, communicate with others more easily, and save more time. On the other hand, if we use technology improperly, it will bring some problems, such as eye damage caused by playing mobile phones for a long time, and the lack of face-to-face communication with relatives and friends. So we should use technology rationally, make it serve us better, and avoid being harmed by it.” Design Intention: The in-depth discussion is the core link of this lesson, which aims to cultivate students’ critical thinking ability and language expression ability. The sub-questions can help students clarify their thinking and carry out the discussion in an orderly manner. Group cooperation can let students learn from each other and enrich their opinions. The teacher’s guidance and comments can help students improve their language expression ability and deepen their understanding of the dual effects of technology. This link also reflects the requirements of core literacy, such as thinking quality and language competence. 5. Role-play: Practice Language Expression in Real Scenarios The teacher designs two real-life scenarios for role-play, and students choose one scenario to practice in pairs. Scenario 1: A student and his parent are talking about the problem of being addicted to mobile phones. The student wants to explain to his parent that he will use the mobile phone properly, and the parent reminds the student to protect his eyes and focus on his study. Scenario 2: Two students are talking about the advantages and disadvantages of online shopping. One student supports online shopping, and the other student holds a different opinion. The teacher gives students 5 minutes to prepare for the role-play. During the preparation, students can use the vocabulary, phrases and views they have learned in the previous links. The teacher walks around the classroom, provides help for students who have difficulties in expression, and reminds them to pay attention to their pronunciation and intonation. For example, if a student doesn’t know how to express “I will use my mobile phone for studying instead of playing games”, the teacher can prompt him: “I will use my mobile phone to study, not to play games.” After the preparation, the teacher invites 2-3 pairs of students to perform the role-play in front of the whole class. After each performance, the teacher and other students give comments, focusing on whether the language is correct and fluent, whether the views are clear, and whether the role characteristics are reflected. The teacher gives positive encouragement to the performing students, such as “Your performance is very natural, and your language is very fluent!” Design Intention: Role-play is a practical language practice activity, which can help students apply the learned language knowledge to real communication scenarios. The designed scenarios are closely related to students’ daily life, which can stimulate students’ participation enthusiasm and make them feel the practical value of English. Through role-play, students’ oral expression ability and communication ability can be effectively improved, and their ability to use language flexibly can be cultivated. 6. Summary and Extension: Consolidate Knowledge and Expand Vision First, the teacher leads students to review the key content of this lesson: the basic tech-related vocabulary and phrases, the dual effects of technology on daily life, and how to use technology properly. The teacher asks students to retell the key points in their own words, and supplements and corrects them in time to ensure that students have mastered the key content. Then, the teacher puts forward an extension task: “After class, please observe the technologies around you, write a short passage (about 80 words) to introduce one technology you use often, and talk about its positive and negative influences. You can use the vocabulary and phrases we learned today.” The teacher reminds students to pay attention to the correctness and fluency of the passage, and encourages them to express their own true views. Finally, the teacher makes a closing speech: “Today, we have discussed the relationship between technology and our life. We have learned that technology is very important to us, but we must use it properly. I hope you can observe and think more about the technologies around you after class, and use English to express your views on them. Let’s look forward to the next lesson’s in-depth exploration of this unit.” Design Intention: The summary link helps students sort out the knowledge they have learned in this lesson, form a systematic knowledge structure, and consolidate the learning effect. The extension task extends the teaching content from the classroom to daily life, which can cultivate students’ observation ability and writing ability, and enable students to apply the learned knowledge to practice. The closing speech not only summarizes the lesson, but also puts forward expectations for students, which helps to stimulate students’ enthusiasm for continuous learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $