Unit 4 Living with Technology-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Cultivate students’ ability to listen for key information about time capsules and technology, master tech-related vocabulary and sentence patterns, and improve comprehensive skills in listening, speaking, reading and writing. Cultural Awareness: Guide students to understand the connection between technology and human life in different contexts, respect diverse views on technological development, and establish a rational view of technology. Thinking Quality: Encourage students to analyze the advantages and disadvantages of technology dialectically, develop logical thinking through discussion and writing, and enhance critical thinking ability. Learning Ability: Help students master effective learning strategies such as listening for details, skimming and scanning, and cultivate autonomous learning and cooperative learning abilities in interactive activities. 2. 教学重难点 Key Points: Master tech-related vocabulary (e.g., input, breakthrough, contemporary) and sentence patterns; understand the content of listening and reading materials about time capsules; be able to express views on technology in English and complete a letter to the future. Difficult Points: Grasp details in long listening materials; use complex sentence structures and tech vocabulary accurately in speaking and writing; dialectically analyze the impact of technology and express views logically. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a picture of Steve Jobs’ Lisa mouse and a time capsule, and asks the following questions in English: “Do you know what this is? It’s a Lisa mouse named by Steve Jobs after his daughter. In 1983, he put it into a time capsule. Why do people make time capsules? What can we put into a time capsule to show our life with technology today?” Then, the teacher invites 2-3 students to share their ideas freely, and briefly comments on their answers, guiding students to focus on the connection between time capsules and technology. After that, the teacher introduces the topic of this lesson: “Today, we will learn Integrated Skills of Unit 4 Living with Technology. We will listen to a radio program about time capsules, read Einstein’s letter to the future, and finally write a letter to people in 2050 to share our life with technology.” Design Intention: The lead-in activity takes the familiar figure Steve Jobs and the interesting time capsule as the starting point, which can quickly arouse students’ interest in the lesson and activate their prior knowledge about technology and time capsules. Asking open questions encourages students to express their opinions actively, laying a foundation for the subsequent listening, speaking, reading and writing activities. At the same time, it naturally leads to the theme of the lesson, helping students form a clear understanding of the learning objectives of this class. Step 2: Listening Practice (Listening Skill Training) First, the teacher introduces the listening material briefly: “We will listen to a radio program where Professor Chen is talking about time capsules. Please listen carefully and finish the two tasks.” Before listening, the teacher presents some key vocabulary related to the listening material on the screen, such as “time capsule, container, bury, hidden, letter to the future, hopes and wishes”, and explains their meanings and pronunciations briefly to help students remove language barriers in listening. Then, the teacher plays the listening material for the first time, and asks students to finish Task 1: Fill in the blanks with the words they hear. The blanks mainly involve the definition of time capsules and the common contents in them (e.g., clothes, technology products, letters). After the first listening, the teacher invites students to share their answers, checks them together, and explains the key points and difficult points in the listening material, such as the sentence “A time capsule is a container that is buried, hidden or locked away for years.” Next, the teacher plays the listening material for the second time, and asks students to finish Task 2: Answer the following questions. The questions are as follows: 1. What is the purpose of putting a letter to the future in a time capsule? 2. What can we know about the past from the objects in a time capsule? 3. What does Professor Chen think about time capsules? After listening, students discuss their answers in pairs for 2 minutes, then the teacher invites several pairs to share their answers, and makes necessary supplements and corrections. Finally, the teacher plays the listening material again, and asks students to follow the recording to read aloud, paying attention to the pronunciation, intonation and pauses, so as to deepen their understanding of the listening content. Design Intention: Listening practice is carried out in three steps: pre-listening, while-listening and post-listening, which conforms to the law of language learning. Pre-listening vocabulary teaching helps students reduce listening difficulties and improve listening efficiency. While-listening tasks are designed from easy to difficult (filling in the blanks first, then answering questions), which can help students gradually grasp the key information and details of the listening material. Post-listening follow-up reading not only helps students consolidate the listening content, but also improves their pronunciation and intonation. Pair discussion in post-listening links listening with speaking, laying a foundation for the subsequent speaking activities. Step 3: Reading Practice (Reading Skill Training) After listening practice, the teacher transitions to reading practice: “We just learned about time capsules from the radio program. Now, let’s read a letter from Einstein to the future, which was put into a time capsule in 1939. Let’s see what Einstein thought about the technology of his time.” First, the teacher presents the reading material (Einstein’s letter) on the screen, and asks students to read it quickly (skimming) and finish Task 1: Summarize the main idea of the letter. After skimming, students share their summaries, and the teacher helps them sort out the main idea: Einstein described the technological development of his time (such as flying machines, electric waves) and expressed his hopes and worries about the future of technology. Then, the teacher asks students to read the letter carefully (scanning) and finish Task 2: Answer the detailed questions. The questions are as follows: 1. What technological inventions did Einstein mention in his letter? 2. What did Einstein think of the technological development of his time? 3. What hopes and wishes did Einstein have for future generations? During the reading process, the teacher walks around the classroom, provides help for students who have difficulties in reading, and reminds students to mark the key sentences and difficult points in the text. After reading, students discuss their answers in groups of 4, and each group selects a representative to share their answers with the whole class. The teacher comments on the students’ answers, focuses on explaining the difficult sentences in the text, such as “Our time is reaching inventive minds. We are forcing the society by power and use power also in order to relieve humanity from all of our immune muscles.”, and analyzes the sentence structure and the meaning of key words (e.g., inventive minds, relieve...from...). After that, the teacher guides students to analyze the writing characteristics of Einstein’s letter: “Einstein first put forward a general view about his time, then gave specific examples to support it. This is a writing method of ‘general to specific’. We can learn from this method in our own writing.” Then, the teacher asks students to find other writing characteristics in the letter, such as the use of first-person perspective and emotional expression, and discusses with students how these characteristics make the letter more vivid and persuasive. Design Intention: Reading practice adopts the combination of skimming and scanning, which helps students master different reading strategies and improve their reading ability. Skimming helps students quickly grasp the main idea of the text, while scanning helps students find specific information accurately. Group discussion encourages students to communicate and cooperate, and helps them solve reading difficulties together. Analyzing the writing characteristics of the letter not only deepens students’ understanding of the text, but also provides guidance for the subsequent writing activity, realizing the connection between reading and writing. Step 4: Speaking Practice (Speaking Skill Training) Based on the listening and reading practice, the teacher leads students to carry out speaking practice: “We have learned about time capsules and Einstein’s views on technology. Now, let’s discuss: What technology has had the greatest impact on our life? What are the advantages and disadvantages of this technology? If you were to make a time capsule for people in 2050, what technology-related objects would you put into it and why?” First, the teacher divides students into groups of 4, and assigns roles to each group member: Group Leader (organizes the discussion), Speaker (shares the group’s views), Recorder (records the key points of the discussion), and Commentator (comments on other groups’ views). Then, the teacher provides some useful expressions for the discussion, such as “In my opinion, the most influential technology is...”, “The advantages of this technology are..., but it also has some disadvantages...”, “I would put... into the time capsule because...”, to help students express their views more fluently. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides guidance for students who have difficulties in expression, such as correcting their grammar mistakes and helping them organize their language. After the discussion (about 10 minutes), each group sends a speaker to share the group’s views with the whole class. The speaker needs to introduce the group’s choice of the most influential technology, its advantages and disadvantages, and the objects to be put into the time capsule and the reasons. After each group’s sharing, the Commentator of another group makes a brief comment, pointing out the advantages and areas for improvement of the sharing. Finally, the teacher makes a summary of the speaking activity, affirms the students’ active performance, and emphasizes the key points of expressing views in English, such as clear logic, accurate use of vocabulary and sentence patterns. Design Intention: Speaking practice is carried out in the form of group discussion, which can stimulate students’ enthusiasm for participation and improve their cooperative learning ability. Assigning roles to each group member ensures that every student can participate in the discussion actively. Providing useful expressions helps students overcome language barriers and express their views more fluently. Comment links help students learn from each other and improve their speaking ability. At the same time, the discussion topic is closely related to the theme of the unit, which helps students deepen their understanding of the impact of technology on life and cultivate their dialectical thinking ability. Step 5: Writing Practice (Writing Skill Training) The writing practice is a continuation of the speaking practice. The teacher says: “We have discussed what to put into the time capsule and why. Now, let’s write a letter to people in 2050, introducing our life with technology today, sharing your views on technology, and telling them the objects you put into the time capsule and the reasons. You can learn from Einstein’s letter and use the writing method of ‘general to specific’.” First, the teacher guides students to sort out the writing outline. The outline includes three parts: 1. Greeting and introduction: Greet the people in 2050 and briefly introduce the purpose of writing the letter (to share our life with technology and the time capsule). 2. Main body: Describe our life with technology today (e.g., the application of smartphones, artificial intelligence, the Internet), analyze the advantages and disadvantages of technology, and introduce the objects put into the time capsule and the reasons. 3. Closing: Express your hopes and wishes for the people in 2050 and the future of technology. Then, the teacher presents some key vocabulary and sentence patterns for writing, such as “with the development of technology”, “play an important role in our life”, “on the one hand..., on the other hand...”, “I hope that...”, to help students enrich their writing content. At the same time, the teacher reminds students to pay attention to the format of the letter (greeting, body, closing, signature) and the logic of the content, and to use the first-person perspective to make the letter more sincere. After that, students start to write the letter independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to organize their ideas, correcting their grammar and spelling mistakes, and suggesting ways to improve their writing. After students finish writing, they exchange their letters with their deskmates and help each other revise them according to the following criteria: 1. Is the format of the letter correct? 2. Is the content complete and logical? 3. Is the vocabulary and sentence pattern used accurately? 4. Are there any grammar or spelling mistakes? Then, the teacher selects 2-3 students’ letters (one excellent letter and one letter with common problems) to present on the screen, and comments on them together with the whole class. For the excellent letter, the teacher affirms its advantages, such as clear logic, accurate use of language and rich content, and asks students to learn from it. For the letter with problems, the teacher points out the existing problems and guides students to revise it together, helping students avoid similar mistakes in the future. Design Intention: Writing practice is closely linked with the previous listening, reading and speaking activities, realizing the integration of listening, speaking, reading and writing. Guiding students to sort out the writing outline helps them clarify their writing ideas and ensure the logic of the content. Providing key vocabulary and sentence patterns helps students improve the quality of their writing. Peer revision and teacher’s comment help students find their own problems and learn from each other, improving their writing ability. At the same time, writing a letter to the future helps students express their views on technology deeply and establish a rational view of technology, which is in line with the requirements of core literacy. Step 6: Summary and Extension First, the teacher summarizes the content of this lesson with the students: “In this class, we have listened to a radio program about time capsules, read Einstein’s letter to the future, discussed the impact of technology on our life, and written a letter to people in 2050. We have mastered some tech-related vocabulary and sentence patterns, and improved our comprehensive skills in listening, speaking, reading and writing. We have also learned to view technology dialectically and express our views logically.” Then, the teacher puts forward the extension task: “After class, please revise your letter according to the revision suggestions, and share it with your family. At the same time, try to find more information about time capsules and technological development, and prepare a short speech about ‘Technology and Our Life’ for the next class. You can also discuss with your family about the impact of technology on our life and share your views with each other.” Design Intention: The summary helps students sort out the knowledge and skills learned in this class, consolidate the learning results, and form a systematic understanding of the lesson. The extension task connects classroom learning with after-class life, encourages students to continue to explore the theme of technology, and further improve their language application ability and autonomous learning ability. At the same time, it also promotes the communication between students and their families, making the learning of English more practical and meaningful. Step 7: Homework Arrangement 1. Revise the letter written in class and hand it in the next day. 2. Collect information about time capsules and technological development, and prepare a 2-minute short speech about “Technology and Our Life”. 3. Recite the key vocabulary and sentence patterns learned in this class, and finish the exercises related to listening and reading in the workbook. 4. Discuss with your classmates about the advantages and disadvantages of a new technology (e.g., AI) and write a short comment (about 100 words). Design Intention: The homework is designed to consolidate the knowledge and skills learned in class. Revising the letter helps students improve their writing ability. Preparing a short speech helps students improve their speaking ability and autonomous learning ability. Reciting vocabulary and sentence patterns helps students consolidate their language foundation. Writing a short comment helps students further develop their critical thinking ability and deepen their understanding of technology. 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 $