Unit 4 Living with Technology-Extended reading 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-Extended reading 教学目标和重难点 1. 教学目标 Language Competence: Master key words and sentence patterns to understand the interview about VR. Cultural Awareness: Comprehend the impact of VR on global life and respect technological diversity. Thinking Quality: Develop critical thinking on technological applications. Learning Ability: Master reading strategies for interview texts and learn independent inquiry. 2. 教学重难点 Key Points: Understand the definition, working principle and practical applications of VR; master core words like urge, demand, alternative and related sentence patterns. Difficult Points: Analyze the interview structure and logical relations; express views on VR applications in English. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a 2-minute short video about virtual reality (VR) applications, including VR in education, medical treatment and entertainment. After playing the video, the teacher asks two questions in English: “What did you see in the video? Have you ever experienced VR technology? If yes, share your experience; if not, guess what VR can do for us.” Then, invite 3-4 students to answer the questions freely. After the students’ answers, the teacher briefly summarizes and leads to the topic: “Today, we will read an interview between a tech magazine editor and a VR expert to learn more about VR—its definition, working principle and practical values.” Design Intention: The short video can attract students’ attention quickly and activate their prior knowledge about VR technology. Asking open-ended questions encourages students to express their ideas in English, which not only improves their oral expression ability but also lays a foundation for the subsequent reading. Meanwhile, it naturally connects the daily life with the text content, making the teaching topic more approachable. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the extended reading text on the screen, including virtual reality (VR), headset, sensor, three-D (3D) images, presence, immersive, visualize, delicate surgery, anxiety, drug addiction. For each word or phrase, the teacher provides simple English explanations and example sentences related to the text. For example, “headset: a piece of equipment that you wear on your head with headphones and a screen, used for VR”; “immersive: giving you the feeling of being completely in a different place or situation”. Then, the teacher guides students to read the words and phrases aloud twice to help them familiarize with the pronunciation and meaning. Next, the teacher introduces the background of the text briefly in English: “The text is an interview transcript between Susan, an industry-leading tech magazine editor, and Frank, an expert who has been working at the forefront of VR developments for many years. In the interview, they talk about what VR is, how it works and its practical applications in different fields.” Then, the teacher asks students to predict the content of the interview: “Based on the title ‘Virtual Reality’ and the background introduction, what questions do you think Susan will ask Frank? And what answers will Frank give?” Students can discuss in pairs for 2 minutes and then share their predictions. Design Intention: Vocabulary is the foundation of understanding the text. Previewing key words and phrases helps students remove language barriers in reading and improve reading efficiency. The background introduction enables students to have a basic understanding of the text type (interview) and the main characters, which is conducive to their grasp of the text structure. Predicting the text content can stimulate students’ reading interest and cultivate their logical reasoning ability. Step 3: While-reading (Text Analysis and Comprehension) Activity 1: Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main topic of the interview? 2. What aspects of VR are discussed in the interview? After students finish reading, the teacher invites several students to share their answers and then summarizes: “The main topic of the interview is virtual reality. They discuss the definition of VR, how it works, and its practical applications in education, medicine, entertainment, shopping and travelling.” Design Intention: Skimming is an important reading strategy that helps students grasp the main idea of the text quickly. Through this activity, students can form a general understanding of the text content and its structure, laying a foundation for in-depth reading. Activity 2: Scanning (Find Specific Information) The teacher asks students to read the text again carefully (scanning) and complete the following table. The table is presented on the screen, with two columns: “Aspects of VR” and “Detailed Information”. Aspects of VR Detailed Information Definition It means “reality that is not real”. Working Principle When you wear a VR headset equipped with sensors and a screen, you are surrounded by 3D images, sounds and other sensory information, creating a super-realistic effect called “presence”. Applications in Education It enables students to interact in a 3D environment, study in an immersive way, engage students’ interest and enhance learning efficiency; it also helps visualize data like engineering projects. Applications in Medicine Surgeons use it with robotic technology to perform complex surgeries; doctors create virtual “twins” to practise delicate surgery; it is used to train new surgeons and treat anxiety and drug addiction. After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes and supplements key information. For some difficult sentences, such as “Though you know the sensory information surrounding you is not real, part of your brain believes it is—and acts accordingly”, the teacher parses them briefly, explaining the structure (让步状语从句) and key phrases (act accordingly) to help students understand. Design Intention: Scanning helps students find specific information quickly and accurately, improving their reading ability of locating key points. The table can help students sort out the text content systematically, making the scattered information more organized. Parsing difficult sentences helps students remove language barriers and deepen their understanding of the text. Activity 3: In-depth Reading (Analyze Text Structure and Logical Relations) The teacher guides students to analyze the structure of the interview. First, ask students: “What is the structure of an interview? What are the characteristics of each part?” Then, summarize with students: “An interview usually consists of three parts: opening (greeting and topic introduction), body (questions and answers on the topic), and closing (summary or prospect).” Then, ask students to divide the text into three parts and summarize the main content of each part. Part 1 (Paragraph 1-2): Opening. Susan greets Frank and asks him to introduce what VR is and how it works; Frank gives a clear definition and explains the working principle of VR. Part 2 (Paragraph 3-6): Body. Susan asks Frank about the practical applications of VR in education, medicine, entertainment, shopping and travelling; Frank gives detailed examples and explanations. Part 3 (Paragraph 7): Closing. Susan expresses her amazement at VR technology and looks forward to its impact on daily life. Then, the teacher asks students to discuss in groups: “What is the logical relation between Susan’s questions and Frank’s answers? Why does Susan ask these questions in this order?” After 3 minutes of group discussion, each group sends a representative to share their views. The teacher summarizes: “Susan’s questions follow a logical order from basic to in-depth—first asking the definition and working principle of VR (the foundation), then asking its practical applications in different fields (the core), which is consistent with people’s cognitive law. Frank’s answers are detailed and targeted, closely following Susan’s questions, making the interview logical and coherent.” Design Intention: Analyzing the text structure helps students understand the characteristics of interview texts and master the reading method of this type of text. Discussing the logical relations between questions and answers can cultivate students’ logical thinking ability and help them understand the text more deeply. Activity 4: Language Focus (Key Words and Sentence Patterns) The teacher focuses on the key words and sentence patterns in the text, combines the examples in the text to explain their usage, and guides students to practice. 1. Key words: urge, demand, alternative, bury (combined with the text context and prior learning). - Urge: vt. to strongly advise or ask someone to do something. Example in the text: (Extended from unit key words) Some experts urge us to pay attention to the rational use of VR technology. Usage: urge sb. to do sth.; urge that... (should) do sth. Practice: Ask students to make sentences with “urge” in pairs. - Demand: vt. to ask for something firmly, or to say that something must happen. Example in the text: Such warnings demand our attention (extended from unit context). Usage: demand to do sth.; demand that... (should) do sth.; the demand for sth. Practice: Complete the sentence: With the development of VR, the demand for VR headsets is on the increase. - Alternative: n. something that you can choose instead of something else; adj. available as another choice. Example in the text: Are there any alternatives to VR in immersive learning? (extended). Usage: an alternative to...; have no alternative but to do sth. Practice: Translate the sentence: 我们别无选择，只能接受这项新技术。(We have no alternative but to accept this new technology.) 2. Key sentence patterns: - When you wear a VR headset equipped with sensors and a screen, you are surrounded by 3D images, sounds and other sensory information, which creates a super-realistic effect called “presence”. (Compound sentence with adverbial clause of time and attributive clause) Explanation: “equipped with sensors and a screen” is a past participle phrase used as attributive; “which creates...” is a non-restrictive attributive clause modifying the whole preceding sentence. Practice: Ask students to make a similar sentence: When you use a smart phone, you are provided with various services, which makes your life more convenient. - By delivering the content in a meaningful way, this new approach to learning manages to engage students’ interest and enhance learning efficiency. (Sentence with adverbial of manner) Explanation: “By doing sth.” is used to express the way of doing something; “manage to do sth.” means to succeed in doing something difficult. Practice: Ask students to complete the sentence: By reading English every day, we manage to improve our reading ability. Design Intention: Focusing on key words and sentence patterns helps students consolidate their language knowledge and improve their ability to use language flexibly. Combining the text context to explain and practice makes the language learning more targeted and practical, avoiding mechanical memorization. Step 4: Post-reading (Consolidation and Application) Activity 1: Retelling the Text The teacher asks students to retell the interview in their own words, with the help of the key information in the table completed in the scanning activity. The requirements are: 1. Cover the main content (definition, working principle, applications of VR); 2. Use the key words and sentence patterns learned; 3. Speak fluently and clearly. Students can prepare individually for 3 minutes first, then invite 2-3 students to retell in front of the class. The teacher comments on their retelling, affirming their strengths and pointing out areas for improvement (such as the use of vocabulary and sentence patterns, logical coherence). Design Intention: Retelling the text is an effective way to consolidate the text content and improve students’ oral expression ability. It can help students integrate the language knowledge and text content they have learned, and test their understanding of the text. Activity 2: Group Discussion The teacher puts forward the discussion topic: “VR technology brings many conveniences to our life, but it may also have some negative impacts. What are the possible advantages and disadvantages of VR technology? And what should we do to use VR technology rationally?” Divide students into groups of 4-5, and ask them to discuss the topic for 5 minutes. Each group should assign a recorder to take notes and a representative to present the group’s views. After the discussion, each group’s representative presents their views in English, and the teacher makes a summary and comment, guiding students to form a correct view: “VR technology is a double-edged sword. It brings convenience to education, medicine and daily life, but it may also lead to addiction, eye damage and other problems. We should use it rationally, make full use of its advantages and avoid its disadvantages.” Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral communication ability. The discussion topic is closely related to the text and real life, which can stimulate students’ thinking and help them develop critical thinking ability. Guiding students to view VR technology rationally is in line with the core literacy requirement of cultivating correct values. Activity 3: Writing Practice The teacher asks students to write a short passage (80-100 words) about their views on VR technology. The requirements are: 1. Briefly introduce what VR is; 2. Mention one or two applications of VR; 3. Express your own views on VR. Students finish writing individually, and the teacher collects some students’ works, comments on them in class, pointing out the advantages and problems in vocabulary, sentence patterns and logical coherence. Then, the teacher presents a model passage on the screen for students to learn from. Model Passage: Virtual reality (VR) is a technology that creates a super-realistic environment through 3D images and sensory information. It has many practical applications. In education, it enables students to study in an immersive way; in medicine, it helps surgeons perform complex surgeries. In my opinion, VR is a great invention that brings convenience to our life. We should use it properly to make it serve us better. Design Intention: Writing practice is an important way to test students’ comprehensive language ability. Combining the text content and discussion results to carry out writing practice can help students integrate the language knowledge they have learned and improve their writing ability. Commenting on students’ works and providing model passages can help students find their own problems and improve their writing level. Step 5: Summary and Homework Summary The teacher summarizes the whole class in English: “Today, we read an interview about VR technology. We have learned the definition, working principle and practical applications of VR, mastered some key words and sentence patterns, and discussed the advantages and disadvantages of VR technology. Through this class, we not only improved our reading and expression ability but also developed a rational attitude towards technological development.” Design Intention: Summarizing the class helps students sort out the knowledge they have learned in class, strengthen their memory and form a systematic knowledge structure. Homework 1. Review the text and recite the key words and sentence patterns learned in class. 2. Polish the short passage written in class and hand it in the next class. 3. Surf the Internet to find more information about VR technology and write a short note (50 words) about a new application of VR that you are interested in. Design Intention: The homework is designed to consolidate the knowledge learned in class, improve students’ independent learning ability and expand their knowledge. Reviewing and reciting help students consolidate language knowledge; polishing the passage helps improve their writing ability; searching for extra information helps students understand VR technology more comprehensively and stimulate their interest in technological 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 $