Unit 4 Living with Technology-Project 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-Project 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master key vocabulary (e.g., breakthrough, autonomous, apply) and sentence patterns related to technology, and use them to express views on the relationship between technology and life in listening, speaking, reading and writing. Cultural Awareness: Guide students to understand the impact of technological development on different cultures, respect cultural differences in technological application, and establish a global perspective. Thinking Quality: Cultivate students’ critical thinking to analyze the advantages and disadvantages of technological progress, and develop their ability to solve practical problems through logical reasoning and innovative thinking. Learning Ability: Help students form good learning habits, improve their abilities of autonomous learning, cooperative inquiry and knowledge transfer in project-based learning. 2. 教学重难点 Key Points: Master the usage of core vocabulary and sentence patterns in the unit; understand the structure and writing requirements of a project proposal; be able to complete a group project related to technology and life through cooperative learning. Difficult Points: Use English accurately and fluently to discuss the pros and cons of technological development; integrate learned knowledge into practical project design and expression; cultivate critical thinking in the process of exploring technological issues. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing a 3-minute English video clip, which presents the application of various technologies in daily life, such as autonomous vehicles, domestic robots, online education and smart home devices. After playing the video, the teacher asks several guiding questions in English: “What technologies have you seen in the video? How do these technologies change our daily life? Do you think these changes are all positive?” Then, invite 3-4 students to share their answers in English. During the sharing process, the teacher appropriately guides and supplements, and writes key words and expressions mentioned by students on the whiteboard, such as “autonomous vehicles”, “domestic robots”, “convenient”, “efficient”, “challenge”. Design Intention: The video clip is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic of “Living with Technology”. The guiding questions help students connect the video content with their own life experience, activate their existing knowledge reserve of technology-related vocabulary and expressions, and lay a solid foundation for the subsequent project learning. Meanwhile, the interaction between teachers and students creates a relaxed English learning atmosphere, encouraging students to actively participate in oral expression. Step 2: Pre-project Preparation (Knowledge Input and Skill Guidance) 1. Vocabulary and Sentence Pattern Consolidation First, the teacher reviews the core vocabulary and sentence patterns of the unit with students. The teacher presents the key vocabulary on the PPT, including breakthrough, autonomous, apply, pose, threaten, urge, capacity, massive, decrease, input, and explains their usage and collocations with specific examples. For example, for “breakthrough”, the teacher gives the sentence “Scientists have made a major breakthrough in the research of renewable energy.” and emphasizes the collocation “a breakthrough in sth”; for “apply”, the teacher distinguishes its two common meanings (“apply for” and “apply...to...”) with examples: “He applied for a job in a tech company.” and “The new technology is applied in the manufacturing industry.”. Then, the teacher presents several sentence patterns related to discussing technological impact, such as “The rapid development of science and technology makes it possible for us to do what we couldn’t do in the past.”, “Technology brings great convenience to our life, but it also poses some challenges.”, “Some experts urge us to pay attention to the risks brought by technological progress.”. The teacher asks students to read these sentences aloud and make their own sentences with the given vocabulary and sentence patterns, then invites some students to present their sentences to the class for comment. Design Intention: Vocabulary and sentence patterns are the basis of language expression. By reviewing and consolidating the core vocabulary and sentence patterns of the unit, students can better use them in the subsequent project design and expression, avoiding language barriers. The combination of examples and practice helps students deepen their understanding and mastery of knowledge, and improves their ability of language application. 2. Introduction to Project Proposal The teacher introduces the concept and structure of a project proposal to students in English. The teacher explains that a project proposal is a formal document that puts forward a project idea, clarifies the project objectives, implementation plans and expected results, and it is widely used in academic and practical fields. Then, the teacher presents a sample project proposal on the PPT, which is themed “Promoting the Use of Green Technology in Campus”, and analyzes its structure in detail: ① Title (clear and concise, reflecting the core content of the project); ② Introduction (briefly introducing the background and significance of the project); ③ Objectives (clear and measurable goals to be achieved by the project); ④ Implementation Plan (specific steps, division of labor and resources needed to complete the project); ⑤ Expected Results (the effects and achievements to be achieved after the project is completed); ⑥ Conclusion (summarizing the value of the project and putting forward prospects). The teacher leads students to read the sample carefully, and asks students to find out the key information of each part, so as to help them understand the writing requirements and characteristics of each part. Design Intention: The Project part of this unit focuses on cultivating students’ ability to complete a project proposal. By introducing the structure of the project proposal and analyzing the sample, students can have a clear understanding of the writing framework and requirements of the project proposal, which lays a foundation for their subsequent group project design. The sample with the theme of “green technology” is closely related to students’ campus life, which is easy for students to understand and imitate. 3. Group Division and Topic Selection The teacher divides students into groups of 4-5 people, and requires each group to elect a group leader who is responsible for organizing group discussions and coordinating the division of labor. Then, the teacher puts forward several optional project topics on the PPT, which are closely related to the unit theme and students’ life: ① Design a project to help the elderly adapt to smart technology (such as teaching the elderly to use smartphones, online payment, etc.); ② Propose a project to promote the rational use of social media among teenagers; ③ Design a project to apply new technology to improve campus life (such as smart campus management, online learning assistance, etc.); ④ Explore the impact of artificial intelligence on future life and put forward a project to guide the rational development of AI. Each group can choose one of the topics or put forward their own project topics with the teacher’s approval. After the topic is determined, the group leader organizes the group members to discuss the initial idea of the project, including the background, objectives and preliminary implementation ideas of the project. Design Intention: Group cooperative learning is an important way to cultivate students’ cooperative ability and communication ability. Dividing groups reasonably and electing group leaders can ensure the smooth progress of group activities. The optional topics are closely related to students’ life and the unit theme, which can stimulate students’ enthusiasm for participation and creativity. Allowing students to put forward their own topics can fully respect their initiative and creativity, and make the project more in line with students’ interests and needs. Step 3: In-project Implementation (Group Cooperation and Inquiry) After the group topic is determined, each group starts the project design under the guidance of the teacher. The teacher walks around the classroom to observe the progress of each group, answers students’ questions in time, and gives appropriate guidance and suggestions. The specific implementation process of each group is as follows: 1. Discussion and Determination of Project Details Each group holds a full discussion to determine the detailed content of the project. First, the group members discuss the background and significance of the project together: combined with real life, analyze the problems existing in the current situation related to the topic, and explain why the project is necessary. For example, if a group chooses the topic “Helping the Elderly Adapt to Smart Technology”, the members can discuss the phenomenon that many elderly people are unable to use smart devices, which brings inconvenience to their life, and explain that the project can help the elderly solve this problem and improve their quality of life. Then, the group members determine the specific objectives of the project, which should be clear, measurable and achievable. For example, the objectives of the above project can be: ① Help 50 elderly people in the community master the basic use of smartphones within one month; ② Compile a simple English manual for the elderly to use smart devices; ③ Organize 2 volunteer activities to teach the elderly to use smart technology. Next, the group members discuss the implementation plan in detail, including the specific steps, division of labor, time arrangement and required resources. The group leader assigns tasks according to the strengths and interests of each member: some members are responsible for collecting relevant information (such as the current situation of the elderly using smart technology, relevant teaching methods, etc.), some are responsible for designing the teaching content and manual, some are responsible for arranging volunteer activities, and some are responsible for sorting out the project proposal. Design Intention: The discussion and determination of project details is the core part of project implementation. Through full group discussion, students can give full play to their subjective initiative, put forward their own ideas and opinions, and improve their ability of thinking and problem-solving. The division of labor according to strengths can make the most of each student’s advantages, improve the efficiency of project completion, and cultivate students’ sense of responsibility and cooperative spirit. 2. Information Collection and Collation The members responsible for collecting information use various channels to collect relevant English materials, including online English news, academic articles, reports and videos. For example, students can search for English articles about “the elderly and smart technology” on foreign websites, watch English videos about teaching the elderly to use smart devices, and collect relevant data and cases. After collecting the information, the group members sort out and analyze the information together, screen out the useful content, and integrate it into the project proposal. The teacher reminds students to pay attention to the authenticity and authority of the information, and teaches them how to sort out and integrate the information effectively, such as classifying the information according to the structure of the project proposal, and marking the source of the information if necessary. Design Intention: Information collection and collation is an important ability in modern learning. By guiding students to collect and sort out English information, we can not only help students enrich the content of the project proposal, but also improve their ability of information retrieval and processing. At the same time, it can expand students’ English vocabulary and knowledge scope, and lay a foundation for their future academic study. 3. Drafting the Project Proposal On the basis of determining the project details and sorting out the information, each group starts to draft the project proposal in English. The teacher reminds students to follow the structure of the project proposal introduced earlier, use the core vocabulary and sentence patterns of the unit, and ensure that the language is accurate, fluent and formal. During the drafting process, the group members cooperate closely: the members responsible for each part draft their own content, then the whole group discusses and revises the draft together, modifying the inappropriate expressions, supplementing the missing content, and adjusting the logical structure. The teacher walks around to provide guidance for each group, such as helping students correct grammatical errors, improving the accuracy of language expression, and putting forward suggestions on the logical structure of the proposal. For example, if a group’s project objectives are not clear enough, the teacher guides them to modify the objectives to make them more specific and measurable; if a group’s implementation plan is not detailed enough, the teacher suggests that they add specific steps and time arrangement. Design Intention: Drafting the project proposal is the key link to test students’ language application ability and project design ability. By guiding students to draft the proposal in English, we can consolidate their mastery of the unit’s vocabulary and sentence patterns, and improve their ability of English writing and logical expression. The group discussion and revision process can help students find their own shortcomings, learn from each other’s strengths, and improve their ability of cooperative learning and problem-solving. 4. Preliminary Revision and Improvement After the first draft of the project proposal is completed, each group exchanges their proposals with another group, and puts forward revision suggestions for each other. The teacher puts forward the requirements for peer review: focus on the clarity of the project objectives, the feasibility of the implementation plan, the accuracy and fluency of the language, and the completeness of the structure. Each group carefully listens to the suggestions of the other group, discusses and determines which suggestions to adopt, and revises and improves their own project proposal accordingly. After the peer review, the group members revise the proposal again under the guidance of the teacher, and finally form a preliminary version of the project proposal. Design Intention: Peer review is an effective way to improve students’ learning ability. By letting students review each other’s project proposals, they can not only find the problems in their own proposals, but also learn from the advantages of other groups, which helps to improve the quality of the project proposal. At the same time, it can cultivate students’ ability of evaluation and reflection, and improve their critical thinking ability. Step 4: Post-project Presentation and Evaluation (Achievement Display and Feedback) 1. Project Presentation Each group sends a representative to present their project proposal to the class in English. The presentation time is 5-6 minutes, and the representative needs to introduce the core content of the project, including the background, objectives, implementation plan, expected results and other parts. During the presentation, the other group members can assist in answering questions raised by the teacher and classmates. The teacher requires the presenter to speak clearly, fluently and confidently, and use appropriate body language and PPT to assist the presentation. After each group’s presentation, the teacher and other students ask questions about the project, such as “What difficulties do you think you will encounter in the implementation of the project? How will you solve them?” “Do you think your project objectives are achievable? Why?” The presenting group answers the questions together. Design Intention: Project presentation is an important way to show students’ learning achievements and improve their oral expression ability. By letting students present the project proposal in English, we can test their oral expression ability, logical thinking ability and on-site response ability. The question-and-answer link can help students deepen their understanding of the project, and also cultivate their ability of thinking and problem-solving. At the same time, it can create a positive learning atmosphere, encouraging students to learn from each other and make progress together. 2. Multi-dimensional Evaluation The evaluation of the project is carried out from three dimensions: teacher evaluation, peer evaluation and self-evaluation. ① Teacher Evaluation: The teacher evaluates each group’s project proposal and presentation comprehensively, focusing on the completeness of the project structure, the feasibility of the project, the accuracy and fluency of the language, the performance of the group members in the presentation, and the cooperative spirit of the group. The teacher gives positive affirmation to the advantages of each group, and puts forward specific suggestions for improvement. ② Peer Evaluation: Each group scores other groups’ project presentations according to the evaluation criteria formulated by the teacher (including content completeness, language expression, presentation effect, etc.), and writes down specific evaluation opinions. ③ Self-evaluation: Each group conducts self-evaluation, summarizes the strengths and weaknesses in the project design and presentation process, analyzes the reasons for the weaknesses, and puts forward improvement measures. After the evaluation, the teacher summarizes the overall situation of each group’s project, emphasizes the key points and common problems, and guides students to learn from each other’s strengths and make progress together. Design Intention: Multi-dimensional evaluation can make the evaluation result more comprehensive and objective, and help students fully understand their own learning situation. Teacher evaluation can provide professional guidance and suggestions for students; peer evaluation can cultivate students’ ability of evaluation and reflection; self-evaluation can help students establish a sense of self-awareness and improve their ability of self-improvement. The combination of the three evaluations can effectively promote students’ all-round development. Step 5: Summary and Extension (Knowledge Consolidation and Ability Improvement) 1. Class Summary The teacher summarizes the whole class in English. First, the teacher reviews the key content of the class, including the structure of the project proposal, the steps of project implementation, and the key vocabulary and sentence patterns used in the project. Then, the teacher affirms the efforts and achievements of each group, praises the groups with outstanding performance, and encourages the groups with deficiencies to continue to work hard. Finally, the teacher emphasizes that technology is closely related to our life, and we should view the development of technology from a critical perspective, make rational use of technology, and let technology serve our life better. Design Intention: Class summary helps students sort out the knowledge and skills learned in the class, deepen their understanding and memory, and form a systematic knowledge framework. Affirming and encouraging students can enhance their confidence and enthusiasm in learning, and guiding students to view technology correctly can help them establish a correct view of technology and cultivate their social responsibility. 2. After-class Extension The teacher assigns after-class tasks: ① Each group revises and improves their project proposal according to the evaluation opinions, and submits the final version of the project proposal in English; ② Each student writes a short English reflection (about 100 words), introducing their own performance, gains and deficiencies in the group project, and putting forward their own improvement plans; ③ Encourage students to collect more English materials about technological development, read English articles or watch English videos related to the topic, and expand their knowledge scope. Design Intention: After-class extension is an important supplement to classroom teaching. Revising the project proposal can help students consolidate the knowledge and skills learned in the class and improve the quality of the project proposal. Writing a reflection can help students summarize their learning experience, improve their ability of self-reflection and English writing. Collecting relevant materials can expand students’ knowledge scope and lay a foundation for their future 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 $