Unit 4 Living with Technology-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to express views on technology in English, cultural awareness to recognize global technological diversity, thinking quality to analyze technology’s pros and cons critically, and learning ability to explore technological knowledge independently and cooperatively. 2. 教学重难点 Key points: Mastering technology-related vocabulary and complex sentence structures, and expressing opinions on technology’s impact logically. Difficult points: Using various clauses and non-finite verbs flexibly in writing, and conducting in-depth critical analysis of technological issues. 教学过程 1. Lead-in: Activate Prior Knowledge and Guide Assessment Awareness The teacher starts the class by showing a short video about the application of technology in daily life, including smart homes, artificial intelligence, big data and other scenes. After playing the video, the teacher asks students to answer two questions in pairs: “What technological products do you use every day?” and “How do these products change your life?” Then, invite 3-4 groups to share their answers. Finally, the teacher summarizes: “Technology is closely related to our life, bringing convenience and some challenges. Today, we will conduct an assessment on what we have learned in Unit 4, focusing on how to use English to express and analyze technological issues.” Design Intention: The short video can quickly attract students’ attention and activate their prior knowledge about technology, laying a foundation for the subsequent assessment-related activities. Pair discussion provides students with opportunities to practice oral expression, and guides them to realize the connection between the unit content and real life, thus establishing a clear awareness of the assessment objectives. At the same time, it conforms to the requirements of cultivating students’ learning ability by encouraging them to actively recall and share relevant knowledge. 2. Vocabulary and Phrase Assessment: Consolidate Basic Knowledge and Lay a Language Foundation This part is divided into two activities to comprehensively assess students’ mastery of unit vocabulary and phrases. Activity 1: Fill in the blanks with the correct form of the given words. The teacher presents 10 sentences on the screen, involving key vocabulary in the unit, such as technology, innovation, digital, convenient, significant, sensitive, appeal, determine, promote and release. For example: ① With the development of ______ (technology), people’s lives have become more and more convenient. ② We should ______ (promote) the rational use of technology to avoid its negative impact. Students complete the task independently, and then the teacher checks the answers together with the whole class, focusing on explaining the usage of difficult words (such as the collocation of “promote” and “appeal”, and the part of speech conversion of “significant” and “significance”). For students who make mistakes, the teacher asks them to correct themselves and explain the reasons, so as to deepen their memory. Design Intention: Vocabulary and phrases are the basis of language expression, and this part of the assessment focuses on checking students’ mastery of basic knowledge. The combination of fill-in-the-blank and translation activities can assess students’ ability to use vocabulary in context from both oral and written aspects. By explaining difficult points and commenting on students’ works, the teacher can help students find their own deficiencies, consolidate the learned knowledge, and lay a solid language foundation for the subsequent reading, listening, speaking and writing assessments. This also reflects the cultivation of students’ language ability, focusing on improving their ability to master and use basic language elements. 3. Listening Assessment: Improve Listening Comprehension and Information Extraction Ability The listening material is closely related to the unit theme, focusing on a dialogue between two students discussing the impact of technology on education. The material involves the advantages of online courses, the problems of excessive use of electronic devices, and suggestions on rational use of technology. The listening assessment is divided into two parts: Part 1: Multiple choice questions. There are 5 questions, mainly examining students’ ability to extract specific information, such as the advantages of online courses mentioned in the dialogue, the problems encountered by students when using electronic devices, etc. Students listen to the material twice, and choose the correct answers according to what they hear. Part 2: Short answer questions. There are 3 questions, requiring students to answer briefly according to the listening material, such as “What suggestions do the two students put forward on the rational use of technology?” Students need to listen carefully, capture key information, and express it in concise and correct English. After the listening task, the teacher plays the listening material again, checks the answers one by one, and explains the key listening points, such as how to capture signal words (such as first, besides, however) to find key information, and how to understand the implied meaning of the dialogue. For students who have difficulty in listening, the teacher asks them to put forward their questions, and plays the relevant parts of the material again to help them understand. Design Intention: Listening is an important part of language ability. The listening material closely related to the unit theme can help students connect the listening content with the learned knowledge, reducing the difficulty of listening. The combination of multiple choice questions and short answer questions can comprehensively assess students’ ability to extract specific information and understand implied meaning. By explaining listening skills and helping students solve difficulties, the teacher can improve students’ listening comprehension ability and information extraction ability, which is in line with the requirements of cultivating students’ language ability. 4. Speaking Assessment: Enhance Oral Expression and Interactive Communication Ability The speaking assessment adopts the form of group discussion and presentation, with the topic “Should teenagers spend a lot of time using technological products?” Each group has 4-5 students, and they are given 10 minutes to discuss. During the discussion, students need to express their own views, support their opinions with specific examples, and also respond to their group members’ views. The teacher walks around the classroom, observes the discussion of each group, and provides appropriate guidance for groups with insufficient ideas or poor communication, such as reminding them to think from the advantages and disadvantages of technological products, or providing some relevant examples. After the discussion, each group sends a representative to make a 2-3 minute presentation, introducing the group’s views and reasons. Other students listen carefully, and after the presentation, they can ask questions or put forward different views. The teacher evaluates each group’s performance from three aspects: content (whether the views are clear and the reasons are sufficient), language (whether the expression is fluent and the vocabulary and sentence structures are used correctly), and communication (whether the interaction is active and the response is appropriate). The teacher affirms the advantages of each group and puts forward suggestions for improvement, such as how to use more complex sentence structures to enrich the expression, and how to respond to others’ views more politely and effectively. Design Intention: Speaking assessment focuses on cultivating students’ oral expression ability and interactive communication ability, which is an important part of language ability. Group discussion provides students with more opportunities to practice oral English, and encourages them to cooperate and communicate with each other, which is conducive to cultivating their learning ability. The topic of the discussion is closely related to students’ real life, which can stimulate their interest in expression and help them form their own views on technological issues, thus cultivating their thinking quality. The teacher’s evaluation and guidance can help students find their own deficiencies in oral expression and improve their speaking ability. 5. Reading Assessment: Improve Reading Comprehension and Critical Thinking Ability The reading material is an argumentative essay titled “The Double-edged Sword of Technology”, which discusses the positive and negative impacts of technology on society, economy and people’s life, and puts forward the view that we should use technology rationally. The reading assessment is divided into three parts: Part 1: Skimming and scanning. Students are required to read the passage quickly and answer two questions: ① What is the main idea of the passage? ② What are the positive and negative impacts of technology mentioned in the passage? This part examines students’ ability to grasp the main idea and extract key information quickly. Part 2: Detailed reading. Students read the passage carefully and complete 5 true or false questions and 3 detailed comprehension questions. The true or false questions mainly examine students’ understanding of specific details in the passage, and the detailed comprehension questions require students to analyze and infer the information in the passage, such as the author’s attitude towards technology, and the meaning of difficult sentences in the passage. Part 3: Critical thinking. Students are required to answer the question: “Do you agree with the author’s view that we should use technology rationally? Why or why not? Please give specific examples to support your opinion.” This part requires students to combine the passage content and their own life experience, put forward their own views, and conduct in-depth analysis, so as to assess their critical thinking ability. After students complete the reading task, the teacher checks the answers, focuses on explaining the difficult points in the passage, such as long sentences and difficult words, and guides students to analyze the structure of the argumentative essay (introduction, body and conclusion) and the author’s argumentation methods (examples, contrast, etc.). For the critical thinking question, the teacher invites several students to share their views, and guides them to think comprehensively, encouraging them to put forward different opinions and support their views with sufficient reasons. Design Intention: Reading is an important way for students to acquire information and improve their language ability. The argumentative essay closely related to the unit theme can help students understand the different views on technology, and cultivate their critical thinking ability. The combination of skimming, scanning and detailed reading can comprehensively assess students’ reading comprehension ability, from grasping the main idea to understanding specific details and inferring implied meaning. The critical thinking question is designed to guide students to think independently, express their own views, and cultivate their thinking quality, which is in line with the requirements of the four-dimensional core literacy. At the same time, analyzing the structure and argumentation methods of the passage can help students improve their reading ability and lay a foundation for the subsequent writing. 6. Writing Assessment: Improve Writing Ability and Logical Expression Ability The writing task is to write an argumentative essay with the title “The Impact of Technology on Our Life”, requiring students to discuss the positive and negative impacts of technology on our life, and put forward their own suggestions on how to use technology rationally. The requirements are: clear theme, logical structure, fluent expression, correct use of vocabulary and sentence structures, and at least 120 words. Before writing, the teacher guides students to sort out the writing ideas: first, introduce the close relationship between technology and our life; second, discuss the positive impacts of technology (such as bringing convenience to life, promoting economic development, facilitating communication, etc.); third, discuss the negative impacts of technology (such as excessive use of electronic devices affecting physical and mental health, information security problems, etc.); finally, put forward suggestions on how to use technology rationally. At the same time, the teacher reminds students to use the unit’s key vocabulary, phrases and sentence structures, such as various clauses and non-finite verbs, to enrich the writing content. Students write independently, and the teacher walks around the classroom, providing guidance for students who have difficulty in writing, such as helping them sort out ideas, or reminding them of the correct use of sentence structures. After students complete the writing task, they exchange their works with their deskmates, conduct peer evaluation according to the evaluation criteria (theme, structure, language, logic), and put forward suggestions for revision. Then, the teacher collects some representative works (including excellent works and works with common problems), displays them on the screen, comments on them in detail, affirms the advantages of excellent works, and points out the common problems in the works (such as unclear logic, incorrect use of sentence structures, insufficient examples, etc.), and guides students to revise their own works. Design Intention: Writing is an important way to assess students’ comprehensive language ability. The argumentative essay writing task closely related to the unit theme can help students integrate the learned knowledge, express their views on technology, and improve their logical expression ability. Guiding students to sort out writing ideas before writing can help them avoid unclear logic and improve writing efficiency. Peer evaluation and teacher’s comments can help students find their own deficiencies in writing, learn from each other’s advantages, and improve their writing ability. At the same time, the writing task requires students to use the unit’s key language points, which helps to consolidate the learned knowledge and improve their ability to use language comprehensively. This part also reflects the cultivation of students’ thinking quality and learning ability, as students need to think independently, organize language logically, and learn from others’ suggestions to improve their own works. 7. Summary and Reflection: Consolidate Assessment Results and Improve Learning Efficiency First, the teacher summarizes the whole assessment process, reviews the key and difficult points of the unit, and emphasizes the importance of mastering technology-related vocabulary, phrases and sentence structures, as well as the ability to express and analyze technological issues in English. Then, the teacher asks students to reflect on their own performance in this assessment: “What are your advantages in this assessment? What are your deficiencies? What measures will you take to improve your deficiencies?” Students think independently for 3 minutes, and then share their reflections with the whole class. Finally, the teacher puts forward learning suggestions for students: ① Consolidate the unit’s vocabulary and phrases, and pay attention to their usage in context; ② Do more listening, speaking, reading and writing exercises related to technology to improve comprehensive language ability; ③ Pay attention to observing the application of technology in real life, and cultivate the ability to think critically about technological issues; ④ Cooperate with classmates actively, learn from each other, and improve learning efficiency together. Design Intention: Summary and reflection are important links to improve learning efficiency. By summarizing the assessment process and key points, the teacher can help students sort out the learned knowledge and form a systematic knowledge framework. Asking students to reflect on their own performance can help them realize their own deficiencies, clarify the direction of improvement, and cultivate their learning ability. The learning suggestions put forward by the teacher are targeted, which can help students formulate reasonable learning plans and improve their learning efficiency continuously. At the same time, this link also helps to strengthen the connection between assessment and learning, making the assessment play a better role in promoting students’ learning and the development of core literacy. 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 $