Unit 3 On the move-Reading 教案-2025-2026学年高中英语译林版选修第一册

Unit 3 On the move-Reading 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to understand and use transport-related vocabulary and sentences, cultivating cultural awareness of global transport development, developing critical thinking to evaluate transport technologies, and fostering learning ability to master reading strategies. 2. 教学重难点 Key points: Grasp the main idea and details of the passage about self-driving cars, and master core vocabulary and complex sentences. Difficult points: Analyze the writing structure and infer the author’s attitude, and apply reading strategies flexibly. 教学过程 Step 1: Pre-reading (Lead-in and Preview) Activity 1: Lead-in by Multimodal Presentation The teacher presents a short video clip showing an imagined scene of self-driving cars in the future: a family sitting in a car without a driver, the car moving smoothly in busy traffic, avoiding obstacles automatically, and the family choosing entertainment on the display panel. After playing the video, the teacher asks two questions: “What did you see in the video? Do you think this scene will become a reality in the near future?” Then, the teacher invites 3-4 students to share their answers freely. After that, the teacher writes down key words mentioned by students (such as self-driving cars, autonomous vehicles, technology, safety) on the blackboard and briefly explains the core concept of “self-driving cars” to help students have a basic understanding of the topic. Design Intention: This activity uses a vivid video to create a real and interesting situational context, which can quickly attract students’ attention and arouse their interest in the topic of self-driving cars. By asking open questions, it activates students’ prior knowledge and life experience related to transport technologies, lays a foundation for the subsequent reading activity, and also exercises students’ oral expression ability in English. Activity 2: Vocabulary Preview The teacher presents 8-10 core vocabulary words and phrases from the reading passage on the PPT, including “autonomous, sensor, radar, lidar, obstacle, accelerate, brake, ethical dilemma”. For each word and phrase, the teacher provides simple English definitions, example sentences related to self-driving cars, and corresponding pictures if necessary. For example, for “sensor”, the definition is “a device that can detect and respond to changes in the environment”, and the example sentence is “Self-driving cars use sensors to collect data from the surrounding environment.” Then, the teacher leads students to read the words and phrases twice, and asks students to make simple sentences with 2-3 of them in pairs. Finally, the teacher checks 2-3 pairs’ sentences to ensure that students have a preliminary grasp of the vocabulary. Design Intention: Previewing core vocabulary before reading helps students remove language barriers in the subsequent reading process, enabling them to focus more on understanding the content of the passage rather than struggling with new words. Providing English definitions and example sentences is in line with the principle of “contextualized vocabulary teaching”, which helps students understand and remember the words better. Pair work also promotes students’ cooperative learning ability. Activity 3: Predict the Passage Content The teacher shows the title of the reading passage “Self-driving cars—destination known?” and the first paragraph of the passage on the PPT. Then, the teacher asks students to work in groups of 4 to discuss the following questions: “What do you think the passage will talk about? What aspects of self-driving cars may be mentioned?” After 3 minutes of group discussion, each group sends a representative to share their predictions. The teacher writes down the key predictions (such as how self-driving cars work, advantages and disadvantages of self-driving cars, challenges they face) on the blackboard and tells students to check whether their predictions are correct during the reading process. Design Intention: Predicting the passage content before reading is an important reading strategy. It can stimulate students’ reading motivation, guide students to read with purpose, and help them form a good reading habit of active thinking. Group discussion allows students to exchange ideas with each other, broaden their thinking, and also improves their cooperative learning ability and oral communication ability. Step 2: While-reading (Comprehension and Analysis) Activity 1: Skimming for Main Idea The teacher asks students to read the whole passage quickly (skimming) and answer the following question: “What is the main idea of the passage?” After students finish reading, the teacher invites several students to share their answers. Then, the teacher summarizes the main idea: The passage introduces self-driving cars, including how they work, the challenges they face in development (technological, ethical and legal issues), and the author’s optimistic attitude towards their future. Design Intention: Skimming is a basic reading strategy that helps students grasp the overall content of the passage quickly. By asking students to answer the question about the main idea, it checks whether students have a general understanding of the passage, and also cultivates their ability to summarize and generalize information. Activity 2: Scanning for Key Details The teacher asks students to read the passage again (scanning) and complete a table about the key details of self-driving cars. The table is as follows: Aspects of Self-driving Cars Key Details How they work Technological barriers Ethical dilemmas Legal issues Author’s attitude After students finish filling in the table, the teacher invites students to present their answers one by one, and corrects and supplements them. For example, for “How they work”, the key details are: Cameras and sensors (radar, lidar) capture environmental data; the AI system (the “brain”) analyzes the data and creates an action plan; the AI system activates mechanical controls (accelerator, brakes) to make the car move. For “Ethical dilemmas”, the key detail is: How to make choices when facing difficult ethical choices (e.g., should the car protect the passengers or pedestrians in an emergency). Design Intention: Scanning is another important reading strategy that helps students find specific information quickly. Completing the table can guide students to read the passage carefully, grasp the key details, and sort out the structure of the passage. It also helps students cultivate the ability to extract and organize information, which is an important part of improving students’ language ability. Activity 3: Analyzing the Passage Structure The teacher asks students to read the passage again and discuss with their partners the structure of the passage. Then, the teacher invites students to share their opinions and summarizes the structure of the passage: Paragraph 1: An imagined scene of self-driving cars is presented to introduce the topic. Paragraph 2: Explains how self-driving cars work. Paragraphs 3-5: Introduces the challenges faced by self-driving cars (technological barriers, ethical dilemmas, legal issues). Paragraph 6: Expresses the author’s optimistic attitude towards the future of self-driving cars. After that, the teacher draws a structure diagram on the blackboard to help students visualize the structure of the passage. Design Intention: Analyzing the passage structure helps students understand the logical relationship between paragraphs, form a clear framework of the passage, and improve their ability to analyze and organize texts. Drawing a structure diagram can make the passage structure more intuitive, which is conducive to students’ in-depth understanding of the passage and lays a foundation for the subsequent language application and thinking training. Activity 4: Inferring the Author’s Attitude The teacher presents some sentences from the passage on the PPT, such as “This imagined scene provides a likely future reality for self-driving cars.” “While there are still challenges to overcome, the potential of self-driving cars to transform our transport system is undeniable.” “With continued research and development, self-driving cars will undoubtedly become a common sight on our roads in the near future.” Then, the teacher asks students to read these sentences carefully and discuss with their groups: “What is the author’s attitude towards self-driving cars? How do you know that?” After discussion, the teacher invites students to share their ideas and summarizes that the author holds an optimistic and positive attitude towards self-driving cars, which is reflected in the words such as “likely future reality”, “undeniable potential”, “undoubtedly”. Design Intention: Inferring the author’s attitude is a higher-level reading ability, which requires students to go beyond the surface information of the passage and understand the implied meaning of the text. This activity can cultivate students’ critical thinking ability and improve their ability to understand and interpret the text in depth. Group discussion can help students exchange ideas, deepen their understanding of the author’s attitude, and also promote their cooperative learning ability. Step 3: Post-reading (Application and Extension) Activity 1: Language Focus Practice Practice 1: Paraphrase the following complex sentences from the passage. 1. Before this evolution in transport becomes a revolution, it must be fully understood how self-driving cars work. 2. Cameras as well as sensors like radar and lidar capture a variety of data from the external environment, which is then sent to the AI system, the “brain” of the self-driving car. After students finish the practice, the teacher checks the answers, explains the key points and difficulties in the practice, and helps students master the usage of key vocabulary and complex sentences. Design Intention: Language focus practice is an important link to consolidate the knowledge learned in the reading process. It helps students master the usage of core vocabulary and complex sentences, and improve their ability to use language flexibly. The design of the practice is closely related to the content of the passage, which can help students connect the language knowledge with the text context and deepen their understanding of the text. Activity 2: Group Discussion on Ethical Dilemmas The teacher puts forward an ethical dilemma related to self-driving cars: “Suppose a self-driving car is in an emergency and has to choose between hitting a group of pedestrians or swerving and hitting a wall (which will endanger the lives of the passengers). What should the car do? Why?” Then, the teacher asks students to work in groups of 5 to discuss this question. Each group needs to put forward their own opinions and explain the reasons. After 5 minutes of discussion, each group sends a representative to present their views to the whole class. The teacher listens carefully to each group’s views, guides students to think from different angles, and summarizes that there is no absolute right or wrong answer to this ethical dilemma, but it is important to think about the balance between human life and moral principles. Design Intention: This activity is closely related to the content of the passage, which can help students deepen their understanding of the ethical dilemmas faced by self-driving cars. It also encourages students to think independently and critically, cultivates their critical thinking ability and moral judgment ability. Group discussion allows students to exchange ideas, learn from each other, and improve their oral communication ability and cooperative learning ability. Activity 3: Writing a Short Passage The teacher asks students to write a short passage (80-100 words) about their views on self-driving cars. The requirements are: 1. Briefly introduce what self-driving cars are. 2. Express your views on the future of self-driving cars (support or oppose, and explain the reasons). 3. Use at least 3 core vocabulary words from the passage. After students finish writing, the teacher collects some students’ works, reads them out to the whole class, and makes comments on them, focusing on the content, language usage and logical structure. Design Intention: Writing is an important way to test students’ language application ability. This activity combines the content of the reading passage and the language knowledge learned, and requires students to express their own views, which can not only consolidate the knowledge learned, but also improve their writing ability and logical thinking ability. Commenting on students’ works can help students find their own advantages and disadvantages, and improve their writing level. Activity 4: Summary and Extension The teacher summarizes the content of this lesson: In this lesson, we have read a passage about self-driving cars, grasped the main idea and key details of the passage, analyzed the structure of the passage and the author’s attitude, and practiced the core vocabulary and complex sentences. We also discussed the ethical dilemmas of self-driving cars and expressed our own views on them. Then, the teacher extends the topic: “With the development of science and technology, there are many other new transport technologies (such as maglev trains, high-speed trains, flying cars). After class, please collect information about one of these transport technologies and share it in the next class.” Design Intention: Summarizing the lesson helps students sort out the knowledge learned in this lesson, form a systematic understanding, and consolidate the learning results. Extending the topic can arouse students’ interest in further learning, encourage students to learn independently after class, and cultivate their learning ability and information collection ability. Step 4: Homework Arrangement 1. Review the core vocabulary and complex sentences of the reading passage, and recite 5 key sentences. 2. Polish the short passage written in class and hand it in the next day. 3. Collect information about a new transport technology and prepare a 2-minute oral report. 4. Read the extended reading material about transport technology and finish the related exercises. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge learned in class and improve their language ability and learning ability. The design of homework is hierarchical, including basic review, writing improvement, independent exploration and extended reading, which can meet the needs of different students and promote their all-round development. 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 $