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

Unit 3 On the move-Extended reading 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabularies and complex sentences in the text, improve reading ability to grasp main ideas and key details. Cultural Awareness: Understand the development of transportation at home and abroad, respect cultural differences in travel modes. Thinking Quality: Cultivate logical thinking by analyzing text structure and critical thinking by evaluating transportation development. Learning Ability: Master reading strategies like skimming and scanning, form the habit of independent and cooperative learning. 2. 教学重难点 Key Points: Master core vocabularies (e.g., autonomous, perception, obstacle, mechanical) and phrases, understand the text structure (introduction-development-conclusion) and the working principle of self-driving cars. Difficult Points: Analyze the logical relationship between paragraphs, understand long and complex sentences, and express personal views on the development of self-driving cars in English. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a short video clip about self-driving cars. The video includes scenes of self-driving cars running on the road, avoiding obstacles, and interacting with passengers. After playing the video, the teacher asks students two questions: “Have you ever seen a self-driving car in real life? What do you think of the future of self-driving cars?” Then, the teacher invites 2-3 students to share their opinions freely. After that, the teacher presents the core vocabularies of the extended reading text on the screen, including autonomous, perception, radar, lidar, obstacle, mechanical, accelerator, brake, etc. For each vocabulary, the teacher pronounces it clearly, explains its meaning and usage with simple English sentences, and asks students to read after the teacher twice to strengthen their memory. Finally, the teacher briefly introduces the topic of the extended reading: “Today we will read an article about self-driving cars, which will help us understand how they work and the challenges they face.” Design Intention: The short video can quickly attract students’ attention and arouse their interest in the topic of self-driving cars, which is closely related to the extended reading text. Asking questions encourages students to think actively and express their own views, laying a foundation for the follow-up reading. Previewing core vocabularies helps students remove language barriers in reading, improve reading efficiency, and cultivate their learning ability of accumulating vocabularies. Step 2: Pre-reading (Prediction and Background Introduction) First, the teacher shows the title of the extended reading text “Self-driving Cars—Destination Known?” on the screen and asks students to predict the content of the text based on the title. The teacher guides students to think: “What questions may the article answer? For example, how do self-driving cars work? Are there any problems with self-driving cars?” Students are divided into groups of 4 to discuss for a few minutes, and then each group sends a representative to share their predictions. The teacher writes down the key predictions on the blackboard and praises students for their active thinking. Then, the teacher briefly introduces the background of self-driving cars: “With the development of science and technology, self-driving cars have become a hot topic in recent years. They are also called autonomous vehicles (AVs), which can drive automatically without human operation. However, there are still many technological and safety challenges in their development. This article will take us to understand the working principle and existing problems of self-driving cars.” Design Intention: Predicting the text content based on the title can cultivate students’ logical thinking and prediction ability, which is an important reading strategy. Group discussion enables students to communicate and cooperate with each other, improving their cooperative learning ability. Introducing the background of self-driving cars helps students understand the social and technological context of the text, deepen their understanding of the topic, and lay a foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Skill Training) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer the following question: “What is the main idea of the text?” Students are given enough time to read the text, and then the teacher invites several students to answer the question. The teacher summarizes and corrects: “The text mainly introduces the working principle of self-driving cars, the technological barriers they face, and the related thinking about their development.” Then, the teacher asks students to divide the text into three parts according to the main idea and summarize the main content of each part. The first part (Paragraph 1): It describes an imagined scene of self-driving cars, showing the possible future of self-driving cars. The second part (Paragraph 2): It explains the working principle of self-driving cars in detail. The third part (Paragraph 3): It points out the technological barriers in the development of self-driving cars and raises related questions. Design Intention: Skimming is an important fast reading skill. Through this activity, students can grasp the main idea of the text quickly, improve their reading speed and ability to generalize. Dividing the text into parts and summarizing the main content of each part helps students understand the text structure clearly, cultivate their logical thinking ability, and lay a foundation for in-depth analysis of the text. Activity 2: Scanning for Key Details The teacher asks students to read the text again carefully (scanning) and complete the following table about the working principle of self-driving cars. The table is presented on the screen: 1. Hardware used by self-driving cars: _______ 2. How self-driving cars “see” the surrounding environment: _______ 3. The “brain” of self-driving cars: _______ 4. What the AI system does after receiving data: _______ 5. Mechanical controls activated by the AI system: _______. Students read the text independently, find the key details, and fill in the table. After that, the teacher checks the answers with the whole class, explains the key sentences related to the details, and emphasizes the core vocabularies and phrases in these sentences, such as “camera, radar, lidar”, “capture data”, “AI system”, “analyze data”, “accelerator, brake”. For example, the teacher explains the sentence “Cameras as well as sensors like radar and lidar capture a variety of data from the external environment.”, points out the structure “as well as” and the meaning of “capture”, and asks students to read the sentence twice to master its usage. Design Intention: Scanning helps students find key details quickly, improve their ability to obtain specific information from the text. Completing the table makes the key details more systematic and clear, which is convenient for students to understand and remember. Explaining key sentences and vocabularies helps students consolidate their language knowledge, improve their language competence, and remove difficulties in reading. Activity 3: Analyzing Long and Complex Sentences The teacher selects several long and complex sentences from the text that are difficult for students to understand and analyzes them one by one. For example, the first sentence: “This imagined scene provides a likely future reality for self-driving cars, also known as autonomous vehicles (AVs).” The teacher analyzes the sentence structure: the subject is “this imagined scene”, the predicate is “provides”, the object is “a likely future reality”, and “also known as autonomous vehicles (AVs)” is a participial phrase used as an appositive to explain “self-driving cars”. Another example: “Since it is unreasonable for the database to include every possible object in every possible condition ahead of time, the system might not recognize everything on the road.” The teacher explains that this is a complex sentence with a reason clause. The reason clause is “Since it is unreasonable...ahead of time”, and the main clause is “the system might not recognize everything on the road”. The teacher also explains the structure “it is unreasonable for sb./sth. to do sth.” and asks students to make a sentence with this structure to consolidate their understanding. After analyzing all the difficult sentences, the teacher asks students to read these sentences aloud to familiarize themselves with the sentence structure and improve their ability to understand long and complex sentences. Design Intention: Long and complex sentences are one of the difficult points in reading. Analyzing them helps students break through the reading difficulties, understand the text more accurately, and master the sentence structure of English. Asking students to make sentences can consolidate their language knowledge and improve their ability to use language flexibly, which is conducive to the development of their language competence. Activity 4: Discussing Logical Relationships The teacher asks students to work in groups of 4 to discuss the logical relationships between paragraphs. The teacher guides students to think: “What is the logical relationship between Paragraph 1 and Paragraph 2? What about Paragraph 2 and Paragraph 3?” Each group discusses for 5 minutes, and then the teacher invites representatives of each group to share their views. The teacher summarizes: “Paragraph 1 describes an imagined scene of self-driving cars, which leads to the topic of the working principle of self-driving cars in Paragraph 2, so the logical relationship between them is ‘introduction and elaboration’. Paragraph 2 explains the working principle of self-driving cars in detail, and Paragraph 3 points out the technological barriers in their development, which forms a contrast between ‘theory and reality’, so the logical relationship between them is ‘transition and contrast’.” Then, the teacher asks students to mark the transition words in the text, such as “however”, “meanwhile”, and explains their usage and functions in the text. Design Intention: Discussing the logical relationships between paragraphs helps students understand the text structure more deeply, cultivate their logical thinking ability, and master the method of analyzing text logic. Marking transition words helps students grasp the connection between sentences and paragraphs, improve their ability to understand the coherence of the text, which is of great significance for improving their reading ability and writing ability. Step 4: Post-reading (Consolidation and Application) Group Discussion and Speech The teacher puts forward a discussion topic: “What are the advantages and disadvantages of self-driving cars? Do you think self-driving cars will replace traditional cars in the future? Why or why not?” Students are divided into groups of 4 to discuss the topic. During the discussion, the teacher walks around the classroom, guides students to express their views in English, helps students solve the language problems they encounter, and encourages students to use the vocabularies and sentences learned in the class. After the discussion, each group selects a representative to give a 2-3 minute speech in front of the whole class, sharing the group’s views. The teacher evaluates the speeches from the aspects of language accuracy, fluency, and logicality, praises the advantages, and puts forward suggestions for improvement. For example, the teacher says: “Your speech is very fluent, and you have used many vocabularies we learned today, such as ‘autonomous’, ‘obstacle’. If you can add more specific examples, your speech will be better.” Design Intention: Group discussion and speech activities can improve students’ oral expression ability and cooperative learning ability. The discussion topic is closely related to the text and real life, which can stimulate students’ thinking, cultivate their critical thinking ability, and help students understand the cultural and social significance of transportation development. The teacher’s evaluation helps students find their own advantages and disadvantages, improve their oral expression ability, and enhance their confidence in learning English. Activity: Text Summary The teacher asks students to write a 100-word summary of the text independently. The teacher reminds students to include the main points of the text: the imagined scene of self-driving cars, their working principle, and the technological barriers they face. After students finish writing, the teacher selects 2-3 students’ summaries to read in front of the whole class, evaluates them, and puts forward suggestions for improvement. Then, the teacher presents a sample summary on the screen, and asks students to compare their own summaries with the sample, find out the differences, and improve their own summaries. The sample summary: “The text describes an imagined scene of self-driving cars, which shows their possible future. It then explains their working principle: they use cameras, radar and other hardware to capture data, which is analyzed by the AI system to guide the car’s movement. However, self-driving cars face technological barriers, such as the imperfection of the perception system, which needs further improvement.” Design Intention: Writing a text summary helps students consolidate the content of the text, improve their ability to generalize and express in English. Comparing with the sample summary helps students find their own shortcomings, improve their writing ability, and cultivate their logical thinking ability. This activity also integrates reading and writing, which is conducive to the comprehensive development of students’ language competence. Step 5: Summary and Homework Summary The teacher summarizes the content of the class: “Today we have learned the extended reading text about self-driving cars. We have mastered the core vocabularies and key sentences, understood the working principle of self-driving cars and the technological barriers they face, and improved our reading, speaking and writing abilities. We also discussed the advantages and disadvantages of self-driving cars, which helped us cultivate our critical thinking ability. I hope you can apply the knowledge and skills learned today to your daily English learning.” Homework 1. Review the core vocabularies and sentences learned in the class, and recite them. 2. Complete the summary of the text and revise it according to the teacher’s suggestions. 3. Write a short passage (150 words) about your views on the development of self-driving cars, using the vocabularies and sentences learned in the class. 4. Search for more information about self-driving cars after class and share it with the class in the next lesson. Design Intention: Reviewing and reciting vocabularies and sentences helps students consolidate their language knowledge. Completing and revising the summary helps students improve their writing ability. Writing a short passage enables students to apply the knowledge and skills learned in the class to practice, improving their comprehensive language competence. Searching for extra information after class helps students expand their horizons, cultivate their learning ability of independent inquiry, and lay a foundation for the next lesson. 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 $