Unit 4 Technology-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 4 Technology-Cultural focus 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabulary and sentence patterns related to technology and cultural communication, and use English flexibly to express views on the impact of technology on culture. Cultural Awareness: Guide students to understand the interaction between technology and diverse cultures, respect cultural diversity, and establish a sense of cross-cultural communication in the technological era. Thinking Quality: Cultivate students’ ability to analyze, compare and evaluate the positive and negative impacts of technology on culture, and form critical and dialectical thinking. Learning Ability: Help students master effective learning strategies such as cooperative inquiry and independent thinking, and improve their ability to independently explore the connection between technology and culture. 教学重难点 Key Points: Master core vocabulary (e.g., digitalization, cultural inheritance, innovation) and sentence patterns about technology and culture; understand the specific manifestations of technology’s impact on cultural communication and inheritance. Difficult Points: Deeply understand the profound connotation of the interaction between technology and culture; use English accurately and fluently to discuss and evaluate the influence of technology on different cultures and put forward rational suggestions. 教学过程 Step 1: Lead-in – Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of multi-modal materials, including short video clips, pictures and English slogans. The video clips include scenes of Chinese lunar missions transmitting images back to Earth, robot cars running on urban roads, and digital platforms promoting traditional Chinese culture (such as online Peking Opera performances and digital cultural relics exhibitions). The pictures show the contrast between traditional cultural communication methods (such as paper books, face-to-face communication) and modern technological communication methods (such as e-books, video calls, social media). The English slogans are closely related to the theme, such as “Technology bridges cultures” and “Innovation inherits civilization”. After showing the materials, the teacher asks open-ended questions in English to guide students to think and communicate: “What technological products related to cultural communication have you used in daily life? How do these technologies change the way we understand and spread culture? Do you think technology is good or bad for cultural inheritance?” Then, the teacher invites 4-5 students to share their views freely in English. During the sharing process, the teacher gives positive feedback in a timely manner, such as “Your idea is very creative” and “You have a good observation”, and appropriately supplements relevant vocabulary and expressions, such as “digital cultural relics”, “online exhibition”, “cultural inheritance” and “technological innovation”, to help students express themselves more accurately. Finally, the teacher makes a brief summary: “Today, we will focus on the Cultural focus of Unit 4 Technology. We will explore how technology affects cultural communication, inheritance and innovation, and discuss the relationship between technology and culture in the global context. Through today’s study, we will not only improve our English expression ability, but also have a deeper understanding of the interaction between technology and culture.” Design Intent: The lead-in link adopts multi-modal materials such as videos and pictures, which can quickly attract students’ attention and stimulate their learning interest. The familiar scenes in daily life can help students activate their prior knowledge about technology and culture, reduce the difficulty of learning new knowledge. Open-ended questions encourage students to think actively and express their views bravely, laying a foundation for the subsequent interactive learning. At the same time, the teacher’s timely feedback and vocabulary supplement can help students build confidence in English expression and accumulate basic language materials for the follow-up teaching. Step 2: Pre-reading – Master Key Vocabulary and Clarify Learning Objectives First, the teacher presents the core vocabulary and phrases of this lesson on the screen, including nouns (digitalization, cultural heritage, innovation, robot, lunar mission), verbs (transmit, inherit, promote, innovate), adjectives (digital, traditional, innovative, cross-cultural) and phrases (play a role in, have an impact on, bridge the gap between, pass down). For each vocabulary, the teacher explains its meaning in simple English, gives example sentences closely related to the theme of technology and culture, and guides students to read after the teacher to grasp the correct pronunciation and intonation. For example, when explaining “cultural heritage”, the teacher says: “Cultural heritage refers to the cultural wealth inherited from the past, such as ancient buildings, traditional customs and classic works. For example, the Great Wall is an important cultural heritage of China, and technology helps us protect and spread it.” When explaining “digitalization”, the teacher gives the example: “Digitalization makes our life more convenient. For example, we can read e-books, watch online cultural exhibitions through digital technology.” After explaining the vocabulary, the teacher arranges a small group activity: each group is given 3-4 core vocabulary words, and they need to make 2-3 sentences related to technology and culture within 5 minutes, then invite representatives of each group to present their sentences to the class. The teacher comments on the sentences, corrects inappropriate expressions, and emphasizes the flexible use of vocabulary. Next, the teacher clarifies the learning objectives of this lesson in English: 1. Master the core vocabulary and sentence patterns related to technology and culture. 2. Understand the text content about the impact of technology on culture, including the positive and negative impacts. 3. Be able to discuss the relationship between technology and culture in English and put forward personal views. 4. Cultivate the awareness of cultural inheritance and innovation in the technological era. Design Intent: Vocabulary is the foundation of English learning. By explaining the core vocabulary with simple English and theme-related example sentences, students can better understand and remember the vocabulary, and lay a solid language foundation for reading and communication. The small group sentence-making activity not only tests students’ mastery of vocabulary, but also cultivates their cooperative learning ability and language application ability. Clarifying the learning objectives helps students clarify the direction of learning, improve learning efficiency, and make their learning more targeted. Step 3: While-reading – Analyze the Text and Improve Reading Ability This link is divided into three parts: skimming, scanning and careful reading, to help students gradually understand the text content and grasp the key information. First, skimming: The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. What aspects of the impact of technology on culture does the text mainly discuss? After students finish reading, the teacher invites students to answer the questions, and then summarizes the main idea of the text: The text mainly discusses the interaction between technology and culture, introducing the positive impacts of technology on cultural communication, inheritance and innovation, as well as the potential challenges it brings, and puts forward suggestions on how to correctly handle the relationship between technology and culture. Design Intent: Skimming training helps students quickly grasp the main idea of the text, cultivate their ability to extract key information from the whole text, and lay a foundation for in-depth reading. The simple questions can reduce the pressure of students’ initial reading and enhance their confidence in reading. Second, scanning: The teacher asks students to read the text again, and find out the specific information according to the following questions, and fill in the form on the screen: 1. What technologies are mentioned in the text that promote cultural communication? 2. How does technology help protect and inherit cultural heritage? 3. What positive impacts does technology have on cultural innovation? 4. What challenges does technology bring to culture? After students finish scanning, the teacher organizes the whole class to check the answers together, and explains the difficult sentences in the text in combination with the questions. For example, for the sentence “Digital technology has made it possible for cultural relics to be displayed to a wider audience without being damaged”, the teacher analyzes the sentence structure: “make it possible for sb./sth. to do sth.”, and explains the meaning of the sentence in detail, helping students understand how digital technology protects cultural relics while promoting their spread. For the difficult vocabulary and phrases in the text, such as “potential challenges”, “cultural identity”, “balance between tradition and innovation”, the teacher supplements explanations and example sentences to help students overcome reading obstacles. Design Intent: Scanning training helps students accurately extract specific information from the text, improve their reading speed and accuracy. The form-filling activity makes the reading task more specific and operable, and helps students sort out the text structure and key information systematically. Explaining difficult sentences and vocabulary in time can help students deepen their understanding of the text and avoid confusion caused by language barriers. Third, careful reading: The teacher asks students to read the text carefully, and discuss the following questions in groups: 1. What is the author’s attitude towards the impact of technology on culture? How do you know? 2. Do you agree with the author’s view that “technology is a double-edged sword for culture”? Why or why not? 3. What suggestions does the author put forward to deal with the challenges brought by technology to culture? Do you have any other suggestions? Each group is required to discuss these questions in detail, record the key points of the discussion, and then invite a representative to share the group’s views with the whole class. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, gives appropriate guidance when students encounter difficulties, such as prompting students to find evidence from the text to support their views, and guiding students to think from multiple angles. After the group sharing, the teacher makes a summary, affirms the reasonable views of each group, supplements and improves the insufficient points, and guides students to form a dialectical understanding of the impact of technology on culture: technology has brought many positive impacts on cultural communication, inheritance and innovation, but it also brings challenges such as cultural homogenization and the loss of traditional cultural forms. We should correctly use technology to promote cultural development and maintain cultural diversity. Design Intent: Careful reading helps students deeply understand the connotation of the text, grasp the author’s attitude and views, and cultivate their critical thinking ability. Group discussion encourages students to communicate and cooperate, express their views freely, and learn from each other’s ideas. The teacher’s guidance and summary help students sort out their thinking, deepen their understanding of the text theme, and cultivate their ability to analyze and evaluate problems. Step 4: Post-reading – Consolidate Knowledge and Improve Language Application Ability This link includes three activities: language practice, theme discussion and writing, to help students consolidate the knowledge learned, and improve their oral and written expression ability. Activity 1: Language Practice. The teacher presents some incomplete sentences on the screen, and asks students to fill in the blanks with the core vocabulary and sentence patterns learned in this lesson. The sentences are closely related to the text theme, such as: 1. Digital technology plays an important role in ______ (cultural inheritance). 2. Technology has ______ (a great impact on) the way we spread culture. 3. We should ______ (balance) the relationship between technology and traditional culture. 4. Online exhibitions make it possible for people all over the world to ______ (appreciate) cultural relics easily. After students finish filling in the blanks, the teacher checks the answers together, explains the usage of key sentence patterns, and asks students to read the completed sentences aloud to consolidate their memory and application of vocabulary and sentence patterns. Design Intent: Language practice is an important link to consolidate the knowledge learned. Through filling in the blanks, students can review and flexibly use the core vocabulary and sentence patterns, and improve their ability to apply language knowledge to specific contexts. Reading aloud helps students strengthen their sense of language and grasp the correct pronunciation and intonation. Activity 2: Theme Discussion. The teacher puts forward a practical and open-ended topic for students to discuss in pairs: “With the development of technology, more and more traditional cultures are being digitized. Do you think digitization will make traditional culture lose its charm, or will it help traditional culture be inherited and developed better? Please give specific reasons to support your view.” Each pair discusses for 8 minutes, and then invites several pairs to present their discussion results to the class. During the presentation, the teacher encourages students to use the vocabulary and sentence patterns learned in this lesson, and gives timely feedback and guidance, such as correcting grammatical errors, supplementing relevant expressions, and guiding students to express their views more clearly and logically. For example, if a student says: “I think digitization helps traditional culture develop better. Because digital technology can make traditional culture spread to more people, especially young people, through social media and online platforms.” The teacher can supplement: “Your view is very good. You can also add that digital technology can help protect fragile cultural relics and make them pass down better. For example, digital cultural relics can be displayed to the public without being damaged.” Design Intent: Theme discussion combines the text content with real life, helps students apply the knowledge learned to practical communication, and improves their oral expression ability and logical thinking ability. The pair discussion form makes each student have the opportunity to express their views, and cultivates their cooperative communication ability. The teacher’s feedback and guidance help students improve their English expression level and deepen their understanding of the theme. Activity 3: Writing. The teacher asks students to write a short passage (about 150 words) with the title “The Impact of Technology on Culture”. The requirements are: 1. Briefly introduce the positive impacts of technology on culture. 2. Mention the challenges brought by technology to culture. 3. Put forward your own suggestions on how to use technology to promote cultural development. Before writing, the teacher guides students to sort out the writing ideas, and reminds them to use the core vocabulary and sentence patterns learned in this lesson. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to organize sentences, correct grammatical errors, and adjust the structure of the passage. After students finish writing, the teacher collects some representative compositions, comments on them in class, affirms the advantages, points out the problems that need to be improved, and shows excellent compositions for students to learn from. Design Intent: Writing is an important way to test students’ language application ability. Through writing, students can comprehensively use the vocabulary, sentence patterns and theme-related knowledge learned in this lesson, and improve their written expression ability and logical organization ability. The teacher’s guidance and comments help students find their own shortcomings in writing, learn from excellent compositions, and continuously improve their writing level. Step 5: Summary and Extension – Sort Out Knowledge and Expand Vision First, summary: The teacher invites students to summarize the key points of this lesson in English, including the core vocabulary, the main content of the text, and the relationship between technology and culture. Then, the teacher makes a comprehensive summary: In this lesson, we have learned the core vocabulary and sentence patterns related to technology and culture, understood the positive and negative impacts of technology on cultural communication, inheritance and innovation, and discussed how to correctly handle the relationship between technology and culture. We should use technology rationally to promote cultural inheritance and innovation, respect cultural diversity, and enhance our cultural confidence. Second, extension: The teacher assigns after-class tasks to help students expand their vision and consolidate the knowledge learned. The tasks are as follows: 1. Surf the Internet to find more examples of technology promoting cultural development (such as digital Peking Opera, online museums), and write a short English introduction (about 50 words) for each example. 2. Discuss with your family or friends about the impact of technology on traditional culture in China, and record the key points of the discussion in English. 3. Preview the next part of the unit and collect relevant vocabulary and materials about technology and culture. Design Intent: Summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding. The after-class extension tasks combine classroom learning with extracurricular practice, help students expand their vision, understand more real cases of the interaction between technology and culture, and cultivate their autonomous learning ability and ability to connect theory with practice. Preview tasks lay a foundation for the next lesson’s learning and ensure the continuity of teaching. 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 $