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

Unit 4 Technology-Reading and Interaction 教学目标和重难点 教学目标 Language Ability: Master key words and sentence patterns about technology, improve reading comprehension and interactive expression skills. Cultural Awareness: Understand the impact of global technological development on life and respect technological differences between cultures. Thinking Quality: Cultivate critical thinking to analyze the pros and cons of technology. Learning Ability: Master effective reading and cooperative learning strategies to enhance independent learning ability. 教学重难点 Key Points: Grasp the main idea and structure of the reading passage, master core vocabulary (e.g., potential, revolution, dedicated) and complex sentence structures (attributive clauses, emphatic sentences). Difficult Points: Analyze the author’s attitude towards technology and apply reading strategies to deeply understand implied meanings in the text. 教学过程 Step 1: Lead-in (Lead-in and Warm-up) The teacher starts the class by showing pictures and short video clips of different technological products, including early video conferencing equipment, the first smartphones, and popular social networking apps. Then the teacher asks students a series of interactive questions: “What technological products do you use in your daily life? How have these technologies changed your way of communication? Have you ever heard of ‘mobile social networking’ or ‘video conferencing’ in the early days?” After that, the teacher invites 3-4 students to share their answers in front of the class, and then makes a brief comment, guiding students to focus on the theme of “technology and its development”. Design Intention: This lead-in activity combines visual and interactive elements to arouse students’ interest in the topic of technology. By connecting the teaching content with students’ daily life experiences, it helps students activate their existing knowledge reserve about technology, lay a foundation for the subsequent reading link, and also cultivate students’ oral expression ability and willingness to participate in class interaction. At the same time, the displayed materials are closely related to the core content of the reading passage, enabling students to have a preliminary perception of the text’s theme in advance. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher presents the core vocabulary of the reading passage on the screen, including verbs (e.g., swing, realize, surface), nouns (e.g., potential, revolution, consultancy), adjectives (e.g., dedicated, slender, premature) and key phrases (e.g., a world away from, be bitten by the start-up bug, bring...up to speed). For each word and phrase, the teacher provides simple English definitions and example sentences related to the text, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. For difficult words such as “premature” and “slender”, the teacher combines the context of the text to give appropriate explanations, helping students understand their specific meanings in the passage. Then, the teacher shows the title of the reading passage “The next big thing” and the first paragraph of the text. The teacher asks students to predict the main content of the passage based on the title and the first paragraph: “What do you think the passage will talk about? Who is the main character in the passage? What ‘next big thing’ will be mentioned?” Students are allowed to discuss in pairs for a short time, and then each group sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard, and then guides students to think about the possible development context of the passage. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading fluency, and lay a solid foundation for in-depth understanding of the text. By asking students to predict the main content of the passage based on the title and the first paragraph, it can cultivate students’ ability of logical reasoning and prediction, stimulate students’ desire to read, and make students have a clear reading goal, so as to improve reading efficiency. Pair discussion also helps to cultivate students’ cooperative learning ability and communication ability. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three sub-steps: skimming, scanning and detailed reading, to help students understand the text from shallow to deep. First, skimming. The teacher asks students to read the whole passage quickly, ignoring the new words they don’t understand temporarily, and then answer two questions: 1. What is the main idea of the passage? 2. What technological products or phenomena are mentioned in the passage? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the passage: The passage tells the story of the author’s mother, an emerging technologies consultant, who has a unique vision for new technologies and predicts the development of technologies such as video conferencing and mobile social networking, showing the rapid development and far-reaching impact of technology. Design Intention: Skimming is an important fast reading strategy. Through skimming, students can quickly grasp the main idea of the passage and the key information, cultivate students’ ability to extract core information from the text, and lay a foundation for detailed reading. At the same time, it can help students form an overall understanding of the text structure, which is conducive to the subsequent in-depth analysis of the text. Second, scanning. The teacher asks students to read the passage again, and find out specific information according to the following questions: 1. What was the author’s attitude towards “mobile social networking” in 2007? 2. What was the situation of video conferencing in the mid-1990s? 3. Why did the author’s mother lose interest in video conferencing after the video revolution came? 4. What slogan was printed on the pens ordered by the author’s mother in the 1990s? Students are required to find the corresponding sentences in the text and underline them, and then answer the questions one by one. The teacher checks the students’ answers, corrects the wrong answers, and explains the key sentences involved. Design Intention: Scanning is a reading strategy to find specific information quickly. By setting specific questions, it can guide students to read the text purposefully, improve the ability of finding and extracting specific information, and help students further understand the details of the text. Underlining key sentences can help students sort out the key information of the text, deepen their memory and understanding of the text content. Third, detailed reading. The teacher guides students to read the passage paragraph by paragraph, focusing on analyzing the key sentences, logical relations and the author’s emotional attitude. For example, in Paragraph 3, the teacher asks students to analyze the sentence “She has lived by her unusual ability to see beyond the primitive early versions of new tech to the faint outlines of another reality, just over the horizon.” The teacher guides students to understand the meaning of the sentence, and analyzes the key phrase “see beyond...to...”, helping students understand the author’s praise for her mother’s unique vision. In Paragraph 5, the teacher focuses on analyzing the emphatic sentence “It was not until she graduated from university overseas and returned to visit her parents that Zhang realised the potential.” The teacher explains the structure of the emphatic sentence “It is/was...that...”, and asks students to make sentences with this structure to consolidate their understanding and application. In addition, the teacher guides students to analyze the logical relations between paragraphs, such as the time sequence of technological development and the causal relations between events, helping students sort out the text structure clearly. During the detailed reading process, the teacher also guides students to pay attention to the author’s emotional attitude towards technology and the author’s mother. The teacher asks students: “What kind of person is the author’s mother? What is the author’s attitude towards her mother? What does the author want to express through this passage?” Students are allowed to discuss in groups, and then each group shares their views. The teacher summarizes and comments, helping students deeply understand the author’s intention of writing and the theme of the passage. Design Intention: Detailed reading is the key link to in-depth understanding of the text. By analyzing key sentences, logical relations and the author’s emotional attitude, it can help students grasp the details of the text, understand the deep meaning of the text, and improve their ability of text analysis and comprehension. Guiding students to discuss in groups can cultivate their cooperative learning ability and critical thinking ability, and enable students to express their views freely, improving their oral expression ability. At the same time, the explanation and practice of complex sentence structures can help students consolidate their grammar knowledge and improve their language application ability. Step 4: While-interaction (Interactive Activities and Application) After in-depth reading, the teacher designs two interactive activities to help students apply the knowledge they have learned and deepen their understanding of the text. Activity 1: Role-play. The teacher divides students into groups of 4, and assigns roles to each group member: the author, the author’s mother, a reporter and an audience. The reporter interviews the author and the author’s mother about the development of technology and the author’s mother’s experience as an emerging technologies consultant. The interview content should be closely related to the text, and students should use the core vocabulary and sentence patterns learned in the passage. Each group prepares for a short time, and then invites 2-3 groups to perform their role-play in front of the class. After the performance, the teacher comments on the performance, affirming the advantages and pointing out the deficiencies, especially focusing on the use of vocabulary and sentence patterns and the fluency of expression. Design Intention: Role-play is a vivid and interesting interactive activity, which can stimulate students’ enthusiasm for participation, help students apply the core vocabulary and sentence patterns learned in the text to practical communication, and improve their oral expression ability and language application ability. At the same time, it can help students further understand the characters and content of the text, deepen their memory and understanding of the text. Group cooperation in role-play can also cultivate students’ cooperative learning ability and communication ability. Activity 2: Group Discussion. The teacher puts forward the discussion topic: “With the rapid development of technology, what impacts has it brought to our life? What are the advantages and disadvantages of technological development? As senior high school students, how should we treat new technologies?” Students are divided into groups of 5-6, and each group discusses the topic fully. During the discussion, the teacher walks around the classroom, guides students to express their views, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to share the group’s views, and the teacher makes a summary and comment, guiding students to establish a correct view of technology, realizing that technology is a double-edged sword, and we should make rational use of technology to promote our own development and social progress. Design Intention: Group discussion can cultivate students’ critical thinking ability and ability to analyze and solve problems. By discussing the impact of technological development, it can help students connect the text content with real life, expand their thinking, and enhance their sense of social responsibility. At the same time, it can also improve students’ oral expression ability and cooperative learning ability, enabling students to learn from each other and improve together. Step 5: Post-reading (Summary and Consolidation) First, the teacher invites a student to summarize the main content of the passage, including the main characters, key events and the theme of the passage. Then the teacher makes a supplementary summary, sorting out the text structure and key points again, helping students form a systematic understanding of the text. The teacher also reviews the core vocabulary and sentence patterns learned in this class, and invites students to read and recite them to consolidate their memory. Then, the teacher assigns two after-class tasks: 1. Write a short passage (80-100 words) about a technological product that has changed your life, using the core vocabulary and sentence patterns learned in this class. 2. Surf the Internet to find information about an emerging technology, and prepare a 2-minute oral report to share in the next class. Design Intention: Summarizing the text can help students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their understanding and memory of the text. Reviewing vocabulary and sentence patterns can consolidate the language knowledge learned in this class, laying a foundation for subsequent learning. The after-class tasks combine writing and oral expression, which can help students apply the knowledge they have learned to practical writing and oral expression, improve their language application ability, and also cultivate students’ ability of independent learning and information collection. Step 6: Reflection and Extension The teacher guides students to reflect on their learning process in this class: “What have you learned in this class? What difficulties have you encountered? How did you solve them? What aspects do you need to improve in the future?” Students are allowed to express their views freely, and the teacher listens carefully and gives positive guidance. Then the teacher extends the topic: “Technology is developing rapidly, and new technologies are emerging one after another. We should keep learning and keep up with the pace of technological development. At the same time, we should also pay attention to the negative impacts brought by technology, such as information security and social isolation, and learn to use technology rationally.” Design Intention: Guiding students to reflect on their learning process can help students understand their own learning situation, find out their own deficiencies, and put forward improvement measures, which is conducive to improving students’ learning ability and learning efficiency. The topic extension can help students expand their horizons, establish a correct view of technology, and enhance their sense of social responsibility and forward-looking awareness, which is in line with the requirements of core literacy cultivation. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, pays attention to the interaction between teachers and students and between students and students, and combines knowledge teaching with ability cultivation, so as to comprehensively improve students’ four-dimensional core literacy. At the same time, the design of each link is closely related to the text content and students’ actual situation, ensuring the effectiveness and pertinence 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 $