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

Unit 4 Technology-Writing 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 ICT use, and improve their ability to write a logical and coherent report on ICT application in schools. Thinking Quality: Guide students to analyze the advantages and existing problems of ICT use in campus, develop critical thinking and logical organization ability. Cultural Awareness: Help students understand the global trend of educational technology development and enhance their awareness of combining technology with education. Learning Ability: Cultivate students’ abilities of autonomous inquiry, cooperative learning and writing revision, and guide them to form effective writing strategies. 教学重难点 Key Points: Master the structure of a technology-related report (introduction, main body with specific examples, conclusion), and be able to use appropriate vocabulary and sentence patterns to express opinions and support views. Difficult Points: How to logically organize the content of the report, connect each part naturally, and use specific cases and data to make the writing more persuasive and authentic. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class by showing a short video clip about ICT application in modern schools, which includes scenes such as students using tablets for online learning, teachers using smart whiteboards for teaching, and the school’s intelligent management system. After playing the video, the teacher asks students a series of guiding questions: “What ICT tools did you see in the video? How do these tools change our study and school life? Do you often use ICT tools in your daily study? What are the advantages of using them?” Then, the teacher organizes a pair work activity. Students discuss the questions with their partners and share their own experiences of using ICT tools in school, such as using learning apps to finish homework, searching for learning resources online, or having online classes. During the sharing process, the teacher walks around the classroom, listens to students’ discussions, and writes down key words and expressions mentioned by students on the whiteboard, such as “smart whiteboard”, “online course”, “learning app”, “information resource”, “improve study efficiency” and so on. Design Intention: The video clip with vivid scenes can quickly attract students’ attention and activate their prior knowledge and life experience related to ICT use in schools. The guiding questions and pair work not only arouse students’ interest in the topic but also help the teacher understand students’ existing vocabulary reserve and expression ability. Writing down key words on the whiteboard lays a foundation for the subsequent vocabulary and sentence pattern learning, and naturally leads to the theme of this writing class—writing a report on ICT use in schools. Step 2: Presentation and Input First, the teacher supplements and enriches the vocabulary and sentence patterns related to ICT and report writing on the whiteboard, classifying them clearly to help students master and use them flexibly. In terms of vocabulary, the teacher adds more accurate and professional expressions, such as “information and communication technology (ICT)”, “digital device”, “online platform”, “distance learning”, “data analysis”, “technical support”, “potential problem”, “put forward suggestions” and so on. In terms of sentence patterns, the teacher focuses on introducing sentence patterns commonly used in reports, such as: 1. Introduction: “Nowadays, ICT has been widely used in schools, bringing great changes to teaching and learning.” 2. Expressing advantages: “Using ICT tools can help students access rich learning resources easily and improve their study efficiency.” 3. Expressing problems: “However, there are still some problems in the use of ICT in schools, such as insufficient technical support and improper use of digital devices by some students.” 4. Putting forward suggestions: “To solve these problems, schools should strengthen technical training for teachers and guide students to use ICT tools correctly.” 5. Conclusion: “In conclusion, ICT plays an important role in school education, and we should make full use of it to promote teaching and learning.” After introducing the vocabulary and sentence patterns, the teacher presents a model report on ICT use in a certain school. The model report includes three parts: introduction (introducing the general situation of ICT use in the school), main body (analyzing the advantages, existing problems and specific cases of ICT use), and conclusion (summarizing the role of ICT and putting forward prospects). The teacher reads the model report aloud, and then guides students to analyze its structure and language features. The teacher asks questions like: “How many parts does the model report have? What is the main content of each part? What vocabulary and sentence patterns are used in the report? How does the writer support his views?” During the analysis, the teacher emphasizes the logical connection between each part of the report, such as using transitional words and phrases like “firstly”, “besides”, “however”, “therefore” to connect sentences and paragraphs, making the writing coherent. At the same time, the teacher points out that the model report uses specific cases (e.g., the school uses an online platform to release homework and feedback, and students use tablets to finish interactive exercises) to support the views, which makes the report more persuasive. Design Intention: Vocabulary and sentence patterns are the basis of writing. By classifying and introducing core vocabulary and common sentence patterns, students can master the language tools needed for report writing. The model report provides a clear example for students, helping them understand the structure and writing skills of a technology-related report. Analyzing the model report together can guide students to summarize writing rules actively, rather than passively accepting knowledge, which is conducive to improving their thinking quality and learning ability. Step 3: Guided Practice and Exploration In this step, the teacher designs a guided practice activity to help students apply the learned knowledge to practice step by step. First, the teacher divides students into groups of 4-5, and assigns a task: each group needs to collect information about ICT use in their own school, including the types of ICT tools used, the advantages brought by them, the existing problems and possible solutions. The teacher provides a simple information collection form to guide students to organize their thoughts, which includes four columns: “ICT Tools Used in Our School”, “Advantages”, “Problems” and “Suggestions”. During the group activity, students discuss and share their own observations and experiences. For example, some students may mention that the school has installed smart whiteboards in every classroom, which makes teaching more vivid and interactive; some students may point out that some students use mobile phones or tablets to play games during class instead of learning, which affects their study efficiency; some students may suggest that the school should open more courses on ICT use to help students master relevant skills. The teacher walks around the classroom, provides guidance for each group, helps students solve problems encountered in information collection, and reminds students to use the vocabulary and sentence patterns learned earlier to express their views. After the information collection, each group selects a representative to share the collected information with the whole class. The teacher comments on each group’s sharing, affirms their advantages, and puts forward suggestions for improvement. For example, if a group only lists the ICT tools used but does not give specific examples, the teacher will remind them to add specific cases to make the content more specific; if a group’s expression is not accurate, the teacher will help them correct it and use more appropriate vocabulary and sentence patterns. Then, the teacher guides students to sort out the information and determine the structure of their own reports. The teacher reminds students that the report should include three parts: introduction, main body and conclusion. The introduction should briefly introduce the general situation of ICT use in their school; the main body should elaborate on the advantages, problems and suggestions with specific examples; the conclusion should summarize the role of ICT and express their own views on the future of ICT use in schools. Design Intention: Group cooperative learning can cultivate students’ cooperative ability and communication ability. The information collection task is closely combined with students’ actual school life, which makes the writing content more real and authentic, and also stimulates students’ enthusiasm for participation. The guided practice from information collection to report structure determination helps students break down the writing task, reduce the difficulty of writing, and gradually master the writing process of a report. The teacher’s guidance and comments can help students find their own problems in time and improve their writing ability effectively. Step 4: Independent Writing and Guidance On the basis of the guided practice, students start independent writing. The teacher clarifies the writing requirements: write a report on ICT use in your own school, with clear structure, coherent logic, accurate language, and appropriate use of the learned vocabulary and sentence patterns. The report should include specific examples to support the views, and the content should be true and in line with the actual situation of the school. During the independent writing process, students can refer to the vocabulary and sentence patterns on the whiteboard, the model report and the information collected in the group activity. The teacher walks around the classroom, provides one-on-one guidance for students, and helps them solve problems encountered in writing. For example, if a student does not know how to start the introduction, the teacher will guide them to use the sentence patterns learned earlier, such as “Nowadays, ICT has been widely used in our school, which has a great impact on our study and school life.”; if a student’s logical connection is not smooth, the teacher will remind them to use transitional words and phrases to connect paragraphs; if a student uses inappropriate vocabulary or sentence patterns, the teacher will help them correct it and explain the reasons. At the same time, the teacher pays attention to students’ writing habits, reminds them to write neatly, check for spelling, grammar and punctuation errors after finishing writing, and revise their reports according to their own thinking. For students with weak writing ability, the teacher gives more patient guidance, helps them sort out their thoughts, and encourages them to express their views bravely; for students with strong writing ability, the teacher encourages them to use more advanced vocabulary and complex sentence patterns to improve the quality of their writing. Design Intention: Independent writing is an important link to test students’ learning effect and improve their writing ability. One-on-one guidance can meet the individual needs of students, help them solve their own problems in writing, and improve their writing confidence. Reminding students to check and revise their reports helps them form a good writing habit, cultivate their ability of self-reflection and self-improvement, and further improve their learning ability. Step 5: Peer Evaluation and Revision After students finish independent writing, the teacher organizes a peer evaluation activity. Students exchange their reports with their deskmates, and evaluate each other’s writing according to the evaluation criteria provided by the teacher. The evaluation criteria include four aspects: 1. Structure: Whether the report has a clear introduction, main body and conclusion, and whether the logical connection is smooth. 2. Language: Whether the vocabulary and sentence patterns are used accurately and appropriately, and whether there are spelling, grammar and punctuation errors. 3. Content: Whether the content is true and specific, and whether there are specific examples to support the views. 4. Expression: Whether the expression is coherent and fluent, and whether the views are clear. The teacher provides a peer evaluation form for students, and asks them to score their deskmate’s report according to the evaluation criteria, and write down the advantages and suggestions for improvement. For example, if a deskmate’s report has a clear structure but lacks specific examples, the student can suggest adding a specific case of ICT use in the school; if a deskmate’s report has some grammar errors, the student can help correct them and explain the reasons. After the peer evaluation, students get their own reports back, read the comments and suggestions from their deskmates carefully, and revise their reports accordingly. During the revision process, students can consult their deskmates or the teacher if they have any questions. The teacher walks around the classroom, observes students’ revision situation, and provides necessary guidance and help. Then, the teacher selects 2-3 representative reports (including excellent reports and reports with common problems) to comment on in the whole class. For excellent reports, the teacher affirms their advantages, such as clear structure, accurate language, rich examples, and asks students to learn from them; for reports with common problems, the teacher points out the existing problems, such as unclear logical connection, inappropriate use of vocabulary, lack of examples, and guides students to revise them together. Design Intention: Peer evaluation can not only help students find their own problems in writing through evaluating others’ reports, but also improve their ability of observation and evaluation. Revising the report according to the peer’s suggestions and the teacher’s comments helps students further improve their writing level. The class comment can let students learn from each other, avoid common mistakes, and deepen their understanding of report writing skills. At the same time, this link also cultivates students’ cooperative spirit and communication ability. Step 6: Summary and Extension First, the teacher summarizes the whole class. The teacher reviews the core vocabulary, sentence patterns and report structure learned in this class, and emphasizes the key points and difficult points of writing a technology-related report. The teacher points out that writing a good report requires clear structure, coherent logic, accurate language and specific examples, and encourages students to apply the learned knowledge to their daily writing. Then, the teacher designs an extension activity to expand students’ vision and improve their comprehensive ability. The teacher assigns an after-class task: students need to surf the Internet to collect information about the application of ICT in foreign schools, compare the differences between ICT use in foreign schools and their own school, and write a short supplementary report (about 100 words) to their in-class report. The teacher reminds students to pay attention to the authenticity and authority of the collected information, and use the vocabulary and sentence patterns learned earlier to complete the supplementary report. In addition, the teacher recommends some English websites and articles about educational technology to students, such as the official website of UNESCO’s educational technology department, and encourages students to read more related articles after class to enrich their knowledge and improve their reading and writing ability. Design Intention: The class summary helps students sort out the knowledge learned in this class, deepen their memory and understanding, and form a systematic knowledge structure. The after-class extension activity not only expands students’ vision, lets them understand the global trend of educational technology development, but also further consolidates the knowledge and skills learned in this class, and cultivates their ability of autonomous inquiry and information collection. Recommending related websites and articles helps students form a good habit of extracurricular reading, and lays a foundation for their lifelong learning. 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 $