Unit 4 Life and Technology-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版必修三册

Unit 4 Life and Technology-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on improving students’ language competence via technical discourse, cultivating cultural awareness of technological ethics, developing critical thinking to evaluate technology’s pros and cons, and fostering learning ability to explore technological knowledge independently. 教学重难点 Key points: Master core vocabulary and sentence patterns about technology and life; understand the text’s structure and main ideas. Difficult points: Use perfect modals for speculation and analyze the author’s attitude towards technological development. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a question-and-answer activity to activate students’ prior knowledge and arouse their interest in the topic. First, the teacher shows some pictures or short videos about common technological products in daily life, such as smart home devices, intelligent robots, and online medical services. Then, the teacher asks students two open-ended questions: “What technological products do you use in your daily life? How do they change your life?” After asking the questions, the teacher invites 3-4 students to share their answers in front of the class. For example, some students may say they use smart phones to communicate with friends and search for information, some may mention that smart speakers help their families control home appliances easily, and others may talk about online courses that enable them to learn knowledge anytime and anywhere. When students share, the teacher listens carefully, gives positive comments, and guides them to think deeper: “While technology brings convenience, does it bring any troubles or challenges?” This question naturally leads to the theme of the text—Further Exploration on the relationship between life and technology. Design Intent: The lead-in links the text content with students’ real life, making abstract technological topics concrete and approachable. By asking questions and encouraging students to share, it not only activates students’ existing vocabulary and knowledge about technology but also stimulates their thinking about the dual impact of technology, laying a solid foundation for the subsequent reading and exploration. At the same time, it creates a relaxed and interactive classroom atmosphere, enhancing students’ participation and enthusiasm for learning. Step 2: Pre-reading (Vocabulary and Prediction) Before formal reading, the teacher guides students to learn core vocabulary and phrases in the text to remove language obstacles, and helps students predict the main content of the text based on the title and related clues. First, the teacher presents the key vocabulary and phrases in the text, including “digital footprint”, “algorithmic bias”, “ethical dilemma”, “artificial intelligence”, “must have done”, “might have done”, “should have done” and so on. For each vocabulary and phrase, the teacher explains its meaning in simple English, combines it with specific examples related to students’ life, and guides students to make sentences. For example, when explaining “digital footprint”, the teacher says: “Your digital footprint refers to all the information you leave online, such as your comments on social media, your browsing history and your online shopping records. Do you know what your digital footprint looks like?” When explaining perfect modals for speculation, the teacher gives typical examples: “He isn’t in the classroom. He must have gone to the library.” “She looks upset. She might have failed the exam.” Then, the teacher asks students to practice making sentences in pairs to consolidate their understanding and application of the vocabulary and sentence patterns. After learning the vocabulary, the teacher guides students to predict the content of the text. The teacher writes the title “Further Exploration: Life and Technology” on the blackboard and asks: “What do you think the author will talk about in this text? Will it focus on the advantages of technology, the problems it brings, or how to balance technology and life?” Students are encouraged to express their guesses freely, and the teacher records their ideas on the blackboard without correcting them for the time being. Finally, the teacher says: “Let’s read the text to check whether your predictions are correct and find out the author’s viewpoint.” Design Intent: Vocabulary is the foundation of reading comprehension. By pre-teaching core vocabulary and sentence patterns, it helps students avoid being blocked by new words during reading, improving their reading fluency and efficiency. Predicting the text content based on the title can cultivate students’ reading strategy awareness, enable them to read with purpose, and enhance their ability to obtain and process information actively. At the same time, pair practice of vocabulary and sentence patterns lays a foundation for students’ subsequent language output. Step 3: While-reading (Comprehension and Analysis) This step is divided into three parts: skimming, scanning and careful reading, guiding students to understand the text from the overall to the local, from the surface to the deep, and gradually improving their reading comprehension ability. First, Skimming: The teacher asks students to read the text quickly, without paying too much attention to details, and complete two tasks: 1. Find out the main idea of the text; 2. Divide the text into several parts and summarize the main idea of each part. After students finish reading, the teacher organizes a class discussion. Students share their answers, and the teacher sorts out and summarizes: The text mainly discusses the profound impact of technology on people’s life, including both positive changes and potential ethical dilemmas, and puts forward suggestions on how to use technology rationally. The text can be divided into three parts: the first part (Paragraph 1-2) introduces the rapid development of technology and its widespread influence on life; the second part (Paragraph 3-5) analyzes the ethical problems brought by technology, such as digital footprint privacy, algorithmic bias and the boundary of artificial intelligence; the third part (Paragraph 6) puts forward suggestions on how to deal with technological ethical issues and balance technology and life. Design Intent: Skimming is an important fast reading strategy. By guiding students to skim the text, it helps them grasp the overall framework and main idea of the text quickly, cultivate their ability to grasp the key information of the text, and lay a foundation for in-depth reading. Second, Scanning: The teacher asks students to read the text again, scan for specific information, and complete the following tasks in groups of 4: 1. List the positive impacts of technology on life mentioned in the text; 2. List the ethical dilemmas brought by technology mentioned in the text; 3. Find out the sentences with perfect modals for speculation in the text and analyze their meanings. After students finish the tasks, each group sends a representative to share their answers. The teacher comments and supplements, and focuses on explaining the usage of perfect modals in the text, helping students master how to use these sentence patterns to express speculation about the past. For example, the sentence “The developers must have learned from errors in previous designs” in the text uses “must have done” to express a strong certainty about something that happened in the past; “The algorithm might have caused unfairness to some groups” uses “might have done” to express a possibility. Design Intent: Scanning helps students find specific information quickly and accurately, improving their ability to locate information. Group cooperation enables students to learn from each other, exchange ideas, and improve their cooperative learning ability. Focusing on the analysis of perfect modals helps students break through the grammatical difficulty of this lesson and lay a foundation for their subsequent language application. Third, Careful Reading: The teacher guides students to read the text carefully paragraph by paragraph, analyze the details, the author’s attitude and the logical relationship between paragraphs. For Paragraph 1-2, the teacher asks: “What examples does the author use to show the impact of technology on life? What is the author’s tone when describing these examples?” Students discuss and conclude that the author uses examples such as smart home, online medical care and intelligent transportation, and the tone is objective and descriptive. For Paragraph 3-5, the teacher asks: “What specific ethical dilemmas are mentioned in the text? How does the author explain these dilemmas?” Students analyze that the text mentions three ethical dilemmas: digital footprint privacy leakage, algorithmic bias and the emotional boundary of artificial intelligence. The author explains these dilemmas by combining specific phenomena and simple reasoning, making the argument more convincing. For Paragraph 6, the teacher asks: “What suggestions does the author put forward to deal with technological ethical issues? Do you agree with these suggestions? Why?” Students express their opinions freely, and the teacher guides them to think about the rationality and feasibility of the suggestions. At the same time, the teacher guides students to pay attention to the connecting words in the text, such as “however”, “besides”, “therefore”, and analyze their functions in connecting paragraphs and expressing logical relationships, helping students understand the text’s structure and logical coherence better. In addition, the teacher asks students to find out the topic sentences of each paragraph and analyze how the author supports the topic sentences with details, cultivating students’ ability to analyze the text’s structure and argumentation methods. Design Intent: Careful reading is the key link to in-depth understanding of the text. By analyzing details, author’s attitude and logical relationship, it helps students understand the text more comprehensively and deeply, and cultivate their critical thinking ability. Guiding students to pay attention to connecting words and topic sentences helps them master the text’s structure and argumentation skills, which is conducive to improving their reading comprehension ability and writing ability. Step 4: Post-reading (Consolidation and Application) This step aims to help students consolidate the knowledge and skills learned in the class, apply the language knowledge and reading strategies to practical activities, and realize the transfer and application of knowledge. Activity 1: Vocabulary and Sentence Pattern Consolidation. The teacher designs a fill-in-the-blank exercise, using the core vocabulary and sentence patterns learned in the class. The exercise content is closely related to the text theme. For example: 1. With the development of technology, our ______ (digital footprint) has become an important part of our personal information. 2. The researchers ______ (must have done) a lot of experiments before they developed this new technology. 3. Technology brings convenience to our life, but it also brings some ______ (ethical dilemma). Students complete the exercise independently, and then the teacher checks the answers and explains the key points. Then, the teacher asks students to rewrite the key sentences in the text using the learned vocabulary and sentence patterns, which helps students consolidate their understanding and application of language knowledge. Design Intent: Through fill-in-the-blank and sentence rewriting exercises, it helps students consolidate the core vocabulary and sentence patterns learned in the class, and improve their ability to use language knowledge flexibly. The exercise content closely related to the text theme helps students connect the language knowledge with the text content, realizing the integration of knowledge and context. Activity 2: Group Discussion. The teacher puts forward a discussion topic: “In your opinion, what other ethical dilemmas may be brought by the development of technology? How should we deal with these dilemmas to balance technology and life?” Students discuss in groups of 4, and each group appoints a recorder to record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in the class to express their opinions, and helps students solve the language and thinking difficulties encountered in the discussion. After the discussion, each group sends a representative to make a 2-3 minute report, sharing the group’s views. The teacher makes comments on each group’s report, affirming their advantages, pointing out their deficiencies, and guiding students to think more comprehensively and deeply about the topic. Design Intent: Group discussion is an important way to cultivate students’ oral expression ability, cooperative learning ability and critical thinking ability. The discussion topic is closely related to the text theme and real life, which can stimulate students’ thinking, enable them to apply the language knowledge and reading strategies learned in the class to practical communication, and realize the transfer and application of knowledge. At the same time, it helps students understand the dual impact of technology more comprehensively, cultivate their awareness of technological ethics, and achieve the goal of cultural awareness and thinking quality cultivation. Activity 3: Writing Practice. The teacher asks students to write a short passage of 100-120 words, with the topic “My View on the Relationship Between Life and Technology”. The requirements are: 1. Use at least 3 core vocabulary and 2 sentence patterns learned in the class; 2. Clearly express your views on the impact of technology on life; 3. Have a clear structure and fluent language. Students complete the writing independently, and then exchange their works in pairs, put forward revision suggestions for each other. The teacher selects several typical works to comment on in the class, affirming the advantages, pointing out the problems in vocabulary, grammar and structure, and guiding students to revise their works. Design Intent: Writing practice is an important way to test students’ language application ability. By writing a short passage on the theme of the text, it helps students integrate the vocabulary, sentence patterns and thinking methods learned in the class, improve their writing ability. Pair revision and teacher’s comment help students find their own deficiencies, learn from each other, and improve their writing level. At the same time, it helps students sort out their views on the relationship between life and technology, further deepen their understanding of the text theme, and realize the integration of language ability, thinking quality and cultural awareness. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize what they have learned in this class, including core vocabulary, sentence patterns, reading strategies and the main content of the text. Then, the teacher makes a comprehensive summary, emphasizing the key and difficult points of this lesson, and combing the logical framework of the class. The teacher emphasizes that technology is a double-edged sword. While it brings convenience and progress to our life, it also brings some ethical dilemmas. We should use technology rationally, establish a correct awareness of technological ethics, and let technology serve our life better. Design Intent: Letting students summarize what they have learned helps them sort out the knowledge system, strengthen memory, and improve their ability to summarize and sort out information. The teacher’s comprehensive summary helps students grasp the key and difficult points of the lesson, and clarify the core viewpoints of the text, realizing the sublimation of knowledge and ideas. Second, Extension: The teacher assigns after-class tasks to extend the classroom content and cultivate students’ independent learning ability. The tasks are divided into two levels: 1. Basic task: Review the core vocabulary and sentence patterns of this lesson, read the text again, and finish the exercises in the textbook; 2. Extended task: Search for relevant materials about technological ethical issues, such as AI ethics, data privacy, etc., and write a short English report (150-200 words) to share in the next class. In addition, the teacher recommends some English articles, videos and documentaries about life and technology for students to read and watch after class, expanding their horizons and enriching their knowledge. Design Intent: The after-class tasks are divided into basic tasks and extended tasks, which can meet the learning needs of different students, achieve the purpose of分层教学 (hierarchical teaching). The basic task helps students consolidate the knowledge learned in the class, and the extended task helps students expand their knowledge, cultivate their independent learning ability and information collection ability. Recommending relevant materials helps students further understand the theme of life and technology, broaden their horizons, and lay a foundation for their subsequent learning and exploration. 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 $