Unit 4 Life and Technology-Reading A-Moving Forward 教案-2025-2026学年高中英语沪外版必修第三册

Unit 4 Life and Technology-Reading A-Moving Forward 教学目标和重难点 教学目标 It focuses on language competence by improving reading and expression skills, cultivates cultural awareness by comparing tech impacts across cultures, develops thinking quality through critical analysis of tech pros and cons, and enhances learning ability via autonomous and cooperative learning. 教学重难点 Key points: Grasp the text’s structure and core ideas about tech-driven life changes, and master key words and sentence patterns. Difficult points: Infer the author’s implied attitude and conduct critical thinking about the relationship between life and technology. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a short video clip that includes scenes of modern technological products in daily life, such as smart homes, mobile payment, online office and intelligent transportation. After playing the video, the teacher asks the students two questions in English: “What technological products do you use in your daily life? How do these products change your way of living?” Then, the teacher invites 3-4 students to share their answers in front of the class. After the sharing, the teacher writes down the key words mentioned by the students on the blackboard, such as “smartphone”, “WeChat”, “online shopping”, “artificial intelligence” and so on. Next, the teacher introduces the topic of this lesson: “Today we will read a passage titled Moving Forward, which mainly discusses how technology promotes the progress of life and the thinking brought by technological development.” Finally, the teacher presents the new words and phrases in the passage that are necessary for understanding the text, such as “innovation”, “sustainability”, “algorithm”, “curated illusion” and “digital footprint”, and explains their meanings and usages with simple examples and pictures, helping students have a preliminary understanding of these words. Design Intention: The video clip can quickly attract students’ attention and arouse their interest in the topic of “life and technology” by connecting with their real life experiences. Asking questions and organizing sharing activities can stimulate students’ thinking, activate their existing knowledge reserve about technology and life, and lay a foundation for the follow-up reading. Introducing new words in advance can reduce students’ difficulties in understanding the text, ensure that they can focus on the content of the text during reading, and improve reading efficiency. At the same time, writing key words on the blackboard can help students sort out their ideas and form a preliminary cognitive framework about the topic. Step 2: Pre-reading (Prediction and Background Introduction) First, the teacher shows the title of the passage “Moving Forward” and the picture accompanying the text to the students. Then, the teacher guides the students to predict the content of the passage: “Look at the title and the picture, what do you think this passage will talk about? Will it focus on the advantages of technology, the problems brought by technology, or both?” The teacher gives students 2 minutes to discuss in groups of 4, and then invites each group to send a representative to share their predictions. After the predictions, the teacher briefly introduces the background of the passage: “This passage is written by a technology observer. It records the changes that technology has brought to people’s life in recent years, and also puts forward reflections on the relationship between technology and real life, which is closely related to our daily life and worthy of our in-depth thinking.” Then, the teacher introduces the reading strategy of this lesson—“predicting and inferring”, and tells the students: “In the process of reading, we should not only understand the explicit information in the text, but also infer the author’s implied meaning and attitude according to the details and language expressions in the text, which is very important for us to grasp the core of the text.” Design Intention: Predicting the content of the passage based on the title and pictures can cultivate students’ predictive ability, which is an important reading strategy. Group discussion can enhance students’ cooperative learning ability, let them exchange ideas with each other, and enrich their predictions. Introducing the background of the passage can help students understand the writing context of the passage, deepen their understanding of the theme, and make it easier for them to resonate with the content of the passage. Introducing the reading strategy in advance can guide students to use scientific reading methods to read, improve their reading ability, and lay a foundation for the in-depth reading in the next step. Step 3: While-reading (In-depth Reading and Skill Training) Task 1: Skimming (Get the Main Idea) The teacher asks the students to read the passage quickly, without paying too much attention to the new words and difficult sentences, and complete two tasks: 1. Find out the topic sentence of each paragraph; 2. Summarize the main idea of the whole passage. After students finish reading, the teacher invites students to share their answers one by one. For the topic sentences, the teacher corrects and supplements them, and guides students to find that the passage is structured in a “phenomenon-impact-reflection” way: the first part introduces the changes brought by technology to people’s life; the second part analyzes the positive and negative impacts of these changes; the third part puts forward reflections on the relationship between technology and real life. For the main idea, the teacher guides students to summarize: “This passage mainly discusses the great changes that technology has brought to people’s life, including positive impacts such as convenience and efficiency, as well as negative problems such as digital addiction and identity confusion, and puts forward reflections on how to correctly view the relationship between technology and life.” Design Intention: Skimming is a basic reading skill that can help students quickly grasp the core content of the passage and understand the overall structure of the text. Asking students to find topic sentences and summarize the main idea can cultivate their ability to sort out and generalize information, and help them form a clear framework of the text. The teacher’s correction and guidance can help students correct their misunderstandings and deepen their understanding of the text structure and main idea. Task 2: Scanning (Find Key Details) The teacher divides the students into groups of 4, and assigns different tasks to each group according to the structure of the passage: Group 1 is responsible for finding the positive changes brought by technology to people’s life (from Paragraph 1 to Paragraph 3); Group 2 is responsible for finding the negative problems caused by technology (from Paragraph 4 to Paragraph 6); Group 3 is responsible for finding the author’s reflections and suggestions on the relationship between technology and life (from Paragraph 7 to Paragraph 8); Group 4 is responsible for collecting the key words and sentence patterns in the passage that express attitudes and opinions. The teacher asks the students to read the passage carefully, find the relevant information, and record it in the form of notes. After 10 minutes, each group sends a representative to present their findings to the whole class. The teacher comments on each group’s performance, supplements the missing information, and sorts out the key details on the blackboard. For example, for positive changes, the teacher summarizes: “Technology has made communication more convenient, work more efficient, and life more colorful; it has also promoted the development of medical care, education and other fields.” For negative problems, the teacher summarizes: “Excessive use of technology leads to digital addiction, affects people’s offline communication, and causes identity confusion; algorithm bias and cybersecurity problems also bring potential risks.” Design Intention: Scanning can help students accurately find specific information in the text, improve their ability to extract key details. Group cooperation can enhance students’ sense of teamwork, let them learn from each other and complement each other, and improve the efficiency of completing tasks. Assigning different tasks to each group can make the reading more targeted, avoid students’ blindness in reading, and help them have a comprehensive and in-depth understanding of the text content. The teacher’s comment and sorting out can help students sort out the key information systematically, and lay a foundation for the follow-up analysis and discussion. Task 3: Close Reading (Analyze Difficult Sentences and Infer Attitude) First, the teacher presents several difficult sentences in the passage on the screen, such as: 1. “Having built a persona through filtered photos, I struggle to be authentic offline.” 2. “Is this connection real or just a curated illusion?” 3. “We are moving forward with technology, but we should not lose ourselves in the process.” For each difficult sentence, the teacher guides students to analyze it step by step: first, find the main structure of the sentence, then analyze the function of the subordinate clauses and non-finite verbs, and finally understand the meaning of the whole sentence. For example, for the first sentence, the teacher guides students to find that “Having built a persona through filtered photos” is a present perfect participle phrase serving as an adverbial of reason, and the main clause is “I struggle to be authentic offline”, so the meaning of the sentence is “After building an image through filtered photos, I find it difficult to be real in offline life.” Then, the teacher guides students to infer the author’s attitude towards technological development. The teacher asks the students: “What words and sentences in the passage can show the author’s attitude? Is the author completely in favor of technological development, completely opposed to it, or holding a dialectical attitude?” The teacher invites students to find relevant words and sentences in the text, such as “amazing progress”, “convenient and efficient” (positive attitude), “worried”, “lost ourselves” (negative attitude), “we should balance the advantages and disadvantages” (dialectical attitude). Then, the teacher guides students to summarize: “The author holds a dialectical attitude towards technological development. He affirms the positive role of technology in promoting social progress and improving people’s life, and also points out the negative problems brought by technology, and puts forward that we should correctly treat the relationship between technology and life, and not lose ourselves in the process of technological progress.” Design Intention: Analyzing difficult sentences can help students break through the language barriers in reading, deepen their understanding of the text content, and master the usage of complex sentence structures. Guiding students to infer the author’s attitude can cultivate their critical thinking ability and ability to understand the implied meaning of the text, which is the key to improving their reading ability. Letting students find relevant evidence in the text can help them form the habit of basing their opinions on the text, and avoid empty talk. Step 4: Post-reading (Consolidation and Application) Task 1: Group Discussion The teacher puts forward a discussion topic to the students: “With the rapid development of technology, we are facing many choices. How can we use technology correctly to promote our life and avoid being harmed by it? Please combine the content of the passage and your own life experience to discuss.” The teacher divides the students into groups of 5, and asks each group to choose a recorder and a presenter. The recorder is responsible for recording the key points of the group’s discussion, and the presenter is responsible for presenting the group’s views to the whole class. During the discussion, the teacher walks around the classroom, guides the students who have difficulties in discussing, and reminds the students to use the key words and sentence patterns learned in the passage. After 15 minutes, each group presents their views in turn. For example, some groups may put forward: “We should use technology reasonably, control the time of using electronic products, and avoid digital addiction; we should protect our personal information and pay attention to cybersecurity; we should not rely too much on technology, and pay more attention to offline communication with family and friends.” The teacher comments on each group’s views, affirms the reasonable suggestions, and supplements and improves the inappropriate views. Design Intention: Group discussion can stimulate students’ thinking, let them combine the text content with their own life experience, and apply the knowledge they have learned to practice. It can also cultivate students’ ability to express their views in English, improve their oral expression ability and cooperative learning ability. The teacher’s guidance and comments can help students correct their wrong views, deepen their understanding of the theme of the passage, and guide them to establish a correct view of technological development. Task 2: Language Consolidation The teacher presents a fill-in-the-blank exercise on the screen, which is compiled based on the key words and sentence patterns in the passage. For example: 1. With the development of technology, our life has undergone great changes. It has made our communication more ______ (convenient/convenience). 2. Many people are ______ (addict) to electronic products, which affects their physical and mental health. 3. We should ______ (balance) the advantages and disadvantages of technology, and use it correctly. The teacher asks the students to complete the exercise independently, and then checks the answers with the whole class. For the wrong answers, the teacher explains the reasons and emphasizes the usage of key words and sentence patterns. Then, the teacher asks the students to make 3-5 sentences with the key words and sentence patterns learned in the passage, such as “innovation”, “sustainability”, “struggle to do sth.”, “balance...and...”, and invites some students to share their sentences. Design Intention: Fill-in-the-blank exercises can help students consolidate the key words and sentence patterns learned in the passage, and check their mastery of language knowledge. Making sentences can help students flexibly use the language knowledge they have learned, improve their ability to use language, and achieve the goal of “learning to use”. Task 3: Theme Extension The teacher introduces some hot topics related to technology and life to the students, such as “artificial intelligence and employment”, “smart homes and privacy protection”, “online education and traditional education”. Then, the teacher asks the students to choose one of the topics, write a short passage of 80-100 words, expressing their own views. The teacher reminds the students to use the reading strategies and language knowledge learned in this lesson, and pay attention to the logicality and coherence of the passage. After the students finish writing, the teacher collects some students’ works, reads them out in class, and comments on them, affirming the advantages and pointing out the areas that need improvement. Design Intention: Theme extension can expand students’ vision, let them pay attention to the hot issues related to technology and life, and deepen their understanding of the theme of the passage. Writing a short passage can integrate reading, speaking and writing, improve students’ comprehensive language application ability, and cultivate their ability to express their views in writing. The teacher’s comment can help students find their own shortcomings and improve their writing level. Summary The teacher invites students to summarize the content of this lesson independently. First, ask 2-3 students to share their summaries, and then the teacher makes a final summary: “In this lesson, we read the passage Moving Forward, which introduces the positive and negative impacts of technology on people’s life, and the author’s reflections on the relationship between technology and life. We have mastered some key words and sentence patterns, and learned the reading strategy of predicting and inferring. At the same time, we have also discussed how to use technology correctly, which helps us establish a correct view of technological development.” Then, the teacher emphasizes the core of the lesson: “Technology is a double-edged sword. While it brings convenience and progress to our life, it also brings some problems. We should use technology rationally, balance its advantages and disadvantages, and make technology serve our life better.” Design Intention: Letting students summarize independently can cultivate their ability to sort out and generalize the knowledge they have learned, and help them consolidate the content of the lesson. The teacher’s final summary can help students sort out the knowledge system of the lesson, emphasize the key points and core content, and deepen their understanding and memory of the 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 $