Unit 4 Life and Technology-Reading B-Self-assessment 教案-2025-2026学年高中英语沪外版必修第三册

Unit 4 Life and Technology-Reading B-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express technological themes, cultivating cultural awareness of the connection between technology and life, developing logical and critical thinking, and fostering autonomous learning ability through self-assessment and cooperative exploration. 教学重难点 Key points: Master core vocabulary and complex sentences about life and technology; understand the text’s structure and main ideas. Difficult points: Analyze the author’s attitude and the deep meaning of technology, and use self-assessment to reflect on learning. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing students a set of pictures and short videos, which include common technological products in daily life, such as smart phones, smart home devices, online shopping platforms and telemedicine services. Then the teacher asks two open-ended questions: “What technological products do you use every day? How do these products change your life?” Students are invited to share their own experiences freely in pairs. After 3 minutes of pair discussion, several groups are selected to present their views to the whole class. Some students may talk about how smart phones help them keep in touch with friends and access information conveniently; others may mention that online shopping saves them a lot of time. The teacher listens carefully and gives positive comments, such as “Your sharing is very practical” and “You have observed the impact of technology in detail”. Design Intention: This lead-in activity is closely connected with students’ real life, which can quickly activate their prior knowledge about life and technology. By asking open-ended questions and organizing pair discussions, it not only stimulates students’ learning interest and enthusiasm for participation, but also lays a foundation for the subsequent understanding of the reading text. Meanwhile, it helps students realize the close connection between technology and daily life, which is consistent with the theme of Unit 4 Life and Technology. In addition, pair discussion provides students with opportunities to practice oral expression, which is conducive to improving their language ability in daily communication. Pre-reading: Preview Vocabulary and Predict Text Content First, the teacher presents the core vocabulary of Reading B on the screen, including “transform”, “convenience”, “efficiency”, “potential”, “challenge”, “ethical”, “innovation” and so on. For each word, the teacher provides the phonetic symbol, part of speech and typical example sentence related to the theme of technology and life. For example, for the word “transform”, the example sentence is “Technology has transformed the way we work and live.” Then the teacher guides students to read the words aloud twice, corrects their pronunciation and intonation in time, and explains the usage of difficult words briefly. For instance, the teacher explains that “ethical” is an adjective meaning “related to moral principles” and gives an example: “We need to consider the ethical problems brought by artificial intelligence.” After learning the vocabulary, the teacher shows the title of Reading B and the first paragraph to the students, and asks them to predict the main content of the text. The teacher prompts: “According to the title and the first paragraph, what do you think the author will talk about? Will it focus on the advantages of technology, the challenges it brings, or both?” Students are encouraged to express their predictions freely. Some students may predict that the text will introduce how technology changes people’s life; others may think that the author will discuss the pros and cons of technology. The teacher writes down students’ predictions on the blackboard and tells them to verify their predictions while reading. Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. By providing example sentences related to the unit theme, students can better understand the meaning and usage of words in context, rather than just memorizing the literal meaning. Predicting the text content based on the title and the first paragraph can cultivate students’ predictive ability, which is an important reading strategy. It also makes students have a clear goal in the reading process, enhances their initiative and concentration in reading, and lays a foundation for in-depth understanding of the text. While-reading: In-depth Reading and Skill Training This part is divided into three steps: skimming, scanning and intensive reading, which helps students understand the text from shallow to deep. Skimming: Students are asked to read the whole text quickly and get the main idea of the text. After reading, the teacher asks: “What is the main idea of this text?” Students are invited to answer, and the teacher summarizes and supplements: “The text mainly discusses the great impact of technology on people’s life, including its advantages in bringing convenience and efficiency, as well as the potential challenges and ethical issues it brings.” Then the teacher guides students to sort out the structure of the text: the first paragraph introduces the general impact of technology on life; the middle paragraphs respectively elaborate on the advantages and challenges of technology; the last paragraph puts forward suggestions on how to correctly view and use technology. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the core content of the text and establish the overall framework of the text. By sorting out the text structure, students can understand the logical relationship between each part of the text, which is conducive to improving their ability to organize and summarize information, and lays a foundation for subsequent intensive reading. Scanning: Students are asked to read the text again and find specific information according to the following questions: What are the advantages of technology mentioned in the text? What challenges and ethical issues does technology bring? What suggestions does the author put forward? Students can read the text independently and underline the key information. After reading, the teacher organizes students to exchange their answers in groups of four, and then invites each group to send a representative to report the answers. For the advantages of technology, students may find “improving work efficiency”, “bringing convenience to daily life”, “promoting medical progress” and so on; for the challenges, they may mention “information overload”, “privacy leakage”, “unemployment caused by automation” and ethical issues such as “the impact of artificial intelligence on human beings”. The teacher checks the answers, supplements the missing information, and guides students to sort out the key points clearly. Design Intention: Scanning training can help students improve their ability to find specific information quickly and accurately, which is an important practical reading skill. Organizing group exchanges can not only help students check their own answers, but also learn from each other’s ideas, which is conducive to cultivating their cooperative learning ability. At the same time, sorting out specific information can deepen students’ understanding of the text content and lay a foundation for intensive reading and analyzing the author’s attitude. Intensive Reading: The teacher selects several key paragraphs and sentences in the text for in-depth analysis, guides students to understand the meaning of difficult sentences and the author’s emotional attitude, and cultivates their critical thinking ability. First, the teacher presents a difficult sentence: “While technology has brought unprecedented convenience to our lives, it has also raised a series of ethical and social issues that we cannot ignore.” The teacher guides students to analyze the sentence structure: “while” here is used to contrast two contradictory situations, meaning “although”. Then the teacher asks students to translate the sentence and discuss: “What does the author want to express through this sentence?” Students are invited to share their views, and the teacher summarizes: “The author holds an objective attitude towards technology, neither denying its advantages nor ignoring its negative impacts.” Then, the teacher focuses on the paragraph about ethical issues and asks: “Why does the author mention ethical issues? What do you think of the ethical issues brought by technology?” Students are organized to discuss in groups. Some students may think that ethical issues are very important because they are related to human dignity and social justice; others may put forward specific examples, such as the problem of data privacy in artificial intelligence. The teacher guides students to think deeply: “How can we balance the development of technology and the solution of ethical issues?” In addition, the teacher guides students to pay attention to the author’s writing techniques, such as the use of contrast and examples, and asks: “What examples does the author use to illustrate the advantages of technology? What effect does this have?” Students can find examples such as telemedicine and online education, and the teacher explains: “Using specific examples can make the argument more convincing and the text more vivid.” Design Intention: Intensive reading is the key link to in-depth understanding of the text. By analyzing difficult sentences, students can break through the language barriers in reading and improve their ability to understand complex sentences. By discussing the author’s attitude and ethical issues, students can cultivate their critical thinking ability and form a correct view on technology. Paying attention to writing techniques can help students learn from the author’s writing experience and improve their writing ability. At the same time, group discussion can stimulate students’ thinking and make their understanding of the text more in-depth and comprehensive. Post-reading: Consolidation and Extension This part includes two activities: language consolidation and theme extension, which helps students consolidate the knowledge learned and apply it to practice. Language Consolidation: The teacher designs two exercises to help students consolidate the core vocabulary and sentence patterns learned. Exercise 1: Fill in the blanks with the core vocabulary learned. The sentences are closely related to the text content, such as “Technology has ______ the way we communicate with each other. (transformed)”, “We should pay attention to the ______ problems brought by technological development. (ethical)”. Students complete the exercises independently, and then the teacher checks the answers and explains the usage of the words again. Exercise 2: Sentence rewriting. The teacher provides simple sentences related to the theme, and asks students to rewrite them using the complex sentence structures learned in the text, such as “Technology brings convenience to our life. It also brings challenges. → While technology brings convenience to our life, it also brings challenges.” Students complete the rewriting and exchange their works in pairs, and then the teacher selects several works to comment on, pointing out the advantages and areas for improvement. Design Intention: Language consolidation exercises can help students consolidate the core vocabulary and sentence patterns learned, and improve their ability to use language flexibly. The exercises are closely related to the text content, which can help students connect the language knowledge with the text context, avoiding isolated memory and mechanical practice. Pair exchange and teacher’s comment can help students find their own problems and improve their language application ability. Theme Extension: The teacher organizes a group discussion activity with the theme “How to Use Technology Correctly in Daily Life”. Students are divided into groups of 4-5, and each group discusses the following questions: What problems do you encounter when using technological products? How can we avoid the negative impacts of technology? What suggestions do you have for teenagers to use technology rationally? Each group appoints a recorder to record the key points of the discussion, and a speaker to present the group’s views to the whole class after 5 minutes of discussion. When each group presents, the teacher listens carefully and gives guiding comments, such as “Your suggestions are very practical and suitable for teenagers” and “You have considered the problem from multiple angles”. After all groups present, the teacher summarizes: “Technology is a double-edged sword. We should make good use of it to bring convenience to our life, and at the same time, we should keep a clear mind and avoid its negative impacts.” Design Intention: Theme extension activity connects the text content with students’ real life, which can help students apply the knowledge and ideas learned in the text to practice, and deepen their understanding of the theme of “Life and Technology”. Group discussion can cultivate students’ cooperative learning ability, oral expression ability and problem-solving ability. By putting forward suggestions for rational use of technology, students can establish a correct view on technology, which is conducive to the cultivation of their cultural awareness and social responsibility. Self-assessment: Reflect on Learning and Improve Ability The teacher guides students to carry out self-assessment according to the following aspects, combining the learning content of this class and the requirements of the four-dimensional core literacy: Language Ability: Can I master and use the core vocabulary of this class correctly? Can I understand the main idea and key information of the text? Can I express my views on technology in simple English? Cultural Awareness: Do I understand the impact of technology on people’s life and society? Do I have a correct view on the development of technology? Can I realize the importance of balancing technological development and ethical issues? Thinking Quality: Can I analyze the structure and key points of the text logically? Can I think critically about the advantages and challenges of technology? Can I put forward reasonable suggestions on the rational use of technology? Learning Ability: Did I actively participate in the activities in class? Did I use reading strategies (skimming, scanning) correctly? Did I reflect on my own learning problems in time? Students are asked to evaluate themselves independently, tick “Yes”, “Partly” or “No” behind each question, and write down their own advantages and areas for improvement in a notebook. Then the teacher invites several students to share their self-assessment results, and gives positive guidance: “It’s good that you can clearly realize your own advantages. For the areas that need improvement, you can make a study plan and make progress step by step.” Finally, the teacher summarizes the self-assessment activity: “Self-assessment is an important way to improve learning ability. It can help you understand your own learning situation clearly, find problems in time, and adjust your learning methods. I hope you can insist on self-assessment after each class to make continuous progress.” Design Intention: Self-assessment is an important part of cultivating students’ learning ability. By guiding students to evaluate themselves from the four dimensions of core literacy, it can help students establish a sense of self-awareness and autonomous learning, and let them clearly understand their own learning advantages and deficiencies. Writing down the advantages and areas for improvement can help students make targeted study plans, which is conducive to improving their learning efficiency and learning ability. Sharing self-assessment results can promote mutual learning and common progress among students, and the teacher’s guidance can give students confidence and direction for improvement. Summary and Homework Summary: The teacher summarizes the key content of this class: “In this class, we have learned the core vocabulary and sentence patterns related to life and technology, understood the main idea and structure of Reading B, analyzed the author’s attitude towards technology, and discussed how to use technology correctly. We also carried out self-assessment to reflect on our own learning. I hope you can master the knowledge learned, apply it to practice, and establish a correct view on technology.” Homework: Read Reading B again and recite the core vocabulary and key sentences. Write a short passage of 80-100 words about “My View on Technology”, using the vocabulary and sentence patterns learned in this class. Complete the self-assessment form and make a study plan for the next class according to your own deficiencies. Design Intention: Summary can help students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge structure. Homework is designed to consolidate the knowledge learned, improve students’ writing ability, and promote students to reflect on their own learning and make progress continuously. The homework is closely related to the class content, with appropriate difficulty, which can help students apply the knowledge learned to practice and achieve the goal of “learning and applying”. 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 $