Unit 4 Life and Technology-Reading A-Digging in 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-Digging in 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master key words and reading strategies, understand the double-edged sword of technology, develop critical thinking and form autonomous learning habits. 教学重难点 Key points: Master core vocabulary and sentence patterns in the text, and grasp the main idea and logical structure. Difficult points: Understand the implied attitude of the author and use critical thinking to analyze the impact of technology on life. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of pictures and short video clips related to life and technology, such as smart home devices, robot pets, online social platforms and digital tools in daily study. After playing the video, the teacher asks the students the following questions in English: “What technological products do you use in your daily life? How do these products change your life? Do you think technology brings more convenience or trouble to people?” Then, the teacher invites 4-5 students to share their answers in front of the class, and gives positive feedback and appropriate guidance, such as supplementing relevant vocabulary like “digital footprint”, “algorithm” and “smart device” when students have difficulty expressing themselves. Finally, the teacher makes a brief summary: “Today we will read an article titled Digging in, which tells a story about the connection between technology and personal life. Let’s explore what the author thinks about technology through this article.” Design Intent: The lead-in link adopts the form of audio-visual materials and interactive questioning, which can quickly attract students’ attention and arouse their interest in the theme of “life and technology”. By asking students to share their own experiences with technological products, it can activate their existing knowledge and life experience, lay a foundation for the understanding of the text, and at the same time naturally introduce the new lesson. In addition, supplementing relevant vocabulary in the interaction can help students accumulate language materials in advance and reduce the difficulty of reading the text later. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in Reading A on the blackboard or courseware, including “curated illusion”, “digital addiction”, “identity crisis”, “filter”, “persona”, “authentic” and key phrases such as “break into a huge smile”, “respond to”, “connect...with...”, “take...as...”. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of the text to give example sentences, and guides students to read aloud repeatedly to master the correct pronunciation and usage. For example, when explaining “curated illusion”, the teacher says: “It refers to a false image or feeling that is carefully arranged and created, just like the images we post on social media which are often filtered and not real.” Then, the teacher briefly introduces the background of the text: “The article is written from the author’s personal perspective, telling about his experience of using technological products to build an online identity and the confusion and reflection brought by it. It involves the impact of digital technology on personal identity and interpersonal relationships, which is closely related to our daily life.” Finally, the teacher asks students to predict the main content of the article based on the title “Digging in” and the background introduction: “What do you think the author will talk about in the article? Will he support or oppose the excessive use of technology? Why?” Students can discuss in groups of 4 for a short time, and then each group sends a representative to share their predictions. Design Intent: The pre-reading link focuses on vocabulary preview and background introduction, which is to help students break through the language barrier in reading. By explaining core vocabulary in simple English and combining with example sentences, students can better understand and remember the words and lay a solid foundation for text reading. Background introduction helps students understand the writing context of the article, and prediction activities can stimulate students’ reading desire and initiative, making them more targeted in the subsequent reading process. Group discussion also helps to cultivate students’ cooperative learning ability. Step 3: While-reading (Text Analysis and Strategy Training) This step is divided into three parts: skimming, scanning and intensive reading, to guide students to understand the text from shallow to deep and master relevant reading strategies. First, Skimming: The teacher asks students to read the whole article quickly, without paying too much attention to details, and complete two tasks: 1. Find out the main idea of the article; 2. Divide the article into several parts and summarize the main content of each part. After students finish reading, the teacher invites several students to share their answers, and then sorts out and summarizes together: The article mainly tells about the author’s experience of building an online persona through filtered photos and digital products, the sense of anxiety and identity crisis brought by it, and finally his reflection on the relationship between technology and real life. The article can be divided into three parts: Part 1 (Paragraph 1-2): The author’s initial experience of using technological products and the sense of satisfaction brought by them; Part 2 (Paragraph 3-5): The problems and confusion brought by excessive dependence on digital technology; Part 3 (Paragraph 6): The author’s reflection and understanding of the impact of technology on life. Design Intent: Skimming training aims to help students master the reading strategy of quickly grasping the main idea of the article. By dividing the article and summarizing the main content of each part, students can sort out the logical structure of the article, lay a foundation for in-depth understanding of the text, and at the same time cultivate their ability of induction and generalization. Second, Scanning: The teacher asks students to read the article again, focus on finding specific information, and complete the following information form (projected on the courseware): Parts Technological Products Used by the Author Feelings of the Author Part 1 Filtered photos, built-in camera, computer screen Satisfied, happy, excited Part 2 Social media, digital devices Anxious, frustrated, confused Part 3 Digital products Reflective, rational After students finish filling in the form, the teacher checks the answers with the whole class, corrects mistakes in time, and guides students to find the basis for the answers in the text, emphasizing the importance of locating key information quickly. Design Intent: Scanning training focuses on cultivating students’ ability to find specific information quickly. The information form is designed to make the task more targeted, help students sort out the key details of the text clearly, and at the same time let students feel the change of the author’s attitude in the article, laying a foundation for analyzing the author’s implied attitude in the intensive reading link. Third, Intensive Reading: The teacher guides students to read each part of the text carefully, analyze the key sentences, explore the author’s implied meaning and attitude, and solve the difficult points in the text. For Part 1 (Paragraph 1-2), the teacher focuses on analyzing the key sentence: “Having built a persona through filtered photos, I struggle to be authentic offline.” The teacher asks students: “What does this sentence mean? Why does the author struggle to be authentic offline after building an online persona?” Students are invited to discuss in groups, and then the teacher explains: “This sentence shows that the author has created a perfect online image through filtered photos, but this image is not real. When he returns to real life, he finds it difficult to show his true self, which lays a foreshadowing for the subsequent confusion.” At the same time, the teacher guides students to pay attention to the structure of “Having done...”, explains its usage and function in the sentence, and lets students make their own sentences to consolidate. For Part 2 (Paragraph 3-5), the teacher focuses on the author’s description of anxiety and identity crisis. The teacher asks questions: “What makes the author feel anxious? What is the author’s identity crisis?” Students are asked to find relevant sentences in the text and express their understanding in their own words. The teacher summarizes: “The author feels anxious because he finds that the online connection he has built is not real; his identity crisis is that he can’t distinguish between his online persona and his real self, and he doesn’t know which one is the real him.” Then, the teacher guides students to analyze the sentence: “Is this connection real or just a curated illusion?” and asks: “What is the author’s attitude towards this connection? Is he sure or doubtful?” Through discussion, students understand that the author is doubtful about the authenticity of online connection, which reflects his critical thinking about digital technology. For Part 3 (Paragraph 6), the teacher guides students to read the author’s reflection carefully and asks: “What does the author realize in the end? What is his attitude towards technology?” Students discuss and share, and the teacher summarizes: “The author realizes that technology is a double-edged sword. It can bring convenience and satisfaction to people, but excessive dependence on it will make people lose themselves. His attitude towards technology becomes rational: he does not reject technology, but advocates using it rationally and maintaining the authenticity of himself.” During the intensive reading process, the teacher also guides students to pay attention to the author’s emotional changes and the words and sentences that express emotions, such as “break into a huge smile”, “feel disconnected”, “become frustrated”, etc., and asks students to read these sentences with feeling to experience the author’s emotions. Design Intent: Intensive reading is the key link of text analysis. By analyzing key sentences and exploring the author’s implied attitude, students can deeply understand the connotation of the text and break through the teaching difficulties. Group discussion and interactive questioning can stimulate students’ thinking, let students participate in the learning process actively, and cultivate their ability of analyzing and solving problems. At the same time, combining the analysis of key sentences with grammar explanation, it can help students consolidate language knowledge while understanding the text, realizing the integration of language learning and text understanding. Step 4: Post-reading (Consolidation and Application) This step includes three activities: language consolidation, theme discussion and writing practice, to help students consolidate the knowledge learned, apply it flexibly and deepen their understanding of the theme. Activity 1: Language Consolidation. The teacher presents some sentences on the courseware, in which some words or phrases are missing (the missing words are the core vocabulary and phrases learned in the pre-reading link), and asks students to fill in the blanks according to the text and their own understanding. For example: 1. She ______ a huge smile when she saw the cute robot dog. (broke into) 2. The author ______ his built-in camera with his computer screen. (connected) 3. Many people have ______ about their online persona and real self. (identity crisis) After students finish filling in the blanks, the teacher checks the answers, explains the reasons for the mistakes, and guides students to use these words and phrases to make their own sentences, so as to consolidate the mastery of vocabulary and phrases. Design Intent: Language consolidation activities aim to help students consolidate the core vocabulary and phrases learned in the class, and realize the transition from understanding to application. Filling in the blanks and making sentences can let students flexibly use the language knowledge they have learned, and lay a foundation for subsequent writing and speaking activities. Activity 2: Theme Discussion. The teacher puts forward the discussion topic: “Do you think technology brings more benefits or harms to our life? How should we use technology rationally?” Students are divided into groups of 6, and each group is divided into two sides: the positive side (technology brings more benefits) and the negative side (technology brings more harms). Each group discusses for a period of time, sorts out the arguments and supporting materials, and then each group sends 2 representatives to debate. During the debate, the teacher guides students to use the views and language materials in the text to support their own arguments, such as using the author’s experience to illustrate the harms of excessive dependence on technology, or combining their own life experience to illustrate the benefits of technology. After the debate, the teacher makes a summary, affirming the rational views of each group, and guiding students to establish a correct view: technology is a double-edged sword, we should make good use of it, give play to its advantages, avoid its disadvantages, and maintain the balance between technology and real life. Design Intent: Theme discussion and debate activities can not only deepen students’ understanding of the theme of “life and technology”, but also cultivate their critical thinking ability and oral expression ability. By letting students debate, they can fully express their own views, learn from each other’s opinions, and form a more comprehensive and rational understanding of technology. At the same time, guiding students to use the language materials in the text can help them realize the application of text knowledge and improve their language application ability. Activity 3: Writing Practice. The teacher assigns a writing task: “Write a short passage of about 150 words, talking about your views on the impact of technology on life. You can combine your own experience and the views in the text.” Before writing, the teacher guides students to sort out the writing ideas: first, put forward their own views on technology; second, use specific examples to support their views (such as their own experience of using technological products, or the examples in the text); third, put forward suggestions on how to use technology rationally. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out ideas, supplementing relevant vocabulary and sentence patterns. After students finish writing, the teacher selects 2-3 excellent compositions and 1-2 compositions with common problems to comment on, affirming the advantages of excellent compositions, pointing out the problems in the compositions with problems, and guiding students to revise their own compositions. Design Intent: Writing practice is an important way to test students’ language application ability. Combining the theme of the text and students’ own experience, the writing task can let students flexibly use the language knowledge and views learned in the class, and realize the integration of reading and writing. Teacher’s guidance and comment can help students find their own problems in writing, improve their writing level, and at the same time cultivate their ability of organizing language and expressing views. Step 5: Summary and Homework First, Summary: The teacher invites students to summarize what they have learned in this class, including core vocabulary and phrases, the main idea and logical structure of the text, the author’s attitude towards technology, and the reading strategies mastered. Then, the teacher makes a final summary: “In this class, we have learned Reading A Digging in, understood the author’s experience and reflection on technology, mastered some core vocabulary and reading strategies, and had a deeper understanding of the impact of technology on life. I hope you can apply what you have learned to your daily life, use technology rationally, and maintain your true self.” Second, Homework: 1. Recite the core vocabulary and key sentences learned in this class, and write 5 sentences with the core phrases; 2. Revise the writing task completed in class and hand it in the next class; 3. Think about a technological product that has a great impact on your life, and prepare a 2-minute oral report to introduce it and talk about your views on it; 4. Preview Reading B of Unit 4, find out the core vocabulary and predict the main content. Design Intent: The summary link helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their memory and understanding. The homework is designed to consolidate the knowledge learned in the class, extend the learning content, and lay a foundation for the next class. The oral report task can cultivate students’ oral expression ability, and the preview task can help students get familiar with the next learning content in advance, improving the efficiency of the next class. 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 $