Unit 4 Waves of Technology-Section 1 Reading for Meaning 教案 -2025-2026学年高中英语冀教版必修第二册

Unit 4 Waves of Technology-Section 1 Reading for Meaning 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and use technology-related vocabulary and discourse. It cultivates cultural awareness of global technological development, develops critical thinking to evaluate technological impacts, and fosters lifelong learning ability to explore technological knowledge independently. 教学重难点 Key points: Mastering core vocabulary about technology, grasping the structure and main ideas of the reading passage. Difficult points: Understanding long and complex sentences in the text and analyzing the positive and negative impacts of technology objectively. 教学过程 Pre-reading: Lead-in and Preparation Warm-up Activity: Teacher starts the class with a question-and-answer interaction: “What technologies do you use in your daily life? How do they change your study and life?” Ask 3-4 students to share their answers, such as mobile phones, online classes, smartwatches and so on. After students’ sharing, the teacher shows some pictures of representative technologies (telegraph, computer, Internet, AI) on the screen, and says: “Today we will read a passage about the development of technology and explore how waves of technology shape our world.” Design Intention: The question-and-answer interaction is closely connected with students’ daily life, which can arouse their enthusiasm and participation quickly. Showing technology-related pictures helps students build a preliminary cognitive connection with the theme of the unit, activate their prior knowledge about technology, and lay a foundation for the smooth development of the subsequent reading activity. It also conforms to the requirements of cultivating students’ learning ability by guiding them to connect knowledge with real life. Vocabulary Preview: The teacher presents 10 core vocabulary words related to the reading passage on the blackboard or PPT, including wave, digital, revolution, transform, access, impact, convenient, intelligent, promote, challenge. For each word, the teacher gives a simple definition or example sentence combined with the theme of technology, and asks students to read after the teacher twice to familiarize themselves with the pronunciation and meaning. Then, organize students to work in pairs to make simple sentences with these words, and invite 2-3 pairs to present their sentences in class. Design Intention: Previewing core vocabulary in advance helps students remove language obstacles in reading, improve reading efficiency and avoid being distracted by unknown words during the reading process. Pair work not only enhances students’ cooperation awareness but also enables them to consolidate the usage of vocabulary in practice, which is an effective way to improve students’ language ability. At the same time, it cultivates students’ cooperative learning ability and lays a solid foundation for their independent learning in the future. 3. Prediction: The teacher shows the title of the reading passage “Waves of Technology: Changing Our World” and asks students to predict the main content of the passage according to the title and the vocabulary they just previewed. Guide students to put forward reasonable predictions, such as “It may talk about the development process of different technological waves”, “It may introduce the influence of technology on people’s life” and so on. After collecting students’ predictions, the teacher says: “Now let’s read the passage to check whether your predictions are correct.” Design Intention: Prediction is an important reading strategy. Guiding students to predict the main content of the passage can stimulate their reading interest and motivation, and enable them to read with a clear purpose. It also helps students develop the habit of active thinking, cultivates their thinking quality, and lays a foundation for them to grasp the main idea of the passage quickly in the while-reading link. While-reading: Comprehension and Analysis Skimming: Ask students to read the passage quickly, ignore the details, and focus on the topic sentence of each paragraph and the overall structure of the passage. After reading, ask students to answer two questions: (1) What is the main idea of the passage? (2) How many technological waves are mentioned in the passage? What are they? After students finish answering, the teacher makes a summary: The main idea of the passage is to introduce the development of different technological waves and their profound impacts on human society. There are three technological waves mentioned in the passage: the first wave is the industrial revolution based on steam power, the second wave is the technological revolution based on electricity and internal combustion engine, and the third wave is the digital revolution based on information technology. Design Intention: Skimming training helps students master the reading strategy of grasping the main idea quickly, which is an important part of improving students’ reading ability. By answering questions, teachers can check students’ understanding of the overall content of the passage, guide students to sort out the overall framework of the passage, and lay a foundation for the subsequent detailed reading. It also helps students develop the ability of induction and generalization, which is conducive to the cultivation of their thinking quality. Scanning: Ask students to read the passage again, scan for specific information, and fill in the following form. The form includes three columns: Technological Waves, Time, and Main Inventions/Impacts. Students can work in groups of 4 to complete the form, and each group is responsible for sorting out the information of one technological wave. After completing, invite one representative from each group to present the group’s results, and the teacher corrects and supplements them. Design Intention: Scanning is a reading strategy to find specific information quickly. Through group cooperation, students can not only improve the efficiency of sorting out information but also enhance their cooperative learning ability. Filling in the form helps students sort out the key information of the passage systematically, deepen their understanding of the details of the passage, and lay a foundation for the subsequent analysis of the passage. At the same time, it cultivates students’ ability to collect and sort out information, which is an important part of their learning ability. Close Reading: Guide students to read the passage carefully paragraph by paragraph, focus on the key sentences and difficult sentences, and analyze the structure and language features of the passage. First, focus on Paragraph 2, which introduces the first technological wave. The teacher asks students to find the topic sentence of the paragraph: “The first wave of technology began in the late 18th century with the Industrial Revolution, which was driven by steam power.” Then, analyze the attributive clause “which was driven by steam power” in the sentence, explain its function and usage, and ask students to make similar sentences. Then, ask students to think: “What impacts did the first technological wave have on society?” Guide students to find relevant information in the paragraph, such as “It transformed the way people worked and lived, moving people from rural areas to cities and creating new jobs in factories.” Second, focus on Paragraph 4, which introduces the third technological wave (digital revolution). The teacher asks students to find difficult sentences in the paragraph, such as “With the development of the Internet, people can access information from all over the world in seconds, and digital technology has transformed industries such as education, medical care and entertainment.” Analyze the structure of the sentence, explain the usage of “with the development of” and “access to”, and ask students to translate the sentence into Chinese to check their understanding. Then, organize students to discuss in pairs: “What changes has the digital revolution brought to our daily life?” Finally, guide students to summarize the language features of the passage: the passage is an expository text, which uses clear logical structure (total-subtotal), and uses a lot of objective descriptions and data to explain the development of technological waves. At the same time, it uses some connecting words, such as “first”, “second”, “finally”, “however”, to make the passage more coherent. Design Intention: Close reading is the key link to deepen students’ understanding of the passage. By analyzing topic sentences, difficult sentences and language features, students can not only master the key language points but also understand the logical structure of the passage, which is conducive to improving their language ability. Asking students to make sentences and discuss can stimulate their active thinking, cultivate their ability of language application and critical thinking. Analyzing the language features of the passage helps students master the writing characteristics of expository texts, which lays a foundation for their future writing. Post-reading: Consolidation and Extension Vocabulary and Sentence Consolidation: The teacher arranges two exercises to consolidate the knowledge learned in the class. Exercise 1: Fill in the blanks with the core vocabulary previewed in the pre-reading link. The sentences are closely related to the content of the passage, such as “The digital ______ has transformed our way of communication.” (revolution) “Technology has a great ______ on our daily life.” (impact) After students finish, the teacher checks the answers and explains the usage of the words again. Exercise 2: Rewrite the difficult sentences in the passage. For example, rewrite “With the development of the Internet, people can access information from all over the world in seconds.” into “As the Internet develops, people are able to get information from every corner of the world quickly.” Ask students to complete the rewriting in pairs, and invite some students to present their works. Design Intention: Consolidation exercises can help students review and consolidate the core vocabulary and sentence structures learned in the class, and improve their ability of language application. The exercises are closely related to the content of the passage, which can help students connect the language knowledge with the text content, deepen their understanding and memory. Pair work can enhance students’ cooperative learning ability and make the consolidation link more interesting. Group Discussion: Organize students to work in groups of 4 to discuss the topic: “What are the positive and negative impacts of the digital revolution on our life?” The teacher gives some hints to guide students to think comprehensively, such as positive impacts: convenient communication, easy access to information, improved work efficiency; negative impacts: excessive dependence on electronic devices, information overload, privacy leakage. Each group appoints a recorder to record the group’s views, and after the discussion, invite 2-3 groups to present their views to the whole class. The teacher makes comments and summaries, guiding students to view the impact of technology objectively. Design Intention: Group discussion is an effective way to cultivate students’ critical thinking and oral expression ability. By discussing the positive and negative impacts of technology, students can think about the theme of the passage in depth, develop a comprehensive and objective view of things, and cultivate their critical thinking quality. At the same time, it can improve students’ oral expression ability and cooperative learning ability, and let students apply the language knowledge learned in the class to practice, which is conducive to the improvement of their language ability. In addition, guiding students to view technology objectively helps to cultivate their correct values and cultural awareness of global technological development. Theme Extension: The teacher introduces some latest technological developments (such as AI, 5G, smart home) to students, and asks students to think: “What will the next wave of technology be like? How will it change our life?” Ask students to share their ideas freely, and the teacher encourages and affirms their creative ideas. Then, the teacher says: “Technology is developing rapidly, and it is very important for us to keep learning and keep up with the pace of technological development. We should use technology properly to make it serve our life better.” Design Intention: Theme extension can expand students’ vision, stimulate their interest in exploring technological knowledge, and cultivate their lifelong learning ability. By imagining the future technological waves, students can give full play to their imagination and creativity, which is conducive to the cultivation of their thinking quality. At the same time, it guides students to establish a correct attitude towards technology, helps them realize the importance of lifelong learning, and conforms to the requirements of cultivating students’ learning ability and cultural awareness. Summary: The teacher invites students to summarize the main content of the class, including the core vocabulary, the main idea of the passage, the three technological waves and their impacts. Then, the teacher makes a final summary: “Today we have learned about the three waves of technology and their profound impacts on human society. We have mastered some core vocabulary and reading strategies, and discussed the positive and negative impacts of technology. I hope you can apply the knowledge learned today to your daily life, view technology objectively, and keep learning to adapt to the development of the times.” Design Intention: Letting students summarize the class content can help them sort out the knowledge learned in the class, deepen their memory and understanding, and improve their ability of induction and generalization. The teacher’s final summary can help students form a systematic understanding of the class content, clarify the key points of the class, and put forward expectations for students, which is conducive to guiding students to apply the knowledge learned to practice and cultivate their correct values. 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 $