Unit 4 Waves of Technology-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第二册

Unit 4 Waves of Technology-Section 3 Using English in Context 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use tech-related words and sentences in context, cultural awareness to understand global tech development, thinking quality to analyze tech impacts, and learning ability to explore and apply knowledge independently. 教学重难点 Key points: Master tech-related vocabulary and sentence patterns, and use English to express views on technology. Difficult points: Apply language comprehensively in real contexts and analyze the dual impacts of technological development critically. 教学过程 Step 1: Lead-in (Lead-in and Situation Creation) The teacher starts the class by showing students a short video clip, which includes scenes of daily technological applications such as 5G communication, smart home devices, and online office tools. After playing the video, the teacher asks two questions in English: “What technologies do you see in the video?” and “How do these technologies change our daily life?” Then, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher gives positive feedback in a timely manner, such as “Your answer is very specific” and “You use the right words to describe the technology”, and properly guides students to use simple tech-related words, such as “smartphone”, “internet”, “5G”, and “online work”. After the student sharing, the teacher summarizes: “Technology is like waves, constantly advancing and changing every aspect of our life. Today, we will learn Section 3 Using English in Context of Unit 4 Waves of Technology, and learn to use English to talk about technology and its impacts in real contexts.” Design Intention The lead-in link uses video materials closely related to students’ daily life to quickly attract students’ attention and arouse their learning interest. The simple and practical questions help students open their minds, activate their existing knowledge reserve of tech-related English vocabulary and expressions, and lay a foundation for the subsequent teaching. At the same time, the teacher’s positive feedback can enhance students’ confidence in speaking English, create a relaxed and active classroom atmosphere, and guide students to enter the theme of the lesson naturally. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases of this section on the blackboard or courseware, including core words such as “digital”, “data”, “network”, “innovation”, “impact”, “transform”, and key phrases such as “keep up with”, “play a role in”, “have an impact on”, “take advantage of”, “deal with”. For each word and phrase, the teacher explains its meaning in simple English, gives example sentences closely related to technological scenarios, and guides students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “innovation”, the teacher says: “Innovation means creating new things or new methods. For example, the innovation of smartphones has changed our way of communication.” When explaining “have an impact on”, the teacher gives the example sentence: “The development of artificial intelligence has a great impact on our work and life.” Then, the teacher introduces the background knowledge in simple English: “With the rapid development of science and technology, we are surrounded by various technological waves. From the Internet to artificial intelligence, from digital payment to smart travel, technology is changing our life little by little. In this section, we will read some materials about technological development and learn to use English to express our views on these technologies.” After that, the teacher arranges a group activity: students are divided into groups of 4, and each group discusses “What technological changes have happened around you in the past three years?” for 5 minutes, using the newly learned vocabulary and phrases as much as possible. After the discussion, each group sends a representative to report the discussion results in English, and the teacher makes appropriate comments and supplements, correcting the improper use of words and sentences and emphasizing the key vocabulary and phrases again. Design Intention Vocabulary is the foundation of language learning. Previewing key vocabulary and phrases before reading can help students reduce the difficulty of reading and improve reading efficiency. The example sentences combined with technological scenarios make it easier for students to understand and remember the usage of words and phrases, avoiding mechanical memorization. The group discussion activity not only enables students to consolidate the newly learned vocabulary and phrases in practice but also cultivates their cooperative learning ability and oral expression ability. At the same time, the background introduction helps students understand the theme of the lesson more deeply and lay a good foundation for the subsequent reading link. Step 3: While-reading (Text Reading and Comprehension) This link is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text step by step. First, fast reading: The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. How many parts can the text be divided into, and what is the main idea of each part? After students finish reading, the teacher invites students to answer the questions. The teacher summarizes and confirms: The main topic of the text is the impact of technological waves on people’s life and work; the text can be divided into three parts: the first part introduces the rapid development of technological waves, the second part discusses the positive impacts of technology, and the third part talks about the negative impacts and how to deal with them. Second, careful reading: The teacher asks students to read the text carefully, and complete the following tasks: 1. Underline the key sentences in each paragraph, and summarize the main idea of each paragraph in one sentence. 2. Fill in the blanks with the key vocabulary and phrases learned in the pre-reading link (the blanks are designed based on the key content of the text, such as “Technology is constantly advancing, and it ______ (has an impact on) every aspect of our life.” “We should ______ (take advantage of) the advantages of technology to improve our work efficiency.”). 3. Answer the detailed questions: What positive impacts does technology bring to our life? What negative impacts does technology bring? How can we deal with the negative impacts of technology? After students finish the tasks independently, the teacher organizes students to check the answers in groups, and then explains the difficult points in the text, such as long sentences and complex sentence structures. For example, for the sentence “With the development of digital technology, more and more people are working and studying online, which brings great convenience but also some problems.”, the teacher analyzes the sentence structure: “With the development of digital technology” is a prepositional phrase as an adverbial, “more and more people are working and studying online” is the main clause, and “which brings great convenience but also some problems” is a non-restrictive attributive clause modifying the main clause. The teacher guides students to parse the sentence step by step, helping them understand the meaning of the sentence. Third, deep reading: The teacher puts forward guiding questions to inspire students’ in-depth thinking: 1. Do you agree with the author’s view on the impact of technology? Why or why not? 2. What other positive and negative impacts of technology do you know besides those mentioned in the text? 3. As senior high school students, how should we use technology correctly? The teacher invites students to think independently first, then discuss in groups, and finally share their views in class. During the sharing process, the teacher guides students to express their views clearly and completely, using the sentence patterns learned in the text, such as “I think technology brings more positive impacts because...”, “The negative impact of technology is that..., and we can deal with it by...”. At the same time, the teacher pays attention to guiding students to think critically, not only seeing the advantages of technology but also realizing its potential risks. Design Intention The while-reading link adopts the progressive mode of fast reading, careful reading and deep reading, which conforms to the law of students’ reading and understanding. Fast reading helps students grasp the main idea of the text quickly; careful reading focuses on the details of the text, helps students consolidate the key vocabulary and phrases, and understand the sentence structure and language points; deep reading guides students to think beyond the text, cultivate their critical thinking ability and the ability to connect the text with real life. The group discussion and class sharing in this link not only improve students’ reading comprehension ability but also enhance their oral expression ability and cooperative learning ability. The explanation of difficult points helps students break through the learning difficulties and lay a foundation for the subsequent language application. Step 4: While-using (Language Application and Practice) This link is designed to help students apply the language knowledge learned in the text to real contexts, improving their comprehensive language application ability. It is divided into two activities: Activity 1: Role-play. The teacher divides students into groups of 3, and assigns roles to each group: Student A is a reporter, Student B is a tech expert, and Student C is an ordinary citizen. The task is to have a dialogue about the impact of a certain technology (such as artificial intelligence, 5G, digital payment) according to the following tips: The development status of the technology; The positive impacts of the technology on people’s life and work; The negative impacts of the technology; Suggestions on how to use the technology correctly. The teacher provides some key sentence patterns for students to refer to, such as “Could you tell me about the development of...?”, “In my opinion, the advantages of... are that...”, “The problem of... is that...”, “We should... to deal with the problem.”. Students have 10 minutes to prepare the dialogue, and then each group performs the dialogue in front of the class. After each group’s performance, the teacher makes comments, affirming the advantages of the dialogue, such as fluent expression and correct use of vocabulary and sentence patterns, and pointing out the deficiencies, such as improper use of tense and incomplete expression, and guides students to correct them. Activity 2: Short writing. The teacher asks students to write a short passage of 80-100 words about “The Impact of Technology on My Life”, requiring students to use the key vocabulary and sentence patterns learned in this section, and clearly express the positive and negative impacts of technology on their own life, as well as their own views on using technology correctly. Before writing, the teacher guides students to sort out their ideas: first, briefly introduce the role of technology in their life; then, talk about the positive impacts; next, mention the negative impacts; finally, put forward their own suggestions. 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 their ideas and correct the improper use of words and sentences. After students finish writing, the teacher collects some students’ works, reads them in class, and makes comments, emphasizing the key points of writing and the correct use of language. Design Intention Language learning is for application. The role-play activity combines oral expression with real scenarios, enabling students to apply the learned vocabulary, phrases and sentence patterns in practical communication, improving their oral expression ability and communicative competence. The short writing activity helps students consolidate the language knowledge learned, improve their writing ability, and cultivate their ability to organize language and express views clearly. The teacher’s on-site guidance and after-class comments can help students find their own deficiencies in language application, and timely correct and improve, so as to achieve the goal of applying what they have learned. Step 5: Post-using (Summary and Extension) First, summary: The teacher invites students to summarize the key content of this lesson in English, including the key vocabulary, phrases, sentence patterns, and the main idea of the text. Then, the teacher makes a comprehensive summary: In this lesson, we have learned the key vocabulary and phrases related to technology, read the text about the impact of technological waves, and practiced oral expression and writing through role-play and short writing. We have not only mastered the language knowledge but also learned to view the development of technology from a critical perspective. Second, extension: The teacher assigns two after-class tasks: 1. Surf the Internet to find an English article about the latest technological development (such as artificial intelligence, quantum computing), read it and write a 50-word summary. 2. Discuss with your family members about the impact of technology on family life, and record the key points of the discussion in English, which will be shared in the next class. At the same time, the teacher encourages students to pay more attention to the development of technology in daily life, and try to use English to describe and discuss technological issues, so as to improve their comprehensive language application ability. Finally, the teacher ends the class with a sentence: “Technology is changing the world, and learning to use English to talk about technology is helping us keep up with the times. I hope you can apply what you have learned in this lesson to your daily life and become a person who can use English to communicate and think about the world.” 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 $