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课题 Unit 4 Digital Life Understanding ideas
课型 新授课 读思课
语篇研读 主题语境：属于“人与社会”主题范畴中的“科学与技术”主题群中的“科学技术与工程，人类发明与创新 ”。 What：语篇以赴华留学生的视角，讲述了回英国后在享受与家人团聚和美食的同时，也经历了一系列数字化冲击，主要包括三个方面：共享单车难找且费用高、数字支付不方便，只能用现金、食物配送太慢等问题。 Why：作者通过讲述在英国一天内遭遇的数字化冲击，折射出数字技术在中国的广泛应用。学生在了解数字技术为生活带来的便捷后， 体会到中国数字技术快速发展的趋势和重要意义，增强学生的民族自信以及民族自豪感。 How：这是一篇记叙文，以时间顺序引导学生观察和思考作者一天内在英国遇到的数字化冲击，培养他们的信息搜集和分析能力。以多模态语篇形式帮助学生理解核心表达：digital shock, ride a shared bike, take forever to, cost an arm and a leg,pay with one’s smartphone, QR code,digital wallet, payment system, cash, order...through an app, delivery, slow, technology, live a convenient life 等。同时， 通过描述数字技术为生活带来的便利强化动词不定式作宾语补足语的核心语法。本篇阅读材料也是完成话题任务链（理解数字技术为生活带来的便利 →理性使用数字设备→ 辩证分析数字化技术生活的利弊）的关键支点。
学情分析 在语言知识方面，学生之前已经学习了 email, internet, computer, phone, robot 等关于数字技术的词汇；在语篇类型方面，学生已经接触过记叙文、对话等常见体裁。但对于什么是“数字生活 ”的概念无法用现有语言表达，以及对于数字冲击的深层解读缺乏抽象思维的支撑，需要教师提供思维支架，帮助其更好理解数字冲击的多层含义。
教学目标 1.获取和梳理作者具体遇到的数字化冲击内容（学习理解）； 2.通过问题链对比中国和英国数字化差异（应用实践）； 3.正确理解并描述数字技术为生活带来的便利（应用实践）； 4.分析、归纳中国数字技术便捷的原因， 体会其快速发展的趋势和重要意义（迁移创新）。
教学重难点 1.重点 学生能够介绍生活中常用的数字技术。 学生能够使用本板块的核心词汇及句式描述数字技术为生活带来的便利。 2.难点 理解 “digital shock”的多层含义以及对中国数字技术快速发展的原因思考。
教学过程
教学目标 教师活动 学生活动 学习评价
获取和梳理作者具体遇到的数字化冲击内容（学习理解） Step1.Warm up 1.Greetings. 2. Have a quiz show.（2 minutes） 3.Look and say. (3 minutes) Q1: What other digital technologies do you know Q2:What digital technologies have you used 1.Look at the questions in 30 seconds and choose the correct answers. 2.Talk with partners and practise the sentence structure “I have used...to... ”
设计意图：知识竞赛活动能够有效激发学生兴趣并激活他们的认知图式。教师通过趣味性提问，可帮助学生迅速集中注意力，调动其知识储备，为新话题搭建认知桥梁。
通过问题链对比中国和英国数字化差异（应用实践） Step 2.Pre-reading 1.Look and predict. (3 minutes) Q1: What problems might the girl face Q2: How did she feel 2.Based on the guessing of three pictures, think and answer: What is the “digital shock ” Step 3.While reading (12 minutes) Task one: Read for gist. 1.Watch the video and think: Q1: Where is the writer now Q2: How long has she been there Q3: What does she say at the end of the video 2.Match the videos with each problem. Task two: Read for details. 1.Read para.2 and answer questions about shared bikes. (2 1. Talk with partners first and share their guessing with the whole class. 2. Lead students to connect the pictures with the title; that is, the problems she came across were a digital shock to her. 3. Watch the video carefully, then do the match to get to know what digital problems the girl came across. 表达和思考能力：通过学生的发言和讨论，评估其观点的表达清晰度和思考的深度。 主旨理解：评估学生对文章主旨的把握能力。
minutes) Q1: How long did it take to find a shared bike Q2: How much did she pay for the bike 2.Read para.3 and answers questions about digital payments. (3 minutes) Q1: How long did it take her to find a shared bike Q2: How much did she pay for the bike . Further thinking: What does “cost me an arm and a leg mean ” . 3. Read para.4 and answer questions about food delivery. . Q1: How did she order food when she got home . Q2:Did the food arrive on time . Q3: How was the food . Q4: How long did the food arrive . 4.Watch and think. . Q:Why is she looking forward to going back to China . 4. Read paragraphs one by one,find out more details about each digital Problem. In the meantime, try to understand the meaning of “digital shock”. 关键词识别与应用：检查学生是否能准确识别并正确使用关键词。 信息搜集能力：评估学生搜集信息的效率、准确性和相关性。
设计意图：本环节旨在了解主旨大意，采用 AI 数字人技术，将课本中情景可视化，利用视听技术帮助学生更好地理解文章框架与内容。采用问题链的形式，带领学生细读语篇，梳理语篇内容, 进一步引导学生解读“digital shock”的含义，培养思辨力与口头表达能力。
Step 4 Post reading Think and share. (3 minutes) 1.Complete the table and talk with partners about the question. Q: Why does the writer say that technology makes life more convenient in China 2.Choose another suitable title for the passage. 3.Talk and share. (3 minutes) Compare “A day of digital problems”with “Digital shock”,which one do you think is better Ask questions like What does “digital shock” mean Which one do you think is fun to give students some clues. 5. Talk with partners about the question: How has digital Fill in the blank and talk with partners. Students can better understand the logic behind “digital shock”by thinking three relative questions 1. What is digital shock The first shock is digital problems the girl came across in the UK, and she is also shocked by how convenient Chinese digital technologies are. 2. Why is there a digital shock in China Or what makes China’s digital technology so popular Key words: the government, businesses and Chinese people. 讨论参与度：观察学生在小组讨论中的参与度和贡献。 表达清晰度：评估学生在分享和讨论中表达观点的清晰度。
正确理解并描述数字技术为生活带来的便利（应用实践） technology made our life easier (8 minutes) (1)Invite some students to share their ideas with the whole class. (2)Lead them to think from three digital problems we have learned today. For example, paying with smartphone is quick and safe, How about going out, which tool will you choose if you have to go outside Also, if you are tired and hungry, will you go out or order food through an app 5. Further thinking (5 minutes) Q:Why is there digital shock (1)Show the picture of students using smart tablets to have a class as an example. eg:Chinese people like trying
分析、归纳中国 数字技术便捷 的原因，体会其 快速发展的趋 势和重要意义 （迁移创新） new things. (2)Continue to lead students to think from what government has done for our digital technology. eg: The government has developed new digital technology, like 5G. (3)Show the picture of all kinds of digital technologies. eg: Chinese businesses are growing fast and creating new inventions. (4) Show the video: “Chinese people live in the future. ”
设计意图：本环节旨在以读促思，学生在理解数字化冲击的双重含义后，进一步思考生活中的数字技术带来的便利以及为何会有数字化冲击。在真实语境中综合运用， 实现语言技能的整合输出，培养创造性思维的同时，也增强了民族自豪感。
板书设计 Unit 4 Digital Life
(
Digital
) (
shock
)Starting out and (
shock
)Understanding ideas Digital
In the UK In China
A share bike took forever; expensive easy and cheap
Digital payments payment system didn’t work; Had to go home to get cash QR code; all kinds of payment systems
Food delivery very slow(90 minters later) fast
Technology doesn’t just change life—it makes every day easier, warmer, and brighter.
作业设计 Need to do: Write a short passage about how digital technology has made your life easier. Choose to do: Post your ideas online after class to share them with other people.
教学反思与改进 After teaching this class, I think the following aspects have achieved good results. The lead - in activity successfully aroused students' interest in the topic, making them actively participate in the subsequent learning. The vocabulary teaching before reading effectively reduced students' reading difficulties. During the reading process, through AI technology, skimming, scanning, and text analysis, students' reading skills were improved to a certain extent. The group discussion in the post - reading stage provided students with opportunities to use the language, and most students were able to actively participate and communicate in English. However, there are also some areas that need improvement. In the group discussion, a few students were relatively passive and did not fully participate in the discussion. In the future, I will pay more attention to these students and encourage them to be more involved. When analyzing the complex sentences, some students still had a poor understanding of the infinitive as the object complement. I need to design more targeted exercises to help them master this grammar point better. Overall, I will continue to adjust and improve my teaching methods to better meet the learning needs of students.

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