Unit 1 Science Fiction Using Language Write a sci-fi short story 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第四册

Unit1 Using Language (2) 教学指导 课时内容 Write a sci-fi short story 主题语境：人与社会 主题群：科学与技术 子主题：人与时光机器 语篇类型：故事类记叙文 文本分析： 【What】阅读语篇“The Time Machine”改编自英国科幻作家H.G.威尔斯所著的《时间机器》。本文讲述的是主人公利用时间机器，进行穿越的故事，全部围绕“史上第一台时间机器”（the first of all Time Machines）的时间旅行这个具体情节展开。第一段讲述“我”第一次尝试启动时间机器。第二段介绍时间机器的正式启动。第三段介绍在机器加速后，“我”乘坐时间机器的各种感受。第四段重点介绍“我”在停止时间机器前的心理活动。最后一段交代“我”终于停止了机器的运行，结果跨越千年、到达未来。 【Why】作者在文中运用了修辞手法，使故事生动逼真。文章以讲述故事为主，以叙述为主要表达方式。作者注重细节描写，准确描述了操作时间机器的具体动作，以及在旅行中的各种感官体验和心理活动。读写部分要求在读完语篇内容的基础上，写自己关于时间机器的故事。让学生理解如何写短篇的科幻故事。 【How】本板块围绕“时间旅行”的话题展开，为学生设计了从读到写的完整过程。从引入话题一引导学生关注文本细节（时间旅行者启动时间机器的次数）-厘清语篇叙述的时间顺序-关注语篇的具体内容，掌握语篇在修辞和语言上的特点一锻炼学生的口头表达能力一提升思维的逻辑性和创新性一产出一篇以第一人称的写法创编的自己的“时间旅行”故事。教师重点指导学生深入分析语篇在修辞和语言上的特点；鼓励学生大胆想象，注意使用生动的语言增加细节描写。 课时目标 学完本课后，学生能够： 1．学会运用适当的单词和短语描述科幻场景和人物。 2．清晰、连贯地表达自己对科幻文学的看法及感受。 3．培养批判性思维和创造力，提高对外部世界的想象力。 重点难点 重点 1．引导学生读懂文章，获取“The Time Machine”改编故事的信息。 2．引导学生感受时间旅行者在旅行中的各种感官体验和心理活动。 难点 1．理解和分析科幻元素在文本中的运用。 2．提高学生的想象力和创造力，帮助他们在写作中表达自己的观点和感受。 教学准备 教师准备 按照学生学习程度分组，为深入理解课文作准备。 学生准备 1．预习课文内容。 2．多渠道了解更多有关科幻小说的内容。 精彩课堂 Step I 学习理解 活动一：感知与注意 1.Discuss in groups. Ask students to watch the clip of the film The Timne Machine and discuss the following questions. ·Do you know what the machine is? If time travel is possible, what period in time do you want to go to? ·If you can leave yourself a message, what massage do you want to tell yourself? Suggested answers: ·It is a time machine with which we can travelthrough time. I want to go to the future to see what will happen to me. ·I want to leave myself a message to make my life easier than it is supposed to be. 2. Make a prediction. Ask students to look at the title and the pictures, and then have them answer the questions. ·Look at the portrait.Who is he? ·According to the title and the pictures, what do you think the writer will talk about in the text? Suggested answers: ·He is the famous science fiction writer H.G. Wells. ·The writer will talk about the Time Machine and share the Time Traveller's experience with the reader. 3.Guess. Ask students to have a guess. ·How will the writer organise his language? Suggested answer: ·Maybe the writer will organise his language in a vivid way and use the rhetorical method. 【设计意图】通过《时间机器》电影的片段结合学生已有的知识，引导学生初步了解时间机器，引入主题；通过标题和图片之间的关联，引导学生预测文章内容，猜测作者如何组织文章的语言，为后续阅读和写作作铺垫。 1. Ask students to skim the text and choose the right answers. 活动二：获取与梳理 Phase 1 I① the starting lever on the main panel ② an inch then immediately ③ again. Phase 2 I drew a breath, gripped the lever and ④ I⑤ the lever ⑥ Like an impatient fool, I ⑦ the lever ⑧ hard. The Time Traveller started the machine ⑨ 2. Ask students to read the text again, and then have them finish the table below that shows the times the Time Traveller started the Time Machine. 【设计意图】通过略读，选择正确答案，让学生验证对文本的猜测。通过再次阅读文本获取细节信息，让学生了解作者笔下的时间机器的操作原理，对文本有一个整体的认知。 活动三：概括与整合 1.Summarise the structure. (1)Ask students to read the text and complete the following tasks. ①Read Paragraph 1 and answer the questions. ·What did the Time Machine look like? How did the Time Traveller operate the machine? ·What happened when the Time Traveller first pushed the starting lever forwards? Suggested answers: ·There was a starting lever on the main panel. There was also a scat. He pushed the starting lever forwards an inch then immediately backwards again. (appearance +operation) ·He saw his laboratory exactly as before. He thought his mind had tricked him.Then he saw the clock. A moment before, it was a minute or so past ten; now it was nearly half past three! (experience) ②Read Paragraph 2 and answer the question. ·What happened when the Time Traveller pushed the lever forwards the second time? Suggested answer: ·The laboratory went hazy around him. He saw his niece moved like a rocket.Night came as if a lamp was being turned out, and in another moment came the day.(experience) ③Read Paragraph 3 and answer the question. ·How did the Time Traveller feel when travelling through time? Suggested answer: ·It's hard to explain the strange and unpleasant feeling of time travelling.It felt like the Time Traveller was being driven fast on a winding road. (feeling) ④Read Paragraph 4 and answer the question. ·What would happen if the Time Traveller stopped the machine? Suggested answer: ·If he stopped and the same space was being occupied by something else,they would be forced together and explode like a bomb! (feeling) (2)Ask students to summarise how to write a story about a time machine according to the questions above. Suggested answer: When we write a story about a time machine, we'd better talk about its appearance and operation, and the experiences and feelings. 2. Read the text and identify the language features. Tips: rhetorical devices-metaphor, simile, overstatement,etc. Ask students to read the text again and answer the following questions. ·What's “my” feeling when “I drew a breath"? (Para,2,Line 1) ·What's the meaning of "she moved like a rocket"? (Para. 2, Line 3) ·Can you find out other expressions used rhetorical devices in Para.3? ·Can you say something like that? Step II 应用实践 活动四：内化与运用 1. Ask students to work in groups and discuss what might happen next in the story with the help of the questions and the mind map. Then have them present their stories to the class. ·What date do you think it is when the Time Traveller finally stops? ·What do you think is different about that time from the time he left? ·Who or what do you think the Time Traveller will meet? ·What adventures do you think he will have in the future? ·Do you think he will ever return to his own time? 2. Discuss and think. (1)Ask students to discuss their time travel plans with their partners. Then have them try to tell their partners what the plans are like. (2)Divide students into four groups. Ask each group to think over its own descriptions. ①Group A-外形组 ②Group O-操作组 ③Group E一经历组 ④Group F-感受组 Suggested answer: ①Group A-外形组：a huge round metal machine with many devices，... ②Group O-操作组：gave it a last check， sat myself in the leather seat， pushed the starting lever, forwards an inch then immediately backwards again, drew a deep breath,... ③Group E-经历组：night came， came the day， skipped to day， trees growing like puffs of smoke, huge buildings rise up, the whole surface of the earth was being changed, melting and flowing before my eyes,... ④Group F-感受组：moved like a rocket， strange and unpleasant， I calculated...，I had a strong urge to..., I had thought about the risk..., I was stunned for a moment,. 【设计意图】让学生讨论自己的时间旅行计划，并思考与描写时间旅行相关的词汇链和句式，尤其是各种感官体验和心理活动，为学生独立完成写作搭支架，做有效铺垫。 Step III 迁移创新 活动五：想象与创造 Writing. Ask students to imagine and write their own story about a time machine they will invent, and their journey through time. Have them use the story and the guide in Activity 5 to help them. Tips: 本写作任务要求写一篇关于时间旅行的英文科幻故事，此类写作需要大胆发挥想象力，但应以现实为依据，以科学为依托，想象要合情合理，而不是胡思乱想一通。 本写作任务可分为三部分： 第一部分：介绍时间机器的外形和工作原理； 第二部分：讲述自己的时间旅行经历； 第三部分：表达自己的感受。 Suggested answer: After doing research for one year, I invented a time machine,which is shaped like a star with three automatic doors, through which I can go in and out freely. It is so magical that it works juast by reading my mind and doesn't consume any energy, taking me to the places of my dreams. One day, the moment I thought of Harry Potter, in no time did I meet my best-loved boy wizard at his magic school. Soon we developed close ties,experienced adventures together and confronted with the evil wizards heroically. This thrilling experience taught me that friendship was the light in the soul that changed hardship into hope and fear into bravery. Without my time machine,I couldn't have had such a unique experience. 【设计意图】教师引导学生利用本课所学的篇章结构以及修辞手法，写出生动而有内涵的 有关于时间机器的短篇科幻故事，在运用中巩固课堂所学知识，建构自己的写作知识体系。 活动六：批判与评价 1. Ask students to exchange their drafts with partners and use the checklist to help them review their partners' drafts. ✓Is the story clear? ✓ Does the writer include all the important points about the story? ✓ Does the writer provide any additional information about the journey? ✓ Does the writer use the proper tense? ✓ Does the writer use correct grammar, punctuation, and spelling? 2. Ask students to take their drafts back and revise them. 3. Ask students to share their stories with the rest of the class. 【设计意图】该环节通过合作，探讨文章是否结构清晰，正文是否包含了重要信息，作者是否添加了额外信息，是否使用了正确的时态，文章语法、标点、词汇拼写是否正确等问题，从而使学生对他人的草稿进行综合评价，通过相互学习，加深对主题意义的理解，实现深度学习。 板书设计 Unit 1 Science Fiction Period V Using Language(2) Write a sci-fi short story 1.How to write a story about a time machine. 2 Some useful rhetorical devices: Simile Metaphor Personfication Overstatement 3. Stimulate the imagination by writing a sci-fi short story. 学科网（北京）股份有限公司 $$