Unit 1 Science Fiction-Assessing Your Progress 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 1 Science Fiction-Assessing Your Progress 内容导航 This section focuses on assessing students’ learning outcomes of Unit 1 Science Fiction. It includes vocabulary and grammar consolidation, self-reflection on unit learning, and a project of designing a robot or AI device, helping students check gaps and apply what they have learned. 教学目标和重难点 1. 教学目标 Language Ability: Consolidate key words and sentence structures related to science fiction, and improve the ability to use them in context. Cultural Awareness: Understand the value of science fiction in human culture, and cultivate scientific spirit and humanistic care. Thinking Quality: Develop critical and innovative thinking through analyzing sci-fi elements and designing projects. Learning Ability: Enhance autonomous and cooperative learning skills by self-reflection and group project practice. 2. 教学重难点 Key Points: Consolidate core vocabulary (e.g., advanced, operate, explore) and grammar structures (passive voice, subjunctive mood) in the unit; master the method of self-assessing learning outcomes; complete the group project of designing a robot or AI device. Difficult Points: Applying passive voice and subjunctive mood correctly in different contexts; conducting in-depth thinking on technological ethics in project design; expressing ideas clearly and logically in English during group cooperation. 教学过程 Step 1: Lead-in (Warm-up and Review) The teacher starts the class by showing posters of classic science fiction movies, such as Interstellar and The Matrix, and asks students the following questions in English: “Have you watched these movies? What sci-fi elements do they contain?” “What have we learned about science fiction in this unit?” Then, the teacher invites 3-4 students to share their answers. After that, the teacher briefly reviews the key content of the unit, including the definition and characteristics of science fiction, classic sci-fi works introduced in the unit, and core vocabulary and grammar points. Design Intention: The warm-up activity with sci-fi movie posters can quickly arouse students’ interest in the topic, activate their prior knowledge about science fiction, and create a relaxed English learning atmosphere. The brief review helps students sort out the knowledge system of the unit, lay a solid foundation for the subsequent assessment activities, and realize the connection between old and new knowledge. Step 2: Vocabulary Consolidation (Assessing Language Knowledge) First, the teacher arranges an individual practice activity. Students are given a worksheet with 10 sentences, and they need to complete the sentences using the correct forms of the words in the box (e.g., advanced, operate, explore, revolutionize, suspend). The words in the box are all core vocabulary of the unit. After students finish the practice individually, the teacher invites students to present their answers one by one, corrects mistakes in time, and explains the usage of key words and common collocations. For example, when explaining “advanced”, the teacher gives examples like “advanced technology” and “advanced scientific research”, and distinguishes it from the synonym “progressive”. When explaining “operate”, the teacher emphasizes its collocations such as “operate sth.” and “operate on sb.”. Then, the teacher organizes a group competition activity. Students are divided into 4 groups. The teacher says a Chinese meaning or a sentence, and students in each group compete to stand up and say the corresponding English word or complete the sentence. Each correct answer gets 1 point, and the group with the highest score at the end gets a small reward. During the competition, the teacher pays attention to the performance of each student, especially those who are weak in vocabulary, and gives them appropriate prompts and encouragement. Design Intention: The individual practice helps students consolidate the spelling, meaning and usage of core vocabulary independently, and check their own mastery. The group competition activity not only increases the fun of learning, but also stimulates students’ enthusiasm and participation, making students more active in reviewing vocabulary. At the same time, the teacher’s explanation and prompts can help students solve doubts in time, deepen their understanding of vocabulary, and lay a foundation for the subsequent grammar practice and project activities. Step 3: Grammar Consolidation (Assessing Language Skills) The grammar focus of this unit is passive voice and subjunctive mood, which are often used in sci-fi descriptions and future assumptions. First, the teacher briefly reviews the basic structure and usage of passive voice and subjunctive mood with simple examples. For passive voice, the teacher gives examples like “Mobile phones must be switched off during the concert.” and explains when to use passive voice (to emphasize the object, when the subject is unknown, etc.). For subjunctive mood, the teacher takes “If I were an astronaut, I would explore distant galaxies.” as an example, and explains the usage of subjunctive mood in hypothetical situations. Next, students are asked to complete a grammar exercise. The exercise includes two parts: the first part is to complete sentences with the appropriate forms of the verbs in brackets (using passive voice); the second part is to rewrite sentences using subjunctive mood according to the given requirements. For example, “The company will suspend the project.” is rewritten into “If the company had enough funds, it would not suspend the project.” Students complete the exercise in pairs, and then the teacher checks the answers in class, explains the difficult points and common mistakes. For example, some students may make mistakes in the tense of passive voice, or confuse the structure of subjunctive mood in different hypothetical situations. The teacher patiently explains and gives more examples to help students master them. After that, the teacher organizes a “sentence creation” activity. Students are asked to create 2 sentences using passive voice and 2 sentences using subjunctive mood, combined with the topic of science fiction. For example, “In many sci-fi novels, robots are designed to help humans.” (passive voice) and “If humans could travel through time, we would explore the mysteries of the past.” (subjunctive mood). Students share their sentences in groups, and each group selects the best 2 sentences to present to the whole class. The teacher comments on the sentences, affirms the excellent ones, and corrects the inappropriate ones. Design Intention: The brief review helps students recall the basic knowledge of grammar, and the targeted exercises enable students to practice and consolidate the usage of passive voice and subjunctive mood in context. The pair work and sentence creation activities not only improve students’ ability to use grammar flexibly, but also cultivate their cooperative learning ability and innovative thinking. The teacher’s comments and corrections can help students find their own mistakes in time, deepen their understanding of grammar, and improve their language application ability. Step 4: Self-Reflection (Assessing Learning Outcomes) The teacher distributes a self-reflection form to each student. The form includes the following questions in English: 1. What have you learned about science fiction in this unit? 2. How well do you master the core vocabulary and grammar of the unit? 3. What difficulties did you encounter in the unit learning process? How did you solve them? 4. What do you need to improve in the future? Students are asked to fill in the form independently, thinking carefully about their own learning situation. After students finish filling in the form, the teacher invites some students to share their self-reflection results with the whole class. For example, some students may say that they have learned the characteristics of science fiction and some classic sci-fi works, but they are not good at using subjunctive mood; some students may say that they encountered difficulties in understanding abstract sci-fi concepts, and solved them by watching sci-fi videos and consulting teachers. The teacher listens carefully to each student’s sharing, gives positive comments and encouragement, and puts forward targeted suggestions for their shortcomings. For example, for students who are weak in grammar, the teacher suggests that they do more targeted exercises and accumulate example sentences; for students who have difficulties in understanding sci-fi concepts, the teacher suggests that they read more simple sci-fi works and watch sci-fi movies. Then, the teacher summarizes the self-reflection results, emphasizes that self-reflection is an important learning strategy, and encourages students to form the habit of self-reflection after each unit learning, so as to find their own gaps and improve their learning efficiency. Design Intention: The self-reflection activity enables students to objectively evaluate their own learning outcomes, clarify their strengths and weaknesses, and cultivate their ability of self-assessment and self-improvement. Sharing self-reflection results with the whole class not only allows students to learn from each other, but also helps the teacher understand the learning situation of each student, so as to adjust the teaching strategy and provide targeted guidance for students. Step 5: Group Project - Design a Robot or AI Device (Applying Knowledge and Skills) First, the teacher introduces the project task: Students work in groups of 4-5 to design a robot or AI device that can help humans in the future. They need to discuss and determine the name, appearance, functions, and working principles of the robot or AI device, and then make a poster to present their design. Finally, each group sends a representative to introduce their design in English to the whole class. The teacher clarifies the requirements of the project: 1. The design must be based on scientific principles, and the functions must be reasonable and feasible; 2. The poster must be clear and beautiful, including the name, appearance, functions, and working principles of the robot or AI device; 3. The oral presentation must be fluent and clear, and each member of the group must participate in the presentation; 4. The design must be combined with the knowledge and vocabulary learned in the unit, such as using words like “artificial intelligence”, “virtual reality”, “innovative”, etc. Then, students are divided into groups, and the teacher assigns group roles (e.g., designer, poster maker, speaker, recorder) to each student to ensure that each student participates in the project. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides appropriate guidance and help. For example, some groups may have no ideas about the functions of the robot; the teacher can give prompts such as “What problems do humans encounter in daily life that robots can help solve?” Some groups may have difficulties in expressing their ideas in English; the teacher can help them find appropriate words and sentences. After the group discussion, each group starts to make the poster. The teacher reminds students to use the core vocabulary and grammar of the unit in the poster, and pay attention to the layout and beauty of the poster. During the poster making process, the teacher continues to provide guidance, helps students solve problems encountered in the production process, and encourages students to give full play to their creativity and imagination. When all groups finish making the poster, the teacher organizes the presentation activity. Each group sends a representative to introduce their design in English, and other members can supplement. The introduction time of each group is 3-5 minutes. During the presentation, the teacher asks other students to listen carefully and put forward questions after the presentation. For example, students may ask “What materials are used to make this robot?” “How does this AI device work?” The presenting group needs to answer the questions in English. After all groups finish the presentation, the teacher makes comments on each group’s design and presentation. The teacher affirms the advantages of each group, such as creative design, fluent presentation, and proper use of vocabulary and grammar, and puts forward suggestions for improvement. For example, some groups may have unclear presentation; the teacher suggests that they organize their language more clearly and speak more confidently. Then, the teacher invites students to vote for the “Most Creative Design” and “Best Presentation Group”, and gives rewards to the winning groups. Design Intention: The group project is a comprehensive application of the knowledge and skills learned in the unit. It not only helps students consolidate the core vocabulary and grammar, but also cultivates their cooperative learning ability, innovative thinking, and practical ability. The process of designing and making posters enables students to give full play to their creativity and imagination, and the oral presentation helps improve their oral expression ability. The question-and-answer link and evaluation activity can stimulate students’ thinking, and the reward mechanism can enhance students’ sense of achievement and enthusiasm for learning. Step 6: Summary and Homework First, the teacher summarizes the whole class. The teacher reviews the key content of the class, including vocabulary consolidation, grammar practice, self-reflection, and group project, and emphasizes that students should pay attention to the application of knowledge and skills, and form the habit of self-assessment and self-improvement. The teacher also encourages students to continue to explore the world of science fiction, read more sci-fi works, and broaden their horizons. Then, the teacher assigns homework: 1. Review the core vocabulary and grammar of the unit, and finish the supplementary exercises on the worksheet; 2. Improve the group project poster according to the teacher’s comments and classmates’ suggestions, and submit the poster to the teacher; 3. Write a short passage (100-120 words) to introduce the robot or AI device designed by the group, using the passive voice and subjunctive mood learned in the unit; 4. Read a short sci-fi story after class and write a brief reflection (50-80 words). Design Intention: The summary helps students sort out the knowledge and skills learned in the class, and deepen their understanding and memory. The homework is designed to consolidate the knowledge and skills learned in the class, and extend the learning content to after class. The supplementary exercises help students further consolidate vocabulary and grammar; improving the poster and writing the short passage help students apply the knowledge and skills flexibly; reading sci-fi stories and writing reflections help students broaden their horizons and cultivate their interest in science fiction. Step 7: Teaching Feedback and Adjustment After the class, the teacher collects students’ self-reflection forms, homework, and project posters, and carefully analyzes students’ learning situation. The teacher pays attention to the following aspects: 1. Students’ mastery of core vocabulary and grammar; 2. Students’ ability of self-assessment and self-reflection; 3. Students’ performance in group cooperation and project design; 4. Students’ difficulties and problems in learning. According to the analysis results, the teacher adjusts the subsequent teaching strategy. For example, if most students have difficulty in using subjunctive mood, the teacher will arrange additional targeted exercises in the next class; if some students are not active in group cooperation, the teacher will guide them to clarify their roles and improve their cooperative ability. At the same time, the teacher communicates with students in time, understands their learning needs and suggestions, and continuously improves the teaching effect. Design Intention: Teaching feedback and adjustment are important links in the teaching process. Through analyzing students’ learning situation, the teacher can find the problems in teaching, adjust the teaching strategy in time, and provide targeted guidance for students, so as to improve the teaching effect and help students better master the knowledge and skills of the unit. 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 $