Unit 3 The World of Science-Starting out 教案-2025-2026学年高中英语外研版必修第三册

Unit 3 The World of Science-Starting out 内容导航 This section includes a video about life in the year 3000 and four science fiction excerpts, introducing sci-fi-related scientific imaginations and technological changes. It activates students’ prior knowledge, leads in the unit theme, and lays a foundation for subsequent learning about science and technology. 教学目标和重难点 1. 教学目标 Language Ability: Master sci-fi and technology-related words and simple expressions to understand and talk about scientific imaginations. Cultural Awareness: Understand the connection between science fiction and real scientific development, and cultivate an international perspective. Thinking Quality: Develop critical thinking by distinguishing between sci-fi imaginations and real technologies. Learning Ability: Improve autonomous learning and cooperative inquiry abilities through watching videos, reading excerpts and group discussions. 2. 教学重难点 Key Points: Understand the main content of the video and science fiction excerpts, master core words such as virtual, flexible, shoot and phrases related to scientific imaginations; be able to talk about personal views on sci-fi and technology. Difficult Points: Distinguish between scientific imaginations and real scientific achievements; use correct English expressions to express personal opinions on technological development and its impact on life. 教学过程 Step 1: Lead-in (Lead into the Unit Theme) Activity 1: Warm-up Interaction The teacher greets the students in English and starts with a free talk: “Good morning, everyone. Have you ever read a science fiction book or watched a sci-fi movie? What impressive scientific inventions or imaginations have you seen in them?” The teacher invites 3-4 students to share their answers, such as time travel, spaceships, intelligent robots, etc. After each student shares, the teacher gives positive comments, such as “That’s a wonderful imagination!”, “I also love that sci-fi movie, and its technological settings are very interesting.” Design Intention: The free talk takes sci-fi works familiar to students as the starting point, which can quickly arouse students’ interest in the class, activate their existing knowledge and experience related to science fiction and technology, and create a relaxed English communication atmosphere. It also paves the way for the subsequent study of video and science fiction excerpts, helping students smoothly enter the unit theme of “The World of Science”. Activity 2: Theme Introduction The teacher writes the unit title “The World of Science” on the blackboard and says: “Today, we will start our journey into the world of science. In this unit, we will learn about scientific inventions, scientific spirits and the impact of technology on our lives. The Starting out section will help us open the door to this journey through a video and some interesting sci-fi excerpts.” Then the teacher briefly introduces the content of the Starting out section, letting students have a general understanding of the learning tasks of this class. Design Intention: Clearly introducing the unit theme and the learning content of the current section helps students establish a clear learning goal, clarify the direction of learning, and enhance their learning initiative. At the same time, it connects the warm-up activity with the formal teaching content, ensuring the continuity and coherence of the teaching process. Step 2: Video Learning (Understand Technological Imaginations in the Future) Activity 1: Watch the Video for the First Time The teacher plays the video about life in the year 3000 for the first time, and asks students to watch it carefully and answer the following question: “What aspects of life in the year 3000 are shown in the video?” After watching the video, the teacher invites students to share their answers, and sorts out and summarizes them on the blackboard, such as clothing, education, transportation, entertainment and other aspects. Design Intention: Letting students watch the video for the first time with a general question helps them grasp the main content of the video, form a preliminary impression of the technological imaginations in the future, and cultivate their ability to obtain general information through listening and watching. The teacher’s summary helps students sort out the key information and deepen their understanding of the video content. Activity 2: Watch the Video for the Second Time The teacher plays the video again, and asks students to watch it carefully and fill in the blanks in the learning task sheet. The blanks are designed around the key details of the video, such as “In the year 3000, people can wear ______ clothes that can change color and shape.” “Students can have ______ classes with teachers from all over the world.” “People can travel by ______ that can fly in the sky.” After students finish filling in the blanks, the teacher checks the answers with the whole class, explains the key words and expressions in the blanks, such as “flexible”, “virtual”, “flying cars”, and guides students to read them correctly. Design Intention: Watching the video for the second time with specific tasks helps students focus on the key details of the video, improve their ability to obtain specific information. The filling-in-the-blank task not only helps students consolidate the key vocabulary in the video, but also lays a foundation for their subsequent language output. Explaining and reading the key words and expressions helps students master the correct pronunciation and meaning of the words, improving their language accumulation. Activity 3: Discuss the Video Content The teacher divides the students into groups of 4-5, and asks them to discuss the following questions in groups: “1. Which invention or technological change in the video interests you most? Why? 2. Do you think these imaginations in the video can become a reality in the future? Why or why not?” Each group selects a representative to record the group’s opinions, and after 5 minutes of discussion, the representatives of each group share their group’s views. The teacher listens carefully, gives positive comments, and guides students to think deeply, such as “Your idea is very creative. What do you think we need to do to make this imagination come true?” Design Intention: Group discussion can stimulate students’ thinking, let them express their views freely in English, improve their oral expression ability and cooperative learning ability. The discussion questions are closely related to the video content, which can deepen students’ understanding of the video and guide them to connect sci-fi imaginations with real life, cultivating their critical thinking and ability to think about scientific development. Step 3: Reading and Analyzing Science Fiction Excerpts (Master Key Vocabulary and Sentence Patterns) Activity 1: Pre-reading Preparation The teacher presents the four science fiction excerpts on the screen, and introduces the background of the excerpts briefly: “These four excerpts are from famous science fiction works. They describe some scientific imaginations that appeared in the past. Now, let’s read them and find out what these imaginations are.” Then the teacher teaches the key vocabulary in the excerpts, such as “shoot”, “press”, “desire”, “capable”, explains their meanings and usages, and guides students to read the words and make simple sentences, such as “The sun shoots its beams through the window.” “She pressed the button and the machine started.” Design Intention: Pre-reading vocabulary teaching helps students remove the language barriers in reading, improve their reading efficiency. Guiding students to make sentences with key words helps them master the usage of the words flexibly, laying a foundation for their subsequent reading and language output. Brief background introduction helps students understand the context of the excerpts, improving their ability to understand the text. Activity 2: Read the Excerpts Individually The teacher asks students to read the four excerpts individually, and requires them to finish the following tasks: 1. Underline the key sentences that describe scientific imaginations. 2. Judge which of these imaginations have become a reality now. After students finish reading, the teacher invites students to share their underlined sentences and judgments, and checks and corrects them. For example, for the excerpt about “video calls”, the teacher can guide students to realize that this imagination has become a reality now; for the excerpt about “traveling to other planets”, the teacher can guide students to discuss whether it has become a reality and the current development situation. Design Intention: Individual reading helps students focus on the text, improve their independent reading ability. Underlining key sentences and judging whether the imaginations have become a reality helps students grasp the core content of the excerpts, and cultivate their ability to distinguish between sci-fi imaginations and real scientific achievements. The teacher’s guidance and correction help students deepen their understanding of the text and correct their wrong judgments. Activity 3: Analyze Key Sentences The teacher selects several key sentences from the excerpts, such as “A faint blue light shot across it, darkening to purple, and presently she could see the image of her son, who lived on the other side of the earth.” “So what is it that inspires us to invent things?” and analyzes them in detail. For the first sentence, the teacher explains the usage of the present participle “darkening” as an adverbial of result, and guides students to imitate and make sentences. For the second sentence, the teacher explains the structure of the emphatic sentence “It is...that...”, and guides students to convert common sentences into emphatic sentences. Design Intention: Analyzing key sentences helps students master important grammatical structures and sentence patterns, improve their ability to understand and use complex sentences. Imitating and making sentences helps students apply the learned grammatical knowledge and sentence patterns flexibly, improving their language expression ability. This activity also connects reading with grammar learning, realizing the integration of listening, speaking, reading and writing. Step 4: Comprehensive Practice (Consolidate and Apply Knowledge) Activity 1: Vocabulary Consolidation The teacher organizes a vocabulary game “Word Matching”. The teacher writes the key words learned in this class on one side of the blackboard, such as virtual, flexible, shoot, press, desire, capable, and writes their Chinese meanings and English explanations on the other side. Then the teacher invites students to come to the blackboard to match the words with their meanings and explanations, and gives small rewards to the students who match correctly. After the game, the teacher asks students to complete the vocabulary exercise in the learning task sheet, such as filling in the blanks with the correct form of the key words. Design Intention: The vocabulary game makes the vocabulary review more interesting, which can arouse students’ enthusiasm for learning, help them consolidate the key words learned in this class, and improve their ability to recognize and use the words. The vocabulary exercise further consolidates the usage of the words, ensuring that students can master the words flexibly. Activity 2: Oral Expression Practice The teacher asks students to complete the oral task in groups: “Suppose you are a science fiction writer, please imagine a new scientific invention that you want to create, and introduce it to your group members, including its function, appearance and impact on people’s life.” Each group member takes turns to introduce their invention, and other members can ask questions, such as “What material is your invention made of?” “How does it work?” After the group discussion, the teacher invites 2-3 groups to present their inventions to the whole class, and gives comments and guidance, focusing on evaluating students’ oral expression, vocabulary usage and logical thinking. Design Intention: This oral expression task combines the knowledge learned in this class with students’ imagination, which can stimulate students’ creativity, improve their oral expression ability and logical thinking ability. Group cooperation allows students to communicate and learn from each other, improving their cooperative learning ability. The teacher’s comments and guidance help students find their own shortcomings and improve their oral expression level. Activity 3: Reading and Writing Connection The teacher asks students to write a short passage (80-100 words) about “My Favorite Scientific Invention”. The requirements are: 1. Introduce the name of the invention. 2. Briefly describe its function and impact. 3. Express your own views on this invention. Students can refer to the video content and science fiction excerpts learned in this class, and use the key words and sentence patterns mastered. After students finish writing, the teacher collects some students’ works, reads them out in class, and gives comments and revisions, focusing on the correctness of vocabulary and grammar, the fluency of the passage and the clarity of ideas. Design Intention: This task connects reading with writing, helping students apply the learned vocabulary, sentence patterns and topic-related content to writing, improving their writing ability. Reading and commenting on students’ works helps students find their own shortcomings in writing, and learn from each other’s advantages, improving their overall language application ability. Step 5: Summary and Extension (Summarize Knowledge and Expand Vision) Activity 1: Class Summary The teacher invites students to summarize the content of this class: “What have we learned today? Who can share your gains with us?” After several students share, the teacher makes a comprehensive summary: “Today, we watched a video about life in the year 3000, read four science fiction excerpts, mastered some key words and sentence patterns related to science and technology, and discussed scientific imaginations and their connection with real life. We also practiced oral expression and writing, improving our language application ability.” The teacher emphasizes the key and difficult points of this class again, helping students sort out the knowledge system. Design Intention: Letting students summarize the class content by themselves helps them consolidate the knowledge learned in this class, improve their ability to sort out and summarize knowledge. The teacher’s comprehensive summary helps students form a complete knowledge system, clarify the key and difficult points, and deepen their understanding of the class content. Activity 2: Knowledge Extension The teacher introduces some real scientific achievements related to the content of this class, such as China’s Tianwen-1 Mars exploration mission, virtual reality technology, wearable technology, etc., and plays short videos or shows pictures of these achievements. Then the teacher says: “Science fiction is the forerunner of scientific development. Many sci-fi imaginations have become a reality with the progress of science and technology. I hope you can keep your curiosity and enthusiasm for science, and maybe you will become a scientist in the future and create more amazing inventions.” Design Intention: Knowledge extension connects the class content with real scientific development, broadens students’ vision, helps them understand the connection between science fiction and real science, and cultivates their interest in science and spirit of exploration. It also sublimates the theme of the class, guiding students to establish the ideal of devoting themselves to scientific development. Activity 3: Homework Arrangement The teacher assigns the following homework: 1. Review the key words and sentence patterns learned in this class, and recite them. 2. Finish the remaining exercises in the learning task sheet. 3. Read an English science fiction story or watch a sci-fi movie clip, and write a short comment (100-120 words) about it. 4. Discuss with your family or friends about their views on scientific and technological development, and record the key points of the discussion. Design Intention: The homework arrangement is closely related to the class content, which can help students consolidate the knowledge learned in class, improve their independent learning ability. Reading and writing comments on sci-fi works helps students further deepen their understanding of the unit theme, and improve their reading and writing ability. Discussing with family or friends helps students expand their thinking and realize the connection between the class content and real life. Step 6: Teaching Reflection (Post-class Improvement) After the class, the teacher will reflect on the following aspects: 1. Whether the teaching links are smooth and whether the time allocation is reasonable. 2. Whether the students’ participation is high and whether their learning interests are fully aroused. 3. Whether the key and difficult points are effectively broken through and whether the students have mastered the knowledge and skills. 4. Whether the teaching activities are in line with the students’ actual level and whether they can effectively improve their language application ability. According to the reflection results, the teacher will adjust and improve the teaching design to make the subsequent teaching more effective. Design Intention: Teaching reflection is an important part of teaching. It helps teachers find their own shortcomings in teaching, summarize teaching experience, and continuously improve their teaching level. It also helps teachers better understand students’ learning situation, adjust teaching strategies, and meet students’ learning needs. 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 $