Unit1 Science Fiction Period6 Using language 教学设计-2025-2026学年高中英语人教版选择性必修第四册

Teaching and Learning Design Book4 Unit1 Science Fiction 教学设计 Period 6 Teaching and learning contents: Using Language—Reading comprehension and language focus Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Read and understand the sci-fi The Time Machine; 2) Learn about the new language items in the text; Teaching and learning important points: 1) Reading comprehension of the sci-fi The Time Machine; 2) Learning about the usage of the new language items in the text. Teaching and learning difficult points: 1) Reading comprehension of the sci-fi The Time Machine; 2) Learning about the usage of the new language items in the text. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in 1. Lead in the learning topic by watching the clip of the film The Time Machine and discuss the questions: What would you do if you could time travel? And then introduce the writer Herbert George Wells. Note: Herbert George Wells (1866-1946), along with Jules Verne, was most often credited with being the inventor of the science fiction genre. He was born in Kent, England. When he was eight years old, his leg was broken in an accident, and this forced him to stay in bed for a long period of time. This was when he fell in love with books and decided to become a writer. His family suffered great financial troubles when he was young, and as a result he was not able to attend school but was forced to work. Despite this, he studied on his own and in the end won a scholarship which allowed him to go to college. Eventually, he received a degree in zoology from the University of London. Wells had trouble finding and keeping work until the early 1890s, when he found great success writing articles for magazines. This led to him writing his first novel, The Time Machine, in 1895. He went on to write many other successful stories and novels, including The War of the Worlds, The Invisible Man, and The Island of Doctor Moreau. There had been many writers before Wells who wrote fantastical stories of scientific advances. Well’s contribution was the idea that all of the details in the story should be as closely grounded in reality as possible, with the exception of one element which was fantastical. By having everything else grounded in reality, audiences are more willing to accept the fantastical element as true. This philosophy is behind much of science fiction today, whereby everything in a story must be possible according to the Laws of Physics (compared to science fantasy, where the Laws of Physics usually do not apply). Wells wrote in a number of different genres besides science fiction and was enormously popular and successful. 2. Introduce the learning objectives of this period. Step 2 Reading comprehension Activity 2 Reading comprehension 1. Predict the content of the sci-fi according to the pictures and the title. Perhaps the sci-fi is about how the time machine works, what happens to the time traveller when he is travelling through time, and how he feels? 2. Read the sci-fi The Time Machine and answer the following questions. 1) How many times did the Time Traveller start the machine? The Time Traveller started the machine twice. 2) How does the Time Traveller first know he has travelled through time? He saw the clock move forwards. 3) How does the Time Traveller feel when travelling through time? What rhetorical devices does the writer use to describe his feelings? It felt strange and unpleasant. He uses the simile: “It felt like I was being driven fast on a winding road.” 4) Why is the Time Traveller worried about stopping the machine? If he stopped and the same space was being occupied by something else, they would be forced together and explode like a bomb. 5) Where does the Time Machine arrive when the man finally stops it? In some mud in the rain. 3. Complete more reading comprehension exercises in the reference book to understand the text better. Step 3 Language Focus Activity 3 Learning about the new language items Learn about the new language items. 1. It was at ten o’clock today that the first of all Time Machines began its career. 就在今天十点钟，第一台时间机器开始运行了。 强调句句式结构： 1)肯定式：It is/was+被强调部分+that/who+其他成分。 2)一般疑问句式：Is/Was it+被强调部分+that/who+其他成分? 3)特殊疑问句式：特殊疑问词+is/was+it+that+其他成分? 4)not...until...结构的强调句型为“It is/was not until...that...”，在这一固定句型中，由于not已经前移，that后只能用肯定形式。 e.g. It was his brave heart and strong faith that could make something unusual happen finally. 正是他勇敢的内心和坚定的信念，才有可能让不寻常的事情最终发生。 It was not until a doctor came into the room that I realized that I was in a hospital. 直到医生走进房间,我才意识到我在医院。 It is you who taught me how to learn English. 是你教我如何学习英语。 What was it that caused you to conflict with your colleague? 到底是什么使你与你的同事发生冲突的? 2. My niece came in to fetch something, maybe her handkerchief, apparently without seeing me. 我的侄女进来拿东西，也许是拿她的手帕，但她显然没看见我。 fetch vt. (去)拿来；(去)请来 辨析：fetch, bring与take fetch指从说话的地方出去拿了东西再回到说话的地方。 bring指带来，从远处带到说话的地方。 take指带走，从说话的地方把东西带走。 e.g. The inhabitants have to walk a mile to fetch water. Please bring me your homework here. Please take the homework to your home and finish it in time. Please fetch me the bat from the gym. 3. Night came as if a lamp was being turned out, and in another moment came the day. 夜幕降临了, 仿佛一盏灯正在熄灭，转眼间，白昼就来临了。 1) if引导方式状语从句：as if从句表示的情况是真实的或极有可能发生时，用陈述语气；as if从句表示的情况是不真实的或极少有可能发生或存在时，从句用虚拟语气，从句用一般过去时(表示与现在的事实相反)，从句用过去完成时(表示与过去的事实相反)，从句用would/could/might do形式(表示与将来的事实相反)。 e.g. Look at the dark clouds in the sky! It looks as if it is going to rain. He talks as if he knew all about it. He kept working as if nothing had happened. It looks as if it might rain. Everything in my childhood crowded into my mind as if they had happened just now. A young couple in a boat are eating, talking and laughing loudly as if they were the only people in the world. 一对年轻夫妇坐在船上吃着东西，说着话，大笑着，好像他们是这世界上仅有的人。 He opened his mouth as if he would say something/as if to say something. 他张开嘴好像要说些什么。 She stepped back appearing surprised and put up her hands, as if she was in defence. 她退了几步，显得很吃惊，举起了手，像是自卫。 2) turn out关掉；熄灭；在场；使朝外；结果是；生产 e.g. Remember to turn out the lights when you go to bed. She turned her toes out. It turned out that she was a friend of my sister. A vast crowd turned out to watch the procession. turn-phrases: turn up调高(音量等)；出现 turn down 调低(音量等)；拒绝 turn in 上交；交还，退还 turn on 打开(水、煤气、电灯等) turn off 关闭(水、煤气、电灯等) turn to 求助于；翻到(书的某页)；转向 turn over 翻身；发动 e.g. When I fell asleep, my mother would help me to turn out the lights and tiptoe out. 关掉 What he had said turned out false. 结果是 They have been turning out great blades for 400 years. 生产 All the candidates must turn in the application forms and relevant materials before the deadline. You had better turn up punctually or a few minutes earlier than the appointed time. There’s no reason for anyone to turn down this suggestion. 4. As my pace grew faster, the walls of the laboratory fell away, and I was left in the open air. 我的速度越来越快，实验室的墙壁随之坍塌，我被留在了户外。 1) pace n.速度；步伐；节奏vt. vi. 确定速度；调整节奏；来回踱步；走来走去 at a(n)...pace　以……的速度 pace of life 生活节奏 keep pace with sb./sth. 与某人/某物并驾齐驱 keep up with one’s pace 跟上某人的步伐 pace up and down来回踱步 e.g. Study at your own pace and never lose heart, and you will make progress in time. 按照自己的进度学习，永远不要灰心，你迟早会取得进步的。 To keep up with his pace, I completely gave up my idle ways and devoted myself to the project. 为了跟上他的步伐，我彻底放弃了闲散的生活方式,全身心投入到项目中。 She paced up and down in the kitchen, and then wandered down to the gate and back. 她在厨房踱来踱去，然后溜达到大门口又回来。 2) fall away(逐渐)减少；消失 e.g. All her troubles fell away from her, and she was on top of the world. 她的所有烦恼都消失了，她感到无比幸福。 fall-phrases: fall over倒下，摔倒；被……绊倒 fall down跌倒 fall off 从……摔下(其后直接接宾语);下落 fall behind 落后；跟不上 fall apart 破碎；破裂；崩溃 fall in love with 爱上 fall ill 生病 fall asleep 进入梦乡；睡着 fall into the habit of ... 养成……的习惯 e.g. I learned that if you fall in love with something and do it all the time, you will get better at it. I dashed out of the dormitory, slipped on a banana skin and fell over. 我冲出宿舍，踩在香蕉皮上滑倒了。 Seeing a boy fall off his bike, I rushed to him like an arrow. 看到一个男孩从自行车上摔下来，我像箭一样冲了过去。 When I sensed that I fell behind in my studies, my heart ached, tears streaming down my cheeks. 当我意识到我的学习成绩落后时，我的心很疼，泪水顺着脸颊流淌。 5. I had a strong urge to look at the random things that were being flashed before my eyes! 我有一种强烈的欲望，想看看眼前那些随机闪现的东西! urge n.强烈的欲望；冲动 vt.催促；力劝；大力推荐 urgent adj.紧急的；迫切的 urgency n.紧急；催促 have/feel an urge to do sth 有强烈的欲望做某事 urge sth. (on/upon sb.) (向某人)大力推荐；极力主张 urge sb. to do sth. 催促某人做某事 urge that...(should) do sth. 极力主张/强调……做某事 It is urged that...(should) do sth. 极力主张/强调……做某事 have/feel an urge to do sth 有强烈的欲望做某事 e.g. He had a strong urge to dismiss Mary, for she had made a big mistake in her work. I am really sorry to have you waiting for so long, but I really had something urgent to deal with. We urged them to sort out the problem sooner rather than later. Because of all this extra time, there was no sense of urgency urge to do my schoolwork immediately. Parents should actively urge their children to take advantage of the opportunity to participate in outdoor activities. 家长应该积极督促孩子利用这个机会参加户外活动。 →Parents should actively urge that their children (should) take advantage of the opportunity to participate in outdoor activities. 6. So long as I travelled at maximum speed, it didn’t matter. 只要我以最高的速度前进，就不会有什么问题。 so/as long as 只要，引导条件状语从句。 e.g. So long as we work with perseverance, we can make the impossible possible. As long as you work out on a daily basis, you will keep healthy. 7. We would be forced together and explode like a bomb! 我们就会被挤在一起，然后像炸弹一样爆炸！ explode vi. vt.爆炸；爆破 vi.激增；突然爆发，迸发(情感) explosion n.爆炸;爆发;激增 explosive adj.爆炸性的;易爆炸的 explode sth. 使某物爆炸；推翻 explode into/with sth. 突然爆发,迸发(感情) explode into sth. 突然做起……来；突然活跃起来 e.g. We all exploded into/with wild laughter. After the explosion the street was full of people running for shelters. Explosive materials must be kept far away from fire. Some people express anger openly in a calm and reasonable way, while others explode into/with anger, and scream and yell. 有些人以平静理智的方式公开表示愤怒，有些人勃然大怒，大喊大叫。 Step 4 Summary and evaluation Activity 4 Summary and text reconstruction 1. Summarize the above language items. 2. Retell the story to reconstruct the text. Activity 5 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Complete the vocabulary and other exercises in the reference book. 学科网（北京）股份有限公司 $