Unit 2 Science Fiction-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第三册

Unit 2 Science Fiction-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabulary and complex sentence structures related to science fiction, improve their ability to obtain, sort out and summarize key information from the reading text, and express their views on science fiction in simple English. Cultural Awareness: Guide students to understand the cultural connotation and humanistic value behind science fiction, realize the connection between science fiction and real scientific and technological development, and cultivate cross-cultural thinking. Thinking Quality: Encourage students to think critically about the themes, characters and technological settings in science fiction, stimulate their imagination and logical reasoning ability, and guide them to explore the relationship between science and humanity. Learning Ability: Help students master effective reading strategies such as skimming, scanning and close reading, cultivate their autonomous learning and cooperative inquiry ability, and lay a foundation for lifelong English learning. 教学重难点 Key Points: Master the core vocabulary (e.g., robotics, futuristic, speculative, ethics) and difficult sentence structures (e.g., attributive clauses, subjunctive mood) in the reading text; understand the main idea, plot development and character characteristics of the text; grasp the basic characteristics and themes of science fiction. Difficult Points: Understand the implied meaning and metaphorical meaning in the science fiction text, especially the author’s critical thinking on technological alienation; use the learned vocabulary and sentence structures to express personal views on science fiction and the relationship between science and humanity in fluent English. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing students short clips of classic science fiction works (such as "2001: A Space Odyssey" and "Blade Runner") and pictures of science fiction elements (robots, space stations, time travel). Then the teacher asks two questions in English: “Have you seen any science fiction movies or read any science fiction novels? What impresses you most in these works?” After asking the questions, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher guides students to use simple English to describe the science fiction elements they know, and appropriately supplements core vocabulary related to the unit, such as “robot”, “space exploration”, “artificial intelligence” and “virtual reality”, and writes them on the blackboard. Finally, the teacher makes a summary: “Science fiction is a literary genre that uses imaginative scenarios to explore the impact of technology on society and human beings. Today, we will read a science fiction text and explore the stories and themes behind it together.” Design Intention: The lead-in link uses audio-visual materials to create a vivid and interesting teaching situation, which can quickly attract students’ attention and stimulate their interest in learning science fiction themes. By asking questions and encouraging students to share, it can activate students’ existing knowledge reserve and life experience, lay a foundation for the subsequent reading teaching. At the same time, the infiltration of core vocabulary can help students get familiar with the key words of the unit in advance, reducing the difficulty of reading comprehension. Step 2: Pre-reading (Pre-reading) Activity 1: Vocabulary Preview The teacher presents the core vocabulary and phrases of the reading text on the multimedia courseware, including speculative, robotics, futuristic, ethics, exploitation, conservation, dystopia, virtual reality, as well as key phrases such as “take away freedom”, “be interested in”, “for profit”. For each word and phrase, the teacher provides accurate English definitions and simple example sentences related to science fiction, and guides students to read aloud after the teacher to grasp the correct pronunciation and usage. Then, the teacher divides students into groups of 4, and assigns a task: each group chooses 2-3 words or phrases, makes up short dialogues or sentences related to science fiction, and then presents them to the whole class. After each group’s presentation, the teacher comments and corrects, emphasizing the key points of word usage and helping students deepen their memory of vocabulary. Activity 2: Predict the Text The teacher shows the title of the reading text and the pictures in the text to the students, and asks: “According to the title and pictures, what do you think this science fiction text will talk about? Who are the main characters? What kind of technological settings will there be?” The teacher gives students 3 minutes to think independently, then invites students to express their predictions in English. The teacher writes down the reasonable predictions of the students on the blackboard, and tells the students: “Let’s read the text and check whether your predictions are correct.” Design Intention: The vocabulary preview link helps students solve the language barriers in reading in advance, ensures that students can smoothly understand the text content, and lays a solid language foundation for the subsequent reading activities. Group dialogue creation can not only enhance students’ memory of vocabulary, but also improve their oral expression ability and cooperative learning ability. The text prediction activity can stimulate students’ curiosity and exploratory desire, guide students to form a good reading habit of predicting before reading, and improve their reading efficiency. Step 3: While-reading (While-reading) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and complete two tasks: Summarize the main idea of the text in one sentence; Divide the text into several parts and summarize the main idea of each part. After students finish reading, the teacher invites students to share their answers, and guides students to sort out the structure of the text together. Generally, the text can be divided into three parts: the beginning (introducing the background and main characters), the development (describing the key events and conflicts), and the ending (expressing the author’s views or leaving thinking). During the process of sorting out the text structure, the teacher appropriately guides students to find the topic sentences of each paragraph, helps students master the method of skimming for main ideas, and emphasizes the key information such as the main characters, events and themes of the text. Activity 2: Scanning for Specific Information On the basis of skimming, the teacher asks students to read the text again carefully (scanning) and complete the following information form. The form includes the following items: main characters, technological settings in the text, key events, conflicts in the text, and the author’s attitude towards technology. The teacher gives students enough time to read and fill in the form, and walks around the classroom to guide students who have difficulties, helping them find specific information in the text. After students finish filling in the form, the teacher invites several students to show their forms, checks the correctness of the information, and supplements and explains the key and difficult points in the text. For example, if students have difficulty finding the conflicts in the text, the teacher can guide them to focus on the dialogue and psychological description of the characters, and analyze the conflicts between humans and technology, or between different views on technology. Activity 3: Close Reading for Implied Meaning The teacher selects 2-3 key paragraphs or sentences in the text (such as paragraphs describing the impact of technology on human life, or sentences expressing the author’s views) and asks students to read them carefully, and think about the following questions: What is the implied meaning of this sentence/paragraph? Why does the author write this part? What kind of attitude does the author hold towards the technological development described in the text? Is it positive, negative or neutral? The teacher organizes students to discuss these questions in groups. During the discussion, the teacher guides students to combine the context of the text, analyze the author’s writing intention, and encourage students to express their own views. For example, when analyzing the sentence “The Machine provides everything but takes away freedom”, the teacher can guide students to think: What does “The Machine” symbolize? What is the author’s warning to human beings through this sentence? After the group discussion, each group sends a representative to share the discussion results. The teacher makes comments and summaries, guides students to deeply understand the implied meaning and metaphorical meaning in the text, and helps students cultivate critical thinking ability. Design Intention: The while-reading link is designed from shallow to deep, which conforms to the law of students’ reading comprehension. Skimming helps students grasp the overall framework of the text and form a macro understanding; scanning helps students accurately obtain specific information and improve their ability to find information quickly; close reading helps students dig into the deep meaning of the text, understand the author’s writing intention and the theme of the text, and effectively cultivate students’ critical thinking and text analysis ability. Group discussion can stimulate students’ thinking, promote the exchange and cooperation between students, and make students have a more in-depth understanding of the text. Step 4: Post-reading (Post-reading) Activity 1: Text Retelling The teacher divides students into groups of 3-4, and assigns the task of retelling the text. The requirements are: Use the core vocabulary and sentence structures learned in the class; Retell the main plot and key information of the text in a logical and fluent way; Each member of the group should participate in the retelling, and the retelling time of each group should be controlled within 3-5 minutes. The teacher gives students 5 minutes to prepare, and walks around the classroom to guide students, helping them sort out the retelling ideas and correct the wrong use of vocabulary and sentences. After the preparation, each group takes turns to retell the text. After each group’s retelling, the teacher and other students make comments, pointing out the advantages and deficiencies of the retelling, and putting forward suggestions for improvement. For example, if a group misses key plot points, the teacher can remind them to supplement; if there are errors in vocabulary or sentence structure, the teacher can correct them in time. Activity 2: Theme Discussion The teacher puts forward the core discussion question: “What do you think is the relationship between science fiction and real life? What enlightenment can science fiction bring to us in terms of scientific and technological development?” Then, the teacher divides the students into two groups, and assigns the two groups to hold a small debate. Group A holds the view that “science fiction promotes the development of science and technology”, and Group B holds the view that “science fiction warns human beings about the risks of scientific and technological development”. Each group needs to find supporting arguments from the text and their own life experience to support their own views. During the debate, the teacher acts as a host and referee, guiding students to express their views in fluent English, encouraging students to listen to the views of the other group carefully, and putting forward counterarguments. After the debate, the teacher makes a summary, affirming the positive performance of both groups, and guiding students to realize that science fiction not only stimulates human imagination and promotes scientific and technological innovation, but also warns human beings to pay attention to the ethical and social problems brought by scientific and technological development, and to develop science and technology in a rational and responsible way. Activity 3: Writing Practice The teacher asks students to write a short passage (about 80-100 words) with the title “My Favorite Science Fiction Work”. The requirements are: Briefly introduce the main content of the science fiction work; Express your feelings and views on this work; Use at least 5 core vocabulary and 2 complex sentence structures learned in the class. The teacher gives students 10 minutes to write, and walks around the classroom to guide students who have difficulties in writing, helping them sort out their writing ideas and correct the wrong use of language. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and makes comments and corrections, emphasizing the use of vocabulary and sentence structures, as well as the logic and fluency of the passage. At the same time, the teacher selects excellent works to share with the whole class, encouraging students to learn from each other. Design Intention: The post-reading link is designed to consolidate the knowledge learned in the class and improve students’ comprehensive language application ability. Text retelling can help students deepen their understanding of the text content, consolidate the core vocabulary and sentence structures, and improve their oral expression ability and logical thinking ability. Theme discussion and debate can stimulate students’ thinking, cultivate their critical thinking ability and oral debate ability, and guide students to connect the text with real life, realizing the migration and application of knowledge. Writing practice can help students integrate the vocabulary and sentence structures learned in the class, improve their written expression ability, and lay a foundation for the subsequent writing teaching. Step 5: Summary and Extension (Summary and Extension) Summary The teacher leads students to summarize the content of this class together: We have learned the core vocabulary and difficult sentence structures related to science fiction, and mastered the reading strategies of skimming, scanning and close reading; We have understood the main idea, plot structure and theme of the reading text, and deeply explored the implied meaning and humanistic connotation behind the text; We have expressed our views on science fiction and the relationship between science and technology through discussion, debate and writing. At the same time, the teacher emphasizes the four-dimensional core literacy goals of this class, and encourages students to apply the knowledge and skills learned in the class to their daily English learning and life, and continue to explore the charm of science fiction. Extension The teacher assigns after-class tasks: Read another science fiction short story recommended by the teacher (such as "The Kaiju Preservation Society" excerpt), and write a short reading report (about 100 words), introducing the main content and personal views; Search for information about famous science fiction writers and their works, and share it in the next class; Discuss with family or friends about the impact of artificial intelligence on life, and write down the discussion results in English. Design Intention: The summary link helps students sort out the knowledge system of this class, consolidate the learning results, and clarify the key and difficult points of the class. The extension tasks can extend the teaching content from the classroom to the after-class, encourage students to carry out autonomous learning and inquiry learning, expand their knowledge horizon, and further improve their comprehensive language application ability and learning ability. At the same time, the extension tasks are closely combined with real life, which can stimulate students’ interest in learning and realize the integration of language learning and life practice. 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 $