Unit 2 Science Fiction Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版选择性必修第三册

Language Competence: Enable students to master key vocabulary and sentence patterns related to science fiction, and use them flexibly in listening, speaking, reading and writing to express views on science fiction themes.

Thinking Quality: Guide students to analyze science fiction plots and characters critically, develop logical reasoning and creative thinking, and explore the relationship between technology and humanity.

Cultural Awareness: Help students understand the cultural connotation and value connotation of science fiction works from different cultural backgrounds, and enhance cross-cultural understanding and respect.

Learning Ability: Cultivate students' abilities of independent inquiry, cooperative learning and resource integration, and master effective language learning strategies to lay a foundation for lifelong learning.

Key Points: Master the key vocabulary (such as dystopia, virtual reality, ethical dilemma) and complex sentence structures in the section; accurately understand the context of science fiction texts and use the learned language knowledge to complete practical communication tasks.

Difficult Points: Comprehend the metaphorical meaning of science fiction texts and the author’s critical reflection on technological alienation; flexibly use the learned language to express personal views on science fiction themes in English logically and fluently.

Lead-in: Stimulate Interest and Activate Prior Knowledge

The teacher starts the class by showing short clips of classic science fiction works (such as excerpts from The Machine Stops and Blade Runner) and asks students to watch carefully. After watching, the teacher raises questions: “What science fiction works have you watched or read? What future technologies are described in them? How do you think these technologies will affect human life?” Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher summarizes and leads to the topic of this lesson: “Today, we will focus on Section 3 Using English in Context of Unit 2 Science Fiction, and learn to use English to talk about science fiction themes, understand the deep meaning of science fiction texts and improve our language application ability.”

Design Intent: The short clips of science fiction works can quickly attract students’ attention and stimulate their interest in the topic of science fiction. By asking questions and inviting students to share, the teacher can activate students’ prior knowledge about science fiction, arouse their enthusiasm for participation, and lay a good foundation for the smooth development of the subsequent teaching links. At the same time, it can also test students’ existing English expression ability and provide a basis for adjusting the teaching progress and difficulty.

Presentation: Master Key Language Knowledge

Vocabulary Teaching

The teacher presents the key vocabulary of this section on the blackboard or PPT, including nouns (dystopia, virtual reality, ethics, dilemma), verbs (predict, explore, dominate, abandon) and adjectives (utopian, technological, ethical, critical). For each word, the teacher first pronounces it clearly and asks students to follow along, then explains its meaning with simple English, combines it with the context of science fiction, and gives example sentences related to the unit theme. For example, when explaining “dystopia”, the teacher says: “Dystopia is a kind of imaginary society that is very bad, where people’s lives are not happy and they may lose their freedom, just like the world described in The Machine Stops we watched just now.” Then the teacher gives the example sentence: “The story is set in a dystopian future where technology controls every aspect of human life.”

After explaining the new words, the teacher organizes a “vocabulary matching” activity: prepare some cards with

vocabulary and their definitions, divide students into groups of 4, and let them match the vocabulary with the correct definitions as quickly as possible. The group that finishes first and has the highest accuracy wins a small reward. After the activity, the teacher checks the results, corrects the wrong matches, and emphasizes the key and difficult words again.

Design Intent: Vocabulary is the foundation of language learning. By pronouncing, explaining and giving example sentences, students can accurately grasp the meaning and usage of new words. The “vocabulary matching” activity makes the vocabulary learning more interesting, avoids the tediousness of mechanical memorization, and helps students consolidate the new words they have just learned in a relaxed atmosphere. Group activities can also cultivate students’ cooperative learning ability and enhance their sense of participation and competition.

Sentence Pattern Teaching

The teacher extracts the key sentence patterns from the section, mainly including complex sentences with attributive clauses, conditional clauses and object clauses, which are frequently used in science fiction texts. For example: “Science fiction is a genre of speculative fiction that explores imaginative and futuristic concepts.” (attributive clause), “If we rely too much on technology, we may lose our ability to live independently.” (conditional clause), “Many people wonder whether science and technology will bring more benefits or harms to humanity.” (object clause).

For each sentence pattern, the teacher first analyzes its structure, explains the usage of the guide words (such as that, if, whether) and the tense collocation, then gives more example sentences related to science fiction themes, and asks students to imitate and make sentences. For example, after explaining the conditional clause, the teacher asks students to make sentences according to the prompt: “If humans could travel through time, what would you do first?” Students take turns to answer, and the teacher corrects their mistakes in sentence structure and expression, and guides them to use the sentence pattern correctly.

Design Intent: The key sentence patterns are the core of language application. By analyzing the structure and guiding students to imitate and make sentences, students can master the usage of the sentence patterns and lay a foundation for their subsequent reading and writing. Combining the sentence patterns with science fiction themes makes the teaching more targeted, and helps students connect the language knowledge with the topic of the unit, improving the efficiency of language learning.

Practice: Strengthen Language Application Ability

Reading Comprehension Practice

The teacher distributes a short science fiction passage related to the unit theme (consistent with the difficulty of Section 3). The passage mainly describes a dystopian world where humans rely on virtual reality to live and lose their ability to communicate in reality. The teacher asks students to read the passage carefully and complete the following tasks:

Task 1: Skim the passage and summarize the main idea in one sentence.

Task 2: Scan the passage and find the key words and sentence patterns learned in this lesson, and underline them.

Task 3: Answer the following questions according to the passage:  What kind of world is described in the passage?  Why do humans rely on virtual reality to live?  What problems may this bring to humans?

After students finish the tasks, the teacher invites students to share their answers. For Task 1, the teacher guides students to summarize the main idea accurately and concisely; for Task 2, the teacher checks whether students can correctly identify the key words and sentence patterns; for Task 3, the teacher guides students to find the relevant information in the passage and express their answers in complete sentences. For the wrong answers, the teacher patiently explains and corrects them, and emphasizes the reading skills (such as skimming and scanning) to help students improve their reading efficiency.

Design Intent: Reading comprehension practice is an important way to improve students’ language comprehension ability. The short passage closely related to the unit theme can help students apply the key vocabulary and sentence patterns they have just learned to reading, and consolidate the language knowledge. The three tasks from skimming to scanning to answering questions are gradually in-depth, which can train students’ reading skills at different levels, improve their ability to