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

Unit 2 Science Fiction Section 3 Using English in Context 教学目标和重难点 教学目标 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. 教学重难点 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. 教学过程 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 obtain and process information, and lay a foundation for the subsequent oral and written expression. Oral Expression Practice The teacher organizes a group discussion activity with the topic: “Do you think science and technology will create a utopian or dystopian world in the future? Why?” Before the discussion, the teacher gives students 5 minutes to think about their views and organize their language, and reminds them to use the key vocabulary and sentence patterns learned in this lesson. Then, students are divided into groups of 4, and each group discusses the topic freely. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides guidance and help for students who have difficulties in expression, such as reminding them of relevant vocabulary and sentence patterns, and correcting their wrong expressions. After the discussion, each group selects a representative to make a 2-3 minute speech in front of the whole class, expressing the group’s views. After each representative’s speech, the teacher makes comments, affirms the advantages of the speech (such as correct use of language, clear logic), points out the deficiencies (such as incomplete expression, incorrect sentence structure), and encourages other students to ask questions to the representative, so as to further expand the discussion. Finally, the teacher summarizes the students’ views, guides students to view the impact of science and technology from a dialectical perspective, and cultivates their critical thinking ability. Design Intent: Oral expression practice can effectively improve students’ ability to use English flexibly. The group discussion activity provides students with a platform to communicate in English, which can arouse their enthusiasm for participation and reduce their anxiety in speaking English. The topic closely related to the unit theme can help students apply the learned language knowledge to practical communication, and at the same time, guide students to think deeply about the relationship between science and technology and humanity, which is conducive to the cultivation of their thinking quality and cultural awareness. Writing Practice The teacher assigns a writing task: “Write a short passage (about 150 words) about your imagination of the future world with the help of science and technology. You should use at least 5 key words and 2 key sentence patterns learned in this lesson.” Before writing, the teacher guides students to sort out their ideas: first, determine the main content of the passage (such as the technological development in the future world, the impact of technology on human life, etc.); then, select the appropriate key words and sentence patterns; finally, organize the language and write the passage. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, reminding them of the correct use of vocabulary and sentence patterns, and correcting their spelling and grammar mistakes. After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems), displays them on the PPT, and comments on them. For excellent works, the teacher affirms their advantages and encourages other students to learn from them; for works with problems, the teacher points out the mistakes and guides students to correct them together. Then, students exchange their works in pairs, read and revise each other’s works, and the teacher checks the revision results. Design Intent: Writing practice is an important way to consolidate students’ language knowledge and improve their language expression ability. The writing task closely related to the unit theme can help students apply the key vocabulary and sentence patterns they have learned to writing, and improve their ability to organize language and express views in English. The process of teacher guidance, student writing, work display and mutual revision can make students find their own deficiencies in writing, learn from each other, and continuously improve their writing level. At the same time, it can also cultivate students’ ability of self-reflection and cooperative learning. Consolidation and Extension: Deepen Understanding and Expand Vision Consolidation Activity The teacher organizes a “language competition” activity. The activity is divided into three links: vocabulary dictation, sentence pattern transformation and situational dialogue. In the vocabulary dictation link, the teacher reads the key vocabulary of this lesson, and students write down the words; in the sentence pattern transformation link, the teacher gives some simple sentences, and students transform them into complex sentences using the key sentence patterns learned; in the situational dialogue link, the teacher gives a situational prompt related to science fiction (such as “talking about a science fiction movie you like with your friend”), and students complete the dialogue in pairs. After each link, the teacher checks the results, scores the students, and awards small rewards to the students with excellent performance. For the students who have made mistakes, the teacher guides them to correct them and consolidate the relevant knowledge again. Finally, the teacher summarizes the activity, emphasizes the key points of this lesson, and helps students sort out the knowledge system of this lesson. Design Intent: The “language competition” activity makes the consolidation of knowledge more interesting and vivid, which can arouse students’ enthusiasm for participation and help them consolidate the key vocabulary and sentence patterns learned in this lesson in a relaxed atmosphere. The three links of the activity cover vocabulary, sentence patterns and situational application, which can comprehensively test and consolidate students’ language knowledge and application ability. At the same time, it can also enhance students’ sense of achievement and motivation for learning. 4.2 Extension Activity The teacher assigns an after-class extension task: Read a classic science fiction short story (recommended by the teacher, such as The Veldt by Ray Bradbury) and write a 50-word book review in English, focusing on your feelings and views on the story. Surf the Internet to collect information about the development of science and technology related to science fiction themes (such as artificial intelligence, time travel), and prepare a 3-minute oral report for the next class. Before the end of the class, the teacher reminds students to complete the after-class task on time, and encourages them to actively explore more knowledge about science fiction and science and technology, expand their vision, and improve their comprehensive quality. The teacher also tells students that they can consult the teacher or their classmates if they have any difficulties in completing the task. Design Intent: The after-class extension task is an extension and expansion of the in-class teaching, which can help students consolidate the knowledge learned in class, expand their vision, and improve their ability of independent inquiry and information collection. Reading science fiction short stories and writing book reviews can improve students’ reading and writing ability, and help them understand the cultural connotation and value connotation of science fiction works better. Collecting information about the development of science and technology and preparing oral reports can cultivate students’ ability of information processing and oral expression, and connect English learning with real life, which is conducive to the cultivation of students’ core literacy. Summary and Reflection: Sort Out Knowledge and Improve Ability The teacher invites students to summarize the key content of this lesson, including the key vocabulary, key sentence patterns and the main learning tasks. After students finish summarizing, the teacher makes a supplementary summary, sorts out the knowledge system of this lesson, and emphasizes the importance of mastering the key language knowledge and improving the language application ability. Then, the teacher guides students to reflect on their own learning process: “What have you learned in this lesson? What difficulties have you encountered? How can you solve these difficulties? What aspects do you need to improve in the future?” Students think quietly for a few minutes, then share their reflections with the classmates around them. Finally, the teacher makes a comment on the students’ learning performance in this lesson, affirms their efforts and progress, points out the areas that need to be improved, and puts forward expectations for their future learning. The teacher encourages students to keep learning, actively use English, and continuously improve their English comprehensive ability. Design Intent: Summarizing the key content of the lesson can help students sort out the knowledge they have learned, form a complete knowledge system, and deepen their understanding and memory of the knowledge. Guiding students to reflect on their own learning process can help them find their own deficiencies in learning, clarify the direction of future efforts, and improve their learning ability. The teacher’s comment and expectation can enhance students’ motivation for learning and help them establish confidence in learning English well. 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 $