Unit 2 Science Fiction Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use sci-fi-related words and sentences, cultural awareness to understand sci-fi’s cross-cultural connotation, thinking quality to cultivate critical and innovative thinking, and learning ability to master autonomous and cooperative learning methods. 教学重难点 Key points: Master sci-fi core vocabulary and sentence patterns, understand the characteristics of sci-fi works and complete related practical tasks. Difficult points: Apply new knowledge to comment on sci-fi characters and write a sequel logically and fluently. 教学过程 Lead-in: Arouse Interest and Connect with Prior Knowledge The teacher starts the class by showing pictures of classic sci-fi works (such as "The Three-Body Problem", "Blade Runner") and playing a 1-minute clip of a sci-fi movie. Then, the teacher asks two questions in English: "Have you read any sci-fi stories or watched any sci-fi movies? What is your favorite sci-fi character and why?" Students are invited to share their answers freely. After 3-4 students share, the teacher makes a brief comment: "Science fiction is a wonderful genre that combines imagination and science. Today, we will focus on Section 2 Learning Through Practice, and through a series of practical tasks, we will deepen our understanding of science fiction and improve our English ability." Design Intention: The visual and auditory stimuli of pictures and video clips can quickly attract students’ attention and arouse their interest in the theme of science fiction. Asking open-ended questions encourages students to use their existing knowledge and experience to express their views in English, which not only activates the classroom atmosphere but also lays a foundation for the subsequent practical tasks. It helps students connect their prior understanding of sci-fi with the new lesson, reducing the difficulty of learning new knowledge. Pre-task: Preview and Consolidate Basic Knowledge Vocabulary Review: The teacher presents the core vocabulary of Unit 2 on the screen, including nouns (e.g., robot, clone, spaceship, parallel universe), verbs (e.g., simulate, explore, predict, invent), and adjectives (e.g., fictional, advanced, mysterious, technological). The teacher randomly asks students to read the words and make simple sentences. For example, when reviewing "clone", a student may say: "Scientists have successfully cloned some animals, but cloning humans is controversial." The teacher corrects the pronunciation and grammar errors in the sentences and emphasizes the usage of key words. Then, the teacher organizes a quick "vocabulary matching" activity: the left side of the screen shows words, and the right side shows their Chinese meanings. Students compete to match them in pairs, and the teacher awards small praises to the fastest and most accurate group. Text Review: The teacher guides students to review Section 1 "Yu Jie and the Robots" by asking: "What happened between Yu Jie and the robots in Section 1? What characteristics do the robots have?" Students discuss in groups of 4 for a short time, then each group sends a representative to answer. The teacher summarizes: "In Section 1, we met intelligent robots that can help humans with daily tasks, which reflects the imagination of science fiction about the future of technology. Today’s Section 2 will let us practice more skills related to science fiction." Design Intention: Vocabulary is the foundation of language learning. Reviewing core vocabulary through reading, sentence-making and matching activities helps students consolidate their memory and master the basic usage of words, laying a solid foundation for the smooth development of subsequent practical tasks. Reviewing Section 1 not only helps students connect the content of the unit but also enables them to better understand the context of science fiction, making the transition to Section 2 more natural. Group discussion can cultivate students’ cooperative learning ability and encourage more students to participate in classroom activities. While-task: Complete Practical Tasks and Improve Comprehensive Ability This part focuses on the two core tasks in Section 2: Task One Commenting on Your Favourite Character and Task Two Writing a Sequel to a Science Fiction Story. The teacher guides students to complete the tasks step by step, combining individual thinking, group discussion and class display. Task One: Commenting on Your Favourite Character First, the teacher explains the requirements of the task in detail: "Choose your favorite sci-fi character (from the textbook or other sci-fi works you have read/watched), and comment on him/her/it. Your comment should include three parts: the character’s appearance, personality, and the reason why you like him/her/it. You need to use at least 5 new words we learned in this unit, and your expression should be fluent and logical." Then, the teacher gives a sample comment to guide students: "My favorite sci-fi character is R2-D2 from Star Wars. It is a small, blue and white robot with a round body and two flexible arms. It is smart, brave and loyal. It always helps its friends out of danger and never gives up. I like it because it shows that even a small robot can have a warm heart and make great contributions." After the sample, the teacher reminds students to pay attention to the structure of the comment and the correct use of vocabulary and sentences. Next, students think individually for a few minutes, draft their comments, and then discuss with their group members. During the group discussion, students can put forward suggestions for each other’s drafts, such as modifying inappropriate words, adjusting sentence structure, and supplementing details. The teacher walks around the classroom, observes the students’ discussion situation, and provides timely guidance for students who have difficulties. For example, some students may not know how to describe the character’s personality; the teacher can prompt them with words like "courageous", "intelligent", "selfless" and give simple examples. After the group discussion, the teacher invites 5-6 students to present their comments in front of the class. After each presentation, the teacher and other students make comments: point out the advantages of the comment (such as accurate use of vocabulary, clear structure) and put forward suggestions for improvement (such as adding more details, correcting grammar errors). Finally, the teacher makes a summary of Task One, emphasizing the key points of character comment and the common problems in students’ expressions, and asks students to revise their drafts according to the comments. Design Intention: Task One focuses on training students’ oral and written expression ability. The detailed task requirements and sample comments help students clarify the direction of the task and reduce the difficulty of completion. Individual thinking enables students to give full play to their initiative and form their own views; group discussion provides a platform for students to communicate and learn from each other, which not only improves the quality of the task but also cultivates their cooperative learning ability. Class display and comment link can let students learn from each other, find their own shortcomings, and further improve their language expression ability. The teacher’s timely guidance ensures that students can solve problems in the process of completing the task and master the skills of character comment. 2. Task Two: Writing a Sequel to a Science Fiction Story First, the teacher leads students to review the ending of a sci-fi story (taking the story in Section 1 "Yu Jie and the Robots" as an example): "At the end of Section 1, Yu Jie and the robots became good friends, and the robots helped Yu Jie solve many problems in life. If you were the writer, what would happen next? What new adventures would Yu Jie and the robots have? This is our Task Two: write a sequel to a sci-fi story. You can choose the story in the textbook or any other sci-fi story you like." Then, the teacher guides students to discuss the key points of writing a sequel: "To write a good sequel, we need to pay attention to three points: first, keep the consistency of the original characters’ personalities—if the robot in the original story is kind, it should not become cruel in the sequel; second, have a clear plot—there should be a beginning, development, climax and ending; third, combine sci-fi elements—such as new technologies, unknown worlds, etc., to make the sequel more attractive." The teacher also lists some common sci-fi elements on the screen for students’ reference, such as time travel, alien contact, artificial intelligence upgrading, etc. Next, students are divided into groups of 4-5 to discuss the plot of the sequel. Each group chooses a story as the basis and designs the plot of the sequel together. During the discussion, each student puts forward their own ideas, and the group members discuss and sort out the ideas to form a complete plot outline. The teacher walks around the classroom, participates in the discussion of each group, and provides guidance. For example, some groups may have a vague plot; the teacher can prompt them: "What problem will the characters encounter? How will they solve it? What unexpected things will happen in the process?" After the group discussion, each group sends a representative to introduce their plot outline to the class. Other groups can put forward questions and suggestions, such as "Why did you design such a plot? Can you add more sci-fi elements?" The teacher comments on each group’s outline, affirms the creative points, and puts forward suggestions for improvement. Then, students start to write the sequel independently. The teacher reminds students to use the new words and sentence patterns learned in this unit, pay attention to the logic and fluency of the article, and control the length of the sequel (at least 150 words). During the writing process, the teacher provides one-on-one guidance for students who have difficulties. For example, some students may not know how to start the sequel; the teacher can prompt them: "You can start by describing the daily life of the characters after the original story, and then lead to new events." Some students may have grammar errors; the teacher helps them correct and explains the relevant grammar points. Design Intention: Task Two is a comprehensive practical task that integrates reading, thinking, discussion and writing, which is conducive to improving students’ comprehensive language ability. Guiding students to discuss the key points of writing a sequel helps them master the skills of sequel writing and avoid blind writing. Group discussion can stimulate students’ imagination and creativity, and different ideas can complement each other to make the plot of the sequel more rich and interesting. Individual writing enables students to practice their writing skills independently, and the teacher’s one-on-one guidance can help students solve their own problems in a targeted way, improving the quality of writing. Class display of plot outlines can promote the exchange and sharing of ideas among students, and stimulate their creative inspiration. Post-task: Summary, Evaluation and Extension Summary: The teacher invites students to summarize what they have learned in this class. Students can share their gains in vocabulary, sentence patterns, practical skills, etc. Then, the teacher makes a comprehensive summary: "In this class, we completed two important practical tasks: commenting on sci-fi characters and writing a sci-fi sequel. We reviewed the core vocabulary of the unit, mastered the skills of character comment and sequel writing, and also exercised our ability of independent thinking and cooperative learning. I hope you can apply what you have learned to your daily English learning and reading of sci-fi works." Evaluation: The teacher adopts a combination of self-evaluation, peer evaluation and teacher evaluation. First, students conduct self-evaluation: they score their performance in this class (from 1 to 10 points) and write down their advantages and shortcomings. Then, students exchange their self-evaluation results with their deskmates and conduct peer evaluation: they point out each other’s advantages and put forward suggestions for improvement. Finally, the teacher makes a comprehensive evaluation of the whole class: affirms the active performance of the students in the class, praises the groups and individuals who completed the tasks well, and points out the common problems in the class (such as inaccurate use of some words, unclear logic in writing) and puts forward corresponding improvement suggestions. Extension: The teacher assigns after-class tasks: (1) Revise the character comment and sci-fi sequel written in class according to the comments, and hand them in the next class; (2) Read a short sci-fi story (provided by the teacher or chosen by themselves) and write a 50-word comment on it; (3) Discuss with family members or friends about their favorite sci-fi works and share the discussion results in the next class. In addition, the teacher recommends some classic sci-fi works to students, such as "The Three-Body Problem" (English version), "The Martian" and sci-fi movies like "Interstellar", encouraging students to read and watch more to expand their horizons. Design Intention: Summary link helps students sort out the knowledge and skills learned in this class, deepen their memory and understanding. The combination of self-evaluation, peer evaluation and teacher evaluation is conducive to students’ comprehensive understanding of their own performance, finding their own shortcomings and clarifying the direction of improvement. It also cultivates students’ ability of self-reflection and evaluation. After-class extension tasks connect classroom learning with after-class life, which not only consolidates the knowledge and skills learned in class but also expands students’ learning channels and stimulates their long-term interest in sci-fi and English learning. Recommending classic sci-fi works helps students accumulate more sci-fi knowledge and improve their literary literacy. 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 $