Unit2 Science Fiction Section4 Expanding Our Horizons教学设计-2025-2026学年高中英语冀教版选择性必修第三册

Unit 2 Science Fiction Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language Ability: Enable students to master core vocabulary and complex sentences related to science fiction, and improve their abilities of reading comprehension, oral expression and written output. Cultural Awareness: Guide students to understand the characteristics of science fiction works from different cultural backgrounds and cultivate cross-cultural communication awareness. Thinking Quality: Encourage students to analyze the themes and logical clues of science fiction texts, develop critical thinking and innovative thinking. Learning Ability: Help students master effective learning strategies such as autonomous learning and cooperative inquiry, and enhance their ability to independently explore and solve problems in English learning. 教学重难点 Key Points: Master core vocabulary (e.g., dystopia, virtual reality, speculative) and sentence patterns in the text; understand the definition, characteristics and classic works of science fiction; grasp the logical structure and core themes of the text. Difficult Points: Understand the metaphorical meaning of science fiction works and the critical attitude towards technological alienation; use English to express views on science fiction and technological ethics dialectically; improve the ability of cross-text analysis and comprehensive application. 教学过程 Lead-in The teacher starts the class by showing a 3-minute clip of the science fiction movie The Time Machine, which presents the vivid scene of the time machine starting and the changes of the future world. After playing the clip, the teacher asks two questions in English: “Have you ever watched a science fiction movie or read a science fiction novel? What impressed you most in it?” Then, invite 3-4 students to share their answers freely. After the sharing, the teacher summarizes: “Science fiction is a magical genre that combines imagination and science. It shows us possible future worlds and makes us think about the impact of technology on society. Today, we will explore Section 4 Expanding Our Horizons and learn more about science fiction.” Design Intention: The use of science fiction movie clips creates a vivid and interesting teaching situation, which can quickly attract students' attention and arouse their interest in the theme of science fiction. The interactive questions connect students' existing life experience and learning experience, help them activate relevant vocabulary and expressions, and lay a good foundation for the subsequent teaching. At the same time, the brief summary of the teacher clarifies the learning theme of this lesson and guides students to enter the learning state quickly. Pre-reading: Vocabulary and Background Preview Vocabulary Learning: The teacher presents the core vocabulary of this lesson on the blackboard or PPT, including speculative, dystopia, utopia, virtual reality, futuristic, ethical, societal, etc. For each word, the teacher explains its pronunciation, part of speech and core meaning, and gives example sentences closely related to science fiction. For example, when explaining “dystopia”, the teacher says: “Dystopia refers to an imaginary society that is very bad, usually with oppression, poverty and environmental pollution. For example, the world in the novel The Machine Stops is a typical dystopia.” Then, organize students to read the words and example sentences twice in groups to ensure that they can pronounce them correctly and understand their basic meanings. After that, carry out a quick matching activity: present the words on one side and their Chinese meanings on the other side, and ask students to match them in pairs. The teacher checks the matching results in time and explains the words that students easily confuse. Background Introduction: The teacher briefly introduces the background knowledge of science fiction in English, including its origin, development and main characteristics. The teacher says: “Science fiction, also known as sci-fi, is a genre of speculative fiction. It first appeared in the 19th century, with H.G. Wells and Jules Verne as the representative writers. Science fiction usually involves imaginative and futuristic concepts, such as space exploration, artificial intelligence, time travel and so on. It not only brings us enjoyment, but also makes us think about the future of humanity and the impact of technology.” At the same time, the teacher shows pictures of representative science fiction writers and their works, such as H.G. Wells’ The Time Machine, Jules Verne’s Around the World in Eighty Days, and Liu Cixin’s The Three-Body Problem, to help students have a more intuitive understanding. Design Intention: Vocabulary is the foundation of English learning. By focusing on the core vocabulary related to science fiction, students can break through the language barrier in reading and lay a foundation for understanding the text. The example sentences closely combined with science fiction themes help students connect vocabulary with the learning content of this lesson and deepen their memory. The background introduction enables students to have a basic understanding of science fiction, expand their cultural vision, and lay a foundation for in-depth understanding of the text's themes and connotations. While-reading: Text Analysis and Comprehension Fast Reading: Ask students to read the text quickly and complete two tasks: (1) Summarize the main idea of the text in one sentence. (2) Divide the text into several parts and write down the main content of each part. After students finish reading, invite 2 students to share their answers. The teacher corrects and summarizes: The text mainly introduces the definition, characteristics, influential writers and classic works of science fiction, and discusses the impact of science fiction on society and human beings. The text can be divided into three parts: the first part (Paragraph 1) introduces the definition of science fiction; the second part (Paragraphs 2-3) introduces influential science fiction writers and their representative works; the third part (Paragraph 4) discusses the significance and impact of science fiction. Design Intention: Fast reading training helps students improve their reading speed and the ability to grasp the main idea of the text quickly. Dividing the text into parts and summarizing the main content of each part helps students sort out the logical structure of the text and lay a foundation for in-depth reading. Careful Reading: Guide students to read the text carefully paragraph by paragraph, and carry out targeted analysis and discussion. Paragraph 1: The teacher asks questions: “What is the definition of science fiction according to the text? What are the key elements of science fiction?” Ask students to find the relevant sentences in the text and read them aloud. Then, the teacher leads students to analyze the definition: “Science fiction is a genre of speculative fiction that deals with imaginative and futuristic concepts such as advanced science and technology, space exploration, time travel, parallel universes, and extraterrestrial life.” The key elements are imaginative, futuristic, and related to science and technology. Then, ask students to discuss: “What is the difference between science fiction and fantasy?” After the discussion, the teacher summarizes: “Science fiction is based on scientific principles and rational imagination, while fantasy is more about supernatural and magical elements without scientific basis.” Paragraphs 2-3: The teacher asks students to find the names of influential science fiction writers mentioned in the text and their representative works, and fill in the following form (the form is presented on the PPT): Writers Representative Works Key Features of Works H.G. Wells The Time Machine, The War of the Worlds Explore the impact of technology on society and human nature Jules Verne Around the World in Eighty Days, Twenty Thousand Leagues Under the Sea Combine adventure with scientific knowledge Liu Cixin The Three-Body Problem Discuss the relationship between humanity and the universe After students finish filling in the form, the teacher invites a group to present their answers, and corrects and supplements them. Then, the teacher asks: “Why are these writers and their works influential? What contributions have they made to the development of science fiction?” Guide students to discuss and summarize: These writers have created vivid science fiction worlds, explored important themes such as technology, humanity and the universe, and inspired people's imagination and thinking about the future. Paragraph 4: The teacher asks questions: “What is the significance of science fiction according to the text? How does science fiction affect our society?” Ask students to find relevant sentences and express their own understanding. Then, the teacher leads students to analyze the key sentence: “Science fiction not only entertains us, but also challenges our thinking and inspires us to pursue progress. It helps us imagine possible futures and prepare for the changes that technology may bring.” The teacher further guides students to think: “Can you give an example to illustrate how science fiction inspires technological progress?” Students can share examples such as space exploration inspired by science fiction works, the development of artificial intelligence, etc. Sentence Analysis: Focus on the complex sentences in the text to help students break through the difficulty of sentence understanding. For example, the sentence: “Science fiction is a genre of speculative fiction that deals with imaginative and futuristic concepts such as advanced science and technology, space exploration, time travel, parallel universes, and extraterrestrial life.” The teacher analyzes the sentence structure: This is a complex sentence with an attributive clause. The main clause is “Science fiction is a genre of speculative fiction”, and the attributive clause “that deals with... extraterrestrial life” modifies the antecedent “speculative fiction”. The teacher asks students to identify the main clause and the attributive clause, and translate the sentence into Chinese. Then, let students practice making similar sentences with “that” attributive clauses, such as “Science fiction is a kind of literature that can inspire our imagination.” Design Intention: Careful reading helps students deeply understand the details and connotations of the text. Through targeted questions and discussions, students can grasp the key information of each paragraph, understand the theme of the text, and improve their reading comprehension ability. The form-filling activity makes the information of the text more intuitive and helps students sort out and remember the key content. The analysis of complex sentences helps students break through the language difficulty, master the sentence structure, and lay a foundation for the application of language. Post-reading: Consolidation and Application Group Discussion: Divide students into groups of 4-5, and give the discussion topic: “What kind of science fiction work do you think is a good one? What themes do you think science fiction should focus on in the future? Why?” Each group elects a recorder and a presenter. During the discussion, the teacher walks around the classroom, guides students to express their views in English, and helps them solve the language problems encountered in the discussion. After the discussion, each group sends a presenter to share the group's views, and the teacher makes comments and summaries, affirming the reasonable views of each group and guiding students to think more comprehensively. Vocabulary and Sentence Practice: (1) Fill in the blanks with the core vocabulary learned in this lesson. The teacher presents the sentences on the PPT, such as: The novel describes a ________ world where people live in isolation and lose their freedom. (dystopian) With the development of technology, ________ has become more and more realistic. (virtual reality) Science fiction often involves ________ concepts that challenge our understanding of the world. (speculative) Students complete the blanks independently, and the teacher checks the answers and explains the usage of the words again. (2) Sentence rewriting: Ask students to rewrite the following sentences using the sentence patterns learned in this lesson. For example, rewrite “Science fiction entertains us. It also inspires us.” into “Science fiction not only entertains us, but also inspires us.” Students complete the rewriting independently, and then exchange their answers with their deskmates for mutual correction. The teacher selects several typical answers to comment on. Creative Writing: Ask students to write a short paragraph (about 80-100 words) about their favorite science fiction work or their imagination of the future world. The requirements are: use at least 3 core vocabulary learned in this lesson, and use the “not only... but also...” sentence pattern. After students finish writing, invite 2-3 students to read their works aloud, and the teacher makes comments, affirming their advantages and putting forward suggestions for improvement. Design Intention: Group discussion encourages students to express their views in English, improves their oral expression ability and cooperative learning ability, and also cultivates their critical thinking and innovative thinking. Vocabulary and sentence practice helps students consolidate the knowledge learned in this lesson and improve their ability to use language flexibly. Creative writing combines the knowledge learned with students' imagination, improves their written expression ability, and also deepens their understanding of the theme of science fiction. Summary and Homework Summary: The teacher invites students to summarize the main content of this lesson in English. Then, the teacher makes a comprehensive summary: “In this lesson, we have learned the definition, characteristics, influential writers and classic works of science fiction. We have also discussed the significance of science fiction and practiced using the core vocabulary and sentence patterns. Through this lesson, we not only improve our English ability, but also expand our horizons and stimulate our imagination about the future.” Homework: (1) Review the core vocabulary and sentence patterns learned in this lesson, and recite the key sentences. (2) Read an English science fiction short story after class, and write a short reading report (about 100 words), introducing the main content and your feelings. (3) Discuss with your family or friends about the impact of science fiction on our life, and record the key points of the discussion in English. 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 $