Unit1 Write a Sci-fi Short Story教学设计（武汉本土情境·时间机器游武汉）2026-2027学年高中英语人教版选择性必修第四册

Unit 1 Science Fiction — Period 4 Write a Sci-fi Short Story Teaching Plan 科幻短篇写作 · 武汉本土情境+修辞训练 · 人教版2019选择性必修第四册 一、教材分析 课题 Unit 1 Science Fiction Period 4 Write a Sci-fi Short Story 课型 读写课（写作指导） 教材 人教版高中英语选择性必修第四册 课时 1课时（45分钟） 本节课是选择性必修第四册Unit 1 Science Fiction的第四课时，课型为读写课。课文是H.G. Wells《The Time Machine》的节选，讲时间旅行者推动操纵杆、在时空里穿梭的经过。 课文用“外形与操作→经历→感受”三个部分组织故事，用明喻、暗喻、拟人、夸张把“时间旅行”这种看不见摸不着的体验写得很具体，学生读完就知道科幻故事该从哪儿下笔。 本课写作任务基于教材 “Write a sci-fi short story” 改编，把写作情境落到武汉（时间机器游武汉）。这节课把写作任务换成了“时间机器游武汉”：学生开着自己造的时间机器，回1957年看长江大桥通车，或者飞到2050年看看光谷的未来。写的是自己天天见的城市，学生有东西可写，也有感情要表达。 二、教学目标 1. 语言能力：学生能读懂《The Time Machine》节选，说出科幻故事的“外形与操作→经历→感受”三段式结构；能从课文里认出明喻、暗喻、拟人、夸张，写故事时至少用上两种。 2. 思维品质：学生能顺着“过去—现在—未来”的时间轴，想想武汉不同年代是什么样，把科幻想象落到具体场景里，不空想。 3. 文化意识与情感态度：学生跟着时间机器走一趟武汉的过去和未来，感受这座城市的变迁，写出对家乡的感情和对未来的想象。 三、教学重难点 教学重点 ① 掌握“外形与操作→经历→感受”三段式结构，能把一个科幻故事完整写下来；（对应Step 2-3） ② 用明喻、暗喻、拟人、夸张把时间旅行写具体，至少用上两种。（对应Step 4） 教学难点 ① 科幻场景要“真”：设定可以新奇，细节必须可信，不能光喊“未来感”却写不出具体画面；（对应Step 5-6） ② 武汉元素要“自然”：长江大桥、黄鹤楼、光谷这些地方要融进故事里，不能硬贴。（对应Step 1、5-6） 四、Teaching Procedures Step 1: Lead-in — A Time Map of Wuhan (5 minutes)（铺垫难点②） Teacher's Activity: Show three pictures of Wuhan on the PPT: a black-and-white photo of the Yangtze River Bridge opening in 1957, today's Optics Valley Square, and an imagined Wuhan in 2050. Ask the class: "If you had a time machine, which time in Wuhan would you visit and why?" Divide students into groups of four and distribute the worksheet. Ask each group to pick ONE time, discuss what they want to see there, and fill in the chart. Give 3 minutes, then invite 2-3 groups to share. A Time Map of Wuhan Time Place What do you want to see? Why? the 1950s the Yangtze River Bridge (1957) today Optics Valley / Yellow Crane Tower / riverside beach 2050 future Wuhan — Optics Valley City 【设计说明】用武汉的“过去—现在—未来”做时光地图开场，学生一看就有话说——长江大桥的黑白老照片、光谷的星河雕塑，都是他们熟悉的。四人一组挑一个时代聊，顺手把科幻素材攒下来，后面写作用得上。开头就把“时间机器”和“武汉”绑在一起，写作任务不突兀。 Step 2: Part Ⅰ Reading for information (7 minutes)（铺垫重点①） Teacher's Activity: Tell students to turn to the textbook and read the story of The Time Machine. Ask them to answer five questions about the machine's appearance and operation, what happened when the Time Traveller pushed the lever forwards and backwards, and what it felt like during time travelling. Give 4 minutes to read independently, then check answers by asking volunteers. Part Ⅰ　Reading for information ① What did the time machine look like? How did the Time Traveller operate the machine? ② What happened when the Time Traveller first pushed the lever forwards a little? ③ What happened when he pushed the lever forwards further (the second time)? ④ What did it feel like during time travelling? ⑤ What happened when he pushed it backwards? 【设计说明】五个问题就是阅读的路标：机器长什么样、怎么操作、前推发生什么、什么感觉、后推会怎样。学生带着问题读，不会漫无目的地翻。这五问也刚好对应“外形与操作→经历→感受”的叙事线，为下一步拆三段式结构做铺垫。 Step 3: Part Ⅱ Reading for structure (8 minutes)（突破重点①） Teacher's Activity: Ask students to read the story again and figure out its structure. Guide them to summarise the three-part structure: appearance and operation, experience, and feeling. Write the framework on the blackboard. Then put a comparison on the PPT: a sci-fi short story vs an ordinary narrative — a sci-fi story needs a clear science setting (the machine) plus imaginative details; a narrative only tells what happened. Ask: "If the Time Traveller's story were written as an ordinary diary, what would be lost?" Give 3 minutes for pair discussion, then share. Part Ⅱ　Reading for structure Three-part structure of a time-machine story: Element What to write Appearance & Operation What the machine looks like; how to start and operate it Experience What you saw and what happened during the journey Feeling How time travelling felt and what you thought 【设计说明】先让学生自己从五问里提炼三段式结构，比老师直接讲印象深。再拿“科幻故事”和“普通记叙文”比一比——科幻要有科学设定（机器怎么造、怎么操作），要有想象的细节，光记流水账不算科幻。这个对比点破学生最容易犯的毛病：想象很空，写得像做梦，缺设定、缺细节。 Step 4: Part Ⅲ Reading for language features (10 minutes)（突破重点②） Activity 1: Match the rhetorical devices (4 min) Teacher's Activity: Present four sentences from the story on the PPT. Ask students to match each with the correct device name: metaphor, simile, overstatement, personification. Check answers together and briefly explain each device. Activity 1　Match the rhetorical devices. ① “She moved like a rocket.” (P2) ② “The sun and moon looked as if they were being thrown across the sky.” (P3) ③ “It felt like I was being driven fast on a winding road.” (P2) ④ “Time is a thief that steals our moments.” (extra) simile　　metaphor　　overstatement　　personification Activity 2: Definitions & Wuhan examples (4 min) Teacher's Activity: Present the definitions of the four devices with examples. Then show four Wuhan-context sentences (using the Yangtze River Bridge, Optics Valley, the Yellow Crane Tower, etc.) and ask students to identify which device each uses. Encourage students to borrow these patterns for their own writing. Activity 2　Further learn about rhetorical devices. (1) Simile: compares two things by using words such as “like” or “as”. E.g. She moved like a rocket. (2) Metaphor: compares two things without “like” or “as”. E.g. He has a heart of stone. (3) Personification: gives human features to a thing, an idea or an animal. E.g. Necessity is the mother of invention. (4) Overstatement: deliberately exaggerates to make a stronger point. E.g. The old man lived a year in a minute. ★ Wuhan-context examples: ① Simile: The Yangtze River Bridge stood across the river like a giant steel dragon.（长江大桥像一条钢铁巨龙横跨江面。） ② Metaphor: The Optics Valley is the beating heart of Wuhan’s future.（光谷是武汉未来跳动的心脏。） ③ Personification: The Yellow Crane Tower has watched over the city for centuries.（黄鹤楼守望这座城市已有数百年。） ④ Overstatement: The city changed faster than I could blink.（这座城市的变化比我眨眼还快。） Activity 3: Find devices in a mini sci-fi passage (2 min) Teacher's Activity: Show a short sci-fi passage about travelling to Wuhan in 2050. Ask students to underline the simile, metaphor and overstatement. This reinforces device recognition before writing. Activity 3　Find the rhetorical devices. “In 2050, my time machine landed softly in front of the Optics Valley Square. The buildings stood like giant trees of glass, and the sky was filled with silent flying cars. The city had grown so tall that it seemed to touch the stars. Wuhan was no longer a city — it was a star itself.” 【设计说明】修辞教学走三步：先从课文里找句子认名字（匹配），再给定义加例句（弄懂），最后用武汉素材造句子（会用）。武汉例句不是摆设，是给学生一个可以直接抄的模板——写长江大桥用明喻，写光谷用暗喻。最后的小段落花两分钟快速找一遍，确认学生不是只会背名字。 Step 5: Part Ⅳ Preparing for writing (3 minutes)（突破难点①②） Teacher's Activity: Ask students to work in groups and brainstorm: If you could travel through time in Wuhan, which time would you visit — the past (the 1950s bridge, old Hankou), the present (Optics Valley, riverside), or the future (Wuhan 2050)? What would you see, hear and feel there? Collect ideas on the blackboard. Part Ⅳ　Preparing for writing Time Place What to see / hear / feel Past the Yangtze River Bridge in 1957 / old Hankou Present Optics Valley / riverside beach / Yellow Crane Tower Future Wuhan in 2050 — Optics Valley City 【设计说明】写之前先让学生聊：穿越回武汉的哪个时代？看到什么、听到什么、感觉到什么？聊出来的东西直接写黑板上，写作时学生抬头就能看到，不会卡壳。过去、现在、未来三栏一摆，学生自然就有了故事的时间线。 Step 6: Part Ⅴ Writing a sci-fi short story (12 minutes)（运用重点①，检验难点①②） Activity 0: Improve Sample B (2 min) Teacher's Activity: Ask students to read Sample B at the end of their worksheet and find out what is missing: details? rhetorical devices? Invite one or two students to share the problems before writing. Activity 0　Read Sample B at the end of your worksheet. Find out what is missing — details? rhetorical devices? Share one problem with your partner. Activity 1: Draft the story (7 min) Teacher's Activity: Present the writing task: Imagine you have invented a time machine. Write a sci-fi short story about your time machine tour of Wuhan. Tell students to use the three-part structure and at least two rhetorical devices. Provide an outline and a sentence starter. Give 7 minutes to draft. Walk around and offer help to struggling students. Part Ⅴ　Writing a sci-fi short story Task: Imagine you have invented a time machine. Write a sci-fi short story about your time machine tour of Wuhan. Activity 1　Complete the outline and use it along with rhetorical devices to draft your story. • Describe your time machine — its appearance and how to operate it. • Set your destination: which time in Wuhan? • Write about your experience there — what you saw and who you met. • Write about your feelings. • End the story — return to the present, or stay there. Here is my time machine, which looks like ________. To start it, I ________. When I got to ________ in Wuhan, ________. It felt as if ________. Activity 2: Peer review & revise (5 min) Teacher's Activity: Ask students to exchange drafts with their partner. Tell them to use the two-item checklist (three-part structure and rhetorical devices) to score each other's draft and give one suggestion. Then ask students to revise their own draft. Activity 2　Exchange drafts with your partner. Use the checklist to score. Full marks: 100. Item Score Self Partner Three-part structure (Appearance & Operation → Experience → Feeling) 50 Rhetorical devices used (at least 2, well used) 50 Check the other three items after class: ① Wuhan elements (naturally included) ② Imagination and true feelings ③ Grammar 【设计说明】写作任务就是“时间机器游武汉”，跟导入的时光地图首尾呼应。给了outline五步和开头句式，学生照着填就能写出完整的故事，不会无从下笔。动笔前先花两分钟读Sample B找毛病，学生写的时候会主动避开“缺细节、缺修辞”的坑。写完同桌互评，课堂上只评结构和修辞两个维度，剩下的武汉元素、想象与真情、语法留作课后自查，学生自己改。 五、Homework 1. Polish your story based on the peer review feedback. Read it aloud to make sure it sounds natural. 2. Write the final version of your sci-fi short story (about 100-120 words) about your time machine tour of Wuhan. Use at least two rhetorical devices and at least one Wuhan element. 3. Prepare to share your story with the class in the next lesson. 六、Blackboard Design Unit 1 Science Fiction — Write a Sci-fi Short Story Three-part structure: Appearance & Operation → Experience → Feeling Rhetorical devices: simile / metaphor / personification / overstatement Time Map of Wuhan: 1957 Yangtze River Bridge → Today Optics Valley → 2050 Future Wuhan 七、教学反思 优点 1. 导入环节学生参与度比预想的高。平时不爱开口的几个学生，聊到长江大桥的老照片和光谷的“星河”也能说上几句，说明从熟悉的场景切入确实能降低开口门槛。有一组还想到要穿越回“老汉口”，这个素材我之前没想到，课堂上顺势表扬了一下，学生很得意。 2. 三段式结构的提炼环节效果不错。之前学生写科幻容易写成“流水账式做梦”，这次从五个问题里自己提炼出“外形与操作→经历→感受”，写作时明显能看到学生在按这个顺序组织故事，比光讲理论管用。 3. 武汉语境例句这一步设计得值。学生写完后我翻了几份，发现好几个学生直接用了“The Optics Valley is the beating heart of Wuhan’s future”这个句式，只是换了个主语。说明给一个可以直接套用的模板，比让学生自己凭空想修辞有效得多。 4. 互评环节学生比我预想的认真。有个学生给同桌挑出了“我穿越到2050年光谷，到处都是高楼”太笼统的毛病，建议加一个明喻“the buildings stood like giant trees of glass”，还真的用上了。学生互相挑毛病比老师讲印象深，这次互评给了5分钟，讨论得比上次充分。 不足与改进 1. 这次按 Preparing 3 分钟 + Draft 7 分钟 + Peer review 5 分钟安排，写完主体部分的学生明显多了。巡视时大概还有五分之一的学生只写到经历，结尾没来得及，比上次好不少。下次可以把结尾的提示句式再给具体一点，比如给出“Time flew like a rocket”这样的过渡句，学生接得上。 2. 还是有学生把修辞用得很生硬。有个学生写了“长江是巨龙，光谷是心脏，黄鹤楼是老人”，一口气堆了三个比喻，读着很别扭。动笔前让学生先给 Sample B 挑毛病（缺细节、缺修辞），写的时候自觉了一点，但堆砌的现象还在。下次可以在 Step 4 加一个限制练习：每段最多用两个修辞，写顺了再放进故事。 3. 互评简化成结构和修辞两个维度、给足5分钟后，基本够用。学生给同桌挑的都是实打实的问题，比如“你的经历只有一句话，没有细节”，还会主动补一句“这里可以加一个 like 的明喻”。课后三项（武汉元素、想象与真情、语法）留作自查，多数学生能自己改。 4. 这次动笔前加了2分钟让学生读 Sample B 挑毛病，效果比预想好。学生一眼就看出“缺细节、缺修辞”，动笔时明显在避这些坑，有个学生写完后还自己对照 Sample A 检查了一遍。下节课可以把 Sample A 再拿出来做仿写训练。 八、参考答案 Part Ⅰ ① There was a lever on the main panel. There was also a seat. He pushed the lever forwards an inch then immediately backwards again.—appearance & operation ② 第一次轻推（pushed the lever forwards a little）后，实验室看起来和原来一模一样，他以为自己在骗自己；再看时钟，刚才还是十点过一点，现在已快到三点半（nearly half past three）。——experience ③ 第二次把操纵杆推得更远（pushed it further）后，他的侄女像火箭一样飞过（moved like a rocket）；黑夜像灯被关掉一样降临，转眼又来到白天，昼夜飞驰。——experience ④ It’s hard to explain the strange and unpleasant feeling of time travelling. It felt like the Time Traveller was being driven fast on a winding road.—feeling ⑤ 如果他停下来，而同一空间正好被别的东西占据，两者就会撞在一起，像炸弹一样爆炸。——experience / feeling 交界：既是事件叙述，也是他对“停下”这一风险的担忧。 （三段式结构：外形与操作→经历→感受） Part Ⅲ Activity 1: ① simile（明喻，like 引出比较）　② simile（明喻，as if 引出比较，不是暗喻）　③ simile（明喻，like 引出比较）　④ metaphor（暗喻，无 like/as；本句为补充例句 extra，非课文原句） Activity 2: (1) Simile 明喻　(2) Metaphor 暗喻　(3) Personification 拟人　(4) Overstatement 夸张 Activity 3: 明喻（giant trees of glass）；夸张（seemed to touch the stars）；暗喻（it was a star itself） Part Ⅳ 略（开放讨论，鼓励学生说出武汉的过去、现在与未来） Part Ⅴ Sample A（优秀范文 · 穿越1957长江大桥通车） Here is my time machine, which looks like a silver dragonfly with a round glass cabin. To start it, I pull a small golden lever. Last Sunday, I set the dial to October 15, 1957, and flew to the Yangtze River in Wuhan. When my machine landed on the riverbank, I heard people cheering. The Yangtze River Bridge stood across the river like a giant steel dragon, and crowds of people were walking on it for the very first time. An old man beside me said with tears in his eyes: “We have waited for this day for so long!” At that moment, I felt as if I were standing inside history itself. The bridge was not just steel and stone — it was the heart of a city waking up. Time flew like a rocket, and soon I had to leave. But the sound of that cheering still rings in my ears. When I returned to today’s Wuhan, I looked at the bridge again and smiled: my city has never stopped growing. Sample B（待提升范文 · 穿越2050光谷） Here is my time machine. It is white and round. I can go to the future. I went to Wuhan in 2050. There were many tall buildings in Optics Valley. The cars were flying in the sky. I was very surprised. The city was very beautiful. I liked it very much. I took some photos and came back. Teacher's comments & rubric（教师评语量规） Sample A：三段式结构完整，设定清楚（银蜻蜓外形＋金色杠杆操作）；明喻、暗喻、夸张用得自然不堆砌；1957年长江大桥通车场景与个人感受结合好。若结尾再点一句“这座桥连接着过去与未来”，立意更高。 Sample B：三段式结构齐全、光谷元素自然；但句子短平快，缺修辞，经历只写“很多高楼、汽车在飞”，“surprised / beautiful”写得笼统。建议加一处明喻（如 The flying cars moved like fish in the sky），并写一个具体细节（看到什么、听到什么）。 学科网（北京）股份有限公司 $