Project(1): Writing a science fiction story优质课教案整理

M4 U3 Tomorrow’s world

Project -- Writing a science fiction story

Journey to the Centre of the Earth & The Time Machine Learning Objectives:

By the end of this lesson, you will be able to:

1.

understand the definition and characteristics of science fiction; 2.

know about two famous science fiction writers; 3.

comprehend the contents of two works; 4.

appreciate the descriptive language in these two works; 5.

express the future in your eyes.

Step 1 Lead-in

1.

Show several pictures of science fiction films and stories to lead students to the topic.

2.

Ask students to summaries the definition and characteristics of science fiction.

Science fiction is a type of writing based on fantasy and imagination. Science fiction writers often write about what will happen in ‘tomorrow world’.

Step 2 Reading comprehension--Journey to the Centre of the Earth

1.

Introduce Jules Verne and his famous works. 2.

Find out the answers to the following four questions:

1)

With whom did Professor Lindenbrock make the journey?

2)

What was the destination?

3)

What did they see during their journey? 4)

How did they return to the surface of the earth? 3.

Check answers and decide the basic elements of science fiction.

1)

Professor Lindenbrock made the journey with his nephew Axel and Hans, the guide he hired in Iceland. (Characters)

2)

They went to the centre of the Earth. (Setting)

3)

They saw many strange things--- a large ocean in a vast room, a forest, huge mushrooms, two dinosaurs fighting each other, huge insects and many strange creatures, including a man, who was at least four metres tall. (Plot)

4)

Water pushed them up to a volcano in Italy. (Ending)

4.

Focus on some meaningful details in the plot.

●

I was standing on the beach, filled with golden sand. It looked incredibly like the oceans

on the surface of the earth, but was deserted and wild-looking. There was an electric-like light filling the area. It was brighter than the light of the moon, but was not similar to sunlight. The ceiling, or the sky over the ocean, seemed to be made of big clouds moving overhead, from which rain would fall, at times. ●

I noticed that it was a large

whale, much larger than those in the ocean waters on the surface of the earth. Nearby, there was another sea animal, similar to a snake. And farther away there was a huge crocodile. We were amazed to see the sea monsters. The smallest one of them could have easily broken our raft. Soon, we saw two other animals fighting each other. One was a forty-foot turtle, and the other was a thirty-foot snake. The first has the mouth of a whale, the head of a snake, and the teeth of a crocodile. The other is a snake with a turtle’s back.

5. Make a summary

1) Summarize the four key points: characters, setting, plot, and a surprising ending.

2) Discuss the good qualities that an excellent adventurer should have.

Step 3 Reading Comprehension—The Time Machine 1.

Introduce H.G. Wells and his works.

2.

Ask questions to make a brainstorming. (If you had a time machine, what would you like to see, the future or the past? Why? What would you expect to see there?)

3.

Discuss the character, time setting, plot and ending with partners.

4.

Check answers. (Character: A time traveler; Time setting: AD 802, 701/30 million years in the future/ further in the future; Ending: return in the present day; only 3 hours had passed)

5.

Appreciate the scene of the distant future and paraphrase this paragraph. ●

The darkness grew apace; a cold wind began to blow in freshening gusts from the east, and the showering white flakes in the air increased in number. From the edge of the sea came a ripple and whisper. Beyond these lifeless sounds the world was silent. Silent? It would be hard to convey the stillness of it. All the sounds of Man, the bleating of sheep, the cries of birds, the hum of insects, the stir that makes the background of our lives—all that was over. As the darkness thickened, the eddying flakes grew more abundant, dancing before my eyes; and the cold of the air more intense. At last, one by one, swiftly, one after the other, the white peaks of the distant hills vanished into blackness. The breeze rose to a moaning wind. I saw the black central shadow of the eclipse sweeping towards me. In another moment the pale stars alone were visible. All else was rayless obscurity. The sky was absolutely black.

Possible answer:

●

The darkness grew quickly; a strong and cold wind arrived from the east, and it snowed

heavily. A small wave and quiet sound came from the seaside. The world was in a total silence. It would be difficult to express the stillness of it. All the sounds of man were over. As the darkness became thick, it snowed more heavily and the weather was colder. At last, the white tops of mountains disappeared into darkness suddenly. I saw the dark shape of the eclipse suddenly moved towards me. In another moment I could only see some white stars. Everything was in the dark.

6.

Reflect this science fiction by answering questions.

1)

The writer described a picture about the future. What is his idea about the future of the world?

2)

What is your opinion about the future? 7.

Connect the scene of the end of the world with the beauty in Shangri—la. Remind students of the positive side of our life.

Step 4 After-reading

1.

Make a comparison between the two works from the following aspects: language, plot, ending and significance Encourage students combine this part with their own knowledge on these two works.

2.

Ask students to describe their future life.

Step 5 Summary

1.

Summarize the two science fiction stories and students’ performance in short.

2.

Provide two words of wisdom.

1) “Anything one man can imagine, other men can make real.”

------ Jules Verne 2) “We must not allow the clock and the calendar to blind us to the fact that each moment is a miracle and a mystery.”

------- H.G. Wells

Step 6 Homework Read the book review (Frankenstein) on page 111 of the Workbook to learn more about science fiction stories.