Unit 1 Period 1 Starting out & Understanding ideas（教学设计）英语外研版2019选择性必修第二册

Unit 1 Growing Up Period 1 Starting out & Understanding ideas教学设计 教学基本信息 单元名称 选择性必修第二册Unit1 Growing Up 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2020年6月 课时安排 2课时(80min) 课型 阅读课 教学设计理念 1.围绕“成长与责任”主题构建词汇语义网，将核心词汇与语法结构融入真实语境。结合Morgan的租房困境和Lin Ning的器官捐献决策案例，使语言形式、意义与主题内容有机结合。 2.通过用思维导图梳理三位青年经历差异；开展"法定年龄合理性"辩论，完成语法填空强化语块运用；设计分层写作任务，引导学生将课文案例转化为解决真实问题的方案。 3.通过跨文化对比（文化意识），培养学生辩证看待‘年龄与责任’的关系（思维品质），并能在真实语境中运用目标语表达观点 教材分析 【What】本文是一篇观点阐述型的说明性文本，围绕“成年（18岁）”这一主题，通过三位年轻人的亲身经历和感受，探讨了成年的意义、权利与责任。文章以提问引入主题，随后分别呈现了澳大利亚的Bethany、中国的Lin Ning和美国的Morgan对18岁的不同理解和体验，展现了文化、社会和个人视角下的“成年”内涵。Bethany（16岁，澳大利亚）：期待18岁带来的权利（如投票、驾车），但也面临家庭与社会对青少年责任的担忧。Lin Ning（19岁，中国）：成年并非瞬间转变，而是逐渐的社会责任感觉醒（如签署器官捐献协议），同时面临经济自主的挑战（如信用卡诱惑）。Morgan（20岁，美国）：成年后的现实与理想差距（经济独立困难），强调责任与态度比年龄更重要。文章通过对比三人的经历，说明“成年”不仅是法律赋予的权利，更是心理、社会和经济责任的综合体现。 【Why】学生通过阅读语篇，能够：1. 理解多元文化视角：比较不同国家青少年对“成年”的认知差异，培养跨文化意识。2.反思权利与责任：探讨成年的象征意义与实际挑战（如经济独立、社会参与），思考自身未来的角色转变。3.培养批判性思维：分析“年龄”与“成熟”的关系，理解社会责任感的形成是渐进过程。 【How】1.篇章结构：提问引入，以设问激发读者思考成年的意义。分述案例：按“期待—现实—反思”的逻辑展开三人故事，形成对比。隐含结论：通过三人经历表明“成年是权利与责任的平衡”。2. 语言特征：使用“but”“in fact”“however”等转折词，突出理想与现实的矛盾。词块与表达，权利相关：have a say, take driving lessons, get a driving licence, sign an organ donation agreement, credit card offer.责任相关：take responsibility for, contribute to household bills, make a commitment, steady income. 3.文体风格：第一人称叙事，增强真实性与代入感，便于学生联系自身经历。对比手法，三人不同态度（如Bethany的期待 vs. Morgan的现实落差）深化主题复杂性。 学情分析 1. What I Know 词汇方面：学生已掌握与年龄、权利、责任相关的基础词汇，如 adult, responsibility, freedom, vote, drive, license, decision 等。熟悉日常生活和社会规则的词汇，如 rules, obey, society, bank, money, job 等，有助于理解文中关于成年后的社会角色变化。已学习情感态度类词汇，如 excited, worried, surprised, independent 等，可帮助分析三位叙述者的不同心理状态。 语法方面：学生能够理解复合句（如 "I assumed I'd already have a well-paid job, but how wrong I was!"）和条件句（如 "If you're old enough to earn a wage, you should be allowed to vote."）。已掌握比较级和对比结构（如 "more subtle and gradual than I imagined"），可帮助分析不同文化下成年的差异。熟悉第一人称叙事（如 "I celebrated my 18th birthday..."），便于理解个人经历类文本。 背景知识方面：学生对18岁成年的法律意义（如投票、考驾照、签订合同）有一定了解，但可能不清楚不同国家的具体规定。对经济独立、社会责任等概念有初步认知，但可能缺乏实际体验，如信用卡使用、租房等。 对文化差异（如中西方成年礼的对比）感兴趣，但可能缺乏系统了解。 2. What I Want to Know 主题内容方面：学生可能想了解不同国家法定的成年年龄及权利差异（如日本20岁、美国部分州21岁才能饮酒）。对“成年是否等于成熟”这一话题感兴趣，希望探讨心理成熟与社会期望的关系。想学习如何管理新获得的自由与责任（如理财、职业规划、法律义务）。 语言知识方面：希望扩充社会与法律术语，如 legal age, contract, loan, insurance 等。 想学习表达观点与对比的句式，如："While some believe 18 means full independence, others argue..." "The reality is different from what I expected because..." 对金融相关词汇（如 credit card, salary, bills, savings）感兴趣，以应对真实生活场景。 3. What I Learned 主题内容方面：成年的多元定义：法律权利（如投票、驾车）≠ 实际独立（如经济、心理），如Morgan的例子。文化差异的影响：中国更强调家庭支持（Lin Ning征求父母意见），而西方更注重个人独立（Morgan尝试租房）。责任与挑战：成年后的新责任（如签署器官捐献协议、管理财务）需要理性决策。 语言知识方面：新词汇与短语:legal rights, apply for a licensehousehold bills, social responsibility,contrary to expectations. 复杂句式分析：让步状语从句：Although I’m 18, I still rely on my parents. 虚拟语气：If I had a higher salary, I would move out. 比较文化差异：In China, adulthood is more family-oriented, whereas in the US... 教学目标 1.语言能力 能运用名词词缀扩展词汇，并在语境中辨析权利（rights）与责任（responsibilities）的搭配。 2.学习能力 能根据篇章标题、关键词等信息，预测和理解篇章的主要内容。能通过阅读从文章中提取事实和细节，并基于这些信息推导出合理的总结。 3.文化意识 了解与成人礼相关的背景知识，初步感知成长的意义。 4.思维品质 反思自己的成长历程，理解成长的意义，学会面对压力，学会自我激励与积极生活，树立正确的人生观与价值观，实现知识和思维能力的拓展与迁移。 教学重难点 教学重点 语言维度：掌握与成年权利、责任相关的核心词汇及对比类表达。学习让步状语从句、虚拟语气及复杂句的用法。 阅读与文化维度：析文本结构，理解作者隐含观点。比较中西方成年观念的差异，培养跨文化理解能力。 教学难点 语言深度运用：辨析易混词汇，解析长难句，处理文化内涵词。思维拓展提升：辩证思考成年年龄的合理性，突破文化局限，构建个人责任意识。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 观看coming-of-age ceremony视频，了解成年礼的相关知识。并思考问题。1. What is a coming-of-age ceremony? 2. Which celebration makes the greatest impression on you? Why? ●通过观看视频，激发学生对个人成长的学习兴趣，激活学生的背景知识，为接下来的学习做好铺垫。 3min Activity 2 Read for main idea and literary form 通过浏览文章标题和第一段，快速把握文章主旨和写作目的。 ①Skim the title and first paragraph to identify the main idea. 1. What’s the passage mainly about? A. What turning 18 legally means. B. Why 18 is the best age for independence. C. Different perspectives on the meaning of turning 18. D. How to prepare for adulthood. 2. What’s the purpose of the passage? A. To argue that 18 is too young for full responsibility. B. To compare legal adulthood ages across countries. C. To explore personal experiences and societal views on turning 18. D. To advise teenagers on managing new adult responsibilities. 答案：CC 通过浏览文章，把握段落大意，厘清文章结构。 ② Read the passage to learn the literary form . What kind of text it is? 答案：Reflective exposition (说明文) with personal narratives and cultural comparison. ●通过快速浏览文章标题和第一段，把握文章中心思想和主旨。 7min Activity 3 Read for details 1. Read Para.1 to fill in the blank. Bethany 16, Victoria , Australia I think it is strange that I can now take1__________________. yet I still can ' t vote - I don ' t think that ' s fair , given that 2_______________________________________________. I should have a say on 3_____________________________. I’m mature enough to 4______________________________. 答案：1. driving lessons 2. I’m old enough to earn a wage and pay taxes 3. how the government spends taxes 4.understand that driving a car also means taking responsibility for my life and the lives of other people. 2. Read Para.2 to fill in the blank. Lin Ning 19, Shanghai , China At 18, I can do things like getting a credit card . More importantly , I can act on my desire to help others , for example by5____________________________________.But although a lot of doors have opened for me , there are still 6_______________________________________________. 答案：5. signing an organ donation agreement 6. rules to obey and lessons to attend 3. Read Para.3 to fill the blank. Morgan 20, Florida , the US I thought that once I was 18 and in a full - time job I ' d be able to7____________________________________________, but my salary is not high enough . I also find it hard to save money because of 8________________________________________ and high commuting costs . 答案：7. move into a rented apartment 8. the household bills  4. Read the sentences and decide if they are facts (F) or opinions (O). 1. Surely, if you’re old enough to earn a wage and pay taxes, you should be allowed to have a say on how the government spends them! _____ 2. I will be taking my driving test on the very day I turn 18. _____ 3. When I woke up the next day, there were still rules to obey and lessons to attend. _____ 4. I guess some responsibilities are more about attitude than age._____ 答案: 1.O 2.F 3.F 4.O ●通过活动检验学生读课文后对课文大意的理解和把握情况，引导学生深入挖掘课文信息，培养学生对课文的细节梳理能力，并引导学生思考18岁成年代表的意义；区分并找出课文中的主要观点与事实。 25min Activity 4 Summary ●使用思维导图帮助学生系统化地掌握文章结构。 5min 应用实践 Activity 5 Post reading Share your opinions about the meaning of turning 18. 1. Do you think the minimum age limits in the passage are sensible? Why or why not? 2. What right are you most looking forward to having as an adult? Why? 3. What do you think it means to be a responsible adult? ●通过小组讨论,分享自己对于18岁步入成年的憧憬与责任。达到学以致用，提高英语表达能力。 10min Activity 6 Exercise Turning 18 is a big step in life. For Bethany, it means 1. ______ (get) the right to vote and drive. She argues that if you're old enough 2. ______ (pay) taxes, you should vote. Lin Ning thought adulthood would feel different, but changes came 3. ______ (gradual). She now considers social responsibilities 4. ______ (serious). Morgan expected independence at 18, but reality was different 5. ______ his dream. With low salary, he still lives with parents, showing responsibility isn't just about 6. ______ (age). The three stories prove adulthood means more 7. ______ legal rights. It's about balancing freedom 8. ______ responsibility. Different cultures view it 9. ______ (different), but all teenagers face similar challenges when 10. ______ (enter) adult life. 答案：1. getting 2. to pay 3. gradually 4. more seriously 5. from 6. age 7. than 8. and 9. differently 10. entering ●通过语法填空，提炼文章语言点，实现语块的二次输入。 15min Activity 7 Language points 1. key words: gradual, contact, wake up, instantly, As if，mark，contribute to，deposit，commit Exercise： 1. Only in this way can we make progress _________ 2. Please _________ me instantly you arrive in Beijing . 3. It is Tim that broke the window .why are you looking at me _________ I had broken it? 4. The students stopped talking _____________ their headteacher came in. 答案：1.regradually 2.contact 3.wake up 4.instantly 2. Key sentences: 非谓语动词做主语：①Turning 18 also changed the way the society viewed me. ②Turning 18 marks the start of adulthood. Translation: ①使用信用卡能帮你在钱上更自由。 ②做出承诺很容易，实现承诺很难。 答案：①Using credit card can help you have more freedom on money.②Making commitment is easy，but meeting commitment is challenging. ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 10min Activity 8 Self-evaluation Content Standards Starts Discussion 1. I can identify the legal age for doing different things in China. 2. I can understand the qualities needed to be a Man. ☆ ☆ ☆ Reading 1. I can list the changes and meaning to be 18. 2. I can describe the concrete challenges to be an adult. ☆ ☆ ☆ ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 3min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 你的英国笔友Peter即将迎来18岁生日。根据他们国家的传统，父母会赠送一份象征成年的礼物。他正在犹豫要选择： A) 一辆二手车 B) 一张国际信用卡 C) 一次独自旅行机会 写作任务： 请你以李华的身份，结合课文中三位年轻人(Bethany/Lin Ning/Morgan)的成长经历，给Peter写一封信：1.分析每种礼物可能带来的机遇与责任 2.建议最适合他的选择并说明理由 3.分享你对“最有意义的成年礼物”的看法 二选一 1. 请给Peter写三条建议，使用至少2个关键词：responsibility, financial management, social expectation, privilege. 2. 请给Peter写一封完整的建议信。 【答案】 1.The most meaningful gift isn’t about privilege but growth. Adulthood comes with social expectations, but true maturity is learning through experience. Travel prepares you for that. Whatever you choose, embrace it responsibly. Enjoy your special day! 【答案】2 Dear Peter, While Bethany eagerly pursued driving rights at 18, she understood it meant protecting lives. Similarly, Lin Ning hesitated to accept a credit card despite its convenience, knowing financial management requires maturity. For you, I suggest the solo trip. Although a car offers freedom, its costs may burden you like Morgan’s rent struggles. A credit card, while useful, risks debt if misused—a lesson from Lin Ning’s caution. Travel, however, builds decision-making skills and mirrors real adult challenges.True coming-of-age gifts should foster growth, not just convenience. Yours, Li Hua ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit1 Growing Up Starting out & Understanding ideas 教学反思 优点：教学设计紧扣新课标要求，通过多元活动（视频导入、思维导图、小组讨论等）实现了学习理解-应用实践-迁移创新的梯度推进，有效培养了学生的语言能力和思维品质。 缺点：文化对比深度不够：学生对中西方成年礼差异的讨论停留在表面，未触及价值观差异（如集体主义vs个人主义） 改进：强化文化渗透,作业评价标准中加入“文化敏感性”维度。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$