Unit 1 Growing Up-Starting out 教案 -2025-2026学年高中英语外研版选择性必修第二册

Unit 1 Growing Up-Starting out 内容导航 This part of Unit 1 Growing Up focuses on the theme of growth, mainly through videos, poems and simple discussions to lead students to think about the meaning of growing up, activate relevant vocabulary and background knowledge, and lay a solid foundation for the subsequent in-depth learning of the unit’s core content. It is closely connected with students’ real life and stimulates their learning interest. 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master core vocabulary related to growth and use simple sentences to express their views on growing up. Cultural Awareness: Help students understand the common experience of growth in different cultures and cultivate respect for cultural diversity. Thinking Quality: Guide students to think deeply about the gains and challenges in the process of growing up and develop their logical and critical thinking. Learning Ability: Cultivate students’ ability to participate in interactive activities actively, cooperate with others and summarize learning experience independently, laying a foundation for lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary such as growing up, identity, transition and relevant expressions for expressing concerns and giving encouragement. Understand the main content of the video and poem in Starting out and grasp the key information. Difficult Points: Deeply understand the connotation of growing up (not only physical growth but also psychological and emotional maturity). Flexibly use the present continuous tense to describe the ongoing growth process and distinguish it from the simple present tense. Understand and respect the differences in growth experiences under different cultural backgrounds. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Video Watching and Discussion. Play a 3-minute short video about teenagers’ growth, which shows the common scenes in the growth process of teenagers, such as making independent decisions, facing challenges, communicating with parents and pursuing dreams. After watching the video, ask students two questions in English: “What scenes about growing up did you see in the video?” “What do you think of growing up? Is it a happy process or a challenging one?” Invite 3-4 students to share their answers in front of the class, and other students can supplement their views. Design Intention: The short video is vivid and intuitive, which can quickly attract students’ attention and arouse their emotional resonance. The selected scenes are close to students’ real life, making it easier for students to express their true feelings and views. Through the discussion, students can initially activate their existing knowledge and experience about growth, lay an emotional and cognitive foundation for the subsequent learning of the unit theme, and also exercise their oral expression ability in a relaxed atmosphere. Activity 2: Review of Relevant Knowledge. Briefly review the knowledge of verb tenses learned before, especially the usage of the present continuous tense. Ask students: “What have we learned about the present continuous tense before? Can you give an example to show its usage?” Guide students to answer and summarize that the present continuous tense can be used to describe the actions or changes that are happening at the moment or around the present time. Then, combine the theme of growth and give an example: “I’m growing up, and I’m learning to take more responsibilities.” Let students try to make 2-3 sentences by themselves to connect the tense knowledge with the unit theme. Design Intention: Reviewing the present continuous tense in advance can help students lay a solid grammatical foundation for the subsequent learning of the unit’s key grammar points. Combining the tense with the theme of growth can make the review more targeted, avoid the separation of grammar and context, and help students understand that grammar is a tool for expressing meaning, which conforms to the teaching concept of integrating language knowledge and theme context. Step 2: Presentation of New Knowledge (New Knowledge Teaching) Activity 1: Vocabulary Teaching. Introduce the core vocabulary of this part: growing up, identity, transition, majority, responsibility, mature, independent. For each word, adopt the teaching method of combining context, example sentences and word formation. For example, when teaching “growing up”, explain its basic meaning first: “the process of becoming an adult, including physical, psychological and emotional changes”, then give example sentences related to students’ life: “Growing up means we have to make more decisions by ourselves.”; when teaching “transition”, explain that it means “the process of changing from one state to another”, and combine the growth theme: “The transition from childhood to adulthood is an important period in our life.” After explaining each word, let students read it aloud twice, correct their pronunciation and intonation in time, and then ask students to try to make sentences with the words in pairs. After 3 minutes of pair work, invite several groups to share their sentences, and comment and correct them, focusing on the correct usage of words and the rationality of sentences. Design Intention: Vocabulary is the foundation of language learning. Adopting the teaching method of combining context and example sentences can help students understand the meaning and usage of words in a specific context, avoid mechanical memorization, and improve the efficiency of vocabulary learning. Pair work can encourage students to actively participate in the learning process, exercise their ability to use vocabulary flexibly, and also cultivate their cooperative learning awareness. Activity 2: Function Expression Teaching. Introduce the functional expressions related to this part: expressing concerns, giving encouragement and making suggestions. For each function, list 2-3 common expressions and combine them with the growth theme to give example dialogues. For example, expressing concerns: “I’m worried that I can’t adapt to the changes brought by growing up.” “I’m concerned about his ability to make independent decisions.”; giving encouragement: “Don’t worry, you are growing up and becoming stronger.” “I believe you can deal with the challenges in the growth process.”; making suggestions: “You should communicate with your parents when you have troubles in growing up.” “Why not try to make a plan for your growth?” After explaining the expressions, organize students to practice in groups of three. Each group designs a short dialogue around the theme of “troubles and encouragement in growing up”, using the functional expressions learned. After 5 minutes of group preparation, invite 2-3 groups to perform their dialogues in front of the class, and comment on their performance, focusing on the correct use of functional expressions and the fluency of the dialogue. Design Intention: Functional expressions are an important part of practical language use. Combining them with the growth theme can make students understand how to use these expressions in real communication scenarios, improve their ability to use language appropriately, and lay a foundation for the subsequent oral communication activities. Group dialogue practice can create a real communication context for students, stimulate their enthusiasm for participation, and exercise their oral expression and cooperative communication ability. Activity 3: Text Learning (Video and Poem). First, play the video “Coming-of-age Ceremonies” in Starting out. Before playing, ask students to read the questions in the textbook carefully and guide them to know what information they need to obtain when watching the video. After playing the video twice, organize students to answer the questions in pairs, then invite students to share their answers, and explain the key and difficult points in the video content, such as the different coming-of-age ceremonies in different countries and the significance of these ceremonies. Then, guide students to read the poem in Starting out. First, let students read the poem aloud by themselves, and then play the audio of the poem, letting students follow the audio to read aloud, feeling the rhythm and emotion of the poem. After reading, ask students to discuss in groups: “What is the theme of the poem?” “What feelings does the poet express about growing up?” Guide students to analyze the key sentences in the poem, understand the connotation of the poem, and realize that growing up is a process full of hope and challenges. Design Intention: The video and poem are the core content of Starting out. Watching the video can help students understand the cultural connotation related to growth, expand their cultural vision, and improve their listening comprehension ability. Reading the poem can cultivate students’ sense of language and literary appreciation ability, and let students feel the emotional expression of the theme of growth. The group discussion can guide students to think deeply about the content of the text, develop their logical thinking ability, and also cultivate their cooperative learning ability. Step 3: Consolidation and Practice (Consolidation Activities) Activity 1: Vocabulary and Sentence Making Practice. Distribute the practice paper to students, which includes two parts: vocabulary matching and sentence making. In the vocabulary matching part, let students match the core vocabulary learned with their Chinese meanings; in the sentence making part, let students use each core vocabulary and 1-2 functional expressions to make a sentence related to growth. After students finish the practice, collect the practice papers, comment on the common problems, and explain the correct usage of words and sentences. For students who make excellent sentences, praise them in time to stimulate their learning motivation. Design Intention: This activity is designed to consolidate the vocabulary and functional expressions learned in this lesson, help students master the usage of words and expressions, and improve their ability to use language accurately. The form of practice paper is simple and intuitive, which is convenient for teachers to check students’ learning effect and find out the problems in students’ learning, so as to carry out targeted guidance. Activity 2: Group Discussion - “My Growth Story”. Organize students to discuss in groups of 4-5, with the topic “A Memorable Moment in My Growth”. Ask students to share a memorable moment in their own growth process, including the details of the event, their feelings at that time and what they learned from it. During the discussion, require students to use the vocabulary, functional expressions and grammar points learned in this lesson as much as possible. Teachers walk around the classroom, guide students who have difficulty in expression, and remind students to listen to others’ opinions carefully. After the group discussion, invite 2-3 students from each group to share their growth stories in front of the class. After each student shares, ask other students to give comments or ask questions, such as “How did you feel when you experienced that moment?” “What did you learn from this experience?” Teachers make appropriate comments, focusing on affirming students’ courage to share and the correct use of language, and guiding students to think about the meaning of growth. Design Intention: This activity combines the language knowledge learned with students’ real life, creating a real and meaningful communication context for students. Through sharing their own growth stories, students can not only exercise their oral expression ability, but also deepen their understanding of the theme of growth. Listening to others’ stories can help students learn from each other, cultivate their empathy and communication ability, and also conform to the teaching concept of taking students as the main body. Activity 3: Grammar Consolidation Practice. Focus on consolidating the usage of the present continuous tense in describing the ongoing growth process. First, explain the key points of the present continuous tense in this lesson: it can be used to describe the ongoing physical, psychological or emotional changes in the growth process, and distinguish it from the simple present tense (the simple present tense is used to describe habitual actions or objective facts, while the present continuous tense is used to describe ongoing actions or changes). Then, give several groups of sentences for students to judge and correct, such as “I grow up and become more independent.” (correct: I am growing up and becoming more independent.) Then, let students complete the sentence filling exercise. The questions are closely related to the theme of growth, such as “She ______ (grow) up quickly and begins to understand her parents’ hard work.” “We ______ (face) many challenges in the process of growing up.” After students finish the exercise, check the answers together, explain the reasons for the errors, and let students practice again for the common errors. Design Intention: Grammar consolidation is an important link to improve students’ language ability. By distinguishing and correcting sentences, students can deeply understand the differences between the present continuous tense and the simple present tense, avoiding the confusion of tense usage. The sentence filling exercise closely combined with the theme of growth can make students realize the practical value of grammar, and improve their ability to use grammar flexibly in specific contexts. Step 4: Expansion and Extension (Expansion Activities) Activity 1: Cultural Exchange - “Coming-of-age Ceremonies Around the World”. Introduce the coming-of-age ceremonies in different countries and regions to students, such as the coming-of-age ceremony at the age of 18 in China, the coming-of-age ceremony at the age of 20 in Japan, and the coming-of-age ceremony in some Western countries. Use pictures and short videos to show the characteristics and significance of these coming-of-age ceremonies, then ask students to discuss: “What are the differences between these coming-of-age ceremonies?” “What is the common significance of coming-of-age ceremonies in different cultures?” Guide students to realize that although the coming-of-age ceremonies in different cultures are different, they all symbolize the transition from childhood to adulthood, implying responsibility, independence and growth. Encourage students to respect the cultural diversity and understand the cultural connotation behind different coming-of-age ceremonies. Design Intention: This activity aims to expand students’ cultural vision, cultivate their cross-cultural awareness and cultural respect, and conform to the requirements of cultural awareness in core literacy. By understanding the coming-of-age ceremonies in different cultures, students can deepen their understanding of the theme of growth, and realize that growth is a common experience of human beings, which helps to cultivate their global vision. Activity 2: Writing Practice - “My Expectations for Growing Up”. Ask students to write a short passage of 80-100 words about their expectations for growing up. Require students to use the vocabulary, functional expressions and grammar points learned in this lesson, and express their true expectations and feelings. Before writing, guide students to sort out their ideas: what kind of person do they want to become when they grow up? What responsibilities do they want to take? What challenges do they expect to face? Then, let students start writing independently. After students finish writing, invite several students to share their passages in front of the class, and comment on their writing, focusing on the correct use of language, the fluency of the passage and the authenticity of the feelings. For students who have difficulty in writing, give appropriate guidance, such as helping them sort out their ideas or providing some sentence patterns. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their written expression ability. Combining the writing topic with students’ expectations for growth can stimulate their writing enthusiasm and make their writing have real feelings. By sharing and commenting, students can learn from each other’s strengths, find out their own problems, and improve their writing level. At the same time, this activity can also deepen students’ understanding of the theme of growth and cultivate their ability to express their own views in writing. Step 5: Summary and Reflection (Summary and Reflection) Activity 1: Classroom Summary. Invite students to summarize the key content of this lesson independently, including the core vocabulary, functional expressions, grammar points and the main content of the video and poem. Then, the teacher makes a supplementary summary, sorting out the key points of the lesson, emphasizing the connotation of growing up and the key points of language use, and connecting the content of this lesson with the subsequent learning of the unit, letting students know that this lesson is the starting point of the unit, and they will learn more content related to growth in the following lessons. Design Intention: Letting students summarize independently can cultivate their ability to sort out and summarize knowledge, help them form a systematic knowledge framework, and deepen their memory of the key content of the lesson. The teacher’s supplementary summary can help students correct their misunderstandings, clarify the key and difficult points of the lesson, and lay a foundation for the subsequent learning. Activity 2: Learning Reflection. Ask students to think about the following questions: “What have I learned in this lesson?” “What do I do well in this lesson?” “What are the problems I have in this lesson?” “How can I improve these problems?” Let students write down their reflections in their English study notebooks. After students finish writing, the teacher collects some notebooks for reading, understands students’ learning situation and reflection, and provides targeted guidance for students in the next lesson. Design Intention: Learning reflection is an important part of improving students’ learning ability. By reflecting on their own learning process, students can clearly understand their own strengths and weaknesses, find out the problems in learning, and put forward corresponding improvement methods, which helps to cultivate their autonomous learning ability and lifelong learning awareness. The teacher’s reading of the reflection notebooks can help teachers grasp students’ learning situation in time, adjust the teaching plan and teaching methods, and improve the teaching effect. Step 6: Homework Arrangement (Homework) 1. Review the core vocabulary, functional expressions and grammar points learned in this lesson, and recite the key words and example sentences. 2. Polish the short passage “My Expectations for Growing Up” written in class, and hand it in the next class. 3. Interview your parents or grandparents, ask them about their memorable moments in growing up, and take notes in English (at least 5 sentences). 4. Preview the next part of the unit “Understanding Ideas” and try to understand the main content of the text. Design Intention: Homework is an extension of classroom learning, which can help students consolidate the knowledge learned in class and deepen their understanding of the theme of growth. Reciting words and sentences can strengthen students’ memory of language knowledge; polishing the short passage can improve students’ written expression ability; interviewing parents or grandparents can let students understand the growth experience of different generations, expand their vision, and also practice their oral communication ability; previewing the next part can help students lay a foundation for the next lesson, improve the efficiency of classroom learning. 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 $