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

该教案聚焦“成年年龄”核心知识点，通过呈现不同国家年轻人对18岁的观点，探究成年的权利、自由与责任。导入环节以真实生活问题讨论激活学生经验，结合图片视频创设情境，为文本阅读搭建学习支架。 此资料特色在于融合文化意识与思维品质，文化探索活动介绍多国成年礼，引导学生理解文化异同，读中逐段分析观点培养批判性思维。语言能力通过词汇巩固和句子模仿提升，小组讨论结合文本与生活。助力学生跨文化理解与表达，为教师提供结构化、可操作的教学方案。

Unit 1 Growing Up-Understanding ideas 内容导航 This section focuses on "the age of majority" and collects views from three young people in different countries on turning 18. It explores the true meaning of adulthood, including rights, freedoms and corresponding responsibilities, guiding students to reflect on their own growth journey. 教学目标和重难点 1. 教学目标 Language Ability: Master words and sentence patterns related to growth and adulthood, and improve reading comprehension and oral expression. Cultural Awareness: Understand the similarities and differences of coming-of-age cognition in different cultures and foster cross-cultural respect. Thinking Quality: Develop critical thinking by analyzing the views of different young people and reflecting on the meaning of growth. Learning Ability: Cultivate autonomous and cooperative learning skills through reading, discussion and other activities to lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Grasp the main idea and details of the text, understand the different views of the three young people on turning 18; master core words (e.g., milestone, responsibility, mature) and phrases (e.g., take responsibility for, have a say). Difficult Points: Understand the subtle and gradual changes in the process of growing up; accurately grasp the emotional tone and logical relationship of the text; apply the learned language knowledge to express personal views on adulthood. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher asks the following questions and guides students to discuss freely in pairs: "How old are you now? What do you expect to do when you turn 18? In your opinion, what does it mean to become an adult?" After 5 minutes of pair discussion, invite 3-4 groups to share their ideas with the whole class. The teacher writes down key words mentioned by students (such as freedom, driving license, voting, responsibility) on the blackboard. Design Intention: The warm-up discussion is closely connected with students' real life, which can arouse their interest in the topic of "growing up" and activate their existing knowledge and experience. The presentation of pictures and videos enriches the teaching context, helps students initially understand the cultural differences in coming-of-age cognition, lays a foundation for the subsequent reading of the text, and also cultivates students' cultural awareness imperceptibly. Step 2: Pre-reading (Preparatory Work) Activity 1: Vocabulary Preview. The teacher presents the core vocabulary of the text through PPT, including nouns (milestone, adulthood, responsibility, licence, wage, tax, ambulance), adjectives (mature, legal), adverbs (instantly, gradually) and key phrases (take responsibility for, have a say, behind the wheel, approve of). For each word and phrase, the teacher provides the pronunciation, Chinese meaning and typical example sentences combined with the text context. For example, for "milestone", the example sentence is "In most countries, turning 18 marks the start of adulthood—a major milestone in life." For "take responsibility for", the example sentence is "I think I’m already mature enough to understand that driving a car also means taking responsibility for my life and the lives of other people." Then, organize students to read the words and phrases aloud twice, and ask 2-3 students to read them individually to check their pronunciation. Activity 2: Predicting the Text. Show students the title of the text "The Age of Majority" and the pictures of the three young people (Bethany, Li Ning, Morgan) in the text. Ask students to predict: "What do you think the text will talk about? What may each young person share about turning 18?" Guide students to make reasonable predictions based on the title and pictures, and write down their predictions on the draft paper. After that, invite several students to share their predictions. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary helps students remove language obstacles in the process of reading, improve reading efficiency, and lay a solid foundation for understanding the text. Predicting the text can stimulate students' reading desire, cultivate their ability to infer and predict based on existing information, and help them form a good reading habit of active thinking before reading. Step 3: While-reading (Text Comprehension) Activity 1: Fast Reading. Ask students to read the text quickly and finish two tasks: ① Find out the main idea of the text. ② List the names of the three young people and their nationalities. After reading, organize students to check the answers in groups. The main idea of the text: It explores the true meaning of the age of majority (turning 18) by introducing the views of three young people from different countries, involving the rights, freedoms and responsibilities brought by adulthood. The three young people: Bethany (16, Victoria, Australia), Li Ning (19, Shanghai, China), Morgan (20, Florida, the US). Design Intention: Fast reading aims to train students' ability to grasp the main idea and key information of the text quickly. Through group checking, it can promote students' mutual learning and communication, and help teachers timely understand students' initial reading effect. Activity 2: Careful Reading (Paragraph by Paragraph). Guide students to read the text carefully paragraph by paragraph, and complete the corresponding tasks to deepen their understanding of the text. Paragraph 1: Ask students to read Paragraph 1 carefully and answer the following questions: ① What does turning 18 mark in most countries? ② What questions does the author put forward about turning 18? After students answer, the teacher explains the key sentence: "But what does reaching this milestone, the age of majority, really mean? Will you be completely in charge of your own life and be able to express yourself in new and exciting ways? What new responsibilities will this freedom bring?" Emphasize the meaning of "milestone" and the rhetorical function of the questions (arousing readers' thinking). Then, ask students to read the paragraph aloud to feel the author's inquiry tone. Paragraph 2 (Bethany): Ask students to read Paragraph 2 carefully and fill in the blanks: Bethany is 16 years old from Australia. She can’t wait to be 18 because she wants to ______ (vote in the next election) and ______ (take her driving test and get a driving licence). Her mother worries about her driving because she is an ambulance driver and has seen many car accidents involving teenagers, so she thinks the legal age for getting a driving licence should be 21. But Bethany thinks she is mature enough to ______ (take responsibility for her life and the lives of other people). After filling in the blanks, organize students to discuss: "Do you agree with Bethany’s idea? Why or why not?" Guide students to express their own views and cultivate their critical thinking. Paragraph 3 (Li Ning): Ask students to read Paragraph 3 carefully and answer the following questions: ① How did Li Ning feel on the day after his 18th birthday? ② What changes have taken place in Li Ning after turning 18? ③ What big decision did Li Ning make without asking his parents? ④ Why did Li Ning feel surprised when a bank contacted him with a credit card offer? After students answer, the teacher explains the key sentence: "Instead of being the selfish teenager I used to be, I have begun to feel more aware of other people and to develop a stronger sense of social responsibility." Emphasize the structure "instead of" and the change of Li Ning's character. Then, ask students to read the paragraph silently and think about: "What can we learn from Li Ning’s growth experience?" Paragraph 4 (Morgan): Ask students to read Paragraph 4 carefully and summarize Morgan’s experience after turning 18. Guide students to summarize: Morgan thought turning 18 would mean having a well-paid job and moving into a rented apartment, but the reality was different. He didn’t have a well-paid job and still lived with his parents, but he learned to contribute to the household bills and realized that growing up is a process of facing reality and taking responsibility. Then, ask students to discuss in groups: "Why did Morgan’s expectation of adulthood differ from the reality? What enlightenment can we get from it?" Design Intention: Careful reading paragraph by paragraph helps students grasp the details of the text, understand the views and experiences of each young person, and deepen their understanding of the theme of "growing up". The design of questions and filling in the blanks guides students to read actively and think deeply. Group discussion encourages students to express their own views, cultivate their critical thinking and oral expression ability, and also makes students realize the diversity of growth experiences. Activity 3: Text Structure Analysis. After careful reading, guide students to analyze the structure of the text. The teacher asks: "How is the text structured? What is the function of each part?" Guide students to conclude: The text adopts a "total-part" structure. Paragraph 1 is the total part, which puts forward the topic of the age of majority and raises questions to arouse readers' interest; Paragraphs 2-4 are the part parts, which introduce the views of three young people from different countries on turning 18, respectively. Then, the teacher draws the text structure diagram on the blackboard to help students clarify the logical relationship of the text. Design Intention: Analyzing the text structure helps students understand the overall framework of the text, master the writing characteristics of the column article, and improve their ability to analyze and organize text information, which is conducive to the migration and application of writing in the later stage. Step 4: Post-reading (Consolidation and Extension) Activity 1: Vocabulary and Sentence Pattern Consolidation. ① Ask students to complete the vocabulary exercise: Fill in the blanks with the core words and phrases learned in the text. For example: a) Turning 18 is a major ______ (milestone) in everyone’s life. b) As an adult, you should ______ (take responsibility for) your own actions. c) She ______ (approves of) my decision to study abroad. After students finish, the teacher checks the answers and explains the key points. ② Ask students to imitate the key sentences in the text to make their own sentences. For example, imitate the sentence "Instead of being the selfish teenager I used to be, I have begun to feel more aware of other people and to develop a stronger sense of social responsibility." to make sentences. Invite 3-4 students to share their sentences, and the teacher gives comments and guidance. Design Intention: Vocabulary and sentence pattern consolidation is an important link to consolidate the learned knowledge. Through filling in the blanks and sentence imitation, students can flexibly master and use the core vocabulary and sentence patterns, improve their language application ability, and lay a foundation for oral expression and writing. Activity 2: Group Discussion. Divide students into groups of 4-5, and set the discussion topic: "What does turning 18 mean to you? What rights and responsibilities will you have when you turn 18? How will you face the changes brought by adulthood?" Before the discussion, the teacher gives some tips: ① Combine your own real life and the views of the three young people in the text. ② Use the vocabulary and sentence patterns learned in the text as much as possible. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives timely guidance to help students solve the problems encountered in the discussion. After the discussion, each group sends a representative to share the group’s views with the whole class, and the teacher makes a summary and evaluation, affirming the positive views of the students and putting forward suggestions for improvement. Design Intention: Group discussion provides a platform for students to express their own views, which can not only improve their oral expression ability and cooperative learning ability, but also enable students to combine the text content with their own real life, deeply understand the meaning of adulthood, and cultivate their sense of responsibility and positive attitude towards growth. The teacher's guidance and evaluation can help students correct their mistakes and improve their expression ability. Activity 3: Cultural Exploration. The teacher introduces the coming-of-age ceremonies in different countries in detail (combined with the pictures and videos shown in the lead-in part), such as Jugendfeier in Germany (14-year-old coming-of-age ceremony, focusing on cultural respect and social responsibility), the sacred thread ceremony in India (for boys, representing the beginning of intellectual growth), and the coming-of-age ceremony in Vanuatu (young boys jump off a tall tower to show their courage). Then, ask students to discuss: "What are the similarities and differences between the coming-of-age ceremonies in different countries? What do these similarities and differences reflect?" Guide students to realize that although there are cultural differences in coming-of-age ceremonies, they all symbolize the beginning of adulthood and the assumption of responsibilities, so we should respect different cultures. Design Intention: Cultural exploration expands students' cultural vision, helps them understand the cultural differences and commonalities in the world, fosters their cross-cultural communication awareness and respect for diverse cultures, and further deepens their understanding of the theme of "growing up" from a cultural perspective. Activity 4: Reading Extension. Provide students with a short English passage about a Chinese teenager's coming-of-age experience (consistent with the theme of the text, and containing the core vocabulary and sentence patterns learned). Ask students to read the passage quickly and answer the following questions: ① What did the teenager do on his 18th birthday? ② What did he realize after turning 18? After reading, organize students to share their answers, and guide students to compare the differences and similarities between the teenager's experience and the three young people in the text. Then, ask students to express their feelings after reading the extension passage. Design Intention: Reading extension helps students consolidate the reading skills learned, expand their reading scope, and deepen their understanding of the theme of "growing up". Comparing the experiences of different teenagers can help students form a more comprehensive understanding of adulthood and cultivate their ability to analyze and compare. Step 5: Summary and Homework Activity 1: Summary. The teacher guides students to summarize the content of this class together: ① We learned the main idea and details of the text, and understood the views of three young people from different countries on turning 18. ② We mastered the core vocabulary and sentence patterns related to growth and adulthood. ③ We discussed the meaning of adulthood and understood the cultural differences in coming-of-age cognition. Then, the teacher makes a final summary: Growing up is a gradual process, which not only brings us freedom and rights, but also requires us to take corresponding responsibilities. We should face the changes of growth with a positive attitude and become responsible adults. Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of the theme and key points of the class. The teacher's final summary can guide students to establish a correct view of growth and realize the significance of taking responsibility. Activity 2: Homework. ① Basic Homework: Copy the core vocabulary and sentence patterns learned in this class, and make 5 sentences with the key phrases. ② Reading Homework: Read the text again carefully, and write a 100-word summary of the text. ③ Practical Homework: Interview your parents or elders, ask them what turning 18 meant to them when they were young, and write a short English report (150-200 words) about the interview, combining your own views on adulthood. ④ Preview Homework: Preview the Using Language part of Unit 1, and familiarize yourself with the new vocabulary and grammar points. Design Intention: The design of homework is hierarchical, which can meet the needs of different students. Basic homework helps students consolidate the learned knowledge; reading homework improves students' ability to summarize text information; practical homework combines learning with real life, improves students' oral communication and writing ability, and deepens their understanding of the theme of growth; preview homework lays a foundation for the next class. Step 6: Teaching Reflection (For Teachers) After the class, teachers should reflect on the following aspects: ① Whether the lead-in activity effectively aroused students' interest in the topic and laid a good foundation for reading. ② Whether the vocabulary preview link effectively helped students remove language obstacles and improve reading efficiency. ③ Whether the while-reading activities effectively guided students to grasp the main idea and details of the text, and whether the design of questions was reasonable and targeted. ④ Whether the post-reading activities effectively consolidated the learned knowledge, improved students' language application ability and critical thinking ability. ⑤ Whether students actively participated in the class activities, and whether the teaching effect met the expected teaching goals. ⑥ What problems existed in the teaching process (such as students' insufficient mastery of certain vocabulary, inadequate oral expression, etc.), and what improvement measures should be taken in the next class. Design Intention: Teaching reflection is an important part of teaching, which helps teachers summarize experience, find problems, and continuously improve teaching methods and teaching level, so as to better meet the needs of students' learning and core literacy development. 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 $