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

该高中英语教案围绕“成长”主题，聚焦英语表达与思维发展。课堂导入通过“我的成长关键词”头脑风暴激活学生经验，复习核心词汇，再结合3-4分钟青少年成长故事视频引发讨论，搭建从经验激活到情境应用的学习支架，衔接语言输入与任务实践。 该教案以任务型教学为特色，通过小组设计“一年自我提升计划”整合语言能力与思维品质，学生运用“challenge”“overcome”等词汇及目标表达句型，在讨论与展示中提升逻辑表达。同伴互评与互动问答培养批判性思维，反思笔记与“成长相册”延伸活动增强学习能力，既助力学生提升口语与逻辑思维，又为教师提供结构化教学方案，高效落实核心素养。

Unit 1 Growing Up-Presenting ideas 内容导航 This section centers on the theme of growing up, guiding students to reflect on their growth experiences, set personal improvement goals, conduct group discussions, and present their ideas in English. It aims to apply the unit’s language knowledge and develop students’ oral expression and cooperative ability. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and sentence patterns related to growth and self-improvement, and improve oral expression and communication skills. Cultural Awareness: Understand the diversity of growth experiences in different cultural backgrounds and cultivate cross-cultural tolerance. Thinking Quality: Develop critical and logical thinking through analyzing growth issues and expressing personal views. Learning Ability: Enhance autonomous and cooperative learning skills, and form effective strategies for expressing ideas in English. 2. 教学重难点 Key Points: Master vocabularies (e.g., challenge, overcome, improve, goal) and sentence patterns for expressing personal goals and growth experiences; be able to present ideas clearly and logically in group discussions and class presentations. Difficult Points: Using appropriate English expressions to convey personal feelings and views on growth; maintaining fluency and accuracy in oral presentation; cooperating effectively in group activities to complete the presentation task. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Brainstorming - "My Growth Keywords" The teacher writes the topic "Growing Up" on the blackboard and asks students to brainstorm keywords related to growth within 3 minutes. Students are encouraged to write down any words that come to mind, such as childhood, adolescence, challenge, achievement, friendship, family, independence, maturity, etc. After the brainstorming, invite 5-6 students to share their keywords and briefly explain why they choose these words. For example, a student might say "challenge" because he overcame a lot of learning difficulties last year, which made him grow up. Design Intention: This activity aims to activate students’ prior knowledge and life experience related to growth. By brainstorming keywords, students can quickly enter the unit theme, arouse their learning interest, and lay a foundation for the subsequent discussion and presentation. Meanwhile, it helps students review the core vocabularies they have learned in the previous sections of the unit, achieving the purpose of consolidating language knowledge. Activity 2: Video Appreciation and Discussion The teacher plays a short video (3-4 minutes) about a teenager’s growth story. The video tells a story of a student who faces the pressure of exams and the conflict with his parents, but finally finds his direction through self-reflection and communication. After watching the video, the teacher asks two questions for students to discuss in pairs: 1. What challenges did the teenager in the video face? 2. What did he do to solve these challenges and grow up? After 5 minutes of pair discussion, invite several pairs to share their views with the whole class. The teacher gives appropriate comments and guidance, such as praising students for their careful observation and accurate expression, and supplementing relevant vocabularies or sentence patterns if necessary. Design Intention: The short video is vivid and intuitive, which can effectively attract students’ attention and stimulate their emotional resonance. Through watching the video and discussing the questions, students can further understand the connotation of growth, accumulate materials for their own presentation, and also practice their listening and oral expression skills in a real context. In addition, the video provides a specific example of growth, helping students better connect the theme with their own life experiences. Step 2: Pre-Presentation (Language Input and Task Guidance) Activity 1: Language Focus Review and Expansion The teacher reviews the core vocabularies and sentence patterns related to presenting ideas and growth that students have learned in the unit. First, the teacher lists the key vocabularies on the blackboard, such as challenge (n./v.), overcome (v.), improve (v.), goal (n.), plan (n./v.), effort (n.), progress (n./v.), reflect (v.), etc., and explains their usage with simple examples. For example, "We should make every effort to overcome the challenges in our growth." Then, the teacher introduces some useful sentence patterns for presenting ideas: 1. I think growing up means... 2. My main goal in the next year is to... 3. To achieve this goal, I will... 4. I have learned a lot from... 5. In my opinion, the most important thing in growth is... The teacher asks students to read these sentence patterns aloud twice and make one sentence with each pattern in pairs. After that, invite some students to share their sentences, and the teacher corrects any mistakes in grammar or expression. Design Intention: This activity focuses on solving the language barrier for students’ presentation. By reviewing and expanding core vocabularies and sentence patterns, students can master the necessary language tools for presenting their ideas, ensuring that they can express themselves accurately and fluently in the subsequent presentation. The sentence-making practice in pairs also provides students with more opportunities to use the language, improving their language application ability. Activity 2: Task Introduction and Group Division The teacher introduces the main task of this section: Each group will design a "One-Year Self-Improvement Plan" based on their own growth needs, and then present the plan to the whole class. The presentation should include the following parts: 1. Your main self-improvement goal in the next year (e.g., improving English, developing a hobby, enhancing communication skills). 2. The reasons for setting this goal (combining your own growth experience). 3. The specific measures to achieve the goal (detailed and practical). 4. Your expectations for the results of this plan. Then, the teacher divides the students into groups of 4-5, and asks each group to elect a group leader. The group leader is responsible for organizing the discussion, assigning tasks (e.g., collecting ideas, drafting the presentation script, designing the presentation form), and coordinating the group members. Design Intention: Clear task introduction helps students understand the requirements and objectives of the presentation, avoiding confusion in the process of completing the task. Group division and role assignment cultivate students’ cooperative learning ability, make each student have a clear responsibility, and ensure that all students can participate in the activity actively. At the same time, the task of designing a self-improvement plan is closely related to students’ own growth, which can stimulate their enthusiasm and initiative in completing the task. Activity 3: Group Discussion and Script Drafting Each group conducts a group discussion under the organization of the group leader. First, each student shares their own self-improvement goals and the reasons, then the group members discuss and select 1-2 most representative goals as the group’s main goal (to ensure the focus of the presentation). Then, the group discusses the specific measures to achieve the goal, requiring the measures to be detailed and operable. For example, if the goal is to improve English, the measures can be: reading one English article every day, practicing speaking with group members for 15 minutes every day, taking notes in English class carefully, etc. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance. For groups that have difficulty determining the goal, the teacher can give some suggestions, such as combining their own strengths and weaknesses; for groups that have problems in designing measures, the teacher can remind them to make the measures more specific. After the discussion, the group members work together to draft the presentation script, which should be concise, logical, and use the vocabularies and sentence patterns learned earlier. The script should also assign speaking parts to each group member to ensure that everyone has the opportunity to speak. Design Intention: Group discussion is the core link of this section, which not only helps students exchange ideas and complement each other, but also cultivates their communication and cooperation ability. Drafting the presentation script allows students to organize their ideas systematically, improve their logical thinking ability, and further consolidate the language knowledge they have learned. The teacher’s guidance in the process ensures that the discussion and script drafting can proceed smoothly, and helps students solve problems in a timely manner, improving the efficiency and quality of the task. Step 3: While-Presentation (Group Presentation and Interaction) Activity 1: Group Presentation Each group takes turns to present their "One-Year Self-Improvement Plan" to the whole class. The presentation time of each group is 5-6 minutes, and each group member should participate in the speaking. During the presentation, students can use PPT, pictures, handwritten posters and other auxiliary tools to make the presentation more vivid and intuitive. For example, a group can make a PPT to show their goal, measures and expected results, or draw a poster to illustrate the steps of achieving the goal. The teacher requires students to speak clearly, fluently and confidently, and use the vocabularies and sentence patterns learned in the class. The teacher also asks other students to listen carefully, take notes, and pay attention to the advantages and areas for improvement of each group’s presentation. Design Intention: Group presentation is the key link to test students’ learning effect and language application ability. Through presenting their own ideas in front of the whole class, students can improve their oral expression ability, enhance their self-confidence, and exercise their ability to organize and present information. The use of auxiliary tools can not only make the presentation more attractive, but also help students express their ideas more clearly. Asking other students to listen carefully and take notes cultivates their listening ability and good learning habits. Activity 2: Peer Evaluation After each group’s presentation, the teacher organizes other students to conduct peer evaluation. The teacher provides an evaluation standard (written on the blackboard) to guide students to evaluate from the following aspects: 1. Content: Whether the goal is clear, whether the reasons are reasonable, whether the measures are practical. 2. Language: Whether the expression is accurate, fluent, and whether the vocabularies and sentence patterns are used properly. 3. Presentation: Whether the speech is clear and confident, whether the auxiliary tools are used properly. Each student can put forward 1-2 advantages and 1-2 suggestions for improvement. After the peer evaluation, the teacher makes a summary evaluation, affirming the advantages of the group’s presentation, such as clear logic, fluent expression, and creative auxiliary tools, and pointing out the areas for improvement, such as adding more specific examples, correcting some grammar mistakes, etc. The teacher also gives appropriate praise and encouragement to the groups and students who perform well, enhancing their learning motivation. Design Intention: Peer evaluation not only helps students learn from each other, find their own advantages and disadvantages, but also cultivates their critical thinking ability and ability to evaluate others objectively. The clear evaluation standard guides students to evaluate in a targeted manner, avoiding blind evaluation. The teacher’s summary evaluation helps students further understand their own problems, and the praise and encouragement can stimulate students’ learning enthusiasm and confidence, making them more actively participate in the subsequent learning activities. Activity 3: Interactive Q&A After the peer evaluation and teacher’s summary, the teacher organizes an interactive Q&A session. Other students can ask questions to the presenting group, such as "Why did you choose this goal?" "Do you think these measures are easy to implement?" "What will you do if you can’t achieve the goal on time?" The presenting group should answer the questions patiently and clearly. If the presenting group can’t answer a question, the teacher can give appropriate hints or guide other students to help answer. This session can last for 3-4 minutes per group. Design Intention: The interactive Q&A session enriches the form of the presentation, enhances the interaction between students, and makes the class atmosphere more active. It also tests students’ ability to respond flexibly and express themselves in real time, improving their oral communication ability. At the same time, through answering questions, the presenting group can further clarify their ideas and deepen their understanding of the self-improvement plan. For other students, asking questions helps them think more deeply about the theme of growth and the self-improvement plan. Step 4: Post-Presentation (Summary, Reflection and Consolidation) Activity 1: Class Summary The teacher summarizes the whole class activity. First, the teacher reviews the main content of this section: through brainstorming, video appreciation, group discussion, group presentation, peer evaluation and interactive Q&A, we have discussed the theme of growth, mastered the language tools for presenting ideas, and completed the task of designing and presenting the self-improvement plan. Then, the teacher emphasizes the key points of this section: the correct use of vocabularies and sentence patterns related to growth and self-improvement, the skills of presenting ideas clearly and logically, and the importance of cooperative learning. Finally, the teacher shares some insights on growth with students: Growing up is a continuous process of self-reflection and self-improvement. Setting clear goals and making unremitting efforts are the keys to growth. I hope every student can keep their goals in mind, take action, and make continuous progress in their growth journey. Design Intention: The class summary helps students sort out the knowledge and skills they have learned in the class, consolidate the learning effect, and form a systematic understanding of the content of this section. The teacher’s insights on growth can guide students to establish a positive attitude towards growth, realize the significance of self-improvement, and achieve the goal of cultivating students’ emotional attitude and values. Activity 2: Individual Reflection The teacher asks students to conduct individual reflection and write a short reflection note (about 80-100 words) on the class activity. The reflection note should include the following points: 1. What did you learn in this class? (e.g., new vocabularies, sentence patterns, presentation skills) 2. What did you do well in the group activity? 3. What are your shortcomings in the presentation or group discussion? 4. What will you do to improve your shortcomings in the future? Students are given 10 minutes to write the reflection note, and then the teacher invites 3-4 students to share their reflection notes with the whole class. The teacher gives positive comments and guidance to students’ reflections, encouraging them to keep reflecting and making progress. Design Intention: Individual reflection is an important way to improve students’ learning ability. Through reflection, students can clearly understand their own learning situation, find their own advantages and shortcomings, and put forward targeted improvement measures. Writing the reflection note in English not only helps students consolidate their language knowledge, but also improves their written expression ability. Sharing the reflection note allows students to learn from each other’s experiences and promote common progress. Activity 3: Homework Arrangement The teacher assigns two homework tasks: 1. Revise the group’s "One-Year Self-Improvement Plan" and the presentation script according to the peer evaluation and teacher’s suggestions, and recite the script proficiently. 2. Write a 150-200 word English composition titled "My Growth Goal", which should include your growth goal, the reasons for setting the goal, and the measures to achieve the goal. The composition should use the vocabularies and sentence patterns learned in this section. The teacher reminds students to pay attention to the accuracy and fluency of the language, and the logic of the content. Design Intention: The homework task is a continuation and consolidation of the class activity. Revising the presentation script and reciting it helps students further improve their oral expression ability and master the language knowledge. Writing the composition allows students to apply the language tools and thinking methods learned in the class to written expression, improving their comprehensive language application ability. At the same time, the homework task is closely related to the theme of growth, guiding students to continue thinking about their own growth and consolidate the learning effect. Step 5: Extended Activity (Optional) The teacher arranges an extended activity: Each group makes a "Growth Album" (electronic or handwritten) to record their growth process and the progress of their self-improvement plan. The album can include photos, short articles (in English), handwritten notes, etc., which show their growth stories, challenges they have overcome, and progress they have made. The groups can present their "Growth Album" in the next class, and the teacher will select the best albums to display in the classroom. This activity is optional, but the teacher encourages all groups to participate. Design Intention: The extended activity enriches the form of learning, extends the theme of growth to students’ daily life, and stimulates their enthusiasm for learning. Making the "Growth Album" not only helps students record their growth process, but also improves their ability to collect and organize information, and exercise their English written expression ability. Displaying the best albums can enhance students’ sense of achievement and motivation for learning, and create a positive learning atmosphere in the class. 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 $