Unit 1 Growing up Understanding ideas The Age of Majority 导学案 (含教学设计)-2025-2026学年高中英语外研版（2019）选择性必修第二册

Book5 Unit 1 《The Age of Majority》导学案 I Words 1. 2. licence 3. loan 4. milestone 5. wage 6. tax 7. obey 8. household 9. deposit 10. adulthood 11. n. 选举 12. adj. 合法的 13. adj. 成熟的，明白事理的 14. adv. 立即，马上 15. v. 赞成，同意 16. adj. 稳定的 17. v. 诱惑，引诱 18. n. 投入，花费 19. adj. 最小的，最少的 II Phrases 1．in charge of 2．can't wait to do sth 3．对……有发言权 4．在驾驶汽车 5．对……负责 6．过去常常做某事 7．一种强烈的社会责任感 8．器官捐献 III Sentences 1．但我想我已经足够成熟了，明白开车也意味着要为自己和他人的生命负责。 But 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. 2．我期望会立刻有不同的感觉，仿佛我关上了童年的大门，踏入了一个全新的成人世界。 I expected to feel instantly different, as if I had closed the door on my childhood and stepped into a whole new adult world. 3． 我真的很喜欢我妈妈做的菜。 I do like my mom's cooking. IV Read the text and find out the meaning “the age of majority”. The age of majority means the moment when you turn _____, which is a milestone marking______________. V Task: Make a mini-speech about your understanding of turning 18. B5U1 《The Age of Majority 》导学案 答案 Ⅰ Words 单词 1. majority 法定成年；大多数 2. licence 执照；许可证 3. loan 贷款；借款 4. milestone 里程碑 5. wage 工资 6. tax 税；税款 7. obey 遵守；服从 8. household 家庭；家用 9. deposit 存款；押金 10. adulthood 成年 11. n. 选举 election 12. adj. 合法的 legal 13. adj. 成熟的，明白事理的 mature 14. adv. 立即，马上 instantly 15. v. 赞成，同意 approve 16. adj. 稳定的 stable 17. v. 诱惑，引诱 tempt 18. n. 投入，花费 commitment 19. adj. 最小的，最少的 minimum Ⅱ Phrases 短语 1. in charge of 负责；掌管 2. can't wait to do sth 迫不及待做某事 3. 对…… 有发言权 have a say in 4. 在驾驶汽车 behind the wheel 5. 对…… 负责 take responsibility for / be responsible for 6. 过去常常做某事 used to do sth 7. 一种强烈的社会责任感 a strong sense of social responsibility 8. 器官捐献 organ donation Ⅲ Sentences 句子 （已给出原文，答案即给出的英文句子） 1. But 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. 2. I expected to feel instantly different, as if I had closed the door on my childhood and stepped into a whole new adult world. 3. I do like my mom's cooking. Ⅳ Read the text and find out the meaning “the age of majority” The age of majority means the moment when you turn 18, which is a milestone marking the start of adulthood. Ⅴ Task: Mini-speech 参考范文（可直接背诵） Turning 18 is the age of majority. It is not only a milestone in my life but also a sign of becoming an adult. I should take on more responsibilities, obey the law, and have a strong sense of social responsibility. I will study hard, grow into a better person, and make contributions to society. 学科网（北京）股份有限公司 $ Teaching Design of Book 5 Unit 1 《The Age of Majority》 【教材分析】 本单元主题语境是“人与自我”，涉及的主题语境内容是认识自我、丰富自我、完善自我。本板块呈现了一篇体现单元主题的课文，语篇类型为专栏文章。课文中三位来自不同国家的学生分别表达了自己对于18岁的理解与定位。读前的导入活动帮助学生明确在我国做不同事情的法定年龄，激活学生对法定年龄的已有知识，为课文学习做铺垫。读中活动考查学生对课文标题的理解和提取关键信息的能力。读后活动通过判断主旨大意、理解细节信息和回答开放性问题等活动，启发学生深入思考，理解文本内容，积极探究主题意义。 【学情分析】 本节课授课对象是高二学生。七班学生是文科生，具备良好的感性认识和共情能力，课前预习较充分、具备较好的理解力，但整体英语基础薄弱，大部分学生的口语和书面表达存在许多不足。 【教学目标】 在本板块学习结束时，学生能够： 1. 通过阅读课文，获取文章的主要信息，并根据文章内容准确理解标题的含义，为文章另选一个合适的标题； 2. 准确获取关键信息，并学会辨别事实和观点，进一步理解课文内容； 3. 体会成年的意义与责任，思考如何完善自己、提升自己，树立正确的生活观与积极的人生观。 【教学重点】 引导学生读懂课文，获取文章的重要信息，学会辨别事实和观点，把握三位学生对成年的理解与定位。 【教学难点】 引导学生体会成年的意义与责任，加深对主题意义的认识与思考。 【教学策略】 任务型教学法、交际教学法 【教学用具】 多媒体 【教学过程】 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Lead-in 4 min 1. Teacher asks students to look at the pictures and think about the age when people are allowed to do the six things on the book. 2. Teacher divides the class into several groups to discuss about the question. 3. Teacher invites some students to share the answers. 1. Students look at the pictures and think about the age when people are allowed to do the six things on the book individually. 2. Students work in groups and discuss the question. 3. Some students share the answers with the class. 1. To help students get familiar with the topic in advance. 2. To activate the students’ existing background knowledge. Learning & Exploration 17 min 1. Teacher asks students to look at the title and pictures, then try to guess the meaning of the title. 2. Teacher asks students to read the passage quickly and check the answer. 1. Students look at the title and pictures and guess what the title means. 2. Students read the passage quickly and check the answer. To help students understand the meaning of the title. 1. Teacher asks students to read the passage quickly and choose the best title according to the personal understanding. 2. Teacher invites some students to share their answers with the whole class and give the reasons. 3. Teacher divides the class into several groups to discuss how to choose or give a proper title. 1. Students read the passage quickly and choose the best title according to the personal understanding. 2. Some students share their answers with the whole class and give the reasons. 3. Students work in groups and discuss how to choose or give a proper title. 1. To help students grasp the main idea of the passage through fast reading. 2. To help students figure out the methods of choosing a proper title. 1. Teacher asks students to read the passage carefully and pick out the relevant information to complete the table. 2. Teacher invites some students to check the answers with other students. 1. Students read the passage carefully and pick out the relevant information to complete the table. 2. Some students check the answers with other students. 1. To help students have a deep understanding of the information. 2. To practise students’ ability to sort the specific information of the passage. Application & Practice 15 min 1. Teacher asks students to make a mini-speech individually and share the answers with the class. 2. Teacher asks students to read the four sentences individually and decide if they are facts or opinions. 3. Teacher invites some students to share their answers with the class and help them summarise how to tell facts from opinions. 1. Students make a mini-speech individually and share the answers with the class. 2. Students read the four sentences individually and decide if they are facts or opinions. 3. Some students share their answers with the class and summarise how to tell facts from opinions with the help of the teacher. 1. To help students focus on the meaning of growing up and responsibility. 2. To help students apply what they have learnt to express their ideas. 3. To help students distinguish facts from opinions. Summary 3 min T asks Ss to make a summary. Ss make a summary and finish the homework. To consolidate what Ss have learnt and to prepare for the next lesson. Homework1min Polish up your speech script. 【Blackboard Design】 Unit 1 Growing up The Age of Majority 【Teaching Reflection】 学科网（北京）股份有限公司 $