Unit 2 Period 1 Starting out & Understanding idea（表格式教学设计）英语外研版必修第一册

该高中英语教学设计聚焦必修第一册Unit2“Exploring English”主题，通过数据图表导入感知英语全球地位，结合标题图片预测激发阅读兴趣，以略读寻读为支架，分组提取语篇中7类语言矛盾实例，衔接构词法与英美文化差异。 以英语学习活动观和布鲁姆认知目标为框架，通过分组合作寻读培养思维品质，构词法应用提升语言能力，英美差异渗透文化意识，分层作业兼顾学习能力。实例如提取食品误导等矛盾现象、构词法填空练习，助力学生掌握阅读策略与跨文化理解，为教师提供大单元整体教学高效范例。

学科网（北京）股份有限公司 Unit 2 Exploring English Period 1 Starting out & Understanding ideas表格式教学设计 教学基本信息 单元名称 必修第一册Unit2 Exploring English 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：外语教学与研究出版社 出版日期：2019年7月 课时安排 1课时(40min) 课型 阅读理解课（主题导入 + 初读） 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 深度学习的英语学习活动观： 本课严格依据《普通高中英语课程标准（2017版2020年修订）》倡导的“英语学习活动观”，将语言学习的过程从“机械识记”提升到“深度探究”。课堂活动以“探究英语语言的本质特征”为主线，引导学生在真实情境中运用语言，由表及里，最终达成对语言规律的深度理解与批判性思考。 2. 大单元整体教学理念： 本课时作为Unit 2 “Exploring English”的开篇课（Starting out & Understanding ideas），起着定基调、建框架、激兴趣的关键作用。本课不仅是为后续的词汇语法学习打基础，更是为了建立“英语是充满活力、富有创造力的人类语言”这一单元大观念，为单元后续的写作、文化探究提供核心的认知起点。 3. 思维进阶路径（布鲁姆认知目标）： 课堂设计遵循布鲁姆认知目标分类学，学习路径清晰：记忆（感知数据）→ 理解（预测主旨）→ 应用（寻读细节）→ 分析（探究根因）→ 评价（发表观点）→ 创造（语料产出）。通过这一完整链条，实现从浅层认知向深层思辨的跨越。 教材分析 · 【What】导入部分（Starting out）： 提供三张核心数据图表。图表1比较中、英、印、阿、西五种语言的母语使用人数；图表2展示全球英语学习者高达15亿的惊人体量；图表3呈现中国英语学习者从2000年的3000万激增至2016年的2亿的动态数据。阅读语篇（Understanding ideas）： 语篇名为“Neither Pine nor Apple in Pineapple”。这是一篇以说明性论说文为主、夹叙夹议的文章。文章列举了至少7大类英语“名不副实”或“逻辑相悖”的现象： 食品误导（hamburger, pineapple, eggplant）； 动词搭配逻辑（sculpt a sculpture, paint a painting, BUT take a photo）； 合成词的诡辩（seasick, carsick vs. homesick）； 反义派生词的逻辑混乱（hard vs. hardly; harmless vs. shameless）； 动名词宾语差异（it's raining vs. it's sunshining, it's snowing）； 介词短语的语用反转（burn up, burn down; fill in, fill out; go off）； 微小词的大不同（WHO, IT, US等大写词的特指含义）； “out”与“wind up”的多义性悖论。 衔接内容（Using language）： 教材P17和P18在本课时拓展了构词法（Word Formation）（前缀、后缀、合成、缩略）以及英美英语差异（American and British English）。 · 【Why】认知重构： 编者并不希望学生死记硬背这些悖论，而是意图打破学生“英语语法必须逻辑严密”的刻板印象。让学生在感到幽默和困惑的同时，理解语言的约定俗成性与动态发展性。文化与情感教育： 通过对比英美语言差异以及解释“英语是人类创造的”这一结论，培养学生跨文化理解力与包容心。引导学生反思：学习英语不是为了找“标准答案”，而是为了理解一种文化背景下人们的思维方式。这对于提升学生的语言自信和国际视野具有极其重要的奠基作用。 · 【How】组织逻辑： 采用“总起—并列分述—总结升华”的结构。第一段用生活故事抛出谜题，中间段落（P2-P6）采用类比的并列结构列举大量矛盾现象，最后一段（P7）进行哲学升华。 衔接手段： 大量使用“For example（例如）”、“And speaking of（说到）”、“If...（如果…则…）”、“That is why（这就是为什么…）”等逻辑连接词，使得语篇内在逻辑严密，但在表达上又显得口语化、平易近人。 语言特征： 使用一般现在时（陈述客观现象）为主，穿插一般过去时（讲述作者和儿子的故事）。词汇方面，大量使用词根词缀派生词（如：sunshining, creativity, invisible），以及大量的合成词（hamburger, pineapple, homework, housework），这对本课“构词法”的学习有着极好的示范作用。 学情分析 1. What I know 知识储备： 学生经过初中三年英语学习，已掌握约1500-1700基础词汇，能读懂简单的记叙文；对英语的时态（一般现在、过去、将来）有基本概念；接触过简单的词缀，如careful, helpful, unhappy, disagree 等，但尚未系统归纳。 生活经验： 高一学生思维活跃，对短视频、网络梗、流行文化敏感。他们平时在学习中肯定遇到过“英国人和美国人对电梯的叫法不同”、“中式英语（Chinglish）引发笑话”等场景，有直观的感性经验。 2. What I want to know 疑惑点：“老师，为什么英语单词这么难记？这个词为什么不能按字面意思翻译？” 兴趣点：学生渴望知道如何通过拆解词根、了解历史典故来背单词，而不是死记硬背。他们还渴望了解英美文化的实际差异（比如美式英语和英式英语到底在哪些方面最不同）。 3. What I learned 学生能够清晰地梳理出文章列举的7个（或以上）语言矛盾实例，并能用自己的话向同学解释这些例子。 学生能够深度理解作者的写作意图，认识到语言并非冰冷的数据，而是鲜活的人类创造力的体现。 学生能够初步建立起“利用构词法高效记忆词汇”的意识，并能尝试运用该策略去猜测陌生单词的含义。 教学目标 1.语言能力 能够正确认读并拼写本课核心词汇，如 confusing, creativity, reflect, inventor, visible, invisible 等。 能够准确识别并仿写文中出现的重点句型，如“Neither...nor...”、“That is why...”以及构词法派生句。 能够听懂并运用I agree/disagree with... / I find... is the most...等句式进行观点交流。 2.学习能力 能够辨别英美英语在日常生活词汇上的6组以上差异（如：subway/underground, gas/petrol, apartment/flat 等）。 能够理解英语词汇源流与历史文化的关系，形成包容、开放的语言学习态度。 3.文化意识 能够运用略读（Skimming）策略概括文章主旨；运用寻读（Scanning）策略从文本中准确提取支撑论点的特定细节。 能够剖析“语言矛盾”背后的规律，并运用批判性思维探讨“语言是人类创造的”这一命题的深层意义。 4.思维品质 能够掌握“预测—略读—寻读—精读—联系实际”的阅读方法。 能够运用本课所学的构词法知识（前缀、后缀、复合词、缩略词），推测并记忆课外生词，提升自主探究的语言学习能力。 教学重难点 教学重点 语篇内容理解： 能准确找出作者为了证明“英语是疯狂的”而提出的7-8个具体论据，并理解这些论据是如何支撑主题的。 核心语言知识： 掌握构词法的几大规律（尤其是 un-, -ness, 合成法, 缩略法），并将其运用到教材 P17 Activity 2 的段落填空以及课文句型的仿写中。 教学难点 语篇内容理解： 能准确找出作者为了证明“英语是疯狂的”而提出的7-8个具体论据，并理解这些论据是如何支撑主题的。 核心语言知识： 掌握构词法的几大规律（尤其是 un-, -ness, 合成法, 缩略法），并将其运用到教材 P17 Activity 2 的段落填空以及课文句型的仿写中。 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 T: Class begins! Good morning, everyone. Welcome to a new unit, Unit 2: Exploring English. To begin, I want to show you three charts on page 13. Please look at the bar chart, Chart 1. Can anyone tell me: What are they comparing? Ss: They are comparing the top 5 languages by number of native speakers. T: Good. Who is the No.1? And who is the No.2? Ss: No.1 is Chinese, No.2 is Hindi-Urdu, No.3 is English. T: Excellent! Now, let's move to Chart 2. This is a pie chart. Who's looking at Chart 2? What does this pie chart show us? Ss: It shows the number of learners around the world. English has 1,500 million learners! T: Exactly! A massive number. Chart 3 is a dynamic chart. What can you learn from Chart 3, especially the year 2000 and 2016? Ss: The number of English learners in China grew from 50 million to 200 million! It's huge. T: Excellent observation. According to these three charts, English is not only widely spoken as a native language, but it is also the No.1 choice for learners worldwide. Why do you think so many people are learning English? What’s your opinion? Ss: (学生自发回答) It's the global language! / It's important for getting good jobs. / We use it to study abroad. T: Good points. Today, we are going to explore what makes English so popular, and more importantly, what makes English so uniquely interesting. Let's dive in! 通过与学生的快速互动问答，获取数据信息，初步感知英语的世界地位，为整节课的探究活动奠定基础。这也培养了学生的信息提取与归纳能力。（此时教师可将图表中的关键短语写在黑板左侧：Native speakers, Learners, Growing rapidly）。 3 min Activity 2 Picture-based discussion T: Please turn to page 14. Take a look at the title “Neither Pine nor Apple in Pineapple”. Look at the pictures below it. We see a pine tree, a pineapple, an eggplant, and a hamburger. They are all cute and funny! Now, look at Activity 1. Tick the answer to the question: What do you think the passage is about? Ss: (学生思考并打勾。绝大多数学生毫不犹豫地选了“words”)。 T: I see you all choose “words”. But why? Could you please make a prediction based on the title and pictures? Who wants to share? Ss (John): Because “pineapple” has “pine” and “apple” in it, but neither of them is in a pineapple! So it must be about strange words! T: Excellent deduction, John! You have grasped the core idea just from the title. So, we are going to read this article to find out what other "crazy" things English has. Let's see if your prediction is right. 引导学生在阅读前进行“标题推测”和“图片观察”。不仅是为了做对书上的一道题，更重要的是激发学生的元认知策略——带着猜测去阅读，验证文本，这能有效增强阅读的目的性和专注度。 5min Activity 3 Read the map and predict T: Now, please open your books. I'll give you 3 minutes to read the passage on pages 14 and 15 quickly. You don't need to read every single word. Use a skimming strategy. Just read the first sentence of each paragraph and the last paragraph carefully. Then, check your prediction and complete Activity 3 on page 16: Choose the author's purpose in writing the passage. Ss: (学生快速默读全文，扫读首句和尾段，寻找核心观点)。 T: Time's up. Let's check Activity 3. Which option is right? A, B, C, or D? Ss: (齐声回答) C! To show that English is interesting and creative. T: Exactly! How did you find the answer? Look at the final paragraph: “English was invented by people, not computers, and it reflects the creativity of the human race.” So, the author is NOT complaining. He is exploring. He is saying English is interesting because it's made by people! Let's give ourselves a round of applause! 训练学生“略读”技能。要求学生在限定时间内获取文章主要目的，学会在文章的结尾寻找重要的结论句。这不仅是阅读能力的训练，也是培养学生思维广度的有效手段。教师及时总结并给予正面强化，增强学生的成就感。 8min Activity 4 Read for general understanding T: The author says English is crazy. But how does he prove that? He uses many examples in paragraphs 2, 3, 4, 5, and 6. Let's find them. Please turn to Activity 4 on page 16. We need to complete the notes. T: This time, we will work in groups. The class is divided into two big teams: Team A and Team B. Team A: Please scan paragraphs 2 and 3. Find examples related to: Food, Actions, and Travel. Team B: Please scan paragraphs 4, 5, and 6. Find examples related to: Opposites, Prepositions, and Little words. Ss: (学生们分小组，在组内开展寻读活动，组长记录)。 T: OK. Team A first. What's the example for “Eggplant”? Ss (Team A): No egg in eggplant! T: Correct. Continue, what about “Hamburger” and “Pineapple”? Ss (Team A): There isn’t any ham in a hamburger. Neither pine nor apple in pineapple. T: Very good. Now compare the verbs. We “sculpt a sculpture” and “paint a painting”, BUT...? Ss (Team A): ...but we take a photo! T: Perfect! And the travel examples? Ss (Team A): Seasick at sea, carsick in a car, but we don’t get homesick at home! T: Excellent, Team A! Now, let’s turn to Team B. “Hard” is the opposite of “soft”. What’s strange about “hardly” and “softly”? Ss (Team B): They are not an opposing pair! T: Great. And look at the prepositions. A house can “burn up” or “burn down”. But when we have a form? Ss (Team B): We fill it out, not fill it in! And when an alarm rings, it goes off, but when people hear it, they go to the alarm! T: Amazing! And the last question, what’s crazy about “WHO”, “IT”, and “US”? Ss (Team B): In a medical report, “WHO” means World Health Organization! It doesn’t mean “who” in a question. And “IT” and “US” are confusing when capitalized. T: Phenomenal work, everyone. You found all the crazy examples. Now, please fill in the blanks in Activity 4 individually based on our discussion. The key is madness! 本环节运用分组合作寻读的方式。将繁重的任务拆解，确保每位学生都有事可做、有话可说。通过激烈的团队竞赛形式，帮助学生在短时间内高效提取出支撑核心论点的7-8个具体细节。这不仅加深了对课文的理解，也为进一步的语言探究做好了丰厚的事实铺垫。 8min 应用实践 Activity 5 Think & Share T: We've found a lot of funny examples. But let's think deeper. Look at Paragraph 7. The author says: “When the stars are out, they are visible. But when the lights are out, they are invisible.” Why does the same phrase “out” mean opposite things? Ss: (沉思) Because in the first one, stars “come out”, so you can see them. For lights, “go out” means they turn off, so you can’t see them. T: Perfect analysis! So, who made these rules? Ss: People! Humans! T: Exactly. The author writes, “English was invented by people, not computers...” Now, imagine if English were invented by a cold, logical computer. Would it have such contradictions? Ss: Probably not! Computers are too strict. T: So, what can we conclude? Why is English “crazy”? Ss: (引导回答) Because people are creative / People are not perfect / Language is alive! T: Yes! Language reflects the creativity of humans. This brings us to another example of how language is alive: the differences between American and British English. Look at page 18. Can you find the differences in the pictures? (Show subway/underground, gas/petrol, etc.). Can you find any examples in the text? Yes, “theatre” vs “theater”. Ss: (观察对比图，学习英美词汇差异)。 这是从“文本表面”向“深层本质”跨越的关键一步。通过追问“为什么”，引导学生建立起“人类创造语言”的认知，从而深刻理解文章的主旨。同时，教材P18的英美差异扩展，将文本的探究成果应用到现实语言文化中，实现了知识的活化与迁移。 8min Activity 6 Summary T: Since English reflects creativity, how do we humans create new words? Look at the word “pineapple”. It’s made of two words: “pine” and “apple”. We call this a compound word. Look at “unhappy”. “un-“ means “not”. We call this a prefix. Look at “calmness”. “-ness” turns an adjective into a noun. This is a suffix. Now, please turn to Page 17, Activity 2. Let's complete the passage about word formation together. T: Read the first sentence: Words formed by combining other words are called compounds... Number 1. (Pause) If you contact a friend by writing traditionally using a pen, you call this person a... Ss: Pen friend! T: Correct! Now, number 2. (Pause) A book known by many people... (Hint: textbook). Number 3. If something isn’t correct, it’s... Ss: Incorrect! T: Good. Number 4. If someone isn't happy, they're... Ss: Unhappy! T: Number 5. If somebody has improved a lot, they have made great... Ss: Improvement. T: Excellent. Numbers 6 and 7. When we calm somebody down, they become calm (6), and we can call this state calmness (7). Now numbers 8 and 9. “World Trade Organization” is often shortened to...? Ss: WTO! T: And “as soon as possible” is...? Ss: ASAP! T: Brilliant! You see, knowing these rules can help us guess the meaning of unfamiliar words. It makes learning English much less scary and much more fun!  紧扣教材编写意图，将构词法这一语言知识进行明确的归纳与操练。通过填空式的层层推进，将前缀、后缀、合成词、缩略词四大构词法清晰展示，帮助学生建立起体系化的词汇记忆策略，为后续长篇阅读和写作打下坚实基础。 5min 迁移创新 作业内容 作业设计意图 3min T: Let’s summarize our journey today. We started with a global look at English. We explored its contradictions, traced them back to human creativity, and learned some cool word formation rules. English is not just a subject; it’s a living, breathing history of humanity. Don’t be afraid of its craziness. Embrace it! T: Now, for our homework, I have two options for you. You can choose either one based on your level. 作业一（基础） 用3-5句话，总结你个人对作者观点“English reflects creativity”的看法。 ●帮助学生巩固课堂所学内容，理解人物的基本经历和品质，降低语言输出难度，增强学习信心。 作业二（提高） 寻找生活中的“英语趣事”。请以4人小组为单位，寻找一个你认为符合课文“Crazy English”特征的新词或中式英语（Chinglish）表达（例如：no zuo no die, good good study）。 任务： 查阅它的来源或英文对应说法，使用2-3个本课所学的构词法词汇（如 compound, prefix, suffix）并在下节课前做一次简短的2分钟全班英语口头汇报。这将是我们班级“英语语料库”的宝贵资源！ ●引导学生在理解语篇的基础上进行角色转换与语言整合，提高综合表达能力和主题迁移能力。 板书设计 教学反思 优点： 情境创设与探究式教学的深度融合： 本课跳出了“为读而读”的浅层教学。通过数据图表导入，唤醒认知；通过标题图片预测，引发期待；通过分组寻读，深度探究。课堂将阅读任务变成了“揭秘”游戏，极大地调动了高一学生好胜、好奇的天性，保证了课堂的高参与度。 思维进阶设计严密： 教学设计精准对标布鲁姆认知目标。课堂活动没有停留在“找例子”的识记层面，而是成功引导学生在最后探究出“语言是人类创造力的体现”这一核心价值。语言支架的搭建也恰到好处，实现了从“语言输入”到“语言输出”的平滑过渡，避免了“哑巴英语”。 及时的跨文化意识渗透： 在探究深度时，自然地拓展了英美英语的文化差异（P18）和构词法起源（P17），不仅提供了知识点，更让孩子明白了语言差异背后的历史和文化原因，体现了新课标的跨文化育人导向。 缺点： 课时容量的巨大压力： 本课内容横跨了起始页P13、阅读P14-16、语法构词P17、文化差异P18，共计约6个页面。40分钟的常规课堂想要完全落实这套详案，从时间上来说极具挑战性。如果在前面的分组阅读中控制不好节奏，必然会导致最后一环的“Think & Share”环节严重被压缩，从而影响语言产出的质量。 对学困生个体差异的关照不足： 虽然设置了分组讨论，但在实际教学场景中，往往英语基础好的学生会抢着发言，而基础薄弱或内向的学生容易沦为“倾听者”甚至“走神者”。本教案在调动边缘学生参与度方面的具体制裁措施略显不足。 改进： 在今后的教学中，将进一步细化课堂任务，提供更多语言支架和示例，引导不同层次的学生参与讨论。同时，通过分层提问和个别指导，帮助学生逐步建立表达信心，使更多学生能够主动参与课堂活动并获得成就感。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $