Unit 1 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版选择性必修第二册

该高中英语教学设计围绕《小王子》选段，聚焦“成长与想象力”主题，通过儿童与成人视角的冲突，引导学生理解成长中想象力的价值。课堂以《小王子》插画导入，通过“看图猜意—揭示真相—联系自我”激活认知，搭建“学习理解—应用实践—迁移创新”三阶学习支架，从读前激活思维到读中细节分析再到读后思辨输出，脉络清晰。 本资料亮点在于主题语境引领下深度融合英语学习活动观，通过视觉谜题激发兴趣，读中反讽修辞分析与叙事逻辑梳理提升语言能力，读后小组辩论与仿写任务发展思维品质，分层作业兼顾不同水平学生。既帮助学生提升文学赏析与批判性思维，又为教师提供结构化教学方案，有效落实核心素养培养，提升教学效率。

Unit 1 Growing up Period 3 Developing ideas & Presenting ideas教学设计 教学基本信息 单元名称 选择性必修第二册Unit 1 Growing up 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2017年 课时安排 2课时(80min) 课型 阅读课 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. 本节课以“成长与想象（Growing Up and Imagination）”为子主题，在“人与自我”的主题语境统领下，将英语学习活动观与深度阅读教学相融合。本课语篇为经典文学节选，通过叙述者童年绘画经历与成人世界的冲突，揭示了成长过程中想象力的丧失与纯真的可贵。教学围绕“儿童视角”与“成人视角”的二元对立展开，通过对比分析、观点思辨等活动，引导学生探析作者对“成长”的批判性思考，并反观自身成长，构建关于“保持想象与理解他人”的主题语义网络。 2. 基于英语学科核心素养，本课严格遵循“学习理解—应用实践—迁移创新”的三阶活动链设计。读前，通过展示“帽子与蟒蛇”的视觉谜题，激活学生既有认知，引发对“所见与真实”的初步思考；读中，通过梳理作者两次绘画经历的文本细节、分析“数字”与“对话”等反讽修辞，完成对作者态度的深度解读与逻辑拆解；读后，通过小组辩论“成年人是否真的什么都不懂”、仿写“我与大人的一次对话”等任务，实现语言的内化与创造性输出，发展批判性思维。 3. 本节课全程凸显学生的主体地位，设计互动活动，完整践行英语学习活动观。通过探讨“什么是有价值的成长”这一核心问题，引导学生辩证看待成人与儿童世界的差异，培养其在复杂社会中保持独立思考与丰富想象力的品格。配套的读后续写与书评构思任务，则强化了话题词汇与观点句式在真实语境中的语用功能，实现了语言学习与立德树人的深度融合，助力学生完成关于“成长”的深层意义建构。 教材分析 【What】作为经典文学作品《小王子》选段。语篇以第一人称叙事，记录叙述者六岁时因绘画创作与成人世界产生的认知冲突，以及这一经历对其人生产生的深远影响。文本围绕“儿童视角”与“成人思维”的二元对立展开，通过两次绘画，均被误读为“帽子”的遭遇，揭示成人世界想象力匮乏、固守表象、只关注“正经事”的思维定式，传递成长过程中不应丢失童真与想象力、用心洞察事物本质的核心主题，配套课堂活动任务落实语言输入与主题探究。 【Why】 通过本节课文，学生能从不同层面获得提升。语言层面，围绕成长叙事、想象力与成人世界搭建主题词块网络），训练文学文本细读、作者态度推断及修辞手法（反讽）鉴赏能力；文化层面，通过儿童与成人的视角对比，引导学生反思不同年龄阶段认知方式的差异，培养批判性思辨意识；育人层面，贴合高二学生正处于从少年向成年过渡的心理关键期，引导其在成长过程中审视自我，辩证看待想象力、创造力与“成熟理性”之间的平衡，拒绝盲目屈从于世俗标准，确立积极健康的成长价值观，落实立德树人根本任务。 【How】 本文以“童年事件引入—遭遇成人否定—职业转向与成长反思—态度固化”为叙事主线，段落布局层层递进。开篇以回忆式叙事呈现两次绘画经历，建立儿童纯真视角；中段叙述因受挫而放弃绘画、选择飞行员职业的人生转折，并以亲身观察佐证对成人的负面判断；结尾以反复试验的细节强化立场，形成闭环叙事。语言特色鲜明，大量使用对比手法、反讽修辞、重复结构增强语气。课堂遵循“学习理解—应用实践—迁移创新”推进。 学情分析 1. What I know 词汇方面：学生已掌握描述日常物品、人物情绪的基础词汇，如 hat, picture, book, afraid, understand，熟悉 draw, explain, give up, talk about 等常用动词，能读懂简单叙事类文本，对“想象力”“理解”等抽象概念具备初步感知能力。 语法方面：学生掌握一般过去时、宾语从句（如“they answered that...”）、定语从句（如“people who have been concerned with...”），具备拆解文中回忆性叙事长句和理解对话引述句式的语法基础。 背景知识方面：学生对《小王子》这部经典作品有一定的文化认知，了解儿童文学中常见的“大人与孩子”主题；同时自身正处于从少年向成年过渡的青春期，对“被大人误解”“被迫放弃兴趣”等经历普遍有切身体验，能快速与叙述者的情感产生共鸣。 2. What I want to know 学生好奇作者为何反复强调“大人从来不会自己弄懂任何事情”，想深入了解作者对成人的批评背后更深层的逻辑依据，以及这种批评是否放之四海而皆准。 学生对反讽这一修辞手法兴趣浓厚，想学会识别文中“sensible”“matters of consequence”等表述的反讽意味，并掌握如何用反讽增强表达效果。 学生希望掌握文学文本中态度推断的方法，学会通过人物对话、叙事细节和重复性表达来准确捕捉作者立场 3. What I learned 主题内容方面：通过阅读节选，学生能够理解叙述者因两次绘画被成人误解而放弃画家梦想的心路历程，准确把握作者对成人世界“缺乏想象力、固守表象”的批判态度。学生将反思成长过程中想象力和好奇心是否必然丧失，辩证看待“成熟”的真正含义，树立守护童真、用心洞察事物本质的成长价值观。 语言知识方面：学生将积累叙事类文本核心词块，如 boa constrictor, primeval forest, matters of consequence, clear-sighted, sensible；理解并掌握反讽修辞的识别与运用方法；学会通过对比手法（儿童/成人、表象/本质）和重复结构（a great many... a great many people）等语言手段强化观点表达，提升文学赏析与批判性思维能力。 教学目标 语言能力 引导学生赏析作者运用第一人称叙事、对比与反讽手法表达深层态度的语言艺术，梳理叙述者两次绘画经历的情感变化及对成人世界的批判逻辑，掌握文学文本细读、观点推断与修辞赏析的语言范式，提升文学阅读理解与思辨性表达能力。 学习能力 运用预测、略读、扫读、推断等阅读策略，快速定位叙述者与成人互动中的关键细节，提升自主阅读效率；学会倾听多元观点、分享个人经历与互评反馈，在协作中调整思维方式，增强团队协作与人际交往能力。 文化意识 对比文本中儿童世界与成人世界的认知差异，让学生理解不同年龄阶段、不同社会环境下人们对“成长”与“成熟”的多元理解，理性看待想象力与现实规则之间的张力，培养尊重差异、包容多元的文化态度。 思维品质 通过“帽子与蟒蛇”视觉谜题的创造性解读、作者态度推断、反讽修辞赏析等思辨任务，锻炼学生批判性思维与逻辑性归纳能力，引导学生避免非黑即白的二元判断，辩证思考成长过程中想象力保持与现实适应的平衡关系。 教学重难点 教学重点 引导学生梳理叙述者两次绘画经历被成人误读为“帽子”的完整过程，理清“童年事件—职业转向—态度固化”的叙事逻辑，准确把握儿童视角与成人思维的冲突主线，读懂作者对成人世界的批判态度。 掌握叙事类文本核心词块，如 boa constrictor, primeval forest, matters of consequence, clear-sighted, sensible；理解并识别反讽修辞手法，熟练运用对比结构分析作者立场，能借助文本语言推断叙述者情感变化。 教学难点 引导学生辩证看待作者对成人世界的批判态度，避免简单地接受“儿童全对、成人全错”的二元判断，理解作者批评的是“想象力丧失与固守表象”这一特质而非成人本身，客观反思成长过程中想象力与现实适应性的复杂关系，形成理性的成长价值观。 灵活识别文中蕴含反讽意味的表达句式，如“Grown-ups never understand anything by themselves, and it is tiresome for children to be always and forever explaining things to them”），准确区分字面意义与真实意图，在书面表达中准确运用反讽与对比手法清晰输出个人对成长、想象力等议题的深层见解。 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 Step 1 Pre-reading Activity 1 Lead in 以图片导入。展示《小王子》中的三幅经典插画，引导学生通过“看图猜意—揭示真相—联系自我”三个步骤，初步感知“儿童视角与成人视角的冲突”，激发阅读兴趣，自然过渡到课文学习。 Look at the three drawings and predict what the story is about. ●通过经典插画的逐层揭示，制造认知冲突与悬念，激发学生对课文主题的好奇心与阅读期待。 3min Activity 2 Read for main idea and structure Read the title and the first paragraph to get the main idea. 1.Which of the following can best describe the meaning of the story? A．Improve yourself and become a better person. B. Adults have no responsibility to understand the children. C．Adults focus on practical matters only and seldom pay attention to imagination or creativity. D．Children should communicate with adults more to understand them well. 答案：C 2.What's the source of The Little Prince? A．It was inspired by a book called True Stories from Nature. B．It was inspired by the primeval forest. C．It probably drew inspiration from the author's plane crash. D. It drew inspiration from a boa constrictor swallowing an animal. 答案：C ●通过快速浏览文章，把握文章中心思想和主旨。 7min Step 2 While-reading Activity 3 Read for details 1. Read the passage to choose the right answer. ①What do boa constrictors do after swallowing their prey? A. They search for other prey. B. They continue to crawl until death. C. They begin to digest their food quickly. D. They stop moving and sleep through six months. 答案：D ②What made “I” give up being a painter? A. The failure of my two drawings. B. The changeable interest in flying. C. The constant explanations to the grown up. D. The desire to geography knowledge. 答案：C ③Why do the grown-ups disagree with “I”? A. Because they don’t like drawing. B. Because we see things differently. C. Because I pay more attention to the details. D.Because they mainly focus on the practical knowledge. 答案：B ④How do you think of the transformation? A. It is actually full of irony (讽刺). B. “I” have adapted to the situation. C. It shows a sharp contrast. D. “I” hope the grown-ups can change like me. 答案：A 2.Choose the author’s attitude towards grown-ups and find evidence to support your choice. A. Grown-ups are more practical than children. They want to teach children knowledge that will be useful in the future. B. Grown-ups are no better than children. They lack imagination and only care about matters of consequence. C. Grown-ups are most knowledgeable than children. They can understand everything by themselves. 答案：B ●采用自上而下的教学方式，在学生掌握了文章结构和主旨的基础上，进一步精读文章，寻找细节，同时引导学生关注每一段不同的写作手法。层层递进，逐步掌握说明文的写作手法和语言特点。 25min Activity 4 Summary Match Part1 (paras.1-2)：________ Part2 (paras.3-7)：________ Part3 (paras.8-12)：________ A. I worked as a pilot and I didn’t change my opinion of the grown-ups. B. I saw a magnificent picture in a book. C. I drew two pictures and asked for the frown-ups’ opinion. 答案：B C A ●通过主旨匹配题帮助学生系统化地掌握说明文结构。 5min 应用实践 Step 2 Post-reading Activity 5 Think & Share 1. What were the grown-ups’ responses to the author’s Drawing Number One and Drawing Number Two? 2. According to the author, what is a child’s most valuable trait? 答案： 1. They said Drawing Number One was a hat. They could not understand it, so the author made Drawing Number Two to show the inside. 2. Imagination. Children can see things that grown-ups cannot see. ●通过两个聚焦性问题，帮助学生回顾课文关键信息，检测阅读理解；引导学生对比儿童与成人的视角差异，思考想象力的价值，为后续主题探讨做铺垫。 10min Activity 6 Assessment Fill in the blanks to consolidate the text I saw a magnificent picture in a book, 1. ____________ (call) True Stories from Nature, about the primeval forest when I was at the age of 6. It was a picture of a boa constrictor in the act of 2. ____________ (swallow) an animal. So, I began to draw my picture. My Drawing Number One was a picture of a boa constrictor digesting 3. ____________ elephant, but the grown－ups believed it to be a hat. My Drawing Number Two was about the inside of the boa constrictor, so that the grown－ups could see it 4. ____________ (clear). However, the grown－ups advised me to lay aside my drawings of boa constrictors and devote myself instead 5. ____________ other fields. That is 6. ____________ I gave up painting when I was 6 years old. I think many people lack 7. ____________ (imagine) and only care about matters of consequence. Later, I 8. ____________ (choose) to work as a pilot. In the course of this life, whenever I met one grown－up who seemed 9. ____________ (be) clear－sighted, I showed my Drawing Number One to him. If the person thought that was a hat, I would never talk to him about boa constrictors, or primeval forests, or stars. I would bring myself down to his level. And the grown－up would be greatly 10. ____________ (please) to have met such a sensible man. 答案：1.called 2. swallowing 3. an 4. clearly 5. to 6. why 7. imagination 8. chose 9. to be 10. pleased ●通过语法填空，提炼文章语言点，实现语块的二次输入。 15min Activity 7 Language points 详解文章中的重点单词、短语和句型。 ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 10min 迁移创新 Activity 8 Homework 作业设计意图 5min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1.假定你是李华，你最近读了一本名为 The Little Prince 的书。请你用英语写一篇书评，向校英文报投稿。内容包括： （1）书名、作者； （2）故事大意； （3）你的感受。 注意： （1）词数 80 左右； （2）可适当增加细节，以使行文连贯。 ·参考范文： The Little Prince, written by Antoine de Saint-Exupéry, is a famous fantasy book enjoyed by readers of all ages. The story is about a pilot who crashes in the desert and meets a little prince from another planet. The prince shares his adventures and teaches the pilot many lessons about love and friendship. I think this book is simple but deeply meaningful. It reminds us to see the world with a child's heart and value what is truly important in life. I strongly recommend it to everyone. 2.假定你是李华，你校英文报正在举办“我最喜爱的一本书”征文活动。请你用英语写一篇书评，介绍 The Little Prince 并投稿。内容包括： （1）书名、作者及体裁； （2）故事梗概； （3）书中最打动你的内容（如主题、角色或台词）及原因； （4）你的评价与推荐。 注意： （1）词数 100 左右； （2）可适当增加细节，以使行文连贯。 ·参考范文： The Little Prince, written and illustrated by Antoine de Saint-Exupéry, is a classic fantasy book loved by both children and adults. The story follows a pilot who crashes in the desert and meets a little prince from another planet. Through the prince's journey to different planets, the book explores deep themes such as love, friendship and responsibility. What touches me most is the line: “It's the time you spent on your rose that makes your rose so important.” This quote teaches me that true value comes from the care we give to others. In my opinion, this is a beautiful and thought-provoking book. It makes us rethink what truly matters in life and reminds us to keep our imagination. I would recommend it to everyone, no matter their age. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 OB2 Unit1 Growing up Developing ideas & Presenting ideas 教学反思 优点：活动设计紧扣“学习理解—应用实践—迁移创新”三阶逻辑，板书清晰，分层作业兼顾不同水平学生，有效落实语言与思维融合。 缺点：读后思辨活动时间偏紧，小组辩论未能充分展开；反讽修辞的识别与仿写指导略显仓促，学生产出深度不足。 改进：精简读中选择题数量，腾出5分钟用于辩论；增设反讽句式模仿范例，并在作业反馈中强化修辞点评。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $