Unit1Developing ideas教案-2025-2026学年外研版七年级英语下册

7B Unit 1 The secrets of happiness Teaching content 7B Unit 1 The secrets of happiness Developing ideas2 Analysis of the Teaching Material 本单元主题为:幸福的秘诀,该主题属于“人与自我”和“人与社会”范畴，涉及“身心健康”和“和谐家庭与社区生活”“志愿服务与公共服务”。 【What】本课属于读写结合课。语篇是一篇名为“Growing happiness”的记叙文。讲述了周健留长发两年多，期间常因长发被人议论嘲笑，但他不为所动。最终他走进理发店将头发剪下寄给市儿童医院，帮助患癌症的孩子制作假发，从中体会到幸福源于行善和助人的故事。语篇包含图片、短文及相关练习，如预测文章内容、完成笔记、回答问题、思考分享以及写作等任务。 【Why】从语言知识层面，旨在让学生学习和运用相关词汇、短语和表达方式，提升语言理解和表达能力。从文化意识层面，通过周健帮助患癌儿童的故事，传递善良、助人等积极的价值观，培养学生的情感态度和道德品质。从学习能力层面，多样的练习活动锻炼学生的预测、阅读理解、分析思考、写作以及交流分享等能力，促进学生自主学习和合作学习能力的发展。 【How】语篇以记叙文的形式，按照时间顺序叙述故事，情节清晰。语言表达上，使用简单且符合中学生认知水平的词汇和句子结构，同时融入了如“keep hair long", “laugh at", “doing good”等短语，丰富学生语言积累。练习部分设计多样，从基于文本内容的理解性练习(完成笔记、回答问题)到拓展性思考(思考分享)，再到写作输出，层层递进，引导学生逐步深入理解语篇并提升语言运用能力。 Analysis of the Target Students 一、学习经验 七年级的学生对英语学习表现出极大的兴趣，同时也展现出 良好的团队协作意识。他们能够阅读初中生活相关主题的文章, 但在梳理语篇结构和写作方面仍需加强。学生在初一上学期已经 积累了一定的英语学习经验，这为他们即将开始的初中英语学习 奠定了坚实的基础。在小学阶段，学生们不仅学习了部分学科相 关的词汇，还掌握了与学习话题相关的词汇，这使得他们能够在 一个相对熟悉的词汇环境中继续深化自己的英语学习。 此外，学生接触了故事和网络文章等语篇形式，这不仅增强 了他们对不同类型文本的理解能力，也为他们提供了实际应用英 语的机会。通过这些练习，学生初步掌握了如何组织自己的思想 并将其转化为书面语言，这些宝贵的经验将对他们进入初中后的 学习产生积极的影响。 二、语言水平 学生对于第一人称写作、阅读第三人称视角的文章已经积累 了基础，学生已经形成在描述经历时需要使用一般过去时的意识。这为学生完成本课时的阅读和写作任务奠定了基础。但在写作中对语法和动词变形的把握还未达到炉火纯青的地步。 目前学生已经具备了初步的听说读写能力，可以在简单的日常交流中使用英语，并且能够阅读和写作一些基础的文章。这种基础的听说读写技能表明学生已经能够在一定程度上使用英语进行沟通和表达。然而，这些技能还处在发展的早期阶段，学生需要更多的练习和指导来进一步提升自己的语言运用能力。为了满足更高层次的学习要求，学生必须继续加强听力理解、口语表达、阅读理解和写作技巧，确保能够在复杂多样的语言环境中自信地使用英语。 三、话题熟悉度 虽然学生对学习生活的话题的讨论在小学早已接触，幸福这一主题较为抽象，需要通过具体的行为和感受来进行体现。学生可能会遇到一定的挑战。特别是对于那些包含学生未接触过的生活经验，学生可能会感到生疏，这表明他们需要更多的图文和文本梳理方式来理解这一主题。为了帮助学生克服这些障碍,教师需要在教学过程中注重文章逻辑的构建，通过丰富的图文和耐心的引导帮助学生理解这一主题。 Teaching objectives After the class, students will be able to: 【学习理解】 1. get the key information of the passage, such as the reason Zhou Jian grew long hair and the attitude of Zhou Jian towards others’ laughter； 【应用实践】 2. use the words and expressions to talk about the meaning of helping others.  3. evaluate Zhou Jian’s action through discussion. 【迁移创新】 4. reflect their actions in life and try to help others. Teaching key points and difficult points Key points: 以图文结合的方式理解故事情节，在任务情境中联想助人为乐的故事与感想并分享之。 Difficult points: 理解剪掉的长发为什么能够帮助到癌症病人。通过故事的分享理解幸福增长对给予帮助的人和受到帮助的人的积极意义。 Teaching and learning methods Teaching methods: activity-based approach;the communicative approach Learning methods: cooperative learning approach Teaching procedures: Teaching Objectives Activities Effectiveness Evaluation Share where the happiness comes from 1. Free talk --- What does your happiness come from? --- My happiness comes from ________. 2. Look and answer Read the pictures and answer the questions. Predict: What’s the passage mainly about? 通过观察学生的答案，了解学生对单元话题的背景信息掌握情况。 通过观察学生对图片的解读，从而评价学生的预测。 设计意图：激发学生的兴趣，评估学生对单元话题的背景信息并且培养学生的预测能力。 Read a passage and then better understand helping others can make us happy. 1. Read for main idea Read the passage and extract the main idea with the help of key sentences and key words. 2. Read for details Complete the notes with the words and expressions from the passage. 3. Check and think 1）Why people laughed at him? 2）How did Zhou Jian react? 3）What do you think “hope grew together with his hair"mean? 4）What did he do next? How do you know? 5）Who sent him the letter and what was the letter about? 6）What would people do with his hair? 7）Who is the smart young man?What does it mean? 8）What do you think of Zhou Jian? 9）What will Zhou Jian do to“grow happiness again”? 观察学生是否能够根据关键句对文章大意做出准确判断。 评价学生在整体阅读的基础上对课本表格的填写是否正确，即能否从课文中找到关键信息。 在核对课文表格过程中，对文章中的一些难点进行设问，思考并回答，判断学生对文章的理解是否透彻，能够深入分析关键信息，提出有深度的见解。 设计意图 通过对文章内容整体阅读，培养学生获取信息的能力。同时，对文中一些难以理解的地方进行设问，引发学生思考，培养学生对文章中关键信息的理解和分析能力。 Read for language 1. What does the title “Growing happiness” mean? 2. Whose happiness is in the title “Growing happiness”? 3. Why does the writer use the words of Plato? 在精读全文的基础上，观察学生对文中语言修辞手法的理解。学生回答时可以用部分中文。 设计意图： 在理解文章内容的基础上，引导学生体会坐着的语言美，如比喻，引用等。培养学生在写作中运用修辞手法的能力，提高学生写作水平。 Think and share 1. How do you feel when you read the letter in the passage? 2. What can you learn from the passage? 通过观察学生的回答，判断学生是否能够深刻理解主题，表达积极的情感态度。 设计意图：在了解文章内容、语言的基础上，引导学生思考自己的感受和收获，加深学生对“帮助他人获得幸福”这一主题的理解和感悟。 Writing a short story about feeling happy through helping others. 1. Organize our ideas by answering these questions. Who is the man character of the story? When and where did the story happen? What did he/she do and what challenge did he/she face? How did he/she react to the challenge? What did he/she feel? 通过学生对问题的回答，评估学生对主题的理解和对本课所学词汇、表达方式的运用。 设计意图：引导学生根据提示，回答问题，组织写作思路，使用文章中的词汇和表达，为下一步完成短文写作打好基础。 Use the simple past tense to describe your story about feeling happy by helping others. 2. Use your ideas to write your stories. 3. Check. 4. Share your story with the class. 通过学生的课堂分享，评估学生的口语表达能力。 通过学生的分享，评估他们对“帮助他人获得幸福”这一主题的理解。 设计意图：引导学生检查写作内容是否包括人物、事件和观点，是否运用本课所学的词汇和表达方式、一般过去市等并修改语法错误，增强文章的逻辑性和连贯性。 Assessment Checklist: Content(内容):Share your story about feeling happy by helping others. Language(语言)：Use words and expressions in this class. Performance(表现)：Speak loud with proper body language. Suggestions(建议)： Homework Must do: 1. 通过查询网络或者书籍等方式获取关于《查理和巧克力工厂》 的一些网络评论。 Charlie and the Chocolate Factory《查理和巧克力工厂》 Author作者 Setting故事背景 Plot主要情节 Comment评价 2. Polish your writing according to the suggestions. Choose to do: 观看影片Charlie and the Chocolate Factory。 Blackboard Design: Exercise： 基础练习： 一、根据首字母或汉语提示，完成句子。 1．I r lots of gifts on my birthday every year. 2．We did a s about students’ favorite hobbies. 3．The new classroom is clean and b . 4．Now we need to fill the e bottle with water again. 5．We all know that a poor lifestyle will probably l to illness in the end. 6．He is cutting the girl’s hair with (剪刀). 7．He is a (机灵的) boy. 8．You are (聪明的) enough to decide by yourself. 9．The northeast wind started to (吹动) last night. 10．We Chinese often shake hands and (微笑) when we meet friends. 二、语法填空：请结合所学短文，用以下方框里词汇的适当形式填空。方框中有两个多余选项。 factory, town, cabbage, go over, freezing, rich, full of, sweep across, touch, all night long, listen to, join in, in one’s mind, forget about, in fact, the key to 1.The story takes place in a small __________ where life is hard for the people. 2.Charlie found a golden ticket hidden in a __________. 3.The __________ is owned by a __________ man named Mr. Wonka. 4.The factory is__________ wonders and surprises. 5.The cold wind often __________ the streets __________. 6.Charlie __________ Mr. Wonka's stories and __________ the fun activities. 7.The golden ticket was __________ entering the factory. 提升练习： 一、完形填空 Once upon a time, there was a young boy named Leo who believed that happiness could be 1 just like a plant. He decided to try 2 his own happiness in the garden behind his house. Leo started by finding a spot in the garden that received plenty of 3 . He believed that sunlight was essential for the growth of his happiness. With a shovel in his hand, he dug a small hole and carefully placed a small, 4 stone into it. This stone represented the seed of his happiness. Next, Leo watered the spot, imagining that the water would nourish his happiness and help it 5 . He even sang a little song to it, hoping that the melody would bring 6 and joy to the growing happiness. Every day after school, Leo would visit his “happiness plant” and talk to it, sharing his thoughts and dreams. He noticed that as he poured his heart out, he felt a sense of 7 and contentment wash over him. It seemed that in the process of trying to grow happiness, Leo was actually 8 it himself. One day, as Leo was sitting by his “happiness plant”, he realized that the true meaning of happiness wasn’t just about having something tangible to show for his efforts, but about the journey and the 9 he felt along the way. The garden, the stone, the water, and even the song were all just symbols. The real happiness lay within him, in the connections he made and the love he shared with the world. With this realization, Leo smiled and felt a warmth spread through his heart. He understood that happiness was something that could be grown from within, through love, kindness, and 10 to others. 1．A．grown B．bought C．found D．borrowed 2．A．planting B．selling C．finding D．buying 3．A．shade B．sunlight C．rain D．snow 4．A．colorful B．gray C．black D．white 5．A．bloom B．dry C．shrink D．rot 6．A．sadness B．anger C．peace D．fear 7．A．anger B．frustration C．relaxation D．excitement 8．A．creating B．destroying C．ignoring D．lacking 9．A．love B．pain C．loneliness D．boredom 10．A．giving B．taking C．hiding D．showing 二、短文填空 Now school is over. Many 1 (student) go home happily, but Jenny doesn’t. It’s rainy outside. She wants 2 (go) home when the rain stops. But after half 3 hour, it still rains. She has to go out 4 the classroom with her red umbrella. She gets home at about 5:00 p.m. Her mother is making dinner in the kitchen. Her father is reading a newspaper on the sofa. “It’s so cold!” she 5 (say) to her father. “Oh, dear, why are you so wet (湿的)?” “Because my umbrella is broken (坏了),” Jenny says 6 (unhappy). “Put on some dry clothes,” her father says. Then Jenny 7 (go) to her room. After a while, she goes out of her room 8 sees her father 9 (work) on the umbrella. “What are you doing, Dad?” she asks. “I’m fixing (修理) 10 (you) umbrella,” her father says. “I know you like the umbrella very much. And you can use it next time. ” “Thank you, Dad,” Jenny is very happy. Reflection 1 学科网（北京）股份有限公司 $