Unit 2 Finding Happiness-Reading and Thinking 教案-2025-2026学年高中英语人教版选修第一册

Unit 2 Finding Happiness-Reading and Thinking 内容导航 This section mainly introduces different understandings and sources of happiness through various cases and analyses, guiding students to realize that happiness is not about material abundance but inner satisfaction, and encouraging them to explore ways to find and maintain happiness in daily life. 教学目标和重难点 1. 教学目标 Language Competence: Master core words and phrases related to happiness, and understand complex sentences to express views on happiness. Cultural Awareness: Compare the understanding of happiness in different cultures, respect cultural differences, and establish a positive outlook on happiness. Thinking Quality: Cultivate critical thinking by analyzing different views on happiness and exploring the essence of happiness. Learning Ability: Master reading strategies such as skimming and scanning, and learn to reflect on personal happiness and summarize learning experience independently. 2. 教学重难点 Key Points: Master the core vocabulary (e.g., happiness, content, cherish, appreciate) and key sentences about happiness; understand the main idea and logical structure of the passage; grasp reading strategies to extract key information. Difficult Points: Understand the deep meaning of happiness beyond material needs; use critical thinking to analyze different views on happiness; express personal views on happiness in fluent English combined with the passage and real life. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Free Talk & Visual Aids The teacher shows some pictures on the screen, including a child smiling while playing with friends, an old man chatting happily with his family, a volunteer helping others with a bright smile, and a person looking depressed because of failure. Then the teacher asks the students the following questions in English: “What do you see in these pictures? How do these people feel? What makes you feel happy in your daily life?” After asking the questions, the teacher invites 3-4 students to share their answers freely. The teacher gives positive feedback and guidance, such as “Your answer is very real. Spending time with friends is really a happy thing.” or “I agree with you. Helping others can bring us a strong sense of happiness.” Then the teacher summarizes: “Happiness is everywhere in our life, but different people have different understandings of happiness. Today, we will learn a passage about finding happiness and explore what happiness really is and how we can find it.” Design Intention: This activity uses visual aids to attract students’ attention and stimulate their interest in the topic. The free talk links the topic of happiness with students’ daily life, making the abstract concept of happiness concrete and accessible. It also activates students’ existing vocabulary and expressions related to emotions, laying a foundation for the subsequent reading and discussion. At the same time, it creates a relaxed and active classroom atmosphere, encouraging students to participate in classroom activities actively. Activity 2: Vocabulary Preview The teacher presents the core vocabulary of this lesson on the screen, including nouns (happiness, satisfaction, joy, achievement), verbs (cherish, appreciate, pursue, realize), adjectives (content, joyful, grateful, meaningful), and key phrases (be content with, take delight in, be grateful for, in pursuit of). For each word and phrase, the teacher provides simple English definitions and example sentences related to happiness, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, for “be content with”, the teacher says: “Be content with means being satisfied with what you have. For example, I am content with my simple life because I have my family and friends.” Then the teacher asks students to make simple sentences with these words or phrases in pairs, and invites several pairs to share their sentences in class. Design Intention: Previewing core vocabulary before reading helps students reduce reading obstacles and improve reading efficiency. By providing definitions and example sentences related to the topic, students can not only master the usage of vocabulary but also further deepen their understanding of the theme of happiness. The pair work enables students to practice vocabulary in communication, improving their language application ability and cooperation awareness. Step 2: Pre-reading (Prediction and Preparation) Activity 1: Title Prediction The teacher writes the title of the passage “Finding Happiness” on the blackboard or shows it on the screen, and asks students to predict: “What do you think the passage will talk about? Please list 2-3 points you think may be mentioned in the passage.” The teacher gives students 2 minutes to think independently, then invites students to share their predictions. Common predictions may include: “The passage may tell us what happiness is”, “It may introduce different ways to find happiness”, or “It may talk about the importance of happiness in our life.” After students share their predictions, the teacher says: “Your predictions are very reasonable. Now let’s read the passage and check which of your predictions are correct. At the same time, please pay attention to the structure of the passage and the main idea of each paragraph.” Design Intention: Predicting the content of the passage based on the title is an important reading strategy. It can stimulate students’ reading motivation and help them establish a reading goal, making their reading more targeted. It also cultivates students’ ability to infer and predict information, which is an important part of improving their thinking quality. Activity 2: Background Briefing The teacher briefly introduces the background of the passage in simple English: “In modern society, many people are in pursuit of material wealth, thinking that money and fame can bring them happiness. However, some people find that they are not happy even if they have a lot of money. This passage will help us understand the true meaning of happiness and tell us that happiness is not far away from us; we can find it in our daily life if we pay attention.” Design Intention: The background briefing helps students understand the social context of the passage, enabling them to better understand the author’s intention and the deep meaning of the passage. It also guides students to think about the relationship between material wealth and happiness, laying a foundation for the subsequent in-depth reading and discussion. Step 3: While-reading (Comprehension and Analysis) Activity 1: Skimming for Main Idea The teacher asks students to read the passage quickly (skimming) and answer the following questions: 1. What is the main idea of the passage? 2. What is the author’s attitude towards happiness? After students finish reading, the teacher invites them to share their answers. The teacher summarizes and supplements: “The main idea of the passage is to introduce different understandings of happiness and tell us that happiness comes from inner satisfaction and positive attitudes, not just material wealth. The author’s attitude towards happiness is positive; he encourages us to find happiness in daily life and cherish the happy moments around us.” At the same time, the teacher guides students to analyze the structure of the passage: the first paragraph raises the question of what happiness is; the middle paragraphs introduce different sources of happiness and people’s different understandings of happiness; the last paragraph summarizes and encourages people to find and enjoy happiness. Design Intention: Skimming is a basic reading strategy that helps students grasp the main idea of the passage quickly. By answering the questions, students can test their understanding of the main content of the passage. Analyzing the structure of the passage helps students understand the logical connection between paragraphs, improving their ability to sort out and organize information, which is an important part of cultivating their thinking quality. Activity 2: Scanning for Key Information The teacher asks students to read the passage again carefully (scanning) and complete the following table. The table is presented on the screen, including three columns: “Aspects of Happiness”, “Specific Content” and “Examples in the Passage”. After students finish filling in the table, the teacher invites several students to share their answers, and checks and corrects them together with the whole class. The key information to be extracted includes: 1. Happiness is not about material abundance, but inner satisfaction; 2. Happiness comes from small things in daily life (e.g., a smile from a friend, a warm hug from family); 3. Happiness comes from helping others and making contributions to others; 4. Happiness comes from having a positive attitude and cherishing what we have. Design Intention: Scanning helps students extract key information accurately from the passage, improving their ability to find and sort out specific information. The table form makes the key information more systematic and clear, which is convenient for students to understand and remember. This activity also helps students deepen their understanding of the content of the passage, laying a foundation for the subsequent in-depth analysis. Activity 3: Detailed Reading and Sentence Analysis The teacher selects several key and difficult sentences from the passage and guides students to analyze them in detail, helping students understand the meaning and structure of the sentences and master the usage of key words and phrases. Sentence 1: “Many people mistakenly believe that happiness is measured by material wealth, such as money, cars and big houses, but in fact, happiness is a state of mind that comes from within.” The teacher guides students to analyze: 1. The structure of the sentence: compound sentence, connected by “but” to express a turning relationship. 2. Key phrases: “mistakenly believe that...” (mistakenly think that...), “be measured by...” (be measured by...), “a state of mind” (a state of mind), “come from within” (come from the inside). 3. The meaning of the sentence: Many people mistakenly think that happiness is measured by material wealth, such as money, cars and big houses, but in fact, happiness is a state of mind that comes from the inside. Sentence 2: “When we learn to appreciate the small things around us, such as a beautiful sunset, a kind word from a stranger, or a delicious meal cooked by our parents, we will find that happiness is everywhere.” Analysis: 1. The structure of the sentence: complex sentence, with “when” guiding an adverbial clause of time, and the main clause expressing the result. 2. Key phrases: “learn to appreciate” (learn to appreciate), “the small things around us” (the small things around us), “such as” (for example). 3. The meaning of the sentence: When we learn to appreciate the small things around us, such as a beautiful sunset, a kind word from a stranger, or a delicious meal cooked by our parents, we will find that happiness is everywhere. After analyzing the sentences, the teacher asks students to read the sentences aloud and make similar sentences with the key phrases. For example, ask students to make a sentence with “be measured by...”, and invite several students to share their sentences. Design Intention: Detailed reading and sentence analysis help students solve difficult points in reading, master the usage of key words and sentence structures, and improve their language competence. Making similar sentences enables students to apply the learned knowledge flexibly, realizing the combination of input and output. At the same time, it helps students understand the deep meaning of the passage better, laying a foundation for the subsequent discussion and expression. Activity 4: Paragraph Analysis and Discussion The teacher divides the students into groups of 4-5, and assigns each group a paragraph of the passage to analyze. The requirements are: 1. Summarize the main idea of the paragraph; 2. Find the key sentences in the paragraph; 3. Discuss the author’s purpose of writing this paragraph. After 5 minutes of group discussion, each group sends a representative to share their analysis results with the whole class. The teacher gives comments and guidance, emphasizing the logical connection between paragraphs and the author’s overall intention. For example, for the paragraph about “happiness comes from helping others”, the teacher guides students to discuss: “Why does helping others bring happiness? Have you ever had such an experience? Please share it with your group.” Then invite some groups to share their discussions. Design Intention: Group discussion encourages students to communicate and cooperate with each other, improving their cooperation ability and oral expression ability. Analyzing paragraphs in groups helps students deeply understand the content and structure of each paragraph, and grasp the author’s writing ideas. Combining the passage with students’ personal experiences makes the reading more vivid and meaningful, and helps students better understand the theme of happiness. Step 4: Post-reading (Extension and Application) Activity 1: Theme Discussion The teacher raises the following discussion questions, and guides students to discuss them in groups first, then share their views with the whole class: 1. What is your understanding of happiness? Do you agree with the author’s view on happiness? Why or why not? 2. What are the sources of happiness in your daily life? Please give specific examples. 3. In modern society, many people feel unhappy because of pressure from study, work or life. What suggestions can you give them to find happiness? During the discussion, the teacher walks around the classroom, listens to students’ discussions, and gives appropriate guidance and help. For example, if a student has difficulty expressing his views, the teacher can prompt: “You can use the words and phrases we learned today, such as ‘be content with’, ‘take delight in’.” After the group discussion, each group sends a representative to share their views. The teacher gives positive feedback and summarizes: “Everyone has different understandings of happiness, but we all agree that happiness is not about material wealth, but about inner satisfaction. We should learn to cherish what we have, be grateful for the people around us, and find happiness in small things in daily life.” Design Intention: The theme discussion is an important link to deepen students’ understanding of the passage and apply the learned knowledge. It encourages students to express their personal views, cultivates their critical thinking and oral expression ability. Combining the theme with real life enables students to apply the knowledge learned in the passage to solve practical problems, realizing the integration of language learning and life. At the same time, it helps students establish a positive outlook on happiness, which is an important part of cultivating their cultural awareness and emotional quality. Activity 2: Vocabulary and Sentence Consolidation The teacher designs some consolidation exercises to help students consolidate the core vocabulary and key sentences learned in this lesson: 1. Fill in the blanks with the correct form of the given words: (happiness, appreciate, content, pursue, grateful) ① We should learn to ______ the help from others. ② She is ______ with her simple life and never complains. ③ Many people are in ______ of wealth, but they forget the true meaning of life. ④ The greatest ______ in life comes from helping others. ⑤ I am ______ to my parents for their endless love and care. 2. Rewrite the following sentences with the given phrases: ① I am satisfied with my current life. (be content with) ② She enjoys spending time with her family. (take delight in) ③ Happiness is not measured by money. (be measured by) Students complete the exercises independently, then the teacher checks the answers together with the whole class, and explains the common mistakes. For example, if a student uses “pursue” instead of “pursuit” in the blank, the teacher explains the difference between the verb “pursue” and the noun “pursuit”. Design Intention: Consolidation exercises help students consolidate the core vocabulary and key sentences learned in this lesson, improving their ability to use language accurately. The exercises are closely related to the content of the passage and the theme of happiness, which not only consolidates the knowledge but also deepens the students’ understanding of the theme. Checking the answers together helps students find their own mistakes and correct them in time, improving their learning efficiency. Activity 3: Creative Expression The teacher asks students to write a short passage (80-100 words) with the title “My Way to Find Happiness”. The requirements are: 1. Use at least 3 core words or phrases learned in this lesson; 2. Combine your own real experience or feelings; 3. Express your views on happiness clearly. After students finish writing, the teacher invites several students to read their passages aloud, and gives comments and guidance, focusing on the use of vocabulary and sentences, the clarity of views and the authenticity of feelings. For example, the teacher says: “Your passage is very touching. You used ‘be grateful for’ and ‘take delight in’ correctly, and your experience is very real. It shows that you have a deep understanding of happiness.” Design Intention: Creative expression is an important way to test students’ language application ability. Writing a short passage enables students to apply the learned vocabulary and sentences flexibly, realizing the transformation from input to output. Combining personal experience makes the writing more authentic and vivid, and helps students further sort out their own views on happiness, improving their thinking quality and emotional expression ability. Reading the passages aloud also helps students improve their oral expression ability and build their confidence in learning English. Activity 4: Summary and Reflection First, the teacher invites students to summarize what they have learned in this lesson. The teacher guides students to summarize from the following aspects: 1. The main content of the passage; 2. The core vocabulary and key sentences learned; 3. The understanding of happiness; 4. The ways to find happiness. Then the teacher makes a final summary: “Today we learned a passage about finding happiness. We know that happiness is not about material wealth, but about inner satisfaction. It comes from small things in daily life, from helping others, and from having a positive attitude. I hope you can apply what you have learned today to your daily life, find happiness around you, cherish the happy moments, and live a happy and meaningful life.” Then the teacher asks students to reflect on their own learning: “What have you learned in this lesson? What do you think you did well? What do you need to improve?” Students can think independently for a while, then share their reflections with their deskmates. Design Intention: Summarizing the lesson helps students sort out the knowledge learned, form a systematic knowledge framework, and improve their ability to summarize and sort out information. Reflection enables students to understand their own learning situation, find their own advantages and disadvantages, and put forward improvement plans, which is an important part of cultivating their learning ability. It also helps students deepen their understanding of the theme of happiness and realize the practical significance of the lesson. Step 5: Homework Arrangement 1. Read the passage aloud for 15 minutes every day, and recite the key sentences and core vocabulary. 2. Revise the short passage written in class, and improve it according to the teacher’s comments. Then hand it in the next class. 3. Interview your family or friends, ask them “What is happiness in your eyes?” and take notes. Share the interview results in the next class. 4. Preview the next part of the unit, and find out the new words and phrases. Design Intention: The homework arrangement is closely related to the content of the lesson, which helps students consolidate the knowledge learned and extend the learning content. Reciting the passage and vocabulary helps students deepen their memory and improve their language sense. Revising the short passage helps students improve their writing ability. Interviewing family or friends enables students to further understand the diversity of happiness, combine learning with life, and improve their communication ability and practical ability. Previewing the next part helps students lay a foundation for the next class and improve their learning initiative. 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 $