Unit 2 Finding Happiness-Language Focus 1 教案-2025-2026学年高中英语人教版选修第一册

Unit 2 Finding Happiness-Language Focus 1 内容导航 This section focuses on key vocabulary (e.g., portray, affection, weary) and sentence structures related to "finding happiness", helping students master language tools to express feelings and understand the theme, laying a foundation for listening, speaking, reading and writing in the unit. 教学目标和重难点 1. 教学目标 Language Competence: Master core words and useful structures about happiness to express personal feelings and views in simple English. Cultural Awareness: Understand the common pursuit of happiness across cultures and respect different views on happiness. Thinking Quality: Develop logical thinking through analyzing sentence structures and critical thinking through discussing happiness sources. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities by memorizing words and practicing structures independently and in groups. 2. 教学重难点 Key Points: Master the usage of core vocabulary (portray, affection, weary, etc.) and their collocations; grasp the basic structure and application of key sentence patterns related to expressing feelings about happiness. Difficult Points: Distinguish the subtle differences between similar words (e.g., weary and tired); flexibly use the learned vocabulary and sentence structures to describe happiness in real and specific contexts. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of pictures and short video clips. The pictures include scenes such as a child grinning happily when receiving a gift, an old couple walking hand in hand with affection, and a group of friends taking shelter from the rain together and laughing. The video clip is a 1-minute short film that records small happy moments in daily life, such as a warm breakfast prepared by parents, a sincere compliment from a classmate, and a beautiful sunset after a tiring day. After playing the video, the teacher asks the students two questions: “What do you see in the pictures and video?” and “What makes you feel happy in your daily life?”. The teacher invites 3-4 students to share their answers freely, and then guides the class to summarize: Happiness is not only about great achievements but also hidden in small daily moments. Finally, the teacher naturally leads to the topic of this lesson: “Today, we will learn the language tools that can help us describe these happy moments and express our feelings about happiness—Language Focus 1 of Unit 2 Finding Happiness.” Design Intention: The warm-up activity uses visual materials (pictures and videos) to stimulate students’ sensory experience, which is in line with the cognitive characteristics of senior high school students who are more sensitive to intuitive and vivid information. By asking open-ended questions, it can arouse students’ emotional resonance, activate their existing life experience and vocabulary related to happiness, and lay a emotional and knowledge foundation for the subsequent learning of new vocabulary and sentence structures. At the same time, it can quickly attract students’ attention, create a relaxed and pleasant classroom atmosphere, and enhance students’ enthusiasm for learning. Step 2: Presentation of New Vocabulary In this part, the teacher focuses on teaching 8 core words in Language Focus 1: portray, landowner, grin, acquaintance, affection, weary, shortcut, and barn. The teaching of each word follows the sequence of “contextual presentation—pronunciation guidance—meaning explanation—collocation and example—practice”. First, for the word “portray”, the teacher shows a famous painting that portrays a peaceful rural life, and says: “Look at this painting. It portrays a beautiful rural scene with green fields and happy farmers. So ‘portray’ means to show or describe someone or something in a particular way.” Then the teacher guides students to read the word correctly, pays attention to the stress (porˈtreɪ), and writes the word, its phonetic symbol, and core meaning on the blackboard. Next, the teacher introduces the common collocation “portray sb. as...” and gives an example sentence: “The novel portrays him as a kind and brave man.” The teacher asks students to make a simple sentence with this collocation, such as “She portrays her mother as the most important person in her life.”, and corrects their pronunciation and grammar errors in time. For the word “affection”, the teacher combines the scene in the warm-up video where the old couple walk hand in hand, and says: “The old couple look at each other with great affection. ‘Affection’ is a strong feeling of love and care for someone.” Then the teacher introduces the collocations “show affection for sb.” and “deep affection”, and gives example sentences: “The mother shows great affection for her baby.” and “They have a deep affection for each other after many years of marriage.” The teacher organizes students to work in pairs to practice making sentences with these collocations, and invites several pairs to present their sentences to the class. For the word “weary”, the teacher creates a contextual situation: “After a whole day of studying and doing homework, you may feel weary. ‘Weary’ means feeling very tired, especially because you have been doing something for a long time.” The teacher compares “weary” with the familiar word “tired” to help students distinguish: “‘Weary’ is more formal than ‘tired’ and often implies a feeling of being tired and a little impatient.” Then the teacher gives example sentences: “She felt weary after a long journey.” and “He is weary of doing the same work every day.” The teacher asks students to talk about a time when they felt weary and express it in English, combining their own experiences. For other words (landowner, grin, acquaintance, shortcut, barn), the teacher also uses contextual presentation, combining pictures, situational descriptions, or students’ life experiences to help students understand their meanings and usages. For example, for “grin”, the teacher makes a grinning expression and says: “When you are very happy, you may grin. ‘Grin’ means to smile widely, showing your teeth.” For “shortcut”, the teacher asks: “Do you often take a shortcut to get to school? A shortcut is a quicker way to get somewhere than the usual one.” After teaching all the new words, the teacher organizes a quick memory game: the teacher says the Chinese meaning or collocation of a word, and students quickly say the English word and read it aloud; then the teacher says the English word, and students say its Chinese meaning and a simple collocation. This game is conducted in the form of group competition, and the group with the most correct answers gets a small reward (such as a praise or a small sticker). Design Intention: The teaching of new vocabulary adheres to the principle of “contextualization” and “student-centered”, which avoids the boring way of rote memorization. By combining pictures, situational descriptions, and students’ life experiences, it helps students understand the meaning and usage of words in specific contexts, which is conducive to improving students’ ability to use words flexibly. The comparison between similar words (such as weary and tired) helps students grasp the subtle differences between words and avoid misuse. The pair practice and group competition activities not only enhance students’ participation and enthusiasm but also help students consolidate the newly learned vocabulary in a relaxed atmosphere, improving the efficiency of vocabulary memory. Step 3: Presentation and Practice of Key Sentence Structures After mastering the new vocabulary, the teacher leads students to learn the key sentence structures in Language Focus 1. The key sentence structures in this section mainly include two types: 1. Sentences expressing feelings of happiness: “What makes me happy is that...” and “I feel happy because...”; 2. Sentences describing the state of happiness: “There is no greater happiness than...” and “It is a great joy to...”. First, the teacher presents the first type of sentence structure through specific examples. The teacher says: “We just talked about what makes us happy. For example, what makes me happy is that I can spend time with my family on weekends. So the structure ‘What makes me happy is that...’ is used to express the reason or thing that brings us happiness.” The teacher writes the structure on the blackboard, explains the usage of each part: “What makes me happy” is the subject clause, “is” is the link verb, and “that” guides the predicative clause (that can be omitted in oral English). Then the teacher gives another example: “What makes me happy is that my friends always support me when I am in trouble.” The teacher invites students to practice making sentences with this structure, combining their own happy experiences. For example, a student may say: “What makes me happy is that I can read my favorite books in the evening.” The teacher affirms the correct sentences and corrects the incorrect ones, such as reminding students to use the correct tense in the predicative clause. Next, the teacher presents the sentence “I feel happy because...”. The teacher says: “We can also express our happiness by explaining the reason directly. For example, I feel happy because I got a good grade in the exam. ‘Because’ guides a reason状语从句.” The teacher gives another example: “I feel happy because my mother cooked my favorite food today.” Then the teacher organizes students to work in groups of 4, and each student shares a reason why they feel happy, using the sentence “I feel happy because...”. After the group discussion, each group invites one representative to share the group’s sentences with the class. Then, the teacher presents the second type of sentence structure: “There is no greater happiness than...”. The teacher says: “Sometimes we want to emphasize that a certain thing brings the greatest happiness. We can use the structure ‘There is no greater happiness than...’. For example, There is no greater happiness than helping others.” The teacher explains that this structure uses a negative form to express a positive superlative meaning, which is more emphatic. Then the teacher gives another example: “There is no greater happiness than being with the people we love.” The teacher asks students to think about the thing that brings them the greatest happiness and express it with this structure. Finally, the teacher presents the sentence “It is a great joy to...”. The teacher says: “We can also use this structure to express that doing something is a kind of happiness. For example, It is a great joy to walk in the park after dinner.” The teacher explains that “it” is a formal subject, and the real subject is the infinitive phrase “to walk in the park after dinner”. The teacher gives another example: “It is a great joy to communicate with my best friend.” Then the teacher asks students to make sentences with this structure, focusing on daily activities that bring them joy. After presenting all the sentence structures, the teacher organizes a comprehensive practice activity: “Happiness Sharing”. The teacher asks students to write a short paragraph (3-5 sentences) about their own happiness, using at least 2 of the newly learned sentence structures and 3 of the newly learned vocabulary. Students can work independently first, and then exchange their paragraphs with their deskmates, helping each other correct errors in vocabulary, grammar, and sentence structure. The teacher walks around the classroom, provides guidance to students who have difficulties, and collects typical errors to explain to the whole class after the practice. Design Intention: The teaching of sentence structures follows the sequence of “presentation—explanation—example—practice”, which is in line with the cognitive law of students from understanding to mastering. By combining students’ own life experiences, it makes the practice of sentence structures more real and meaningful, helping students realize the practical value of language learning. The group discussion and peer correction activities not only cultivate students’ cooperative learning ability but also enable students to find and correct errors in time, improving their language accuracy. The comprehensive practice activity integrates vocabulary and sentence structures, helping students consolidate the learned knowledge and improve their ability to use language comprehensively. Step 4: Consolidation and Application (Integrated Practice) This part is designed to help students consolidate the newly learned vocabulary and sentence structures through a variety of integrated practice activities, and improve their ability to use language in real contexts. The activities include three parts: cloze test, short passage rewriting, and situational dialogue. First, the cloze test. The teacher distributes a short cloze passage related to happiness. The passage is about a girl’s happy experience with her grandmother, and the blanks are filled with the newly learned vocabulary (portray, affection, grin, weary, shortcut, etc.) and sentence structures. For example: “My grandmother always portrays life as a beautiful journey. She shows great ______ (affection) for me. Every weekend, I take a ______ (shortcut) to her house. When she sees me, she always ______ (grins) warmly. Even if I feel ______ (weary) after the trip, I feel happy because I can spend time with her. What makes me happy is that she always tells me interesting stories. There is no greater happiness than being with her.” The teacher asks students to complete the cloze passage independently, and then checks the answers with the whole class. For each blank, the teacher asks students to explain why they choose that word or structure, emphasizing the collocation and usage of vocabulary and the application of sentence structures. Second, short passage rewriting. The teacher provides a short passage about happiness, but the passage uses simple vocabulary and sentence structures. The teacher asks students to rewrite the passage, replacing the simple vocabulary with the newly learned core vocabulary and replacing the simple sentences with the newly learned sentence structures. For example, the original passage: “I am happy because I have good friends. They help me when I am in trouble. Spending time with them is very happy.” The rewritten passage can be: “I feel happy because I have good friends who always support me when I am in trouble. What makes me happy is that they are always there for me. It is a great joy to spend time with them.” After students finish rewriting, the teacher selects several excellent rewritten passages and shares them with the class, analyzing the advantages of these passages, such as the correct use of vocabulary and sentence structures, and the smoothness of the passage. At the same time, the teacher also points out common problems in students’ rewritten passages and gives suggestions for improvement. Third, situational dialogue. The teacher divides students into groups of 3, and assigns a situational task to each group: “Talk about your happy moments with your friends”. The specific situation is: You and your friends are chatting after class, and you are sharing the happy things that happened to you recently. Each student needs to use at least 2 newly learned vocabulary and 1 newly learned sentence structure in the dialogue. The teacher provides some guiding questions to help students carry out the dialogue, such as: “What made you happy recently?”, “Why did it make you happy?”, “Is there any greater happiness than this for you?”. The groups have a 5-minute preparation time, and then each group performs their dialogue in front of the class. After each group’s performance, the teacher and other students make comments, focusing on whether the vocabulary and sentence structures are used correctly, whether the dialogue is natural and fluent, and whether the content is closely related to the theme of happiness. Design Intention: The integrated practice activities cover different language skills (reading, writing, speaking), which helps students consolidate the learned knowledge in a variety of ways and improve their comprehensive language application ability. The cloze test focuses on checking students’ ability to use vocabulary and sentence structures in context; the short passage rewriting focuses on improving students’ ability to use more advanced vocabulary and sentence structures to express ideas; the situational dialogue focuses on training students’ oral expression ability and ability to use language in real communication. The group performance and comment links not only enhance students’ participation but also help students learn from each other and improve their language expression ability. Step 5: Summary and Reflection First, the teacher leads the students to summarize the key points of this lesson. The teacher asks students to recall: “What new vocabulary did we learn today?”, “What key sentence structures did we master?”, and invites students to answer one by one. The teacher then combs and summarizes on the blackboard, emphasizing the core vocabulary (portray, affection, weary, etc.) and their collocations, as well as the four key sentence structures and their usages. The teacher also reminds students to pay attention to the differences between similar words (such as weary and tired) and the correct use of sentence structures in different contexts. Next, the teacher guides students to reflect on their learning in this lesson. The teacher asks students the following questions: “What did you learn well in this lesson?”, “What are your difficulties?”, “How can you improve your learning of vocabulary and sentence structures after class?”. Students can think independently first, and then share their reflections with their deskmates. The teacher invites several students to share their reflections with the whole class, and gives positive feedback and guidance. For example, if a student says that they have difficulty distinguishing similar words, the teacher suggests that they can make word cards, record the differences between similar words and their example sentences, and review them regularly. If a student says that they are not proficient in using the sentence structures, the teacher suggests that they can practice making sentences every day, combining their own life experiences. Finally, the teacher assigns after-class homework: 1. Memorize the core vocabulary and their collocations learned in this lesson, and make 5 sentences with each word; 2. Use the four key sentence structures to write a short passage (80-100 words) about “My Happy Moment”; 3. Have a dialogue with your partner about happiness, using the learned vocabulary and sentence structures, and record the dialogue. Design Intention: The summary link helps students sort out the knowledge system of this lesson, strengthen the memory of key points, and form a clear knowledge framework. The reflection link encourages students to think about their own learning process, find their own advantages and disadvantages, and put forward targeted improvement measures, which is conducive to cultivating students’ autonomous learning ability and reflective learning ability. The after-class homework is closely related to the content of the lesson, which helps students consolidate the learned knowledge after class, and extends the language learning from the classroom to daily life, improving students’ language application ability. Step 6: Extension and Expansion In order to enrich students’ knowledge and expand their horizons, the teacher designs an extension activity: “Happiness Around the World”. The teacher introduces some different views on happiness in different cultures. For example, in Western cultures, happiness is often associated with personal freedom and self-realization; in Eastern cultures, happiness is often related to family harmony and interpersonal relationships. The teacher shows some short materials (pictures or short texts) about happiness in different cultures, and asks students to discuss: “What are the differences and similarities between the views on happiness in different cultures?”, “Do you agree with these views? Why?”. The discussion is conducted in groups of 4, and each group invites a representative to share their discussion results. After the discussion, the teacher summarizes: “Happiness is a common pursuit of all human beings. Although there are some differences in the views on happiness in different cultures, the core of happiness is the same—love, care, and satisfaction. We should respect different views on happiness and cherish the happy moments in our own lives.” In addition, the teacher recommends some English materials related to happiness to students, such as short articles, songs, or movies. For example, the song “Happy” by Pharrell Williams, the short article “The Little Prince” (excerpts about happiness), and the movie “The Pursuit of Happyness”. The teacher encourages students to read, listen to, or watch these materials after class, and try to find the vocabulary and sentence structures related to happiness that they have learned, so as to further consolidate and expand their language knowledge. Design Intention: The extension activity connects language learning with cultural knowledge, which is in line with the requirements of core literacy for cultural awareness. By understanding the views on happiness in different cultures, students can broaden their horizons, enhance their cross-cultural communication awareness, and respect cultural diversity. The recommended after-class materials can stimulate students’ interest in English learning, extend the learning time and space, and help students form a good learning habit of learning English in daily life. Step 7: Evaluation and Feedback The evaluation in this lesson is mainly formative evaluation, which runs through the whole teaching process. The teacher evaluates students’ performance in each link, including their participation in the warm-up activity, the accuracy of vocabulary memory and sentence practice, the performance in group discussions and situational dialogues, and the quality of after-class homework. In the warm-up and vocabulary practice links, the teacher evaluates students’ answers and sentences in time, gives positive affirmation (such as “Good job!”, “Your sentence is very correct!”, “You have a good memory!”) to encourage students, and corrects their errors patiently. In the group discussion and situational dialogue links, the teacher evaluates the participation of each group and each student, the correctness of language use, and the fluency of expression, and gives targeted suggestions for improvement (such as “You can use more newly learned vocabulary to make your dialogue richer.”, “Pay attention to the tense when using the sentence structure ‘What makes me happy is that...’”). After collecting students’ after-class homework, the teacher carefully corrects it, records the common errors (such as incorrect collocation of vocabulary, wrong use of sentence structures, grammatical errors), and explains these errors to the whole class in the next lesson. At the same time, the teacher evaluates the quality of students’ homework, praises the students who complete the homework well, and provides guidance to the students who have difficulties in completing the homework, helping them find the reasons for their mistakes and improve their learning. In addition, the teacher also encourages students to conduct self-evaluation and peer evaluation. For example, in the short passage rewriting and situational dialogue links, students can evaluate their own works and their peers’ works according to the standards (correct use of vocabulary and sentence structures, fluency of expression, relevance to the theme), and put forward suggestions for improvement. This kind of evaluation not only helps students better understand their own learning level but also cultivates their ability to evaluate and appreciate others’ works. Design Intention: Formative evaluation focuses on the process of students’ learning, which can timely find students’ problems and advantages in the learning process, and provide targeted feedback and guidance, helping students adjust their learning strategies and improve their learning effect. The combination of teacher evaluation, self-evaluation, and peer evaluation makes the evaluation more comprehensive and objective, which is conducive to cultivating students’ autonomous learning ability and critical thinking ability, and promoting students’ all-round development. 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 $