Unit 2 Finding Happiness-Exploring the Theme 教案-2025-2026学年高中英语人教版选修第一册

Unit 2 Finding Happiness-Exploring the Theme 内容导航 This part of Unit 2 focuses on exploring the theme of happiness, guiding students to understand the diverse definitions and sources of happiness through various interactive activities, reading materials and group discussions. It helps students recognize that happiness is not confined to material comfort but also comes from emotional connection, self-growth, helping others and a positive attitude towards life. Meanwhile, it enables students to express their own views on happiness in English and learn to pursue happiness actively in daily life. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and phrases related to happiness, and be able to express views on happiness in oral and written English. Cultural Awareness: Understand the similarities and differences of happiness views in different cultures, respect diverse perspectives and cultivate a positive life attitude. Thinking Quality: Develop critical thinking by analyzing different definitions of happiness and exploring the relationship between personal experience and happiness. Learning Ability: Learn to use reading, discussion and reflection strategies to explore the theme independently and cooperatively, and improve autonomous learning and cooperative communication skills. 2. 教学重难点 Key Points: Master core vocabulary (such as happiness, content, cherish, appreciate, optimistic) and sentence patterns about expressing happiness; understand the diverse sources of happiness and be able to express personal views on happiness clearly and logically in English. Difficult Points: Comprehend the profound connotation of happiness beyond material things; use appropriate vocabulary and sentence patterns to express complex feelings about happiness; develop critical thinking to analyze and evaluate different views on happiness. 教学过程 Warm-up & Lead-in Activity 1: Free Talk - "What Makes You Happy?" The teacher starts the class with a simple and familiar question: "When did you feel happy recently? What made you happy?" Then, invite 3-4 students to share their own happy experiences in English. The teacher listens carefully, gives positive feedback and writes down key words mentioned by students (such as family, friends, success, a warm hug, a kind help) on the blackboard. After the sharing, the teacher summarizes: "Happiness is around us, and everyone has different happy moments. Today, we will explore the theme of happiness together and find out what happiness really is and how we can get it." Design Intention: This activity is closely connected with students' daily life, which can quickly arouse students' interest and enthusiasm in learning. By sharing personal happy experiences, students can activate their existing vocabulary and expression related to happiness, lay a foundation for the subsequent learning. At the same time, it creates a relaxed and harmonious classroom atmosphere, making students willing to participate in the following activities actively. Activity 2: Picture Observation & Discussion The teacher shows 4-5 pictures on the screen, including a child playing with his parents, a student getting good grades, an old man helping a stranger, and a person reading a book quietly. Then, ask students to work in pairs to discuss two questions: 1. What is happening in each picture? 2. Do you think the people in the pictures are happy? Why or why not? After 5 minutes of discussion, invite several pairs to present their opinions to the whole class. The teacher comments on their performances, emphasizes the diverse forms of happiness and guides students to realize that happiness can be simple and does not require expensive material conditions. Design Intention: Pictures are intuitive and vivid, which can help students understand the diverse sources of happiness more directly. Pair discussion provides students with more opportunities to practice oral English, and enables them to learn from each other's views. Through discussing the pictures, students can initially establish the awareness that happiness comes from different aspects, laying a foundation for exploring the theme in depth. Theme Exploration: Reading & Comprehension Activity 3: Fast Reading - Get the Main Idea The teacher distributes a reading passage titled "What Is Happiness, After All?" The passage introduces different views on happiness from three aspects: happiness from family and friendship, happiness from self-improvement, and happiness from helping others. Ask students to read the passage quickly and finish two tasks: 1. Find out the main idea of the passage. 2. List the three sources of happiness mentioned in the passage. After students finish reading, the teacher checks the answers with the whole class, and explains the key sentences and difficult words in the passage briefly (such as content, cherish, contribution). Design Intention: Fast reading is an important reading strategy that can help students improve their reading speed and ability to grasp the main idea quickly. Through this activity, students can get a comprehensive understanding of the diverse sources of happiness, and master the core vocabulary and sentence patterns related to the theme. At the same time, it cultivates students' ability to extract key information from the passage. Activity 4: Intensive Reading - Analyze Details & Deepen Understanding Ask students to read the passage again carefully and complete the following tasks in groups of four: 1. Underline the sentences that describe the characteristics of each source of happiness. 2. Discuss: Which source of happiness do you agree with most? Why? 3. Think: Are there any other sources of happiness not mentioned in the passage? If yes, please list them. During the group discussion, the teacher walks around the classroom, provides guidance for students who have difficulties in expression or understanding, and records the key views of each group. After the discussion, each group sends a representative to report their discussion results. The teacher summarizes and comments, guides students to realize that happiness is subjective and there is no fixed standard, and everyone can find their own happiness in their own way. Design Intention: Intensive reading helps students understand the details of the passage and deepen their understanding of the theme. Group discussion encourages students to communicate and cooperate with each other, express their own views boldly, and develop their cooperative learning ability and critical thinking. By thinking about other sources of happiness, students can expand their thinking and realize the diversity and subjectivity of happiness. Activity 5: Vocabulary & Sentence Pattern Consolidation 1. Vocabulary Practice: The teacher writes the core vocabulary of the unit (happiness, content, cherish, appreciate, optimistic, grateful, contribution) on the blackboard, and explains their meanings and usages with simple examples. Then, ask students to make sentences with each word, and invite some students to share their sentences. The teacher corrects the mistakes in the sentences and gives positive feedback. 2. Sentence Pattern Practice: The teacher introduces several key sentence patterns related to expressing happiness, such as "I feel happy when...", "The reason why I feel happy is that...", "Happiness lies in...", "It brings me great happiness to...". Then, ask students to practice these sentence patterns by combining their own experiences. For example, "I feel happy when I spend time with my family.", "The reason why I feel happy is that my friends always support me.". After practice, invite students to share their sentences in front of the class. Design Intention: Vocabulary and sentence patterns are the foundation of language expression. Through this activity, students can master the core vocabulary and sentence patterns of the unit, and be able to use them flexibly to express their own views on happiness. Making sentences combined with personal experiences can help students deepen their memory of vocabulary and sentence patterns, and improve their language application ability. Theme Expansion: Discussion & Expression Activity 6: Group Debate - "Is Material Wealth the Key to Happiness?" Divide the students into two groups: Group A holds the view that "Material wealth is the key to happiness", and Group B holds the view that "Material wealth is not the key to happiness". Give students 10 minutes to prepare for the debate. During the preparation, each group can discuss and collect arguments and examples to support their own views. The teacher provides appropriate guidance for both groups, such as reminding Group A to mention that material wealth can meet people's basic needs and provide a better living environment, and reminding Group B to mention that happiness comes from emotional connection, self-growth and other non-material aspects. After preparation, the debate begins. Each group sends 2-3 representatives to express their views, and the other group can question and refute. The teacher presides over the debate, maintains the order of the debate, and summarizes the debate at the end, emphasizing that material wealth can bring a certain sense of happiness, but it is not the only factor, and the non-material aspects are more important for long-term happiness. Design Intention: Debate is an effective way to develop students' critical thinking and oral expression ability. Through this debate, students can further understand the connotation of happiness, realize the relationship between material wealth and happiness, and develop their ability to analyze and evaluate problems from different perspectives. At the same time, it can also improve students' cooperative learning ability and reaction ability. Activity 7: Sharing & Reflection - "My Happiness Plan" Ask students to think about their own happiness and make a "My Happiness Plan" individually. The plan should include the following contents: 1. What makes me happy now? 2. What can I do to get more happiness in the future? 3. How can I help others get happiness? Give students 8 minutes to finish the plan, and then invite 3-4 students to share their plans with the whole class. The teacher listens carefully, gives positive comments and encouragement, and guides students to realize that happiness can be created by themselves, and helping others can also bring happiness to themselves. Design Intention: This activity combines the theme exploration with students' personal growth, enabling students to connect the knowledge they have learned with their own life practice. By making a happiness plan, students can clarify their own pursuit of happiness, and learn to take active actions to pursue happiness. Sharing the plan can help students learn from each other, and enhance their sense of responsibility and gratitude. Theme Application: Writing & Evaluation Activity 8: Writing - "My View on Happiness" Ask students to write a short essay titled "My View on Happiness" based on the learning and discussion of this class. The requirements are as follows: 1. Clear theme, logical structure. 2. Use at least 5 core words and 3 key sentence patterns of the unit. 3. Combine personal experiences or examples to support their own views. 4. About 120-150 words. Before writing, the teacher gives a brief guidance on the structure of the essay: the first paragraph introduces the definition of happiness in your eyes; the second paragraph explains the sources of happiness with examples; the third paragraph expresses your determination to pursue happiness. During writing, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as helping them organize their ideas or choose appropriate words and sentences. Design Intention: Writing is an important way to test students' language application ability. Through this writing activity, students can comprehensively apply the vocabulary, sentence patterns and theme knowledge they have learned in this class, and improve their written expression ability. The clear writing requirements and structure guidance can help students write more logically and smoothly. Providing timely help can help students overcome the difficulties in writing and enhance their confidence in writing. Activity 9: Evaluation & Feedback 1. Peer Evaluation: Ask students to exchange their essays with their deskmates, and evaluate each other's essays according to the evaluation criteria (theme clarity, logical structure, vocabulary and sentence pattern application, grammar correctness, example relevance). The evaluation form is as follows: ① Is the theme clear? ② Is the structure logical? ③ Are the core words and sentence patterns used correctly? ④ Are the examples relevant? ⑤ Are there any grammar mistakes? After evaluation, students can put forward suggestions for revision to their deskmates. 2. Teacher Evaluation: The teacher collects some representative essays (including excellent essays and essays with common problems), comments on them in class. For excellent essays, the teacher affirms their advantages, such as clear theme, fluent expression and proper use of vocabulary and sentence patterns, and invites the students who wrote them to share their writing experience. For essays with common problems, the teacher points out the problems (such as unclear theme, incorrect use of vocabulary, grammar mistakes) and gives specific revision suggestions. Then, ask students to revise their own essays according to the evaluation and suggestions. Design Intention: Peer evaluation can help students learn from each other, find out their own problems in writing, and improve their ability to evaluate and revise essays. Teacher evaluation can provide targeted guidance for students, help them clarify their shortcomings and improve their writing level. The combination of peer evaluation and teacher evaluation can make the evaluation more comprehensive and effective, and promote students' continuous progress in written expression. Summary & Extension Activity 10: Class Summary The teacher summarizes the content of this class with the students: "In this class, we explored the theme of happiness together. We learned that happiness has diverse sources, which can be from family, friendship, self-improvement, helping others and so on. We also mastered the core vocabulary and sentence patterns related to happiness, and learned to express our views on happiness in oral and written English. Most importantly, we realized that happiness is subjective and can be created by ourselves. As long as we have a positive attitude towards life, cherish what we have, and are willing to help others, we can find happiness everywhere in our daily life." Design Intention: Class summary helps students sort out the knowledge they have learned in this class, consolidate the key points, and form a systematic understanding of the theme. It also helps students deepen their understanding of happiness and establish a positive life attitude. Activity 11: After-class Extension Assign two after-class tasks: 1. Revise the essay "My View on Happiness" according to the evaluation and suggestions, and hand it in the next class. 2. Observe and record the happy moments in your daily life for a week, and share them in the next class. 3. Read an English article about happiness and write a short reading report (about 80 words) to introduce the main idea of the article and your own feelings. Design Intention: After-class extension is an important part of teaching, which can help students consolidate the knowledge they have learned in class and apply it to their daily life. Task 1 helps students improve their writing level through revision; Task 2 encourages students to pay attention to the happy moments in life and cultivate a positive life attitude; Task 3 expands students' reading scope, enriches their knowledge about happiness, and improves their reading ability. Activity 12: Emotional Education & Guidance At the end of the class, the teacher says to the students: "Happiness is not a distant dream, but a simple feeling in our daily life. It is a smile from a friend, a care from a family member, a sense of achievement from hard work, and a sense of satisfaction from helping others. I hope that through this class, you can learn to find happiness, cherish happiness, and create happiness for yourself and others. May every one of you can live a happy and meaningful life." Design Intention: Emotional education is an important part of English teaching. Through this link, students can be guided to establish a correct view of happiness, cultivate positive emotions and values, and promote their all-round development. It also makes the theme of the class more in-depth and leaves a deep impression on students. Supplementary Notes: During the whole teaching process, the teacher should pay attention to the individual differences of students, give more care and guidance to students who have difficulties in language expression or learning, and encourage them to participate in classroom activities actively. At the same time, the teacher should flexibly adjust the teaching links and activities according to the actual situation of the class to ensure the smooth progress of teaching and the improvement of teaching effect. In addition, the teacher can use multimedia resources (such as videos, songs about happiness) to enrich the teaching content and improve students' learning interest. 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 $