Unit 2 Finding Happiness-Expressing Your Ideas 教案-2025-2026学年高中英语人教版选修第一册

Unit 2 Finding Happiness-Expressing Your Ideas 内容导航 This section centers on the theme of "Finding Happiness" and focuses on guiding students to express their ideas about happiness in English. It integrates listening, speaking, reading and writing activities, enabling students to understand different connotations of happiness through typical cases and language materials, master key words, phrases and sentence patterns for expressing views on happiness, and finally be able to clearly and logically express their own understanding, experiences and views on happiness in both oral and written forms. It also helps students reflect on the true meaning of happiness and form a positive attitude towards life. 教学目标和重难点 1. 教学目标 Language Competence: Students will master vocabulary and sentence patterns related to happiness, and improve their ability to express personal views orally and in writing. Cultural Awareness: They will understand the common pursuit of happiness across different cultures, respect diverse views on happiness, and cultivate a positive life attitude. Thinking Quality: They will learn to analyze and summarize the connotation of happiness, develop logical thinking and critical thinking, and form their own correct understanding of happiness. Learning Ability: They will master effective learning strategies such as cooperative inquiry and independent practice, and enhance their ability to apply language knowledge to express ideas and solve practical problems. 2. 教学重难点 Key Points: Master key vocabulary (e.g., eager, meaningful, content, attractive) and phrases related to happiness; grasp sentence patterns for expressing views (e.g., As far as I am concerned..., I think that..., The reason why... is that...); be able to express personal views on happiness clearly and fluently in oral English and write a short passage with clear logic. Difficult Points: Using complex sentence patterns flexibly to express views and reasons; ensuring logical coherence in oral expression and writing; combining personal experiences to express unique insights into happiness instead of mechanical repetition of language materials. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Daily Talk & Visual Stimulation The teacher starts the class with a casual question: “When you feel happy, what do you usually do? Can you share a small happy moment in your recent life with your deskmate?” After 2 minutes of pair discussion, invite 3-4 students to share their experiences in front of the class. Then, the teacher shows some pictures and short videos on the screen, including scenes such as a child playing with toys, a family having dinner together, a scientist celebrating a new discovery, and a beggar smiling happily on the street. After watching, ask: “What do these pictures and videos have in common? What is happiness in your eyes?” Design Intention: The daily talk closely connects the teaching content with students’ real life, reducing their psychological distance from the theme of “happiness” and stimulating their desire to express. Visual materials (pictures and videos) are intuitive and vivid, which can quickly attract students’ attention, help them initially perceive different forms of happiness, and lay a foundation for the subsequent in-depth discussion and language expression. At the same time, pair discussion provides opportunities for every student to speak, cultivating their oral expression awareness and confidence. Activity 2: Vocabulary Preview & Lead-in The teacher presents 10 key vocabulary words related to happiness on the screen: eager, meaningful, content, attractive, state, opposite, satisfy, joy, cherish, appreciate. Then, the teacher guides students to read the words correctly, explains their basic meanings and common collocations (e.g., be eager for happiness, lead a meaningful life, be content with, attractive smile, a state of mind), and asks students to make simple sentences with these words, such as “I am content with my simple life.” or “Helping others brings me great joy.” Design Intention: Vocabulary is the foundation of language expression. Previewing key vocabulary in advance helps students avoid language barriers in subsequent listening, speaking, reading and writing activities, ensuring the smooth progress of the teaching process. Making sentences with new words enables students to initially master the usage of vocabulary, connects vocabulary learning with practical expression, and lays a solid language foundation for expressing ideas about happiness. Step 2: Presentation (Input of Language and Ideas) Activity 1: Listening Comprehension & Information Extraction The teacher plays a short listening material (about 2 minutes) twice. The listening content is a dialogue between two students, Li Hua and Tom, talking about their views on happiness. Li Hua thinks that happiness comes from family and friends, while Tom holds that happiness is the sense of achievement from completing a difficult task. After the first listening, ask students to answer two simple questions: “Who are the speakers in the dialogue? What are they talking about?” After the second listening, ask students to fill in the blanks with the key words and sentences they heard, such as “Li Hua thinks happiness is being surrounded by family and friends.” “Tom believes that happiness comes from the sense of achievement after hard work.” Then, the teacher checks the answers with students, sorts out the key sentences in the listening material, and emphasizes the sentence patterns for expressing views: “I think that...”, “In my opinion...”, “As far as I am concerned...”, “Happiness comes from...”. Design Intention: Listening is an important way of language input. Through listening comprehension, students can not only understand different views on happiness, but also accumulate practical sentence patterns for expressing ideas, which lays a foundation for their subsequent oral expression. The design of listening tasks from easy to difficult (from grasping the main idea to extracting key information) conforms to students’ cognitive rules, helps them gradually improve their listening ability, and also enables them to better understand the diversity of views on happiness. Activity 2: Reading & Idea Analysis The teacher distributes a short reading passage (about 300 words) to students. The passage mainly introduces different views on happiness from different groups of people: children think happiness is delicious food and interesting toys, young people think happiness is the pursuit of dreams and the company of friends, the elderly think happiness is health and the harmony of family, and scientists think happiness is new discoveries and contributions to society. After reading, the teacher guides students to complete the following tasks: 1. Read the passage quickly and find out the main idea of the passage. 2. Read the passage carefully and fill in the table: different groups of people and their views on happiness. 3. Discuss in groups: Do you agree with these views? Why or why not? After students finish the tasks, the teacher invites each group to send a representative to share their group’s discussion results. Then, the teacher summarizes the key points of the passage, emphasizes the key words and sentence patterns in the passage (e.g., “Different people have different ideas about happiness.”, “For..., happiness often means...”, “As a matter of fact,...”), and guides students to analyze the logical structure of the passage (introduction - main body - conclusion), helping students understand how to express views clearly and logically in writing. Design Intention: Reading is another important way of language input. Through reading the passage, students can further understand the diverse connotations of happiness, accumulate more language materials and expression methods, and learn the logical structure of expressing views in writing. Group discussion encourages students to exchange ideas, express their own views, and develop their critical thinking ability. At the same time, analyzing the logical structure of the passage helps students master the method of organizing language in writing, laying a foundation for the subsequent writing task. Activity 3: Language Focus Explanation Based on the listening and reading materials, the teacher focuses on explaining the key language points and sentence patterns for expressing ideas about happiness: 1. Key Phrases: be eager for sth., be content with sth., be satisfied with sth., a sense of achievement, contribute to, in my opinion, as far as I am concerned. The teacher explains the meanings and usages of these phrases, gives examples, and guides students to make sentences in combination with the theme of happiness. For example, “We are all eager for true happiness.” “She is content with her simple life and never complains.” 2. Key Sentence Patterns: ① I think that / I believe that + clause (expressing personal views). Example: I think that happiness is not about being rich, but about being healthy and happy. ② The reason why... is that... (expressing reasons). Example: The reason why I feel happy is that I have a group of good friends who always support me. ③ As far as I am concerned / In my opinion, + clause (expressing personal views formally). Example: As far as I am concerned, helping others is one of the most important sources of happiness. ④ Different people have different ideas about... (expressing the diversity of views). Example: Different people have different ideas about happiness, and there is no fixed standard. The teacher explains the structure and usage of each sentence pattern, gives more examples, and guides students to practice making sentences in pairs, ensuring that each student can master and use these sentence patterns flexibly. Design Intention: The explanation of language focus is the key link of this section. Only by mastering the key words, phrases and sentence patterns can students express their ideas about happiness accurately and fluently. The combination of examples and practice makes students not only understand the usages of language points, but also apply them flexibly, which effectively improves their language application ability. Pair practice ensures that every student has the opportunity to practice, and helps teachers find and solve students’ problems in time. Step 3: Practice (Consolidation and Application of Language) Activity 1: Oral Practice - Group Debate Divide students into two groups. The positive group holds the view that “Happiness is related to wealth and material conditions”, and the negative group holds the view that “Happiness has nothing to do with wealth and material conditions”. Each group has 5 minutes to prepare, collect reasons and examples to support their own views, and then start the debate. The teacher acts as the host and referee, guides students to use the key words, phrases and sentence patterns learned in the debate, and reminds students to express their views clearly and logically. After the debate, the teacher comments on the performance of both groups, affirms their advantages, points out their deficiencies, and summarizes the key points of the debate, emphasizing that happiness is a state of mind, and it has nothing to do with wealth and material conditions in essence. Design Intention: Oral debate is a high-level oral practice activity, which can not only consolidate the language knowledge learned by students, but also improve their oral expression ability, logical thinking ability and critical thinking ability. The setting of the debate topic is closely related to the theme of happiness, which can stimulate students’ thinking and desire to express. In the process of the debate, students need to use the key language points flexibly, organize their language logically, and respond to the opponent’s views in a timely manner, which effectively improves their comprehensive language application ability. At the same time, the teacher’s comment helps students sum up experience and make progress in time. Activity 2: Semi-controlled Writing Practice The teacher gives a writing outline and key words and sentences, and asks students to write a short passage (about 150 words) titled “My View on Happiness”. The outline is as follows: 1. What is happiness in your eyes? 2. What are the sources of your happiness? 3. How do you pursue happiness in daily life? The key words and sentences provided by the teacher include: be content with, family and friends, help others, sense of achievement, cherish, appreciate, As far as I am concerned, The reason why... is that... Students complete the writing independently. During the writing process, the teacher walks around the classroom, answers students’ questions, and gives guidance to students who have difficulties in writing, such as how to organize language, how to use sentence patterns flexibly, and how to make the passage logically coherent. After students finish writing, invite 2-3 students to read their passages in front of the class, and the teacher comments on their passages, affirming their advantages (such as correct use of language points, clear logic), and pointing out the deficiencies (such as grammar mistakes, inappropriate word collocation) and putting forward improvement suggestions. Design Intention: Semi-controlled writing practice is a transition from language input to language output, which is in line with students’ cognitive rules. The outline and key words and sentences provided by the teacher can help students reduce the difficulty of writing, guide them to use the language knowledge learned flexibly, and gradually improve their writing ability. Independent writing helps students develop their ability to organize language independently, while the teacher’s guidance and comment can help students find their own problems in time, correct mistakes, and improve their writing level. Activity 3: Controlled Practice - Sentence Transformation and Extension The teacher presents some simple sentences related to happiness, and asks students to transform and extend them by using the key sentence patterns learned. For example: 1. Simple sentence: Happiness is having good friends. → Transformed sentence: As far as I am concerned, happiness is having good friends who can support me when I am in trouble. 2. Simple sentence: I feel happy because my family is harmonious. → Transformed sentence: The reason why I feel happy is that my family is harmonious and full of love. 3. Simple sentence: Helping others makes me happy. → Transformed sentence: I believe that helping others can bring me great joy and a strong sense of achievement. Students complete the transformation and extension in pairs, and then the teacher invites some students to share their answers, checks and corrects them, and emphasizes the flexible use of sentence patterns. At the same time, the teacher guides students to extend the sentences according to their own experiences, making the sentences more vivid and personalized. Design Intention: Controlled practice focuses on consolidating students’ mastery of key sentence patterns. Through sentence transformation and extension, students can not only master the structure and usage of sentence patterns more firmly, but also learn to enrich the content of sentences, improve the fluency and vividness of language expression. Pair practice can promote students’ mutual learning and help them find and correct mistakes in time. Step 4: Production (Comprehensive Application and Innovation) Activity 1: Oral Presentation - “My Happy Moment” Ask students to prepare a 2-3 minute oral presentation titled “My Happy Moment”. They need to introduce a specific happy moment in their life, explain why it made them happy, and express their understanding of happiness through this moment. Requirements: Use at least 5 key words and 3 key sentence patterns learned in this section, express clearly and fluently, and have appropriate emotional expression. Students prepare independently for 5 minutes, then take turns to give presentations in front of the class. After each presentation, other students can ask questions (e.g., “How did you feel at that moment?” “Why do you think this moment is happy?”), and the presenter answers them in English. The teacher comments on each student’s presentation, focusing on the use of language points, fluency of expression, logicality and emotional expression, and gives positive encouragement and improvement suggestions. Design Intention: Oral presentation is a comprehensive oral expression activity, which can fully test students’ mastery and application of language knowledge, as well as their oral expression ability, logical thinking ability and emotional expression ability. The theme of “My Happy Moment” is closely related to students’ real life, which can stimulate their enthusiasm for participation and enable them to express their ideas and feelings more sincerely. Asking questions after the presentation not only increases the interaction in the class, but also provides more opportunities for students to practice oral expression. Activity 2: Free Writing - “The True Meaning of Happiness” Ask students to write a short essay (about 200 words) titled “The True Meaning of Happiness” without any outline or key words and sentences provided. Requirements: Express their own unique views on the true meaning of happiness, combine their own experiences or examples, use the key words, phrases and sentence patterns learned flexibly, ensure logical coherence, correct grammar, and appropriate emotional expression. Students complete the writing independently. After finishing writing, students exchange their essays in groups, read each other’s works, and put forward improvement suggestions (such as language use, logical structure, content enrichment). Then, the teacher collects some excellent essays and ordinary essays, reads them in class, comments on them, and guides students to learn from excellent works and improve their own writing level. Design Intention: Free writing is a high-level writing practice activity, which can fully reflect students’ comprehensive language application ability and innovation ability. Without the restriction of outline and key words, students can give full play to their imagination and creativity, express their own unique views on happiness, and truly realize the application of language knowledge. Group exchange and mutual evaluation help students learn from each other, find their own deficiencies, and improve their writing ability and critical thinking ability. The teacher’s comment and demonstration can help students grasp the key points of writing and improve their writing level in a targeted way. Activity 3: Group Project - “Happiness Handbook” Divide students into groups of 4-5, and ask each group to create a “Happiness Handbook”. The handbook should include the following contents: 1. The definition of happiness in the group’s view; 2. The sources of happiness of each group member; 3. Some suggestions on how to pursue happiness in daily life; 4. Some beautiful sentences about happiness (collected or created by the group members). Each group has 10 minutes to complete the handbook, and then each group sends a representative to introduce their handbook to the whole class, explaining the design ideas and contents of the handbook. After all groups finish the introduction, the teacher comments on each group’s handbook, affirms their creativity and efforts, and selects the “Best Happiness Handbook” to praise and reward. Design Intention: Group project is a comprehensive application activity that combines listening, speaking, reading and writing. It can not only consolidate the language knowledge learned by students, but also improve their cooperative learning ability, innovation ability and organizational ability. Creating a “Happiness Handbook” makes the theme of happiness more concrete and vivid, and enables students to deeply understand and think about the meaning of happiness in the process of cooperation and creation. The introduction of the handbook provides students with more opportunities to practice oral expression, and the evaluation and reward can stimulate students’ enthusiasm for participation and sense of achievement. Step 5: Summary and Reflection Activity 1: Class Summary The teacher guides students to summarize the key contents of this class: 1. Key vocabulary and phrases related to happiness; 2. Key sentence patterns for expressing views on happiness; 3. Ways to express ideas about happiness in oral and written forms. The teacher emphasizes that happiness is a kind of positive state of mind, which is not related to wealth and material conditions, but comes from family, friends, helping others, the sense of achievement from hard work and other aspects. At the same time, the teacher encourages students to pay attention to the happy moments in daily life, cherish happiness, and pursue happiness actively. Design Intention: Class summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and consolidate the key points and difficulties. The teacher’s emphasis on the true meaning of happiness not only deepens students’ understanding of the theme, but also guides them to form a positive life attitude, which realizes the integration of language teaching and moral education. Activity 2: Student Reflection Ask students to reflect on their own performance in this class: 1. What have I learned in this class? 2. What are my advantages in expressing ideas about happiness? 3. What are my deficiencies (e.g., insufficient vocabulary, inflexible use of sentence patterns, poor logicality in expression)? 4. What should I do to improve in the future? Students write down their reflections on a piece of paper, and then some students can share their reflections in front of the class. The teacher listens carefully to students’ reflections, gives positive guidance and encouragement, and puts forward targeted improvement suggestions for students’ deficiencies. Design Intention: Student reflection is an important link to improve students’ learning ability. Through reflection, students can clearly understand their own learning situation, find their own deficiencies, and put forward improvement plans, which helps them form good learning habits and enhance their independent learning ability. Sharing reflections enables students to learn from each other, learn from each other’s advantages, and make progress together. The teacher’s guidance and encouragement can help students build confidence in learning and stimulate their enthusiasm for continuous learning. Step 6: Homework Arrangement 1. Review the key vocabulary, phrases and sentence patterns learned in this class, and make 10 sentences with them, combining the theme of happiness. 2. Revise the free writing “The True Meaning of Happiness” according to the teacher’s comments and group members’ suggestions, and improve the quality of the essay. 3. Interview your family members or friends, ask them about their views on happiness, record their answers in English, and prepare a 1-minute oral report for the next class. 4. Collect 5 English proverbs or famous quotes about happiness, and write them down in the exercise book. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and further improve their language application ability. The design of homework is hierarchical and diverse, including vocabulary practice, writing revision, oral practice and material collection, which can meet the learning needs of different students. Interviewing family members or friends connects classroom learning with real life, enables students to apply language knowledge to practical communication, and enriches their understanding of happiness. Collecting proverbs and famous quotes helps students accumulate more language materials and improve their language literacy. Overall Design Concept: This teaching process adheres to the student-centered concept, takes the theme of “Finding Happiness” as the main line, integrates listening, speaking, reading and writing activities, and focuses on cultivating students’ four-dimensional core literacy. The teaching activities are designed from easy to difficult, from controlled practice to free practice, which conforms to students’ cognitive rules. Each activity is equipped with clear design intentions, which not only pays attention to the consolidation of language knowledge and the improvement of language application ability, but also pays attention to the cultivation of students’ thinking quality, cultural awareness and learning ability. At the same time, the integration of moral education runs through the whole teaching process, guiding students to establish a correct view of happiness and form a positive life attitude. 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 $