what is happiness to youunit 2 what is happiness to you?
ⅰ.单元教学目标
技能目标skill goals
▲ read an interview and two essays about happiness
▲ listen to a friend talk about problems and solutions
▲ talk about the gymnast sang lan
▲ write an article for a website offering advice
▲ create a happiness handbook
ⅱ.目标语言
功能句型 how to do an interview
our guest today is ...
i understand that ...
can you tell us a little bit about ...?
talking about emotion
i feel like ...
they make / it makes me feel ...
i wish ...
i’m tired of ...
asking for advice
how can i help him?
do you think there is a solution?
is there a way to make everyone happy?
is there a solution he has not tried?
why does this work?
词
汇 1. 四会词汇
injure, struggle, disability, simply, psychologist, gymnast, gymnastics, junior, tournament, event, energetic, apart, devote, rush, specialist, severe, cheer, hopeless, overcome, injure, obey, disappointment, accomplish, adapt, journalism, disabled, positive, optimistic, inspire, courage, admirable, rebuild, un bearable, unfortunate, sympathy, admiration, star, arrange, coach, allocate, adequate, confused, whichever, quit, unhappy, encouragement, guidance, golden, rush, independent, worry, innocent, income, adolescence, accomplishment, vivid, hunger, communicate, guarantee, workday, assist, automatic, instant, maximum, company, minimum, mature, secure, motivation
2. 认读词汇
dedicated, vault
3. 词组
in hospital, apart from, devote oneself to, cheer up, in good spirits, across the world, role model, believe in, be tired of, ahead of, at that point, in a rush
4. 重点词汇
injure, devote, rush, overcome, accomplish, adapt, arrange, guarantee, communicate, assist, whichever, confused, company
语
法 the past tense
the simple past tense
the past continuous tense
the past perfect tense
the future tense
the simple future tense
the future continuous tense
the future in the past
重点句子 1. to those who have been injured or struggle with a physical disability, happiness can simply mean a day without pain or just being alive. p18
2. while she was injured and in hospital, the world was amazed by the way she remained cheerful. p18
3. now, she finds happiness through reaching much smaller goals, and through the love of the people around her. p18
4. in case some of our viewers don’t know her story, can you tell us a little bit about sang lan and who she is? p18
5. by the time she competed in the gymnastics tournament at the new york goodwill games, she had been a dedicated junior gymnast for eleven years. p18
6. even though her training meant that she had to live apart from her parents, she was happy to devote herself to gymnastics. p18
7. she was rushed to a top hospital in new york and specialists from many parts of the world said that because of her severe injuries, she would never walk again. p19
8. everyone who saw her, from nurses to famous visitors like leonardo dicaprio from the film titanic, who went to see her in the hospital to cheer her up, all said she was in good spirits. p19
9. instead of crying about what she had lost and feeling hopeless, sang lan thought about what she could do to get better. p19
10. when the doctors told her that she would never again be a gymnast, she was able to overcome her disappointment and just be proud of the things she had accomplished. p19
11. all i had to do was go to school and spend a few hours studying when i came home. p30
12. it is hard to stay happy and cheerful when you are ill, or when you are old and your body aches. p30
ⅲ. 教材分析与教材重组
1. 教材分析
本单元以what is happiness to you 为话题,展开什么是幸福、如何寻找幸福的讨论 。通过阅读一篇采访,使学生了解体操运动员桑兰是如何面对困难,以及如何在困境中寻找幸福的。同时让学生了解采访提问的技巧以及采访文章的阅读策略。运用所学的词语、结构正确表达自己的心情,学生将综合运用各种技能(确定问题,通过提问获取信息,讨论解决方案)针对网站上的文章提出建议,最终完成该任务。课堂活动是写一篇关于对幸福的理解的文章,学生将先阅读两篇文章,了解不同的人对幸福的不同理解,然后完成写作任务。通过本单元的学习学生能够正确认识、珍惜幸福,及时调试自己的心情,积极面对问题、解决问题,以利于自己身心的健康发展。
1.1 welcome to the unit 板块提供了六幅图画,要求学生根据自己对每幅图画的理解用一两句话加以描述,然后讨论并回答相关问题。
1.2 reading 包括a、b、c1、c2、d、e、f 7部分。a 所设计的三个问题要求学生通过快速阅读了解这篇采访的主题, 被采访人的姓名以及著名运动员桑兰的一些个人基本信息; b部分要求学生通过阅读对一名心理学家的采访,了解体操运动员桑兰是如何在困境中寻找幸福的; c1是对采访细节内容的考查; c2 要求学生通过连线, 理清有关桑兰故事的发展脉络,同时也可以看作是对文章细节内容的考查; d 训练学生根据课文正确理解新的词汇与表达的能力; e是一篇关于桑兰的新闻报道, 要求学生能够根据采访内容以及该部分的上下文, 正确选填词语。 f设计了与采访内容相关的三个问题, 要求学生展开讨论, 以获得对文章内容的更进一步了解。reading strategy 介绍了采访文章的阅读策略。
1.3 word power 要求学生运用正确的词汇与习语来表达情绪; 所设计的三个练习在于检测学生灵活运用这些词汇的能力。
1.4 grammar and usage 总结了将来时和过去时态的用法,并提供一篇文章要求学生改错。检查学生在具体的语境中正确区分并灵活运用这两种时态的能力。
1.5 task 要求学生掌握三个技能:确认表示消极情绪的用语;将一个大问题分解成若干小问题来解决;提出建议的策略,并在此基础上形成文章。
1.6 project 是课堂教学的延伸和拓展,属于探究式学习。该部分让学生阅读两篇文章,了解不同的人对幸福的不同理解。然后写一篇文章,阐述自己对幸福的理解。
1.7 self-assessment 板块要求学生对照单元各个学习项目进行自我评价,对单元学习进行自我反省,制订计划以提高自己的学习水平。
2. 教材重组
2.1 welcome to the unit设计成一节任务型“口语课”。
2.2将reading部分设计成一节“阅读课(i)”。
2.3将word power 设计成一节“词汇课”。
2.4将grammar and usage 及workbook 中110页的练习整合成一节“语法课”。
2.5将task 这一板块分两个课时,设计为“综合技能课”。
2.6将27页的听力以及workbook 114页的听力整合为一节“听力课”。
2.7将project设计为一节“综合技能课”。
2.8将112 和113页的reading 设计为“阅读课(ii)”。
3. 课型设计与课时分配
1st period speaking
2nd period reading (ⅰ)
3rd period word study
4th period grammar
5-6th periods integrating skills (ⅰ) (ⅱ)
7th period listening
8th period integrating skills (ⅲ)
9th period reading (ⅱ)
ⅳ. 分课时教案
the first period speaking
teaching goals 教学目标
1. ability goals能力目标
enable the students to state their opinions about happiness, and talk about how to help someone who is unhappy.
2. learning ability goals 学能目标
help the students learn how to talk about their opinions on happiness with the help of the pictures.
teaching important and difficult points 教学重难点
to encourage the students to give opinions on happiness and give their reasons.
teaching methods 教学方法
individual work, and group work.
teaching aids 教具准备
a computer, and a projector.
teaching procedures and ways 教学过程与方式
step ⅰ greeting and lead-in
t: good morning / afternoon, boys and girls!
ss: good morning / afternoon, teacher!
t: are you happy today?
somebody says yes and somebody says no.
t: can you tell me the reasons?
s: we got a good score in the football match yesterday and our team won the game.
t: really? congratulations!
s: i got an a in this exam. so i feel very happy.
t: you did a very good job in your study.
s: i feel unhappy, because i always feel under pressure in my study. although i study very hard, i still can’t catch up with my classmates.
t: don’t lose heart. just as the saying goes: where there is a will, there is a way. i believe if you continue to study like this, you will make great progress in your study.
s: i quarrelled with one of my friends yesterday. so i don’t feel good today.
t: i’m sorry to hear that. maybe there is a misunderstanding between you two. you may have a talk with each other.
s: thank you, i will.
s: i feel happy today. we will have a family gather-together tonight. i look forward to it.
...
t: in our class some students feel happy, while some do not. so what happiness is on earth, and how to become happy? have you ever thought about that before?
ss: yes. / no.
t: well, it doesn’t matter. you’ll find much about that after learning this unit.
step ⅱ presentation
get the students to talk about the six pictures in welcome to the unit.
t: ok! please open your books to page 17! let’s look at the six pictures. i’d like to divide you into six groups, and each group focuses on one picture. use your common knowledge and imagination to describe each picture in your own words. any proper expression is accepted. now i’d like to give you five minutes to discuss the pictures. by the way, take some notes, if necessary.
give the students five minutes to discuss the pictures and move around to give them a hand.
t: time is up. are you ready?
ss: yes.
t: group 1, please!
s: in the picture, a girl is painting on the riverside. the water is blue and calm. the scenery is so beautiful that the girl is totally attracted. and she wants to express happiness by painting it.
t: very good. ok, group 2, what about yours?
s: the girl is having fun playing the scenic railway(过山车). i played that before. it helps me forget everything but excitement. i think it is a way to relax ourselves and enjoy happiness.
t: i can’t agree more. next, whose turn is it?
s: it’s our turn. in this picture, we can see a boy, with a smile on his face, is reading under a tree. it looks as if he is swimming in the ocean of knowledge.
t: what do you think of his description, boys and girls?
ss: wonderful!
t: i agree with you. ok, it’s time for group 4. any volunteer?
s: let me try. in this picture, we can see the boys are playing football, and the girls are cheering them up. i have experienced this, especially when i watch the world cup, and my favourite team win.
t: yes, that’s it. very good! next group?
s: in this picture, we can see a warm family. they are having dinner together. and there is a big smile on everyone’s face. and there are many courses of dishes on the table. they are having a happy family time.
t: east or west, home is best!now, group 6?
s: the two boys are studying the skeleton of a dinosaur. i think they are curious about new things. when we learn something new, we feel satisfied. that’s a kind of happiness.
t: wonderful.
step ⅲ discussion
get the students to talk about the questions listed in welcome to this unit.
t: up to now, we have talked about the six pictures. now, discuss the questions below in groups of four.
five minutes later.
t: ok, time is up. are you ready?
ss: yes!
t: we all know that reasons for happy are quite different. but, are there any things that can make everyone happy?
s: in my opinion, helping others make us happy. because when other people accept our help, and show their appreciation, we will feel the inner satisfaction and get more encouragement to help others.
t: very good opinion. i agree with you.
s: when we reach our goals, we will feel happy, for our hard work is rewarded finally.
t: very good. no pains, no gains.
s: when we stay with our loved ones, we will feel happy.
t: good.
s: leading a healthy life is a kind of happiness, for we can enjoy every minute with our loved ones.
s: from my point of view, if we face our life optimistically, we will feel happy every day.
t: wonderful! just now, we all stated some things that may make everyone happy. everyone did a good job. now, let’s move to the next question: how to help our unhappy friends?
s: if i have a friend who is unhappy because of the failure in a test, i will encourage him / her.
t: that’s it. and i still remember, just now, someone said he was unhappy because he felt under pressure in study. do you think he will make great progress in the future?
ss: of course. we all believe that.
t: everyone can do things well with support from friends.
s: if my friend is unhappy, i will stay with him / her. maybe i will go shopping with him / her, and watch the comedy with him / her together. i will try my best to cheer him / her up.
t: good idea! any others?
s: i will stay with my unhappy friend, too. i will listen to whatever he / she tells me. if possible, i will help him / her find out the problems and give some suggestions.
t: you are a good listener. that’s a good way to help your friend.
step ⅳ summary
t: today, we have discussed about happiness, and all of you have done a good job. i feel so happy with you. at the end of this period, i hope every one of you will be happy every day. i also hope you can make everyone around you happy. so much for today.
step v homework
preview reading part
the second period reading(ⅰ)
teaching goals 教学目标
1. target language 目标语言
a. 重点词汇和短语
injure, struggle, in hospital, apart from, devote oneself to, rush, cheer up, overcome, accomplish, in good spirits, adapt, inspire, across the world
b. 重点句子
now, she finds happiness, through reaching much smaller goals, and through the love of the people around her.
in 1998, a small accident during one of her practice vaults at the goodwill games could have cost her future happiness.
she was rushed to a top hospital in new york and specialists from many parts of the world said that because of her severe injuries, she would never walk again.
everyone who saw her, from nurses to famous visitors like leonardo dicaprio from the film tinatanic, who went to see her in the hospital to cheer her up, all said she was in good spirits.
2. ability goals 能力目标
enable the students to talk about the story about sang lan and learn how to read an interview.
3. learning ability goals 学能目标
help the students learn how to talk about disabled people who have got great achievement and also how to read an interview.
teaching important and difficult points 教学重难点
talk about sang lan’s story and how to read an interview.
teaching methods 教学方法
fast reading, careful reading, and discussion.
teaching aids 教具准备
a tape recorder and a multimedia.
teaching procedures and ways 教学过程与方式
step ⅰ greetings and lead-in
greet the students as usual and get them to review what they have talked about in the last period.
t: do you remember what we talked about last time?
ss: yes. we talked about happiness and how to become happy by discussing six pictures.
t: yes, that’s it. usually, we become unhappy because of this or that, and can cheer up again with the help of our friends or parents. but have you ever thought about the disabled?
s: they suffer a lot both physically and mentally.
s: i think it is very difficult for them to do things.
s: we should help them.
…
t: quite right! however, there are many disabled people, who defeated unexpected difficulties and succeeded finally and set good examples to us. can you give me some examples?
s: sima qian in western han dynasty composed shih chi.
s: sun zi, whose feet were cut, wrote the art of war.
s: hellen keller, who lost eyesight and hearing, entered harvard and cambridge to study and became a great writer and educator.
…
t: well done! all these people encourage us so much. and if you suffered from what they had experienced, what would you do?
s: i would push for success.
s: i would do something i can to make my life colourful.
s: i wanted to learn something.
s: i would do something to help others. i always believe helping others can make us happy.
t: great! all of you hold positive attitudes towards this. and today we will read an interview. the main character in the interview is sang lan. do you know anything about her?
s: i know she was once a gymnast.
t: yes, what’s more?
s: she had an accident during one of her practice vaults and got injured severely.
t: that is a shock to everyone. how did she overcome the difficulties, and how is she now? let’s move to the text.
step ⅱ fast-reading
get the students to read the text quickly and find out the answers to the questions in part a.
t: now go through the text quickly, and answer the questions in part a.
a few minutes later.
t: now who would like to answer the questions?
s: the topic of the tv interview is about the search for happiness.
t: that’s right. next question: what’s the name of the psychologist?
s: the psychologist’s name is dr. brain.
t: good. the last question: when and where was sang lan born?
s: she was born in ningbo, china in 1981.
step ⅲ careful-reading
get the students to read the text carefully and learn more detailed information and then do exercise c.
t: you have done a very good job in answering the three questions. and now i will give you some more minutes to read the text carefully. then try to do true or false questions in c1 on page 20. if the statement is wrong, please try to correct it.
several minutes later, check the answers together.
t: excellent! you have done a very good job.
step ⅳ post-reading
get the students to do exercises c2, d, e and f.
t: now you have got a better understanding of the text. next, let’s do some exercises.
first, ask the students to glance at exercise c2 and d, the read reading part again to finish them.
several minutes later. check the answers together.
t: well done! now let’s look at exercise e. this is a newspaper article about sang lan. i will give you several minutes to complete the article.
several minutes later.
t: shall we check the answers now? i will ask some of you to read the article first.
ask some students to read the article and check the answers together.
t: well done! next let’s talk about exercise f in pairs, and later i’ll ask some of you to show us your dialogue. are you clear?
ss: yes!
give the students enough time to do that. then check the answers.
sample dialogue:
a: have you ever heard about the story of sang lan?
b: yes, of course! she is very famous in gymnastics, which is a dangerous sport, only top athletes should be allowed to try the most difficult moves.
a: why do you think so?
b: because these athletes, who could be chosen to take part in the international games, must be talents in this field. they are trained professionally and practice almost day and night, bearing tiredness, hardship, and other things that we have never thought about.
a: i do think so. but i also think that even though we can not be the top athletes in the world, training hard at a sport can make us more hard-working in other areas of our life.
b: i can’t agree more. training hard at a sport not only helps us build up our determination, challenge various difficulties bravely, and also helps us learn to collaborate with other team members.
a: yes. from the story of sang lan, we can find that the sport spirit can help her hold a positive attitude towards her life and the world.
b: so, she keeps busy and thinks about positive things to enrich her life.
a: by doing so, she will think little about herself and more about others. when she recalls all these meaningful things she has done, she’ll be very happy.
b: quite right!
step v discussion
enable the students to talk about their experiences to overcome the difficulties and become happy.
t: up to now, we have learned the story about sang lan and her struggle for happiness. and what can we learn from her? next, combine your own experience and discuss the questions with your partners. i will give you some minutes to finish the task.
show the students the following questions.
1. have you ever had some painful experiences?
2. if you have, how did you search for your happiness?
give the students some time to discuss the questions in groups of four.
during this period, the teacher may go into the students to give them help if necessary. after several minutes, check the answers.
t: well, time is up. have you finished the discussion?
ss: yes.
t: ok. i’ll ask some of you to tell your stories.
s: when i was twelve years old, i had a bad accident. i was knocked over by a car. after two months of treatment, i was nearly recovered. but i couldn’t stand up easily. so i had to sit in the wheelchair. it was a shock to me. i was so afraid to become disabled. during that period of time, i felt very frustrated. fortunately, my parents and my friends gave me much encouragement. they spared every free minute to stay with me and help me do exercise. because of their encouragement and help, i cheered up again. i was determined to stand up again. now i am as healthy as the others. after that experience, i realised that be optimistic, and everything will become better.
t: very good. you are brave. i believe in the future nothing will stop you. you will have a bright future.
s2: to me, the most painful experience was the first month in the school. my home is far from here, so i had to be in residence(住校). i could meet my parents once a week. i felt so lonely. everything was new to me. in that month, my study fell behind sharply. however, i thought, i couldn’t be like that any more. my aim was to get further education, not to miss my parents. so i concentrated on study. in my spare time, i tried to talk with my classmates and made friends with them. everything became better and better afterwards.
s: the painful experience i had was my failure in one exam. i had never failed in any exams before. that time i felt frustrated and even lost heart in my study. after a talk with my teacher, i realized: no pains, no gains. i looked back upon my attitude towards study before. even the easiest things will become hard for you if you don’t try. so now i try my best to do everything. the results turn out that my effort is not in vain. i feel satisfied and happy.
t: good! you have expressed yourselves very clearly.
step ⅵ text analysis
help the students learn something about interview.
t: the text we learned today is an interview. can you tell me how to read a n interview?
s: first i will get the topic of the interview. and then i will read the questions and answers carefully.
t: good! let’s read a reading strategy to know how to read an interview. please open your books to page 19.
after several minutes.
t: can you tell me what an interview is?
s: an interview takes place when one person asks another person a series of questions on a topic.
t: when reading an interview, what is important for us to do?
s: it is important to carefully scan the first paragraph to find out the topic of the interview.
t: what should we do after that?
s: then we should carefully read each question and try to fully understand the question before reading the interviewee’s response.
t: if we want to get a better understanding of the topic, what should we do?
s: we should pay special attention to the answer to the question.
t: thank you, very good. in this class, we learned sang lan’s search for happiness and we also learned how to read an interview. everyone did a very good job. class is over.
step ⅶ homework
1. remember the new words and expressions.
2. retell the text.
the third period word study
teaching goals 教学目标
1. target language 目标语言
a. 重点词汇和短语
excitement, happiness, frustration, sadness, fear, content, hot under the collar, over the moon, down in the dumps, on cloud nine, feel blue, fly off the handle
b. 重点句子
i was angrier than ever before.
i knew i had tried my hardest, and a feeling of contentment came over me.
i now realize that the boy who won made a better speech, but i did the best i could.
i am content with second place, because i know that i tried my hardest, and that is more important than winning.
2. ability goals 能力目标
enable the students to express their emotion properly.
3. learning ability goals 学能目标
help the students learn how to use exact words and idioms to express their emotion.
teaching important and difficult points 教学重难点
how to express the emotion properly.
teaching methods 教学方法
asking and answering, and practicing.
teaching aids 教具准备
a projector.
teaching procedures && ways 教学过程与方式
step ⅰ revision
t: last period i asked you to remember the new words, now let’s have a dictation.
check the new words and ask the students to hand in their dictation paper.
t: next, let’s have a revision about the text. i’ll ask some of you to retell the story about sang lan.
s: sang lan, born in ningbo, china in 1981, began learning gymnastics when she was only six years old. she was a dedicated athlete, who had spent many years practicing her sport. her strongest event was the vault and she was the best in china. her teammates described her as energetic, happy and hard-working. she hoped to win the vault at the goodwill games. however, during a practice vault, the young girl made a small mistake. her mistake cost her ability to walk. while in hospital, she had many visitors. they all said she was in good spirits. and sang lan won the sympathy and admiration of people across the world with her good attitude and beautiful smile. now sang lan studies journalism and is also hosting a sports programme about the XX beijing olympics. with her positive thinking, she is a role model for young people nationwide!
t: excellent! thank you!
step ⅱ word power
in this step, the students will learn how to use words related to emotion and their adjective and noun forms. first, get the students to know what abstract noun is.
t: look at these words, among them, which can be experienced through our five senses (touch, taste, sight, hearing and smell)?
show the following words to the students:
excitement, training, preference, apple and water
s: apple and water.
t: yes, what about the other words?
s: we can’t experience them through five senses.
t: these words can be called abstract nouns. can you give the definition of an abstract noun?
s: an abstract noun is a noun that refers to an idea, an action, a general quality or something that we can’t experience through our five senses.
t: very good. please look at the word excitement. just now, we called i t an abstract noun. nouns related to emotion are generally abstract nouns. can you think about more nouns related to emotion?
ss: happiness, sadness, fear, frustration, horror, anger, contentment, fright, concern, jealousy, sorrow, anxiety, depression, loneliness, nervousness, disappointment.
t: quite good. we have learned the formation of nouns and adjectives before. now let’s have a revision about the ways to form adjectives.
s: we can add -ous, -ing and -ful and sometimes we can add -ly or -y.
t: great!look at the gragh now.
show students the following graph.
+ y thirsty, dirty, windy, sunny, cloudy, healthy, funny
+ ly lively, friendly, lovely, weekly
+ ic romantic, energetic, scientific, historic
+ al original, personal, national
+ ous famous, serious, various
+ ful careful, helpful, useful, cheerful
+ an european, american, australian
+ ern eastern, northern, southern
+able reasonable, comfortable, believable
+ ish childish, selfish
x+ ive active, creative, effective
+ less hopeless, helpless, homeless
+ en golden, wooden
+ ary imaginary, revolutionary, secondary
+some troublesome
+ like childlike, womanlike, manlike
+ ant ignorant, significant, important
+ ent silent, excellent
after that, ask the students to find the proper adjectives to the nouns relating to emotion.
give the students several minutes to discuss. then show the answers.
noun adjective noun adjective
disappointment disappointed excitement excited
nervousness nervous happiness happy
loneliness lonely sadness sad
depression depressed fear fearful
anxiety anxious frustration frustrated
jealousy jealous horror horrible
concern concerned anger angry
fright frightened contentment content
step ⅲ practice
help the students learn how to use the nouns and adjectives.
t: next, let’s do some exercises to consolidate what we have learned. open your books to page 22. look at exercise a. i’ll give you some minutes to do it.
after the students finish that, check the answers together.
t: let’s move to exercise b. read about flora’s experience of entering a speech competition and fill in the correct words to help her describe the feelings.
after the students finish it, check the answers.
t: look at exercise c. here are many english idioms about emotions. fill in the spidergram. you may use your dictionaries or discuss with your partners.
several minutes later.
t: let’s check the answers now. which idioms are used to express the feeling of anger?
s: let me try. i think “hot under the collar” and “fly off the handle” are used to describe the feeling of anger.
t: do you think he is right?
ss: yes.
t: i agree with you. what about happy?