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2019-2020年高中英語(yǔ) Unit 2《What is happiness to you》教案1 譯林版選修6 Ⅰ.單元教學(xué)目標(biāo) 技能目標(biāo)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.目標(biāo)語(yǔ)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? 詞 匯 1． 四會(huì)詞匯 injure, struggle, disability, simply, psychologist, gymnast, gymnastics, junior, tournament, event, energetic, apart, devote, rush, specialist, severe, cheer, hopeless, overe, injure, obey, disappointment, acplish, adapt, journalism, disabled, positive, optimistic, inspire, courage, admirable, rebuild, unbearable, unfortunate, sympathy, admiration, star, arrange, coach, allocate, adequate, confused, whichever, quit, unhappy, encouragement, guidance, golden, rush, independent, worry, innocent, ine, adolescence, acplishment, vivid, hunger, municate, guarantee, workday, assist, automatic, instant, maximum, pany, minimum, mature, secure, motivation 2． 認(rèn)讀詞匯 dedicated, vault 3． 詞組 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． 重點(diǎn)詞匯 injure, devote, rush, overe, acplish, adapt, arrange, guarantee, municate, assist, whichever, confused, pany 語(yǔ) 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 點(diǎn) 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 peted 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 overe her disappointment and just be proud of the things she had acplished. 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. 教材分析與教材重組 1. 教材分析 本單元以What is happiness to you 為話題，展開什么是幸福、如何尋找幸福的討論。通過(guò)閱讀一篇采訪，使學(xué)生了解體操運(yùn)動(dòng)員桑蘭是如何面對(duì)困難，以及如何在困境中尋找幸福的。同時(shí)讓學(xué)生了解采訪提問(wèn)的技巧以及采訪文章的閱讀策略。運(yùn)用所學(xué)的詞語(yǔ)、結(jié)構(gòu)正確表達(dá)自己的心情，學(xué)生將綜合運(yùn)用各種技能（確定問(wèn)題，通過(guò)提問(wèn)獲取信息，討論解決方案）針對(duì)網(wǎng)站上的文章提出建議，最終完成該任務(wù)。課堂活動(dòng)是寫一篇關(guān)于對(duì)幸福的理解的文章，學(xué)生將先閱讀兩篇文章，了解不同的人對(duì)幸福的不同理解，然后完成寫作任務(wù)。通過(guò)本單元的學(xué)習(xí)學(xué)生能夠正確認(rèn)識(shí)、珍惜幸福，及時(shí)調(diào)試自己的心情，積極面對(duì)問(wèn)題、解決問(wèn)題，以利于自己身心的健康發(fā)展。 1．1 Wele to the unit 板塊提供了六幅圖畫，要求學(xué)生根據(jù)自己對(duì)每幅圖畫的理解用一兩句話加以描述，然后討論并回答相關(guān)問(wèn)題。 1．2 Reading 包括A、B、C1、C2、D、E、F 7部分。A 所設(shè)計(jì)的三個(gè)問(wèn)題要求學(xué)生通過(guò)快速閱讀了解這篇采訪的主題， 被采訪人的姓名以及著名運(yùn)動(dòng)員桑蘭的一些個(gè)人基本信息； B部分要求學(xué)生通過(guò)閱讀對(duì)一名心理學(xué)家的采訪，了解體操運(yùn)動(dòng)員桑蘭是如何在困境中尋找幸福的； C1是對(duì)采訪細(xì)節(jié)內(nèi)容的考查； C2 要求學(xué)生通過(guò)連線， 理清有關(guān)桑蘭故事的發(fā)展脈絡(luò)，同時(shí)也可以看作是對(duì)文章細(xì)節(jié)內(nèi)容的考查； D 訓(xùn)練學(xué)生根據(jù)課文正確理解新的詞匯與表達(dá)的能力； E是一篇關(guān)于桑蘭的新聞報(bào)道， 要求學(xué)生能夠根據(jù)采訪內(nèi)容以及該部分的上下文， 正確選填詞語(yǔ)。 F設(shè)計(jì)了與采訪內(nèi)容相關(guān)的三個(gè)問(wèn)題， 要求學(xué)生展開討論， 以獲得對(duì)文章內(nèi)容的更進(jìn)一步了解。Reading Strategy 介紹了采訪文章的閱讀策略。 1．3 Word power 要求學(xué)生運(yùn)用正確的詞匯與習(xí)語(yǔ)來(lái)表達(dá)情緒； 所設(shè)計(jì)的三個(gè)練習(xí)在于檢測(cè)學(xué)生靈活運(yùn)用這些詞匯的能力。 1．4 Grammar and usage 總結(jié)了將來(lái)時(shí)和過(guò)去時(shí)態(tài)的用法,并提供一篇文章要求學(xué)生改錯(cuò)。檢查學(xué)生在具體的語(yǔ)境中正確區(qū)分并靈活運(yùn)用這兩種時(shí)態(tài)的能力。 1．5 Task 要求學(xué)生掌握三個(gè)技能:確認(rèn)表示消極情緒的用語(yǔ);將一個(gè)大問(wèn)題分解成若干小問(wèn)題來(lái)解決；提出建議的策略，并在此基礎(chǔ)上形成文章。 1．6 Project 是課堂教學(xué)的延伸和拓展,屬于探究式學(xué)習(xí)。該部分讓學(xué)生閱讀兩篇文章,了解不同的人對(duì)幸福的不同理解。然后寫一篇文章,闡述自己對(duì)幸福的理解。 1．7 Self-assessment 板塊要求學(xué)生對(duì)照單元各個(gè)學(xué)習(xí)項(xiàng)目進(jìn)行自我評(píng)價(jià)，對(duì)單元學(xué)習(xí)進(jìn)行自我反省,制訂計(jì)劃以提高自己的學(xué)習(xí)水平。 2. 教材重組 2.1 Wele to the unit設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課”。 2.2將Reading部分設(shè)計(jì)成一節(jié)“閱讀課（I）”。 2.3將Word power 設(shè)計(jì)成一節(jié)“詞匯課”。 2.4將Grammar and usage 及Workbook 中110頁(yè)的練習(xí)整合成一節(jié)“語(yǔ)法課”。 2.5將Task 這一板塊分兩個(gè)課時(shí)，設(shè)計(jì)為“綜合技能課”。 2.6將27頁(yè)的聽(tīng)力以及Workbook 114頁(yè)的聽(tīng)力整合為一節(jié)“聽(tīng)力課”。 2.7將Project設(shè)計(jì)為一節(jié)“綜合技能課”。 2.8將112 和113頁(yè)的Reading 設(shè)計(jì)為“閱讀課（II）”。 3. 課型設(shè)計(jì)與課時(shí)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. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Ability goals能力目標(biāo) Enable the students to state their opinions about happiness, and talk about how to help someone who is unhappy. 2. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to talk about their opinions on happiness with the help of the pictures. Teaching important and difficult points 教學(xué)重難點(diǎn) To encourage the students to give opinions on happiness and give their reasons. Teaching methods 教學(xué)方法 Individual work, and group work. Teaching aids 教具準(zhǔn)備 A puter, and a projector. Teaching procedures and ways 教學(xué)過(guò)程與方式 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 bee 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 Wele 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 mon 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（過(guò)山車）. 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 Wele 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 edy 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 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) injure, struggle, in hospital, apart from, devote oneself to, rush, cheer up, overe, acplish, in good spirits, adapt, inspire, across the world b. 重點(diǎn)句子 Now, she finds happiness, through reaching much smaller goals, and through the love of the people around her. In xx, 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 能力目標(biāo) Enable the students to talk about the story about Sang Lan and learn how to read an interview. 3. Learning ability goals 學(xué)能目標(biāo) 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 教學(xué)重難點(diǎn) Talk about Sang Lan’s story and how to read an interview. Teaching methods 教學(xué)方法 Fast reading, careful reading, and discussion. Teaching aids 教具準(zhǔn)備 A tape recorder and a multimedia. Teaching procedures and ways 教學(xué)過(guò)程與方式 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 bee happy by discussing six pictures. T: Yes, that’s it. Usually, we bee 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 posed 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 overe 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 plete 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 overe the difficulties and bee 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, bine 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 bee 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 bee 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