第第頁(yè)外研版（2024）七年級(jí)下冊(cè)英語(yǔ)Unit1Thesecretsofhappiness教案單元教學(xué)目標(biāo)【LanguageAbilities】1.Usewordsandexpressionsintheunittotalkabouthappiness.2.Usethesimplepasttensetodescribehappymoments.3.Sharethemeaningofhappinessinourlives.【CultureAwareness】1.Cultivatetheawarenessoftreasuringemotionalwealthinsteadofblindlypursuingmaterialthings.2.Developapositiveandoptimisticwayofthinking.3.Explorethesimilaritiesanddifferencesofhappinessunderdifferentculturalbackgrounds.【QualityofThinking】1.Analyzetheplot,characters’emotionsandbehaviorsinthetext,andinfertherelationshipbetweenhappinessanddifferentfactors.2.Deducetheinternallogicbetweenhelpingothersandobtainingpersonalhappiness.3.Thinkcriticallyabouttheideasofhappinesspresentedinpoems,stories,andbookreviews.【LearningAbilities】1.KeeppositiveandconfidentinstudyingEnglish.2.Usethelearnedknowledgeandpersonalperceptiontocreativelyexpressdifferentviewsonhappinessandwaystoachievehappiness.【ClassHourDivision】Fiveperiods第一課時(shí)Startingout&Reading第二課時(shí)Grammar第三課時(shí)ListeningandSpeaking第四課時(shí)Readingforwriting第五課時(shí)Presentingideas&Reflection單元教材分析本單元?dú)w屬于“人與自我”主題范疇下的“生活與學(xué)習(xí)”主題群，對(duì)應(yīng)“自我認(rèn)識(shí)，自我管理，自我提升”這一子主題內(nèi)容。本單元內(nèi)容圍繞探索幸福的含義展開(kāi)，主要包括：談?wù)撚嘘P(guān)幸福的詩(shī)歌和故事，引導(dǎo)學(xué)生理解幸福的不同內(nèi)涵；《查理和巧克力工廠》書(shū)評(píng)閱讀啟發(fā)學(xué)生思考幸福的來(lái)源；be動(dòng)詞和行為動(dòng)詞的一般過(guò)去時(shí)學(xué)習(xí)；閱讀ZhouJian留長(zhǎng)頭發(fā)幫助身患癌癥兒童并收獲快樂(lè)的故事；最后學(xué)生需要制作一張幸福書(shū)頁(yè)，這一活動(dòng)將單元所學(xué)內(nèi)容進(jìn)行整合應(yīng)用，要求學(xué)生運(yùn)用所學(xué)的詞匯、語(yǔ)法以及對(duì)幸福的理解，創(chuàng)造性地表達(dá)如何獲得快樂(lè)，培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力和思維能力。課時(shí)分解第一課時(shí)Startingout&ReadingTeachingObjects【教學(xué)目標(biāo)】1.Talkaboutstoriesandpoemsabouthappiness.2.UnderstandthehappinessofCharlie'sfamilyfromthebookreview.3.Explorethetruemeaningofhappiness.TeachingAids【教學(xué)工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【導(dǎo)入】1.Showsomephotostostudents,thenaskthemtoanswerthequestions.Howdoyouthinkthesepeoplefeel?Why?Letsomestudentssharetheanswers.StartingoutPage3，11.Askstudentstoreadthepoemandanswerthequestions.①Whatisthepoemabout?②What’sspecialaboutthepoem?Checktheanswerswiththeclass.Teachercanintroducemoreaboutacrosticpoem(藏頭詩(shī))toSs.Page3，21.Askstudentstolookatthepictureandanswerthequestions:①Whatstoriesdoyouknowabouthappiness?②Whatcanyoulearnfromthem?2.EncourageSstosharetheiranswersinclass.Understandingideas（1－4）★Step2Pre-task【準(zhǔn)備任務(wù)】Page4，11.Askstudentstolookatthepictureonpage4andanswerthequestions.①Whatcanyouseeinthepicture?②Doyouthinkeveryoneishappy?③Whatdoyouthinkmakesthemhappy?2.Showthefollowingwordsandexpressiontohelpthestudents.smallhousefamilytogetherpoorlovetheonlybedkeytohappinesshappyplace3.Askstudentstosharetheanswerswiththeclass.★Step3While-task【過(guò)程任務(wù)】Page4，21.Askstudentstoreadthebookreviewandchecktheiranswers.2.Sharetherightanswerswiththeclass.Page6，31.ShowthethreetitlesforthereviewtostudentsandencourageSstotranslatethem.2.Askstudentstochoosethebesttitleforthereviewandsharetheirreasons.3.Representtherightanswerandexplainthereason.Page6，41.Askstudentstocompletethethinkingmapwiththewordsandexpressionsfromthepassage.2.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務(wù)】Page6，Thinkandshare1.Askstudentstothinkaboutthefollowingquestions:①Doyouagreethat“happinesscomesfromthingslikemoney”?②WhatdoyouthinkthewordsofOscarWildeinthelastparagraphofthepassagemean?2.Givesomepromptstothestudents.3.Letsomestudentssharetheiranswers.★Step5Languagepoints【語(yǔ)言要點(diǎn)】1.ButIkeptgoingovertheexcitingstoryinmymind.goover是一個(gè)常見(jiàn)的短語(yǔ)，它的用法和意義相對(duì)廣泛。在這句話中，它的意思是“復(fù)習(xí)；重溫”。E.g.Ialwaysgoovermy

notes

justbeforeIgointoan

exam.goover還可以表示“仔細(xì)檢查”。E.g.Goovertheexampaperoncemore.2.Theyalwaysatewaterycabbagesoupfordinner.watery的意思是“水的；含水的；水分多的”。E.g.Thesoupiswatery.Itdoesn’thavemuchtaste.這湯太稀了，沒(méi)什么味道。E.g.Hereyesbecamewaterywhensheheardthesadnews.當(dāng)她聽(tīng)到這個(gè)悲傷的消息時(shí)，她的眼睛濕潤(rùn)了。3.Inwinter,thefreezingwindsweptacrossthefloorallnightlong.這句話形象地描繪了冬季Charlie家寒冷、破敗的景象。這句話的意思是”凜冽的寒風(fēng)橫掃過(guò)地面“。freezing的意思是”極冷的；冰凍的“。E.g.It’sfreezingoutside.Putonyourwarmclose.Thetemperaturewassolowthatthewaterinthepondbecamefreezing.4.Thistouchedmegreatly.在這句話中，touch的意思是“觸動(dòng)；感動(dòng)”。E.g.Themovieaboutfriendshipreallytouchedmyheart.Herkindwordstouchedusandweallhadtearsinoureyes.5.Itcanmoveus,changeusandgiveusalifefullofhappiness.在這句話中，move的意思是“感動(dòng)”。E.g.Thelittleboy’sbraverymovedeveryoneintheroom.Thestoryoftheteachermovedusdeeplyandwecouldn'thelpcrying.★Step6Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icantalkabouthappiness.Icandescribehappymoments.Icansharethemeaningofhappinessinourlives.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Inthisclass,weonlytalkedabouthappinessinthestories.Inthefollowinglessons,Icanexpandthispart.Forexample,Icanaskstudentstotalkaboutotherthingsthatcanbringhappinessinourreallife.Thiscanmaketheclassmorerelevanttotheirdailylifeandhelpthemunderstandthethemebetter.第二課時(shí)GrammarTeachingObjects【教學(xué)目標(biāo)】1.Mastertheusageofsimplepasttense.2.Completetheexercisesrelatedtosimplepasttense.3.Usesimplepasttensetotalkaboutyourhappymoments.TeachingAids【教學(xué)工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】1.Showthefollowingsentencestostudentsandaskthemtopayattentiontotheboldwords.Thebookwasfullofmagic.Thefamilyneverhadenoughfood.Tomysurprise,thefamilywerehappytogether.2.Leadtothegrammarsimplepasttense.Understandingideas（5—8）★Step2Pre-task【過(guò)程任務(wù)】Page7,51.Askstudentstofindmoresentenceswiththesestructuresinthereadingpassage.2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclassasfollows.E.g.ButIkeptgoingovertheexcitingstoryinmymind.Charlie’shomewasasmallhouseatthesideofabigtown.Theyalwaysatewaterycabbagesoupfordinner.★Step3Grammarfocuslearning【語(yǔ)法學(xué)習(xí)】1.Writetheverbsinthesimplepasttenseonblackboard.Askstudentsiftheyknowtheoriginalformsoftheseverbs.2.Teachstudentshowverbschangetothesimplepasttense.規(guī)則動(dòng)詞的變化構(gòu)成法例詞一般加-edwork—worked以e結(jié)尾的詞加-dlive—lived以“輔音字母+y”結(jié)尾的詞，改y為i，再加-edcry—cried以“元音字母+y”結(jié)尾的詞，直接加-edplay—played以重讀閉音節(jié)或r音結(jié)尾，末尾只有一個(gè)輔音字母的詞，要雙寫(xiě)這個(gè)輔音字母，再加-edstop—stoppedprefer—preferredbe動(dòng)詞的一般過(guò)去式主語(yǔ)一般現(xiàn)在時(shí)Iwashe,she,itwasyouwerewe,theywere3.Askstudentstounderlinethetimeexpressionsforthepast.常用語(yǔ)一般過(guò)去時(shí)句子中的時(shí)間狀語(yǔ)：yesterday,twodaysago,thedaybeforeyesterday,lastyear,theotherday,onceuponatime,justnow,intheolddays,whenIwas...yearsold,lastweekend,aweekago,...4.Teachstudentsthesentencestructuresofthesimplepasttense.(1)行為動(dòng)詞的一般過(guò)去時(shí)①肯定句：主語(yǔ)+動(dòng)詞的過(guò)去式+其他E.g.Hehadagoodtimeyesterday.②否定句：主語(yǔ)+didnot+動(dòng)詞原形+其他E.g.Wedidnot(=didn’t)haveagoodtimeyesterday.③一般疑問(wèn)句：Did+主語(yǔ)+動(dòng)詞原形+其他？E.g.—Didhegothere?—Yes,hedid./No,hedidn’t.④特殊疑問(wèn)句：疑問(wèn)詞+一般疑問(wèn)句？E.g.—Whendidyougetupthismorning?—Igotupat6o’clock.(2)be動(dòng)詞的一般過(guò)去時(shí)①肯定句：主語(yǔ)+be動(dòng)詞的過(guò)去式(was/were)+其他E.g.Iwasverytiredlastnight.②否定句：主語(yǔ)+be動(dòng)詞的過(guò)去式(was/were)+not+其他E.g.Mikewasn’tatschoolthismorning.③一般疑問(wèn)句：be動(dòng)詞的過(guò)去式(Was/Were)+主語(yǔ)+其他E.g.—Wassheateacher?—Yes,shewas./No,shewasn’t.④特殊疑問(wèn)句：疑問(wèn)詞+一般疑問(wèn)句？E.g.—Wherewereyouyesterdaymorning?—Iwasatschool.★Step4While-task【過(guò)程任務(wù)】Page7，61.Askstudentstocompletethesentenceswiththecorrectformoftheverbsinbrackets.2.Letstudentsshareanswerswiththeclass.Page7，71.Askstudentstocompletethepostwiththecorrectformoftheverbsinbrackets.2.Checktheanswerswiththeclass.★Step5Post-task【后續(xù)任務(wù)】Page8，81.Askstudentstoworkinpairsandthenaskthemtoanswerthequestion:Doyouthinklovecanmakeushappy?2.Askstudentstotalkabouttheirexperience.3.Showthethinkingmaponthebookandaskthemtousethewordsandexpressionsfromthereadingpassageandtheusefulexpressionstohelpthemtoorganizetheirideas.Usefulexpressions:Ikeptgoingover...inmymind.Thatmadehim/herfeel...Tomysurprise,...Thistouchedmegreatly.Fromthis,Ilearnt...Ibelievethat...Loveisthekeytohappiness.Choosesomestudentstosharetheirwritings.★Step6Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanmastertheusageofsimplepasttense.Icancompletetheexercisesrelatedtosimplepasttense.Icanusesimplepasttensetotalkaboutmyhappymoments.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】IfoundthatsomestudentswithpoorEnglishfoundationstillhadproblemswiththesimplepasttense.Theymightbeconfusedabouttheirregularverbforms.Forexample,whentheymetwordslike“go—went”or“see—saw”,theymademistakeseasily.Inthefuture,Iwillgivethesestudentsmorespecialpracticeonirregularverbs.Icanmakesomecardswiththeoriginalformoftheverbsononesideandthesimplepastformontheotherside.Letthempracticemoreoftentohelpthemremembertheseformsbetter.第三課時(shí)ListeningandSpeakingTeachingObjects【教學(xué)目標(biāo)】1.Understandthelisteningmaterialandgraspthekeyinformation.2.Pronounce/??/,/a?/correctlyandrememberthelettersandlettercombinationsthatrepresentthem.3.Talkaboutwhatyouhavelearntaboutstayingpositiveinthissection.TeachingAids【教學(xué)工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】1.Showthepictureonpage9tostudents,andthenaskthemtoanswerthefollowingquestions.Whatcanyouseeinthepicture?Howdoyoudescribetheglassofwater?2.Letsomestudentssharetheanswerswiththeclass.3.Showthetwokindsofopinionstostudents.Somepeoplealwayslookonthebrightsideoflife.Theyexpectgoodthingstohappen.Otherpeopleoftenbelievethatbadthingswillhappen.★Step2Pre-task【準(zhǔn)備任務(wù)】1.Showtwogroupsofcontrastingpictures.Forthefirstgroupofpictures:oneisacolorfulrainbowstretchingacrosstheskyunderthebrightsunshine,andtheotherisagloomyanddampstreetonarainyday.Forthesecondgroupofpictures:oneisabirthdaypartywithdeliciousfoodandlaughingpeople,andtheotherisamessysceneaftertheparty.2.Pointatthepicturesandaskthestudents,“Lookatthesepictures.Whatdoyouseeinthefirstpictureofeachgroup?Whataboutthesecondone?Whichonedoyoulikebetter?”3.Guidethestudentstoanswer,forexample,“Iseearainbowinthefirstone.It'sbeautiful.Iseeawetstreetinthesecondone.It'snotnice.”4.Thencontinuetoask,“Doyouthinkdifferentpeoplemayhavedifferentfeelingsaboutthesepictures?Why?”Throughsuchadiscussion,itwillnaturallyleadtothetopicofseeinglifescenesinapositiveornegativeway,layingagoodfoundationforthesubsequentcoursecontent.★Step3While-task【過(guò)程任務(wù)】Page9，11.Askstudentstolistentotheradioprogrammeandchoosethemainidea.2.Checktheanswerswiththeclass.Page10，21.Askstudentstolistentotheradioprogrammeagainandcompletetheblanks.2.Checktheanswerswiththeclass.Page11，31.Showthetabletostudents,andaskthemtoguesswhatmaybefilledintheblanks.2.Askstudentstolistentothetalkandcompletethenotes.3.Letsomestudentssaytheiranswers.4.Checktheanswerswiththeclass.Page11，31.AskstudentstolistenagainandtalkabouthowDrZhenggivesexamplesinhistalk.2.Tellstudentsthewaytogiveexamples.Forexample,wecanusetake...forexample,likeandsuchastointroduceexamples.★Step4Post-task【后續(xù)任務(wù)】Phoneticsinuse1.Letstudentsreadthewordsonpage9freely,andthenaskthemtopayattentiontotheboldlettersandfindthesimilaritiesofpronunciationineachcolumn.2.Playtherecordingandaskstudentstorepeatthem.3.Tellthepronunciationof/??/and/a?/.4.Havestudentsreadthewordstogether.5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.Page11，41.Askstudentstoworkinpairsandsharetheiradviceforleadingahappierlife.2.Showanexampletostudents.3.Letstudentstalkaboutwhattheyhavelearntaboutstayingpositiveinthissection.★Step5Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanlearntolistenforanexperienceanalysis.Icanpronounce/??/,/a?/correctlyandremembertherelatedlettersandlettercombinations.IcantalkaboutwhatIhavelearntaboutstayingpositiveinthissection.★Step6Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Inthisperiod,weshouldaskthestudentstograspthekeywordstocompletethelisteningtasks.Inaddition,weshouldencouragethemtotalkaboutwhattheyhavelearntaboutstayingpositiveinthissection.第四課時(shí)ReadingforwritingTeachingObjects【教學(xué)目標(biāo)】1.FindoutwhyZhouJiankeepshishairlongandwhathappinesshegets;2.Analyzehowtheauthormakesthestoryvivid;3.Writeastoryaboutfeelinghappythroughhelpingothers.TeachingAids【教學(xué)工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】ShowsomepicturesabouthelpingothersandaskSstoobservehowthehelpgiverfeel.ElicitSstofindthatit’shappytohelpothers.★Step2Pre-task【準(zhǔn)備任務(wù)】Page12，11.Letstudentslookatthepicturesandpredictwhatthepassageisabout.2.Showsomewordsandexpressionstohelpstudents.Forexample,keephairlonghappinessgrowsmilehelpothersdoinggoodlaughatcutitshort3.Askstudentstosharetheirguesseswiththeclass.★Step3While-task【過(guò)程任務(wù)】Page13，21.Askstudentstoreadthepassageandseeiftheirguesseswereright.2.Checktherightanswerwiththeclass.Page14，31.Askstudentstoreadthepassageandcompletethenoteswiththewordsandexpressionsfromthepassage.2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.Page14，41.Askstudentstoanswerthequestions.①Whatdoyouthink“hopegrewtogetherwithhishair”mean?②WhatwillZhouJiandoto“growhappinessagain”?③WhydoesthewriterusethewordsofPlatointhelastparagraph?2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務(wù)】Page14，Thinkandshare1.Askstudentstothinkandshare:①Howdoyoufeelwhenyoureadtheletterinthepassage?②Whatcanyoulearnfromthepassage?2.Givestudentssomeprompts.3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.Page15，51.Askstudentstowriteashortparagraphaboutfeelinghappythroughhelpingothers.2.Givethemsomeprompts.Askthemtodoasfollows.①Writeyouranswerstothefollowingquestions.Whenandwheredoesthestoryhappen?Whoisthemaincharacterofthestory?Whatdoeshe/shedoandwhatchallenge(s)doeshe/sheface?Howdoeshe/shereacttothechallenge(s)?Whatdoeshe/shefeel?②Organiseyourideasbyansweringthefollowingquestions.③Checkyourparagraphasfollows.Didyouincludecharacters,asettingandevent(s)?Didyouusethewordsfromthereadingpassage?Didyougiveyouropinionsaboutthesecretsofhappiness?3.Asksomestudentstosharetheirstorieswiththeclass.★Step5Languagepoints【語(yǔ)言要點(diǎn)】1.ZhouJian’shatblewoff.blewoff的原形是blowoff，在這句話中意思是“吹掉，吹走”。E.g.ThestrongwindblewoffmyhatwhenIwaswalkingontheplayground.2.Hislonghairwavedintheair.wave在這句話中作動(dòng)詞，意思是“飄揚(yáng)，飄動(dòng)”。E.g.Thecolorfulflagswavedinthegentlebreeze（微風(fēng)）ontheschoolplayground.3.“Justonemonth!”hesaidtohimself.saytooneself的意思是“對(duì)自己說(shuō)”。E.g.Shesaidtoherself,“Youcandoit.”4.Peopleoftentalkedabouthislonghairbehindhisback.Sometimestheylaughedathim.behindone’sback的意思是“在某人背后，背地里”。E.g.Don’tspeakillofothersbehindtheirbacks.不要在背后說(shuō)人壞話。laughat的意思是“嘲笑，取笑”。E.g.Youshouldn’tlaughatothers’failures.5.Butheneverfeltanyshame.shame在這句話中作名詞，意思是“丟臉；恥辱”。E.g.Losingthegameinsuchaneasywaywasagreatshameforourteam.6.Dayafterday,hopegrewtogetherwithhishair.dayafterday的意思是“日復(fù)一日，天天地”。E.g.Ourteamisworkingharddayafterdaytoensurethesuccessofthisproject.為了確保這個(gè)項(xiàng)目的成功，我們團(tuán)隊(duì)日復(fù)一日地努力工作。7.Hetookoffhishatandhishairfellaroundhisshoulders.tookoff的原形是takeoff，意思是“脫下，脫掉”。E.g.Hetookoffhisclothesandgotintotheshower.★Step6Summary【課堂小結(jié)】Askstudentstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.IcanknowZhouJian’sbehaviourthathelpskidswithcancer.Icanunderstandhappinessspringsfromdoinggoodandhelpingothers.Icanwriteashortstoryaboutfeelinghappythroughhelpingothers.★Step7Homework【家庭作業(yè)】1．Reviewthewordsandsentences.2．Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Inclass,weneedtoguidethestudentstousetheknowledgetocompletethereadingtasks.Thislessonisabitdifficultandhasalotofimportantphrasesandsentences.Therefore,weshouldpayattentiontoadjustingthedifficulty.Theactivitiesandquestionsforthislessonneedtobedesignedinadvancesothatstudentscanfollowtheteacher’sthought.Inthisway,theywillhavemoreinterestandconfidenceinlearningEnglish.第五課時(shí)Presentingideas&ReflectionTeachingObjects【教學(xué)目標(biāo)】1.Makeabookpageaboutwaystobehappy.2.Talkaboutyourunderstandingabouthappiness.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】Hello,boysandgirls!Howareyoufeelingtoday?Areyouhappy,sad,orjustso-so?（微笑著詢問(wèn)學(xué)生，用簡(jiǎn)單的表情和手勢(shì)輔助理解）Let'ssee.Raiseyourhandifyou'rehappy.（觀察舉手情況）Oh,someofyouarehappy.That'sgreat!Now,Ihaveabigquestionforyouall.Whatmakesyouhappy?（稍作停頓，等待學(xué)生思考）Wecantalkonebyone.Youcanjustsayoneortwosimplewords.Forexample,youcansay“toys”ifplayingwithtoysmakesyouhappy.（給出示例，在黑板上寫(xiě)下“toys”）Now,let'sstart.（邀請(qǐng)幾位學(xué)生回答，把他們說(shuō)的關(guān)鍵詞寫(xiě)在黑板上，如“friends”“games”“ice-cream”等）★Step2Pre-task【準(zhǔn)備任務(wù)】Lookatallthesethingsonthebl