Unit1TheSecretsofHappiness單元整體公開課一等獎創(chuàng)新教案（6課時）外研版（2024）英語七年級下冊世界

Unit1Thesecretsofhappiness

Startingout

StudyoftheText_______________

What:Thetextpresentsquestionsrelatedtopeople'sfeelings,apictureandapoemaboutvariousaspectsofhappinesssuchasholidays,playinggameswithfriendsandbirthdaypresents.Itusestheseelementstopromptdiscussionandreflectiononthetheme.

Why:Theauthor'sintentionseemstoencouragereaderstothinkaboutemotionsandexperiencesrelatedtohappinessandfamily,andpromoteselfreflectionandunderstandingbypresentingthesequestions.

How:Thetextusesaninterrogativestyletoengagereaders.Thelanguageappearsstraightforwardandaccessible.Itcombinesthetextandthepicturestocreateaninteractivelearningexperience,facilitatingthoughtanddiscussion.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.gettoknowthesignsofhappiness.

2.findmorehappymomentsintheirdailylives.

3.summarisethekeypointsabouthappinessdiscussedinthelesson.

TeachingProcess___________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Togettoknowthesignsofhappiness.Step1Leadin1.PlaythesongIfYou'reHappyandYouKnowIttowarmuptheclass.2.Havestudentssingalonganddosimpleactionstogettheminvolvedandexcitedaboutthetopic.Observestudents'participationandenthusiasmduringthesingingactivity.Checkiftheycanfollowtherhythmandactionsandiftheyshowinterestinthetopicofhappiness.

Purpose1.Tosetapleasantmoodforthelessonandcapturestudents'attention.Tomakethemassociatepositivefeelingswiththelearningprocess.2.Tolowerstudents'affectivefilterandmakethemmorereceptivetolearningabouthappinessthroughafamiliarandenjoyableactivity.

2.Tofindmorehappymomentsintheirdailylives.Step2Presentation1.Displaypicturesofpeoplewithdifferentexpressionsandaskstudentshowtheythinkthesepeoplefeelandwhy.2.Conductafreetalksessionwherestudentssharewhatmakesthemhappyandgiveexamples.3.Havestudentsreadapoemabouthappinessandanswerquestionsaboutitscontentandspecialfeatures.4.Presentapictureandaskstudentstosharestoriestheyknowabouthappinessandwhattheycanlearnfromthem.Checkstudents'answerstothequestionstodeterminetheirunderstandingofthetextandtheirabilitytoidentifyliteraryfeatureslikeacrostics.

Purpose1.Todevelopstudents'readingskills,includingunderstandingthemainideaandnoticingdetails,andexposethemtodifferentformsofliterature.2.Tostimulatestudents'creativityandthinkingskillsbyaskingthemtorecallandanalysestoriesrelatedtohappiness,andencouragethemtolearnfromthesestories.

3.Tosummarisethekeypointsabouthappinessdiscussedinthelesson.Step3Production1.Summarisethecontentofthepoemandthediscussionon“thesecretsofhappiness".2.ProvidealistofEnglishphrasesrelatedtohappinessandaskstudentstotranslateorusetheminsentences.Checkifstudentscanfollowthesummaryandunderstandthemainpoints.Seeiftheycanrecallandusetherelatedphrasesintheactivitiesordiscussions.

Purpose1.Toreinforcethemainideaandhelpstudentsorganisetheirthoughtsabouthappiness.2.Toincreasestudents'vocabularyrelatedtothetopicandimprovetheirlanguageproficiencybypractisingtranslationandsentenceconstruction.

HomeworkRequired:Readandrecitethenewlylearnedpoem.Optional:Usethekeywords,phrasesandsentencepatternstointroduceyourhappymomentstoyourclassmatesafterclass.

TeachingReflection_______________

Understandingideas—Reading

StudyoftheText_______________

What:ThetextiscentredaroundthebookCharlieandtheChocolateFactoryandusesittoexplorethemesofhappiness,loveandpoverty.Itposesquestionsaboutwhatmakespeoplehappyandwhetherhappinesscomesfromthings.Thetextalsoincludesathinkingmap.

Why:Theauthor'sintentionappearstoencouragereaderstothinkdeeplyaboutthenatureofhappinessandtheroleoflove.BypresentingCharlie'spoorbuthappyfamily,thetextchallengesthecommonbeliefthathappinesscomesfrommaterialpossessions.

How:Thetextemploysaninteractiveapproachbypresentingquestionsandactivitiestoengagereaders.Itusessimplelanguagethatisaccessibletostudents.Thecombinationofabookreviewandathinkingmapcreatesaninteractivelearningenvironmentthatencouragescriticalthinkinganddiscussion.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.sharethefeelingsofhappiness.

2.discusstheelementsthatmakepeoplehappy.

3.understandthestructureandcontentofabookreviewandhowtoextractkeyinformation.

4.understandtheconceptofhappinessrelatedtoloveandthings,andexpresspersonalopinionsonit.

TeachingProcess___________

______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tosharethefeelingsofhappiness.Step1Leadin1.Showapictureofchocolateandaskstudentswhatitisandhowtheyfeelwhentheythinkoforseeit.2.Guidestudentstodescribethetasteofchocolate(sweet,bitter)andsharetheirpersonalfeelingsandmemoriesrelatedtoit.Listentostudents'responsestoseeiftheycanexpresstheirideasinEnglishandiftheyshowaninterestinthetopic.

Purpose1.Tocreateapositiveandengaginglearningatmosphereatthebeginningoftheclass.Tomakestudentsfeelcomfortableandinterestedintheupcominglearningactivities.2.Toactivatestudents'priorknowledgeandexperiencesrelatedtohappinessandstartadiscussionaboutthefactorsthatcaninfluencepeople'sfeelings.

2.Todiscusstheelementsthatmakepeoplehappy.Step2Prereading1.Presentapictureofafamilyinasmallhouse.Askstudentswhattheycansee,andletstudentsthinkifeveryoneishappyandwhatmakesthemthinkso.2.Guidestudentstomakepredictionsandsharetheirideasaboutthepossiblestorybehindthepicture.Assessstudents'answerstothequestionsaboutthepicture.Checkiftheycanobservedetailsaccuratelyandmakereasonableinferencesaboutthefamily'ssituationandemotions.

PurposeTohelpstudentsbuildaconnectionbetweenthevisualandthetextual.Topreparethemforthereadingtaskbyactivatingtheirpriorknowledgeandmakingthemcuriousaboutthestory.

3.Tounderstandthestructureandcontentofabookreviewandhowtoextractkeyinformation.Step3Whilereading1.Havestudentsreadthebookreviewquicklyandchoosethebesttitleforit.2.Askstudentstocompletethethinkingmapwithwordsandexpressionsfromthepassage,includingcommentsonthebook,thedescriptionofCharlie'sfamily,andthethemeofthebook.3.Guidestudentstoreadandfillintheblanksinthethinkingmap,focusingondetailssuchasthelocationandappearanceofthehouse,thefamily'sdailylife,andtheirfeelings.Askstudentsquestionsaboutthedetailsinthethinkingmaptoensuretheyhaveaclearunderstandingofthestorycontentandtherelationshipsbetweendifferentelements.

PurposeTotrainstudents'readingstrategiesandimprovetheirreadingspeedandaccuracy.Tohelpthemunderstandhowtoanalyseatextandidentifyitsimportantparts.

4.Tounderstandtheconceptofhappinessrelatedtoloveandthings,andexpresspersonalopinionsonit.Step4PostreadingOrganiseapairworkactivitywherestudentsdiscusswhethertheyagreethat“happinesscomesfromthingslikemoney”andaskthemabouttheirthoughtsonthewordsofOscarWilde.Observestudents'participationandinteractioninthepairwork.Listentotheirdiscussionstoevaluatetheirabilitytoexpresstheiropinionsclearly,supporttheirviewswithreasons,andcommunicateeffectivelyinEnglish.

PurposeTopromotestudents'independentthinkingandabilitytoanalysedifferentviewpoints.Tohelpthemformtheirownunderstandingofhappinessanditsdeterminants.

HomeworkRequired:1.CopydownthevocabularyofthereadingpassageintheEnglishtextbook(4timeseachword).2.Readthetextaloudandcorrectly.Optional:CreateaposterofCharlie'sfamily,withbothpicturesandtext.

TeachingReflection_______________

Understandingideas—Grammar

StudyoftheText_______________

What:Thetextiscenteredaroundgrammarexercisesrelatedtoverbforms.Itusesexamplesfromdifferentcontextssuchasabookreviewandastoryaboutapet'sbirthdaytoillustratethegrammarrules.

Why:Theauthor'sintentionappearstohelpstudentsunderstandandpractisespecificgrammarrules.Byusingrelatableexamplesandinteractiveexercises,thetextaimstoenhancestudents'languageproficiencyandconfidenceinusingcorrectverbforms.

How:Thetextemploysapracticalapproachbypresentingspecificgrammarrulesandthenaskingstudentstofindmoresentenceswithsimilarstructuresandcompletesentenceswiththecorrectformofverbs.ThelanguageisstraightforwardandaimedathelpingstudentslearnEnglishgrammareasily.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.introducethecontextofusingthesimplepasttenseindailyconversations.

2.learntheusageofthesimplepasttenseinsentences.

3.judgethetenseandchoosethecorrectverbformsinpracticalcontexts.

TeachingProcess___________

______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tointroducethecontextofusingthesimplepasttenseindailyconversations.Step1Leadin1.Presentaconversationaboutvacationactivitiesafterthewintervacation,andsharewhattheydidwiththeirclassmates,suchas“Ilistenedtoabeautifulsongyesterday."Iplayedaninterestingcomputergameinmyholiday.”and“Itouchedalittlecatthreedaysagointhepark."2.Askstudentsquestionslike“Whatdidyoudoonyourvacation”toencouragethemtorecallandtalkabouttheirownexperiences.

Observestudents'participationandenthusiasmintheconversation.Checkiftheycanunderstandthecontextandexpresstheirownvacationactivitiesusingthesimplepasttense.

Purpose1.Tocreatearealandinterestinglanguageenvironmentforstudentstofeeltheneedtousethesimplepasttense.2.Tohelpstudentsconnecttheirownliveswiththelanguageknowledgeandactivatetheirpriorknowledgeaboutthepastevents.

2.Tolearntheusageofthesimplepasttenseinsentences.Step2GrammarFocus1.Displayexamplesentenceswiththesimplepasttenseandaskstudentstoreadandobserve,like“Thebookwasfullofmagic."Thefamilyneverhadenoughfood.”and“Tomysurprise,thefamilywerehappytogether."2.Letstudentsreadthepassageandfindmoresentenceswithsimilarstructurestosummarisethegrammarrules.3.Explaintherulesofverbpasttensechanges,andgiveexamplesofverbswithsimilarchangesandirregularverbs.(詳見課件資源)Throughclassroomquestionsanddiscussions,assessstudents'understandingofthedefinitionandformationofthesimplepasttense.Forexample,askstudentstoexplainthechangesofthepasttenseofregularandirregularverbs.

Purpose1.Tobuildstudents'basicconceptsystemofthesimplepasttenseandlayafoundationfortheirsubsequentapplication.2.Tocultivatestudents'abilitytosummarisegrammarrulesindependentlyanddeepentheirunderstandingofknowledge.

3.Tojudgethetenseandchoosethecorrectverbformsinpracticalcontexts.Step3Practise1.Provideexercisessuchas“Sarah

_(be)happytoplaychesswithherbrotheryesterday.Emily

_(make)acakeforhergrandpalastnightforhis70thbirthday.”andaskstudentstocompletethesentenceswiththecorrectformoftheverbsinbrackets.2.Completethepostwiththecorrectformoftheverbsinbrackets.(詳見課件資源)◎Key:made,found,was,tried,decided,made,likes,makes3.Workinpairs.Talkaboutyourpastexperience.Markstudents'answerstotheexercisestoevaluatetheirmasteryofthesimplepasttenseandcheckiftheycancorrectlyusethepasttenseofverbs.Readstudents'writingandassessstudents'abilitytousethesimplepasttenseinpracticalcontexts.

Purpose1.Tostrengthenstudents'applicationofthesimplepasttenseandimprovetheaccuracyofansweringquestions.2.Toenhancestudents'abilitytoexpresspastexperiencesinEnglishandcultivatetheirEnglishwritingskills.

HomeworkRequired:1.Reviewthesimplepasttense.2.Finishthetaskofblankfillinginthetextbook.Optional:Makefivesentencesusingthesimplepasttensetotalkaboutwhatyoudidinschoollastyear.

TeachingReflection_______________

Developingideas—Listeningandspeaking

StudyoftheText_______________

What:Thetextiscentredaroundasurveyandatalkonpositivethinking.ItpresentsadescriptionofasurveywithaglassofwaterandatalkbyDrZhengonwhattodowhenwemeetchallenges,emphasisingtheimportanceoffindingthebrightsideoflife.

Why:Theauthor'sintentionappearstoencouragepositivethinkingandhelpreadersdevelopamoreoptimisticoutlookonlife.Bypresentingasurveyandatalkonpositivethinking,thetextaimstoinstillvaluessuchasresilience,optimism,andtheabilitytofindgoodthingsindifficultsituations.

How:Thetextemploysaninstructionalapproachbyprovidingstepsforasurveyandnotesfromatalk.Thelanguageisclearandpracticalandaimedatstudentsorthoselearningpositivethinking.Itusesexamplesandquestionstoengagethereadersandencouragetheircriticalthinking.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.learnaboutafamoussurveywithhalfaglassofwater.

2.identifythemainideaofaradioprogramme,extractkeyinformationfromthelisteningandcompleteasurveyreportandnotesaccurately.

3.practisespeakingandcommunicationskillsinaroleplayactivity.

LearningProcess______

_____

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tolearnaboutafamoussurveywithhalfaglassofwater.Step1Prelistening1.Presentascenariowherestudentsimaginebeinginthedesert,hungryandthirsty,andthenseeinghalfaglassofwater,andaskthemhowtheywouldfeel.2.Mentionthatthereisafamoussurveywithhalfaglassofwater.Observestudents'responsesandparticipationintheimaginationactivitytoassesstheirunderstandingofthecontextandabilitytothinkcreatively.

Purpose1.Toengagestudents'mindsandmakethemmorereceptivetothelisteningtaskbyrelatingittoavividandrelatablesituation.2.Topiquestudents'interestinthetopicandcreateamotivationtolistenandlearnmore.

2.Toidentifythemainideaofaradioprogramme,extractkeyinformationfromthelisteningandcompleteasurveyreportandnotesaccurately.Step2Whilelistening1.Playtheradioprogrammeandaskstudentstolistenandchoosethemainideafromthegivenoptions.◎Key:a2.Providelisteningtipsaboutthepronunciationof//and/a/andaskstudentstolistenagain,payingattentiontothesesounds.3.Havestudentslistenagainandcompletethesurveyreport(includingsteps,results,andconclusion)andtakenotesondetailsaccordingtotheexamplesgivenbyDrZheng.Checktheircompletedsurveyreportandnotesforaccuracyandcompletenessofinformationextraction.

Purpose1.Toimprovestudents'phoneticawarenessbyfocusingonspecificsounds.2.Toenhancestudents'notetakingandinformationgatheringskillsfromanaudiosource.

3.Topractisespeakingandcommunicationskillsinaroleplayactivity.Step3Postlistening1.Organisearoleplaywherestudentsactasaninterviewerandaninterviewee,sharingadviceonleadingahappylifeandgivingexamples.2.Provideusefulexpressionsandaskstudentstofillintheblanksinsentencesrelatedtothetopic.Evaluatestudents'performanceintheroleplay,includingtheirlanguagefluency,abilitytogiverelevantadviceandexamples,andcommunicationskills.

Purpose1.Topromotecriticalthinkingandselfreflectionamongstudentsonhappinessandpositiveliving.2.ToprovideapracticalandinteractivewayforstudentstousethelanguageinameaningfulcontextandbuildconfidenceinspeakingEnglish.

HomeworkRequired:1.Readtheconversationinthelisteningtext.2.Thinkandtrytowritedown5thingsyoucandotomakeyourselfhappy.Optional:Share5tipstomakeyourselfhappy.

TeachingReflection_______________

Developingideas—Readingforwriting

StudyoftheText_______________

What:Thetextisareadingpassagetitled“Growinghappiness",whichtellsthestoryofapersonnamedZhouJianwhokeepshishairlongtodonateittothechildrenwithcancer,experiencingbothcriticismandhappinessalongtheway.

Why:Thepurposeofthetextistoillustratetheconceptofhappinessderivedfromhelpingothers.Itdemonstratestheimportanceofempathyandselflessness,showingthattruehappinessoftenstemsfromactsofkindnessandmakingadifferenceinotherpeople'slives.

How:TheauthorusesanarrativestyletodescribeZhouJian'sjourney,includinghisdecisiontokeephishairlong,thereactionsofothers,andhiseventualdonationofhishairtoahospital.Thestoryisstructuredchronologically,buildingsuspenseandemotionthroughthechallengesZhouJianfacedandtheultimateoutcome.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.introducekeywordsandexpressionsrelatedtothestory.

2.understandthecontentofthestory,includingthecharacter'sactions,feelings,andthereasonsbehindthem.

3.organiseideasandwriteastorybasedonthelearnedmodel.

TeachingProcess___________

__________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tointroducekeywordsandexpressionsrelatedtothestory.Step1Prereading1.Presentapictureandasetofwordsandexpressions(keepone'shairlong,happiness,grow,smile,helpothers,dogood,laughat,cutitshort)andaskstudentstopredictthecontentofthestorybasedonthem.Forexample,asktheythinkthepersoninthepictureisaboyoragirlandwhyhe/shemightkeephis/herhairlong.2.Guidestudentstousethewordsandexpressionstoanswerquestionsaboutthepossiblestoryelementssuchasthecharacter'slocationandactions.Observestudents'participationandthequalityoftheirpredictionstoassessiftheycanmakereasonableguessesbasedonthegiveninformation.Checkiftheycanunderstandandusethekeywordsandexpressionsintheirresponses.

Purpose1.Toengagestudents'mindsandmakethemactivelyinvolvedinthelearningprocessfromthestart.2.Tohelpthembuildconnectionsbetweenthevisualandtextualcuesandthepossiblestorycontent.

2.Tounderstandthecontentofthestory,includingthecharacter'sactions,feelings,andthereasonsbehindthem.Step2Whilereading1.Askstudentstoskimthepassageandchoosethetexttypeinordertodeveloptheirabilitytoquicklyidentifythegenreofatext.2.Providetaskssuchascompletingnoteswithwordsandexpressionsfromthepassageaboutthecharacter'shair,people'sreactions,whatthecharacterdidwithhishair,andwhyhedidit.Also,askquestionslikewhat“hopegrewtogetherwithhishair”meansandwhatthecharacterwilldoto“growhappinessagain".3.Organisea“ThinkandShare”activitywherestudentsdiscusshowtheyfeelwhenreadingtheletterinthepassageandwhattheycanlearnfromit.Examinethecompletednotesandanswerstothequestionstoassesstheircomprehensionofthestorydetailsandtheirabilitytoextractanduseinformationfromthetext.Listentostudents'discussionsinthe“ThinkandShare”activitytoevaluatetheircriticalthinkingandabilitytoexpresstheirthoughtsandfeelingsaboutthestory.

Purpose1.Topromotestudents'indepthunderstandingofthestoryanditsthemes,andtodeveloptheirabilitytoanalyseandinterpretliteraryworks.2.Toencouragestudentstothinkindependentlyandsharetheirperspectives,whichcanenhancetheircommunicationandcriticalthinkingskills.

3.Toorganiseideasandwriteastorybasedonthelearnedmodel.Step3Postreading1.Askstudentstoansweraseriesofquestions[WhenandwheredidthestoryhappenWhoisthemaincharacterofthestoryWhatdidhe/shedoandwhatchallenge(s)didhe/shefaceHowdidhe/shereacttothechallenge(s)Whatdidhe/shefeel]toorganisetheirthoughtsabouttheirstory.Then,askthemtousetheseideastowritetheirownstories.2.Provideachecklistforstudentstochecktheirwriting.Readstudents'writtenstoriesandevaluateiftheycaneffectivelyorganisethestoryelementsandexpresstheirideasclearly.

Checkiftheycanfollowthewritingstepsandusethelearnedlanguageandstructures.

Purpose1.Todevelopstudents'writingskillsandcreativitybyprovidingthemwithapracticalwritingtaskbasedonthereading.2.Tohelpthemlearnhowtostructureastoryandconveyamessage.

HomeworkRequired:Polishyourstorywritingaccordingtotheevaluationchart.Optional:SearchtheInternetforthesimilarnewsorinformation,writeitinEnglishandputitupintheclassEnglishcorner.

TeachingReflection_______________

Presentingideas&Reflection

StudyoftheText_______________

What:Thetextiscentredaroundcreatingabookpageaboutwaystobehappy.Itpresentsstepsincludingdifferentaspects.Italsoprovidesguidelinesfororganisingideasandconcludeswithareflectiononunderstandinghappiness.

Why:Byengagingstudentsincreatingabookpageandreflectingonhappiness,thetextaimstoinstillvaluessuchasempathy,positivethinking,andtheimportanceofspreadinghappiness.Italsoencouragesstudentstoexpresstheirunderstandingandusethetargetlanguagetocommunicateabouthappiness.

How:Thetextemploysapracticalandstructuredapproach.Itprovidesclearstepsandquestionstoguidethecreationofthebookpage.Thelanguageisaccessibleandincludessentencestructuresandpromptsfromtheunit.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.knowaboutthestructureofabookpage.

2.understandthestructureandcontentrequirementsofcreatingabookpageaboutwaystobehappy.

3.makeabookpageingroupsandpresentyourbookpage.

4.selfreflect.

TeachingProcess___________

______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toknowaboutthestructureofabookpage.Step1LeadinInitiateafreetalkbyaskingstudentsiftheyknowhowtomakeabookpageandwhatelementsareincludedinabookpage.Observestudents'participationandresponsesinthefreetal