Unit 2 What is happiness to you?
Welcome to the unit
Thoughts on the design:
本节课是以说、读为主的阅读教学课。利用 Welcome to the unit 中的话题导
入，让学生有充足的机会谈论对快乐的理解，激发他们对本课主题的兴趣，从而
为阅读作好准备。在导入过程中教师应精心创设情景，可采用 pair work 或 group
work 的方式，激励学生参与课堂。在阅读过程中，学生将接触到一篇有关快乐
的电视访谈，以此来升华他们对快乐的理解。同时，掌握对访谈类文章的阅读策
略。
Teaching aims:
After learning this period, the students will be able to:
1. describe their own understanding of happiness;
2. describe feelings and emotions;
Teaching procedures:
Step 1 lead in
1. Listen to a song to create a happy atmosphere.
2. Show some pictures about different people’s opinion on happiness and ask the
students to talk about them in pairs or groups.
[Explanation]
这个环节旨在激发学生的注意力和参与课堂的积极性。整堂课以一首欢乐的
歌开始，奠定欢快的气氛，然后呈现一系列图片，引导学生谈论相关主题。
Step 2 Scanning and Reading Strategy
Ask students to discussion the pictures in the textbook.
Step 3 Homework
Write a little poem on happiness.
[Explanation]
在本课中, 学生通过自由对话和阅读, 对快乐的含义有了一定的理解, 但是
快乐还有很多其他的方式, 这首小诗可以唤起他们对童年的回忆, 由此激发表达
内心想法的欲望。
Reading The search for happiness
Objectives:
1. To help Ss get a general idea about the text.
2. To make Ss become familiar with the detailed information about the text.
3. To help Ss master Reading Strategy.
Teaching important points:
1.How to make the students understand the passage better.
2.How to help the students finish all the exercises.
3.How to help the students develop their creative, comprehensive and consolidating
abilities.
Interaction Patterns: Teachers -class, individuals, pairs
Teaching Aids:
1. The multimedia
2. The blackboard
Procedures for teaching:
Step1: lead-in
1.Tell students that they are going to read an interview from a TV programme about
happiness. Ask students how much information they know about Sang Lan. If possible,
you can ask students to collect some relevant information before class. You may
conduct the activity as follows:
Today we are going to talk about a special girl named Sang Lan, who used to be a
successful gymnast. Can you search for more information about this girl?
2. Ask students to exchange the background information about Sang Lan they have
found with each other. Ask students to think about Sang Lan’s experiences and answer
the following questions:
Different people find happiness and fun in different things. There are certainly no
criteria assessing which way of being happy is the best. Do you think Sang Lan had
had a happy life before she was injured?
Do you think Sang Lan has a happy life now?
What would you do if you had the same problem?
Encourage students to discuss freely their true feelings about Sang Lan’s story.
3. Ask students to think about the following question:
Suppose you had a chance to talk face to face with Sang Lan, what would you like
most to ask her about?
The following are suggested answers:
Childhood and school education
Things or experiences that had left her the deepest impression before the accident
Reasons for learning gymnastics
Things that encourage her during hard times
Current physical condition
Expectations for future
Future career plans
Attitudes towards life, success and failure
Step2: First reading
Find the answers to Part A
Step3: Read the text again and complete Parts C1 and C2.
Step4: cloze (Ep21)
Step5: Discussion. (F)
Step6: Language points:
1. goal 1）目的，目标 achieve/reach/realize one’s goal
实现目标；
2）（球戏等的）得分，赢分 make/score/get a goal 得一分
2. times 时代;时势；境况（常用复）;
the times 当代
The times are different. 时代不同了。
in modern/ancient times 在近（古）代
What wonderful times we are now living in!
我们生活的时代是多么幸福的啊!
This is one of the most important issues of the time.
这是当代最重大的问题之一
3. devote…to…
献身…的；专心于…的；专用于…的;
devote oneself to `1 A /doing 6`
献身于；致力于
She devoted herself to fighting for the
rights for the blacks.
她致力于为黑人权利而战的事业中。
Don’t devote too much time to games.
不要过度沉溺于游戏。
devoted
挚爱的；忠诚的；全心全意的
She devoted herself to her children.
= She was devoted to her children.
4. remain “仍是；保持”后接形容词、名词、介词短语等作表语。
His knowledge remains weak.
The town remains the same as before.
He remains poor all his life.
He remained in poor health.
His work remained unfinished
5. adapt to; adapt oneself to…(使)适应
We have had to adapt quickly to the new changes.
It took him a while to adapt himself to his new surroundings.
We should adapt our thinking to the new conditions.
6. apart
1）（指空间或时间）相隔，相距
The two houses stood 500 meters apart.
Their birthdays are only three days apart. 2）不在一起；分离； 分开
We’re living apart now.
She keeps herself apart from other people
7. rush 急送；猛推
rush sb. to the hospital
火速送某人去医院
Ambulances rushed the injured to
the hospital.
急速 in a rush 匆忙地;
I can’t stop—I’m in a rush.
我不能停下来----我忙着呢。
8. cheer 使振奋;使高兴;欢呼
The good news cheered (up) everybody
who heard it.
Cheer victory 为胜利而欢呼。
Everybody cheered (up) at the news.
大家听了这个好消息都很振奋。
Oh, come on –cheer up !
哦，快点，振作起来！
9. spirit （常用复数形式）情绪
in high (good) spirits
情绪高涨；兴高采烈
in low (poor) spirits
情绪低落；意志消沉
10. focus (sth.) on/upon …
1) 集中（注意力、精力等）于
The discussion focused on three main
problems.
2) (眼睛、摄影机等) 调节聚焦
In this scene, the camera focuses on the actor’s face.
He focused his eyes on the beautiful girl. I quickly focused the camera on the
children.
11.cost 使丧失；使损失
That one mistake almost cost him his life.
The closure of the factory will cost 1,000 jobs.
The accident cost me a visit to the doctor.
Financial worries cost her many sleepless nights.
她为钱发愁，许多夜晚无法入睡。
12. due to=because of
由于；因为;归功于
The team’s success was largely due to her efforts.
My illness was due to bad food.
She arrived late due to the storm.
The train was delayed due to the fog.
13. range from …to…;
range between… and…
The damage was said to range between $ 1 million and $ 5 million.
She has had a number of different jobs, ranging from street cleaner to bus driver.
14. sympathy
have/feel/express sympathy for sb.
对某人表示同情；同情某人
I wish he’d show me a little sympathy.
It is not enough to have sympathy for the disabled. We should learn to respect them
and help them understand their valuable role in society.
15. quit vi./ vt. 离开，退出
quit office 离职
quit school 退学
We only just started. We’re not going to quit now.
He quit the show last year because of bad health.
I’ve quit smoking.
Word power
Teaching Aims:
Review the words related to emotion.
Teaching Important Points:
1. Help the students master the words related to emotion.
2. Help the students finish each exercise correctly.
Teaching Difficult Point:
Master the uses of nouns related to emotion correctly.
Teaching Methods:
1. Review method to consolidate the words learned in the last two periods.
2. Practising to make the students master the words related to emotion correctly.
3. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step 1 Greetings and lead-in ( brainstorming )
Greet the whole class as usual. Procedures
Encourage students to think of as many words as possible to express happiness since
they have just learnt the text about happiness.
Step 2 Revision and Word Study
T: Yesterday, we read the text about happiness. Do you know how to describe happy?
Happiness is just one of the many emotions. Do you know some words related to
emotion?
Ss: Yes.
T: Well, now please read the following abstract words related to emotion.
Noun:
excitement; happiness; frustration; sadness; fear; disappointment;
joy…
Adjective:
excited; happy; frustrated; sad; fearful; disappointed; joyful…
Step 3 Word power
T: Do you know any more words?
Ss: Yes. Look at the screen.
Noun:
___________________________________________________________
Adjective:
___________________________________________________________
(Teacher shows the following on the screen and checks the answers with the whole
class.)
Possible answers:
Nouns: joy; satisfaction; madness; delight; depression; confusion…
Adjectives: joyful; satisfied; mad; delighted; depressed; confused…
T: Well done. Besides, we’ve learnt some useful words in the text. Have you really
mastered them? Please open your books at Page 22. Let’s do the exercises in Part A.
Please choose the correct form of the word. You’re given three minutes to do it. Then
check your answers with your partner. At the end, I’ll collect the right answers from
you. See what I mean.
Ss: Yes.
T: Well done. Next, let’s do the exercises in Part B. Read a diary entry and fill in the
correct words. You can begin now. Five minutes later, I’ll check your answers.
T: There are many English idioms about emotions. Please group them in the right
way.
hot under the collar ; over the moon ; down in the dumps ;
on cloud nine ; feel blue; fly off the handle
angry:____________________________________________________________
sad: _____________________________________________________________
happy:____________________________________________________________
Answers:
angry: hot under the collar ; fly off the handle
happy: on cloud nine; over the moon
sad: down in the dumps; feel blue
Step 4 Homework
Revise the words learnt in Word power.
Preview grammar.
Grammar and usage
高考对非谓语动词作状语的考查多与对动词其他形式的考查同时进行，主要包括
以下几个方面的内容：
1．不定式作状语；
2．-ing 分词作状语；
3．-ed 分词作状语。
Step 1 不定式作状语
① 不定式作状语常用来表目的、结果或原因等。
例如：We eat to live, but we don't live to eat. (目的)
What has he said to make you so happy? (结果)
She burst into tears to hear the bad news. (原因)
注：表目的的不定式还常与 so as 或 in order 连用，构成 so as (not) to do
和 in order (not) to do 结构，其中 so as (not) to do 不能用于句首。
例如：To get there in time, we got up very early.
= In order to get there in time, we got up very early.
= We got up very early (in order/so as) to get there in time.
② 不定式可用于作表语或补语的形容词之后作状语。
例如：I'm sorry to hear that.
Be careful not to catch cold .
The man is easy to get along with.
I don't think the man hard to get along with.
③ 不定式常与 too 或 enough 连用，在句中作状语。
例如：The boy is too young to go to school/ to be sent to school.
= The boy is not old enough to go to school/ to be sent to school.
④ 不定式有时用于 so...as to do sth.结构中作状语。
例如：Will you be so kind as to help me with the work?
⑤ 有时，不定式还可修饰一个句子，表明说话人的态度。常见的这类不
定式有 to tell you the
truth, to be honest, to be franc, to be fair, 等。
例如：To tell you the truth, I don't like the film.
Step 2 -ing 分词和-ed 分词作状语
① -ing 分词和-ed 分词作状语修饰谓语，多说明动作发生的背景、方式
或伴随情况。如果在逻辑
上句中的主语与分词有主谓关系，用-ing 分词，有动宾关系则用-ed 分词。
例如：We enjoyed ourselves in the park, singing and dancing.
Built in 1900, the house is now 100 years old.
② -ing 分词和-ed 分词都可作原因或时间状语, 其作用相当于一个相应的状
语从句。如果在逻辑
上句中的主语与分词有主谓关系，用-ing 分词，有动宾关系则用-ed 分词。
例如:Being so poor in those days, they couldn't send the boy to school.(原因)
Born in a poor family, the boy could not go to school. (原因)
Hearing the bad news, she burst into tears. (时间)
Seen from the hill, the park looks more beautiful. (时间)
Step 3 -ing 分词有时可作结果状语。
例如：Her husband died in the war, leaving her a widow with three children.
We got up very early, arriving at the hospital ahead of time.
Step 4 -ed 分词有时用作条件状语，其作用相当于一个条件状语从句。
例如：Given more time, we could have done it much better.
Step 5 如果不定式或分词表示的动作在谓语动词表示的动作之前发生，该
不定式或分词用完成式。
例如：I'm sorry to have given you so much trouble.
Having never/Not having met the man before, I couldn't recognize him at first.
Having finished my homework, I went to play football.
【知识过关】
1. She set out soon after dark _______ home an hour later.
A. arriving B. to arrive C. having arrived D. and arrived
2. "Can't you read?" Mary said _______ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
3. _______ a reply, he decided to write again.
A. Not receiving B. Receiving not
C. Not having received D. Having not received
4. She is upstairs _______ letters.
A. writes B. is writing C. write D. writing
5. The secretary worked late into the night, _______ a long speech for the president.
A. to prepare B. preparing C. prepared D. was preparing
正确答案：1. D 2. A 3. C 4. D 5. B
Task Writing an article about problems and solutions
Teaching aims:
By the end of the class, the students will be able to:
1. to learn to identify negative emotional language.
2. to learn how to break a big question into smaller ones to discuss and give advice
to solve the problems.
3. to write an article about how to help others solve their problems.
Teaching focus and difficulties:
1. giving advice to solve the problems.
2. writing an article .
Teaching methods:
1. Listening, reading and thinking to get students to understand the text.
2. Pair discussion and group discussion to get students to participate in the classroom
activities.
Teaching aids:
The multimedia
Teaching procedures:
Lead-in
Draw students’ attention by asking the following questions:
If you failed in the exam again, you would feel ________
If you found that you lost the match, you would feel______
If you were misunderstood by the teacher, you would feel______
Skills building 1 recognizing words that express problem
emotional words and negative images used to discuss problems, fears and worries
Words & Patterns
sad confused disappointed unhappy alone afraid hopeless lonely regretful depressed
frustrated anxious …
I feel like… They make/ It makes me feel… I wish… I’m tired of…
Phrases
under a black cloud stuck/ caught between feel blue in very low spirts
make the sentences using the structures given
I felt like crying when I knew I would never see my grandma again.
Failing my Maths test again made me feel rather depressed. I want to have a talk
with my Maths teacher.
He left school under a black cloud after causing a serious accident.
Since her husband got ill, she seems very down in the dumps.
Step 1: recognizing problems
• Read the letter in Part A on page 26 and underline the negative language used
to describe the problem in the letter.
• Answers
• I don’t know what to do.
• I’ve been very sad…
• I feel caught between…
• They make me feel like I’m a bad son.
• I feel guilty…
I’m so confused.
• I’m really tired of feeling worried…
• I wish I knew…
• If you were Ma Jie, what would you do to solve the problem?
B You decided to call Ma Jie to find more about his problems. Listen to what he
says
and complete your notes below.
C What reasons can you think Ma Jie will give?
• Why didn’t these solutions work?
• 1 Both things take a lot of time.
• 2 Two days a week is not enough training.
• 3 I failed two exams and my parents were very disappointed.
• 4 If I don’t play, I’m not happy.
Skills building 2: breaking a big question into smaller ones
• a big question
• How can I improve my grades?
• small questions
• What subjects do you find hard and need to improve on?
• What is your problem in these subjects?
• Is that because you have not spent enough time on them?
• What have you done to improve on these subjects? Did you use good study
methods in these subjects?
• What are your short-term and long-term goals in these subjects? Have you set
proper goals?
• other big questions
• How do you describe happiness?
• What do you think of Jay Zhou?
• ……
Step 2: discussing solutions
• What do you think of Ma Jie’s problem?
• Answers
• Speech Bubble 1
• problem: What is his problem?
• source of information: How did you find out about the problem?
• people involved: Who else is involved in the problem besides Ma jie?
• attempts to solve problem: What has he done to try to solve the problem?
• results of attempts: what were the results of the solutions he had tried?
• things one wishes to happen: What does he wishes to happen?
Work in pairs to make up a dialogue.
Skills building 3:
presenting solutions
• guidelines of how to make advice clearer and more helpful to people who need
it
Guidelines What to do Why
1 avoid judging Use positive, helpful
language; do not say, ‘It’s
wrong for you to…’
People want help but not
judgement of their
previous behaviour.
2 give examples Mention a similar situation
where your advice works.
People will know how to
use your advice.
3 be specific Give the advice that can
help people to solve their
own problems.
People can be helped to
solve their problems.
Step 3: writing an article
Write an article about how Ma Jie solved his problem with the help of his parents,
teachers and coach.
Discuss and list what you should write:
For example:
·Ma Jie’s problems
·the possible solutions Ma Jie has thought of and the reasons why they did’t work
·the advice you gave to Ma Jie
·the advice his parents, teachers and coach gave him and why it works
·your opinion about the best way to solve problems that students have
Step 4 Homework
1. Read the passage in Part A on page 113 in Workbook. Then write a passage
according to the guidelines in Part B.
2. Preview Project
Project Making a happiness handbook
Teaching objectives:
Ss will learn how to write an essay about their ideas of happiness.
Ss will learn how to finish a project by working together.
Teaching focus and difficulties:
Cooperate with their group members to fulfill each part of the work.
Teaching methods:
1. Listening, reading and thinking to get students to understand the text.
2. Pair discussion and group discussion to get students to participate in the
classroom activities.
Teaching aids:
The multimedia
Teaching procedures:
Teaching procedures:
Step 1 Lead-in.
Do you think happiness lies in the past or in the future?
play the song Where is happiness to present the topic and ask students to
discuss what happiness is. Have students enjoy some proverbs related to happiness,
e.g.
1. Happiness is nothing more than good health and a bad memory.
2. The great essentials of happiness are: something to do, something to love, and
something to hope for.
3. Happiness comes when your work and words are of benefit to yourself and
others.
4. Happiness in not in the mere possession of money; it lies in the joy of
achievement, in the thrill of creative effort.
5. There is only one happiness in life, to love and to be loved.
6. To fill the hour -- that is happiness.
1. Discussion. Do you think happiness lies in the past or in the future?
Reading. Read and answer the questions related to the two passages
Step 2 Listening
Golden days
T or F :
( )1. He thinks the happiest of his life were the college days in the countryside in
England.
( )2. He was so eager to grow up that he had a lot to worry about when he was
young.
( )3. In the writer’s opinion, health plays an important role in a person’s happy
life.
( )4. He can stay cheerful because he can still play sport when he was getting old.
My future happiness
Step 3 Answer the questions:
Q1: What will guarantee people’s health and happiness in the future?
A1: It is technology that will guarantee people’s health and happiness in the future.
Q2: In the future it will take less time to do housework and we will be able to have
more time to enjoy staying together with your family. Why?
A2: Because there will be automatic kitchens to cook instant meals for us in the
future.
Q3: What else makes the author think that she will enjoy a happy life in the future?
A3: That she will be an adult then makes her think she will enjoy a happy life in the
future.
Step 4 Write an essay about your idea of happiness with the questions on Page
31.
Step 5 Language points:
1. look back on (upon) / look back to 回顾；回首（往事）；回忆
My grandparents often look back on their bitter life in the old society.
我的爷爷奶奶总是回忆他们在旧社会的痛苦生活。
知识链接：
look up 向上看；尊敬，仰视； 好
转（尤用于市场上表示价格上升、
市场活跃）；（在词典、参考书等
中）查寻
look down 向下看，俯视；
look down on /upon sb. 看不起某人，轻视某人
look for 寻找；期望；
look forward to 盼望
look into 调查
2. ahead of
1) (时间、空间)在…前面
There is a bright future ahead of us.
2) 早于
I finished the work several days ahead
of the deadline.
我在最后期限的前几天完成了工作。
3）领先
She was always well ahead of the rest of the class.
她总是遥遥领先于班上的同学。
3.could have done
1）“本来可以” 表示对过去可以但未实现的事
You could have made greater progress
你的进步是可以更大一些的。(但事实上并没有取得更大的进步）
“可能已经” 用于表示对过去某
事的猜测。
Where could he have gone?
他能到哪儿去了呢？
4. All I had to do was go to school and spend a few hours studying when I came
home.
All I had to do was enjoy my adolescence.
这两句中的 I had to do 是定语从句，前省略了定语从句引导词 that; 当主语中有
do 时，作表语的不定式可省略 to。
因此，完整的句子是：
All (that I had to do )was to go to… All that I had to do was to enjoy…
5. stay “保持，继续是” 作系动词，其后加形容词。
He never stays angry for long.
他生气时间从来不会长。
Step 6 Homework
Review the key points in this unit.
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