高中英语《The-Story-of-Atalanta》优质课教案、教学设计

1、精选优质文档-倾情为你奉上精选优质文档-倾情为你奉上专心-专注-专业专心-专注-专业精选优质文档-倾情为你奉上专心-专注-专业Book2 Unit 2 Using languageThe story of Atalanta教学设计课程标准分析：2018 年 1 月份，国家教育部发布了普通高中课程方案和英语等学科课程标准（2017 年版）。其基本理念是发展英语学科核心素养，落实立德树人根本任务；构建高中英语共同基础，满足学生个性发展需求； 有效设计英语学习活动，着力提高学生学用能力；完善英语课程评价体 系，促进核心素养有效形成；注重现代信息技术应用，丰富英语课程资 源。高中英语课程的具体目标是培

2、养和发展学生的语言能力、文化品格、思维品质、学习能力等学科素养。本课教材包含阅读听说多方面内容，通过学习，可以使学生具有一定的英语语感和语言意识；获得英语语言知 识和在具体语境中综合运用已有语言知识的能力。同时，教材中涉及到 的宗教信仰部分可以使学生获得文化知识，理解文化内涵，比较文化异 同，吸收文化精华，形成正确的价值观和良好的品格；能辨析语言和文化中的各种现象。本课教材可以让学生梳理概括信息，构建新概念；分析推断信息的逻辑关系；正确评判各种思想观点，创造性表达自己的观点，培养创新思维能力。教材分析文章取自高中英语人教版第二册第二单元语言运用部分。该文章是一篇记叙文，讲述了一位古希腊公主亚特

3、兰大的故事。本课教材内容是第二单元奥运会主题的延伸，以古代奥运会不允许女子参加为背景， 以古希腊男子Hippomenes 与Atalanta 赛跑为主线，深层理解涉及宗教信仰，比赛精神，男女平等、真爱、善良等多方话题。该文章共三自然段， 正好可以对应分为三部分。第一段简要介绍亚特兰大，第二段是古希腊 王子们对亚特兰大的规则的反应。第三段是 Hippomenes 求助女神。这个 故事分为了两部分，第一部分为阅读理解，第二部分为听力训练。阅读 部分的末尾留下了一个悬念，故事的结局需要在听力部分结束后得到答 案，这样可以充分调动学生的兴趣和好奇心。文章脉络清晰，语言简练。可从阅读、听力、讨论、写作（

4、故事续写）多角度设计训练，来实现本单元的主题升华和语言知识的巩固运用。同时也为本单元的话题写作打好基础。学生分析本课授课群体为高一上学期的学生。这一年龄段的学生对探索未知世界有着极高的兴趣。好奇心一旦被调动，学习动力就会极大地增强。而且作为青春期的孩子对爱情故事充满期待，容易调动学习积极性。从知识层面看，学生已经学习了本单元 warming up，reading 以及 learning about language 三个部分，了解了奥运会的古今对比和奥运精神，掌握了部分关于奥运会的基本语言知识，因而在学习该部分内容时，比较了解背景知识，在阅读上障碍较小，语言表达也有一定的储备。因此在学习中比较

5、自信。但文中仍有几处短语和长句对于学生的理解上有难度， 需要利用上下文语境推断来解决。在思维品质方面，学生对于深层理解文本内容以及推断信息逻辑关系，正确评判思想观点的能力还需要进一步提高。教学目标学习完本课内容后学生能够做到：获取文章大意，分析推断信息逻辑关系；利用所学语言知识概述亚特兰大的故事，并续写故事的结局。通过听音频文件理解故事内容并获取有效信息完成短文填空。了解西方的宗教文化，并能评判思想观点，创造性表达自己的看法。教学重难点教学重点概括文章大意，获取文章主要信息；分析推断信息逻辑关系；运用所学语言知识续写故事。(be allowed to, win glory, make a ba

6、rgain, hopeless, run the race, promise to do, ask sb. for help, run past sb. ect. )教学难点如何分析推断信息逻辑关系；如何合理评判思想观点，创造性表达自己的看法。教学策略与学习策略为了帮助学生树立良好的英语语言意识，本课采用 TBL 任务教学法，情景教学法以及听说读写整体教学法。当然整堂课以学生为中心，老师为主导，充分发挥学生的主体性和能动性。根据学习任务难易程度分别采用独立学习，结对学习，小组互助学习方式。教学步骤Step 1 Leading-inAsk the Ss to recall what they h

7、ave learned in the last class about the ancient Olympic Games.for the new lesson.Teacher: Thanks to Pausanias who has come on a magical journey from ancient Greece. We have learned about the ancient Olympics basically. Today, we are going on a magical journey to the ancient Greece and find out a sto

8、ry at that time. That is The story of Atalanta.Step 2 ReadingTask 1. Ask the Ss to read the first paragraph to find out as much information about Atalanta as possible. A mind map is given to help Ss.Questions:Who was Atlanta?What was she good at?What made her very angry?(Further thinking: Why was sh

9、e not allowed to run and win glory in the Olympics? Will she be prevented in our modern times?)What is her decision?How did she make her father agree with her finally?What was her rules?(Further thinking: What do you think of her rules?)Purpose （ 设 计 意 图 ） : These questions are related to the basic

10、information of the story, including who, when, where and why. By answering these questions the Ss are able to learn about the background of the story. Atthe same time some language points can be explained clearly, such as be allowed to do, make a bargain with sb, marry sb, be pardoned. Through this

11、task the Ss will develop their reading ability of skimming, scanning and word guessing. The further thinking question will help students have a better understanding of the equal rights.Task 2. Ask the Ss to read the second part and figure out the princes reaction to her rules according to the mind m

12、ap.(further thinking: why did he turned to the Goddess of Love for help?)2. How did she help him?Purpose（ 设计意图） : These questions will instruct Ss to seek for more information about the story by reading skills. The further thinking question will introduce western religious culture to the Ss. Also, t

13、he language difficulties will be dealt with in this task, such as promise to do, run past sb., pick up sth.Teacher: Now do you know about the story? Lets recall what happened just now.Task 4 Retell the storyAsk the Ss to complete the passage together by reading aloud.Atlanta, a very beautiful Greek

14、, ran the fastest in Greece, but she was not to take part in the Olympic Games. She was angry and decided not to anyone who could not run faster than her. She made a with her father and made her that if a man wanted to her, she would run against him. If he could not run as as her, he would be .Hippo

15、menes decided to marry Atlanta after he saw her. And he went to ask the Greek Goddess of Love for . She promised to help him and him three golden apples. She told him to an apple in front of Atlanta when she was fast. When she stopped to it up, he would be able to run her and win. Hippomenes took th

16、e apples, went to the King and told him that he wanted to marry Atlanta.Purpose（ 设计意图） : This task is designed to help Ss review key points by making a summary of the text.Teacher: Will Atlanta run against Hippomenes? Lets listen to the tape.Step 3 ListeningTask 1. Ask the Ss to listen to the tape a

17、nd fill in the blanks.key words in the listening practice, so that they can develop their ability to collect information by listening.Teacher: Will Hippomenes win the race? Do you want to know the ending? Lets listen to the last part and get the whole story.Task 2. Ask the Ss to listen to the tape a

18、nd work out the order. The first one is given() One man wanted to win and marry Atlanta very much. () Atlanta married him and they lived happily.() When the race began Atlanta ran past him. () He asked the Goddess of love for help.( 1 ) Atlanta was a very beautiful princess.() Many men tried to comp

19、ete with her, but failed and so were killed. () She stopped to pick them up.() She gave him three golden apples. () She ran too slowly and he won.() He threw the golden apples one after another.() She could run faster than any other man in Greece.Purpose （ 设 计 意 图 ） : This task is also listening pra

20、ctice which is designed for the Ss to develop their ability to collect and process information via listening with purpose. After this task the Ss will get the whole story.Teacher: This is the whole story. Now think about a question.Task 3. Ask the Ss to have a further thinking.Purpose （ 设 计 意 图 ） :T

21、his is a further thinking question. Ss areencouraged to have a critical thinking. Any opinion is acceptable. This question has no specific answer. It is set to drive Ss to think critically.Teacher: You see different people have different ideas. Whatever the reason is, it is your thinking that is the

22、 most important.Class, we have known the ending of the story. Are you satisfied with this result? If not, here is your chance.Step4 WritingAsk the Ss to continue the story in their own way! From “So the race began.”Assessment StandardGroupContentLanguageExpressionStar (total 5)12creativereasonable人称

23、、loudclear3surprising时态、formal4interestingemotional5主谓一致、并6列句、主从句Purpose（设计意图） : This step is for outputting. After Ss learn about the whole story, and have a further thinking training, they have a lot to express. So this activity is designed for Ss to apply knowledge into practice and motivate their imagination. The assessment standard is designed for Ss to follow in order to help them focus on language study and let all the Ss participate.Step 5 HomeworkPolish your story and hand in.B3 Test on language learning.Search online for information about Greek Gods.Purpose