高中英語《The-Story-of-Atalanta》優(yōu)質(zhì)課教案、教學設(shè)計

1、精選優(yōu)質(zhì)文檔-傾情為你奉上精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)專心-專注-專業(yè)精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)Book2 Unit 2 Using languageThe story of Atalanta教學設(shè)計課程標準分析：2018 年 1 月份，國家教育部發(fā)布了普通高中課程方案和英語等學科課程標準（2017 年版）。其基本理念是發(fā)展英語學科核心素養(yǎng)，落實立德樹人根本任務；構(gòu)建高中英語共同基礎(chǔ)，滿足學生個性發(fā)展需求； 有效設(shè)計英語學習活動，著力提高學生學用能力；完善英語課程評價體 系，促進核心素養(yǎng)有效形成；注重現(xiàn)代信息技術(shù)應用，豐富英語課程資 源。高中英語課程的具體目標是培

2、養(yǎng)和發(fā)展學生的語言能力、文化品格、思維品質(zhì)、學習能力等學科素養(yǎng)。本課教材包含閱讀聽說多方面內(nèi)容，通過學習，可以使學生具有一定的英語語感和語言意識；獲得英語語言知 識和在具體語境中綜合運用已有語言知識的能力。同時，教材中涉及到 的宗教信仰部分可以使學生獲得文化知識，理解文化內(nèi)涵，比較文化異 同，吸收文化精華，形成正確的價值觀和良好的品格；能辨析語言和文化中的各種現(xiàn)象。本課教材可以讓學生梳理概括信息，構(gòu)建新概念；分析推斷信息的邏輯關(guān)系；正確評判各種思想觀點，創(chuàng)造性表達自己的觀點，培養(yǎng)創(chuàng)新思維能力。教材分析文章取自高中英語人教版第二冊第二單元語言運用部分。該文章是一篇記敘文，講述了一位古希臘公主亞特

3、蘭大的故事。本課教材內(nèi)容是第二單元奧運會主題的延伸，以古代奧運會不允許女子參加為背景， 以古希臘男子Hippomenes 與Atalanta 賽跑為主線，深層理解涉及宗教信仰，比賽精神，男女平等、真愛、善良等多方話題。該文章共三自然段， 正好可以對應分為三部分。第一段簡要介紹亞特蘭大，第二段是古希臘 王子們對亞特蘭大的規(guī)則的反應。第三段是 Hippomenes 求助女神。這個 故事分為了兩部分，第一部分為閱讀理解，第二部分為聽力訓練。閱讀 部分的末尾留下了一個懸念，故事的結(jié)局需要在聽力部分結(jié)束后得到答 案，這樣可以充分調(diào)動學生的興趣和好奇心。文章脈絡清晰，語言簡練?？蓮拈喿x、聽力、討論、寫作（

4、故事續(xù)寫）多角度設(shè)計訓練，來實現(xiàn)本單元的主題升華和語言知識的鞏固運用。同時也為本單元的話題寫作打好基礎(chǔ)。學生分析本課授課群體為高一上學期的學生。這一年齡段的學生對探索未知世界有著極高的興趣。好奇心一旦被調(diào)動，學習動力就會極大地增強。而且作為青春期的孩子對愛情故事充滿期待，容易調(diào)動學習積極性。從知識層面看，學生已經(jīng)學習了本單元 warming up，reading 以及 learning about language 三個部分，了解了奧運會的古今對比和奧運精神，掌握了部分關(guān)于奧運會的基本語言知識，因而在學習該部分內(nèi)容時，比較了解背景知識，在閱讀上障礙較小，語言表達也有一定的儲備。因此在學習中比較

5、自信。但文中仍有幾處短語和長句對于學生的理解上有難度， 需要利用上下文語境推斷來解決。在思維品質(zhì)方面，學生對于深層理解文本內(nèi)容以及推斷信息邏輯關(guān)系，正確評判思想觀點的能力還需要進一步提高。教學目標學習完本課內(nèi)容后學生能夠做到：獲取文章大意，分析推斷信息邏輯關(guān)系；利用所學語言知識概述亞特蘭大的故事，并續(xù)寫故事的結(jié)局。通過聽音頻文件理解故事內(nèi)容并獲取有效信息完成短文填空。了解西方的宗教文化，并能評判思想觀點，創(chuàng)造性表達自己的看法。教學重難點教學重點概括文章大意，獲取文章主要信息；分析推斷信息邏輯關(guān)系；運用所學語言知識續(xù)寫故事。(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. )教學難點如何分析推斷信息邏輯關(guān)系；如何合理評判思想觀點，創(chuàng)造性表達自己的看法。教學策略與學習策略為了幫助學生樹立良好的英語語言意識，本課采用 TBL 任務教學法，情景教學法以及聽說讀寫整體教學法。當然整堂課以學生為中心，老師為主導，充分發(fā)揮學生的主體性和能動性。根據(jù)學習任務難易程度分別采用獨立學習，結(jié)對學習，小組互助學習方式。教學步驟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 （ 設(shè) 計 意 圖 ） : 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（ 設(shè)計意圖） : 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（ 設(shè)計意圖） : 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 （ 設(shè) 計 意 圖 ） : 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 （ 設(shè) 計 意 圖 ） :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人稱

23、、loudclear3surprising時態(tài)、formal4interestingemotional5主謂一致、并6列句、主從句Purpose（設(shè)計意圖） : 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