Using LanguageⅠPPT及专用教学设计内容

教学材料及年级名称

教材分析

M2U2 Using Language

A Story of Atalanta (Senior 1 Students)

Analysis of the teaching material:

The reading text is from Module 2 Unit 2 Olympic Games. The story is an ancient Greek Mythology in which the writer depicts a Greek princess who tried hard to fight against the unfair rules. It is not difficult for students to understand the literal meaning of the text. This story can be used to consolidate reading skills which help students to get the major information of the text and realize the logic relation between sentences and paragraphs. In addition, the listening materials can be used to enrich the content of the text and practice students’ listening ability. The students learn the structure of narration, and have the sense of the basic elements and what the conflict is of the story. 学情分析

Analysis of the students:

The vocabulary senior one students have learned is well over 2000. They have basic grammar knowledge and simple reading strategies, such as skimming, scanning. But they need more practice to consolidate the strategies. In addition, they can understand the general meaning of a text but still find it difficult to grasp the implied information without teacher’s guidance. What they are not familiar with might be the logic relationship and the structure of a narration. 教学目标

Teaching Aims: 1.

2.

3.

4.

5.

Students master the key words and expressions; Students are able to grasp the detailed information by using “skimming” and “scanning”; Students are able to differentiate the major and minor information and get the main idea of each paragraph; Students are able to recognize the logic relationship between lines and paragraphs, and can use linking words or pronouns to make up a summary; Students are required to express their viewpoint as well as giving the supporting details; 6.

Students are able to discuss about the critical thinking questions or raise questions, and get the morals of the story.

教学重点与Teaching Important Points: 难点

1.

To help students differentiate the major and minor information; 2.

To help students recognize the logic relationship between lines and paragraphs;

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3.

To assist the students obtain a deep understanding of the text by thinking critically; Teaching Difficult Points: 1.

To let students use linking words or pronouns to make up a summary; 2.

To guide students to be able to recognize the morals conveyed through the text; 3.

To encourage students to raise questions and express different viewpoints.

教学辅助

教学方法

Teaching Aids: Three small yellow balls, a computer, projector, and PPT software. Teaching Methods: Task-based method, communicative method and cooperative method. Teaching Activities Teaching Procedures 教学内容

I. Warming Teacher 教师活动

教学活动

Students 学生活动

1. Ss: Good morning, Miss Zhou.

Design Purpose 设计意图

（实践英语学习活动观）

学习理解类活动：感知与注意

围绕主题创设情境，激活学生已有的知识和经验，铺垫必要的语言和文化背景知识。

1. To arouse students’

curiosity and initiative to talk about Olympics;

Teacher wears the uniform for official volunteer in 2008 Beijing Olympic Games. 1. Greetings: up T; Good morning, boys and girls. (2 minutes)

I am Miss Zhou.

T shows them a photo. T: You may wonder why I wear this kind of T-shirt today. It’s the uniform for volunteer in 2008 Beijing Olympic Games and I had honor to be one of them.

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2. Q&A:

①Concerning Olympics, What will come to your mind first? ②What’s your favorite sports event in Olympics? Thank you. My favorite played is Kobe.

How about the girls? I like swimming too. I like diving best and volleyball. Actually, LangPing and Guojingjing are my idols.

③As you can see, what’s the difference between ancient and modern Olympics?

Could women take part in the ancient Olympics? So women are lucky today because we can take part in the Olympics. Today let me introduce you into a world of Greek Mythology to know more about ancient Olympics and an athletic woman.

2. Ss:

Competitions, medals, sports, etc. S1: My favorite sports is basketball because it is very competitive, and my favorite team is American Dream Team because my favorite player James is in it.

S2: I like swimming.

Ss: No.

2. To introduce the topic of the story and provide more background information about the language and culture;

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II. Reading 1. Prediction: (0.5 Minute) What information can you get from the title? Can you guess who Atalanta is? What’s she good at? And what’s the story about? T; Thank you very much.

2. Read paragraph1: (2.5 minutes)

Let’s read paragraph 1 and find out the answers to these questions. 

Who was Atalanta? T: Can you find more descriptions about her?



Why did she compete against the men who would marry her? 

Here is the question. Only the princess could not take in the Game? T: So she found the game was unfair or unequal. Actually, she could not change the rule of the game or the society, but she could make her own rules. 

What were her rules?

3. Summarize Paragraph 1: (1.5 minutes) T: Good job. You see, these are the major information of paragraph 1. Can you use some linking words or

S1: She is the main character in the story. S2: Running. S3: It’s about Atalanta and Olympic Games.

S1: Atalanta was a Greek princess Ss: She was very beautiful.

She could even run faster than men. S1: She was angry about the rule that she could not take part in the Olympics Ss: No, all the women couldn’t .

S1: She would not marry anyone who could not run faster than her. Anyone who can’t run faster than her

in the race will be killed without pardon.

S1: But women were not allowed to take part in the Olympics. 学习理解类活动：获取与梳理

鼓励学生运用基本阅读技巧获得新知，通过梳理、概括、整合区分重要和次要信息。

1. Get students to predict the content based on the picture and title to improve their innovative capability. 2. To consolidate the reading skill: skimming and scanning and recognize what are major information

3.

To help students differentiate the

essential and minor information, and to pay attention to the logic relationship

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pronouns to connect these simple sentences to S2: So she made the rule that…

summarize paragraph 1? S3: Atalanta was a beautiful Greek princess who For example, Atalanta was a beautiful Greek princess could run faster than any man. But the rule, women who could even run faster than men. were not allowed to take part in the Olympic Games,

made her determined to race against men who wanted to marry her. Anyone who couldn’t run faster 4. Read Paragraph 2: (2.5 minutes) than her would be killed without pardon. Q&A: 

What was Hippomenes' attitude?



Why did Hippomenes change his mind? S1: He thought others were foolish and were amazed T: Which sentence shows us that

the princess was so at the ruls. beautiful? S2: Because Atalanta was so beautiful.

Ss: She was so beautiful. Here is the question. Those men wanted to marry her S3: Many Kings and princes wanted to marry her. just for her beauty? Ss: No.

5. Pair Work: (4 minutes) Discuss with desk mate about Atalanta’s

Characteristics and find more details to support your Ss discussed with their deskmates. idea?

between the lines.

应用实践类活动：描述与阐释

分析与判断

引导学生围绕主题和人物开展描述、阐释、分析与判断等交流活动，通过找寻文中细节来分析人物个性特点。逐步实现对语言知识的内化和巩固，促进学生将知识转化成能力。

4. Let students focus on the personality of characters which prepares for the subsequent prediction; 5.①To strengthen students’

communicative ability and encourage them to present their ideas with supporting details;

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T: Any volunteer?

As you know, volunteer work plays an important role in the Olympics. It is also very essential in our class. T: In other words, she was very confident and brave.

How about the girls?

Anyone else?

You can use athletic, brave, confident and wealthy to describe the princess and those positive characteristics attracted so many men to marry her. So do not only judge person on her or his physical appearance but to find others’ inner beauty.

6. Summarize Paragraph 2: (1 minute) T: Can you use one or two sentences to summarize paragraph 2?

7. Prediction: (0.5 minute)

S1: Atalanta was a proud woman because when she knew she couldn’t attend the games, she felt angry and bargained with her father to get her right. S2: She was determined. She made her own rules and stuck to the rules. S3: She was a self-respected woman. She fought against the rules for women and the men who would marry her.

S1: Hippomenes was amazed at Atalanta’s rules first but when he saw the charming princess, he made up his mind to marry Atalanta or die.

②

To stimulate students to take part in the activities more actively

6. To consolidate the ability to get the main idea and express it logically;

应用实践类活动：分析与判断

内化与运用

基于对上文情节和文物的把握，预测故事情节发展，实践和内化所获得的语言知识与技巧。

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T: Then race began, how could Hippomenes win the race?

What preparations did he do before the race?

OK, You got the answer by seeing the text.

8. Listen to the tape and fill in the blanks: (2 minutes)

S1: He got help from the Goddess of Love.

T: What are the answers? Ss: Promised, three golden apples, past, pick it up,

marry.

9. Read and summarize paragraph 3: (1.5 minute) T: How could Hippomenes run as fast as Atalanta?

Can you use one sentence to summarize this S1: He threw the apples when Atalanta ran past him. paragraph? S2: Goddess of love gave him three golden apples.

In order to win the race, Hippomenes…Do you know He used them when he was after Atalanta. the expression “ask sb. for help”?

Yes, He asked the Goddess of Love for help.

7. To let students to predict the plot to give a full play to their logic and imaginative ability.

8. To practice listening and get the main idea through listening; To emphasize the use of the key words and expressions;

9. To practice students’ ability to get the main idea and prepare for the retelling the story.

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III. Retelling

the story (4 minutes)

T: As you can see, it is the most part of the story. Can you retell the story with the help of the major information on the screen?

When you prepare for the retelling, you can speak out what you want to say.

T: Your classmate did a good job. Please give him warm applause.

S1: Atalanta was a Greek princess who was beautiful and could run very fast. But women couldn’t take part in the Olympics so she made her own rules that anyone who wanted to marry her should run faster than her. But Hippomenes found it difficult so he asked Goddess of Love for help. Goddess of Love gave him three golden apples when he was behind Atalanta. So Hippomenes became confident. S2:… She was not allowed to win the glory. And she made the rules …and who could not run faster than her should be die. Hippomenes was amazed at the rules at first but when he saw the beautiful princess

To review what they learned and check whether they can get the major information and retell the story logically.

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T: You used a good expression “turn to sb. for help”. he changed his mind to marry he. But he thought it was difficult so he turned to the Goddess of Love for help.

Ss: Yes.

S1: Hippomenes was so excited to see Atalanta that he forgot to throw the three golden apples.

Atalanta won the race. And Hippomenes was rescued by the Goddess of Love.

Student actors make their introduction and then act the play out.

1. Let students to predict the plot to cultivate their innovative ability.

2. ①To give students chances to act the play out to fully understand the plot and the emotion or attitude of characters;

②

To practice their ability to sum up the general idea; ③

To cultivate students’

interest in literature reading and analyzing;

IV. Prediction and

Role Play

T: What happened during the race was the climax of the story and who won the race was the resolution.

Do you know the meaning of “climax”? It’s the turning point and the most exciting part of the story. 1. Make Prediction:(Group discussion for 2 minutes) 

What happened during the race? 

Who do you think will win the race? 

Will Atalanta marry Hippomenes? T: Then who won the race? Did they get married?

Thank you. Very imaginative. 2. Role play and summarize its main idea:

(5 minutes) T: Now let’s see the role play given by your classmates and get to know the climax and resolution of the story. You can use one or two sentences to summarize it.

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T: Give them warm applause to the talented actors and actresses. Then what’s the main idea of the last part? 3. Share the Real Resolution in Greek Mythology: (0.5 minutes) Hippomenes won the race and married Atalanta. However, Hippomenes forgot to honor the Goddess of Love and she was so angry that she changed the couple into lions. T: You see, Atalanta wanted to change the rules to obtain the equality but did you see the fairness existed during the race. 4. Question: what’s the conflict of this story? Man VS Man, Man VS Society, Man VS Nature or Man VS Supernature?

S1: Hippomenes won the race by using the three golden apples and finally they got married..

Ss: No.

Ss: Man VS Man, Man VS Society, and Man VS Supernature. Ss have group discussion. S1: The golden apple symbolizes love. S2: Hippomenes didn’t deserve to win the race. Firstly, it’s unfair to get the help from the Goddess of Love. And I think it’s unequal for the man who searched for justice. Honesty is the most important…

3. To get prepared for the critical thinking and discussion;

4. To conclude the conflict of the story and let students be clear about different types of conflicts in the narration; Q&A: 

What does the three golden apples symbolize? 

Do you think Hippomenes deserved to win the Thinking race?

(3 minutes) 

How do you think Atalanta felt when she discovered Hippomenes had had help from the

Goddess of Love? If you were Atalanta, would you agree to marry Hippomenes? 

Concerning love, competition and honesty, which one is more important? Tell us the reasons. V. Critical 迁移创新类活动：批判与评价

想象与创造

分析与评价人物和情节，加深对于篇章意义的理解。在新的语境中，通过自主、合作的学习方式，开展想象与创造，运用所学的语言，理性分析问题和表达观点，体现正确的价值观。

1. Let students think critically about the rationality about the plot and the

character’s personality;

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

What are the morals of this story?

2. Set up a new situation in which ask the students to express their idea with reasonable analysis so as to encourage them to express their viewpoint with supporting evidence; 3. Encourage students to communicate with classmates and adopt cooperative method; 4. To develop positive system of values and attitudes.

VI. Homework 1. Think about the critical thinking questions which can help you have better understanding of the story. 2. Appreciate an Ode to Atalanta：

ODE TO ATALANTA

Atalanta, the swift and brave, Your exquisite beauty seizing the hearts of every passing man. Escaping your doom from marriage, You prevail in every race. Until one day Hippomenes came along. He begged to Aphrodite, the goddess of love. Smitten with your strength and magnificence, He dropped three enchanted apples of gold. You had no choice but to stop and retrieve them. Hippomenes won that race, However you instantly tumbled into love together. Unfortunately the Oracle was right. Your marriage to Hippomenes brought you to your doom. Now you must run as you always did,

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But only now in the form of a lioness.

1.

Students could quickly get the theme of the text and grasp the literal meaning of the story; 2.

The lesson was student-centered in which students took active part in the lesson by doing pair work, group discussion and role play. Their communicative and predicting ability were consolidated; 3.

Teacher helped students develop the skill of making summary based on the given questions.

课堂评价

Evaluation

板书设计 Blackboard Design:

Unfairness Inequality

The Story of Atalanta Race against Hippomenes Unfairness Inequality still existed. made her own rules

Fate 教学反思Reflection

此次展示课的侧重点在于提高学生理解性技能，所以教学目标就是旨在通过阅读理解文本内容，抓住段落的主旨大意并能把握情节间的逻辑关系，如因果关系、转折关系。通过听录音和看同学角色扮演，获得文中重要信息，并理解信息间内在逻辑关系。此外，在学生最近发展区搭建支架，使得学生能够自主寻找文中线索来论证自己的观点。以同桌交流，小组讨论和情景扮演等交际形式加深学生对文本的理解，激发学生的批判性思维，领会文章蕴含的寓意。

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近三年，我一直专注于国际班托福英语教学，同时也密切关注新高考改革的动向，积极参加各级各类教研和公开课展示活动。通过不断的实践探索，发现永恒的经典“新概念”系列用书中对写作部分的设计能够为我们以读促写，尤其是对概要写作的教学会有些许启发。此外，身处中西文化交融的国际部，日常教学形式更加多样，如话剧表演，电影配音，Spelling Bee拼词大赛等。放手让学生作为课堂的主人，我发现学生的能动性，表达沟通能力，小组合作意识得到了开发。所以在我的教学设计中也包含了通过讨论，表演帮助学生更加深刻理解文本所要传达的信息。此次展示课对我而言是难能可贵的锻炼机会，所谓学而不思则罔，我对本次教学设计反思如下：

成功之处：

1. 对文本的运用：

鉴于此文是提供给高一学生学习，对文本的运用完全从学情考虑，保留了文本的主体结构。但是为了让学生能够感受到这是一篇纯正地道和蕴意深刻的好文。我将Using Language的文本和听力素材的运用做了改动，比如我发现原先课本要求学生听录音填词的文本过于简单，我将这一听力形式运用在文本的第三自然段。既能锻炼学生听的能力，又能通过听力形式强化对重点表达的理解。

2．课堂活动多样：

设计新颖独特，环环相扣，层层递近。我身穿北京奥运会志愿者服亮相，吸引学生的注意，激发他们的好奇心，开展关于奥运会的讨论。通过提问的形式，从古代与现代奥运会的区别，谈到最喜欢的奥运会比赛项目和女性运动员，渐渐拉近与学生的距离，引出文章主题。一系列问题充分调动学生逻辑思辨和创新思维能力，预测文章内容的走势。在完成阅读任务过程中，观察学生情况，发现问题，及时引导学生，包括必要的归纳总结，帮助学生完成学习任务，深入解读文本。

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不仅有同桌交流，小组讨论，还有学生情景扮演，从实际效果上看，学生获取信息、分析问题和解决问题的能力有一定的提升，用英语进行思维和表达的能力也得到了锻炼和发展，让学生获得知识与心灵的双重收获。

3. 概要微技能指导，

借鉴“新概念”写作训练的模式，在学生着手概括大意之前为学生搭好支架。我根据段落的主要信息提出几个问题，帮助学生去识别重要和次要信息，然后辨析信息之间的逻辑关系，使学生意识到概要不仅是要抓住主旨还要体现逻辑联系。从提供问题帮助学生找到重要内容到让学生阅读和听录音后用一到两句话概括主旨，可以看到学生的语言组织能力有所提升，思维多层面都得到发展。

4．以学生为主体：

指令明确充分，活动组织有效，以学生为主体，培养了学生的沟通，团队合作意识。Pair work，Group discussion，Role Play 分工明确并考虑到学生思维活动的层次，都能有效地展开并且有较好产出，

着实体现了“以学生为本”和“课堂有效性”。

不足之处：

1. 活动太多，深度不够。虽然能够调动学生积极性，但是没有达到预设的目标。比如最后的Critical Thinking环节，没有给足够时间让学生展开讨论。因学生角色扮演占据的时间有五分钟之久，导致最后的讨论时间很有限，我匆匆忙忙将问题都呈现给了学生。（问题如下①What does the three golden apples symbolize? ②Do you think Hippomenes deserved to win the race? ③How do you think Atalanta felt when she discovered Hippomenes had had help from the Goddess of Love?④If you were Atalanta, would you agree to marry Hippomenes? ⑤Concerning love, competition and honesty, which one is more important? Tell us the reasons. ⑥

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What are the morals of this story? ）

很明显，问题数量过多。其实这一环节应该让学生提出值得思考的问题，提出他们在阅读和理解过程中存在的问题，这些才是真正意义上的激发学生批判性思维的问题。又或者可以让每组认领1个问题展开深入讨论。

2. 微技能指导，蜻蜓点水。新概念的写作训练模式给予我启发，在操作过程中帮助学生搭建支架，完成了提取重要信息的指导。但是在逻辑关系的处理上未深入探讨和加强巩固。

3. 此外我深深认识到仍需提高自己教学过程中教态和课堂用语。提高自我意识并通过课堂观察学习其他老师的长处，不断充实和提升自己。

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