Using LanguageⅡ优质课教案整理

The Story of Atlanta 教学设计

----基于英语阅读教学中文本解读策略研究

[教学片段1 ] Lead-in 1 Play a short video about the Olympic torches and tell students to pay attention to the time. T: Just now we enjoyed a short video. What is it mainly about？

S: Olympic torches. T: Do you think those torches are in ancient Olympic Games or in the modern Olympic Games? And how do you know? S: In modern Olympic Games. We can know it form the time. T: Great. But where did the ancient Olympic Games start? S: In Athens, Greece. T: You know there are many stories in Ancient Greece. Do you know some of them? ( If so, tell me the story, please. If not, today we are going to learn one of them--- The Story of Atlanta.) 设计意图：用media player 导入，具有形象、生动、直观等特点，能吸引学生的注意力，激发学生的学习兴趣，同时能激活学生已有的背景知识，使学生对奥运会的背景知识有一个直观的了解。通过对课前预习情况的展示和交流，可以促进学生间的相互学习和增强信心，而且学生还可以初步了解古代希腊的一些神话故事，并理解一些有可能出现的词汇，为阅读铺垫。在教师的引导下，使其自然地进入主题学习。

[教学片段

2] Step 2 Pre-reading T: Who was Atlanta? Do you know any information about her?

(Introduce Atlanta) S: Ancient Greek princess, wealthy, pretty, good at running…

T: Can you imagine how beautiful she is? I have got a poem to describe the beauty. Let’s

appreciate it together. She was beautiful: her beauty made

The whole world dim, and everything beside

Seemed like the fleeting image of a shade.

她是如此美丽，

她的美使整个世界黯然失色，

万物如飞逝暗影。

设计意图：在读前环节，教师利用情境、会话等学习环境要素充分发挥学生的主动性、积极性；英文诗歌的欣赏又能让学生在愉快中学习和扩展知识面，最终达到使学生有效地实现对当前所学阅读文章基本知识的意义建构的目的。

[教学片段

3]Step 3 Reading Q1 What writing style does the passage belong to?

A

Narrative

B Argumentative

C Expositive

D Descriptive

T: Let’s

read the passage and try to grasp the plots of the story. Do you know how to grasp the plots of the story? (show the tips) Skill focus: How to grasp the plots of the story(如何把握故事的情节) Narration (叙事，故事) Main characters（把握主要人物）

Background（了解故事背景）

Analyze the plots of the story（分析故事情节）

Finish the following chart:

Topic（主题）

The Story of Atlanta Background Ancient Greece(women were not allowed to take par（背景）

t in the Olympic Games

Event

Hippomenes wanting to marry Atlanta （事件）

Main charaAtlanta, Hippomenes cters（主要人物）

Other charThe Greek king, other kings and princes, the Greacters ek Goddess of Love （次要人物）

T: Q2 What was Atlanta’s

rule？

S: Anyone who can’t

run faster than her in the race will

be killed without pardon. T: Q3 What would you do if you heard of Atlanta’s

rule? Why?

学生两个人一组讨论这个问题，最后老师也阐述自己的观点，与学生一起交流。

设计意图：让学生带着问题略读，对文章的主要人物和组织方式有所了解，并介绍阅读记叙文时通常要注意的一些线索。根据叙述特点，学生在阅读过程中可以快速地找到文本的主要人物和主要事件，表格的填写使学生易于掌握文本的整体框架。后面的两个问题引导学生进入细节阅读。“每一个孩子都是一个潜在的天才儿童。”在相互讨论学习过程中，学生能够充分发挥自己的主动性，能体现出发散思维和创新精神，同时能让学生有多种机会在具体的情境下去应用他们所学的知识，将知识进行外化。

[教学片段

4] T: What about Hippomenes, his attitude? Hippomenes’

attitude First: amazed--- foolish Later: changed his mind---“I

will marry Atlanta--- or die!”

T: Why did Hippomenes change his mind? S: Because Atlanta was very beautiful.

T: His change in his attitude tells us that men want to marry beautiful woman.There is also a Chinese poem which conveys the same idea. Can you guess which one？If not, I will show it to you. Guan! Guan! Cry the fish hawks

On sandbars in the river:

A mild-mannered good girl,

Fine match for the gentleman.

---Guan! Guan! Cry The Fish Hawks

关关雎鸠，在河之洲。

窈窕淑女，君子好逑。

----诗经《关雎》

设计意图：学生了解了为什么Hippomenes改变主意后，教师自然地引入一首中国古代有名的诗歌诗经《关雎》，熏陶学生的跨文化意识，让他们感受在不同文化下诗歌的不同内涵和韵味。

T: How could Hippomenes win the race? S: He asked for help form the Goddess of Love. She promised to help him and gave him three golden apples to attract

Atlanta’s

attention and make her slow down. T: Finish T or F on page 14 of the students’

book.

设计意图：学生阅读部分内容之后，教师让学生完成是非题。学生能对所学的内容进行及时巩固，实现自我反馈教材所提供的知识内容，完成主动建构意义。

[教学片段

5 ] Retelling T:Since the main characters in the story are Atlanta and Hippomenes, next please read the text again, and then you should retell the story from their points of view respectively. Retelling(1) •

Sth. about Atlanta: Atlanta, a very beautiful Greek _________, 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 _______.

Retelling (2) •

Sth. about Hippomenes: Hippomenes 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 wh

en she was ________ fast.When she stopped to ________ it up, he would be able to run ________ her and win. Hippomenes

took the apples, went to the King and told him that he wanted to marry Atlanta.

设计意图：此目的是采用另外的一种方式对文本语言的解读，利用填空形式凸显核心词和短语，使学生从两个主人公的角度出发，更深刻地理解两人的情感，态度等。

在文本解读中，教师需要深入解读文本，挖掘文本所蕴含的丰富信息，读出他们的逻辑关系、内在思想，读出文本背后的故事，并在阅读教学中加以体现，从而引领学生从不同的视角理解、体验和感受文本，赋予文本以生命，赋予课堂以活力，使阅读教学变得立体和综合，最终实现提高学生英语学习兴趣和综合语言运用能力的目的