Using LanguageⅠ优质课教案推荐

人教版选修11第四单元Using LanguageⅠ：Theseus Goes Home 教学设计

宁波市鄞州高级中学：胡曹肖

主题语境：人与自我——自我完善，自我实现

语篇类型：人物故事类记叙文

授课时长：一课时（四十分钟）

文本分析及整体思路

本单元的中心话题是“古希腊神话传说”，本课是语言运用（Using Language）部分。阅读任务是一篇神话故事，介绍忒修斯（Theseus）王子在投奔父亲的途中，运用他的智慧和勇气与强盗西尼斯（Sinis）及普罗克拉斯（Procrustes）的斗争经过，这个过程是本课设计的思路和内容主线，而整个过程中主人公忒修斯体现出来的品质，是本课的情感主线。

本课的阅读文本总共有4个段落，第一段讲述主人公Theseus王子的优势和弱势，重点在于主人公如何刻苦训练，提升自我；第二段讲述主人公父亲给他留下的使命，让他踏上艰辛的寻父之路；第三段和第四段分别描述主人公如何智斗两大强盗。本文有两大特点：一，阅读文章不是一个完整的故事，忒修斯与第二个强盗普罗克拉斯的斗争在文末没有给出结局。因此，在阅读文本处理后，设计“说”的部分让学生以对话形式完成与普罗克拉斯斗争的过程和结局。二，文章生词较多，需要提前预习处理。课上重点处理的词汇是涉及特修斯所作所为的相关信息中的词汇以及描述特修斯品质的词汇。此外，输出部分让学生模仿创作“第三个强盗”，运用前面智斗两个强盗中的所学，重点突出强盗的诡计、忒修斯如何识破以及如何取胜三方面内容。

本课的价值取向在于学生通过本文的学习，对标题Theseus Goes Home有深入的理解，这既是主人公忒修斯投奔父亲的“回家之路”，更是他运用智慧和勇气对抗强盗的“英雄之路”。学习主人公忒修斯的优秀品质，体会他成功之路的艰难，一路遇到的障碍，只要运用合适的策略去解决，将会成为我们通往成功的目的地最有利的垫脚石！与此同时，学生感受到希腊神话在西方文化中的地位，领悟到希腊神话向人们传递的积极的正能量的精神。

学情分析

授课对象为宁波市鄞州高级中学高一8班学生24人，学校一直实行英语小班化教学。学生英语基础较好，学习态度较认真，学习热情较高。学生已经基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。但是多数学生在综合梳理信息、逻辑推理和批判评价方面的能力还有所欠缺，部分学生口语表达能力不够。此外，虽然学生从小对希腊神话非常熟悉，但对英文版本的了解还不多，而且大部分只对宙斯、普罗米修斯这些耳熟能详的有所涉略，对希腊神话在西方文化中的作用和传递的精神缺乏深层理解，对这一类话题的阅读和写作策略知识也不够系统。

教学目标

在本科学习结束时，学生能够：

1.

获取梳理文中关于忒修斯的弱势，他的机遇以及他智斗强盗的过程的事实性信息；

2.

概括、整合、阐释忒修斯运用智慧和勇气与强盗斗争的过程；

3.

推断忒修斯的优秀品质并作出论证；

4.

运用忒修斯战胜第一个强盗Sinis中的主要动词，复述Sinis的诡计；

5.

在分析主人公性格和品质基础上，以对话形式展示他如何智斗并战胜第二个强盗Procrustes；

6.

运用前面智斗两个强盗中的所学，从强盗的诡计、忒修斯如何识破以及如何取胜三方面入手，模仿写作“第三个强盗”；

7.

总结主人公忒修斯的优秀品势和精神，体会成功之路的艰辛，需要运用策略解除障碍，通往目的地，领悟希腊神话的影响力和正能量精神。

教学重点

学生通过阅读，获取关于忒修斯的相关信息和他智斗强盗的事实性信息，整合推断出忒修斯的优秀品质以及希腊神话传递的主旨。

教学难点

学习主人公忒修斯如何巧妙利用智慧和勇气化解危机；复述他识破第一个强盗的诡计的部分；对话完成其智斗第二个强盗的过程；模仿编写遭遇并战胜第三个强盗；体会主人公优秀品质，对希腊神话传递的精神有一个深层次理解。

教学资源

教材、多媒体课件、卡纸、记号笔、粉笔

学习准备：学生课前自学了新单词，预习了课文。

教学过程

步骤

Step 1 Lead in

教学活动

1.

T brings out the topic of this unit legends of ancient Greece and Ss will have a free talk about what they know concerning this topic. 2.

T adds the importance of legends of ancient Greece in western culture and show the pictures of some famous films about Greek legends. 3.

T invites Ss to think, “ Why are Greek legends so popular?”. Ss discuss briefly talk in pairs and share with the whole class. （PW）

4.

Ss read “Greek legends were often about heroes who had to prove themselves before getting their reward.”

1.

Ss read the title “Theseus Goes Home” and find the information who, what, where. 2.

T invites Ss to go through the whole text to find more information about where, why, when, how, what. 3.

T leads Ss to think about the writing style of the text and asks Ss to prepare to write a paragraph of narration. (IW) 1.

After the feedback, T invites Ss to have a general idea of the structure of the passage. Meanwhile, lead Ss to read the names of the three characters, which Ss may find difficult to pronounce. 2.

Ss are to match the main points of each paragraph. (IW) 3.

T presents four questions based on the

设计意图

话题导入，激活学生已有知识，利用图片，创设语境，抛出问题，引出希腊神话中英雄故事的主题，形成阅读期待。

核心素养提升点

语言能力：

熟练运用已有语言知识表达自己。

文化意识：

欣赏西方文化，理解文化内涵。

Step 2 Activity 1 Finish information chart &

writing style Step 3 Activity 2 Complete main points & Understand structure 学生初步理解标题，略读全文，寻找基本事实性信息。

关注文章体裁，了解文章结构，为后续仿写故事做准备。

找出各段落主题，针对性设计问题，过渡到深层次理解。

语言能力：

获取、概括信息；辨别文体特征。

思维品质：

利用图表提取信息。

语言能力：

分析语篇结构和要点。

思维品质：

归纳概括信息，提炼关键概念。

main points of each paragraph, and makes Ss prepare for careful reading for the related answers. Q1: What was Theseus’ problem?

Q2: What was his chance?

Q3: How did he defeat Sinis?

Q4: What was special about Procrustes? Step 4 Activity 3 Information chart

&

Qualities

appreciation With the four questions above in mind, Ss are to listen and find the detailed information related to each paragraph. Meanwhile, Ss will have further thinking about Theseus’ qualities and appreciate some important and difficult words and sentences.

T asks Ss to read the whole text with the record and underline the detailed information. At the same time, pay attention to pronunciation of new words. Remember, always with a pen in hand. Then share their opinions in pairs and get ready for class discussion. (PW) Q1: What was Theseus’ problem? (Para.1)

T asks students to fill the the chart to find the information about Theseus’ disadvantages, feelings and his solution, leading Ss to think about his qualities.

Qualities to learn: diligent，determined... Q2：What was Theseus’ chance?(Para.2)

Transitional words:

As a saying goes, chances always favor those who are prepared. So it is with Theseus.

T asks what Theseus’ chance was and leads Ss to find out basic information for the three times that Theseus tried to finish his task. Meanwhile, appreciate the following two important and difficult sentences and his qualities. (IW) Sentence 1:

Astonished, but not dismayed, Theseus felt his pulse quicken as his mind zoomed in on his problem. Sentence 2: ...he would take the long and dangerous road, known for the fierce cunning robbers who waited there. 听读全文，进一步梳理归纳文本信息，并根据问题链处理文章段落内容，提炼主人公Theseus的优秀品质，理解并赏析重难点词汇和句子。

语言能力：

语言知识学习；理清语篇主要观点与事实。

文化意识：

培养正确价值观和健康的道德情感。

思维品质：

识别、判断信息，提取归纳信息。

Qualities to learn: Courageous, ambitious... Step 5 Activity 4 Retelling & Qualities appreciation Transitional words: Faced with such a good chance, Theseus focused on his problem again. He was determined to impress his father King by taking the long and dangerous road known for the cunning and fierce robbers. It was not long before he met the first robber, Sinis. Q3: How did Theseus defeat Sinis? (Para.3) 1.

T asks Ss to find out what Sinis’ thick was by underlining and understanding all the verbs to show his actions. (IW) 2.

T concludes how cunning and dangerous Sinis was and thus makes Ss to warn the passers-by of Sinis’ thick by retelling this part with the help of the verbs and picture. First in pairs and then invite several to retell to the whole class. (PW) 3.

Ss read the sentence that showed Theseus had noticed Sinis’ trick and appreciate it: Theseus noted the mess as he passed by and interpreted the evidence correctly. (CW) 4.

Ss understand how Theseus defeated Sinis and choose the best answer. (CW) 5.

Ss discuss about what qualities can be learned in this part. (GW) Qualities to learn:

Intelligent, observant... Transitional words: Theseus was still smiling when he encountered the next robber, Procrustes. Procrustes seemed to be so kind. What is his trick?

Suggested answer: Procrustes has a special bed. Q4: What was special about Procrustes? (Para.4) 1.

T make Ss to think about how the bed worked to fit anyone lying on it in pairs. (PW) 2.

T leads Ss to conclude the three challenges Theseus met and the strategies he took and think about this time. (CW) 3.

Ss make dialogues about how to persuade Procrustes lie on his own bed in groups and 学生自主阅读，梳理归纳信息，复述重要信息，赏析长难句，提炼主人公优秀品质。

语言能力：

提取概括信息；陈述事件，传递信息。

文化意识：

培养正确价值观和健康的道德情感。

思维品质：

分析、推断信息；正确评判思想观点。

学习能力：

开展合作学习。

Step 6 Activity 5 Dialogue making

& Qualities appreciation

提炼关键信息，归纳概括信息，归纳共同要素；赏析长难句，学习主人公优秀品质；运用所学知识，通过小组内编造对话，完成故事结局。

语言能力：

口头陈述事件，传递信息。

文化意识：

培养正确价值观和健康的道德情感。

思维品质：

辨析、归纳信息，通过观察、比较，发散思维，形成新概念。

then present in front of the class with the beginning given. (GW)

Step 7 Activity 6 Writing

&

Sharing Transitional words: Anyway, Theseus defeated Procrustes. As mentioned before, this road is known for fierce and cunning robbers. Actually, Theseus encountered 6 robbers in total. What other kinds of robbers did he meet?

Writing task 1.

T asks Ss to work in groups to create one robber named Sciron based on what have been learned about overcoming the two robbers, and Theseus’ qualities

2.

While writing, Ss are required to write a paragraph of narration by following the 3 steps: (1)

Describe the robber’s trick.

(2)

How Theseus discovered the trick. (3)

How Theseus defeated the robber.

3.

Meanwhile, Ss are required to be reasonable, creative and exciting.

4.

The stories will be written on papers and shown to the whole class on the blackboard if finished. 5.

A representative is needed to share the story with the whole class. One possible beginning is offered: Theseus had just breathed out a sigh of relief when he encountered a third robber, Sciron ...

1.

T invites Ss to talk about what message is conveyed in this legend of ancient Greece. 2.

T draws Ss’ attention to the key information on the blackboard, focusing on the title, the road to be a hero, challenges and strategies. 3.

Ss read together about the message to further appreciate Theseus’ qualities and have a deeper understanding of Greek legends. Message: To be a hero is not easy! Challenges are always on the way to shape 通过仿写，学习本文描述主人公智斗前两个强盗的写作手法；运用所学知识，编造故事；体会希腊神话故事的特点和寓意；加强小组合作精神。

学习能力：

开展合作学习。

语言能力：

了解语篇写作手法，模仿写作。

文化意识：

领悟西方文化精神。

思维品质：

运用创造性思维和发散性思维，在写作中培养逻辑思维。

学习能力：

加强合作学习。

Step 8 Summary

& Homework

提升思维层次，深化道德精神；巩固上课所学，拓展话题内容。

语言能力：

表达作者情感态度、价值取向。

文化意识：

提炼西方文化精神，形成正确的价值观和健康的道德情感。

you. Think out strategies, and your qualities will lead you to your destination!

4.

Assignments: ·Try to understand and memorize the new words in this passage. ·Polish the writing and prepare to tell the story to the class in the next period. 学习能力：

回顾、梳理、提升所学内容。

备注：

Ss: Students

T: Teacher IW: Individual work PW: Pair work GW: Group work