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Teaching Plan Theseus Goes Home

宁波北仑明港高级中学

陈科娜

1. Analysis of the Teaching Material

This is a Greek myth, which describes Theseus succeeded defeating evil and showed his courage and wisdom in combat on his way to look for his father. Theseus’s father, Aegeus, was the king of Athens. He left Theseus when he was born, burying his sword and sandals under a large stone. After several years’ efforts, Theseus lifted it to get his reward. Then he set out to look for his father to claim his birthright. On his way home, he encountered and defeat six robbers with his sharp mind. Eventually, Theseus reached Athens with a great reputation and became a hero because of his exploits. This passage is a typical myth which contains many features of Greek myth. The hero, Theseus, is endowed with supernatural courage and wisdom, and he also has abundant feelings and desires, just like man. For example, he was eager for his mother’s accompany and encouragement when faced with difficulties and his father’s love and recognition. What’s more, the characters have distinct personalities. Theseus has all the good qualities, while the robbers are cunning, vicious and greedy. In addition, there exist many symbolic meanings in the myth, such as sandals and sword, three times, Procrustes’s bed and so on. In order to make the plot vivid, the language of Greek myth is abundant, which uses rich vocabulary and expression skills to serve the mysterious characters and imaginative plot.

On the basis of these features of Greek myth, I make the teaching plan.

2. Analysis of the Target Students The target students come from Ningbo Beilun Minggan Senior High Schools. After learning Modules 1 to 10, their proficiency has reached about Level 11 as stated in the targets in terms of language skills. They are supposed to be able to express personal feelings and thoughts appropriately, negotiate and make plans with partners, report the process and results of a task and complete communicative tasks such as expressing opinions, making judgments, offering suggestions, etc.

My class consists of a series of closely connected tasks with features of Greek myth which require intense involvement from the students. Students are required to discuss in groups and explore for Theseus’s feelings and desires like man, characters’ personalities, the theme and symbolic meanings in the myth. Then they are guided to analyze the language traits of Greek myth. On the basis of these features, students are required to predict how Theseus defeat Procrustes and make a dialogue between Procrustes and Theseus as a story ending and act in front of class. In the

process, they are able to express personal thoughts appropriately, report the process and results of a task and complete communicative tasks such as expressing opinions, making judgments, etc. As for reading, it is assumed that they are capable of solving problems by collecting and processing information, mastering reading skills, such as skimming and scanning, understanding long and difficult sentences, and making good use of learning strategies.

3. Teaching Aims Students are expected

☆

to have a better understanding of features of Greek myth and how the myth is organized according to these features. ☆

to learn that gods and heroes are endowed with supernatural courage and wisdom, and he also has abundant feelings and desires, just like man. ☆

to get that characters in Greek myth have distinct personalities. Gods and heroes have all the good qualities, while the robbers are often cunning, vicious and greedy. And the theme of Greek myth is positive. ☆

to know objects and events in the myth have symbolic meanings, such as sandals and sword, three times, Procrustes’s bed and so on. And there exist certain connections among them.

☆

to master the language traits of Greek myth and how to write a myth with rich vocabulary and expression skills so as to make the plot vivid and imaginative, ☆

to predict how Theseus defeat Procrustes with his sharp mind and make a dialogue between Procrustes and Theseus as a story ending according to these features of the myth, and try to use key words and expressions in proper contexts, such as fellow, mess, transparent, tug, zoom in on, quick as a flash, etc. ☆

to understand and absorb the cultural essence and language traits of Greek myth. They are able to write a myth according to these features.

4. Teaching Approaches

Students-centered teaching approach Task-based language teaching Communicative Approach

5. Teaching Procedures

Step1 Lead in

Introduce the background of Greek myth and ask students the following questions.

Q1: We have learnt so many Greek myth, which one impresses you most?

Students’ answers: The story of Atlanta, Pandora’s box, Battle for Troy, the story of Apollo, Prometheus stole fire,

etc.

Q2: What are the features of Greek myth according to your understanding?

Students’ answers:

Greek myth is imaginary which tells the deeds of gods and heroes in ancient Greek.

Gods and heroes in Greek myth are endowed with supernatural courage and wisdom. They have the power to overcome any difficulties. The characters look like man and they also have man’s emotions and desires. For example, they are eager for love and victory. The plot is vivid and imaginative which mixes up the real life with fantasy.

The theme is positive. It is an exploration of self and nature. The characters have a strong sense of right or wrong. Gods and heroes have all kinds of good qualities, while the monsters are often cunning and cruel. The objects and events in Greek myth often have symbolic meanings, such as three golden apples. 【设计说明】利用头脑风暴式问题导入，发散学生思维，激发学生原有关于希腊神话的认知，使之与即将要学习的新知识之间建立联系。高三的学生词汇量丰富，能够根据已学神话故事概括总结其体裁特征。

Step2 Pre-reading Summarize the features of Geek myth. Feature 1: Gods and heroes in Greek myth are endowed with supernatural power and wisdom. They also have abundant feelings and desires, just like man. Feature 2: The theme of Greek myth is positive. The characters have distinct personalities, a strong sense of right or wrong.

Feature 3: Myth story is imaginary but symbolic and metaphorical，which mixes up the real life with fantasy. Feature 4: The language of Greek myth is vivid and abundant. It often uses exaggerated expression techniques to serve the mysterious characters and imaginative plot. 【设计说明】基于学生的回答，概括总结了希腊神话4个显著特征；神话人物具有人类的情感和欲望且性格特点鲜明，主题积极向上，事物有象征意义，语言生动表达夸张，为之后根据希腊神话体裁特征展开阅读和探讨做好铺垫和生发的基点。

Step3 While-reading

Task1 Ask students to scan the myth and explore for these features in the myth in groups. Then give the evidence.

Group 1

Explore for Theseus’s feelings and desires like man.

Students’ answers:

“Astonished, but not dismayed, Theseus felt his pulse quicken as mind zoomed in on his problem. If he arrived in Athens looking so small and insignificant, his father would never feel proud of him. He needed to impressed him.”

At that moment, I think Theseus’s feelings are complicated. First, he was shocked but delighted when he knew his father was alive. Then he might feel nervous, anxious and ashamed. Because his father was the King of Athens, while he was so small and insignificant. In his deep heart, He was eager for his father’s love and recognition and hoped his father would take pride in him.

“Theseus was not as tall or as strong as other young man. He worried about this and practised his wrestling and swordplay every night in order to enlarge his muscles in the hope of winning a tournament.”

Although Theseus was endowed with supernatural wisdom and courage, he still had weaknesses and worried about this like man. In order to make himself stronger, he practiced day and night with persistent efforts. He was urgently eager for victory to prove himself.

“…his mother said: ‘Never mind. We will try again next year and see if you are stronger then.’”

He was brought up by his mother, who played an important role in his early life. He longed for love, accompany and encouragement from his mother when faced with difficulties.

Teacher’s conclusion:

Group 2&3

Explore for characters’ personalities and the theme of the myth.

Students’ answers:

Theseus is diligent, determined and persistent because he practiced day and night for such a long time that he lifted the large stone. Theseus is adventurous, bold and brave because he took a long and dangerous road to Athens rather than the safe and direct one. (Theseus)

Theseus is smart and has a sense of justice because he defeat Sinis with his sharp mind. He was alert, observant and thoughtful to notice the evidence and interpreted correctly. (Theseus)

Theseus was ambitious and aggressive because he wanted to arrive in Athens with a great reputation so that his father would take pride in him. In addition, he was modest to acknowledge his weakness and insignificance. (Theseus)

The robbers are cunning, vicious and greedy. They deceived and killed passers-by and took their money. They were hateful. (Sinis&Procrustes)

After we read it, we learn that Justice will eventually defeat evil. Man can overcome any difficulties. (Theme)

Teacher’s conclusion:

Group 4

Explore for symbolic meanings in the myth and connections among them.

Students’ answers:

Sandals and sword: a long and dangerous journey to Athens

Aegeus predicted the road to Athens must be long and dangerous. He hoped his son could face up to the challenge and overcome all the difficulties along the way with supernatural power and wisdom, arriving in Athens as a hero with a great reputation.

Lift a large stone: overcome his weaknesses Theseus’ father asked him to lift a large stone, it could be a test for the future king.

Aegeus hoped this son would be the heir of his throne. He could try to overcome his weaknesses Try three times: Theseus’s persistent efforts

Three times is a definite figure. In fact, Theseus practised day and night for such a long time that he could lift the large stone. so, three times stand for Theseus’s persistent efforts.

Procrustes’s bed

Procrustes’s bed was amazing because it exactly fits whoever lies on it. It indicates to treat all people or things as if they are the same, without considering individual differences whether it is too strict and unreasonable.

Teacher’s conclusion:

【设计说明】基于希腊神话的体裁特征，分组让学生找出文中关于提修斯拥有的人类情感和欲望，分析人物的性格特点，评鉴神话的主题意义，探究事物的象征意义，并给出自己的理解。学生依靠自己的努力和小组讨论，而不是依赖老师来找出文中体现神话体裁特征的内容，进而明白神话故事如何组织内容来表现其独具一格的体裁特征，为后续语言输出做好铺垫。学生结合已有的认知，各抒己见，热情高涨地参与到课堂讨论和展示中去，迸发出许多思维的火花。尤其是学生在分析人物性格时，通过文中的事例总结概括出许多描述提修斯的性格的词汇，如从Theseus noted the mess as he passed by and interpreted the evidence correctly中，

得知提修斯是一个善于观察、注重细节的人等。在探索文中事物的象征意义时，学生充分展开联想，发散思维，积极探索事物间的逻辑关系，比如对Procrustes’s bed的认识，出人意料。

Task2 Ask students to read Para. 3 carefully and analyze the language traits of Greek myth.

How to make the plot vivid and imaginative?

※expression technique—exaggeration

Students’ answers:

eg. …asking passers-by to help him bend two pine trees to the ground.

eg. When the branches sprang back, the person was torn apart and his remains were scattered all over the countryside.

……

※vivid language

Students’ answers:

V.

Adj. N. set off, bend down, tie tightly, spring back, tear apart, scatter, note, interpret correctly, pretend, grab…

stupid, superior…

fellow, remains, mess, evidence, snap…

【设计说明】希腊神话语言生动形象，故事性强，既有现实主义的真实描绘，又有浪漫主义

的夸张想象，具有很强的艺术表现力。学生通过细读提修斯如何智取西尼斯来感知神话故事的语言特点，模仿重点句型和运用重点词组，为下一环节的语言输出——仿写做好词汇方面的铺垫。

Step4 Post-reading

On the basis of the four features of Greek myth and predict how Theseus defeat Procrustes. Task1 In pairs discuss how Procrustes’ bed could change shape to fit both a tall man and a short one. Write notes in the sheet below.

Procrustes’ bed can change shape For a short man it will _________________________________ For a tall man it will __________________________________

Students’ answers: Procrustes’ bed can change shape

For a short man it will stretch him until he fits the bed exactly. For a tall man it will cut off his legs so that he fits the bed exactly.

Task2 In groups discuss how Theseus can avoid going to bed on it and think about the helpful vocabulary.

What happens 1. 2. 3. Helpful vocabulary Nouns: Adjective: Verbs: Then check your story ending with following questions: ●

Does it fit suitably with the first part of the story? ●

Is it creative? ●

Is it exciting?

Students’ answers: What happens 1. Theseus trips Procrustes up deliberately 2. Procrustes falls onto the bed by mistake 3.The bed seizes him and cuts off his legs so killed him. Verbs: fit, lie down, cut off, fall, pretend, faint…

Adjectives: intended, amazing, superior…

Nouns: fellow, mess, accident, injury…

Helpful vocabulary

Task3 Role Play Practise your story ending as a dialogue between Procrustes and Theseus. Prepare to present it to the class and make sure that your ending should be interesting, exciting and fits most suitably with the first part of the story.

Students’ answers:

(N=narrator, T=Theseus, P=Procrustes) N: Procrustes seems like a kind man because he has invited Theseus to stay the night in his special bed. It seems amazing but Procrustes says it can fit everyone. However, Theseus is suspicious. T: How can this bed fit you as well as me? You are much taller than me. P: Lie down and I’ll show you first how it fits you and then how well it will fit me. T: Ok, but first let me look at it more closely since it’s so wonderful. P: Oh, no. There is no need for that. N: Procrustes hurried to the bed. At that moment, Theseus trips Procrustes up deliberately, while Procrustes fell onto the bed by mistake. T: Oh, watch out (Theseus pretended to pull Procrustes.)

P: Help, help. Please pull me up. (The bed seized Procrustes tightly.) T: Oh, my goodness. It’s cut your legs off. (He shouts.) Help! Help! There has been an accident here and Procrustes has fainted.

【设计说明】文中讲述了提修斯遇到的三个挑战，但只给出了其中两个的解决办法。学生在对故事情节和人物性格的深入解读之后，基于希腊神话的体裁特征，预测提修斯如何与普罗克拉斯提斯斗智斗勇，以及他的铁床如何适用于不同身高的人，并组织学生进行自评和他评。

之后，引导学生以对话的形式编写故事结尾，并按照所编情节进行角色扮演，训练学生的语言表达能力和表演能力。以阅读为语言输入形式，在写和说中运用输出语言，最终达到输入与输出的一致性。

Step5 Assignment 1.Write a short passage of your story ending and check whether it is reasonable.

2. Discuss why Greek myth can be circulated. 【设计说明】紧扣阅读的话题设计写作任务，让重新组织语言从不同的角度给神话故事写一个结尾，巩固阅读文本中出现的重点词汇的运用。同时，引导学生思考希腊神话这一特殊的文学形式能流传至今的原因，探究其产生的背景。

Step6 Conclusion

Step7 Blackboard design

Step8 Reflection 本文以选修11第4单元Using language的一篇希腊神话Theseus Goes Home为载体，探讨了英语阅读教学中如何从体裁分析的角度出发，通过图示、问题驱动，引导学生深入挖掘神话故事背后的文化内涵，探究语篇主题意义，帮助学生建立相对稳定的、可以借鉴和依赖的神话体裁分析模式，强化学生的阅读驾驭能力，促进学生语言能力、文化意识、思维品质和学习能力的融合发展。

古希腊神话是原始氏族社会的精神产物，是古希腊人对自然和社会形态想象和认识的结果。希腊神话最大的特点是神、人同形同性，即在形体上和人一样，且具有人的思想感情、品质和行为，同人一样有喜怒哀乐、七情六欲，只是神具有超人的智慧和力量，能长生不老。神话故事中人物性格善恶鲜明，它表现了人类积极进取的乐观主义精神和战胜困难的坚定信念，引导人们积极向上。古希腊神话形象生动、故事性强，既有现实主义的真实描绘，也有浪漫主义的夸张想象，具有很强的艺术表现力。基于以上这些特点，本文从希腊神话的体裁角度出发，让学生找出文中关于提修斯拥有的人类情感和欲望，解读人物的性格特点，探究事物的象征意义，评鉴神话的主题并分析其语言特点，为下一环节的语言输出——仿写做好充分的铺垫。学生在对故事情节和人物性格的深入解读之后，预测提修斯如何与普罗克拉斯

Theseus Goes Home

Features of Greek myth

(vivid & imaginative)

key words:

tug ※

Man’s feelings and desires

dismay

※

Characters’ personalities

transparent ※ Theme

insignificant

※

Symbolic meanings

zoom in on

※

Language traits

quick as a flash

提斯斗智斗勇，以及他的铁床如何适用于不同身高的人，并组织学生进行自评和他评。之后，引导学生以对话的形式编写故事结尾，并按照所编情节进行角色扮演，训练学生的语言表达能力和表演能力。以阅读为语言输入形式，在写和说中运用输出语言，最终达到输入与输出的一致性。在实际教学中，笔者产生了以下思考：

（一）铺垫和输出的时间分配

这堂课在短短的45分钟内既要处理“读”，要读到位，为后续的“说”做好多层次、多维度的铺垫；又要给足学生时间来体验“说”，甚至在课堂上要预留时间进行学生自评或教师点评、让学生表演，那么时间的把握显得特别重要。阅读的时间不足会导致铺垫不够充分，无法体现阅读对于“说”的铺垫作用。反之，阅读如果占据过多的时间，学生就没有足够的时间去构思“说”的思路、斟酌用词，最后产出的文本质量不高。因此，教师是否能恰到好处地把握读与说的时间是一堂读说整合课成功的基础。只有“读”得恰到好处，才能“说”得水到渠成。

（二）输入和输出的一致性

本堂课的重点是基于希腊神话的体裁特征以阅读为语言输入形式，在写和说中运用输出语言，所以语言的输入和输出必须保持一致。因此，本堂课前半部分笔者从希腊神话的体裁角度出发，让学生找出文中关于提修斯拥有的人类情感和欲望，解读人物性格特点和主题，探究事物的象征意义，分析神话故事的语言特点，为下一环节的语言输出——仿写做好铺垫。文中叙述了提修斯遇到的三个挑战，但只给出了其中两个的解决办法，因此笔者在读后语言输出活动设计时紧扣阅读话题，引导学生预测提修斯如何与普罗克拉斯提斯斗智斗勇，并以对话的形式编写故事结尾，按照所编情节进行角色扮演。紧扣阅读的话题设计输出任务，能够给学生足够的支架或铺垫，能够保证阅读文本中出现的重点词汇的运用，即体现了输入和输出的一致性，在某种程度上给了学生更多的完成输出任务的信心（姚旭辉等，2013）。

在阅读教学中，我们可以从体裁分析的角度出发，帮助学生了解文本的体裁结构、篇章模式和篇章类型，分析作者谋篇布局的特点和遣词造句的手法，设定相应文体的阅读要求，使学生掌握不同文体的阅读方法，给予学生必要的阅读指导，从而掌握相对稳定的、可以借鉴和依赖的体裁分析模式，增强其理解文本的信心（庄志琳等，2011）。同时，结合语篇内容和结构知识，利用信息结构图，完成对信息的获取与梳理、概括与整合、内化和运用，引导学生的思维由低阶向高阶稳步发展，促进学生对主题意义的正确理解。同时，帮助学生在分析问题和解决问题的过程中，习得语言知识，运用语言技能，阐释文化内涵，评析语篇意义，形成正确的价值观念和积极的情感态度，真正落实英语学科核心素养。

在此衷心地感谢北仑区教研员张梦华老师对我这堂课的指导，不当之处还请各位老师多多指正。

参考文献

[1]姚旭辉，周萍，陈缨，沈琴芳，万顷. 2013. 英语阅读教学中的读写结合：铺垫与输出[M].杭州：浙江大学出版社. [2]庄志琳，沈萃萃，唐明霞，徐义娟. 2011. 英语阅读教学中的材料处理：解读与使用[M].杭州：浙江大学出版社.