Using LanguageⅠ教学设计实例

【教学设计、中学英语】

Unit 4 Legends of Ancient Greece Pre-reading, Reading and Comprehending

姓学区地邮名：张淑珍

校：西安高新第一中学

县：雁塔区

址：西安市雁塔区唐延路23号（88323552）

编：710075联系方式：18392352357

Pre-reading, Reading and Comprehending 整体设计

教材分析

In this period, the teaching emphasis will be put on developing students’ reading and speaking ability. More importantly, students are encouraged to do research on Greek Mythology and its effect on western culture. We will mainly deal with the passage: Legends of Ancient Greece. The pictures in the pre-reading help to remind students of the story of the Trojan War. The story has been told in the Workbook of Module 10 Unit 1 (page 52). The end of the Trojan War is the start of a famous book about one of the mythical kings of Greece, Odysseus. The reading passage is to introduce students to the story of Odysseus. The story has been rewritten so that it is told through the eyes of Telemachus and the people who met Odysseus on his journey home. The comprehending part includes three exercises. Exercise 1 is to get the students to understand the structure and main idea of the passage. Exercise 2 not only leads the students to recount the story, but also analyze the character and behavior of the main characters from different perspectives. The last exercise is designed to make students create an ending for the story and act it out, which transforms the reading into a creative speaking practice. 学情分析

Students have known some words and expressions in the reading in advance. Also, they have done some research on Greek mythology and learned some classic legendary stories. Such preparations serve as basis for the deep discussion of the story in the reading passage. They need to be further involved in the story to analyze the behavior and character of the legends and express their evaluations and ideas. 教学重点

1. Develop students’ reading and speaking ability.

2. Have students learn the story of Odysseus. 教学难点

1. Cultivate students’ ability to analyze the legendary characters from different 1

perspectives. 2. Enable students to know the influence of Greek mythology on western culture. 三维目标

知识目标

1. Learn some useful new words and expressions in this part: split, violate, statesman, statesmanlike, scar, unconditional, socket, stagger, agony, belly, wrestle, arch, coarse, trough, slice, at the crack of dawn, quick as a flash, a wolf in sheep’s clothing, dead to the world, wear off. 2. Know more about the legends of ancient Greece, especially the story of Odysseus. 能力目标

1. Improve the students’ reading and speaking ability.

2. Evaluate the character in the story from different point of view. 3. Unite the three stories into a dramatic unity using the character of Telemachus. 情感目标

1. Have a better understanding of legends of ancient Greece and its impact on modern language. 2. Cultivate the students’ interest in doing group research on a given topic. 教学方法

Task-based language teaching

教学过程

Step 1 Leading in Set up a scenario and invite the students to give their opinions. Scenario: This morning, one of my former students came to visit me and bought me a bunch of flowers. She was admitted to a prestigious university. So I want to share the flowers with you, hoping it would bring you good luck. There is a card attached to each flower.

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Get students who get the flowers to read the sentences on the card and have students share the meaning of each sentence as well as the related stories behind the expression. 1)

No one is perfect. Be brave and overcome the Achilles’ heel.

Meaning: any inherent weakness

2)

Greedy is the apple of discord.

Meaning: cause of trouble/dispute/disaster 3)

Be aware of sword of Damocles.

Meaning: feeling of impending doom Summary: Greek Mythology has a great impact on both western language and culture. Step 2 Pre-reading 1. Show a picture of Troy to the students and ask them the following questions: 1)

What’s this picture about?

2)

It was a famous war. Who were the two sides? Which side won in the end? 3)

What was the wooden horse for? Who came up with the idea? 4)

Do you know why the war broke out? Suggested answers: 1)

The picture is about the Trojan War. 2)

It was the war between Trojans and the Greeks and the Greeks won in the end. 3)

The wooden horse was hollow inside so that soldiers could hide inside it. Clever Odysseus came up with the idea. 4)

The war broke out because the prince of Troy took Menelaus’

wife Helen away from him. Menelaus is the king of Sparta. 2. Get students to tell the whole story in a few sentences and then ask them the question:

Do you know what happened after the war?

Step 3 Reading 1.

Skim through paragraph one to answer the questions: 1)

Who is Odysseus? 3

2)

What happened to him? Suggested answers:

1)

Odysseus is the king of Ithaca. 2)

He was absent from the country for a long time. 2.

To know more about Odysseus, please scan through the whole passage. Try to figure out the structure as well as the main idea of each part while reading. Suggested answers: The passage is about Odysseus' journey home/Telemachus’ search for his father Story 1: Telemachus' meeting with Athene (para 1, 2, 3, & 4) Story 2: O's meeting with the Cyclops (para 5 & 6) Story 3: O's meeting with Circe (para 7,8&9) 3.

Intensive reading 1) Get students to read story one to answer the following questions: ①

Why did Telemachus go to look for his father? ②

Why did Telemachus go to visit the Goddess Athene? ③

Who was the leader of Ithaca while Odysseys was at war? Suggested answers: ①

His father’s long absence led to a growing unrest in the country. ②

The Goddess Athene was the friend and protector of Odysseus and gave Telemachus some news about his father. ③

Penelope, queen of Ithaca, was the leader.

2) Have students retell first story in their own words with the help of mind-map on the PPT. 3) Ask students to read story two and answer the following questions: ①

The story is told by whom and in what order. ②

According to Cyclops, what did Odysseus and his men do to Cyclops? Are they facts or opinions? ③

What did Cyclops think of himself and Odysseus? Are they facts or opinions? By asking the above questions, students are expected to finish the following:

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Suggested answers: From the Cyclops’ point of view Facts Opinions Odysseus and his men climbed up a vertical cliff Many generations of my people have lived here from the beach and entered by cave while I was and we've always been kind and merciful to out. They cooked and ate my newly hatched ducklings and drank my wine. Odysseus behaved more like a wolf in sheep’s Odysseus offered me strong drink, and his men clothing. poked a sharpened stick into my eye. They escaped out of the cave. whoever landed on our shores. 4) Discuss in pairs about what’s Odysseus point of view and fill in the following chart: From Odysseus’ point of view Cyclops’ bad behavior

Reactions of Odysseus’ men Reactions of Odysseus Suggested answers: From Odysseus’ point of view Cyclops’ bad behavior

Reactions of Odysseus’

men Reactions of Odysseus He killed one of Odysseus' men They became very panicked. 1. He pretended to be friendly to the Cyclops and offered him wine. 2. When the Cyclops was asleep his men poked out his eye with a stick

5) Ask students to share their own ideas and give evaluation on the character. 6) Have students work in groups of four with one student telling the story from Circe’s point of view, one from Odysseus’

point of view and two as judges. After reading, please tell us what happened in the story. At the same time, lead students to think about the following two questions: ① Was Circe right to transform the men into pigs?

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② Was the Cyclops' anger justified? Step 4 Post-reading 1. Ask students the following questions: What kind of person do you think Odysseus was? Why do you think so? Suggested answers:

Odysseus was protective because he saved his men from the Cyclops. Odysseus was brave because he was not frightened by the Cyclops or Circe. Odysseus was clever for he managed to outwit the Cyclops and Circe. 2. Introduce to students more background knowledge about Odysseus. The main contents are as follows: Odysseus, also known by the Latin variant Ulysses (US: /juːˈlɪsiːz), is a legendary Greek king of Ithaca and the hero of Homer's epic poem the Odyssey. Odysseus also plays a key role in Homer's Iliad and other works in that same epic cycle. The Odyssey is one of two major ancient Greek epic poems attributed to Homer. It is, in part, a sequel to the Iliad, the other work ascribed to Homer. 3. If time permitted, ask students to unite the three stories into a dramatic unity using the character of Telemachus and retell it. Step 5 Homework

1. Do research on Homer and his great works: The Odyssey & The Iliad. 2. Retell the whole story in the reading using the character of Telemachus. 板书设计

The passage is about Odysseus' journey home/Telemachus’ search for his father Story 1: Telemachus' meeting with Athene

para 1: unrest in the country

para 2: Athene's suggestions/news para 3&4: Penelpe’s permission and promise

Story 2: O's meeting with the Cyclops (para 5 & 6)

a wolf in sheep’s clothing (Odysseus and his men)

kind and merciful (the Cyclops) Story 3: O's meeting with Circe (para 7, 8 & 9)

coarse, unfit (Odysseus and his men)

unconditional welcome (Circe) 6 From the Cyclops’ point of view From Circe’s point of view

教学反思

In the leading-in part, the students are not familiar with the related legendary stories as expected. There are three sentences including expressions originating from Greek mythology. If students have not done enough research, it is hard for them to be fully involved in the interaction. If the teacher could lead students to do enough research into Greek mythology, it would be much better. This is partly due to the fact that the teacher borrowed students from grade two and have never given them lessons before. So the teacher and students are not familiar with each other enough, which also affects the interaction during class. The last point is that the time left for retelling the whole story is too short to be realized when teaching. Thus, the teacher should consider briefing the leading-in part. 补充材料

1.

Achilles’ heel 可乘之隙，唯一致命弱点

Meaning: any inherent weakness Story: In Greek mythology, Achilles is made invulnerable by being dipped in the River Styx by his mother, Thetis. However, his mother held him by the heel, and eventually Achilles was killed by an arrow that hit this unprotected part in the Trojan War.

2.

The apple of discord 祸根；争端

Meaning: cause of trouble/dispute/disaster Story: At the wedding of Peleus to Thetis, a golden apple was thrown into a banquet of the gods and goddesses by the goddess, Discord, who had not been invited. The apple had “For the Fairest” written on it. When three goddesses-Hera, Aphrodite, and Athene-claimed it, the choice among them was referred to the handsome Paris, Prince of Troy. Paris ended up giving Aphrodite the apple, because she promised she would make Helen, the most beautiful maiden, fall in love with him. Unfortunately, Helen was married to Menelaus, King of Sparta, but anyway Paris came to visit her. They ran away to Troy. It was the direct cause of the Trojan War. 3.

Sword of Damocles 即将到来的厄运

Meaning: feeling of impending doom 7

Story: In the court of King Dionysius of Syracuse there lived a man called Damocles. He was always praising the king. One day when Damocles complimented the king on his wealth and power, Dionysius turned to Damocles and said, “ If you think I’m so lucky, would you like to try my life for a day?” Damocles readily agreed, and so Dionysius ordered everything to be prepared for Damocles to experience what life was like a king. Damocles enjoyed himself very much until he noticed a sharp sword hanging over his head. It was hanging from the ceiling by a horse hair. This, Dionysius explained to Damocles, was what life as ruler was really like. Damocles was very frightened and quickly changing his idea of what made a good life, asked to be excused. He then eagerly returned to his poorer, but safer life. 4.

The Trojan War In Sparta, Menelaus, husband of Helen, treated Paris, the prince of Troy as a royal guest. However, when Menelaus left Sparta to go to a funeral, Paris took Helen and also carried off much of Menelaus’ wealth. Menelaus was very angry. He called upon all of Helen’s old suitors, as all of the suitors had made a promise long ago that they would all help Helen’s husband defend her honor. The first nine years of the war consisted of both war in Troy and war against the neighboring regions. The Greeks won many important battles, but they could not break down the walls of Troy. Seeking to gain entrance into Troy, clever Odysseus ordered a large wooden horse to be built. Its insides were hollow so that soldiers could hide within it. When the horse had been made, many Greek warriors went inside, including Odysseus. The rest of the Greek fleet sailed away, in order to deceive the Trojans. The Trojans believed that they won the war, and dragged the wooden horse into Troy. That night, the Trojans celebrated their “victory”, singing and drinking. After most of Trojans were asleep, the Greek warriors climbed out from the horse and opened the city’s gate, and Troy was destroyed. The 10-year Trojan War ended.

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