Unit2-Using-Language-Reading-公開課教學設計（一）

5/6Unit2UsingLanguageReading公開課教學設計（一）必修二第二單元reading2教學設計基本信息內容TheStoryofAtalanta課時第四課時執(zhí)教者哈森圖雅授課班級高二一A班所屬教材人教版必修二第二單元授課時間第二節(jié)課教學目標knowledgeandskills(知識與技能)1.Tomakestudentslearnsomenewwords2.Tohavestudentsunderstandthepassagecompletelybyusingdifferentkindsofreadingstrategies3.Encoudentragestudentstoread,write,listenandspeak4.Stimulatestudents'interestsaboutancientGreekliteratureprocessandstrategies（過程與方法）1.learntostudyinagroup2.learnthereadingstrategiesasskimmingandscanning3.Practisestudents'writing,reading,listeningandspeakingabilityfeelingsandvalue(情感態(tài)度與價值觀)Whenweareintrouble,weshouldbecalmandthinkaboutthescientificandreasonablemethodstosolveit,butnotaskhelpforGod.Nothingistoodifficultifyouputyourheartintoit.學情分析40人本班級女生多，男生少，因此大部分內容是處于女生喜歡的角度來設計的。平時口語練習做的少，因此口語表達能力一般。教材分析ThisunitisconcernedwiththeancientaswellasthemodernOlympicGames.ThefirstreadingintroducesthestudentstothesimilaritiesanddifferencesbetweentheancientandmodernOlympicsGames.ThepurposeofthisstoryistointroducethestudentstoGreekliteratureandtohelpthemunderstandtheproblemsthatwomenhadinAncientGreek.教學難點重點1.Understandthepassagecompletely2.Developstudents'readingability難點1.Howtounderstandthepassagecompletely教學方法Task-basedteaching,cooperativelearningstrategy教具資源multimedia，blackboard,pictures,learningplan教學過程教學環(huán)節(jié)設計意圖教學活動老師活動學生活動step1.Lead-in導入通過看希臘神話的一位學生所熟的神，知引出本課的主體，激發(fā)學生的閱讀興趣。Enjoysomepicturesandleadintonewlesson.Q：Whoishe?Whatdoyouknowabouthim?Enjoythepicturesandanswerthequestions.step2.fastreading(略讀)快速默讀文章找出文章的主要元素，從而練習略讀技能Readthepassagequicklyandsilentlyin2minstofindoutthefactorsofastory.Thenfillthechart.Introducethemethodsofskimming.Readandfinishthechart.step3.carefulreading（細讀）通過關鍵詞定位法，從文中尋找特定細節(jié)信息來提高學生的跳讀和找讀能力Readandfilltheblanks.AtalantawasaGreek______whocouldrunfasterthananymaninGreecebutshewasnotallowedtoruninthe_________Games.Shewasso______thatshewould______againstanymanwhowantedtomarryher.Manymenfailedandkilled.HippomenesdecidedtomarryAtalantaafterhesawher.HewenttoasktheGreekGoddessof_______forhelp.Shepromisedtohelphimandgavehimthreegolden__________.Shetoldhimto__________anappleinfrontofAtalantawhenshewas___________fast.Whenshestoppedto__________itup,hewouldbeabletorun________herandwin.Hippomenestooktheapples,wenttothekingandtoldhimthathewantedto___________Atalanta.Checktheanswerswithstudents.Readandlistentothepassagecarefullyandfilltheblanks.step4.roleplay-dialogue此類文章篇幅長，抽象，又不貼近學生生活，對于基礎薄弱，課外知識量不大的孩子來說理解起來很困難，因此為了讓孩子們更容易的理解文章，把故事改變成四個對話，并且給每個對話附帶一張圖片，設定情景讓學生扮演角色朗讀對話來加深對文章的理解，并且鼓勵學生說英語Readthedialogueoffourscenesaccordingtothepictures.Dividethewholestoryintofourscenesandmakeadialogueforeachscene.Readandactthedialogueaccordingtothescene.step5.summary(總結)用一到兩句話概括文章內容，來鍛煉學生的歸納總結能力Writedownthemainideainoneortwosentences.Givestudentstaskclearly.Writedownthesummaryofthepassage.step6discussion通過討論來進行情感價值態(tài)度人生觀的升華Furtherdiscussion1.WhatdoyouthinkofHippomenes?2.Whatcanwelearnfromhim?3.WouldyouaskaGodorGoddessforhelp?Giveyourreason.Joinintheirdiscussion.Discussandwritedowntheiridea.Thensharetheirideawithalltheclass.作業(yè)布置通過續(xù)寫文章來提高學生的書寫能力的同時給下節(jié)課聽力材料做鋪墊Writing:Afterclassreadthepassageagainandwriteanendingtothestory.checkhomeworkWriteanendingtothestory.課后評價Fillaftertheclass.課后反思Fillaftertheclass.板書設計TheStoryofAtalantaWhenAncientGreecemainideawhereGreeceTheGreekprincess,Atalanta,racestomarrythemanwhocanrunfasterthanher.