Unit 2 The Olympic Games
阅读和听力课
一、教学内容 Reading and listening (pp. 14-15)
二、教学目标
在本节课结束时，学生能够
了解一些有关希腊神话的知识，并由神话故事引起对一些伦理问题的思考。
通过回答问题了解故事的主旨，并通过关键词找读故事中的主要情节。
预测故事情节的先后顺序，概括所听故事的主旨。
边听边准确记录一些有关信息。
三、教学步骤
步骤一 热身
教师提问学生有关希腊神话的知识。引导学生说出：The main characters in Greek legends are usually Gods and Goddesses. 若学生没能说出，教师告诉学生，并向学生介绍：Gods and Goddesses were part of the Greek’s religion. They believed that Gods (or Goddesses) would help humans if they felt sorry for them or if the humans were good people. To try to get the support of the Gods, people had to pray for them and offer them presents.由此引出阅读课文。
步骤二 阅读
请学生看PPT上的几个问题，然后浏览课文并回答问题。
请学生再次阅读故事之前先看学生用书p.14练习一的七个句子，划出关键词，然后浏览全文，根据关键词的同义词或词组快速在文中找到所要判断的七句陈述的位置，判断其正确与否，并陈述理由。
请学生再读一遍故事，两人一组讨论PPT中的两个问题。
设计意图：阅读课文讲述了一个与奥运有关的希腊神话故事。简单介绍希腊神话的知识旨在引出课文，并引起学生的阅读兴趣。故事体裁的文章往往涉及人和事，在请学生回答有关故事具体情节的问题之前，先通过提问几个涉及故事主要人物和事件的问题，让他们对故事的大致内容有所了解，符合阅读的规律。请学生先划出句子中的关键词，再根据关键词在课文中搜寻相关信息，既可以提高阅读速度，也可以提高搜寻信息的准确率；复杂的问题采取让学生填空的形式旨在降低难度，并引导学生学会概括总结阅读内容；讨论中设计的问题旨在培养学生的预测能力，同时为下面的听力活动做好了准备。
注：课文中出现了四个生词，但是不影响理解。教师可以让学生练习利用上下文或者构词法猜测词义。词的用法可以请学生课后通过查字典、造句自学。并在词汇课上练习。
步骤三 听力
1. 听前
在上面预测的基础上，请学生做学生用书p.15练习三；预测听力故事部分情节的顺序。
2. 听中
请学生听一遍故事，检查情节排序是否正确，然后全班一起核对答案。
请学生再听一遍故事，用一句话总结出故事的主题。如果学生概括起来有困难，教师可以采取让学生填空的形式，帮助学生总结、归纳主题。
请学生先浏览一遍学生用书p.15练习五，了解文段中所缺少的内容。然后请学生再听一遍故事，边听边填空。
3. 听后
将全班分成三个大组，每组再分成四人小组。每大组分别选择一个问题讨论。讨论时请一人记录大家的想法，并准备代表小组向全班汇报。讨论结束后，教师选几组代表陈述本组观点，其他组学生补充或反驳。
设计意图：听前请学生猜测故事发展的顺序，给情节排序，旨在帮助学生熟悉作者的构思过程，了解故事的主要情节，为听力提供帮助；做完听前活动，再让学生听一遍故事概括其主题，降低了难度；填空练习旨在培养学生边听边记录，获取准确信息的能力；听后结合故事对一些伦理问题进行小组讨论旨在培养学生勤于思考、善于思考的习惯。
步骤四 作业
设计意图：通过听另一个希腊故事，巩固课上学习的听力技巧。
课件12张PPT。
Unit 2 The Olympic Games
Reading and listeningI. Warming up
Have you ever heard of any Greek legends? Who are usually the main characters in the legends? II. Reading
Please list the characters in the story.
Who are the main characters?
What do you know about Atlanta?
Atlanta, her father, Hippomenes, and the Greek Goddess of Love.Atlanta and Hippomenes. Atlanta was a very beautiful Greek _______. She ran the fastest in Greece, but she was not ______ to take part in the Olympic Games. She was so ______ that she decided not to ______ anyone who could not run faster than her. Her father said that she must get married, so at last she made her ______. She said that if a man wanted to ______ her, she would run against him. If he could not run as ______ as her, he would be ______. princessallowedangrymarryrulesmarryfastkilledReading
What do you know about Hippomenes?Hippomenes was a man who decided to marry Atlanta after he saw her. In order to run as ______ as her, 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 when 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.fasthelpgavethrowrunningpickpastReading
Read quickly and decide whether each of the
following statements is true or false. Give a
reason.
1. She practised running to compete in the Olympic
Games. ( )
2. At first Hippomenes understood why men ran
against Atlanta. ( )
3. Atlanta was not sure she could win. ( )
4. She was so angry about the fact that she could
not run in the Olympics. ( )FFFT5. She made as many men as she could share
her pain. ( )
6. Her father did not understand her wish to
compete in the Olympics. ( )
7. He didn’t refuse her wish to choose her
husband in a race. ( )
ReadingTTT ReadingDiscuss in pairs:
What do you think will happen in the race between
Hippomenes and Atlanta?
2. Who do you think will win the race? Number the following sentences so they tell the story correctly. The first one is done for you.
( ) One man wanted to win and marry Atlanta very much.
( ) Atlanta married him and they lived happily ever after.
( ) When the race began, Atlanta ran past him.
( ) He asked the Goddess of Love for help.
(1) Atlanta was a very beautiful princess.
( ) Many men tried to compete with her, but failed and so were killed.
( ) She stopped to pick them up.
( ) She gave him three golden apples.
( ) She ran too slowly and he won.
( ) He threw the golden apples one after another.
( ) She could run faster than any other man in Greece.
III. Pre-listening411753961082 Main idea
This is a story of how a man ______ a princess by ______ a race with a Goddess’ ______.
IV. While-listeningmarrieswinning help Listen to the tape again and fill in the blanks.
Hippomenes was waiting when Atlanta came out. She thought, “I __________ this man ______!” So she said to her father, “Tell him __________. The race ____________ today.” But Hippomenes said, “These are __________: She ________________ who __________ than her! __________ –let’s run!”
While-listeningdon’t want to dieto go awaywill not be run her ruleswill marry the man runs fasterCome onChoose one of the questions to discuss in groups.
If you were Hippomenes, would you run against Atlanta?
Do you think Hippomenes deserved to win the race? Why or why not?
How do you think Atlanta felt when she discovered Hippomenes had had help from the Goddess of Love? If you were Atlanta, would you still agree to marry him? Give your reasons.V. Post-listening Listen to another Greek story and finish the listening exercises on page 48.VI. HomeworkUnit 2 The Olympic Games
口语和写作课
一、教学内容 Speaking and writing (pp. 15-16)
二、教学目标
在本节课结束时，学生能够
运用表示“喜欢”和“兴趣”的表达法口头表达自己的体育爱好、喜爱的体育明星，并陈述理由。
列提纲构思写作内容。
利用连接词使写作各部分内容衔接自然，具有逻辑性。
三、教学步骤
步骤一 热身
请学生看幻灯片上一些运动项目的图片，说出它们的英文名称。教师找一些著名运动员的照片呈现给学生，请学生说出运动员的名字和从事的运动项目。
设计意图：通过图片引出话题，既可以提高学生的兴趣，同时也为下面的讨论和写作做好词汇和材料准备。
步骤二 两人小组对话
1. 请学生两人一组相互提问彼此最喜欢的体育运动和最喜欢的运动员，并说出喜欢的理由。
2. 教师提示学生从三个方面构思，并列出对话中可能会用到的一些表达法。
3. 教师提醒学生将自己的想法记录下来。
设计意图：在讨论过程中练习并学习表示 “喜欢”和“兴趣”的表达法，并为完成下面的写作任务做好材料和语言的准备。提醒学生从三个方面构思既可以启发学生思维，又为下面的写作列出了提纲。
步骤三 写前
布置写作任务。
请学生看学生用书p.16的范文。两人一组分析范文的结构，看看作者是怎样根据写作要求完成写作任务的。教师可以提问学生几个相关问题。
3. 请学生注意范文中的蓝字。教师归纳连接词的作用，并总结两种不同连接词的功能。
4. 请学生用几个易出错的连接词造句。教师选出一些好句子或者典型的错误句子写在黑板上，更正错误，解决问题。
设计意图：让学生通过分析范文学会评价作文的内容是否符合写作要求；通过学习范文学会使用不同功能的连接词，使写作内容之间自然连贯，符合逻辑；通过造句练习连接词的正确用法，为之后的写作做好语言准备。
步骤四 写作
学生根据自己列出的写作提纲完成写作任务。这时教师可以告诉学生写作的评价标准，请学生参照标准写好短文。
设计意图：写前给出评价标准为学生提供了写作要达到的目标，提醒他们写作时应注意的问题。
步骤五 写后
1. 请学生两人一组根据写作评价标准互相批改。
2. 全班一起根据写作评价标准分析一到两篇学生自己的习作；指出优点和存在的问题，并提出修改意见。
设计意图：在教师讲评之前学生互评不仅可以让学生互相学习彼此的写作长处，又可以让他们明确写作的评价标准，了解自己写作中的不足；教师讲评旨在示范如何评价他人的作品，发现并解决学生写作中存在的共性问题。
步骤六 作业
设计意图：使学生熟悉写作中修改的过程，督促他们及时解决自己写作中存在的问题。
课件14张PPT。Unit 2 The Olympic Games
Speaking and writing Look at the pictures and say the English
names of the following sports.
I. Warming upfootballbasketball
Warming upvolleyballbadminton
Warming upbaseballtable tennis
Warming uptennishigh-jump
Warming uprunningswimming
Tell your partner about your favourite sport. Give reasons why you like it so much. Think about:
how you became interested in that sport.
your favourite athlete.
what you do to improve your skill.
II. Pair workSome useful expressions
My favourite sport is … because …
I like … because …
I became interested in it when …
My favourite athlete/footballer/sportsman is …
I like him/her because …
I practise …
In the future I hope to …
Pair workWrite a short passage entitled “My favourite sport”.
Begin by explaining which sport you have chosen and why.
Make three short paragraphs using the outline you have written while talking.
Give a reason for each of your ideas: one for each paragraph.
Finish by saying what you hope to do with this sport in the future.
Make your sentences more interesting by using
some different linking words.
III. Pre-writing Read the writing sample on p. 16. Then work with your partner and answer the following questions.
Do you think the writer wrote according to the instructions?
Why do you think so? Please list your reasons.
Pre-writing Look the sample passage and pay attention to the words in blue.Pre-writing One fun_ction of the linking words:
to show logical relationships and order of what we write
Work in pairs and make sentences with the following linking words. Then help your partners correct the errors if any.
although apart from such as as well Pre-writing
IV. AssessmentRevise your passage according to your partner’s suggestions and the teacher’s instructions. V. Homework
