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一、教学设计思想
课堂教学方法的选择决定着是课堂教学效率的高低。现根据本人对教学理念的理解和丽水第二高级中学高一年段的实际教学条件，结合本课的教学内容，在本课教学中，笔者在整个教学过程中突出以阅读为主线，通过“任务型”活动培养学生 “跳读”、“寻读”等阅读方法以及小组讨论等组织语言、运用语言的能力，将学生的自主学习活动作为课堂的主体，引导学生完成学习任务。
二、教材分析
本课是（人教版新课程）模块二第二单元阅读课, 中心话题是“奥运会”——世界上最重要的体育盛会。阅读材料通过一个虚拟的采访——两千年前希腊作家Pausanias与一位当代中国女孩Li Yan的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。
三、学生分析
教学对象是高一学生，英语基础相对薄弱，且学生的水平参差不齐，因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。高一学生处于高中英语学习兴趣培养和学习习惯形成阶段。他们希望在学习过程中享受到乐趣，不希望老师死板地讲解字词；希望教师在课堂上能与他们一起互动，帮助他们掌握文化知识，了解学习策略，形成良好的人生观和价值观。
四、教学目标
（1）知识目标
让学生能够基本掌握、理解以下词汇和短语：
单词：Ancient, compete, competitor, medal, Greece, Greek, magical, volunteer, homeland, regular, basis, athlete, admit, slave, nowadays, gymnastics, stadium, gymnasium, host, responsibility, replace, motto, swift
短语：take part in, stand for, as well
让学生能够掌握、理解以下重点句式：
No other countries could join in, nor could slaves or women!（倒装句）
It’s in the Summer Olympics that you have the running races.（强调句）
The 2010 Olympics will be held in London.（一般将来时的被动语态）
（2）能力目标和学习策略
通过skimming，旨在锻炼学生快速搜索信息的能力。
通过scanning，培养学生捕捉文章细节信息的能力。
通过discussion，旨在培养学生的发散性思维。
（3）情感目标和文化意识
帮助学生理解奥运精神，使学生更加关注奥运会。本课的教学对学生了解西方文化也有帮助。
五、教学重点和难点
教学重点(Teaching important points)
1.培养学生的阅读策略，使其形成略读、跳读和细读的能力。
2.掌握并学会使用与课文有关的词汇，表达法和句型。
3.帮助学生解决本课的一些困难句型和词汇，以便让他们很好的理解文章。
教学难点(Teaching difficult points)
1.如何引导学生真正理解课文会有一定的难度。
2.如何在以阅读为主的教学过程中引导学生学习语言知识并运用这些知识。
3.如何使学生积极地参与课堂讨论，有效完成课堂学习任务。
六、教学过程设计和分析Teaching Procedure
Step 1: Lead-in
Play a song-“You and Me”, which is the theme song of the 2008 Olympic Games.
T: Have you ever heard the song? Do you like it? What’s the song written for?
[设计说明]通过播放2008年奥运会主题曲引出奥运会这个话题。该首歌耳熟能详，人人皆知，能马上引出话题；且通过播放歌曲的方式能调动学生的兴趣，活跃课堂气氛。这样的导入显得轻松自然。
Step 2: Word guessing [Game]
（幻灯片一个一个呈现，给出答案后领读这些生词）
1.someone who joins in a sports competition
2.to join in
3.to take part in a sports event
4.a sports hall
5.someone who helps without pay
6.quick
7.these days
8.short sentence or phrase expressing the beliefs of a person or group
9.to mean
10to take the place of
Suggested answers:
1.competitor
2.take part in
3.compete
4.stadium
5.volunteer
6.swift
7.nowadays
8.motto
9.stand for
10replace
[设计说明]根据英语释义从课文中找出所学词汇。解决了学生阅读中的词汇障碍；对训练学生直接用英语进行思维起着良好的导向作用。以猜词的形式活跃了课堂气氛。
Step 3: Brainstorming [Individual work] T: When people refer to Olympic Games, which words can you think of?
Suggested answers:
theme song, slogan, flag, motto, event(s), host country/city, mascot, etc.
T: Please name some events in the Olympics.
What are the mascots for the 2008 Olympic Games?
What is the motto of the Olympics?
……
[设计说明]以头脑风暴的形式鼓励学生想出与奥运会有关的尽可能多的词汇，然后对其中较难的词汇以举例的方式进行简单的解释。这是一种创造能力的集体训练法。
Step 4: Skimming [Whole class]
1.Find out the interviewer and the interviewee of the interview.
Suggested answers:
The interviewer: Pausanias；The interviewee: Li Yan
2.Summarize the main idea of the text by filling in the blanks.
The text mainly tells us the ________ and _______ between the ______ and _______Olympics.
Suggested answers: similarities, differences, ancient, modern
[设计说明]跳读找出采访者和被采访者，设计成全班齐答是因为任务较简单，而且齐答能抓住全班学生的注意力，也是作为阅读热身的准备。让学生意识到这篇文章的文体特征是访谈。充分利用这种结构方式——一问一答，帮助学生通过解析结构来理解篇章。通过填关键词的方式归纳了课文的大意，降低了难度；如果学生有困难，可以通过提问的方式给以提示，如: How many kinds of Olympics are mentioned in the text？
Step 5: Scanning
1.Differences
Explain the two difficult sentences during the answers given.
No other countries could join in, nor could slaves or women!
It’s in the Summer Olympics that you have the running races, together …
Suggested answers: tourism, a great responsibility, new investment, national pride, new sports facilities; much planning, pressure + stress, many stadiums, accidents/attacks
[设计说明]这一环节是通过小组讨论和分析对于申办奥运会各国看法不同的原因，旨在培养学生的发散性思维。同时，小组讨论的方式培养了学生的合作能力。
Step 6: Discussion [Group work]
Why do many countries want to host the Olympic Games while others do not? Use the mind map below to help you. Put forward your ideas and give reasons for your choices.
Step 7: Homework
1.Read the passage carefully after class.
2.Find out the words and expressions in the passage that you can’t understand.
3.Make out a poster, the theme of which is Olympic Games.
(You can write something about the ancient Olympics, the modern Olympics or the development of the Olympics.)
[设计说明]任务1和2督促学生利用课外时间进一步阅读课文，培养自主学习能力。任务3是一个开发性任务型教学活动，贯彻了“语言输入是为了语言输出”的教学原则，学以致用；可以实现课内学习向课外学习的过渡，培养学生综合语言实际运用能力。
Step 8: Feedback
A quiz about the Olympic Games.
1.What’s the name of the country where the first Olympic Games began?
2.What’s the large building called in which many outdoor sports events are held?
3.What is the Olympic motto?
4.This is an award given to the top three winners in each event in the Olympics. What is it called?
5.What do you call a person who wants to help the Olympic Games without pay?
6.What do you call the sportsmen and sportswomen who take part in the Olympics?
Suggested answers: Greece; stadium; Swifter, Higher, Stronger; medal; volunteer; athletes / competitors
[设计说明]测试性评价，学生课后完成，考查学生词汇理解和掌握的情况，检测学生课堂学习的有效性，作为教学反思的参考。
课堂教学方法的选择决定着是课堂教学效率的高低。现根据本人对教学理念的理解和丽水第二高级中学高一年段的实际教学条件，结合本课的教学内容，在本课教学中，笔者在整个教学过程中突出以阅读为主线，通过“任务型”活动培养学生 “跳读”、“寻读”等阅读方法以及小组讨论等组织语言、运用语言的能力，将学生的自主学习活动作为课堂的主体，引导学生完成学习任务。
二、教材分析
本课是（人教版新课程）模块二第二单元阅读课, 中心话题是“奥运会”——世界上最重要的体育盛会。阅读材料通过一个虚拟的采访——两千年前希腊作家Pausanias与一位当代中国女孩Li Yan的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。
三、学生分析
教学对象是高一学生，英语基础相对薄弱，且学生的水平参差不齐，因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。高一学生处于高中英语学习兴趣培养和学习习惯形成阶段。他们希望在学习过程中享受到乐趣，不希望老师死板地讲解字词；希望教师在课堂上能与他们一起互动，帮助他们掌握文化知识，了解学习策略，形成良好的人生观和价值观。
四、教学目标
（1）知识目标
让学生能够基本掌握、理解以下词汇和短语：
单词：Ancient, compete, competitor, medal, Greece, Greek, magical, volunteer, homeland, regular, basis, athlete, admit, slave, nowadays, gymnastics, stadium, gymnasium, host, responsibility, replace, motto, swift
短语：take part in, stand for, as well
让学生能够掌握、理解以下重点句式：
No other countries could join in, nor could slaves or women!（倒装句）
It’s in the Summer Olympics that you have the running races.（强调句）
The 2010 Olympics will be held in London.（一般将来时的被动语态）
（2）能力目标和学习策略
通过skimming，旨在锻炼学生快速搜索信息的能力。
通过scanning，培养学生捕捉文章细节信息的能力。
通过discussion，旨在培养学生的发散性思维。
（3）情感目标和文化意识
帮助学生理解奥运精神，使学生更加关注奥运会。本课的教学对学生了解西方文化也有帮助。
五、教学重点和难点
教学重点(Teaching important points)
1.培养学生的阅读策略，使其形成略读、跳读和细读的能力。
2.掌握并学会使用与课文有关的词汇，表达法和句型。
3.帮助学生解决本课的一些困难句型和词汇，以便让他们很好的理解文章。
教学难点(Teaching difficult points)
1.如何引导学生真正理解课文会有一定的难度。
2.如何在以阅读为主的教学过程中引导学生学习语言知识并运用这些知识。
3.如何使学生积极地参与课堂讨论，有效完成课堂学习任务。
六、教学过程设计和分析Teaching Procedure
Step 1: Lead-in
Play a song-“You and Me”, which is the theme song of the 2008 Olympic Games.
T: Have you ever heard the song? Do you like it? What’s the song written for?
[设计说明]通过播放2008年奥运会主题曲引出奥运会这个话题。该首歌耳熟能详，人人皆知，能马上引出话题；且通过播放歌曲的方式能调动学生的兴趣，活跃课堂气氛。这样的导入显得轻松自然。
Step 2: Word guessing [Game]
（幻灯片一个一个呈现，给出答案后领读这些生词）
1.someone who joins in a sports competition
2.to join in
3.to take part in a sports event
4.a sports hall
5.someone who helps without pay
6.quick
7.these days
8.short sentence or phrase expressing the beliefs of a person or group
9.to mean
10to take the place of
Suggested answers:
1.competitor
2.take part in
3.compete
4.stadium
5.volunteer
6.swift
7.nowadays
8.motto
9.stand for
10replace
[设计说明]根据英语释义从课文中找出所学词汇。解决了学生阅读中的词汇障碍；对训练学生直接用英语进行思维起着良好的导向作用。以猜词的形式活跃了课堂气氛。
Step 3: Brainstorming [Individual work] T: When people refer to Olympic Games, which words can you think of?
Suggested answers:
theme song, slogan, flag, motto, event(s), host country/city, mascot, etc.
T: Please name some events in the Olympics.
What are the mascots for the 2008 Olympic Games?
What is the motto of the Olympics?
……
[设计说明]以头脑风暴的形式鼓励学生想出与奥运会有关的尽可能多的词汇，然后对其中较难的词汇以举例的方式进行简单的解释。这是一种创造能力的集体训练法。
Step 4: Skimming [Whole class]
1.Find out the interviewer and the interviewee of the interview.
Suggested answers:
The interviewer: Pausanias；The interviewee: Li Yan
2.Summarize the main idea of the text by filling in the blanks.
The text mainly tells us the ________ and _______ between the ______ and _______Olympics.
Suggested answers: similarities, differences, ancient, modern
[设计说明]跳读找出采访者和被采访者，设计成全班齐答是因为任务较简单，而且齐答能抓住全班学生的注意力，也是作为阅读热身的准备。让学生意识到这篇文章的文体特征是访谈。充分利用这种结构方式——一问一答，帮助学生通过解析结构来理解篇章。通过填关键词的方式归纳了课文的大意，降低了难度；如果学生有困难，可以通过提问的方式给以提示，如: How many kinds of Olympics are mentioned in the text？
Step 5: Scanning
1.Differences
Explain the two difficult sentences during the answers given.
No other countries could join in, nor could slaves or women!
It’s in the Summer Olympics that you have the running races, together …
Suggested answers: tourism, a great responsibility, new investment, national pride, new sports facilities; much planning, pressure + stress, many stadiums, accidents/attacks
[设计说明]这一环节是通过小组讨论和分析对于申办奥运会各国看法不同的原因，旨在培养学生的发散性思维。同时，小组讨论的方式培养了学生的合作能力。
Step 6: Discussion [Group work]
Why do many countries want to host the Olympic Games while others do not? Use the mind map below to help you. Put forward your ideas and give reasons for your choices.
Step 7: Homework
1.Read the passage carefully after class.
2.Find out the words and expressions in the passage that you can’t understand.
3.Make out a poster, the theme of which is Olympic Games.
(You can write something about the ancient Olympics, the modern Olympics or the development of the Olympics.)
[设计说明]任务1和2督促学生利用课外时间进一步阅读课文，培养自主学习能力。任务3是一个开发性任务型教学活动，贯彻了“语言输入是为了语言输出”的教学原则，学以致用；可以实现课内学习向课外学习的过渡，培养学生综合语言实际运用能力。
Step 8: Feedback
A quiz about the Olympic Games.
1.What’s the name of the country where the first Olympic Games began?
2.What’s the large building called in which many outdoor sports events are held?
3.What is the Olympic motto?
4.This is an award given to the top three winners in each event in the Olympics. What is it called?
5.What do you call a person who wants to help the Olympic Games without pay?
6.What do you call the sportsmen and sportswomen who take part in the Olympics?
Suggested answers: Greece; stadium; Swifter, Higher, Stronger; medal; volunteer; athletes / competitors
[设计说明]测试性评价，学生课后完成，考查学生词汇理解和掌握的情况，检测学生课堂学习的有效性，作为教学反思的参考。