Learning about Language教学内容概述

阅读课教学设计

一、教学内容

人教版Module 8 Unit 4

Pygmalion

Using language( listen and speaking)

二、教材分析

这节课的阅读文本为人教版新课标的Module 8 Unit 4

Pygmalion

第二篇课文。

Using Language中Reading and acting部分紧承Reading部分的剧情。这一幕的地点是在Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。主要讲述的是Eliza来这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。

三、学情分析

这节课的授课对象是高二下学期的学生。

在语言能力方面，应已经掌握了基本的阅读技巧，和一定的词汇量，应该能够用英语比较清晰地表达自己想法。

在学习能力方面，对于高二的学生来说，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。在文本阅读以及课堂输出训练方面都有了一定的经验，因此题目设计体现了一定的难度和广度。

四、设计理念

1. 长期以来，英语学习主要是为学习语言本身而学习，英语阅读课的教学主要采用“字—句—段”的教学方式，教学效果不尽如人意，一些学生的英语能力不仅没有得到提高，反而还对英语学习失去了兴趣，甚至产生了畏惧情绪。通过优化阅读课的问题设计来提高阅读课的教学效果和培养学生的阅读素养。

2. 本节阅读课的教学设计以学生活动为主线，在阅读课文的教学中，关注问题链的设计，把握问题的适切性、明确问题的指向性、关注问题的统领性和重视问题的逻辑性这四个方面，训练学生的逻辑思维，激活和发展评判性思维和创造性思维，培养学生良好的思维品质和学习能力。

五、教学目标

1. Target language目标语言：

重点词汇和短语

1．四会词汇

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troublesome, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, ambassador, acquaintance, handful, fortune, authentic, status, superior, rob, antique, musical, stocking, cookie, teapot, cream, nail, wax, disk, shabby, referee, compromise, horrible, laundry, bathtub, sob, waist, vest, disgusting, overlook, alphabet, fade 2．认读词汇

phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct 重点句子

1. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party.

P30

2. The English that will condemn her to the gutter to the end of her days. P30 3. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English. P30 4. What other things show one’s status in society apart from how one speaks? P31

5. I’m not asking any favours — and he treats me like dirt. P34 6. I’d never have come if I’d known about this disgusting thing you want to do to me, I... P34

2. Ability goals能力目标

推测（conjecture）

Why do you think so? I think it’s because...

What do you think of this idea? Why do you think Higgins felt like that? Mrs Pearce would comfort / encourage her by .. 3. Learning ability goals 学能目标

Help the Ss learn to learn more about the two characters and think about “What makes a lady/”

Teaching important & difficult points教学重难点

Talk about the characters. Teaching methods教学方法

Listening, reading and discussion Teaching aids教具准备

A computer and a projector, a recorder 2

4．情感价值目标：（情感目标）通过剧中人物的对话，进一步了解人物性格，了解女主人如何改变命运的事。

六、教学方法

1.

任务型课堂教学法

2. 小组合作学习法

七．教学步骤

1.

Review Act One and Act 2, Scene 1

1.Who meets whom? Who are they? 2.What’s Higgins proud of ? 3.What does he think of Eliza’s terrible English?

4.What does he claim? 5.Why does Eliza go to Higgins’ house the next day ?

6.What bet does Higgins and Pickering make?

【设计意图】：问题的设问，引起学生对前一个剧本故事的回顾，更快地理解本节课故事的背景。同时可以复习相关的新词汇与短语，做到温故而知新。

2.Watch the video 【设计意图】：观看录像，丰富课堂教学手段。

3.Reading :Read the text quickly and complete its table. Activity 1:What does Eliza need to change to make herself into a lady? What we have know about her

She needs to change

【设计意图】：这一部分是获取文章基本信息和文章内容预测环节，目的在于引导学生通过文体格式，图片信息和文章标题来获取主要大意的能力。

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Activity 2

Mind map

Are they

enough to

make a lady hygienspeecWhat makes a lady? dress 【设计意图】：利用思维导图，引导学生发散性思维，从多方面思考问题。在阅读活动引领之下，自主阅读，分析推理，理解文本。Activity 1 &2与上一环节预测活动紧密关联，有助于学生在阅读过程中验证预测。整体阅读抓大意，学生快速浏览文章，初步了解文章的内容，对文章的大意形成大概判断和和理解。针对对话的特点，点拨阅读技巧。

Activity Three :

Read and find: 10 qualities to be a lady A lady is generous with her time, wisdom and resources. A lady possesses a positive outlook on life. A lady is a lifelong learner. A lady models civility(教养）

in how she treats others. A lady is well-mannered and knows what is appropriate. A lady possesses a strong work ethic（崇尚勤劳工作的价值观）. A lady is poised（稳健的）, graceful, and confident. A lady is well-dressed. A lady is well-spoken and a generous listener. A lady manages her home and the needs of her family. 【设计意图】帮助学生从生活中的各个方面去理解“淑女”的概念，让学生有观点去表达，从而更好地完成任务。

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Activity Four :Check the mind map

【设计意图】此思维导图的完成，无论是从语言、行为还是性格，故事的发展等方面，学生对剧中女主角的角色更进一步的理解。

4. Read the text carefully and fill in the blanks. I. Read the text carefully and fill in the blanks. Things that need to changed

【设计意图】：这一部分是文章细读的环节，目的在于训练学生带着问题在阅读中查找特定信息，以及对所获取的信息进行分析的能力。

5. Comprehending Read the passage carefully and answer the questions. 1.What is Higgins trying to do to improve Eliza? 2.What progress is she making? 3. What do you think of his teaching methods? Would you like to be taught by him? Why? 【设计意图】：这一部分是文章细读的环节，目的在于训练学生带着问题在阅读中查找特定信息，以及对所获取的信息进行分析的能力。Question 3是深层次问题的设计，目的是让学生通过细节进行多挖掘作者的观点和表达自己的观点。

6. Listen to the tape a second time and fill in the chart. Think about how you would evaluate Eliza’s 5

How to make the changes

progress.

Pronunciation Grammar

【设计意图】：这是深层次问题的设计，目的是让学生通过细节进行多挖掘作者的观点和表达自己对女主角的认识，从而学会从不同角度去分析人物。

7 同步练习. 根据下列各句句意及所给单词的首字母或汉语提示，写出该单词的正确形式。

1. If you do not want the colors to f____,

you should use good quality paints. 2. I will send the clothes to the l_______,

because I don’t want to wash them myself. 3. She admitted that she was unable to ____________ (妥协). 4. Oliver looked so _______ (寒酸的), in an old hat and a long overcoat. 5. Clean out the ________ (浴缸) when you are done. 6. The water in the river reached Louis’ ______ (腰部). 7. My job was to teach preschool

children how to recite the ________ (字母表). 8. We could hear the child ________ (抽

泣) in the other room. 9. Don’t touch the ________ (茶壶) because it is too hot.

10. Jeremy never uses ________ (面霜) so his skin is really dry. II. 根据括号内的提示将下列句子翻译成英语。

1. 一听到这个消息他的笑容便全部消失了。(fade out) 2. 我想带走你昨天给我看的那本书。(take away) 3. 把这个故事给我再讲一遍吧。(once more) 【设计意图】：通过在真实的情景运用所学单词，在实践中运用，达到学以致用。这是一个借助文本语境，对文本优势语言进行整合和赏析的过程，有助于学生在进一步理解文本内容的基础上整理和加工信息，并有效巩固表述内容的各种语言方式。

Homework: Think about how Eliza felt after her first lesson and what Mrs Pearce would have said to comfort her and whether or not Henry Higgins and Colonel Pickering would want to

teach or behave differently in the second lesson. 【设计说明】作业是课堂设计的延续和拓展，结合本课所学内容，旨在培养学生学以致用的能力。

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What Eliza got right

What still needs to be improved

八、评价与反思

教师反思

1.Have all the teaching aims been reached? _________________ 2.Have all the students learnt something in the lesson? ________________

3.What can be improved?

_______________________ 学生反思

1. What impressed me most in the class? ________________ 2. What haven’t I understood yet? ________________

3. In what aspect do I need improvement? ________________ 学生课堂活动评价

Class:

Items Name: Understandable Logical Creative Active Cooperative Others Score: 5

4

3

2

1 5

4

3

2

1 5

4

3

2

1 5

4

3

2

1 5

4

3

2

1 5

4

3

2

1 九、教学后记

本节课在以下几方面效果良好：

1.突出了学生的主体地位，学生上课时积极主动发言，课堂气氛热烈；

2.从学生的问题出发营造教学情境，设计教学问题并引导学生探究、解决问题。

3.设计出了以任务型教学指导下的师生互动方式。

4. 问题链的设计把握问题的适切性、明确问题的指向性、关注问题的统领性和重视问题的逻辑性这四个方面，

不足之处：

1.课堂教学要减少统一讲解，增加学生的自主探究，增加学生的分组活动。

2.争取准备两、三种针对不同群体学生的教学安排。

3．由于本堂课任务多，容量大，导致完成任务时间较紧,

今后应注意教学步骤

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