Using LanguageⅠ优秀教学设计

M8 Unit4 Using Language

Making the bet 教学设计

一. 教学指导思想: 修订的《高中英语课程标准》将英语课程的总目标从综合语言运用能力转向英语学科核心素养，即学习能力，语言能力，思维品质，文化意识这四个方面。英语学科核心素养的提出，要求教师应将这些英语素养通过实践性，综合性，探究性的活动进行整合，改变教学内容的碎片化状态，将知识学习与技能发展融入主题，语境，语篇和语用之中，促进文化理解和思维品质的形成，引导学生学会学习，指向核心素养培养。阅读教学是高中英语教学的重要部分。英语阅读的核心素养，就是运用合适的阅读策略解读文本内容，发展思维能力，提升语言水平的素养，涉及内容，思维，语言和策略四个方面。"一则阅读文本到底以何种方式激发了何种意义认知，表达了怎样的世界关联，开启了怎样的思维，这便是语言，情感，策略，内容，思维的高度综合。以此，让基于阅读的学习从信息获取，信息加工，语言学习走向生活，艺术与哲学。"（葛炳芳）

二. 教学内容分析:

对教学内容进行全面的分析是高中英语教学与学习的创造性和有效性得以实现的起点。文本解读决定了阅读课要教什么。这是一个剧本的节选，剧情着重描写了卖花女Eliza为了改变自己的命运，来到教授Higgins家里要求学习规范语言。Higgins看到她衣着脏乱，言语举止粗俗，本不想教她，但为了和Pickering打赌来证明其语言观及教学能力，他同意收下Eliza。于是Eliza在Higgins家学起了规范语言。通过他们之间的对话和各自具有代表性的语言，突出本剧的主题：人的语言和行为都是受他所处的社会地位和环境的影响，但是后天的努力可改变现状。作为剧本，不但有着非常生动的语言，还有着鲜明的人物和引人入胜的情节。学生在了解故事内容，欣赏文本语言的同时能够积极思考，提升思维品质。

三. 学生情况分析:

本次授课的学生是来自重点中学的高三学生，英语基础以及口语表达能力较好。阅读材料语言地道，难度适中，适合高三学生阅读。

四. 教学目标分析: 课后，学生能够：

1.理解文本主要内容，掌握文中主要人物的关系；

2.基于生活经验思考和分析问题并发表看法:把Eliza培养成淑女应采取哪些措施；

3.领会与学习文本故事背后所体现的积极价值取向与人生态度，提升思维品质。教师要鼓励学生有勇气改变自己的潜力，寻求机遇，不断地提升自己，追求不断的进步。

五. 教学重难点: 1.教学重点：梳理文本内容，理解相关人物关系，体会人物感情发展变化。

2.教学难点：抓实两条主线，知情交互作用，提升思维品质。

六. 教学过程设计：

Step one: warming up T: This unit is about Pygmalion by George Bernard Shaw, which is an adaptation from a classic Greek story. Now the play was made into a film My Fair Lady, which also enjoys great popularity. Now let’s appreciate the beauty

of the play. Act Two, Scene One: Making the bet. Judging from the title, what will be talked about in the passage? Ss: A bet. [设计意图]

围绕文本展开预测，可以为学生搭建新旧知识的桥梁，进而激发学生的兴趣，启动学生的认知和情感两条主线。当故事的主人公置于特定的背景中时，学生原有的认知往往会与背景产生反差甚至冲突。反差越强烈，越能激发学生的阅读动机和欲望。

Step two: Reading 1.Skim the whole passage and answer: 1).How many characters are mentioned, who are they?

Henry Higgins: an expert in phonetics

Eliza Doolittle: a poor flower-selling girl

Colonel Pickering: Henry's friend / guest

Mrs Pearce: Henry's housekeeper 2).What is the bet about?

Henry and Colonel made a bet that if Henry passed Eliza off as a lady, Colonel would consider him the greatest teacher alive. T: It seems that Eliza is the key to winning the bet. [设计意图]

通过三个问题，帮助学生快速梳理文本，理清主要内容和主要人物关系。

2.Scanning: Read it again and try to get as much information as possible about Eliza 1).Why was Eliza coming to see Henry?

Eliza came to see Henry, expecting him to teach her how to speak better. 2).What language did she speak? Correct the mistakes in her language. ①I wanna be a lady in a flower shop' stead o' selling flowers in the street. I want to be a lady (working) in a flower shop instead of selling flowers in the street. ②But they won't take me 'less I speak better. But they won't take me unless I speak better. ③Now yer talking. ...So I won't give yer a shilling. Now you are talking. ...I won't give you a shilling. ④Oh, yer real good, yer are. Oh, you are really good, you are. ⑤I can't. I dursn't. It ain't natural and it'd kill me. I can't. I dare not. It is not natural and it will kill me.

Thinking: What can you infer from the language she spoke? She belongs to a lower social class. 3).What kind of girl was she? (find evidence to support your view)

She was independent / hard-working. (She wanted to improve herself)

She was polite. (She curtsied to the two men when she first came into the room) Critical thinking: Is she going to listen and follow everything Henry says or do you think she is going to be more independent? [设计意图]

围绕中心话题的巧妙设问，往往因其能统摄全文而激发学生主动参与，促使学生在建构知识的同时活跃思维，丰富情感。教师要依据情节发展进行设问，引导学生梳理文本线索，帮助学生构建有效信息。清晰，明朗的主线可以将原本看似孤立的文字串联，让信息点，段落之间和篇章内部产生意义上的联系。促进学生深层次阅读，提升学生的阅读思维。

3.Comprehension: analyze the attitudes toward Eliza Henry: indifferent / unconcerned / rude (disappointed) She's no use at all. Take her away.

(Henry shows that he regards people as things rather than real person; as having no feelings) Oh, she is so deliciously low.

(The sentence refers to Eliza's low social position. Henry is enjoying meeting someone who shows all the characteristics of a poorly educated person.) Take her away, Mrs Pearce. Wash her and burn her horrible clothes. Once more, take her away, Mrs Pearce, immediately. (heartily) Throw her back. Colonel: generous / considerate / nice (gently to Eliza) What do you want, young lady? And there's another problem, Higgins. What are we going to do once the experiment is over? But you cannot overlook that! She’ll be changed and she has feelings too. (These sentences show that Pickering has some concern for Eliza's future. This shows that he is more gentlemanly and considerate. Henry's refusal to consider the question shows that he is selfish and unconcerned with other people.) Mrs Pearce: dislike / look down upon (hesitating) A young girl is asking to see you. ...she is quite a common kind of girl with dirty nails.i thought perhaps you want her to talk into your machines. (This is a rather rude way of describing someone you don't approve of. Mrs Pearce means that Eliza is dirty, has no manners and speaks with poor English grammar. Her dirty nails show that she is not clean, so maybe she is bringing infection into the house with her.) [设计意图] 在阅读的过程中，学生的情感会随着阅读内容的推进而发生变化，这种情感变化的轨迹就是情感线。认知线贯穿语言实践的过程，情感线蕴藏在教学细节中，与语言实践相互作用，交互进行。高中生正处于认知能力和情感态度价值观形成的重要时期，要充分考虑学生的特点，结合文本材料，帮助学生形成积极的情感态度。设计问题时考虑不同的层次，对学生思维能力要求应由低到高，逐渐提升。设计的问题要符合学生的认知规律和事物发展的逻辑顺序。做都上一个问题是下一个问题的铺垫。下一个问题是上一个问题的延伸。

4.Discussion: To turn Eliza into a lady, what changes should be made and how? Things that need to be changed 1.Eliza's clothes 2.Eliza's hygiene 3.Eliza's language:

pronunciation

grammar

use of appropriate language 4.Eliza's behavior How to make the changes 1.Buy her new clothes 2.Give her baths 3.Have lessons to help her with all the problems:

learn the rule

correct her pronunciation

learn socially safe topics to discuss 4.Learn how to walk and behave in upper class social activities

Step three: Acting and performing Form a group of four and act the scene. (There is a shorter version for acting) MP: A young girl is asking to see you. H: A young girl? What does she want?

MP: Well, she's quite a common kind of girl with dirty nails. I thought perhaps you wanted her to talk into your machines. H: Why? Has she got an interesting accent? We'll see. Show her in, Mrs Pearce. MP: Very well, sir. (Eliza comes into the room shyly following Mrs Pearce. She curtsies to the two men.) MP: This is the young girl, sir. H: Why! I've got this girl in my records. She's no use at all. Take her away! E: I wanna be a lady in a flower shop 'stead o' selling flowers in the street. But they won't take 'less I speak better. So here I am, ready to pay him. I'm not asking for any favors-and he treats me like dirt! H: How much? E: Now yer talking. A lady friend of mine get French lesson for two shillings an hour from a real French man. You wouldn't have the face to ask me for the same. So I won't give you more than a shilling. H: But if I teach you, I'll be worse than a father. CP: I say Higgins. I'll say you're the greatest teacher alive if you can pass her off as a lady! Let's make a bet and I''ll pay for the lessons, too. E: Oh, yer real good, yer are. Thank you, Colonel. H: Oh, she is so deliciously low. OK, I'll teach you. Choose one group to perform in front of the class.

[设计意图] 阅读的过程实则是始于输入，终于输出，阅读教学不能仅仅满足于学生寻找信息和进行语言知识的转述，更应关注学生的意义表达。通过表演，可以有效地培养对剧本中人物的立体认识，从而更加加深地理解角色，进而对本剧的主题有更加深刻的了解。

七. 教学辅助手段及板书

教学辅助手段：多媒体

板书设计：

1.

pass sb off as 2.

ambitious 3.

despise 4.

heartily 评价性作业：

1.了解并概括课文内容；

2.了解窈窕淑女的剧情，理解心理学上的“皮格马利翁效应”；

3.撰写一则影评（从剧情，人物，背景或主题中选择一方面或多方面进行阐述）。