Using LanguageⅡ教学设计思路

教学设计

一、知识目标

1、继续理解课文、掌握课文中重点词汇与短语，学习分析课文中的长难句子，初步感知文中出现的的本单元要学的语法现象，听说练习评估Eliza的进步。

2、利用已获取的信息发表自己对剧本中人物的性格发表自己的看法。

3、帮助学生进一步了解戏剧体裁特点，继续探讨本剧第二场making the bet.

4、解新课文的主题大意，训练学生的阅读理解能力。

5、识记并掌握下列单词：Professor

whistle

garment

woolen

hesitate

uncomfortable

uncomfortably

troublesome

二、技能目标

1、能理解剧本所要表达的主题，提高获取信息、处理信息、进行推理判断和表达的能力。

2、形成分析篇章结构的能力，提升逻辑思维能力

3、学会总结剧本主题的方法，学会欣赏戏剧。

4、.结合语言环境，了解戏剧语言的独特性。

三、策略目标

1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。

2、能利用上下文猜测生词词义。

四、情感态度目标

让学生了解后天的努力可改变一个人的现状，每个人都要有改变现状的决心和勇气，努力寻求机遇，不断提升自己，理解匹克马利翁效应。鼓励学生永远不要低估你改变自我的能力！

五、教学思路

本单元体裁属戏剧体裁，在整个高中过程中并不多见，其中有一些俚语或不正式的英语对于学生的阅读和理解产生一定的困难。其次，东西方社会和文化的差异，在课文中有大量的体现。针对这种情况，在授课过程中作必要的解释，合理设计有效的教学步骤来得以解决。

学生层次差别比较大，日常学习中对于戏剧的阅读也比较少。为此，学生在老师的指导下提前做好充分的预习。在预习过程中，老师提前把一些有关本戏剧的历史背景、作者以及故事梗概做简要的介绍，以便学生能更好的融入语言环境，提高阅读理解能力。

本课是一节Using Language 课型，在指导学生理解本课内容的基础上，训练学生的阅读理解能力，提升学生的阅读技巧。与此同时，结合教学环节，在老师的指导下，让学生自主探究、合作学习，使学生的听说读写能力都能得到训练和提高，达到扩展能力的目的。充分调动学生的积极性，力求达到高效又轻松活泼的课堂效果。

六、教学步骤

1.Preview the new words and phrases of this text. Professor

whistle

garment

woolen

hesitate

uncomfortable

uncomfortably troublesome

2.Revision and Lead-in 1). Check the homework.

2). Review Act One : fateful meetings.

Role play

3)A sample summary of the act 3.Warming up Look at the picture on Page 34. Do you want to know what will happen about the following story? 4. reading Step1：

Fast Reading

Task1.Read the Act Two quickly and find out

1). When and where did the play happen? 2).What is

Eliza's purpose of visiting Higgins? Task2.Read the play of Act Two carefully and then answer the following questions.

1). Eliza came to visit Henry Higgins and Colonel Pickering in order to let them _________

A. give her some money

B. give her a job as a flower shop’s assistant

C. teach her speak well

D. have a bath 2). Eliza only offered them

________ if they could teach her.

A. 1 shilling

B. 2 shillings

C. nothing

D. 3 shillings 3). Henry Higgins and Colonel Pickering finally decided to _______ Eliza.

A. throw back

B. teach

C. only teach her how to speak

D. beat 4). Eliza refused to have a bath, so what she said showed that she lived a _______life.

A. miserable

B. happy

C. good

D. dirty 5). From act Two, what can you infer?

A.In order to prove himself, Higgins decided to teach Eliza free of charge. B.Eliza had to change her grammar as well as pronunciation if she wanted to speak well. C.When the bet was over, Eliza might get a job in a flower shop.

D.Eliza would return to the gutter selling flowers in the street. Step 2：

Careful reading

Rewrite these underlined sentences using correct English. 1). wanna be lady in a flower shop ‘stead

o’ selling flowers in the street.

2). Now yer talking. ...You wouldn’t have the face to ask me for the same

for teaching me as yer would for French.

3). I can’t. I dursn’t. It ain’t natural and it’d kill me.

Step3：listening and speaking

1). Character matching 2). Work in pairs and discuss what they would do to change Eliza into a lady and how?

Step4：

Study reading.

Analyzing the following difficult sentences in the text. （1）I’d never have come if I’d known about this disgusting thing you want to do to me. 我要是早知道你们想对我做这种可恶的事，我绝不会来。

此句是与过去事实相反的虚拟条件句, 条件从句中的谓语动词用“had+过去分

词”

形式，

主句中的谓语动词用would / could / should / might + have +过去分词形式。

（2）This is a bit of luck.

这有点幸运。

a bit = slightly; a little 有点儿, 稍微

a bit of + [U]n = a little + [U]n

一点儿

a bit/ a little + adj./adv./v

有点

It a bit hot today. 5. Discussion If Higgins could win ? 6．理解什么是“PygmalionEffect”？

送给学生一句话：Never underestimate your power to chane yourself! 永远不要低估你改变自我的能力！

7.Home work 1. Have you seen the film?If you have, did you like it?

give your reasons. 2.Read the text carefully.

教学后记：