Learning about Languageppt专用说课稿内容

Unit 4 Pygmalion Learning about language 教学设计

语言目标：

常用句式：表推测（conjecture）

I wonder whether...

Is it possible that...? Do you know if...?

Do you really think that’s true? 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 .. 词汇：

1、四会词汇

adaptation, classify, caption, plot, professor, whistle, garment, woolen, hesitate, uncomfortable, 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 3．

词组

pass... off as, make one’s acquaintance, in amazement, in terms of, generally speaking, show... in, the other day, take away, once more, in need of, fade out 教材分析

本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。语法部

分重点学习过去分词作状语的用法。

1、Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。

2、Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。

3、Reading讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。Eliza原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins。Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。Eliza就住在Professor Higgins的家中，受了一阵子语言训练。最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。在场的人都不知道Eliza的出身。女王还对Eliza大加赞赏。Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。Eliza盛怒之下，离开了Higgins。她走之后，Higgins才发现不能没有她。最后Eliza回到了Professor Higgins身边。两人言归于好。剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致。

4、Comprehending分为两部分。第一部分根据课文，让学生回答相关问题；第二部分要求学生从课文中找出这三个不同社会阶层的人物对不同于自己阶层的人们所持的态度；第三部分要求学生思考除了语言以外，哪些方面还能显示出人们社会地位的不同；第四部分要求学生运用所给词汇描述剧本中不同人物的性格特点；第五部分要求学生纠正Eliza语言中的语法、拼写等方面的错误。

5、Learning about Language分词汇和语法两部分。词汇部分要求学生能在具体语言环境中运用所学词汇和短语；语法部分主要通过大量的例句和习题要求学生自主学习，总结-ed形式在句子中作状语用法。本节课主要的教学内容是Learning about Language. Teaching important points 教学重难点

How to use the past participle as the adverbial.

Teaching methods 教学方法

Task-based activities. Teaching aids 教学准备

Some slides and a projector.

Teaching procedures & ways 教学过程与方式

StepⅠ Revision Check the homework.

Ask the students to act out the play.

T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try.

After they finish, make some comments on their performances. Step Ⅱ

Word study Ask the students to finish Exx. 1 and 2 in Learning about Language. Then check the answers with the class.

Step Ⅲ

Grammar

First ask the students to find out the examples of the past participle as the adverbial in the play:

Sample sentences:

1. An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28

2. 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 Explanation: T: The past participle as the adverbial is a very important grammar, and it can indicate time, condition, reason, and way. We can add when / while / if or other conjunctions before the past participle in order to make the meaning more clearly. For example: Show the following.

If bitten by a snake, you should send for help and don’t walk. The room, although supposed to be kept locked, was often left open.

T: Now please look at the following examples. Can you rewrite these sentences? Show the following.

1. Given more time, we could do it better. 2. Heated to a high temperature, water will change to vapour. 3. Frightened by the noise in the night, the girl did not dare sleep in her room. 4. Disturbed by the noise, we had to finish the meeting early. 5. Seen from the hill, the park looks very beautiful. 6. She walked out of the house, followed by her little daughter. Sample answers:

1. When / If we were given more time, we could do it better. 2. When / If it is heated to a high temperature, water will change to vapour. 3. As she was frightened by the noise in the night, the girl did not dare sleep in her room. 4. As we were disturbed by the noise, we had to finish the meeting early. 5. When it is seen from the hill, the park looks very beautiful. 6. She walked out of the house, and her little daughter followed.

Practice

Ask the students to finish Parts 2 and 3 on page 33.

Time permits, ask the students to finish Exercises 1 and 2 in USING STRUCTURES on page 73.

Step Ⅳ Summary and homework

T: What did we learn today? S: The past participle as the adverbial. T: Good. What should we pay attention to when using the past participle as the adverbial? S: The agreement between the subjects in the main clause and the past participle phrases.

T: Right. After class, please finish the exercises in USING WORDS AND EXPRESSIONS.