Learning about Language优秀教学设计

Unit 4 Pygmalion Ⅰ. 单元教学目标

技能目标Skill Goals ▲Listen to and talk about the story Pygmalion

▲Read and act out a play about recognizing a person’s position in society

▲Use the past participle as the adverbial

▲Write a review of the play

Ⅱ. 目标语言

功

能

句

式

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...

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, 词

ambassador, acquaintance, handful, fortune, authentic, status, superior, rob, 汇

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 结

The past participle as the adverbial

构

重

点

句

子

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

P28

2. There you are and you were born in Lisson Grove if I’m not mistaken.

P29 3. 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 4. This is the age of the newly rich. People begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand. P29

Ⅲ. 教材分析和教材重组

1. 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。

1.1

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。

3. 课型设计与课时分配

1st Period Speaking Ⅳ. 分课时教案

Learning about language Teaching goals教学目标

1. Target language 目标语言

重点词汇

adaptation, plot, professor, Pygmalion

2. Ability goals 能力目标

Enable the students to talk about the Greek story Pygmalion.

3. Learning ability goals 学能目标

Help the students learn how to talk about the Greek story Pygmalion. Teaching important points 教学重点

Help the students learn how to retell the story.

Teaching difficult points 教学难点

Help the students know the similarities and differences between the story and the play Pygmalion. Teaching methods 教学方法

Discussion. Teaching aids 教学准备

A recorder, a computer and a projector.

Teaching procedures & ways 教学过程与方式

Step Ⅰ Lead-in T: Has anyone heard of “the Pygmalion Effect”？What is it? S1: The Pygmalion Effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t. T: Good. How did you know? S1: I have once read some Greek stories. And I have read the story Pygmalion before.

T: You’re great. If someone is good at writing, we often say he or she is a lucky dog of the Muses. Do you know where the saying comes from?

S1: It also comes from the Greek story. Step Ⅱ Warming up T: Yes. Today we are going to learn about a Greek story Pygmalion. First, look at

the pictures on page 28. Please work in pairs and work out the story.

After a few minutes.

T: Now let’s have a look at the first picture. Who can tell me what’s in it with your own words? S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife. T: Wonderful! And who can follow it? S2: But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the Greek Goddess to help him to bring it to life. Step Ⅲ Discussion

Make a brief introduction about Shaw. T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defender of women’s rights, and advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honour but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can see how witty Shaw is! T: Have you seen the film My Fair Lady？

S1: Yes. It was about a flower girl who became a lady in the upper class, helped by the expert in phonetics, Professor Higgins.

T: Do you like the film? Why? S1: Yes, I do. What makes “My Fair Lady” special is the great musical score by Mr. Loewe with lyrics by Mr. Lerner. Most of the songs are by now, standards

that have delighted us since they were written and have been sung by practically all the best singers of the world. Ｔ: Very good. They both have the same theme. In the play, a poor-educated flower girl in the street at last became a lady, just as surprising as a stone became a beautiful woman in the Greek story. Now can you tell me the similarities between the Greek story and the play? You can discuss it with your partner. S2: Both women made big changes. In the Greek story, the statue was brought to life; while in the play Pygmalion, the flower girl Eliza was brought up to the upper class. T: Good. What else?

S3: In the Greek story, Pygmalion is a gifted artist, whereas in the play Pygmalion, Higgins is an expert in phonetics.

Step Ⅳ Homework Ask the students to do the following.

1. Find more information about Pygmalion.

2. Pre-read the play to see if they can understand well.