Learning about Languageppt配套的教案及板书设计

Unit 4 Pygmalion The 1st period

1 Ability goals Enable the students learn how to talk about the Greek story Pygmalion

2 learning ability goals

Help the students learn how to talk about the Greek story Pygmalion

3 Teaching important & difficult points

help the students know the similarities and differences between the story and the play Pygmalion 4 Teaching methods

Discussion

Step 1 Warming up

Ask the students to tell the story about according to the pictures

And then the teacher tell the story to the students Step 2 discussion Make a brief introduction about show

Step 3

see the film of the first part comprehending

( C A A C D ) 1. This text is mainly about the first experience of Eliza meeting with ______.

A. Professor Higgins

B. Colonel Pickering

C. Professor Higgins and Colonel Pickering

D. a gentleman 2. Eliza greeted to the gentleman in order to _______.

A. ask him to buy some flowers from her

B. talk with him

C. ask him to teach her

D. beg some money from him 3. Why Eliza began to cry? Because _______.

A. she thought Professor Higgins would arrest him

B. the gentleman didn’t give her some money

C. Pickering beat and scolded her

D. there was no reason 4. Professor Higgins believed that he could judge a person by _______.

A. his appearance

B. his action

C. his conversation

D. his manners 5. From the text , we can infer that Professor Higgins is a man described below EXCEPT _________.

A. he doesn’t care about money

B. he is an expert in phonetics

C. he is proud

D. he is greedy Step 4 homework

Find out more information about Pygmalion Pre-read the play to see if they can understand well

the 2nd -3rd period Reading (1 ) 1 Ability goals Enable the students to talk about the play and use the play to work out the characteristics of each social group 2 learning ability goals

Help the students learn how to talk about the play and use the play to work out the characteristics of each social group 3 Teaching important & difficult points

How to use the play to work out the characteristics of each social group 4 Teaching methods

Listening, reading and discussion

Step1

Reading

Deal with the reading part. Play the tape for the students to listen. Then analyze the play. Ask the students to read through the text. While reading, pay attention to the writing style. Step 2 language point

Ask if students have same trouble in understanding the play. If so, make some explanations Step3 comprehending

This time students should listen to the tape as carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main idea of the play as well. Ask the students to fill in the blanks on page 30

Step 4 discussion Ask the students to do part 5 on page 31, check the answers

Ask the students to read the play again and do part 2 on page 31

Step 5 home work

1 read the play repeatedly and try to act out the play 2 review the grammar part

the 4th period Grammar 1 Ability goals Enable the students to use the past participle as the adverbial

2 learning ability goals

How to use the past participle as the adverbial

3 Teaching important & difficult points

How to use the past participle as the adverbial 4 Teaching methods

Task- based activities

Step 1 Revision

Check the homework Step 2 Word study

Ask the students to finish Exercise 1 and 2 in the Learning about Language

Then check the answers with the class Step 3 Grammar

The past participle as the Attribute Predicative and the object complement. ⑴

作用与用法：

过去分词(表示完成和被动的动作)具有形容词、副词的作用,在句中可以用作定语、表语、宾语补足语和状语,但不能单独构成谓语。

①

定语

过去分词作定语,表示分词动作与所修饰的名词之间存在被动关系。单一的过去分词作定语一般放在被修饰的名词之前;过去分词短语作定语放在被修饰之后,过去分词及过去分词短语作定语均可以转换为一个定语从句。

如:

The broken window (=The window which was broken) will be replaced soon.

The books bought yesterday (which were bought yesterday ) are of high quality.

②

表语

过去分词作表语, 表示主语的状态, 且该状态通常是由外界因素引起的。这时过去分词可以被看作一个形容词, 是形容词化的过去分词。

如: I’m interested in reading novels

③

宾语补足语

作宾语补足语的过去分词一般是及物动词,和宾语有逻辑上的主谓关系。可以带过去分词作宾语补足语的动词有:

A. see, hear, watch, feel, think ,find 等表示感觉和心理状态的动词。

We found her greatly changed.

written by Jin Yong.

B. make, get, have, help, leave 等表示“致使”意义的动词

What made them so frightened?

C. like, want, wish, order 等表示“希望、要求”等意义的动词

He won’t like such questions discussed at the meeting.

⑵

现在分词与过去分词的区别: ①

定语中

现在分词作定语常表示“动作正在进行”,此时或当时的状态等;过去分词则常表示“动作发生在谓语动词的动作前”等;被修饰的名词一般是现在分词的逻辑主语,是过去分词的逻辑宾语。

②

表语

现在分词作表语,具有主动的含义,意味着“起这种作用”;而过去分词作表语具有被动含义, 意味着“受这种影响”。

如: The work was tiring.

这项工作挺累人的。

The worker were soon tired. 工人们很快就感到累了

③

宾语补足语

现在分词作补足语,被补足的宾语或主语是它的逻辑主语(即主动关系);过去分词作补足语,被补足的宾语或主语是它的逻辑宾语(即被动关系)。

如: I heard someone calling me.

I heard my name called.

Step 4 do some exercises

Step 5 homework

Finish the exercises in USING WORDS AND EXPRESSIONS

The 5th period Reading (2 ) & Listening

1 Ability goals Enable the students to talk about the play making the belt

2 learning ability goals

Help the students learn how to talk about the play making the belt 3 Teaching important & difficult points

How to how to talk about the play making the belt

4 Teaching methods

Listening, reading and discussion

individual work

Step 1 Revision

Check the homework Ask the student to review Act One : fateful meetings Step 2 Reading

Have the students see the play of Act Two carefully and then answer the following questions After a few minutes, check the following questions ( C C A B A ) 1. This text is mainly about Henry Higgins and Colonel Pickering _________ about teaching Eliza.

A. making a conversation

B. quarreling

C. making a bet

D. fighting 2. 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 3. Aliza only offered them

________ if they could teach her.

A. 1 shilling

B. 2 shillings

C. nothing

D. 3 shillings 4. Henry Higgins and colonel Pickering finally decided to _______ Eliza.

A. throw back

B. teach

C. only teach her how to speak

D. beat 5. Eliza refused to have a bath, from what she said, we can infer that she lived a ________ life.

A. miserable

B. happy

C. good

D. dirty Have the students see the play of Act three carefully and then discuss the following questions 1 What do you think about his teaching methods?

2 Do you think he is correct ? Give a reason

Step 3 Language point

Ask if students have same trouble in understanding the play. If so, make some explanations Step 4 Homework

Read the play once again Preview the reading and the listening task in the workbook

The 6th period Reading (3 ) & Listening

1 Ability goals Enable the students listen and understand the listening task and the Act five

2 learning ability goals

Help the students how to listen and how to understand the play

3 Teaching important & difficult points

how to listen and how to understand the play

4 Teaching methods

Listening, reading and discussion individual work

Step 1 Revision

Check the homework, talk about the characters in the play Henry: impatient, emotional, superior Colonel Peckering：kind, polite, unsure

Eliza: anxious, eager, ambition Step 2 listening ( work book page 70 ) 1st

First discuss the question with the students How could you text Eliza ? 2nd

Students show their own opinion, then ask the students to listen to the recording three times and finish the exercises

1 why does Freddy laugh at Eliza when she talks about weather? 2 why is Clara confused with Eliza’s use of English ?

3Why does Henry describe Eliza’s conversation as “the new small talk”?

4 Do you think Freddy like Eliza? Why or why not ? step 3 listening ( work book page 73 ) play the tape and ask the students to finish the activities

when finishing the activities, discussing the following questions

1 Why does ambassador and his

wife think Eliza is a princess ? 2 Does Eliza enjoy the party ? Why or why not ? step 4 Homework listening all the recording once again finish the Writing Task on page 76