Using LanguageⅠ教案设计范例

Unit 4 Pygmalion Ⅰ. 单元教学目标

1.

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. Language Goals

Sentence patterns

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? Words and expressions

1．Words: adaptation, classify, professor, hesitate, uncomfortable, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, fortune, authentic, status, superior, rob,musical, stocking, referee, compromise, horrible, laundry, sob, waist, vest, disgusting, overlook,

fade 2．Phrases: 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

Ⅲ. Analysis of the text

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

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。

1.2

1.2 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。

1.3

1.3 Reading讲述了发生在伦敦剧院外的一幕。

1.4

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。

1.5

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。

1.6

Using Language中Reading and acting部分紧承Reading部分的剧情。该部分从听、说、读、写四个方面来学习和巩固所学语言知识。

1.7

Listening要求学生听一段关于Higgins如何给Eliza授课，如何帮助她纠正发音以及其教学方法的录音，并完成关于Eliza在发音和语法方面正确的地方以及需要改进的地方的表格。

1.8

Speaking部分有两个任务。其一是让学生运用所给的表示猜测的语句展开联想；其二是让学生通过教师的引导总结出希腊神话故事和萧伯纳的剧本两者之间的共同和不同之处。教师可以通过Speaking Task中的提问来引导学生，让学生自己得出结论。

The Third Period Grammar Step 1:

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: Step 2:

Show the following.

If you are bitten by a snake, you should send for help and don’t walk.

= 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. =The room, although it is 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.

Step3: Practice

1.

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

2.

Do some exercises shown on the screen.

The experience ___________ (gain) will be of great value for us. He continued to walk up and down，___________ (lost) in thought. We are also learning that truthful information，humanely(仁慈地) ___________ (convey)，helps patient scope with illness. With the problem___________ (solve)，the meeting came to an end. Everything___________(consider), it is possible for their factory to raise the output quickly. On these questions，we have made our views ___________ (understand). When ___________ (turn) on，the radio still does not work. Returning home，the woman found all the windows ___________ (break). Step4

Summary and homework

T: What did we learn today? S: The past participle as the adverbial. T: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.