Learning about Language多媒体教案及点评

Teaching Design Unit4 Pygmalion Period 1&2 Warming up and Reading 高岚

银川二中

Analysis of teaching material 教材分析

本课的主题是通过理解剧情和人物之间的矛盾，从而分析剧中各个人物的性格，使学生理解：人的语言和行为受其社会地位和环境的影响，但是通过后天的努力，是可以改变现状的。鼓励学生要有决心和勇气改变自己的现状，寻求机遇，不断提升自己，挖掘自己的潜力，追求不断地进步。

1. Warming Up 通过图片引出希腊神话故事Pygmalion，让学生有一个初步印象；并通过问题打开思路，为以后学习剧本和理解剧情做好了铺垫。

2.

Pre-reading 帮助学生通过电影《窈窕淑女》了解Pygmalion，激发学生的阅读兴趣。

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Reading 是一个剧本。故事讲述了一位来自社会下层语言粗俗的卖花女，偶然遇到社会上层的皮克林上校和锡金思教授的情景，通过他们之间的对话和各自具有的代表性语言，突出本剧主题：人的语言和行为都受他社会地位和环境的影响，但是通过后天的努力，是可以改变现状的。

4.

Comprehending 共有5个练习，前三个练习旨在加强学生对课文的理解，练习4 重在引导学生思考，对人物性格进行总结。练习5 重在加强学生语言正规化的训练。在分析了教材、研读了教学大纲和教师用书之后，对Period 1&2 Warming up and Reading 这一部分教学进行了如下重组：

教学步骤

Lead-in 教学任务

由“皮格马利翁效应”引出主题并引发思考。

Warming up 通过图片引出希腊神话故事，让学生有一个初步印象；并通过问题打开思路，为以后学习剧本和理解剧情做好了铺垫。

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Pre-reading 由希腊故事引出和它有着同样主题的萧伯纳的剧-Pygmalion；介绍剧中主要人物，进入第一场：Fateful Meetings

Fast reading Careful reading Post-reading 第一遍听读，理清基本人物关系。

第二遍细读，理清故事情节。

找出人物间矛盾细节，分析人物性格，揭示社会地位和人物行为之间的关系；欣赏电影片段，感受以上分析。

Discussion 引导学生设想出经过教育和自身努力，电影中的粗陋的卖花女会变成窈窕淑女；讨论从变化中可以学到什么。

Conclusion 由讨论引出什么是“皮格马利翁效应”。

Role-play 把对“皮格马利翁效应”的理解应用于实际学生生活，并以短剧方式呈现出来。

Homework 让学生自学本剧语言点，为下堂Learning about language做好了铺垫；让学生对“皮格马利翁效应”的理解应用于实践，并以作文的形式呈现出来

教学重点和难点

Important points重点a. 提高学生的阅读能力，侧重培养学生对文章的整体性结构的把握，根据主题快速捕捉文章重点细节的能力。b.理清故事情节，找出人物间矛盾，分析人物性格，揭示社会地位和人物行为之间的关系；并由此理解“皮格马利翁效应”以及联系生活对

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它的升华。

Difficult points难点a. 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平; 如何使学生学会提取、筛选和重组文章中的关键信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。

b. 找出人物间矛盾，分析人物性格，揭示社会地位和人物行为之间的关系；并由此理解“皮格马利翁效应”以及联系生活对它进行升华。而这也正是难点所在。

Teaching goals 教学目标

1. Target language目标语言：

重点词汇和短语

officer, hesitate, uncomfortable, trouble-some, outcome, disguise, brilliant, classify, mile, betray, condemn, ambassador, acquaintance, handful, fortune, in disguise, pass off as, make one’s acquaintance, in amazement，impatient, kind, polite, rude, dynamic confident, anxious, eager, enthusiastic, emotional, self-important, ambitious, generous, unsure, superior 重点句子

An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. The English that will condemn her to the gutter to the end of her days. Perhaps I could even find her employment as a lady’s maid or a shop assistant, which requires better English. 2. Ability goals能力目标

Enable the students to talk bout the play and use some adjectives to work out the

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characteristics of each character and each social group. 3. Learning ability goals 学能目标

Help the students learn how to connect play with their life and conclude the theory. Help the students learn how to put theory into practice to put on plays. Teaching methods教学方法

Listening, reading, group-discussion, short speech, role-play Teaching aids教具准备

multi-media, blackboard Teaching procedures教学过程

. Lead-in

After greeting, start the lesson through asking a question ——

Have you ever heard of “ Pygmalion Effect”? T: good morning, boys and girls! Have you ever heard of “Pygmalion Effect”? S: No. T: Ok, now we’ll come to Unit 4 Pygmalion. I believe at the end of the lesson , you’ll be clear about it. . Warming up 1.According to three pictures and some key words, let students tell us a classic Greek story. :Pygmalion- a gifted artist

Greek Goddess

get married a stone statue

bring her to life

live happily fall in love

make her his wife

T: According to the pictures and some key words, who would like to tell us the

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story? S1: According to picture 1, tell the part of the story. S2: Continue the story. S3:Continue the story. 2. Have a discussion about the following questions. 1) What problems do you think they will have? 2) How do you think they might solve them? T: Are there any problems when they live together? S: Yes, there are. T: What problems? S1:Communication problem. T: How to solve it. S2: Pygmalion can teach his wife how to speak standard English, and they will live happily ever after. . Pre-reading 1. Based on the Greek story, lead in the play –Pygmalion T: The Greek story is very moving. Have you ever heard of a play called Pygmalion by George Bernard Shaw? S: No. T: This play is based on the classic Greek story, so they have the same theme. Would you want to know more about the play? S: Yes. T: Ok, Let’s read the play. 2. Introduce main characters of the play. T: How many characters are there in the play? S: Three. T: Who are they? S

Eliza

Doolittle, Professor

Higgins,

Colonel

Pickering.

T:

What

do

they

do?

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S1:

Eliza

is

a

poor

flower

girl.

S2:

Professor

Higgins

is

an

expert

in

phonetics.

S3:

Colonel

Pickering

is

an

officer

in

the

army.

. Fast

reading

Let

the

students

listen

to

the

tape

and

answer

the

following

three

questions:

1.

Who is hiding from the rain, listening to people’s language?

Professor Higgins 2. Who is sheltering from the rain, selling flowers?

Eliza Doolittle 3. Who is watching the flower girl and Professor Higgins’ talking?

Colonel Pickering .Careful reading Let the students read the play as carefully as they can and try to fill in the blanks of the following summary.

Time:11:15pm,in 1914 Place: London, England Main characters: E,H,CP Event: Fateful Meetings Eliza is selling flowers to the passers-by. Second: Eliza sees a man taking notes and thinks he is a police in disguise. Third: The man named Higgins can identify she was born in Lisson

Grove from language. Next: Higgins says to Pickering once taught by him, the girl can become an upper class lady, a lady’s maid or a shop assistant. Then: Higgins and Pickering find out they are eager to meet each other and leave together. Finally: Eliza decides to find Higgins to learn to speak authentic English to achieve her ambition.

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. Post-reading 1. Let students choose the following adjectives to describe each character in the play. 1) Let them read them and the teacher can explain those they are not familiar with.

impatient kind

polite

rude

confident

anxious

eager

enthusiastic

emotional

self-important

ambitious

generous

unsure

superior

dynamic

2) Let the students use the adjectives to describe the characters one by one and encourage them to find out the evidence. T: Please look at the drawings on the blackboard. Who are they? S: Professor Higgins, Colonel Pickering and Eliza Doolittle. T: For example, Professor Higgins is impatient because while talking to Colonel Pickering, he doesn’t reply to the poor flower girl’s asking. Students will choose adjectives to describe the characters and speak out some reasons. The teacher will write the answers on the blackboard.

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superior impatient rude self-important confident eager polite kind

eager ambitious emotional unsure anxious generous enthusiastic confident dynamic higher position higher position lower position social position

the way they behave

3). From the analysis of each character, let students guess which classes they belong to. After that, the teacher encourages the students to conclude that social position and the way they behave affect each other. 2. Let the students enjoy the video of Act One and let them feel the all we talked about just now. . Discussion After enjoying the video of Act One, let the students guess what Eliza will be like after being taught by Professor Higgins. Then let them discuss what they can learn from the change. T: From the video, we can see a poor flower girl. She speaks rude English and doesn’t behave very well. Can you guess what she will be like after being trained? S: A fair lady. T: Look at the two pictures! Are they the same person? S: Yes. T: What can we learn from the change? S: One can change and improve himself.

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. Conclusion From what they discussed just now, encourage them to conclude what “Pygmalion Effect” is. T: After discussion, now can you conclude what “Pygmalion Effect” is? S1: People can improve themselves if they make every effort. S2: Nothing is impossible! If we really expect to make great progress, we can attain it after working hard. S3: Everybody has a chance to be successful if he has a strong will. T: What you said is better than what I think. We can summarize it as follows: One can improve himself through great efforts as he expects. Where there is a will, there is a way. . Role-play Based on“Pygmalion Effect” and your life, think up a play and act it out. T: Now based on “Pygmalion Effect” and your life , put on a play named A Fateful Meeting. And please pay attention to two key words: Before….After…. S: (After preparation, a group put on their wonderful play that is about how a lazy girl changed herself after meeting Bill Gates - her favorite star and succeeded in the end after working hard.) T: A wonderful play! You are quick-minded and imaginative. Ok, boys and girls! Everybody desires success. Please set your goal, work hard, devote yourself to turning your dream into reality and you will be able to succeed!

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. Homework 1. Learn the language points in reading passage. 2. Based on “Pygmalion Effect ”,write a story that has happened around you.

Teaching assessment 教学评价

According to the teaching aim and the characteristics of the teenager, use as much as encouragement to cultivate their thinking and develop their language ability. Writing on the blackboard 板书设计

Unit 4 Pygmalion Act One Fateful Meetings

superior impatient self-important eager confident generous enthusiastic polite kind

eager unsure anxious ambitious emotional rude confident dynamic higher position higher position lower position social position

the way they behave

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