Learning about Language教案和学案内容

教学设计内容

设计主题

选修8 Unit 4 Pygmalion (Reading)

FATEFUL MEETINGS

1.整体设计思路、指导依据说明

本节课的教学设计体现《普通高中英语课程标准（实验）》规定的课程性质和理念；使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力，为学生未来发展和终身学习奠定良好的基础。

2.教学背景分析

教学内容分析：

本部分是一个剧本，故事讲述了一位来自社会下层且语言粗俗的卖花女，偶然遇到上层社会的皮克林上校和希金斯教授的情形。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（她）所处的社会地位和社会环境的影响，但是后天的努力可以改变现状。通过这个剧本的学习，鼓励学生要有决心和勇气改变自己的现状，寻求机遇，不断地提升自己，挖掘自己的潜力，追求不断地进步。

学生情况分析：

学生需要利用想象力和相关知识，独立思考来了解萧伯纳笔下的皮格马利翁。通过真实有趣的内容，学生不仅要在阅读过程中学习有关的语言知识，提高阅读理解的技能，还要增加对英语剧本的认识，并对剧中人物的性格进行分析。因为学生对英语剧本比较陌生，所以此节课富有挑战性。

3.教学目标分析

知识目标：让学生了解更多关于英语剧本和皮格马利翁的知识并掌握一些重要的语言点。

能力目标：通过这节课的阅读训练使学生的阅读技能得到发展并能够灵活地运用。

情感目标：激发学生学习英语剧本知识和学习英语的乐趣。

4.教学重点、难点分析

教学重点：通过阅读文章提高学生的阅读技能。

教学难点：让学生能够灵活地运用各种阅读技巧。

5.教学过程设计

(中文为主 + 所教学科目标语言）

步骤1：热身（Warming up）

设计意图：通过此部分让学生对本单元学习的中心话题有一个比较全面的了解，为随后的学习做好准备。

This play by George Bernard Shaw (萧伯纳) is an adaptation of a Greek story. Do you know this story?

1. Pygmalion, an artist, dislikes women. One day he makes a statue of a beautiful woman in ivory. 2. When he finishes the statue, he falls in love with it and goes to the Greek goddess to ask her to make the statue into a real woman. 3. As a result of his prayers, Goddess agrees to help him and makes the statue into a woman. The two marry and live happily ever after.

步骤2：读前（Pre- reading）

设计意图：通过此部分引导学生对即将阅读的内容进行预测，激活有关的背景知识，激发他们的阅读兴趣。

This play was also made into a film called My Fair Lady. The play by Shaw has the same theme as the Greek story. Do you know something about it? An background This play takes place in 1914 just before the war between UK, France and Germany. So it was written at a time when social classes were fixed, and it was extremely difficult to move from one social class to another. First, you needed money. Second important way of telling a person’s class was by his clothes. A third was the way a person spoke. So the social position of the gentleman and Eliza in the first part of Act One would be very clear as soon as they opened their mouths.

步骤3：导入（Leading- in）

设计意图：通过一个打赌的故事引入，使学生能够很快地找出文中的主要人物。

世界上打赌的事千奇百怪,你知道大文豪萧伯纳笔下的一个打赌的故事吗?出身高贵的语音学家,偶然遇见了一个卖花女.他跟好朋友打赌,要让这个出身贫寒,满嘴土话乡音的姑娘在三个月内跻身上流社会.于是他真的开始了这一近似疯狂的试验…

…

Can you find out the main characters? Eliza Doolittle(E): a poor flower girl who is ambitious to improve herself. Professor Higgins(H): an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. Colonel Pickering(P): an officer in the army and later a friend of Higgins’ who sets him a task.

步骤4：阅读（Reading）

设计意图：通过真实有趣的内容，不仅让学生在阅读过程中学习有关的语言知识，提高

阅读理解的技能，还增加了学生对剧本中人物性格和他们在社会中所处地位的认识。

Task1 Skimming to get general ideas 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

Task2 Scanning to get detail information （comprehending）

1.What is the name of the man hiding from the rain?

Henry Higgins. 2.Why is Eliza frightened of him at first?

She think he is a policeman in disguise. 3.Where has Colonel Pickering been living and what has he studied?

He has been living in India and has studied many Indian dialects. 4. Analyze the characters in the play.(详见课件)

Task 3 Some correct English grammar 1. Come over here, captain, and buy some flowers from a poor girl. 2. I can give you change, captain. 3. Hey! I haven’t done anything wrong by speaking to that gentleman. I’ve a right to

sell flowers. I’m not a thief. I’m an honest

girl! 4. I thought that maybe you were a policeman in disguise. 5. Then why did you take down my words? How do I know whether you took me down accurately?

Just show me what you wrote!

6. That isn’

t proper writing. 7. Come over here, captain, and buy some flowers from a poor girl. 8. What if I was? What business is it of yours? 9. Now that’s something I would like to be! 10. How are you going to help me? 11. I’ve never got so much. A whole pound! That’s really a fortune. That’ll help me indeed. Tomorrow I’ll go to see you. Henry Higgins. You talked in “

authentic English”

…( in her own voice) I’ll see whether you can help me get it …

Mr Higgins, just wait and see

what I’ll do.

Task 4 Some beautiful sentences 1.Professor Higgins (H): an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. 2. Colonel Pickering (P): an officer in the army and later a friend of Higgins’ who sets him a task. 3. While watching, he makes notes. 4. I ain’t done nothing wrong by speaking to that gentleman.

5. Here you are (hands over the paper covered in writing). 6. What if I was? 7. People begin their working life in a poor neighbor of London with 80 pounds a year and end in a rich one with 100 thousand. 8. But they betray themselves every time they open their mouths. 9. But, sir, (proudly) once educated to speak properly, the girl could pass herself off in three months as a duchess at an ambassador’s garden party.

步骤5：作业(Homework) 设计意图：让学生课后复习这节课所学的知识，包括阅读技巧和语言点,并准备下一节课的内容。

1. Read the text again and again. 2. Find more information about Pygmalion.

6.教学评价设计

评价内容：1. 学生话语。在语言教学评价中，学生话语是一项重要的指标。包括话语量，话语真实水平，话语连贯流畅程度，话语的随机建构水平等。2. 学生行动。伴随着学生话语，还有相应的行动发生。我们需要重点评价学生行动的目的性、互动性、主动性，还应评价学生行动的实际效能。3. 学生认知水平。采取有效手段得知学生的思维进程与线索，学生对教学信息的领悟程度，学生对教学资源的感受深度，以及学生接受新语言学习项目的敏锐程度。4. 临场机智。课堂过程是教师与学生随机构建教与学的关系的过程。所以，学生在现场所表现出来的临场灵活性，创造性，以及对学习情景的适应性，也是评价的内容。

评价方法：调查（Survey）；问卷和访谈。