Learning about Language优秀教学设计

B8u4 Pygmalion Reading The fateful meetings教学设计

教材分析

本单元的主题是通过分析《窈窕淑女》中各个人物的性格而展开的，各种语言活动都是围绕剧本情节及作者萧伯纳来设计的。

首先通过三幅图片引出有关皮格马利翁的希腊神话故事，让学生对《窈窕淑女》的由来有一个初步的任象，通过对两个话题的讨论可以帮助学生打开思路，为以后学习剧本和理解剧情做准备。

阅读部分是一个剧本，故事讲述了一位来自社会底层的且语言粗俗的卖花女偶然遇见上层社会的皮克林上校和希金斯教授的情形。通过它们之间的对话和各自具有的代表性语言，突出本剧主题：人的语言和行为都是受它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，教师应该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，追求不断的进步。

学生分析

经过高一的学习，学生具备了较多的词汇，短语，掌握了基本的语法，能够较顺利的理解课文，把握文章结构和内容。学生能够听懂教师用英语语言发出的课堂指令，并对此作出积极响应。但是仍然需要多加练习，拒绝“哑巴英语”，同时多掌握相关词汇，避免表达地非常生硬。对学生多加鼓励，即使出现低级的表达错误，也要保护自尊心。在小组讨论方面，学生能够愉快地与小组成员合作，根据自己的日常生活体验和素材积累，积极表达自己的看法，集思广益，绽放思维的火花。在价值观方面，学生要有社会主义核心价值观，有强烈的社会责任感，能够做到个人价值和社会价值的统一。正确辨明是非，对人的社会形象有一个正确的定位。

教材编写根据不同阶段学习的特点，在教学内容和要求等方面各有侧重。本教材在培养学生听、说、读、写技能的基础上，侧重培养学生的读写能力和综合语言运用能力。小组合作学习解决了训练展示时学生的疑难困惑，组内讨论，最后形成答案，并对黑板展示内容进行评价。通过训练展示，培养了学生的语言表达能力。Retelling环节在于对课文的总结和升华。

主题的安排循序渐进，符合学生学习生活的发展规律，能够引起学生共鸣。教材内容丰富、语言鲜活，话题贴近时代、贴近生活，有语言学习、体育运动、文化生活、环境保护、文学艺术、音乐影视、风俗礼仪、自然科学、饮食文化、兴趣爱好、科学技术、幽默、名人、旅游、交际等内容，为学生所喜爱。

学生选择或者自创情景，学生积极表现自己，把课上所学积极的运用到表演中去。这次活动很好的活跃了课堂气氛，在紧张的课堂中让学生获得了快乐，贴近的生活与现实，并能够检查学生的知识掌握。

三.教学目标

教学目标既是教学活动的出发点，也是预先设定的可能达到的结果。目前的教学目标都是三维目标，它是指教育教学过程中应该达到的三个目标维度，即：知识与技能（knowledge & skills）；过程与方法(Process & steps )；情感态度与价值观（emotional attitude & values）。“三维目标”是一个教学目标的三个方面，而不是三个独立的教学目标，它们是统一的不可分割的整体。

1.知识与技能目标：

1).Let the students master the words and phrases about Pygmalion.

2).Help the students to learn about some phrases and the knowledge of Pygmalion. 3).Let the students pay attention to reading skills(Fast reading and Careful reading). 2.过程与方法目标：

1).Enable the students to be the masters of study and let them study by themselves and discuss in groups. 2).Encourage the students to express their own ideas,feelings and attitudes and share their ideas in front of the classroom. 3.情感态度与价值观目标：

1).Develop the ability of intercultural communication. 2).Develop the students’ sense of cooperative learning.

四．教学重点：

.Let the students master the words and phrases. 2).Let the students pay attention to reading skills(Fast reading and Careful reading). 3).Encourage the students to express their own ideas,feelings and attitudes and share their ideas in front of the classroom. 五．教学难点：

1).How to help the students master the words and phrases . 2).How to make the students retell the passage and understand this passage better. 3).How to encourage the students to express their own ideas,feelings and attitudes and share their ideas in the front of the classroom. 六．教学方法与教学手段：

Self study, cooperative study, group work, pair work and role-play , 七．教学工具：

Multimedia, learning material, blackboard, book. 教学步骤：

Step 1 Warming up & Leading in 1.Watch a video “A fair lady” with students. Have you seen the film? This film was made from a great story called Pygmalion. ___________________________________________________________________________ 2. Have you ever heard of the “Pygmalion Effect ”?

The Pygmalion Effect is that _______________________________________________________________________ 设计目的：用视频切入正题，激发起学生对本节课的兴趣和热爱，同时锻炼学生用英语表达自己想法的能力。

Step 2 Learning aims

pay attention to the learning aims and let one student read it 1.To comprehend the passage and learn about Pygmalion effect. 2. To develop the detailed reading ability. 3. To develop the ability of intercultural communication. 设计目的：让学生铭记三个学习目标，这是本节课学习活动的出发点，也是预先设定可能达到的结果。

Task2 Explain reading skills: Fast reading and careful reading. Reading skills----Fast reading and Careful reading Fast reading: read the passage as fast as you can and find the main idea and the structure of the passage. Careful reading: read the passage carefully and find some details or specific information 设计目的:这是一篇阅读课，学习目标之一就是使用Fast reading技巧把握文章和段落大意

；借助careful reading技巧筛选有用、可靠的细节。

Step3 Fast reading Skimming the passage quickly and do the following exercises. Task 1 Skimming when where who what how

Task 2 Read the passage carefully and choose the best answers: 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 答案：Task 1 Skimming 11:15 pm, in1914 London, England Eliza, Colonel Pickering, Higgins fateful meetings Eliza wanted to sell flower to Colonel Pickering, Higgins noticed her pronunciation. 1-5AACDB 设计目的:使用Fast reading技巧把握文章和段落大意，并使学生明白这个阅读技巧的重要作用。告知同学们解题思路：主旨大意一般是文章首段或末段的第一句话。但是，有时候由于文章体裁的原因，或是由于短文是节选的，这时就要靠应试者自己进行概括或归纳隐含的主题思想了。

Step 4 Careful reading Task 1 Decide the following sentences ture or false.（）

1. Eliza was selling some flowers when Higgins first met her.（）

2. She succeeded in selling some dead flowers to Huggins for some small change.（）

3. Huggins wrote down her name and address.（）

4. Huggins was good at judging people from their own speech.（）

5. Huggins could earn a lot for his job.（）

6. Huggins promised to find her a goodjob.（）

7. Either man had planned to meet the other although they didn’t know each other.（）

Task 2 Read the text carefully, find out more information about each character, and then fill in the blanks Eliza Doolittle ★She is very poor and makes a living by ___________ and is _________ to improve herself. ★ When she sees Professor Higgins ____________, she feels worried because she takes him for a ___________ in disguise who wants to catch her as a ______. ★ Her ________ English will make her live in the _______ all her life, according to Professor Higgins. Professor Higgins ★

He thinks Eliza

can be changed into a woman like a duchess at an ambassador’s garden party in ______ months, a lady’s maid or a shop assistant.

★ He was going to ______ to meet Colonel Pickering. Colonel Pickering ★

He is a(n) ______ in the army and later a friend of Higgins’.

★

He studies many Indian ________ and comes to England to make Higgins’ acquaintance. Task 3 Choose the suitable ones which best describe each character in the play from the following adjectives. impatient, kind, polite, rude, confident, anxious, eager, enthusiastic, emotional, self-important, ambitious, generous, unsure, superior, dynamic Henry Higgins

Colonel Pickering

Eliza

答案：Task 1 TFFTTFT Task 2 seeling flowers ambitious taking notes policeman thief terrible gutter phonetics posision says upper class three India officer dilects Task 3 Colonel Pickering ：kind， polite，confident，generous，enthusiastic Henry Higgins：rude，impatient，confident，superior ，self-important Eliza：anxious，unsure，emotional，eager，ambitious dynamic 设计目的:本篇文章是戏剧的一幕。根据这一幕的特点设置不同类型的问题，既可以为

学生阅读文章指出明确的导向，又可以通过不同的题型考察学生的灵活应变能力。

学习方法: 六人一组讨论，小组长通报答案，组员认真用红笔记录，并大胆质疑。并重点讨论下列错题。

2.到黑板展示正确答案。

3.点评板书内容。要求如下：

1).黑板展示答案是否正确，若不正确，纠错。

2).满分10分。根据书写与内容，给出分数。

3).讲解到位，语言简练清晰，声音洪亮。

4).非展示同学认真倾听，用红笔做好笔记。

Step 5. Make a dialogue with your partners. Suppose you are one of the three people. Some day ,two of you meet in the street by chance, make a dialogue with each other and express your feelings and excitement when you meet again. 设计目的:在这个环节我选取假设三人在分别之后意外重逢的话题，直接让学生分组讨论。并且还给他们展示了较多的可能用到的句型以供学生参考，目的是训练学生的读写，大胆的展开想象，以及灵活运用英语进行交际的目的。

要求：

1. 两人一组展开对话，运用对话模板中的句型以及词汇。

2. 陈述一至两条理由。

3.到讲台激情对话表演。

Step 6. Make a summary（课文回顾，语法填空）

At the beginning of the act, these main characters were 1_________（hide）from a heavy rain. When Eliza realized Higgins was making notes she mistook him_2______ a policeman _3____disguise. Then Higgins read it _4______(imitate) her in his voice. Higgins said he was studying and _5_______ (classify) phonetics and was making _6__ income by teaching people to improve their speech. Then Higgins said if _7__________(educate) to speak properly, she could pass herself _8____as a duchess or a shop assistant. Eliza was pleased at his _9______(remark) but he ignored her. As the two men left to celebrate their __10______ (expect) meeting, Eliza was determined to find Higgins the next day to ask him to teach her to speak true English”.

答案： Hiding; for, in; imitating; classifying; an; educated ; off; remarks; unexpected; 设计目的：本题型跟新高考接轨，采用语法填空的形式，不再采用传统的盲填模式，而是根据单词给出词的正确形式或者填一些虚词，这样能更好的把握文章，为复述课文作一定的准备。

Step 7 Retelling & monologue According the key words or phrases, retell or present the passage . At the beginning of the act,these ----- were hiding ---When Eliza realized ---- making notes ----- mistook… for ---- imitating ---- Higgins said he--- classifying ---- making an income ----- Then Higgins said if educated ---- pass herself off as ---- She was pleased---remark ----- unexpected-----

设计目的：在多媒体上展示关键词，鼓励学生借助关键词复述课文，降低复述课文的难度，以便于更好地理解本篇文章的主要内容。 Step 8 The monitor makes a summary. 设计目的:让学生更加清楚本节课所学的知识，以及对同学们的参与度做出客观的评价，同时在情感上增强班集体的凝聚力，为班级的愈加美好人人都贡献出一份力量。

Step 9 Two words for you (Proverbs) 1.Once you give up, then there is no hope. But until you give up, there is that hope.

一旦放弃，便再没有希望。但只要不放弃，那仍有希望。 2.Go for it, don’t let anything hold you back.

勇往直前，不要却步。

设计目的：让学生在学了本文之后认识到学习以及决定人生地位的有诸多因素，不放弃，勇往直前就一定成功。

Step 10 Homework: 1 Review Words and expressions 2 Read the play repeatedly & try to act it out again 3 Preview the grammar part 设计目的:，让学生更好的使用本单元的单词、短语、句型，更好的巩固本节课的内容，在情感上进一步升华，同时为下一节课做好准备。

十．课后反思

本节课是一节阅读课，重点话题是“文学作品和艺术”。借助多媒体丰富而强大的功能，我导入了“A Fair Lady”的视频，学生非常感兴趣。根据学生的反应情况、配合默契度以及所预设的三个教学目标来看，自我感觉这节课还是可以的，有一些亮点和创新之处以及自己独特的见解。

一、成功之处

利用多媒体制作课件，增大了课堂容量，加大了练习的力度。也加快了课堂的节奏。明确任务目标，站在学生角度，精心设计教学任务，提高学生英语学习的积极性，为学生创设英语交际环境。整堂课师生，生生互动性强，在自主、互动、探究的方式中展开课堂教学。并且引导学生重视所学的知识的语用功能。课堂气氛活跃，学生踊跃参加活动并取得了良好的效果。

二、不足之处

课堂用语以及英语口语方面不让人满意，，发音不够标准、地道，带有浓重的家乡口音；语音、语调拿捏地不够准确到位；英语语言使用不够流利，磕磕绊绊。时间分配不够恰当、合理，开头语速过快，处理较快，用时过少，前紧后松，致使后面讨论环节用时过多。学生参与度不够，没有做到有效参与，在课堂上表现得非常被动。