Learning about Language优秀公开课教案

Unit 4 Pygmalion

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Unit 4 Pygmalion

1、知识与技能：通过深层次的理解，使学生了解皮格马利文效应以及培养他们面对困难的不屈的精神，并完成有关课文内容的练习

2、过程与方法：通过个人活动，同伴活动和小组活动，使学生掌握速读—略读—跳读—精读—总结—

寻找细节等阅读文章的各种阅读技巧，提高学生的听说读写能力及培养他们的发散思维与创新能力。

3、情感态度价值观：体验使用多媒体手段辅助学习的乐趣和成就感，激发学生对去了解并帮助残疾

人，并且要学习他们面对困难不屈不挠的精神，提高他们的自我修养。

1. 培养学生的阅读策略及获取信息的方法。

2. 重点句型

重点1）

An expert in phonetics, convinced that the quality of a person’s English decides his / her 难

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position in society.

P28

2）.There you are and you were born in Lisson Grove if I’m not mistaken.

P29

Step1

Leading in 活动一

Tell Ss the film My Fair Lady or Bernard Shaw’s play Pygmalion is an adaptation of a Greek story. Ask Ss to look at the pictures on P28 and tell the story to their partners. 教

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活动二

Divide the whole class into groups of four to discuss the three questions of Warming up on P28. Encourage them to speculate about whether they think Pygmalion and his wife will have problems once they do get married. Here are some more questions in detail. (1) Does the statue-wife have any ideas of her own?

(2) Will Pygmalion allow his wife to be an independent person? (3)Will they lead a happy life after marriage? (4) Will they have any problems? (5) Who will have to change more to solve the problems?

Step2

Pre-reading 活动三：Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Purpose: To arouse Ss’ interest in learning about the play.

1. Show some pictures from My Fair Lady. Ask Ss to answer the following questions.

(1) Have you ever seen the film?

(2) Do you like it? Why? (3) What is the theme of it? 2. Ask Ss to go through the information on the main characters below and try to match the main characters in the play and in the Greek story.

(1) Pygmalion

A. Pickering (2) Statue

B. Higgins (3) Greek God

C. Eliza

Suggested Answers:

(1) B

(2) C

(3) A

Step3. Fast reading Purpose: To get a brief understanding of Act One. 1. Ask Ss if they are curious about the plot in the play and then give them some time to read the text. While reading, Ask them try to find out the information as quickly as possible

When,

Where,

Who,

What,

how

Suggested Answers:

when where who what how 11:15

pm, in1914 London, England Eliza, Colonel Pickering,

Higgins fateful meetings Eliza wanted to sell flower to Pickering, Higgins noticed her pronunciation. 2. Ask Ss to read the text quickly and work in pairs to finish Ex1 and Ex2 of Comprehending on P30～

P31. 3. Ask Ss to discuss in groups of four: What other things show one’s status in society apart from how one speaks? Call out some Ss to report. Write down the points on the Bb. clothes you wear expensive possessions (like cars or jewellery) attitudes and behaviour education level how many foreign languages spoken and countries visited Step 4. Intensive reading Purpose: To get Ss to have some more details in the text. 1. Ask Ss to read the text carefully and try to get more details from the text and then find out the answers to these “why” questions.

(1)Why can we say that Eliza must be in a lower class? (2)Why was Higgins respectful to Pickering? (3)Why did Pickering and Higgins feel so happy when they met each other ? (4)Why did Eliza want to find Higgins the next day ? Suggested Answers:

(1)Her language and behaviour

(2)In his opinion ,Pickering is an equal and friend.

(3)Both of them were interested in phonetics and they were looking for each other.

(4)She wanted to change her life very much and she believed what Higgins said. Step 5. Homework

Ask the Ss to retell the story according to the picture above, call out several Ss to do it to the whole class.

Unit 4 Pygmalion

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Language points 课

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Unit 4 Pygmalion

1、知识与技能：Get Ss to learn and grasp the important and useful new words and expression. 教学2、过程与方法：Enable Ss to make sentences after the useful sentences patterns. 目

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3、情感态度价值观：Develop Ss ‘spirit of cooperation and teamwork.

1.

Let Ss learn the usage of the important expressions 重点2.Get Ss to understand some difficult and long sentences. 难

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Step1.Lead in 活动一:Talk about the topic of this unit.

Step2.Word study 活动二:Read the words after the tape. 活动三:Students read the new words one by one. 活动四:Teacher’s explanation of important words and students’ practice

重点词汇

Period 1

Words（第一课时）

1.adaptation 改编；适应（性）

→

adapt to 适应于

adapt oneself to使自己适应于

adapt sth. for把……改编为

adapt sth. from根据……改编某物

→

adaptable

adj.有适应能力的；能适应的

2. Classic

adj. 第一流的；典型的；传统的；典雅的/ n.（书、电影的）名著；杰作

classical

adj. 指西方古典的（特别应用于形容音乐或文学，通常表示这些作品具有长远历史）；传统的（特别是指一些传统学派）

例：Tai O is a classic example of a fishing village in the old days.

大澳是昔日渔村的典型例子。

Beckham's classic pass 贝克汉姆的典型传球

/

classic works 优秀作品

例：That piece of classical music was written by Mozart. 这个古典音乐乐章是莫扎特的作品。

a classical pianist弹奏古典音乐的钢琴家

/

classical economics传统经济学派

例：Dream of the Red Chamber is

a classic work of Chinese Literature.

《红楼梦》是一部优秀的中国文学作品。

a work of classical Chinese Literature.

《红楼梦》是一部中国古典文学作品。

3. hesitate犹豫不决

hesitate

about/over sth.

to do sth. 例：Please do not hesitate to contact me if you have any questions. 如果有问题请尽管和我联系。

She hesitated about / over the choice between the two pairs of shoes. 在这两双鞋之间她拿不定主意究竟该挑哪一双。

He hesitated (about) whether he should make one last attempt to save the drowning girl.他犹豫是否应该做最后一次尝试去救那个溺水的女孩。

→

hesitation n. 犹豫；踌躇

without (the slightest) hesitation毫不迟疑

hesitant adj. 犹豫的；踌躇的

例：She agreed without hesitation.她毫不犹豫地同意了。

He was hesitant about telling her the secret.他对是否告诉她这个秘密还犹豫不决。

She hesitated about / was hesitant about accepting the invitation.

4. remark

vt.说，评论说

（后通常跟从句或用在插入语中和直接引语连用）

例：I remarked that we mustn’t buy things we didn’t need.我说用不着的东西我们决不要买。

“It’s much colder than yesterday,” he remarked casually.

“今天比昨天冷多了，”他漫不经心地说。

vi.谈论，议论；评论

（后常跟介词on / upon）

例：It would be rude to remark on / upon her appearance.对她的外貌评头品足是极不礼貌的。

n.言辞，话语；谈论，评论

例：His opening remarks were serious.他的开场白说得很严肃。

He made a number of rude remarks about the food. 关于这里的食物他给了许多无礼的评论。

5.betray 出卖；

背叛；泄漏（秘密等）；辜负；失信于；暴露；表现

betray sb./sth. to 出卖，背叛，辜负

betray sb./sth. to be /that无意中显露

betray oneself 原形毕露

6.acquaintance make one’s acquaintance= make the acquaintance with sb.结识某人

gain acquaintance with得以熟悉

have an acquaintance with与……相识，了解

pick acquaintance with偶然认识

of one’s acquaintance某人所了解的，所认识的

on first acquaintance初次相见时

→acquaint with 熟悉

be acquainted with了解，与……相识，熟悉

7.fortune make a fortune发财

seek one’s fortune找出路，碰运气

try one’s fortune碰运气

have a good/bad fortune运气好/坏

→fortunate adj. 幸运的

fortunately

adv. 幸运地

8. condemn

vt.谴责；使……注定；迫使处于某种状态；宣判；宣告使用…不安全

condemn sb. / sth. (for /as sth.)指责……为……

condemn sb. to (do) sth.判某人某种刑罚；使某人注定要……，

condemn sb. to sth.迫使某人接受困境（或不愉快的状况）

condemn sth. (as sth.)宣告使用……不安全

例：The editor of the newspaper was condemned as lacking integrity. 这家报纸的编辑被指责不够正直。

His bad leg condemned him to a wheelchair.他的瘸腿使他注定要在轮椅上。

The judge condemned the criminal to death for a case of murder. 因一桩凶杀案法官判那位罪犯死刑。

He condemned the meat as unfit for human eating. 他宣称这种肉不适宜人们食用。

Step3活动四：consolidation Finish the exercise on workbook page6 and page9 Step4 Homework To memorize the new words

Unit 4 Pygmalion

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Langage study 课

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Unit 1 Grammar: Revise the infinitive

1. To check what has been learned yesterday. 教学2. To enable Ss to master some new words and expressions. 目

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3. To get Ss to have knowledge of the grammar point: past participles used as adverbial

4.Get Ss to become interested in grammar learning.

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1.Get Ss to learn and master the use of

past participles used as adverbial

2.Enable Ss to learn how to use past participles used as adverbial correctly 教

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Step1.warming up 活动一：Have a dictation of new words and phrases. 活动二:Review the content of last class. Step2.Grammar study 活动三:Grammar study Explain for Ss the grammar point. (1) 过去分词作状语时逻辑主语与句子主语一致，即句子主语是过去分词动作承受者。如：

Tired from the day’s hard work, he fell asleep soon. (原因状语) 由于一天的劳累工作，他很快就睡着了。

When heated, water can be changed into steam.(时间状语) 水加热后可变成水蒸气。

Given another chance, he’ll do it better.(条件状语) 再有一次机会的话，他会做得更好。

Much tired, he still kept on working. (方式状语) 虽然很累，他仍继续工作。

Born a free man, he was now in chains. (让步状语) 尽管生为自由人，他现在却戴上了镣铐。

(2) 过去分词构成的独立主格结构。如：

He rushed into the classroom, his face covered with sweat. 他满脸是汗跑了进来。

His work finished, he prepared to go home. 干完活，他准备回家。

也可用with复合结构

He was lying with his eyes shut. 他躺在那里，闭着眼。

(3) 不定式，—ing 形式和—ed 形式的区别

不定式表未来的或后于谓语动词动作；—ing 表正在进行或与谓语动作同时进行的动作；—ed 表已完成的动作。如：

The building to be built next month will be our dormitory. 下月建的楼将是我们的宿舍。

The building being built now will be our dormitory. 正建的楼将是我们宿舍。

The building built last year will be our dormitory.

去年建的那楼将是我们宿舍。

3. Ask Ss to choose the best answer to the following sentences. (1)

alone in a dark room, the little girl was so frightened as to cry loudly.

A. Leaving

B. Left

C. Being left

D. To be left

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(2) The flowers

sweet in the botanical garden attract the visitors to the beauty of nature.

A. smell

B. starting

C. smelt

D. to be smelt (3) The project is designed in this way and once

, nothing can be done to change it.

A. starts

B. starting

C. started

D. having started (4) Anna was watching a cartoon, completely

to the outside world.

A. having been lost

B. losing

C. to be lost

D. lost (5) Just as the value of a telephone network increases with each new phone

to the system,

so does the value of a computer system increase with each program that turns out. A. adding

B. to have added

C. to add

D. added (6)—

Why didn’t you go to see the play?

—

the whole story, I decided not to see it. A.

Being told

B. I had been told C. Having told

D. Having been told (7) Many of the crimes have gone

, because some people dare not report them to the police.

A. unnoticing

B. unnoticed

C. to be unnoticed

D. to have been unnoticed (8) A communicative satellite

as much as 3.5 tons was sent up into space last week.

A. weighing

B. weighed

C. to be weighed

D. being weighed (9) No matter how frequently

the works of Beethoven always attract large audiences.

A. performed

B. performing

C. to be performed

D. perform (10) Children above 12 are able to take part in skiing(滑雪) or other activities

for them.

A. designed

B. designing

C. to design

D. having designed (11) —Do you have the experience like that? —Well, I’ve done the work before, so I know what

in my new job here. A. expected

B. expecting

C. to expect

D. to be expecting (12) Agriculture officials this week said strict control pressures are in place,

to prevent the

red fire ants spreading across the country.

A. intended

B. intending

C. to be intended

D. having intended (13) He must be angry, for we heard the glass

on the floor.

A. being broken

B. break

C. broken

D. to be broken (14) If the building project

by the end of this month is delayed, the construction

company

fined.

A. to be completed; will be

B. being completed, will be

C. completed; was

D. will be completed; to be (15) Mrs. green was disappointed to see the washing machine she had

went wrong again.

A. repaired

B. to repaired

C. repairing

D. it to be repaired Suggested Answers:

(1) C (2) B (3) C (4) D (5) D (6) D (7) B (8) A (9) A (10) A (11) C (12) A (13) A (14) A (15) A Step 5. Homework

Unit 4 Pygmalion

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Writing 课

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Unit 4 Pygmalion

1、知识与技能：Improve students writing skill 教学2、过程与方法：Enable students to rewrite the story.

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3、情感态度价值观：Improve students’ cooperative ability.

1.To talk about the play. 重点2.How to rewrite a story. 难

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Step1. Warming up 活动一Have a dictation. 活动二Review the grammar Step 2 Lead-in 活动三

Ask Ss to discuss the following questions. (1) How did Eliza feel after the first class? (2) What will she say to Mrs. Pearce? (3) How will Mrs. Pearce comfort her?

活动四

Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved. （

Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.）

Step 4. Speaking task (Workbook) 活动五：

1. Ask Ss whether they still remember that the play has the same theme with the Greek story. Ask them to go over the story on P28.

2. Ask Ss to discuss the following questions. (1)

How does Eliza change in the play? (2)

How does Pygmalion change in the play? (3)

Has Henry’s attitude to Eliza changed from the beginning of the play to the end?

Step 5. Students' writing.

Ask Ss to go through Writing task on P76 and then write a review of the play. 活动六：

Ask one student to write on the blackboard and the others write on exercise books. Step4.Correcting Call some Ss to correct the mistakes on the blackboard, and then teacher check. Step5.Homework