Learning about Language教学设计模板

Book 8 Unit 4. Pygmalion

Learning about the language Teaching Goals:

1. Practise using the words and expressions learned in the unit. 2. Review the grammatical structure: Past Participle used as the adverbial.

Teaching important points

How to use the past participle as the adverbial. Teaching methods

Task-based activities. Teaching procedure StepⅠ Revision Task 1. Retelling : retell the play with the help of the key words listed by themselves. Professor Higgins: phonetics, be superior to, upper class, pass... off as..., take notes... Colonel Pickering: be interested in, be patient with, make a bet with, ... Elisa Doolittle: pronunciation, dream of, be eager to do, ... Step Ⅱ Word study What do you know about the writer of the play “Pygmalion”? A brief introduction of George Bernard Shawn: George Bernard Shaw

( July 26, 1856 — November 2, 1950) Irish comic dramatist, literary critic, winner of the Nobel Prize for Literature in 1925. He was not merely the best comic dramatist of his time but also one of the most significant playwrights in the English language since the 17th century. Some of his greatest works for the stage—Caesar and Cleopatra, the “Don Juan in Hell” episode of Man and Superman, Major Barbara, Heartbreak House, and Saint Joan—have a high seriousness and prose beauty that were unmatched by his stage contemporaries.

Task 2: Collect information about George Bernard Shawn by filling in the blanks.

handful

upper

betray

status

mistaken

fortune

plot

pass

classic

classify

superior George Bernard Shaw was interested in the way people spoke. He argued that he was never _________ about a person’s _______. Generally speaking, he thought that lower class people _________ themselves with their remarks whenever they spoke, and that he could ________ people’s social position after only a few minutes’ observation. However, he never put himself to the test like Henry Higgins and tried to ______ someone of the lower class off as an authentic member of the _______ class. Higgins thought that a _________ social position was more dependent on grammar and pronunciation than on a person’s ________. Actually his view was only accepted by a ________ of his followers. These people never realized that this idea would form the _____ for one of Bernard Shaw’s most famous and _______ plays!

Step Ⅲ Grammar in use Task 3: discover the useful structures in sentences.

Once educated to speak properly, that girl could pass herself off in three months as a duchess.

Caught in a heavy rain, he was all wet.

Grown in rich soil, these seeds can grow fast.

The trainer appeared, followed by six little dogs.

He walked up and down the room, lost in thought.

When heated, ice can be changed into water.

Absorbed in deep thought, he didn’t hear the sound.

注意：

①当从句的主语与主句的主语一致时，才可以把从句的主语省略，且省略掉的主语与其逻辑谓语是被动关系或如第一段中所讲的表示状态。

②把状语从句改为过去分词作状语时有时还可保留连词，构成“连词+过去分词”结构作状语，即“while (when, once, until, if, though等连词) + 过去分词”结构。如：

When given a medical examination, you should keep calm.

Though beaten by the opposite team, the players didn’t lose heart.



现在分词与过去分词作状语的区别

1.

逻辑关系:

过去分词作状语时，过去分词所表示的动作与句子主语之间构成逻辑上的被动关系。

Given more encouragement, the boy could have behaved better.

Faced with difficulties, we must try to

overcome them.

现在分词作状语时，现在分词所表示的动作与句子主语之间构成逻辑上的主动关系。

e.g. He went out, shutting the door behind him.

Not knowing what to do, he went to his parents for help.

2.

时间概念: 过去分词所表示的动作发生在谓语动作之前，或表示“一种状态”，与谓语动作同时发生或存在。

现在分词的一般式(doing)表示的动作与谓语动作同时发生或在说话时正在进行；现在分词的完成式(having done)表示发生在谓语动作之前的一

个“主动”动作；

现在分词的完成式的被动式(having been done)常和表示次数的短语及时间段(for + 一段时间)连用，表示发生在谓语动作之前的一个“被动动作”，这种情况下不能用过去分词替换，其它情况下通常被过去分词所替换，使句式更简洁。

Written in a hurry, this article was not so good.

Reading carefully, he found something he hadn’t known before.

Having finished his homework, he went home.

Having been discussed several times, the decision was finally made.