Learning about Languageppt配套的教学设计及说课稿

Unit 4 Pygmalion Ⅰ. 单元教学目标

技能目标Skill Goals ▲Listen to and talk about the story Pygmalion

▲Read and act out a play about recognizing a person’s position in society

▲Use the past participle as the adverbial

▲Write a review of the play

Ⅱ. 目标语言

功

能

句

式

推测（conjecture）

I wonder whether... Is it possible that...? Do you know if...? Do you really think that’s true? Why do you think so? I think it’s because...

What do you think of this idea? Why do you think Higgins felt like that? Mrs Pearce would comfort / encourage her by ..

1．

四会词汇

adaptation, classify, caption, plot, professor, whistle, garment, woolen, hesitate, uncomfortable, troublesome, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, 词

ambassador, acquaintance, handful, fortune, authentic, status, superior, rob, 汇

antique, musical, stocking, cookie, teapot, cream, nail, wax, disk, shabby, referee, compromise, horrible, laundry, bathtub, sob, waist, vest, disgusting, overlook, alphabet, fade 2．

认读词汇

phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct 3．

词组

pass... off as, make one’s acquaintance, in amazement, in terms of, generally speaking, show... in, the other day, take away, once more, in need of, fade out 结

The past participle as the adverbial

构

重

点

句

子

1. An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society.

P28

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

P29 3. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party.

P30 4. This is the age of the newly rich. People begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand.

P29 5. The English that will condemn her to the gutter to the end of her days. P30 6. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English.

P30 7. What other things show one’s status in society apart from how one speaks?

P31 8. I’m not asking any favours — and he treats me like dirt.

P34 9. I’d never have come if I’d known about this disgusting thing you want to do to me, I...

P34 10. What’s to become of me?

P74 Ⅲ. 教材分析和教材重组

1. 教材分析

本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins

教授如何给Eliza上第二课的场景。语法部分重点学习过去分词作状语的用法。

1.1

Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。

1.2

1.2 Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。

1.3

1.3 Reading讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。Eliza原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins。Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。Eliza就住在Professor Higgins的家中，受了一阵子语言训练。最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。在场的人都不知道Eliza的出身。女王还对Eliza大加赞赏。Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。Eliza盛怒之下，离开了Higgins。她走之后，Higgins才发现不能没有她。最后Eliza回到了Professor Higgins身边。两人言归于好。剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致。

1.4

Comprehending分为两部分。第一部分根据课文，让学生回答相关问题；第二部分要求学生从课文中找出这三个不同社会阶层的人物对不同于自己阶层的人们所持的态度；第三部分要求学生思考除了语言以外，哪些方面还能显示出人们社会地位的不同；第四部分要求学生运用所给词汇描述剧本中不同人物的性格特点；第五部分要求学生纠正Eliza语言中的语法、拼写等方面的错误。

1.5

Learning about Language分词汇和语法两部分。词汇部分要求学生能在具体语言环境中运用所学词汇和短语；语法部分主要通过大量的例句和习题要求学生自主学习，总结-ed形式在句子中作状语用法。

1.6

Using Language中Reading and acting部分紧承Reading部分的剧情。这一幕的地点是在Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。主要讲述的是Eliza来这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。该部分从听、说、读、写四个方面来学习和巩固所学语言知识。

1.7

Listening要求学生听一段关于Higgins如何给Eliza授课，如何帮助她纠正发音以及其教学方法的录音，并完成关于Eliza在发音和语法方面正确的地方以及需要改进的

地方的表格。

1.8

Speaking部分有两个任务。其一是让学生运用所给的表示猜测的语句展开联想，说出他们的第二课该如何进行；其二是让学生通过教师的引导总结出希腊神话故事和萧伯纳的剧本两者之间的共同和不同之处。教师可以通过Speaking Task中的提问来引导学生，让学生自己得出结论。

2．

教材重组

2.1 将Warming Up，Pre-reading和练习册SPEAKING TASK整合在一起，上一节口语课。

2.2 将Reading, Comprehending及Learning about Language中的Discovering useful words and expressions整合在一起，上一节阅读课。从字、词、句和篇章几个方面掌握目标语言。

2.3 将Learning about Language中Revising useful structures及练习册USING STRUCTURES中的练习整合在一起，上一节语法课。

2.4 将

Using Language和READING TASK整合在一起，上一节任务型泛读课。

2.5 将Listening and speaking, 练习册LISTENING和LISTENING TASK整合在一起，上一节听力课。

2.6 将Speaking and writing，练习册中TALKING及WRITING TASK整合在一起，上一节写作和口语课。

3. 课型设计与课时分配

1st Period Speaking 2nd Period Reading 3rd Period Grammar 4th Period Extensive reading

5th Period Listening

6th Period Speaking and writing Ⅳ. 分课时教案

The Third Period --- Grammar Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

in return, in trouble, in disguise, in amazement, in pain, in delight, in shock

b. Grammar: Past participle as the adverbial.

2. Ability goals 能力目标

Enable the students to use the past participle as the adverbial.

3. Learning ability goals 学能目标

Help the students learn how to use the past participle as the adverbial. Teaching important points 教学重难点

How to use the past participle as the adverbial. Teaching methods 教学方法

Task-based activities. Teaching aids 教学准备

Some exercises about the past participle as the adverbial.

Teaching procedures & ways 教学过程与方式

StepⅠ Revision Check the homework.

Ask the students to act out the play.

T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try.

After they finish, make some comments on their performances. Step Ⅱ Word study Ask the students to finish Exs. 1 and 2 in Learning about Language. Then check the answers with the class.

Step Ⅲ Grammar

First ask the students to find out the examples of the past participle as the adverbial in the play:

Sample sentences:

1. An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28

2. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. P30 Explanation: T: The past participle as the adverbial is a very important grammar, and it can indicate time,

condition, reason, and way. For example: Caught in a heavy rain, he was all wet.

(reason) Grown in rich soil, these seeds can grow fast.

(condition) The trainer appeared, followed by six little dogs.

He walked up and down the room, lost in thought. (way) We can add when / while / if or other conjunctions before the past participle in order to make the meaning more clearly. For example: Show the following.

(When) given a medical examination, you should keep calm.

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

分词作状语时，要特别注意其逻辑主语必须和句子的主语一致。否则，分词必须有自己的主语。这种带主语的分词被称之为分词的独立主格结构，在句中可表示时间、原因、条件等。Show the following.

Her homework done, Mary decided to go shopping.

(time) All things considered, her paper is of great value. (condition)

The differences between the past participle and the present participle:

1. 逻辑关系: 现在分词作状语与过去分词作状语的最主要区别在于：两者与所修饰的主句的主语的逻辑关系的区别。

1) 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。

He went out, shutting the door behind him.

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

2) 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.

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”。

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。

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

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

Practice

⑴高考链接

考点一：过去分词作状语

1. Ordinary soap, ______(use) correctly, can deal with bacteria effectively.（北京

2018）

2. When

(combine) with berries or slices of other fruits, frozen bananas make an excellent base for thick, cooling fruit shakes and low fat “ice cream”. (全国卷Ⅱ2018）

3. _____ (order) over a week ago, the books are expected to arrive any time now.（全国卷Ⅰ2017）

4. Much time

(spend) sitting at a desk, office workers are generally troubled by health problems. （江苏2015）

考点二：“连词

+ 过去分词”作状语

1. The experiment shows that proper amounts of exercise, if _____ (carry out ) regularly, can improve our health. （浙江2010）

2. — Who should be responsible for the accident?

— The boss, not the workers. They just carried out the order as _____(tell) .

（福建

2008）

⑵用所给词的适当形式填空，并与A-C的汉语翻译相匹配。

impress

pour

speak

A.覆水难收

B.流连忘返

C.一言既出, 驷马难追

1. Once _______, a word becomes a promise. 2. Once _______, water cannot be taken back again. 3. __________ by the beautiful scenery, I forgot to go back home in time. ⑶用所给词的适当形式填空。

1. ______ (see) from the top of the hill,

the city looks beautiful to us. 2. ______ (give) time, he’ll make a first

class tennis player. 3. ________ (look) out of the window, I

found many children playing on the

playground. 4. _______ (give) more time, I’ll finish my work on time.

5.

(compare)with developed countries, we still have a long way to go. 6. The English teacher entered the room,

_________ (follow) by his students. 7. The teach buildings, _____ (build) in 1960 need repairing. 8. I found my school bag, ____ (leave) in Mary’s room.

⑷将下列句子翻译成英语。

1. 由于被妈妈所说的话所感动，我忍不住哭了起来。

2. 如果给我们一个机会，我们将给大家一个非常好的表演。

3. 当问到他出生在哪里时，约翰说他是纽约人。

Step Ⅳ Summary and homework

T: What did we learn today? S: The past participle as the adverbial. T: Good. What should we pay attention to when using the past participle as the adverbial? S: The agreement between the subjects in the main clause and the past participle phrases.

T: Right. After class, please finish the exercises in your books page 33, and exercises in 精讲精练page 53.