Using LanguageⅠ教学设计实例

Unit 4

Pygmalion

I 教学内容分析

本单元的中心话题是萧伯纳的名剧《卖花女》。主题是通过分析剧中的人物的性格展开的，各项语言活动都是围绕剧情和作者萧伯纳来设计的。

Warming up

部分展现了关于希腊神话《皮格马利翁》的三幅图片，使学生对《卖花女》的由来有一个初步印象；通过对每个问题的讨论为进一步学习做准备。

Pre-reading

部分设计的三个问题是逐层展开的，第一个问题借助电影My Fair Lady让学生了解Pygmalion。第二、三题通过讨论、思考等形式充分调动学生积极性，发挥想象力，为阅读和理解做准备。

Reading

是剧本中第一场，描述流落街头言行粗俗的卖花女Eliza偶遇来自上层社会的语言学专家希金斯教授和皮克林上校，通过双方的对话及代表性语言突出了本剧的主题，人可能通过后天努力改变现状。鼓励学生挖掘自我潜力，勇于超越自我。

Comprehending

部分针对文章内容设计了五个练习，旨在加强学生对文章内容和主题的理解及语言规范化训练。

Using Language

部分是剧本中的第二场，由于与皮克林上校打赌希金斯教授勉强收下上门求学以期改变命运的Eliza。本部分包括听、说、谈、写四部分内容。

Learning Tip

指导学生阅读名著改编的小说和剧本，扩大课外阅读量，有效地提高英语水平，并尝试读、演话剧，改进语音、语调。

II. 教学重点和难点

1、

教学重点

（1）本单元的生词和短语及其用法; （2）复习掌握过去分词作状语的用法; （3）了解Pygmalion的剧情，理解“皮格马利翁效应”。

2、教学难点

（1）了解萧伯纳的生平及作品特点; （2）初步学会一些对人或事物进行猜测，判断和评价的常用句式。

Period 4 Using language

Reading and listening Teaching Goals: 1. To get Ss learn more about the story. 2. To get Ss know something about Bernard Shaw. Teaching Procedures: Step 1. Reading and acting (Using Language) 1. Leading-in Purpose: To arouse Ss’ interest in the reading text. (1) Lead Ss to the topic of the reading text. Teacher may say, “We’ve learnt Act One of Bernard Shaw’s play. Do you know something about this famous writer?” Show the pictures and ask Ss to say something. Then give a brief introduction.

(2) Ask Ss whether they can imagine how the story will go on in Act Two? Ask Ss to describe it to their partner. 2. Fast reading

Purpose: To get a brief understanding of the text. Ask Ss to read this scene in two minutes and discuss the questions, and then answer them in pairs. (1) Why did Eliza go to Higgins’ home?

(2) Finally, did the professor agree to teach the girl? Why? Suggested Answers: (1) She wanted to learn to speak better from Higgins. (2) Yes, he did. Because Pickering made a bet with him. 3. Intensive reading Purpose: To get Ss to have some details in the text. Ask the Ss to read the passage for a second time and fill in the blanks in the passage. The next day, Henry Higgins and Colonel Pickering were

in Higgins’ home. They were talking about how many vowel sounds they could

. Eliza came and Higgins asked Mrs. Pearce to

.But when he found that she was the girl they saw

, he wanted to let her away. Eliza begged to stay and study pronunciation. Pickering said that if Higgins could

as a lady, he would say Higgins were the

and pay for the

. Higgins

but asked her to take off her

clothes and have a both. While Eliza was

for the

thing in her mind, the two gentlemen planned to teach her from

.

Suggested Answers: sitting deep in conversation; pronounce; show her in; the other day; pass her off; greatest teacher alive; lessons; compromised; horrible; sobbing; disgusting; alphabet. 3. Ask Ss to retell the story, according to the passage.

4. Language study Ask Ss to go though the text find out the difficult phrases and sentences and analyze them. (1) There is a bit of luck (2) the other day

(3) take… away

(4) I won’t give you more than a shilling

(5) I’d never have come if I’d known about this disgusting thing you want to do to me…

(6) fade out Step 2. Reading task (Workbook) 1.

Leading-in

Ask Ss the following questions and allow Ss two minutes to say to their partners. (1)

Do you want to know the end of the story? (2)

Are you certain how it will end? 2.

Reading (1) Ask the Ss to read through Act Five and finish Ex1 on P75. Call out some Ss to check the answers. (2) Ask Ss to work in pairs to finish Ex2 on P75. Call out some Ss to check the answers. (3) Divide the whole class into groups of four to discuss the questions of Ex3 on P75. Ask them to get ready to represent their dialogue of their group. Step3 Listening

Homework 1. Ask Ss to act out the ending of the play that they agree on. 2. Ask Ss to go over the learned texts.