Using LanguageⅡ名师教学视频（文字实录）

Book8 Unit4

Pygmalion I．

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。

II. 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

Period 1 Reading 1. Teaching goals

Enable the students to talk about the Greek story Pygmalion.

Enable the students to talk about the play and use the play to work out the characteristics of each social group. 2. Ability goals

Enable the students to talk about the play and use the play to work out the characteristics of each social group.

3. Learning ability goals

Help the students learn how to talk about the play and use the play to work out the characteristics of each social group.

Teaching important points

How to talk about the play.

Teaching difficult points How to use the play to work out the characteristics of each social group.

Teaching methods Listening, reading and discussion.

Teaching aids A recorder, a computer and a projector. Step Ⅰ Lead-in

Has anyone heard of “the Pygmalion Effect”？What is it?

The Pygmalion Effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t.

Step Ⅱ Warming up Today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story.

The first picture-----Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife.

The second picture-----But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the Greek Goddess to help him to bring it to life.

The third picture------The Greek Goddess agreed to help and his wish was granted.

Then ask some students to present the complete story based on the above description. -----Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with the jewellery, and even named it the Sleeping Love. The work was so beautiful that he couldn’t help thinking that if the statue could be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they fell in love with each other and married.

let’s have a discussion. Do you think that Pygmalion and his statue-wife will be happy together? Step III

Pre-reading

The story is so interesting that it was made into a film My Fair Lady, which was based on the play by Bernard Shaw. Introduce some basic information about him.

Step IV Skimming 1.

How many characters are there in the play? Who are they? -----there are three characters in the play. They are Eliza, Professor Higgins, and Colonel Pickering. 2.

What’s the main idea of the first Act? -----A poorly-educated flower girl Eliza encountered professor Higgins, a rude gentleman, who bet with Pickering, a polite general, to change the girl into a lady by improving her English. Step V Scanning

Read the part of the play once again and finish the following tasks: Characters Henry Higgins Colonel Pickering Eliza Class

Relations/attitudes

Evidence

Step VI Comprehending Ask the Ss to finish exercises on page 45. Step VII Homework

1.

Read the play repeatedly and try to act out the play. 2.

Preview the grammar part.

Period 2 Learning about language 过去分词短语作状语，其逻辑主语通常是句子的主语，与主语关系是动宾关系，即被动关系。

一、过去分词作状语时的具体用法：

1．过去分词作时间状语相当于一个时间状语从句。

Asked (When he was asked) what had happened, he lowered his head.

当他被问问题的时候,他低下了头。

2．过去分词作原因状语相当于一个原因状语从句。

Frightened (=Because / As she was frightened) by the tiger, the girl didn't dare to sleep alone.

因为害怕老虎, 这个女孩不敢单独睡觉。

3．过去分词作条件状语相当于一个条件状语从句。

Grown (If these seeds are grown) in rich soil, these seeds can grow fast.

如果种在肥沃的土壤里，

这些种子能长得很快。

Given (If we were given) more time, we could do it better.

如果给我们更多时间的话，我们可以做得更好。

4．过去分词作让步状语相当于一个让步状语从句。

Left (Although he was left) at home, John didn't feel afraid at all.

虽然John被单独留在房间里, 他一点都不害怕。

5．过去分词作状语表示伴随动作或状态。

The teacher entered the classroom, (and he was) followed by a group of students.

老师进入教室，后面跟着一帮学生。

二、现在分词与过去分词作状语的区别。

现在分词做状语与过去分词做状语的最主要区别在于两者与所修饰的主语的主动与被动关系的区别。

a.现在分词作状语时，现在分词的动作就是句子主语的动作，它们之间的关系是主动关系。

He went out shutting the door behind him.

他出去后将门随手关上。

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

由于不知如何办是好，他去找父母帮忙。

b.过去分词作状语时，过去分词表示的动作是句子主语承受的动作，它们之间的关系是被动关系。

Given more attention, the trees could have grown better.

如果对这些树多关心一些，它们本来会长得更好。

Faced with difficulties, we must try to overcome them.

在遇到困难的时候，我们必须设法克服。

三、过去分词在英语学习中是较难掌握的语法知识，同时又是高考中的热点之一。掌握过去分词作状语可从以下几个方面考虑。

1､理清过去分词作状语时与句子的主语的关系

1)过去分词作状语时，过去分词与主句中的主语形成逻辑上的被动关系，有时也表示动作已完成。

Seen in the dark night, lights on top of tall buildings look like stars in the sky.

(seen表示被动，分词的动作与谓语动词的动作同时发生)

Scolded by the teacher, the girl began to cry.

被老师责怪，女孩哭了起来。(scolded表示被动且动作已完成)

____ into use in April 2000, the hotline was meant for residents reporting water and heating supply breakdowns. A. Put

B. Putting

C. Having put

D. Being put

Lost in thought, she nearly ran into a tree.

陷入沉思，她差点撞到树上。

(lost意为“迷失的”，与逻辑主语连接起来相当于Because she was lost…，作原因状语)与lost类似的过去分词还有disappointed，

dressed，

determined，

devoted，

tired，

exhausted，

prepared，

seated，

caught等。

After his journey from abroad, Richard Jones returned home，

____.

A. exhausted

B. exhausting

C. being exhausted

D. having exhausted

2､注意过去分词作状语时在句中的位置

作状语的过去分词或短语可置于句子的开头，中间或句末，但是必须用逗号隔开以便与主句分开。

The PE teacher stood in the middle of the playground, surrounded by a group of students.

那位体育老师站在操场中间，被一群学生围着。(过去分词作伴随状语)

____ by the beauty of nature, the girl from London decided to spend another two days on the farm.

A. Attracting

B. Attracted

C. To be attracted

D. Having attracted

3､掌握过去分词作状语与状语从句的变换

过去分词作状语在功能上相当于状语从句，在句中表示时间､原因､条件､方式､伴随､让步等。所以经常会遇到过去分词前带有once，

when，

while，

if，

as if，

even if，

though，

unless等连词，我们将这种结构看成在连词与过去分词之间省略了与主句相同的主语和be动词。例如：

Once published, this book will be popular with the students.=Once it is published,

this book will be popular with the students.

这本书一旦出版，它将会受到学生们的欢迎。(过去分词作时间状语。注：分词前once可省略)

____ with the size of the whole earth, the biggest ocean does not seem big at all.

A. Compare

B. When compared

C. Comparing

D. When comparing

No matter how frequently ____, the works of Beethoven still attract people all over the world.

A. performed

B. performing

C. to be performed

D. being performed

3､独立主格结构

如果句中过去分词的逻辑主语不是句子的主语，这时必须在过去分词前加上主格的逻辑主语。这就叫作独立主格结构。

The town seen from the hill, we can see it more clearly.=If the town is seen from the hill, we can see it more clearly. 如果从山上看这座城市，我们能看得更清楚。

Everything taken into consideration, the party was a success.

将所有的事情考虑在内，晚会算是成功的。

(taken的逻辑主语不是the party，

所以添加其真正的主语everything)

He sat silently, eyes closed.

Period 3 Using Language Teaching contents: Act Two, Scene1:Making the Bet Listening on page 35(Act Three:Training) and listening on page 73(Act four:Testing) Act Five:Afterwards Teaching goals: Enable the Ss to learn the rest parts of the play Teaching methods：

Task-based method, listening and reading Teaching procedures: Step I Revision and Lead-in Ask the Ss to review Act one:Fateful meetings. And the retell the story of this part: A poorly-educated flower girl Eliza encountered professor Higgins, a rude gentleman, who bet with Pickering, a polite general, to change the girl into a lady by improving her English. Step II Skimming Ask the students to skim the part and tell me the main idea of this part: -----Higgins made a bet with his friend Pickering and then began the teaching. What’s the bet? -----Higgins would turn the lower class Eliza into a lady that will fool high society through a change in dress and speech; While Pickering would pay for it if Higgins

won the bet. The only thing in the bet for Eliza is that she might be able to open her own flower shop and somewhat escaper her lower class roots. Step III Scanning Answer questions: 1.

Do you think Eliza is very ambitious? ----Yes, because she still likes to learn even if Higgins treats her rudely. 2.

Why did Pickering fancy himself? ----Because he can pronounce twenty-four distinct vowel sounds. 3.

Why habits did Eliza have? ----She has never had a bath in her life; not over her whole body. 4.

What do you think Higgins would have to do to change Eliza into a lady? ----In order to have Eliza make a big change, Higgins has to teach her the alphabet. 5.

How do you think Colonel Pickering? ----I think Pickering is very kind and well-educated. Step IV Introduction The teacher just introduce the main idea of the two listening materials. Step V Reading Ask the Ss to read the last Act of the play on page 74: Afterwards, then answer some questions: 1.

What’s the main idea? 2.

Why does Eliza collect Henry’s slippers for him although she is not a servant? 3.

Why does she throw the shoes at him? 4.

Why does Henry think he wins the bet? 5.

Why does Eliza get upset when Henry does not congratulate her? 6.

Why does Henry get upset when he hears Eliza will marry Freddy? Step VI Inspiration After that, ask the students to have a discussion about the ending of the play. 1.

Do you think Eliza should marry Henry? 2.

Do you think Eliza marry Freddy?

3.

If Eliza lovers Henry and marries him, do you think he will become a good husband? Step VII Homework