Learning about Languageppt课件教学实录

Senior

English Teaching & Learning Plans

Period 1

Warming up and Reading Class（授课班级）

Teaching aims （教学目的）

Class:_____ Teaching time（授课时间）

Knowledge aims: 1. Get students to learn the useful new words and expressions in this part:

officer, hesitate, pence, uncomfortable, troublesome, outcome, disguise, brilliant, classify, mile, betray, dismiss, condemn, ambassador, acquaintance, handful, fortune, in disguise, pass...off as, make one’s acquaintance, in amazement

2. Let students learn about PYGMALION Ability aims: 1. Develop students’ reading ability and let them learn different reading skills. 2. Enable students to talk about PYGMALION

Emotional aims 1. Help the Ss know about PYGMALION. 2. Develop students’ sense of cooperative learning.

1. Develop students’ different reading abilities. 2. Enable students to talk about PYGMALION 1. Let students learn more about PYGMALION. 2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author’s. Teaching emphasis （教学重点）

Teaching difficulties （教学难点）

Teaching &learning

procedures

(教学与学习过程)

Learning Plan（学案）

Step1. Preparing lessons &self-study and exploring the problems

(预习自学，探究问题) Task1. Warming up Get the Ss to look through Warming-up and Pre-reading to do some exercises. （The aim is to direct the students to understand the topic and to gain the useful information about a Teaching Plan （导案）

Look at the pictures on page 28. Please work in pairs and work out the story:

1.What’s the outline of the story? 2.What do you think of Pygmalion? 3.Do you think that Pygmalion and his statue-wife will be happy together? Why? Suggested answers: 1. 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. 2.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. 3.No, I don’t think so.

Maybe they can’t understand each other, because they come from different world. It’s very hard for Pygmalion to understand his wife, because his wife is made from a stone. She doesn’t know the words, behavior, anything about him.

Task2. Reading-----Skimming 1）What are the main characters of this act? 2）What do they do respectively? 3）What are they doing at the beginning of the play? (Tip: Some information is included in the stage directions,

like the character, time, place, weather, lighting, etc.) Suggested answers: Main characters：

Eliza Doolittle(E): a poor flower girl who is ambitious to improve herself. Professor Higgins(H): an expert in phonetics, convinced that the quality

of a person’s English decides his/her position in society.

Colonel Pickering(P):

an officer in the army and later a friend of Higgins’ who sets him a task.

------They are sheltering from the rain outside a theatre. Step2.Finishing

plan & asking questions（完成学案，提出问题）

Task3. Choose the best answers from A,B,C or D in the following exercises after reading the Act One of the play. 1. Eliza greeted to the gentleman in order to _______.

1 Greek story Pygmalion .）

Step1.Check the answers and review something in Warming up. Get the students to scan the

Senior

English Teaching & Learning Plans

A.

talk with him B. ask him to buy some flowers from her

C. ask him to teach her D. beg some money from him 2. Why did Eliza begin to cry? Because _______.

A. she thought Professor Higgins would arrest her B. the gentleman didn’t give her some money C. Pickering beat and scolded her D. there was no reason 3. Professor Higgins believed that he could judge a person by _______. A.

his appearance

B. his action

C. his conversation

D. his manners 4. From the text, we can infer that Professor Higgins is a man described below EXCEPT _________. A. he doesn’t care about money B. he is an expert in phonetics C. he is proud

D. he is greedy 5. What other things show one’s status in Society after reading the play EXCEPT_____? A. Clothes and Education level B. Expensive possessions(like cars or jewellery) C. Attitudes and behavior and how many foreign language spoken and countries visited

D. What families one comes from Suggested answers: 1-5:BACAD

Step3.Researching cooperatively& answering questions(合作探究,

解决问题)

Task4.Read the

play carefully and fill in chart:

Language

behaviour

social position

Colonel

standard

Pickering well-educated

Henry Higgins

Eliza

standard

well-educated

non-standard

poor-educated

passage---- Pygmalion in groups and do the comprehensive exercises.

(The aim of this part is mainly to improve the students’

reading skills.)

Step2.Ask the students to read the passage again and finish Task4 in groups. (The purpose is to improve the students’

ability of looking for useful information.)

Suggested answers:

Language

behaviour

social position Colonel

standard generally confident

upper Pickering well-educated and polite;but ignores Eliza

Henry Higgins

Eliza

standard rude to lower class;

well-educated polite to same or

upper class

non-standard respectful to people

poor-educated of higher class

middle

lower

Get the Ss to find ,analyze and learn the long-complex Task5. Get the students to find the following sentences in the passage and learn the sentences . usages of them.

1．While watching, he makes notes.他边看边做笔记。

【归纳总结】when/while +v-ing结构。在状语从句中，如果从句的主语和主句的主语一致或是it，而且从句谓语中又含有be的形式时，从句的主语和be的形式可以省略。这种形式也可以是when/while +v-ed结构。例如：

When standing in front of the class, she is always so as nervous to speak aloud.

站在全班同学面前，她总是紧张得不敢大声讲话。（分词

standing 与主语she之间是主动关系。）

When scolded by his father, the boy always keeps silent.在受到爸爸责备时，那个男孩总是保持沉默。（分词scolded 与主语the boy之间是被动关系。）

2．Will that be of any use to you？这些对你有用吗？

【归纳总结】be+of+抽象名词结构，表示“……有用或重要”，of+ 抽象n. = adj. be of use =be very useful; be of importance=be very important ;be of great value= be very valuable ;be of help=be helpful/be of interest=be interesting等等。

【即学即用】She is very happy, for her new way of learning English is of great______.

A. helpful

B.help

C. helps

D. helped 【解析】根据be+of+抽象名词结构可知本题选B。

句型转换

(of + 抽象n. = adj.) Step4.Summing &chewing,

summarizing knowledge（总结反刍

，知识梳理）

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English Teaching & Learning Plans

1) The meeting is important.

The meeting is _________________．

2) The cultural relics are very valuable.

The cultural relics are ________________ 3．It‘s raining heavily now, isn’t it? 现在雨下得很大，不是吗？

【归纳总结】(1)反意疑问句一般结构：“肯定陈述句＋否定的附加问句”和“否定陈述句＋肯定的附加问句”。

The clock is slow, isn‘t it?这钟慢了，对不对？

We can’t take the book out, can we?这些书我们不能拿出去，对吧？

(2)回答这类问题时，答案是肯定的用

yes，否定的用

no。

You are not going out today, are you?你今天不出去，是吧？

Yes, I am. (我今天要出去) No, I am not. (我今天不出去) (3)如果陈述部分中含有

no, never, hardly, scarcely, seldom 等词，这部分就算否定，后边要用肯定的疑问尾句。

You have no classes tomorrow, have you?你明天没课，是吧？

You were hardly twelve then, were you?你那时几乎不到12岁，是吧？

(4)当主语为

none, everyone, someone, no one 等时，正式语体中常用

he，非正式语体中常用

they。

None of the boys can do it, can he?没有一个男孩子能做这件事，不是吗？

Everyone enjoyed the party, didn‘t they? 每个人都在晚会上玩得高兴，不是吗？

(5)当主语为

nothing, something, anything, everything 等时，后面尾句的主语多用

it。例如：I don't think a warm winter always has a negative influence on our life, ______？

A．does it

B．don't IC．hasn't it

D．do I 【解析】：“I think/suppose/believe＋that 从句”的反意疑问句的主语和谓语应与

that 从句一致。I don't think/suppose/believe that... 属于否定前移现象，因此其反意疑问句用肯定形式。故选A。

4．But they betray themselves every time they open their mouths.但他们每次开口说话时就会露馅。

【归纳总结】every time 等表示时间的短语可作为连词用，引导一个时间状语从句，这类词语还有：the instant, the moment, directly, the day, the year, next time, the first (second, third...) time 等。

①You‘re welcome to come back any time you want to.你想什么时候回来，我们都欢迎。

②He called me the first time he came to Nanjing.第一次来南京时，他给我打了电话。

③Next time you come, you’ll see him.下次来时，你就会见到他。

5．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.但是，先生，(自豪地)一旦被教授正确的语言方式，这个女孩就能在三个月后冒充大使花园聚会上的贵妇人。

【归纳总结】once educated to speak properly就是条件状语从句once that girl was educated to speak properly的省略。

【考题再现】The experiment shows that proper amounts of exercise, if

regularly, can improve our health.

（2010浙江）

A．being carried out

B．carrying out

C．carried out

D．to carry out

【解析】本题考查if条件句中的省略情况。本句的句子的主语是the experiment；

谓语动词是shows；that引导宾语从句，宾语从句的主干事：proper amounts of exercise

can improve our health，if_____ regularly是插入的条件从句，从句的主语是proper

amounts of exercise，此时应用it代替前面提到的主语，条件句的主语与主句的主语一致，并且含有is，故省略了it is，完整形式是：if it is carried out。句意为：这项实验表明，适当的运动，如果有规律的进行，能够有助于我们的身体健。故选C。

Step5.Testing in class & improving skills（随堂检测，落实考点）

Task5. Do the following exercises: 【高考再现】

1.While watching television，

. (2005全国Ⅲ) A. the doorbell rang B. the doorbell rings

C. we heard the doorbell ring D. we heard the doorbell rings 【解析】因为题干使用了watching，可以推断该句主语为人，排除A、B两项。又因为hear是感官动词，其后要使用动词原形作宾语补足语，所以D项不对。故选C。

2. Do not stop ______ you come to a word or a phrase you do not know. A．for the first time

B．because C．every time

D．since 【解析】考查

every time “每一次”引导时间状语从句。故选C。

3.I told them not everybody could run as fast as you did, ? （2011·重庆卷）

A. could he B. didn’t IC. didn’t you D. could they 【解析】句中陈述部分是一般过去时的肯定句，故反意疑问句选B。

4.It’s the first time that he has been to Australia, ______？(2009·辽宁卷) A．isn’t he

B．hasn’t he C．isn’t it

D．hasn’t it

【解析】反意疑问句的构成需依据主句的主语和谓语而定。故选C。

5.Sally’s never seen a play in the Shanghai Grand Theatre, ______？(2009·上海卷)

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English Teaching & Learning Plans

A．hasn’t she

B．has she C．Isn’t she

D．is she 【解析】句中陈述部分是现在完成时的否定句，故反意疑问句选B。

Step6. Assessment & Homework（课堂评价，布置学案）

Task1.Ask the students to finish Exs 1-5

at Page 30-31. Task2. Get the students to underline all the new words and phrases in the passage. Reflection after teaching（教后反思）

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