高中英語選修八Unit 4 Pygmalion 單元教案

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1、新課標人教版高中英語選修8教案 Unit 4 Pygmalion Ⅰ. 單元教學目標 技能目標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. 目標語言 功 能 句 式 推測（conje

2、cture） 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 .. 詞 匯 1． 四

3、會詞匯 adaptation, classify, caption, plot, professor, whistle, garment, woolen, hesitate, uncomfortable, troublesome, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, ambassador, acquaintance, handful, fortune, authentic, status, super

4、ior, rob, antique, musical, stocking, cookie, teapot, cream, nail, wax, disk, shabby, referee, compromise, horrible, laundry, bathtub, sob, waist, vest, disgusting, overlook, alphabet, fade 2． 認讀詞匯 phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, di

5、stinct 3． 詞組 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 結(jié) 構(gòu) The past participle as the adverbial 重 點 句 子 1. An expert in phonetics, convinced that the quality of a per

6、son’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. T

7、his 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

8、’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,

9、 I... P34 10. What’s to become of me? P74 Ⅲ. 教材分析和教材重組 1. 教材分析 本單元以皮格馬利翁為話題，通過學習，使學生了解具有共同主題的希臘神話Pygmalion與蕭伯納戲劇之間在表現(xiàn)形式、人物塑造等方面的相同與不同之處；并能在此基礎上，討論和表演部分戲劇場景；能為該劇本寫出一份評論；能模仿劇本編寫一個戲劇場景，即Higgins教授如何給Eliza上第二課的場景。語法部分重點學習過去分詞作狀語的用法。 1.1 Warming Up 是三幅描述希臘神話故事Pygmalion主要情節(jié)的圖畫。要求學生根據(jù)圖片提示，聯(lián)系已有知識

10、，再現(xiàn)這個美麗的神話故事，并能就此話題展開討論。 1.2 1.2 Pre-reading中所列三個問題，意在讓學生提煉蕭伯納戲劇與希臘神話故事所反映的共同主題，并初步醞釀可能出現(xiàn)的故事情節(jié)。 1.3 1.3 Reading講述了發(fā)生在倫敦劇院外的一幕。主要人物有Eliza, Higgins, Pickering。Eliza原是倫敦市的一名賣花女，在一次偶然的情況下遇見了以能聽懂別人口音而自傲的Professor Higgins。Professor Higgins與Colonel Pickering打賭，說他能將口音其糟無比，講話粗魯?shù)腅liza改造成能講標準英文的淑女。Eliza就住在

11、Professor Higgins的家中，受了一陣子語言訓練。最后兩人認為已經(jīng)訓練有成，便帶Eliza到一個盛大的宮廷舞會。在場的人都不知道Eliza的出身。女王還對Eliza大加贊賞。Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。Eliza盛怒之下，離開了Higgins。她走之后，Higgins才發(fā)現(xiàn)不能沒有她。最后Eliza回到了Professor Higgins身邊。兩人言歸于好。劇中Higgins教授希望把一個街頭賣花的姑娘轉(zhuǎn)變成一個有修養(yǎng)的能躋身上流社會的人。從人物的對話中我們也可以清楚地看到不同人物的性格特征，比如Eliza的粗魯，Higgins的

12、缺乏耐心，Pickering的禮貌等都反映得淋漓盡致。 1.4 Comprehending分為兩部分。第一部分根據(jù)課文，讓學生回答相關問題；第二部分要求學生從課文中找出這三個不同社會階層的人物對不同于自己階層的人們所持的態(tài)度；第三部分要求學生思考除了語言以外，哪些方面還能顯示出人們社會地位的不同；第四部分要求學生運用所給詞匯描述劇本中不同人物的性格特點；第五部分要求學生糾正Eliza語言中的語法、拼寫等方面的錯誤。 1.5 Learning about Language分詞匯和語法兩部分。詞匯部分要求學生能在具體語言環(huán)境中運用所學詞匯和短語；語法部分主要通過大量的例句和習題要求學生自主學習

13、，總結(jié)-ed形式在句子中作狀語用法。 1.6 Using Language中Reading and acting部分緊承Reading部分的劇情。這一幕的地點是在Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。主要講述的是Eliza來這里找Higgins教授，并請求他擔任她的老師，幫助她改變命運的事。該部分從聽、說、讀、寫四個方面來學習和鞏固所學語言知識。 1.7 Listening要求學生聽一段關于Higgins如何給Eliza授課，如何幫助她糾正發(fā)音以及其教學方法的錄音，并完成關于Eliza在發(fā)音和語法方面正確的地方以及需要改

14、進的地方的表格。 1.8 Speaking部分有兩個任務。其一是讓學生運用所給的表示猜測的語句展開聯(lián)想，說出他們的第二課該如何進行；其二是讓學生通過教師的引導總結(jié)出希臘神話故事和蕭伯納的劇本兩者之間的共同和不同之處。教師可以通過Speaking Task中的提問來引導學生，讓學生自己得出結(jié)論。 2． 教材重組 2.1 將Warming Up，Pre-reading和練習冊SPEAKING TASK整合在一起，上一節(jié)口語課。 2.2 將Reading, Comprehending及Learning about Language中的Discovering useful words

15、and expressions整合在一起，上一節(jié)閱讀課。從字、詞、句和篇章幾個方面掌握目標語言。 2.3 將Learning about Language中Revising useful structures及練習冊USING STRUCTURES中的練習整合在一起，上一節(jié)語法課。 2.4 將 Using Language和READING TASK整合在一起，上一節(jié)任務型泛讀課。 2.5 將Listening and speaking, 練習冊LISTENING和LISTENING TASK整合在一起，上一節(jié)聽力課。 2.6 將Speaking and writing，練習冊中TALK

16、ING及WRITING TASK整合在一起，上一節(jié)寫作和口語課。 3. 課型設計與課時分配 1st Period Speaking 2nd Period Reading 3rd Period Grammar 4th Period Extensive reading 5th Period Listening 6th Period Speaking and writing Ⅳ. 分課時教案 The First Period Speaking Teaching goals教學目標 1. Target language 目標語言 重點詞匯 adaptation,

17、 plot, professor, Pygmalion 2. Ability goals 能力目標 Enable the students to talk about the Greek story Pygmalion. 3. Learning ability goals 學能目標 Help the students learn how to talk about the Greek story Pygmalion. Teaching important points 教學重點 Help the students learn how to retell the story.

18、 Teaching difficult points 教學難點 Help the students know the similarities and differences between the story and the play Pygmalion. Teaching methods 教學方法 Discussion. Teaching aids 教學準備 A recorder, a computer and a projector. Teaching procedures & ways 教學過程與方式 Step Ⅰ Lead-in T: Has anyone he

19、ard of “the Pygmalion Effect”？What is it? S1: 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. T: Good. How did you know? S1: I have once read som

20、e Greek stories. And I have read the story Pygmalion before. T: You’re great. If someone is good at writing, we often say he or she is a lucky dog of the Muses. Do you know where the saying comes from? S1: It also comes from the Greek story. Step Ⅱ Warming up T: Yes. Today we are going to le

21、arn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story. After a few minutes. T: Now let’s have a look at the first picture. Who can tell me what’s in it with your own words? S1: Let me try. Pygmalion was a very gifted artist. He sp

22、ent 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. T: Wonderful! And who can follow it? S2: But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the G

23、reek Goddess to help him to bring it to life. T: You did a good job. But did his dream become true at last? S3: Yes! The Greek Goddess agreed to help and his wish was granted. T: Now who can present the complete story based on the above description? S4: Let me try. Pygmalion was a gifted artist

24、. 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 b

25、rought 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

26、 married. T: Wonderful! You did a good job! Now let’s have a discussion. Do you think that Pygmalion and his statue-wife will be happy together? S: No, I don’t think so. T: What problems do you think they will have? S1: Maybe they can’t understand each other, because they come from different wor

27、ld. S2: 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. … T: Good. How do you think they might solve them? S3: Pygmalion loves the girl so much that he decides to teach her how to speak and how

28、 to behave herself. Little by little, they understand each other well and live happily. T: Good imagination! The story is so interesting that it was made into a film My Fair Lady, which was based on the play by Bernard Shaw. Do you know this famous playwright? Step Ⅲ Discussion Make a brief in

29、troduction about Shaw. T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defender of women’s rights, and advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Sh

30、aw accepted the honour but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply

31、, “When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can see how witty Shaw is! T: Have you seen the film My Fair Lady？ S1: Yes. It was about a flower girl who

32、became a lady in the upper class, helped by the expert in phonetics, Professor Higgins. T: Do you like the film? Why? S1: Yes, I do. What makes “My Fair Lady” special is the great musical score by Mr. Loewe with lyrics by Mr. Lerner. Most of the songs are by now, standards that have delighted us

33、since they were written and have been sung by practically all the best singers of the world. Ｔ: Very good. They both have the same theme. In the play, a poor-educated flower girl in the street at last became a lady, just as surprising as a stone became a beautiful woman in the Greek story. Now can

34、you tell me the similarities between the Greek story and the play? You can discuss it with your partner. S2: Both women made big changes. In the Greek story, the statue was brought to life; while in the play Pygmalion, the flower girl Eliza was brought up to the upper class. T: Good. What else?

35、S3: In the Greek story, Pygmalion is a gifted artist, whereas in the play Pygmalion, Higgins is an expert in phonetics. Step Ⅳ Homework Ask the students to do the following. 1. Find more information about Pygmalion. 2. Pre-read the play to see if they can understand well. The Second Per

36、iod Reading Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 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 ama

37、zement b. 重點句子 An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society. There you are and you were born in Lisson Grove if I’m not mistaken. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in

38、three months as a duchess at an ambassador’s garden party. 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. The English that will condemn her to the gutter to the end of her d

39、ays. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English. 2. Ability goals 能力目標 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 學能目標 Help the stu

40、dents learn how to talk about the play and use the play to work out the characteristics of each social group. Teaching important points 教學重點 How to talk about the play. Teaching difficult points 教學難點 How to use the play to work out the characteristics of each social group. Teaching methods 教

41、學方法 Listening, reading and discussion. Teaching aids 教學準備 A recorder, a computer and a projector. Teaching procedures & ways 教學過程與方式 Step Ⅰ Revision and lead-in Review the story Pygmalion. T: Last period, we learned something about the Greek story Pygmalion and the play version by Shaw. O

42、f all of Shaw’s plays, Pygmalion is without the doubt the most beloved and popularly received. Several film versions have been made of the play, and it has even been adapted into a musical. In fact, the film version of 1938 helped Shaw to become the first and only man ever to win the double prize: t

43、he Nobel Prize for literature and an Academy Award. Do you still remember the story? Now who can retell it to all of us? A sample retelling version: Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. After that, he spent day and night carving it, and t

44、hen he clothed the figure, gave it the jewellery, and even named it the Sleeping Love. How he wanted to bring it to life and made it his wife. Therefore, he asked the Greek Goddess to make it alive. And finally the Goddess was moved by his sincere feeling. His wish was granted. Pygmalion threw himse

45、lf to his feet, the girl smelt down at him. Afterwards, they loved each other and married. T: Can you tell me the theme of the story? S: People tend to behave as you expect they will. T: Excellent! Based on classical myth, Bernard Shaw’s Pygmalion plays on the complex business of human relationsh

46、ips in the social world. Phonetics Professor Henry Higgins tutors the very Cockney Eliza Doolittle, not only in the refinement of speech, but also in the refinement of her manners. When the end result produces a very ladylike Miss Doolittle, the lessons learned become much more far reaching. OK, tod

47、ay we will read a story about it. It’s written by the famous English playwright, George Bernard Shaw. Step Ⅱ Reading Deal with the Reading part. Play the tape for the students to listen. Then analyze the play. Ask the students to read through the text. While reading, pay attention to the writing

48、 style. Skimming Ask the students to read the play quickly and answer the questions. T: Now please read the play. After a few minutes, I’ll ask you some questions. After a few minutes. T: Who would like to answer the first question: How many characters are there in the play? S1: There are

49、three characters in the play. They are Eliza, Professor Higgins, and Colonel Pickering. T: What is the weather like when the play begins? S2: When the play begins, it is pouring with rain. T: Very good. Do you think Eliza a well-educated woman? Why? S3: No, I don’t think so. In fact, she is poor

50、-educated. We can know it clearly from what she said. For example, come over’ere, cap’in, and buy me flowers off a poor girl. For another, I ain’t done nothing wrong by speaking to that gentleman. T: Also, we can learn it from her behavior. For example, “pushes it back at him.” OK. Next one: Why di

51、d professor Higgins want to make notes of what Eliza said? S4: He wanted to make a speech, because it’s his profession. T: Very good. Next: What’s the meaning of “the age of the newly rich”? S5: It means people begin their working life in a poor neighbourhood of London with 80 pounds a year and

52、end in a rich one with 100 thousand. Scanning Ask three students to read the play. T: Next I will ask three students to read the play again. One will be Eliza, one Professor Higgins, and one Colonel Pickering. OK? Now begin! After several minutes. T: Great. Now I have some more questions. Fi

53、rst: According to Higgins, if a person is very poor, he or she can still be better off at last. Do you agree with him? If so, how to realize the aim? S1: Yes. I agree with him. However, in order to realize the aim, he or she must get educated. T: Who can complete the last sentence: in the first li

54、ne on page 29: Now once taught by me...? S2: Let me try. Once taught by me, she will soon become a lady in the upper class. T: Well done. What other things show one’s statue in society apart from how one speaks? S3: One’s clothing and behavior can also show his statue. T: Do you think Pickering

55、is of the upper class? S4: Yes. I think he is well educated. We can learn it from the way he speaks. For example, “May I ask?” T: Great! Now please listen to the tape carefully and try to catch the main idea of this act. Step Ⅲ Comprehending This time the students should listen to the tape as

56、 carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main idea of the play as well. T: Pygmalion is a play about recognizing a person’s position in society by the way they behave and speak. Step Ⅳ Discussion Ask the students to do Part 5 on

57、page 31. T: Suppose you have a chance to help Eliza improve her use of the English language. Look at the sentences on page 31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly. Sample answers: 1. Come here, and come in. Buy

58、flowers from me—a poor girl. 2. I did nothing wrong when I spoke to that gentleman. 3. I thought you maybe was a policeman in disguise. 4. How do I know whether you wrote down my words or not? 5. You say I can work as a shop assistant? That’s definitely what I want. Then ask the students to re

59、ad the play again and do Part 2 on page 31. T: We have learned that the social position of the characters influences the way they behave to each other. Generally speaking, people are more polite to those whom they think are of a higher social class (H) and less polite to those they consider are me

60、mbers of a lower class (L). Is this true of the characters in Shaw’s play? Now please finish Part 2 on page 31. Sample answers to Part 2: Relationships between characters Evidence from the play Henry Higgins: 1. Attitude to Colonel Pickering (H) 2. Attitude to Eliza (L) Is the statement abov

61、e true? 1. My dear man 2. Dismissively, ignore, carelessly throw The statement is true. Colonel Pickering: 1. Attitude to Henry Higgins (H) 2. Attitude to Eliza (L) Is the statement above true? 1. May I ask… / Let me congratulate you 2. ... The statement is not true. Eliza: 1.

62、 Attitude to Henry Higgins (H) 2. Attitude to Colonel Pickering (H) Is the statement above true? 1. Pushes it back at him 2. ... The statement is not true. Step Ⅴ Homework T: Today’s homework: 1. Read the play repeatedly and try to act out the play. 2. Preview the grammar part.

63、 The Third Period Grammar Teaching goals教學目標 1. Target language 目標語言 a. 重點詞匯和短語 in return, in trouble, in disguise, in amazement, in pain, in delight, in shock b. Grammar: Past participle as the adverbial. 2. Ability goals 能力目標 Enable the students to use the past participle as the adverbial.

64、 3. Learning ability goals 學能目標 Help the students learn how to use the past participle as the adverbial. Teaching important points 教學重難點 How to use the past participle as the adverbial. Teaching methods 教學方法 Task-based activities. Teaching aids 教學準備 Some slides and a projector. Teaching p

65、rocedures & ways 教學過程與方式 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

66、 Ⅱ Word study Ask the students to finish Exx. 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 duch