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視頻課題：人教版高中英語選修八Book8 Unit 4 Pygmalion Using Language Writing浙江省 - 寧波
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人教版高中英語選修八Book8 Unit 4 Pygmalion Using Language Writing浙江省 - 寧波
選修八 Unit 4 Pygmalion Using Language: Writing
教學設計
一、 單元主題：文學作品——戲劇
二、 寫作類型：創造性寫作（續寫《皮格馬利翁》一幕）
三、 授課時長：一課時（40分鐘）
四、 單元內容分析：
本單元的重點是學習英語戲劇的文本形式即劇本。單元主題是通過分析劇本《皮格馬利翁》中各個人物的性格而展開的，指向對學生語言能力、文化意識、思維品質和學習能力等英語學科核心素養的培養，體現英語學習活動觀。學生通過學習后要了解戲劇的文學特點。難點是通過故事的表層意義，理解其深刻寓意。 五、 課時分析：
本課的創造性寫作是基于本單元Reading和Using Language兩篇課文，即兩幕劇本，以及Listening中一幕劇本而展開續寫。學生在創造性寫作前必須充分讀懂前幾幕劇本的主要內容，分析人物性格特點，抓住戲劇寫作的特點和本劇的主旨。故事講述了一位來自社會下層且語言粗俗的賣花女伊萊扎(Eliza)，偶然遇到上層社會的皮克林上校(Colonel Pickering)和希金斯教授(Professor Higgins)的情形。通過他們之間的對話和各自具有的代表性語言，突出本劇主題：人的語言和行為都受他（她）所處的社會地位和社會環境的影響，但是個人的后天努力可以改變現狀，所以應充分挖掘潛力，爭取不斷進步。劇本第二部分的劇情著重描寫了伊萊扎為了改變自己的命運，主動上門來到希金斯教授家中要求學習規范語言。希金斯教授看到伊萊扎衣著臟
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亂、語言舉止粗俗，拒絕教她，但為了和皮克林上校打賭來證明其語言觀及教學能力，同意收下伊萊扎。于是，伊萊扎在教授家學起了規范語言。Listening講述了希金斯教授不斷糾正伊萊扎的英語發音，教學時狂妄自大，語言粗魯，令伊萊扎痛苦不堪。基于以上的劇情和語言特點，本課時指導學生寫一個場景的劇本，即希金斯教授和伊萊扎的第二次授課情景。 六、 學情分析：
授課對象為某中學高二4班學生40人。學生英語基礎一般，但學習態度較認真，學習熱情高，課堂氣氛較活躍。大部分學生已經基本具備了在閱讀中獲取細節信息的能力，能用英語自信地表達觀點。但是多數同學在整合信息、邏輯推理、分析論證、批判評價方面的能力比較欠缺，對讀后續寫的如何豐富內容，增強敘述的畫面感，體現人物性格品質，都缺乏具體的認識和訓練。另外，由于單元體裁的特殊性，對戲劇的語言特點和劇作家蕭伯納幽默、睿智的語言表達的模仿寫作都比較陌生。 七、 教學目標：
在本課學習結束后，學生能夠：
1. 獲取、梳理劇中人物關系和劇情細節的事實性信息； 2. 理解戲劇的主旨大義；
3. 分析、概括、整合、闡釋人物性格特點； 4. 推斷劇情走向，抓住戲劇寫作的特點，續寫劇本；
5. 提升寫作技巧，豐富內容，增強敘述的畫面感，體現人物性格
寧波北侖明港高級中學 周潔
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特點，結合表演，提升對劇本的認識； 6. 了解中西方戲劇的差異，培養跨文化意識 八、 教學重點：
學生通過閱讀，梳理劇中人物關系，分析、概括人物性格特點，推斷劇情走向，抓住戲劇寫作的特點，續寫劇本。 九、 教學難點：
首先，學生對西方劇作家了解不多，文化背景知識薄弱，所以難點是通過故事的表層意義，理解其深刻寓意；第二，續寫是建立在充分理解前文的基礎之上，加之戲劇語言與其他體裁的語言有較大不同，所以第二個難點是在續寫時應充分體現劇作家原有的寫作風格。 十、 教學資源：
教材、多媒體課件、學案、黑板、粉筆 十一、
教學過程：
步驟
教學活動
設計意圖
互動時
間&模式
Lead in
Step 1 Brainstorming
Ss imagine that they are faced with the choice to attend an one-on-one English online lesson. Q: What concerns you most about one-on-one English
online lesson?
Tips: Teachers/ Courses/ Fee/ Homework/ Feedback/ Assessment...
(standard English pronunciation, correct English Grammar, be patient/easy-going/good-looking/strict..., use of appropriate English in different situations, with more communication, feedback and support, with or without homework, reasonable lesson fee)
創設情境，引出主題，發散思維。
8’ IW
GW Step 2 Discussion
T directs Ss’ attention from English Online lesson to the lesson that Eliza attended.
T: Previously, we learned that Eliza had her first English lesson in Prof. Higgins’ home. Did Eliza have a good experience of English learning in Professor Higgins’ home for the first time? How would she feel after her lesson? How do you know that? S: No, she didn’t. She would felt ....
(Ss try to give reasons for their opinions in a complete sentence rather than a simple word or phrase.) Sentence pattern:She would felt.... because... Hints:
1. She would felt insulted becauset she had to say the alphabet at the beginning of her first lesson, which seemed too easy for an adult.
2. She would felt hurt and frustrated bucause she tried really hard to pronounce as H told her, but failed again and again, at least she could not meet H’s requirements.
3. She felt stressed-out and hopeless because she rushed out crying at the end of the lesson, for H was rude and angry. (Answers may vary)
利用圖片，回顧
前文內容，自然過渡到本課主題。
歸納總結主人公的表現和情感態度，為續寫做好鋪墊。
6’ IW
Getting prepared for writing
Step 3 Identifying literary elements
Ss enjoy some pictures about what happened to the characters. Characters Major Characters Eliza (E) Professor Higgins (H) Minor Characters Colonel Pickering (CP) Mrs. Pearce (MP)
Character traits Eliza (E) eager, ambitious, anxious, emotional, dynamic, independent Professor
impatient, rude,
confident,
為了全面理解故事，學生必須積極閱讀。采用
選擇題、表格、概要填空等形式，梳理前文脈絡，為后面活動的有效進行奠定扎實基礎。
識別戲劇文學的三要素：戲劇沖突（主要表現
6’ IW GW
寧波北侖明港高級中學 周潔
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Higgins (H) superior, self-important, arrogant, expert
Colonel Pickering (CP)
kind, polite, generous, thoughtful, gentle
Mrs. Pearce (MP) devoted, responsible Plot
It tells a story between a phonetic professor, H, and a flower girl, E. Prof. H made a bet with his friend CP and he claimed that he could turn the rude flower girl E into a lady by teaching her English in six months. Tone humor, satire Theme
The great influence of language
on people’s life or even fate
（To better understand the connection between the theme and character traits, T describes Eliza as a girl of “IDEAL”: Independent, Dynamic, Eager, Ambitious, Lovely while describes Prof. Higgins as a man of “SATIRE”: Self-important, Arrogant, Thoughtless, Impatient, Rude, Expert.）
為劇中人物的性格沖突）、戲劇語言、舞臺說明。
故事發生地、人物及關系、人物性格特點、戲劇情節、戲劇的主題的梳理，為續寫奠定基礎。
Step 4 Comparing and Contrasting
Attitude to Eliza’s
incompetence in English learning Similarities Differences
Professor Higgins
More
interested in the bet rather than in the poor girl
CP was gentle and treated E like a lady. He inspired her even she made little progress. H was too proud of himself and criticized E even
通過比較人物，發現他們的共同點。通過對
比，則發現他們的不同之處。通過對戲劇人物的比較和對比，學生可以對人物特點的理解更加到位。
4’ IW
寧波北侖明港高級中學 周潔
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(With sentences/evidence from the Text book.)
Colonel Pickering
she made a small mistake. He was very strict and impatient.
Prediction
Step 5 Identifying foreshadowing
T: How would H feel after the first lesson? (Q1)
(Maybe he believed that E was too bad to deserve praise/far from satisfaction.)
T: Was that fair for H to criticize E? (Q2)
S: That was unfair, because E tried really hard.
T: Try to think it from Higgins’ perspective. Any reasons for being so strict? (Q3)
S: Being strict shows the professor’s attitude. He was determined to turn her into a lady. And his behavior is not personal but a reflection of the progress she needed to make.
T: What do you think would make Eliza happier? (Q4) S: Encouragement. Praise.Comfort. Change of teaching style.
T: Will she be back for a second lesson? Why? (Q5) S: I believe she will come back for she is a girl with great determination and ambition. She can pick up courage and strength and get started again.
T: What will Professor Higgins teach in his second lesson? Why? Do you think H would change his teaching style for the second lesson? (Q6)
Ss brainstorm ideas of what Professor Higgins might teach in the second lesson and possible reasons for that. Make a list of reasonable ideas.
Eg. Professor Higgins might teach Eliza how to behave properly in communicating with people in social meetings. It is more likely that Eliza would make great progress as Professor Higgins had promised. (Answers may vary)
在閱讀和寫作之前，預測劇情的發展。戲劇劇情又往往是社會真實生活的載體和表現形式。在閱讀和寫作時，結合自己對生活的理解，展開想象，預測人物關系的變化和劇情的走向。
伏筆是作家對劇情推動發展的預示，可以是旁白的描述或評論，人物內心的想法，也可以是劇情中的某些細節。學生在閱讀準備時，需要嘗試著去判斷劇本中已有的伏筆，帶著問題如“這樣的描述意味著將要發生什么？”“人物的動作或語言中，有沒有什Step 6 Focusing on the language
Criticism
1. “(far from satisfied)”
2. “Don’t argue---just say it.” 3. “(bored) Stop at once.” “Stop.” 4. “(Angrily)Why are you crying?” 5. “Away with you!”
Encouragement
6. “Splendid, Miss Doolittle. Never mind ...” 7. “Good, good!”
8. “That’s too much better.”
9. “Now Henry, couldn’t you have been kinder to that poor girl after all the effort she made?” (The language is easy, witty and forceful.)
While writing, Ss have to stick to the point and imitate how George Bernard Shaw conveys his ideas by easy but forceful language.
學生應該嘗試做出判斷和推理，通過所給信息推理文字背后的含義，深入體會作者的寫作意圖，從而得出較為全面、理性、深刻的結論。
4’ IW GW Writing
Step 7 Functional expressions
Encouragement and Praise
T: How do you encourage/praise people? 1. Encourage even the smallest effort.
2. Stop finding fault with the wrong and applaud the
right.
3. Look for outwardly demonstrable ways to
encourage a person.
4. Make positive comments. Don’t worry about faliures. Don’t stop trying! Don’t lose heart. Give it a try. Go for it.
It’s worth a shot. Why not try again?
豐富讀后續寫內容，對學生的語言能力、學習能力及思維品質提出了較高要求。如何增強敘述的畫面感，如何體現人物性格品質，學生在具體的訓練中，對戲劇的語言特點和劇作家蕭伯納幽默、睿智的語言表達進行模仿寫作。
4’ IW
寧波北侖明港高級中學 周潔
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Keep up the good work.Believe in yourself. I’m so proud of you!
Ss write a scene with all the tips above.
Homework
Step 8 1. Finish your writing of the scene. While writing, you
have to stick to the point and imitate how George Bernard Shaw conveys his ideas by easy but forceful language.
2. Polish your writing.
3. In a group of four, have a role-play and have fun.
課后作業是課堂的延伸，學生進行更加細致的文本剖析、語言錘煉，讓課堂更加扎實有效。
十二、
板書設計：
十三、 附：學生寫作活動的部分課堂生成
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