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視頻標簽：Pygmalion
所屬欄目：高中英語優(yōu)質課視頻
視頻課題：人教版Book 8 Unit 4 Pygmalion Reading Speaking江西省 - 景德鎮(zhèn)
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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（conjecture） 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, superior, 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, distinct
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 構 The past participle as the adverbial
重 點 句 子
1. An expert in phonetics, convinced that the quality of a person’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, thatgirl could pass herself off in three months as a duchess at an ambassador’s garden party. P30
4. 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. 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’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, 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，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Professor Higgins的家中，受了一陣子語言訓練。最后兩人認為已經訓練有成，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，總結-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 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TALKING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 Leading-in& Warming-up& Pre-reading& Skimming
2ndPeriod 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
Teaching goals教學目標 1. Target language 目標語言 重點詞匯
adaptation, plot, professor, Pygmalion 2. Ability goals 能力目標
Enable the students to talk about the Greek story Pygmalion. Encourage students to speak out and practice their oral English 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 and adapt the history. 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: Ready to be happy and work really really read hard today? (Greeting) S: Yes!
T: Good! Then let’s get down to business. When we are young, we must have
read some fairy tales, such as Anderson’s Fairy Tales and Grimms Fairy Tales, among which, these two stories are well-known to us, right? (Pointing to The Little Mermaid and Snow White) So, can you recall the ending of these two stories?
S1: .... (talk about the Little Mermaid)
T: Very good! This one is very sad. The prince took another girl for her and was ready to marry her. And the evil witch told the mermaid that only when she killed the prince could she go back to the sea. But unexpectedly, the little mermaid chose to sacrifice herself to save her lover’s life, turning into bubbles. What a moving story! Then, how about this one? S2: ... (talk about Snow White and Seven Dwarfs)
T: Excellent! This one is more than happy. Despite the Queen’s harm, the prince-charming awoke Snow White with a true love kiss with the help of dwarfs. Then they lived together happily and forever.
T: And as we grow older, we start to get in touch with some myths and legends of our China, such as...(the pictures are shown on the screen) S: students guess the names of those pictures.
T: There are so many myths and legends in China. And each of them impresses us with either attractive details or profound meanings. I bet all of you have watched some related cartoons and TV series, right? S: Ss answer.
T: And here I challenge you to get to know another kind of myth. That is Greek Mythology. Some of you may know well about it, some may not. The whole stories are large and complicated, so I just make a brief introduction for you. (tell students to look at the screen)
T: Greek Mythology consists of two parts: the stories of Gods and the legends of human heroes. As for the former one, it refers to the origin of the universe and human beings and their systems and so on. It is said that there are 12 main gods in ancient Greece. (introduce some basic information of the 12 gods).
T: So we can see that they all take charge of all kinds of phenomena and things in
nature and life. And they are combined to make the Olympus System, taking Zeus as the center. As for the legends of heroes, ...(the brief introduction is on the screen)Therefore, both stories of gods and legends of heroes become embodiment of those Greeks’ strength and wisdom. So now we are going to learn one of those stories, Pygmalion. Please take out your textbooks and turn to page 28.
Step Ⅱ Warming up& Pre-reading
T: Yes. There are some pictures and captions of this story. So here comes a challenge. Can you imagine the whole story through these clues? Discuss it with you partner, and I will give you several minutes. Then I’ll invite some of you to share their ideas with us. You can either work out this story or adapt it for a new one.
After a few minutes. S1: ...... S2: ......
T: Wonderful! And who can follow it? S3: ......
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 the last chance. Who can seize it? S4: Let me try.
T: Good imagination! So you can tell how popular this story is! And a new term comes into being, Pygmalion Effect. What is Pygmalion Effect? It is .... What’s more, the story is so interesting that it was made into a film My Fair Lady. Do you know who is that? S: Xiao Bona.
T: good! George Bernard Shaw. Shaw is an amazing person. He .... (make a brief introduction ) is an Irish dramatist, a literary critic, and a leading figure of 20th theater.... What’s more, he is a humorous person. Here is a story about him. (share the story with the whole class.)
T: So from that we can see how witty he is. Now back to the topic. The play, My Fair Lady, one of his famous works. Have you ever seen that before? S: No.
T: Never mind. We can get familiar with it from now on. But before that, let’s learn some new words and phrases of this unit so that we can understand the whole text more easily.
(explanations of words and expressions)
T: Let’s go back to P29. Let’s enjoy a video show about Act One, and then we will do a small quiz quickly. Do you wanna have a try? S: Yes! (play the video)
Then lead students to finish the quiz. From that the teacher can know whether the students can get the hang of the main idea and how much. Step Ⅲ Summary& Homework
T: That’s all for today. We have reviewed some fairy tales and myths and legends in China, and got to know something about Greek Mythology and one of those stories, Pygmalion. I hope you can make a detailed reading into this text. Tomorrow I will make a deep explanation to you. So the assignment is: 1. Recite the new words 2. Do the exercise books
PS: Whoever wants to perform this play are welcome to be here to show yourself. I expect that!
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