人教新课标高二英语选修八教案Unit4 Pygmalion 全单元.docx
《人教新课标高二英语选修八教案Unit4 Pygmalion 全单元.docx》由会员分享，可在线阅读，更多相关《人教新课标高二英语选修八教案Unit4 Pygmalion 全单元.docx（11页珍藏版）》请在冰豆网上搜索。
人教新课标高二英语选修八教案Unit4Pygmalion全单元
Unit4Pygmalion
I单元教学目标
技能目标SkillGoals
ListentoandtalkaboutthestoryPygmalion
Readandactoutaplayaboutrecognizingaperson’spositioninsociety
Usethepastparticipleastheadverbial
Writeareviewoftheplay
II目标语言
功
能句式
推测（conjecture）
Iwonderwhether…
Isitpossiblethat…?
Doyouknowif…?
Doyoureallythinkthat’strue?
Whydoyouthinkso?
Ithinkit’sbecause…
Whatdoyouthinkofthisidea?
WhydoyouthinkHigginsfeltlikethat?
MrsPearcewouldcomfort/encourageherby…
词汇
1.四会词汇
adaptation,plot,hesitate,uncomfortable,outcome,disguise,mistaken,brilliant,classify,betray,dismiss,dismissively,condemn,acquaintance,handful,fortune,upper,status,superior,pronunciation,antique,musical,mile,pence,professor,troublesome,pronounce,compromise,horrible,bathtub,sob,disgusting,overlook,alphabet,fade,classic,effective
2.认读词汇
phonetics,colonel,fateful,duchess,gutter,vowel,curtsy（alsocurtsey）,shilling,heartily,distinct
3.词组
indisguise,pass…offas,makeone’sacquaintance,inamazement,intermsof,
generallyspeaking,show…in,theotherday,takeaway,oncemore,inneedof,fadeout
语法
Thepastparticipleastheadverbial
重点句子
1.Anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety
2.ThereyouareandyoucomefromthewestendofLondon,borninLissonGroveifI’mnotmistaken.
3.But,sir,（proudly）onceeducatedtospeakproperly,thegirlcouldpassherselfoffinthreemonthsasaduchessatanambassador’sgardenparty.
4.Thisistheageofthenewlyrich.PeoplebegintheirworkinglifeinapoorneighbourhoodofLondonwith80poundsayearandendinarichonewith100thousand.
5.TheEnglishthatwillcondemnhertotheguttertotheendofherdays.
6.PerhapsIcouldevenfindheremploymentasalady’smaidorashopassistant,whichrequiresbetterEnglish.
7.Whatotherthingsshowone’sstatusinsocietyapartfromhowonespeaks?
8.I’mnotaskinganyfavours---andhetreatsmelikedirt.
9.I’dneverhavecomeifI’dknownaboutthisdisgustingthingyouwanttodotome,I…
10.What’stobecomeofme?
Ⅲ教材分析与教材重组：
1.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。
WarmingUp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。
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。
Reading讲述了发生在伦敦剧院外的一幕。
主要人物有Eliza,Higgins,Pickering。
Elize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ProfessorHiggins.ProfessorHiggins与ColonelPickering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ProfessorHiggins的家中，受了一阵子的语言训练。
最后两个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。
ProfessorHiggins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ProfessorHiggins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的有礼貌等都反映得淋漓尽致。
Comprehending分为两部分。
第一部分根据课文，让学生填出这三个不同社会阶层的人的言谈举止；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。
LearningaboutLanguage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。
UsingLanguage中Readingandacting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MrsPearce。
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。
这主要是从听、说、读、写四个方面来学习和巩固所学语言知识。
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。
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之处。
教师可以通过SpeakingTask中的提问来引导学生，让学生自己得出结论。
2.教材重组：
2.1将WarmingUp，Pre-reading和练习册SPEAKINGTASK整合在一起，上一节口语课。
2.2将Reading,Comprehending及LearningaboutLanguage中的Discoveringusefulwordsandexpressions整合成在一起，上一节阅读课。
从字、词、句、和篇章几个方面掌握目标语言。
2.3将LearningaboutLanguage中Revisingusefulstructures及练习册USINGSTRUCTURES中的练习整合在一起，上一节语法课。
2.4将UsingLanguage和READINGTASK整合在一起，上一节任务型泛读课。
2.5将Listeningandspeaking，练习册LISTENING和LISTENINGTASK整合在一起，上一节听力课。
2.6将Listeningandspeaking,练习册中TALKING及WRITINGTASK整合在一起，上一节写作和口语课。
3.课型设计与课时分与
1stperiodSpeaking
2ndperiodReading
3rdperiodGrammar
4thperiodExtensivereading
5thperiodListening
6thperiodSpeakingandwriting
IV分课时教案：
ThefirstPeriodSpeaking
1.Targetlanguage目标语言
重点词汇
Adaptation，plot，Professor,Pygmalion
2.Abilitygoals能力目标
EnablethestudentstotalkabouttheGreekstoryPygmalion
3.Learningabilitygoals学能目标
HelpthestudentslearnhowtotalkabouttheGreekstoryPygmalion.
Teachingimportantpoints教学重点
Helpstudentslearnhowtoretellthestory
Teachingdifficultpoints教学难点
HelpthestudentsknowthesimilaritiesanddifferencesbetweentheGreekstoryPygmalionandtheplayPygmalion
Teachingmethods教学方法
Discussion
Teachingaids教学准备
Arecorder,acomputerandaprojector.
Teachingprocedures&ways教学过程与方式
StepⅠLead-in
T:
Hasanyoneheardof“thePygmalionEffect”?
Whatisit?
S1:
ThePygmalionEffectisthatpeopletendtobehaveasyouexpecttheywill.Ifyouexpectapersontotakeresponsibility,theyprobablywill.Ifyouexpectthemnottoeventry,theyprobablywon’t.
T:
Good.Howdidyouknow?
S1:
IhaveoncereadsomeGreekstories.AndIhavereadthestoryPygmalionbefore.
T:
You’regreat.Ifsomeoneisgoodatwriting,WeoftensayheorsheisaluckydogoftheMuses.Doyouknowwherethesayingcomesfrom?
S1:
ItalsocomesfromtheGreekstory.
StepIIWarmingup
T:
Yes.TodaywearegoingtolearnaboutaGreekstoryPygmalion.First,lookatthepicturesonpage28.Pleaseworkinpairsandworkoutthestory.
Afterafewminutes.
T:
Nowlet’shavealookatthefirstpicture.Whocantellmewhat’sinitwithyourownwords?
S1:
Letmetry.Pygmalionwasaverygiftedartist.Hespentalongtimemakingastonestatueofabeautifulwoman.Itwassobeautifulthathecouldn’thelplovingitandwantedittobehiswife.
T:
Wonderful!
Andwhocanfollowit?
S2:
Butitwasonlyastone.Howcouldhemakehisdreambecometrue?
HethoughtandthoughtandlastheaskedtheGreekGoddesstohelphimtobringittolife.
T:
Youdidagoodjob.Butdidhisdreambecometrueatlast?
S3:
Yes!
TheGreekGoddessagreedtohelpandhiswishwasgranted.
T:
Nowwhocanpresentthecompletestorybasedontheabovedescription?
S4:
Letmetry.Pygmalionwasagiftedartist.Oneday,hedecidedtomakeastonestatueofabeautifulwoman.Heworkeddayandnightandatlasthefinished.Thenheclothedthefigure,decorateditwiththejewellery,andevennamedittheSleepingLove.Theworkwassobeautifulthathecouldn’thelpthinkingthatifthestatuecouldbebroughttolife,heaskedtheGreedGoddesstohelpmakeitalive.FinallytheGoddesswasmovedbyhissincerity.Hiswishwasgranted.Pygmalionthrewhimselftohisfeet,thegirlsmeltdownathim.Afterwards,theyfellinlovewitheachotherandmarried.
T:
Wonderful!
Youdidagoodjob!
Nowlet’shaveadiscussion.DoyouthinkthatPygmalionandhisstatue-wifewillbehappytogether?
S:
No,Idon’tthinkso.
T:
Whatproblemsdoyouthinktheywillhave?
S1:
Maybetheycan’tunderstandeachother,becausetheycomefromdifferentworld.
S2:
It’sveryhardforPygmaliontounderstandhiswife,becausehiswifeismadefromastone.Shedoesn’tknowthewords,behavior,anythingabouthim.
…
T:
Good.Howdoyouthinktheymightsolvethem?
S3:
Pygmalionlovesthegirlsomuchthathedecidestoteachherhowtospeakandhowtobehaveherself.Littlebylittle,theyunderstandeachotherwellandlivehappily.
T:
Goodimagination!
ThestoryissointerestingthatitwasmadeintoafilmMyFairLady,whichwasbasedontheplaybyBernardShaw.Doyouknowthisfamousplaywright?
StepIIIReading（Lead-in）
1.Checkthehomework.
AsktheSstoreviewActOne:
Fatefulmeetings.
Asamplesummaryoftheact:
ElizaDootlittle,isapoor,dirtyflowersellerintheturnofthecntryEnglisand.ThePygmalioninthisfilmisHenryHiggins,alinguistandphoneticexpertwhobelievesthatspeechiswhatreallysetstheclassesapart.HebetswithhisfriendsColonelPickeringthatthroughachangeindressandspeechhecanturnthelowerclassElizaintoaladyspeech,hecanturnthelowerclassElizaintoaladythatwillfoolhighsociety.TheonlythinginthebetforElizaisthatshemightbeableto[openherownflowershopandsomewhatescaperherlowerclassroots.
StepIVReading（comprehension）
Havethestudentsreadtheplaycarefullyandthenanswerthefollowingquestions.
Afterafewminutes.
T:
Nowanswermyquestions.First:
DoyouthinkElizaisveryambitious?
WhydidPickeringfancyhimself?
S:
Yes.BecauseshestilllikestolearnevenifHigginstreatsherrudely.
Becausehecanpronouncetwenty-fourdistinctvowelsounds.
T:
WhathabitsdidElizahave?
S:
Shehasneverhadabathinherlife;notoverherwholebody.
T:
WhatdoyouthinkHigginswouldhavetodotochangeElizaintoalady?
S:
Teachheralphabet.
T:
HowdoyoulikeColonelPickering?
S:
Well-educatedandkind.
T:
WhydoesElizacollectHenry’sslippersforhimalthoughsheisnotaservant.
S:
AlthoughElizaisnotaservant,fromherdeepheart,shelooksdownuponherself,andthinkssheisinthelowerclass.ButHenryisinthehigherclass.SoIthinkshecollectshisslipperwillingly.
T:
Whydoesshethrowtheshoesathim?
S:
BecauseHenrylookeddownuponher,whichhurtsher.Sheisangry.
T:
WhydoesHenrythinkhewinsthebet?
S:
BecausehethinksitishewhomakesElizaattractiveintheparty.
升级会员 