2023學(xué)年完整版Unit4Pygmalion計(jì)劃3

Unit4Pygmalion教學(xué)計(jì)劃Ⅰ.單元教學(xué)目標(biāo)技能目標(biāo)SkillGoals▲ListentoandtalkaboutthestoryPygmalion▲Readandactoutaplayaboutrecognizingaperson’spositioninsociety▲Usethepastparticipleastheadverbial▲WriteareviewoftheplayⅡ.目標(biāo)語言功能句式推測（conjecture）Iwonderwhether...Isitpossiblethat...?Doyouknowif...?Doyoureallythinkthat’strue?Whydoyouthinkso?Ithinkit’sbecause...Whatdoyouthinkofthisidea?WhydoyouthinkHigginsfeltlikethat?MrsPearcewouldcomfort/encourageherby..詞匯1．四會(huì)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,fade2．認(rèn)讀詞匯phonetics,colonel,fateful,duchess,gutter,vowel,curtsy(alsocurtsey),shilling,heartily,distinct3．詞組pass...offas,makeone’sacquaintance,inamazement,intermsof,generallyspeaking,show...in,theotherday,takeaway,oncemore,inneedof,fadeout結(jié)構(gòu)Thepastparticipleastheadverbial重點(diǎn)句子1.Anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety.P282.ThereyouareandyouwereborninLissonGroveifI’mnotmistaken.P293.But,sir,(proudly)onceeducatedtospeakproperly,thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador’sgardenparty.P304.Thisistheageofthenewlyrich.PeoplebegintheirworkinglifeinapoorneighbourhoodofLondonwith80poundsayearandendinarichonewith100thousand.P295.TheEnglishthatwillcondemnhertotheguttertotheendofherdays.P306.PerhapsIcouldevenfindheraplaceasalady’smaidorashopassistant,whichrequiresbetterEnglish.P307.Whatotherthingsshowone’sstatusinsocietyapartfromhowonespeaks?P318.I’mnotaskinganyfavours—andhetreatsmelikedirt.P349.I’dneverhavecomeifI’dknownaboutthisdisgustingthingyouwanttodotome,I...P3410.What’stobecomeofme?P74Ⅲ.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(xué)習(xí)，使學(xué)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(chǔ)上，討論和表演部分戲劇場景；能為該劇本寫出一份評(píng)論；能模仿劇本編寫一個(gè)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(diǎn)學(xué)習(xí)過去分詞作狀語的用法。Up是三幅描述希臘神話故事Pygmalion主要情節(jié)的圖畫。要求學(xué)生根據(jù)圖片提示，聯(lián)系已有知識(shí)，再現(xiàn)這個(gè)美麗的神話故事，并能就此話題展開討論。Pre-reading中所列三個(gè)問題，意在讓學(xué)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)。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ProfessorHiggins。ProfessorHiggins與ColonelPickering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(biāo)準(zhǔn)英文的淑女。Eliza就住在ProfessorHiggins的家中，受了一陣子語言訓(xùn)練。最后兩人認(rèn)為已經(jīng)訓(xùn)練有成，便帶Eliza到一個(gè)盛大的宮廷舞會(huì)。在場的人都不知道Eliza的出身。女王還對Eliza大加贊賞。ProfessorHiggins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ProfessorHiggins身邊。兩人言歸于好。劇中Higgins教授希望把一個(gè)街頭賣花的姑娘轉(zhuǎn)變成一個(gè)有修養(yǎng)的能躋身上流社會(huì)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。分為兩部分。第一部分根據(jù)課文，讓學(xué)生回答相關(guān)問題；第二部分要求學(xué)生從課文中找出這三個(gè)不同社會(huì)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(xué)生思考除了語言以外，哪些方面還能顯示出人們社會(huì)地位的不同；第四部分要求學(xué)生運(yùn)用所給詞匯描述劇本中不同人物的性格特點(diǎn)；第五部分要求學(xué)生糾正Eliza語言中的語法、拼寫等方面的錯(cuò)誤。aboutLanguage分詞匯和語法兩部分。詞匯部分要求學(xué)生能在具體語言環(huán)境中運(yùn)用所學(xué)詞匯和短語；語法部分主要通過大量的例句和習(xí)題要求學(xué)生自主學(xué)習(xí)，總結(jié)-ed形式在句子中作狀語用法。UsingLanguage中Readingandacting部分緊承Reading部分的劇情。這一幕的地點(diǎn)是在Higgins的家里，主要人物有Eliza,Higgins,Pickering和MrsPearce。主要講述的是Eliza來這里找Higgins教授，并請求他擔(dān)任她的老師，幫助她改變命運(yùn)的事。該部分從聽、說、讀、寫四個(gè)方面來學(xué)習(xí)和鞏固所學(xué)語言知識(shí)。Listening要求學(xué)生聽一段關(guān)于Higgins如何給Eliza授課，如何幫助她糾正發(fā)音以及其教學(xué)方法的錄音，并完成關(guān)于Eliza在發(fā)音和語法方面正確的地方以及需要改進(jìn)的地方的表格。Speaking部分有兩個(gè)任務(wù)。其一是讓學(xué)生運(yùn)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(jìn)行；其二是讓學(xué)生通過教師的引導(dǎo)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SpeakingTask中的提問來引導(dǎo)學(xué)生，讓學(xué)生自己得出結(jié)論。2．教材重組將WarmingUp，Pre-reading和練習(xí)冊SPEAKINGTASK整合在一起，上一節(jié)口語課。將Reading,Comprehending及LearningaboutLanguage中的Discoveringusefulwordsandexpressions整合在一起，上一節(jié)閱讀課。從字、詞、句和篇章幾個(gè)方面掌握目標(biāo)語言。將LearningaboutLanguage中Revisingusefulstructures及練習(xí)冊USINGSTRUCTURES中的練習(xí)整合在一起，上一節(jié)語法課。將UsingLanguage和READINGTASK整合在一起，上一節(jié)任務(wù)型泛讀課。將Listeningandspeaking,練習(xí)冊LISTENING和LISTENINGTASK整合在一起，上一節(jié)聽力課。將Speakingandwriting，練習(xí)冊中TALKING及WRITINGTASK整合在一起，上一節(jié)寫作和口語課。3.課型設(shè)計(jì)與課時(shí)分配1st PeriodSpeaking2ndPeriodReading3rd PeriodGrammar4th PeriodExtensivereading5th PeriodListening6th PeriodSpeakingandwritingⅣ.分課時(shí)教案TheFirstPeriodSpeakingTeachinggoals教學(xué)目標(biāo)Targetlanguage目標(biāo)語言重點(diǎn)詞匯adaptation,plot,professor,PygmalionAbilitygoals能力目標(biāo)EnablethestudentstotalkabouttheGreekstoryPygmalion.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearnhowtotalkabouttheGreekstoryPygmalion.Teachingimportantpoints教學(xué)重點(diǎn)Helpthestudentslearnhowtoretellthestory.Teachingdifficultpoints教學(xué)難點(diǎn)HelpthestudentsknowthesimilaritiesanddifferencesbetweenthestoryandtheplayPygmalion.Teachingmethods教學(xué)方法Discussion.Teachingaids教學(xué)準(zhǔn)備Arecorder,acomputerandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepⅠLead-inT:Hasanyoneheardof“thePygmalionEffect”？Whatisit?S1:ThePygmalionEffectisthatpeopletendtobehaveasyouexpecttheywill.Ifyouexpectapersontotakeresponsibility,theyprobablywill.Ifyouexpectthemnottoeventry,theyprobablywon’t.T:Good.Howdidyouknow?S1:IhaveoncereadsomeGreekstories.AndIhavereadthestoryPygmalionbefore.T:You’regreat.Ifsomeoneisgoodatwriting,weoftensayheorsheisaluckydogoftheMuses.Doyouknowwherethesayingcomesfrom?S1:ItalsocomesfromtheGreekstory.StepⅡWarmingupT:Yes.TodaywearegoingtolearnaboutaGreekstoryPygmalion.First,lookatthepicturesonpage28.Pleaseworkinpairsandworkoutthestory.Afterafewminutes.T:Nowlet’shavealookatthefirstpicture.Whocantellmewhat’sinitwithyourownwords?S1:Letmetry.Pygmalionwasaverygiftedartist.Hespentalongtimemakingastonestatueofabeautifulwoman.Itwassobeautifulthathecouldn’thelplovingitandwantedittobehiswife.T:Wonderful!Andwhocanfollowit?S2:Butitwasonlyastone.Howcouldhemakehisdreambecometrue?HethoughtandthoughtandatlastheaskedtheGreekGoddesstohelphimtobringittolife.T:Youdidagoodjob.Butdidhisdreambecometrueatlast?S3:Yes!TheGreekGoddessagreedtohelpandhiswishwasgranted.T:Nowwhocanpresentthecompletestorybasedontheabovedescription?S4:Letmetry.Pygmalionwasagiftedartist.Oneday,hedecidedtomakeastonestatueofabeautifulwoman.Heworkeddayandnightandatlasthefinished.Thenheclothedthefigure,decorateditwiththejewellery,andevennamedittheSleepingLove.Theworkwassobeautifulthathecouldn’thelpthinkingthatifthestatuecouldbebroughttolife,he’dverymuchlikeittobehiswife.Therefore,heaskedtheGreekGoddesstohelpmakeitalive.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?StepⅢDiscussionMakeabriefintroductionaboutShaw.T:GeorgeBernardShaw,Irishdramatist,literarycritic,asocialistspokesman,andaleadingfigureinthe20thcenturytheater.Shawwasafreethinker,defenderofwomen’srights,andadvocateofequalityofincome.In1925hewasawardedtheNobelPrizeforLiterature.Shawacceptedthehonourbutrefusedthemoney.Hewasaveryhumorousplaywright.Hereisastoryabouthim.Oneday,Shawtookpartinagrandparty,inwhichhemetthethenPrimeMinisterChurchill.ChurchillwasveryfatatthattimewhereasShawwasverythin.ChurchillsaidtoShawverysharply,“Whenpeopleseeyou,theywillknowhowpooryourcountryis”.AndthenShawansweredveryquickly,“Whenpeopleseeyou,theywillknowthereasonwhyourcountryissopoor.”FromitwecanseehowwittyShawis!T:HaveyouseenthefilmMyFairLady？S1:Yes.Itwasaboutaflowergirlwhobecamealadyintheupperclass,helpedbytheexpertinphonetics,ProfessorHiggins.T:Doyoulikethefilm?Why?S1:Yes,Ido.Whatmakes“MyFairLady”specialisthegreatmusicalscorebyMr.LoewewithlyricsbyMr.Lerner.Mostofthesongsarebynow,standardsthathavedelightedussincetheywerewrittenandhavebeensungbypracticallyallthebestsingersoftheworld.Ｔ:Verygood.Theybothhavethesametheme.Intheplay,apoor-educatedflowergirlinthestreetatlastbecamealady,justassurprisingasastonebecameabeautifulwomanintheGreekstory.NowcanyoutellmethesimilaritiesbetweentheGreekstoryandtheplay?Youcandiscussitwithyourpartner.S2:Bothwomenmadebigchanges.IntheGreekstory,thestatuewasbroughttolife;whileintheplayPygmalion,theflowergirlElizawasbroughtuptotheupperclass.T:Good.Whatelse?S3:IntheGreekstory,Pygmalionisagiftedartist,whereasintheplayPygmalion,Higginsisanexpertinphonetics.StepⅣHomeworkAskthestudentstodothefollowing.1.FindmoreinformationaboutPygmalion.2.Pre-readtheplaytoseeiftheycanunderstandwell.TheSecondPeriodReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語officer,hesitate,pence,uncomfortable,troublesome,outcome,disguise,brilliant,classify,mile,betray,dismiss,condemn,ambassador,acquaintance,handful,fortune,indisguise,pass...offas,makeone’sacquaintance,inamazementb.重點(diǎn)句子Anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety.ThereyouareandyouwereborninLissonGroveifI’mnotmistaken.But,sir,(proudly)onceeducatedtospeakproperly,thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador’sgardenparty.Thisistheageofthenewlyrich.PeoplebegintheirworkinglifeinapoorneighbourhoodofLondonwith80poundsayearandendinarichonewith100thousand.TheEnglishthatwillcondemnhertotheguttertotheendofherdays.PerhapsIcouldevenfindheraplaceasalady’smaidorashopassistant,whichrequiresbetterEnglish.2.Abilitygoals能力目標(biāo)Enablethestudentstotalkabouttheplayandusetheplaytoworkoutthecharacteristicsofeachsocialgroup.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtotalkabouttheplayandusetheplaytoworkoutthecharacteristicsofeachsocialgroup.Teachingimportantpoints教學(xué)重點(diǎn)Howtotalkabouttheplay.Teachingdifficultpoints教學(xué)難點(diǎn)Howtousetheplaytoworkoutthecharacteristicsofeachsocialgroup.Teachingmethods教學(xué)方法Listening,readinganddiscussion.Teachingaids教學(xué)準(zhǔn)備Arecorder,acomputerandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionandlead-inReviewthestoryPygmalion.T:Lastperiod,welearnedsomethingabouttheGreekstoryPygmalionandtheplayversionbyShaw.OfallofShaw’splays,Pygmalioniswithoutthedoubtthemostbelovedandpopularlyreceived.Severalfilmversionshavebeenmadeoftheplay,andithasevenbeenadaptedintoamusical.Infact,thefilmversionof1938helpedShawtobecomethefirstandonlymanevertowinthedoubleprize:theNobelPrizeforliteratureandanAcademyAward.Doyoustillrememberthestory?Nowwhocanretellittoallofus?Asampleretellingversion:Pygmalionwasagiftedartist.Oneday,hedecidedtomakeastonestatueofabeautifulwoman.Afterthat,hespentdayandnightcarvingit,andthenheclothedthefigure,gaveitthejewellery,andevennamedittheSleepingLove.Howhewantedtobringittolifeandmadeithiswife.Therefore,heaskedtheGreekGoddesstomakeitalive.AndfinallytheGoddesswasmovedbyhissincerefeeling.Hiswishwasgranted.Pygmalionthrewhimselftohisfeet,thegirlsmeltdownathim.Afterwards,theylovedeachotherandmarried.T:Canyoutellmethethemeofthestory?S:Peopletendtobehaveasyouexpecttheywill.T:Excellent!Basedonclassicalmyth,BernardShaw’sPygmalionplaysonthecomplexbusinessofhumanrelationshipsinthesocialworld.PhoneticsProfessorHenryHigginstutorstheveryCockneyElizaDoolittle,notonlyintherefinementofspeech,butalsointherefinementofhermanners.WhentheendresultproducesaveryladylikeMissDoolittle,thelessonslearnedbecomemuchmorefarreaching.OK,todaywewillreadastoryaboutit.It’swrittenbythefamousEnglishplaywright,GeorgeBernardShaw.StepⅡReadingDealwiththeReadingpart.Playthetapeforthestudentstolisten.Thenanalyzetheplay.Askthestudentstoreadthroughthetext.Whilereading,payattentiontothewritingstyle.SkimmingAskthestudentstoreadtheplayquicklyandanswerthequestions.T:Nowpleasereadtheplay.Afterafewminutes,I’llaskyousomequestions.Afterafewminutes.T:Whowouldliketoanswerthefirstquestion:Howmanycharactersarethereintheplay?S1:Therearethreecharactersintheplay.TheyareEliza,ProfessorHiggins,andColonelPickering.T:Whatistheweatherlikewhentheplaybegins?S2:Whentheplaybegins,itispouringwithrain.T:Verygood.DoyouthinkElizaawell-educatedwoman?Why?S3:No,Idon’tthinkso.Infact,sheispoor-educated.Wecanknowitclearlyfromwhatshesaid.Forexample,comeover’ere,cap’in,andbuymeflowersoffapoorgirl.Foranother,Iain’tdonenothingwrongbyspeakingtothatgentleman.T:Also,wecanlearnitfromherbehavior.Forexample,“pushesitbackathim.”O(jiān)K.Nextone:WhydidprofessorHigginswanttomakenotesofwhatElizasaid?S4:Hewantedtomakeaspeech,becauseit’shisprofession.T:Verygood.Next:What’sthemeaningof“theageofthenewlyrich”?S5:ItmeanspeoplebegintheirworkinglifeinapoorneighbourhoodofLondonwith80poundsayearandendinarichonewith100thousand.ScanningAskthreestudentstoreadtheplay.T:NextIwillaskthreestudentstoreadtheplayagain.OnewillbeEliza,oneProfessorHiggins,andoneColonelPickering.OK?Nowbegin!Afterseveralminutes.T:Great.NowIhavesomemorequestions.First:AccordingtoHiggins,ifapersonisverypoor,heorshecanstillbebetteroffatlast.Doyouagreewithhim?Ifso,howtorealizetheaim?S1:Yes.Iagreewithhim.However,inordertorealizetheaim,heorshemustgeteducated.T:Whocancompletethelastsentence:inthefirstlineonpage29:Nowoncetaughtbyme...?S2:Letmetry.Oncetaughtbyme,shewillsoonbecomealadyintheupperclass.T:Welldone.Whatotherthingsshowone’sstatueinsocietyapartfromhowonespeaks?S3:One’sclothingandbehaviorcanalsoshowhisstatue.T:DoyouthinkPickeringisoftheupperclass?S4:Yes.Ithinkheiswelleducated.Wecanlearnitfromthewayhespeaks.Forexample,“MayIask?”T:Great!Nowpleaselistentothetapecarefullyandtrytocatchthemainideaofthisact.StepⅢComprehendingThistimethestudentsshouldlistentothetapeascarefullyaspossible.Theyshouldnotonlypayattentiontothepronunciationandintonationbutgetthemainideaoftheplayaswell.T:Pygmalionisaplayaboutrecognizingaperson’spositioninsocietybythewaytheybehaveandspeak.StepⅣDiscussionAskthestudentstodoPart5onpage31.T:SupposeyouhaveachancetohelpElizaimproveheruseoftheEnglishlanguage.Lookatthesentencesonpage31inPart5andhelphercorrectallthesesentencesintermsofgrammar,spelling,etc,sothatshecanusethemproperly.Sampleanswers:1.Comehere,andcomein.Buyflowersfromme—apoorgirl.2.IdidnothingwrongwhenIspoketothatgentleman.3.Ithoughtyoumaybewasapolicemanindisguise.4.HowdoIknowwhetheryouwrotedownmywordsornot?5.YousayIcanworkasashopassistant?That’sdefinitelywhatIwant.ThenaskthestudentstoreadtheplayagainanddoPart2onpage31.T:Wehavelearnedthatthesocialpositionofthecharactersinfluencesthewaytheybehavetoeachother.Generallyspeaking,peoplearemorepolitetothosewhomtheythinkareofahighersocialclass(H)andlesspolitetothosetheyconsideraremembersofalowerclass(L).IsthistrueofthecharactersinShaw’splay?NowpleasefinishPart2onpage31.SampleanswerstoPart2:RelationshipsbetweencharactersEvidencefromtheplayHenryHiggins:1.AttitudetoColonelPickering(H)2.AttitudetoEliza(L)Isthestatementabovetrue?1.Mydearman2.Dismissively,ignore,carelesslythrowThestatementistrue.ColonelPickering:1.AttitudetoHenryHiggins(H)2.AttitudetoEliza(L)Isthestatementabovetrue?1.MayIask…/Letmecongratulateyou2....Thestatementisnottrue.Eliza:1.AttitudetoHenryHiggins(H)2.AttitudetoColonelPickering(H)Isthestatementabovetrue?1.Pushesitbackathim2....Thestatementisnottrue.StepⅤHomeworkT:Today’shomework:1.Readtheplayrepeatedlyandtrytoactouttheplay.2.Previewthegrammarpart.TheThirdPeriodGrammarTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語inreturn,introuble,indisguise,inamazement,inpain,indelight,inshockb.Grammar:Pastparticipleastheadverbial.2.Abilitygoals能力目標(biāo)Enablethestudentstousethepastparticipleastheadverbial.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtousethepastparticipleastheadverbial.Teachingimportantpoints教學(xué)重難點(diǎn)Howtousethepastparticipleastheadverbial.Teachingmethods教學(xué)方法Task-basedactivities.Teachingaids教學(xué)準(zhǔn)備Someslidesandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthehomework.Askthestudentstoactouttheplay.T:YesterdayIaskedyoutopreparefortheplay-acting.Haveyouprepared?NowIwanttoaskthreestudentstohaveatry.Aftertheyfinish,makesomecommentsontheirperformances.StepⅡWordstudyAskthestudentstofinishExx.1and2inLearningaboutLanguage.Thenchecktheanswerswiththeclass.StepⅢGrammarFirstaskthestudentstofindouttheexamplesofthepastparticipleastheadverbialintheplay:Samplesentences:1.Anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety.P282.But,sir,(proudly)onceeducatedtospeakproperly,thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador’sgardenparty.P30Explanation:T:Thepastparticipleastheadverbialisaveryimportantgrammar,anditcanindicatetime,condition,reason,andway.Wecanaddwhen/while/iforotherconjunctionsbeforethepastparticipleinordertomakethemeaningmoreclearly.Forexample:Showthefollowing.Ifbittenbyasnake,youshouldsendforhelpanddon’twalk.Theroom,althoughsupposedtobekeptlocked,wasoftenleftopen.T:Nowpleaselookatthefollowingexamples.Canyourewritethesesentences?Showthefollowing.1.Givenmoretime,wecoulddoitbetter.2.Heatedtoahightemperature,waterwillchangetovapour.3.Frightenedbythenoiseinthenight,thegirldidnotdaresleepinherroom.4.Disturbedbythenoise,wehadtofinishthemeetingearly.5.Seenfromthehill,theparklooksverybeautiful.6.Shewalkedoutofthehouse,followedbyherlittledaughter.Sampleanswers:1.When/Ifweweregivenmoretime,wecoulddoitbetter.2.When/Ifitisheatedtoahightemperature,waterwillchangetovapour.3.Asshewasfrightenedbythenoiseinthenight,thegirldidnotdaresleepinherroom.4.Asweweredisturbedbythenoise,wehadtofinishthemeetingearly.5.Whenitisseenfromthehill,theparklooksverybeautiful.6.Shewalkedoutofthehouse,andherlittledaughterfollowed.PracticeAskthestudentstofinishParts2and3onpage33.Timepermits,askthestudentstofinishExercises1and2inUSINGSTRUCTURESonpage73.StepⅣSummaryandhomeworkT:Whatdidwelearntoday?S:Thepastparticipleastheadverbial.T:Good.Whatshouldwepayattentiontowhenusingthepastparticipleastheadverbial?S:Theagreementbetweenthesubjectsinthemainclauseandthepastparticiplephrases.T:Right.Afterclass,pleasefinishtheexercisesinUSINGWORDSANDEXPRESSIONS.TheFourthPeriodExtensivereadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語pronounce,distinct,nail,compromise,horrible,bathtub,sob,disgusting,overlook,alphabet,fade,classic,effective,show...in,theotherday,takeaway,inneedof,fadeoutb.重點(diǎn)句子I’mnotaskinganyfavours—andhetreatsmelikedirt.I’dneverhavecomeifI’dknownaboutthisdisgustingthingyouwanttodotome,I...What’stobecomeofme?2.Abilitygoals能力目標(biāo)EnablethestudentstotalkabouttheplayMakingthebet.3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearnhowtotalkabouttheplayMakingthebet.Teachingimportant&difficultpoints教學(xué)重難點(diǎn)HowtotalkabouttheplayMakingthebet.Teachingmethods教學(xué)方法Individualworkanddiscussion.Teachingaids教學(xué)準(zhǔn)備Arecorderandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthehomework.AskthestudentstoreviewActOne:Fatefulmeetings.Asamplesummaryoftheact:ElizaDoolittle,isapoor,dirtyflowersellerintheturnofthecenturyEngland.ThePygmalioninthisfilmisHenryHiggins(Harrison),alinguistandphoneticexpertwhobelievesthatspeechiswhatreallysetstheclassesapart.HebetswithhisfriendColonelPickeringthatthroughachangeindressandspeech,hecanturnthelowerclassElizaintoaladythatwillfoolhighsociety.TheonlythinginthebetforElizaisthatshemightbeabletoopenherownflowershopandsomewhatescapeherlowerclassroots.StepⅡReadingHavethestudentsreadtheplaycarefullyandthenanswerthefollowingquestions.Afterafewminutes.T:Nowanswermyquestions.First:DoyouthinkElizaisveryambitious?S1:Yes,Ithinkso.BecauseshestilllikestolearnevenifHigginstreatsherrudely.T:WhydidPickeringfancyhimself?S2:Becausehecanpronouncetwenty-fourdistinctvowelsounds.T:WhathabitsdidElizahave?S3:Shehasneverhadabathinherlife;notoverherwholebody.T:WhatdoyouthinkHigginswouldhavetodotochangeElizaintoalady?S4:InordertohaveElizamakeabigchange,Higginshastoteachherthealphabet.T:HowdoyouthinkColonelPickering?S5:IthinkPickeringisverykindandwell-educated.T:WhydoesElizacollectHenry’sslippersforhimalthoughsheisnotaservant?S6:AlthoughElizaisnotaservant,fromherdeepheart,shelooksdownuponherself,andthinksheisinthelowerclass.ButHenryisinthehigherclass.SoIthinkshecollectshisslipperswillingly.T:Whydoesshethrowtheshoesathim?S7:BecauseHenrylooksdownuponher,whichdeeplyhurtsher.Sheisveryangry.T:WhydoesHenrythinkhewinsthebet?S8:BecausehethinksitishewhomakesElizaattractiveintheparty.T:WhydoesElizagetupsetwhenHenrydoesnotcongratulateher?S9:BecauseinEliza’sopinion,itisshethattriesherbesttomakeotherpeopleattractedtoher.T:WhydoesHenrygetupsetwhenhehearsElizawillmarryFreddy?S10:Infact,helovesEliza,Ithink.Afterthat,theteachercanleadthestudentstohaveadiscussionabouttheendingoftheplay.Showthefollowing.1.DoyouthinkElizashouldmarryHenry?2.DoyouthinkElizashouldmarryFreddy?3.IfElizalovesHenryandmarrieshim,doyouthinkhewillbecomeagoodhusband?Abouttenminuteslater,askthestudentstopresenttheiranswers.Sampleanswers:IthinkElizawillmarryneitherFreddynorHenry.AfterallFreddydoesnotknowthepastofEliza.IfonedayFreddylearnsaboutthat,hewillnotacceptallofthis.HebelongstotheupperclassandmaybeinhisdeephearthelooksdownuponEliza.AsforHenry,Ithinkheisverygreedyandproud.HeonlytreatsElizaashisbet.Heonlywantstoproveheiscapable,althoughatlasthefallsinlovewithEliza.However,whenhetrulymarriesEliza,theselfishnesswillagainappear.Hewillnotbecomeagoodhusband.Asamatteroffact,Elizahasbecomeaconfidentgirlafterexperiencingthesethings.Maybeshewillfindhertrueloveatlast.StepⅢHomeworkT:InActTwo,Scene1,ElizawenttoHiggins’houseforhelpwhileColonelPickeringwasthere.Higginsdecidedtobeginhisexperiment.HefirstwantedhertotakeabathandthendiscussedwithPickeringabouthowtoteachthegirl.Today’shomework:

1.Readtheplayonceagain.2.Pre-listentotherecordingforListeningandspeakingpart.TheFifthPeriodListeningTeachergoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語pronunciation,criteria,ambassador,confused,impress,evidence,giveawayb.重點(diǎn)句子Doesheconcentrateonherpronunciationratherthanhergrammar?ShespeaksEnglishsowellthatshemustbeaforeigner,probablyaHungarian.Sheissobeautifulthatshemustbeaprincess.2.Abilitygoals能力目標(biāo)Enablethestudentstolistentoandunderstandtheplayinthelisteningmaterial.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtolistentoandunderstandtheplayinthelisteningmaterial.Teachingimportant&difficultpoints教學(xué)重難點(diǎn)Howtolistentoandunderstandtheplayinthelisteningmaterial.Teachingmethods教學(xué)方法Individualworkandcooperativelearning.Teachingaids教學(xué)準(zhǔn)備Arecorderandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthehomework.Thentalkaboutthecharactersintheplay.T:InShaw’splay,eachcharacterisdepictedvividlyespeciallythethreemaincharacters.Whatcanyousayaboutthem?S1:ElizaDoolittleisaflowergirlworkingoutsideCoventGarden.Herpotentialtobecome“alady”becomestheobjectofabetbetweenHigginsandPickering.S2:HenryHigginsisaBritish,upperclassprofessionalbachelor,aworld-famousphoneticsexpert,teacher.S3:ColonelPickeringisaretiredBritishofficerwithcolonialexperienceandlaterafriendofHiggins’.T:NowpleaselookatPart4onpage31.Choosethoseadjectivesinthelistwhichbestdescribeeachcharacterintheplay.Placethemintherightplaceinthebox.Sampleanswers:He