高中英語《Uni Pygmalion》聽力教案 人教版選

云南省隴川縣第一中學(xué)高中英語《Unit4Pygmalion》聽力教案新

人教版選修8Teachergoals教學(xué)目標(biāo)Targetlanguage目標(biāo)語言重點(diǎn)詞匯和短語pronunciation,criteriei,ambassador,confused,impress,evidence,giveaway重點(diǎn)句子Doesheconcentrateonherpronunciationratherthanhergrammar?ShespeaksEnglishsowellthatshemustbeaforeigner,probablyaHungarian.Sheissobeautifulthatshemustbeaprincess.Abilitygoals能力目標(biāo)Enablethestudentstolistentoandunderstandtheplayinthelisteningmaterial.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?SI:ElizaDoolittleisaflowergirlworkingoutsideCovcntGarden.Herpotentialtobecome“alady"becomestheobjectofabetbetweenHigginsandPickering.S2:HenryHigginsisaBritish,upperclassprofessionalbachelor,aworld-famousphoneticsexpert,teacher.S3:ColonelPickeringisaretiredBritishofficerwithcolonialexperienceandlaterafriendofHiggins'.T:NowpleaselookatPart4onpage31.Choosethoseadjectivesinthelistwhichbestdescribeeachcharacterintheplay.Placethemintherightplaceinthebox.Sampleanswers:HenryHiggins:impatient,emotional,superiorColonelPickering:kind,polite,unsureEliza:anxious,eager,ambitiousStepIIListeningAskthestudentstoworkinpairsanddiscusswhattheywoulddotochangeElizaintoaladyandhow,andthenfillinthetableinPart1.T:Fromthescenewelearnedlastperiod,weknowthattheambitiousflowergirlwantstoliftherselftoupperclasssociety.Accordingtotheexpert,Higgins,whatsheneedsissomeeducation.NowworkinpairsanddiscusswhatyouwouldhavetodotochangeElizaintoalady.FillinthetableinPart1onpage35.ThingsthatneedtobechangedHowtomakethechange1.speech1.startwiththealphabetandpronunciation,andlearntospeakgrammaticallyrightsentencesandtrytospeakclearlyandfluently.2.clothing2.changetheshabbyclotheswithbeautifulonesandoftentakebaths.3.behavior3.learntobehavepolitelyandgracefully.Afterthat,askthestudentstolistentotherecordingandanswerthequestionsinPart3.T:NowgothroughthequestionsinPart3.AndthenIwillplaythetapethreetimes.Forthefirsttime,trytogetthegeneralideaofthematerial.Whilelisteningforthesecondtime,trytoputdowntheimportantinformation,andanswerthequestions.Forthethirdtime,Iwillpausewherenecessary,andyoucancheckyouranswers.Playthetapethreetimes.Afterthat,checktheanswers.StepIIIListening(Workbook:P70)Firstdiscussthequestionswiththestudents.T:Nextwe'11listentoActThreeoftheplay,testingEliza.Beforelistening,let'sdiscusssomequestions.Nowlookatthequestionsonpage70.HowwouldyoutestEliza?SI:Iwouldtakehertoagrandparty,wheretherearcalotofrichpeopletoseeifshecangetalongwellwithotherpeopleorifpeoplewouldliketotalkwithher.Ifso,Elizahasbeentaughtwellandhasmadegreatprogress.Ifnot,shewillbetaughtagain.T:Goodidea!Whatcriteriawouldyouusetodecideifthetestwasasuccessornot?S2:Ithinkwccouldusequantityandeffectofhercommunicationascriteria:howmanypeoplewanttotalkordancewithher?Whatdopeoplefeelabouther?Thenaskthestudentstolistentotherecordingthreetimesandfinishtheexercises.T:Good!Nowlet*slistentothetapeandfinishtheexercises2-4.Andthenchecktheanswerswiththeclass.Afterthat,askthestudentstothinkofsomenewideastohelpProfessorHigginsteachElizabetter.T:Fromtheabove,weknowElizahasmadesomeprogressinherspeechandbehavior.Butafterthetest,ProfessorHigginsfindswhathehasdoneisnotenough.InordertoteachElizabetter,hedecidestodosomethingtoimproveher.NowworkingroupsanddiscusswhatstillneedstobedonetoturnElizaintoalady.SI:InordertoteachElizabetter,Higginscanhavehersellflowersagainbutinthetheaterintheday.Butsheneedsnottoworryabouthowmuchshecouldearn.Whatsheneedsdoistopaymoreattentiontowhataladyoragentlemanissayingandhowtheybehavethemselves.AndHigginswouldaskheraboutwhatshehaslearnedduringthedaytime.Shemustimitatewhatshehasseenandheard.T:Goodjob.StepIVTalkingT:WhenHenryandPickeringgethome,theywi11havetotalktoElizaabouttheteaparty.Whatdoyouthinktheywillsaytoherinordertoimproveherconversationalskillsbutnotspoilherconfidence?NowworkinpairsandworkoutthespeechthatPickeringandHenrywillmaketoEliza.RememberthatElizaisnotsurethatsheconvincedFreddyandClarathatshewasalady.Sobekindtoheraswellasgivehergoodadvice.Asamplespeech：(E=Eliza;H=Higgins;P=Pickering)H:Youdidquitewellintheparty,really.ButIthinkyouneedmorepractice.E:That'senough.I'mfedupwiththedrillsandthosepronunciationandpoliteness.That*senough!H:Calm!Younglady!Justthinkwhatyou'retryingtoaccomplish.Justthinkwhatyou'redealingwith.ThemajestyandgrandeuroftheEnglishlanguageisthegreatestpossessionwehave.Thenoblestthoughtsthateverflowedthroughtheheartsofmenarecontainedinitsextraordinary,imaginativeandmusicalmixturesofsounds.Andthat'swhatyou'vesetyourselfouttoconquerEliza.Andconquerit,youwill.E:ButMrsPearcesaysIsoundlikeaFrenchlady.IthinkTvelearnedenoughto...P:(interrupther)Yeah,yeah...Ithinkyoulookperfect,butthereneedssomeimprovement.E:(becomepeaceful)OK.Letmetry.P:Iknowyoutalkedabouttheweather,butit'snotsuitabletomentiontheweatherattheparty.H:Yourspeechhasgreatlyimproved.Butyoustillneedtolearnhowtotakethechancetospeakproperwordsatapropertime.P:Ithinkyouneedmorepracticeingrammar,too.H:Youruseofgrammaris