高中英语：教学设计：Pygmalion

1、Unit 4 PygmaI ion 教学设计The 1st period SpeakingAbility goalsEnable the students learn how to talk about the Greek story PygmalionLearning ability goalsHelp the students learn how to talk about the Greek story PygmalionTeaching important & difficult pointsHelp the students know the similarities and dif

2、ferences between the story and the playPygmalionTeaching methodsDiscussionStep 1 Warming upAsk the students to tell the story about according to the picturesAnd then the teacher tell the story to the studentsStep 2 DiscussionMake a brief introduction about showStep 3 See the film of the first part c

3、omprehending (C AA C D)This text is mainly about the first experience of Eliza meeting with.Professor HigginsColonel PickeringProfessor Higgins and Colonel Pickeringa gentlemanEliza greeted to the gentleman in order to.ask him to buy some flowers from hertalk with himask him to teach herbeg some mon

4、ey from himWhy Eliza began to cry? Because.she thought Professor Higgins would arrest himthe gentleman didnt give her some moneyPickering beat and scolded herthere was no reasonProfessor Higgins believed that he could judge a person by.his appearancehis actionhis conversationhis mannersFrom the text

5、, we can infer that Professor Higgins is a man described below EXCEPThe doesnt care about moneyhe is an expert in phoneticshe is proudhe is greedyStep 4 HomeworkFind out more information about PygmalionPre-read the play to see if they can understand wellthe 2nd -3rd period Reading (1)Ability goalsEn

6、able the students to talk about the play and use the play to work out the characteristics of each social groupLearning ability goalsHelp the students learn how to talk about the play and use the play to work out the characteristics of each social groupTeaching important & difficult pointsHow to use

7、the play to work out the characteristics of each social groupTeaching methodsListening, reading and discussionStepl ReadingDeal with the reading part.Play the tape for the students to listen. Then analyze the play. Ask the students to read through the text. While reading, pay attention to the writin

8、g style.Step 2 Language pointAsk if students have same trouble in understanding the play. If so, make some explanationsStep3 ComprehendingThis time students should listen to the tape as carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main ide

9、a of the play as well. Ask the students to fill in the blanks on page 30Step 4 DiscussionAsk the students to do part 5 on page 31, check the answersAsk the students to read the play again and do part 2 on page 31Step 5 Homeworkread the play repeatedly and try to act out the playreview the grammar pa

10、rtthe 4th period GrammarAbility goalsEnable the students to use the past participle as the adverbiallearning ability goalsHow to use the past participle as the adverbialTeaching important & difficult pointsHow to use the past participle as the adverbialTeaching methodsTask- based activitiesStep 1 Re

11、visionCheck the homeworkStep 2 Word studyAsk the students to finish Exercise 1 and 2 in the Learning about LanguageThen check the answers with the classStep 3 GrammarThe past participle as the Attribute Predicative and the object complement作用与用法：过去分词(表示完成和被动的动作)具有形容词、副词的作用，在句中可以用作定 语、表语、宾语补足语和状语，但不能

12、单独构成谓语。定语过去分词作定语,表示分词动作与所修饰的名词之间存在被动关系。单一的过去 分词作定语一般放在被修饰的名词之前;过去分词短语作定语放在被修饰之后，过去 分词及过去分词短语作定语均可以转换为一个定语从句。如：The broken window (=The window which was broken) will be replaced soon.The books bought yesterday (which were bought yesterday) are of high quality.表语过去分词作表语，表示主语的状态，且该状态通常是由外界因素引起的。这时过 去分词可

13、以被看作一个形容词，是形容词化的过去分词。如:Im interested in reading novels written by Jin Yong.宾语补足语作宾语补足语的过去分词一般是及物动词，和宾语有逻辑上的主谓关系。可以带 过去分词作宾语补足语的动词有：see, hear, watch, feel, think, find等表示感觉和心理状态的动词。We found her greatly changed.make, get, have, help, leave等表示致使”意义的动词What made them so frightened?like, want, wish, order

14、等表示“希望、要求”等意义的动词He wont like such questions discussed at the meeting.现在分词与过去分词的区别：定语中现在分词作定语常表示“动作正在进行”，此时或当时的状态等;过去分词那么常表示 “动作发生在谓语动词的动作前”等;被修饰的名词一般是现在分词的逻辑主语，是过 去分词的逻辑宾语。表语现在分词作表语，具有主动的含义,意味着“起这种作用”;而过去分词作表语具有 被动含义，意味着“受这种影响”。如：The work was tiring. 这项工作挺累人的。The workers were soon tired.工人们很快就感到累了宾语

15、补足语现在分词作补足语，被补足的宾语或主语是它的逻辑主语（即主动关系）;过去分词 作补足语，被补足的宾语或主语是它的逻辑宾语（即被动关系）。如：I heard someone calling me.I heard my name called.Step 4 Do some exercisesStep 5 homeworkFinish the exercises in USING WORDS AND EXPRESSIONSThe 5th period Reading （2） & ListeningAbility goalsEnable the students to talk about the

16、 play making the beltLearning ability goalsHelp the students learn how to talk about the play making the beltTeaching important & difficult pointsHow to how to talk about the play making the beltTeaching methodsListening, reading and discussion individual workStep 1 RevisionCheck the homeworkAsk the

17、 student to review Act One: fateful meetingsStep 2 ReadingHave the students see the play of Act Two carefully and then answer the following questionsAfter a few minutes, check the following questions. ( C C AB A)This text is mainly about Henry Higgins and Colonel Pickering about teaching Eliza.makin

18、g a conversationquarrelingmaking a betfightingEliza came to visit Henry Higgins and Colonel Pickering in order to let themA. give her some moneyB. give her a job as a flower shops assistantC. teach her speak wellD. have a bathAliza only offered them if they could teach her.A. 1 shillingB. 2 shilling

19、sC. nothingD. 3 shillingsHenry Higgins and Colonel Pickering finally decided to Eliza.A. throw backB. teachC. only teach her how to speakD. beatEliza refused to have a bath, from what she said, we can infer that she lived a life.A. miserableB. happyC. goodD. dirtyHave the students see the play of Ac

20、t three carefully and then discuss the following questionsWhat do you think about his teaching methods?Do you think he is correct? Give a reasonStep 3 Language pointAsk if students have same trouble in understanding the play. If so, make some explanationsStep 4 HomeworkRead the play once againPrevie

21、w the reading and the listening task in the workbookThe 6th period Reading (3) & ListeningAbility goalsEnable the students listen and understand the listening task and the Act fivelearning ability goalsHelp the students how to listen and how to understand the playTeaching important & difficult point

22、show to listen and how to understand the playTeaching methodsListening, reading and discussion individual workStep 1 RevisionCheck the homework, talk about the characters in the playHenry: impatient, emotional, superiorColonel Peckering： kind, polite, unsureEliza: anxious, eager, ambitionStep 2 listening (work book page 70 )Discuss the question wit