Unit4Pygmalion教學計劃Ⅰ.單元教學目標技能目標SkillGoals▲ListentoandtalkaboutthestoryPygmalion▲Readandactoutaplayaboutrecognizingaperson’spositioninsociety▲Usethepastparticipleastheadverbial▲WriteareviewoftheplayⅡ.目標語言功能句式推測（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結構Thepastparticipleastheadverbial重點句子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。Up是三幅描述希臘神話故事Pygmalion主要情節的圖畫。要求學生根據圖片提示，聯系已有知識，再現這個美麗的神話故事，并能就此話題展開討論。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的故事情節。Reading講述了發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，講話粗魯的Eliza改造成能講標準英文的淑女。Eliza就住在ProfessorHiggins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。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才發現不能沒有她。最后Eliza回到了ProfessorHiggins身邊。兩人言歸于好。劇中Higgins教授希望把一個街頭賣花的姑娘轉變成一個有修養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。分為兩部分。第一部分根據課文，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。aboutLanguage分詞匯和語法兩部分。詞匯部分要求學生能在具體語言環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。UsingLanguage中Readingandacting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MrsPearce。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。Listening要求學生聽一段關于Higgins如何給Eliza授課，如何幫助她糾正發音以及其教學方法的錄音，并完成關于Eliza在發音和語法方面正確的地方以及需要改進的地方的表格。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SpeakingTask中的提問來引導學生，讓學生自己得出結論。2．教材重組將WarmingUp，Pre-reading和練習冊SPEAKINGTASK整合在一起，上一節口語課。將Reading,Comprehending及LearningaboutLanguage中的Discoveringusefulwordsandexpressions整合在一起，上一節閱讀課。從字、詞、句和篇章幾個方面掌握目標語言。將LearningaboutLanguage中Revisingusefulstructures及練習冊USINGSTRUCTURES中的練習整合在一起，上一節語法課。將UsingLanguage和READINGTASK整合在一起，上一節任務型泛讀課。將Listeningandspeaking,練習冊LISTENING和LISTENINGTASK整合在一起，上一節聽力課。將Speakingandwriting，練習冊中TALKING及WRITINGTASK整合在一起，上一節寫作和口語課。3.課型設計與課時分配1st PeriodSpeaking2ndPeriodReading3rd PeriodGrammar4th PeriodExtensivereading5th PeriodListening6th PeriodSpeakingandwritingⅣ.分課時教案TheFirstPeriodSpeakingTeachinggoals教學目標Targetlanguage目標語言重點詞匯adaptation,plot,professor,PygmalionAbilitygoals能力目標EnablethestudentstotalkabouttheGreekstoryPygmalion.Learningabilitygoals學能目標HelpthestudentslearnhowtotalkabouttheGreekstoryPygmalion.Teachingimportantpoints教學重點Helpthestudentslearnhowtoretellthestory.Teachingdifficultpoints教學難點HelpthestudentsknowthesimilaritiesanddifferencesbetweenthestoryandtheplayPygmalion.Teachingmethods教學方法Discussion.Teachingaids教學準備Arecorder,acomputerandaprojector.Teachingprocedures&ways教學過程與方式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教學目標1.Targetlanguage目標語言a.重點詞匯和短語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Enablethestudentstotalkabouttheplayandusetheplaytoworkoutthecharacteristicsofeachsocialgroup.3.Learningabilitygoals學能目標Helpthestudentslearnhowtotalkabouttheplayandusetheplaytoworkoutthecharacteristicsofeachsocialgroup.Teachingimportantpoints教學重點Howtotalkabouttheplay.Teachingdifficultpoints教學難點Howtousetheplaytoworkoutthecharacteristicsofeachsocialgroup.Teachingmethods教學方法Listening,readinganddiscussion.Teachingaids教學準備Arecorder,acomputerandaprojector.Teachingprocedures&ways教學過程與方式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.”OK.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教學目標1.Targetlanguage目標語言a.重點詞匯和短語inreturn,introuble,indisguise,inamazement,inpain,indelight,inshockb.Grammar:Pastparticipleastheadverbial.2.Abilitygoals能力目標Enablethestudentstousethepastparticipleastheadverbial.3.Learningabilitygoals學能目標Helpthestudentslearnhowtousethepastparticipleastheadverbial.Teachingimportantpoints教學重難點Howtousethepastparticipleastheadverbial.Teachingmethods教學方法Task-basedactivities.Teachingaids教學準備Someslidesandaprojector.Teachingprocedures&ways教學過程與方式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教學目標1.Targetlanguage目標語言a.重點詞匯和短語pronounce,distinct,nail,compromise,horrible,bathtub,sob,disgusting,overlook,alphabet,fade,classic,effective,show...in,theotherday,takeaway,inneedof,fadeoutb.重點句子I’mnotaskinganyfavours—andhetreatsmelikedirt.I’dneverhavecomeifI’dknownaboutthisdisgustingthingyouwanttodotome,I...What’stobecomeofme?2.Abilitygoals能力目標EnablethestudentstotalkabouttheplayMakingthebet.3.Learningabilitygoals學能目標HelpthestudentslearnhowtotalkabouttheplayMakingthebet.Teachingimportant&difficultpoints教學重難點HowtotalkabouttheplayMakingthebet.Teachingmethods教學方法Individualworkanddiscussion.Teachingaids教學準備Arecorderandaprojector.Teachingprocedures&ways教學過程與方式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教學目標1.Targetlanguage目標語言a.重點詞匯和短語pronunciation,criteria,ambassador,confused,impress,evidence,giveawayb.重點句子Doesheconcentrateonherpronunciationratherthanhergrammar?ShespeaksEnglishsowellthatshemustbeaforeigner,probablyaHungarian.Sheissobeautifulthatshemustbeaprincess.2.Abilitygoals能力目標Enablethestudentstolistentoandunderstandtheplayinthelisteningmaterial.3.Learningabilitygoals學能目標Helpthestudentslearnhowtolistentoandunderstandtheplayinthelisteningmaterial.Teachingimportant&difficultpoints教學重難點Howtolistentoandunderstandtheplayinthelisteningmaterial.Teachingmethods教學方法Individualworkandcooperativelearning.Teachingaids教學準備Arecorderandaprojector.Teachingprocedures&ways教學過程與方式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