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视频标签：Pygmalion
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修八Book8 Unit 4 Pygmalion Using Language Writing浙江省 - 宁波
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人教版高中英语选修八Book8 Unit 4 Pygmalion Using Language Writing浙江省 - 宁波
选修八 Unit 4 Pygmalion Using Language: Writing
教学设计
一、 单元主题：文学作品——戏剧
二、 写作类型：创造性写作（续写《皮格马利翁》一幕）
三、 授课时长：一课时（40分钟）
四、 单元内容分析：
本单元的重点是学习英语戏剧的文本形式即剧本。单元主题是通过分析剧本《皮格马利翁》中各个人物的性格而展开的，指向对学生语言能力、文化意识、思维品质和学习能力等英语学科核心素养的培养，体现英语学习活动观。学生通过学习后要了解戏剧的文学特点。难点是通过故事的表层意义，理解其深刻寓意。 五、 课时分析：
本课的创造性写作是基于本单元Reading和Using Language两篇课文，即两幕剧本，以及Listening中一幕剧本而展开续写。学生在创造性写作前必须充分读懂前几幕剧本的主要内容，分析人物性格特点，抓住戏剧写作的特点和本剧的主旨。故事讲述了一位来自社会下层且语言粗俗的卖花女伊莱扎(Eliza)，偶然遇到上层社会的皮克林上校(Colonel Pickering)和希金斯教授(Professor Higgins)的情形。通过他们之间的对话和各自具有的代表性语言，突出本剧主题：人的语言和行为都受他（她）所处的社会地位和社会环境的影响，但是个人的后天努力可以改变现状，所以应充分挖掘潜力，争取不断进步。剧本第二部分的剧情着重描写了伊莱扎为了改变自己的命运，主动上门来到希金斯教授家中要求学习规范语言。希金斯教授看到伊莱扎衣着脏
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乱、语言举止粗俗，拒绝教她，但为了和皮克林上校打赌来证明其语言观及教学能力，同意收下伊莱扎。于是，伊莱扎在教授家学起了规范语言。Listening讲述了希金斯教授不断纠正伊莱扎的英语发音，教学时狂妄自大，语言粗鲁，令伊莱扎痛苦不堪。基于以上的剧情和语言特点，本课时指导学生写一个场景的剧本，即希金斯教授和伊莱扎的第二次授课情景。 六、 学情分析：
授课对象为某中学高二4班学生40人。学生英语基础一般，但学习态度较认真，学习热情高，课堂气氛较活跃。大部分学生已经基本具备了在阅读中获取细节信息的能力，能用英语自信地表达观点。但是多数同学在整合信息、逻辑推理、分析论证、批判评价方面的能力比较欠缺，对读后续写的如何丰富内容，增强叙述的画面感，体现人物性格品质，都缺乏具体的认识和训练。另外，由于单元体裁的特殊性，对戏剧的语言特点和剧作家萧伯纳幽默、睿智的语言表达的模仿写作都比较陌生。 七、 教学目标：
在本课学习结束后，学生能够：
1. 获取、梳理剧中人物关系和剧情细节的事实性信息； 2. 理解戏剧的主旨大义；
3. 分析、概括、整合、阐释人物性格特点； 4. 推断剧情走向，抓住戏剧写作的特点，续写剧本；
5. 提升写作技巧，丰富内容，增强叙述的画面感，体现人物性格
宁波北仑明港高级中学 周洁
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特点，结合表演，提升对剧本的认识； 6. 了解中西方戏剧的差异，培养跨文化意识 八、 教学重点：
学生通过阅读，梳理剧中人物关系，分析、概括人物性格特点，推断剧情走向，抓住戏剧写作的特点，续写剧本。 九、 教学难点：
首先，学生对西方剧作家了解不多，文化背景知识薄弱，所以难点是通过故事的表层意义，理解其深刻寓意；第二，续写是建立在充分理解前文的基础之上，加之戏剧语言与其他体裁的语言有较大不同，所以第二个难点是在续写时应充分体现剧作家原有的写作风格。 十、 教学资源：
教材、多媒体课件、学案、黑板、粉笔 十一、
教学过程：
步骤
教学活动
设计意图
互动时
间&模式
Lead in
Step 1 Brainstorming
Ss imagine that they are faced with the choice to attend an one-on-one English online lesson. Q: What concerns you most about one-on-one English
online lesson?
Tips: Teachers/ Courses/ Fee/ Homework/ Feedback/ Assessment...
(standard English pronunciation, correct English Grammar, be patient/easy-going/good-looking/strict..., use of appropriate English in different situations, with more communication, feedback and support, with or without homework, reasonable lesson fee)
创设情境，引出主题，发散思维。
8’ IW
GW Step 2 Discussion
T directs Ss’ attention from English Online lesson to the lesson that Eliza attended.
T: Previously, we learned that Eliza had her first English lesson in Prof. Higgins’ home. Did Eliza have a good experience of English learning in Professor Higgins’ home for the first time? How would she feel after her lesson? How do you know that? S: No, she didn’t. She would felt ....
(Ss try to give reasons for their opinions in a complete sentence rather than a simple word or phrase.) Sentence pattern:She would felt.... because... Hints:
1. She would felt insulted becauset she had to say the alphabet at the beginning of her first lesson, which seemed too easy for an adult.
2. She would felt hurt and frustrated bucause she tried really hard to pronounce as H told her, but failed again and again, at least she could not meet H’s requirements.
3. She felt stressed-out and hopeless because she rushed out crying at the end of the lesson, for H was rude and angry. (Answers may vary)
利用图片，回顾
前文内容，自然过渡到本课主题。
归纳总结主人公的表现和情感态度，为续写做好铺垫。
6’ IW
Getting prepared for writing
Step 3 Identifying literary elements
Ss enjoy some pictures about what happened to the characters. Characters Major Characters Eliza (E) Professor Higgins (H) Minor Characters Colonel Pickering (CP) Mrs. Pearce (MP)
Character traits Eliza (E) eager, ambitious, anxious, emotional, dynamic, independent Professor
impatient, rude,
confident,
为了全面理解故事，学生必须积极阅读。采用
选择题、表格、概要填空等形式，梳理前文脉络，为后面活动的有效进行奠定扎实基础。
识别戏剧文学的三要素：戏剧冲突（主要表现
6’ IW GW
宁波北仑明港高级中学 周洁
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Higgins (H) superior, self-important, arrogant, expert
Colonel Pickering (CP)
kind, polite, generous, thoughtful, gentle
Mrs. Pearce (MP) devoted, responsible Plot
It tells a story between a phonetic professor, H, and a flower girl, E. Prof. H made a bet with his friend CP and he claimed that he could turn the rude flower girl E into a lady by teaching her English in six months. Tone humor, satire Theme
The great influence of language
on people’s life or even fate
（To better understand the connection between the theme and character traits, T describes Eliza as a girl of “IDEAL”: Independent, Dynamic, Eager, Ambitious, Lovely while describes Prof. Higgins as a man of “SATIRE”: Self-important, Arrogant, Thoughtless, Impatient, Rude, Expert.）
为剧中人物的性格冲突）、戏剧语言、舞台说明。
故事发生地、人物及关系、人物性格特点、戏剧情节、戏剧的主题的梳理，为续写奠定基础。
Step 4 Comparing and Contrasting
Attitude to Eliza’s
incompetence in English learning Similarities Differences
Professor Higgins
More
interested in the bet rather than in the poor girl
CP was gentle and treated E like a lady. He inspired her even she made little progress. H was too proud of himself and criticized E even
通过比较人物，发现他们的共同点。通过对
比，则发现他们的不同之处。通过对戏剧人物的比较和对比，学生可以对人物特点的理解更加到位。
4’ IW
宁波北仑明港高级中学 周洁
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(With sentences/evidence from the Text book.)
Colonel Pickering
she made a small mistake. He was very strict and impatient.
Prediction
Step 5 Identifying foreshadowing
T: How would H feel after the first lesson? (Q1)
(Maybe he believed that E was too bad to deserve praise/far from satisfaction.)
T: Was that fair for H to criticize E? (Q2)
S: That was unfair, because E tried really hard.
T: Try to think it from Higgins’ perspective. Any reasons for being so strict? (Q3)
S: Being strict shows the professor’s attitude. He was determined to turn her into a lady. And his behavior is not personal but a reflection of the progress she needed to make.
T: What do you think would make Eliza happier? (Q4) S: Encouragement. Praise.Comfort. Change of teaching style.
T: Will she be back for a second lesson? Why? (Q5) S: I believe she will come back for she is a girl with great determination and ambition. She can pick up courage and strength and get started again.
T: What will Professor Higgins teach in his second lesson? Why? Do you think H would change his teaching style for the second lesson? (Q6)
Ss brainstorm ideas of what Professor Higgins might teach in the second lesson and possible reasons for that. Make a list of reasonable ideas.
Eg. Professor Higgins might teach Eliza how to behave properly in communicating with people in social meetings. It is more likely that Eliza would make great progress as Professor Higgins had promised. (Answers may vary)
在阅读和写作之前，预测剧情的发展。戏剧剧情又往往是社会真实生活的载体和表现形式。在阅读和写作时，结合自己对生活的理解，展开想象，预测人物关系的变化和剧情的走向。
伏笔是作家对剧情推动发展的预示，可以是旁白的描述或评论，人物内心的想法，也可以是剧情中的某些细节。学生在阅读准备时，需要尝试着去判断剧本中已有的伏笔，带着问题如“这样的描述意味着将要发生什么？”“人物的动作或语言中，有没有什Step 6 Focusing on the language
Criticism
1. “(far from satisfied)”
2. “Don’t argue---just say it.” 3. “(bored) Stop at once.” “Stop.” 4. “(Angrily)Why are you crying?” 5. “Away with you!”
Encouragement
6. “Splendid, Miss Doolittle. Never mind ...” 7. “Good, good!”
8. “That’s too much better.”
9. “Now Henry, couldn’t you have been kinder to that poor girl after all the effort she made?” (The language is easy, witty and forceful.)
While writing, Ss have to stick to the point and imitate how George Bernard Shaw conveys his ideas by easy but forceful language.
学生应该尝试做出判断和推理，通过所给信息推理文字背后的含义，深入体会作者的写作意图，从而得出较为全面、理性、深刻的结论。
4’ IW GW Writing
Step 7 Functional expressions
Encouragement and Praise
T: How do you encourage/praise people? 1. Encourage even the smallest effort.
2. Stop finding fault with the wrong and applaud the
right.
3. Look for outwardly demonstrable ways to
encourage a person.
4. Make positive comments. Don’t worry about faliures. Don’t stop trying! Don’t lose heart. Give it a try. Go for it.
It’s worth a shot. Why not try again?
丰富读后续写内容，对学生的语言能力、学习能力及思维品质提出了较高要求。如何增强叙述的画面感，如何体现人物性格品质，学生在具体的训练中，对戏剧的语言特点和剧作家萧伯纳幽默、睿智的语言表达进行模仿写作。
4’ IW
宁波北仑明港高级中学 周洁
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Keep up the good work.Believe in yourself. I’m so proud of you!
Ss write a scene with all the tips above.
Homework
Step 8 1. Finish your writing of the scene. While writing, you
have to stick to the point and imitate how George Bernard Shaw conveys his ideas by easy but forceful language.
2. Polish your writing.
3. In a group of four, have a role-play and have fun.
课后作业是课堂的延伸，学生进行更加细致的文本剖析、语言锤炼，让课堂更加扎实有效。
十二、
板书设计：
十三、 附：学生写作活动的部分课堂生成
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