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视频标签：Pygmalion
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视频课题：人教版Book 8 Unit 4 Pygmalion Reading Speaking江西省 - 景德镇
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Unit 4 Pygmalion
Ⅰ. 单元教学目标 技能目标Skill Goals
▲Listen to and talk about the story Pygmalion
▲Read and act out a play about recognizing a person’s position in society ▲Use the past participle as the adverbial ▲Write a review of the play Ⅱ. 目标语言 功 能 句 式
推测（conjecture） I wonder whether... Is it possible that...? Do you know if...?
Do you really think that’s true? Why do you think so? I think it’s because... What do you think of this idea? Why do you think Higgins felt like that? Mrs Pearce would comfort / encourage her by ..
词汇 1．四会词汇
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, fade 2．认读词汇
phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct
3．词组
pass... off as, make one’s acquaintance, in amazement, in terms of, generally speaking, show... in, the other day, take away, once more, in need of, fade out
结 构 The past participle as the adverbial
重 点 句 子
1. An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society. P28
2. There you are and you were born in Lisson Grove if I’m not mistaken. P29
3. But, sir, (proudly) once educated to speak properly, thatgirl could pass herself off in three months as a duchess at an ambassador’s garden party. P30
4. This is the age of the newly rich. People begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand. P29
5. The English that will condemn her to the gutter to the end of her days. P30
6. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English. P30
7. What other things show one’s status in society apart from how one speaks? P31
8. I’m not asking any favours — and he treats me like dirt. P34
9. I’d never have come if I’d known about this disgusting thing you want to do to me, I... P34
10. What’s to become of me? P74
Ⅲ. 教材分析和教材重组 1. 教材分析
本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神
话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。语法部分重点学习过去分词作状语的用法。
1.1 Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。要求
学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。
1.2 1.2 Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话
故事所反映的共同主题，并初步酝酿可能出现的故事情节。
1.3 1.3 Reading讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins,
Pickering。Eliza原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins。Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。Eliza就住在Professor Higgins的家中，受了一阵子语言训练。最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。在场的人都不知道Eliza的出身。女王还对Eliza大加赞赏。Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。Eliza盛怒之下，离开了Higgins。她走之后，Higgins才发现不能没有她。最后Eliza回到了Professor Higgins身边。两人言归于好。剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致。
1.4 Comprehending分为两部分。第一部分根据课文，让学生回答相关问题；
第二部分要求学生从课文中找出这三个不同社会阶层的人物对不同于自己阶层的人们所持的态度；第三部分要求学生思考除了语言以外，哪些方面还能显示出人们社会地位的不同；第四部分要求学生运用所给词汇描述剧本中不同人物的性格特点；第五部分要求学生纠正Eliza语言中的语法、拼写等方面的错误。
1.5 Learning about Language分词汇和语法两部分。词汇部分要求学生能在具
体语言环境中运用所学词汇和短语；语法部分主要通过大量的例句和习题要求学生自主学习，总结-ed形式在句子中作状语用法。
1.6 Using Language中Reading and acting部分紧承Reading部分的剧情。这一
幕的地点是在Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。主要讲述的是Eliza来这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。该部分从听、说、读、写四个方面来学习和巩固所学语言知识。
1.7 Listening要求学生听一段关于Higgins如何给Eliza授课，如何帮助她纠正
发音以及其教学方法的录音，并完成关于Eliza在发音和语法方面正确的地方以及需要改进的地方的表格。
1.8 Speaking部分有两个任务。其一是让学生运用所给的表示猜测的语句展
开联想，说出他们的第二课该如何进行；其二是让学生通过教师的引导总结出希腊神话故事和萧伯纳的剧本两者之间的共同和不同之处。教师可以通过Speaking Task中的提问来引导学生，让学生自己得出结论。 2．教材重组
2.1 将Warming Up，Pre-reading和练习册SPEAKING TASK整合在一起，
上一节口语课。
2.2 将Reading, Comprehending及Learning about Language中的
Discovering useful words and expressions整合在一起，上一节阅读课。从字、词、句和篇章几个方面掌握目标语言。
2.3 将Learning about Language中Revising useful structures及练习册USING STRUCTURES中的练习整合在一起，上一节语法课。
2.4 将 Using Language和READING TASK整合在一起，上一节任务型泛读课。
2.5 将Listening and speaking, 练习册LISTENING和LISTENING TASK整合在一起，上一节听力课。
2.6 将Speaking and writing，练习册中TALKING及WRITING TASK整合在一起，上一节写作和口语课。 3. 课型设计与课时分配
1st Period Leading-in& Warming-up& Pre-reading& Skimming
2ndPeriod Reading 3rd Period Grammar 4th Period Extensive reading 5th Period Listening
6th Period Speaking and writing Ⅳ. 分课时教案
The First Period
Teaching goals教学目标 1. Target language 目标语言 重点词汇
adaptation, plot, professor, Pygmalion 2. Ability goals 能力目标
Enable the students to talk about the Greek story Pygmalion. Encourage students to speak out and practice their oral English 3. Learning ability goals 学能目标
Help the students learn how to talk about the Greek story Pygmalion. Teaching important points 教学重点
Help the students learn how to retell the story and adapt the history. Teaching difficult points 教学难点
Help the students know the similarities and differences between the story and the play Pygmalion. Teaching methods 教学方法 Discussion.
Teaching aids 教学准备
A recorder, a computer and a projector. Teaching procedures & ways 教学过程与方式 Step Ⅰ Lead-in
T: Ready to be happy and work really really read hard today? (Greeting) S: Yes!
T: Good! Then let’s get down to business. When we are young, we must have
read some fairy tales, such as Anderson’s Fairy Tales and Grimms Fairy Tales, among which, these two stories are well-known to us, right? (Pointing to The Little Mermaid and Snow White) So, can you recall the ending of these two stories?
S1: .... (talk about the Little Mermaid)
T: Very good! This one is very sad. The prince took another girl for her and was ready to marry her. And the evil witch told the mermaid that only when she killed the prince could she go back to the sea. But unexpectedly, the little mermaid chose to sacrifice herself to save her lover’s life, turning into bubbles. What a moving story! Then, how about this one? S2: ... (talk about Snow White and Seven Dwarfs)
T: Excellent! This one is more than happy. Despite the Queen’s harm, the prince-charming awoke Snow White with a true love kiss with the help of dwarfs. Then they lived together happily and forever.
T: And as we grow older, we start to get in touch with some myths and legends of our China, such as...(the pictures are shown on the screen) S: students guess the names of those pictures.
T: There are so many myths and legends in China. And each of them impresses us with either attractive details or profound meanings. I bet all of you have watched some related cartoons and TV series, right? S: Ss answer.
T: And here I challenge you to get to know another kind of myth. That is Greek Mythology. Some of you may know well about it, some may not. The whole stories are large and complicated, so I just make a brief introduction for you. (tell students to look at the screen)
T: Greek Mythology consists of two parts: the stories of Gods and the legends of human heroes. As for the former one, it refers to the origin of the universe and human beings and their systems and so on. It is said that there are 12 main gods in ancient Greece. (introduce some basic information of the 12 gods).
T: So we can see that they all take charge of all kinds of phenomena and things in
nature and life. And they are combined to make the Olympus System, taking Zeus as the center. As for the legends of heroes, ...(the brief introduction is on the screen)Therefore, both stories of gods and legends of heroes become embodiment of those Greeks’ strength and wisdom. So now we are going to learn one of those stories, Pygmalion. Please take out your textbooks and turn to page 28.
Step Ⅱ Warming up& Pre-reading
T: Yes. There are some pictures and captions of this story. So here comes a challenge. Can you imagine the whole story through these clues? Discuss it with you partner, and I will give you several minutes. Then I’ll invite some of you to share their ideas with us. You can either work out this story or adapt it for a new one.
After a few minutes. S1: ...... S2: ......
T: Wonderful! And who can follow it? S3: ......
T: You did a good job. But did his dream become true at last? S3: Yes! The Greek Goddess agreed to help and his wish was granted. T: Now the last chance. Who can seize it? S4: Let me try.
T: Good imagination! So you can tell how popular this story is! And a new term comes into being, Pygmalion Effect. What is Pygmalion Effect? It is .... What’s more, the story is so interesting that it was made into a film My Fair Lady. Do you know who is that? S: Xiao Bona.
T: good! George Bernard Shaw. Shaw is an amazing person. He .... (make a brief introduction ) is an Irish dramatist, a literary critic, and a leading figure of 20th theater.... What’s more, he is a humorous person. Here is a story about him. (share the story with the whole class.)
T: So from that we can see how witty he is. Now back to the topic. The play, My Fair Lady, one of his famous works. Have you ever seen that before? S: No.
T: Never mind. We can get familiar with it from now on. But before that, let’s learn some new words and phrases of this unit so that we can understand the whole text more easily.
(explanations of words and expressions)
T: Let’s go back to P29. Let’s enjoy a video show about Act One, and then we will do a small quiz quickly. Do you wanna have a try? S: Yes! (play the video)
Then lead students to finish the quiz. From that the teacher can know whether the students can get the hang of the main idea and how much. Step Ⅲ Summary& Homework
T: That’s all for today. We have reviewed some fairy tales and myths and legends in China, and got to know something about Greek Mythology and one of those stories, Pygmalion. I hope you can make a detailed reading into this text. Tomorrow I will make a deep explanation to you. So the assignment is: 1. Recite the new words 2. Do the exercise books
PS: Whoever wants to perform this play are welcome to be here to show yourself. I expect that!
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