M8 Unit 4 Pygmalion 整单元教案

Unit 4 Pygmalion
Unit plan
ⅰ：Teaching aims and demands
a Topic Literary work ,drama
b Vocabulary adaptation classic caption plot professor whistle garment hesitate betrary antique remark condemn 。。。。
pass...off as... make one’s acquaintance generally speaking in tern of... show... in fade out。。。。
c Function : Conjecture ; Emotions ; Judgement and evaluation
d Grammar : Revise the Past participle as the adverbial
ⅱ：Teaching arrangement
The 1st period : Warming up and pre-reading
The 2nd and 3rd periods : Reading（1）and language points
The 4th period Grammar
The 5th period Reading （2）
The 6th period Listening speaking and writing
ⅲ：Teaching important points
Words and expression
The use of the past participle as the adverbial
ⅳ：Teaching difficult points
The use of the past participle as the adverbial
Oral English and writing
The 1st period warming up and pre-reading
1 Ability goals
Enable the students learn how to talk about the Greek story Pygmalion
2 learning ability goals
Help the students learn how to talk about the Greek story Pygmalion
3Teaching important & difficult points
Help the students know the similarities and differences between the story and the play Pygmalion
4 Teaching methods
Discussion pair or group wok
5 teaching procedures
Step 1 Warming up
Ask some questions about George Bernard Shaw
1when was Bernard Shaw born
2what was his nationality
3how many works did he write
4what is his masterpiece
5do you know anything more about him
Author-----George Bernard Shaw ,who is an Irish dramatist, literary critic, and a leading figure in the 20th century theater
Widowers' Houses
PygmalionHis main works:
Man and Superman (1902),
John Bull's Other Island (1904),
Major Barbara (1905)
Ask the students to tell the story about according to the pictures
And then the teacher tell the story to the students
(Pygmalion an artist dislike women .one day he makes a statue of a beautiful woman in ivory.
When he finishes the statue he falls in love with it and goes to the Greek goddess Aphrodite, to ask her to make the statue into a real woman
As a result of his prayers, Aphrodite agrees to help him and makes the statue into a woman .The two marry and live happily ever after.)
Step 2 discussion
Make a brief introduction about show
Step 3 See the film of the first part comprehending ( C A A C D )
1. This text is mainly about the first experience of Eliza meeting with ______.
A. Professor Higgins B. Colonel Pickering
C. Professor Higgins and Colonel Pickering D. a gentleman
2. Eliza greeted to the gentleman in order to _______.
A. ask him to buy some flowers from her B. talk with him
C. ask him to teach her D. beg some money from him
3. Why Eliza began to cry Because _______.
A. she thought Professor Higgins would arrest him
B. the gentleman didn’t give her some money
C. Pickering beat and scolded her D. there was no reason
4. Professor Higgins believed that he could judge a person by _______.
A. his appearance B. his action C. his conversation D. his manners
5. From the text , we can infer that Professor Higgins is a man described below EXCEPT _________.
A. he doesn’t care about money B. he is an expert in phonetics
C. he is proud D. he is greedy
Step 5 homework
Find out more information about Pygmalion
Pre-read the play to see if they can understand well
After reflection: ……………………………………………………………………………………..
…………………………………………………………………………………………………….,..
………………………………………………………………………………………………………
The 2nd -3rd period Reading (1 ) and language points
1 Ability goals
Enable the students to talk about the play and use the play to work out the characteristics of each social group
2 learning ability goals
Help the students learn how to talk about the play and use the play to work out the characteristics of each social group
3 Teaching important & difficult points
How to use the play to work out the characteristics of each social group
4 Teaching methods
Listening, reading and discussion
5 teaching procedures
Step1 Reading
Deal 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 writing style
Step2 comprehending
This 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 idea of the play as well.
Ask the students to fill in the blanks on page 31Ex4
Step 3 language point
Ask if students have same trouble in understanding the play. If so, make some explanatio
1Professor Higgins (H): an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society
希金斯教授是一位语音学专家, 他认为一个人的英语水平决定了他(她)的社会地位。
1 convince 信服
convince sb (of sth/ that )使（某人）信服；使（某人）明白
be convinced of /that 坚信…, 确信..
I am convinced of his honesty/ that he is honest.
We can`t convince him of his mistake.
2. While watching, he makes notes. 他一边观察, 一边做笔记。
▲ while watching 为while he was watching 省略句。在以when, while, if, unless等引导的状语从句中,如果从句中的主语与主句主语一致且从句谓语动词含有be动词的形式,往往将从句中的主语及be动词省略,而以动词的-ing形式或过去分词形式来代替。
① After finishing the work, he went home. 完成工作后他就回家了。
② After being discussed, the plan should be carried out at once. 计划讨论后, 应立即实施。
③While crossing the street, look out for cars passing by. 过马路时, 小心过路车辆。
3 hesitate 犹豫,踌躇
hesitate to do sth. 对做某事犹豫不决 hesitate about doing sth .对做某事犹豫不决
I always hesitate _____ advising my friends on what to read.
A. with B. to C. for D. about
If you have any questions, don’t hesitate ____ me .
A. ask B. asked C. to ask D. asking
4 I ain’t done nothing wrong by speaking to that gentleman. 我跟那位先生说话,又没做什么呀。
▲ ain’t 是不规范的语言,相当于am not, is not, has not, have not.
① We ain’t coming. 我们不来了。
②They ain’t got it. 他们没有那玩意儿。 . 5 Here you are (hands over the paper covered with writing). 给你(他把写满字的纸递过来)
▲ hand over 移交; 让与；交给某人照料
①The captain was unwilling to hand over the command of his ship
2 the thief was handed over to the policeman.
hand down 传给 hand on 传递
hands up 举手 hand out 分给,分发
6. What if I was
如果我是又怎样呢？
此句为省略句。原句为: What if I was born in…
What if…意思为“要是……又会怎样？”。
7. classify 编排；分类；归类
classify sth by/ according to 根据．．．为某物分类
classify sth in / into 把某物分成
8. People begin their working life in a poor neighbor of London with 80 pounds a year and end in a rich one with 100 thousand.
人们在伦敦的一个贫穷地区开始工作, 年薪80英镑，而最终成为拥有10万英镑的富人。
此句为并列句, 主句为 people begin…and end in…; in a poor…with, in a rich.. with 在句中作状语。
9. But they betray themselves every time they open their mouths.
但是他们一张嘴就露了馅。
Don’t stop every time you come to a word or phrase you don’t know.
你遇到一个你不会的单词或词组不要每次都停下来。
Next time you come, you’ll see him.
下次你来的时候就看见他了。
有些表示时间的短语可引导时间状语从句，如：the instant, the moment, the day , the year, each (every) time, next time, the first (second…) time等。
10. betray 不忠于,背叛; 出卖,暴露,显示
betray sth. to sb. 向某人泄露某事
betray oneself 暴露自己,暴露出真实身分
He betrayed his principles.
Judas betrayed Jesus to his enemies.
His accent betrayed him to be a foreigner.
11. dismiss vt.　解除，开除；　解散．
dismiss sb. for sth.　因某事解除某人 dismiss sb. from sth. 免除某人（职务等）
The servant was dismissed for being lazy and dishonest.
The teacher dismissed his class when the bell rang.
12 Now once taught by me…
一旦由我来教, … …
When finished, the homework was handed in.
作业一完成就交上了去。
以once, if, as, unless, when, though, although引导的状语从句, 若从句主语与主句主语一致, 且从句中谓语动词为 be+v.-ed 形式, 或从句中主谓结构为 it is (was)+ adj.时, 则从句结构可以直接由以上连词加v-ed或adj.代替。
13. But, sir, (proudly) once educated to speak properly, the girl could pass herself off in three months as a duchess at an ambassador’s garden party. 可是,先生(自豪地), 一旦那个女孩被教会说正确的英语, 她就能够在三个月后由一位大使举办的舞会上冒充一位女公爵。
这是一个复合句,从句为once she is educated to speak properly 的省略形式。
▲ pass off… as… 冒充
① She passed herself off as an American. 她冒充是美国人。
He tried to pass himself off as a qualified doctor.
② He passed his secretary off as wife. 他把秘书冒充他的妻子。
pass off（指痛苦、危机）结束;（指事件）发生，进行;不注意
pass by 走过;不理会
pass on 将（某 物）交给某人；逝世，去世
pass through 通过,　经历
14.acquaintance
make sb’s acquaintance／ make the acquaintance of sb. 与某人结识
acquaintance with sth.对．．．的了解
have a nodding acquaintance with sb.与某人为点头之交
The musician had little acquaintance _____ modern science.
A. in B. with C. to D. of
I am delighted to _____ your acquaintance.
A. pull B. take C. have D. make
15.superior adj.
1).作为普通形容词,意为”傲慢的”
I hate his superior manner.
2)作为含比较级的形容词,意为”较高的” “较好的”.由于superior本身含着比较意义,因此不能在前面再加more.在与别一事物进行比较时,与之搭配的介词要用to, 不能用than
Johnson is superior to Mr Wang in maths.
与superior用法相同的词还有inferior, senior, junior等.
Step 4 Discussion
This 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 idea of the play as well.
Ask the students to fill in the blanks on page 30
Ask the students to do part 5 on page 31, check the answers
Ask the students to read the play again and do part 2 on page 31
Step 5 home work
1 read the play repeatedly and try to act out the play
2 review the grammar part
After reflection: ……………………………………………………………………………………..
………………………………………………………………………………………………………….
…………………………………………………………………………………………………………
The 4th period Grammar
1 Ability goals
Enable the students to use the past participle as the adverbial
2 learning ability goals
How to use the past participle as the adverbial
3 Teaching important & difficult points
How to use the past participle as the adverbial
4 Teaching methods
Task- based activities
5 teaching procedures
Step 1 Revision
Check the homework
Step 2 Word study
Ask the students to finish Exercise 1 and 2 in the Learning about Language
Then check the answers with the class
Step 3 Grammar
复习：过去分词充当定语、表语和宾语补足语
1. _______ (污染的)air and water are harmful to people’s health.
2. The problem ____________________ (在会议上讨论的) yesterday was very difficult to solve.
3. He became ______ (兴奋) when he heard he had won the first place in the competition.
4. I am _________ (感兴趣) in the story.
5. I haven’t got the film ________ (冲洗)yet.
6. Do you know the man _______ (站) beside the door
7. A breaking cup is lying on the floor.
8. The meeting holds yesterday was very important.
过去分词短语作状语
过去分词作状语可表示时间、地点、原因、条件、让步、伴随等意义。这种过去分词状语相当于于一个时间、地点、原因、条件、让步等状语从句, 若过去分词作状语,句子的主语与分词所表示的动作构成动宾关系, 即是该分词动作的承受者。
1. 过去分词作原因状语
Greatly moved by the film, they all cried.
他们看了那部电影深受感动, 都哭了。
Surrounded by a group of young people, the old man felt happy.
身边围着一群年轻人, 老人感到很高兴。
2.过去分词作状语, 表示伴随情况或方式。
The trainer appeared, followed by six little dogs.
训练员出现了，后面跟着六条小狗。
He walked up and down the room, lost in thought.
他在屋子时走来走去，陷入了沉思。
Filled with extraordinary strength, he raised himself.
他使出全身的力气站了起来。
3.过去分词作状语, 还可以表示:
Given much time, we could do it better.（条件）
多给点时间的话，我们会做得更好。
When heated, ice can be changed into water.（时间）
冰加热时变成水。
提示:
过去分词作状语与现在分词作状语的区别在于: 过去分词与句子主语构成动宾关系, 而现在分词与句子主语构成主谓关系。
Seeing in this light, the matter is not as serious as people generally suppose.(X)
Seen in this light, the matter is not as serious as people generally suppose.(√)
Exercises: 用分词改写下列从句:
1.While he was watching TV,he heard a knock at the door.
While watching TV,he heard a knock at the door.
2 If the town is seen from the top of the hill it looks more beautiful .
Seen from the top of the hill,the town looks more beautiful.
3.As the watch is used for a long time ,it needs repairing .
Used for a long time,the watch needs repairing.
4 The boy will be blind in both eyes unless he is treated on time.
The boy will be blind in both eyes unless treated on time.
5.Though he had seen told many times he couldn’t understand it.
Having been told many times he couldn’t understand it.
___ in thought, he almost ran into the car in front of him.
A. Losing B. Having lost C. Lost D. To lost
2. If ___ the same treatment again, he’s sure to get well.
A. giving B. give C. given D. being given
3. _____ in 1636, Harvard is one of the most famous universities in the United States.
　A. Being founded B. It was founded C. Founded D. Founding
4. _____ with the size of the whole earth, the biggest ocean doesn’t seem big at all.
A. Compare B. When comparing C. Comparing D. When compared
5 ------- Time, he will make a fist-class tennis player
A. Having given B. To give C. Giving D. Given
6. ___ in a white uniform, he looks more like a cook than a doctor.
A Dressed B. To dress C. Dressing D. Having dressed
Unless ___ to speak, you should remain silent at the conference.
A. invited B. inviting C. being invited D. having invited
8. When _____, the museum will be open to the public next year
A completed B. completing C. being completed D completed
9. The research h is so designed that once _____ nothing can be done to change it.
A. begins B. having begun C. beginning D. begun
10. _____ more attention, the trees could have grown better.
A. Given B. To give C. Giving D. Having given
单句改错:
1 Giving more time I would do it better. [ Giving--- Given]
2 Deeply moving by his words the old man agreed to his request. [moving—moved]
3 Seen his mother coming, the child was very happy. [Seen--- Seeing ]
4 The murderer was brought in with his hands tying behind his back .[tying--- tied]
5 He came back with a basket filling with eggs. [Falling….fallen]
After reflection ………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
The 5th period Reading (2 )
1Teaching aims
Enable the students to talk about the play making the belt
2 Learning ability goals
Help the students learn how to talk about the play making the belt
3 Teaching important & difficult points
How to how to talk about the play making the belt
4 Teaching methods
Listening, reading and discussion individual work
5 Teaching procedures
Step 1 Revision
Check the homework
Ask the student to review Act One : fateful meetings
Step 2 Reading
Have the students see the play of Act Two carefully and then answer the following questions
After a few minutes, check the following questions ( C C A B A )
1. This text is mainly about Henry Higgins and Colonel Pickering _________ about teaching Eliza.
A. making a conversation B. quarreling
C. making a bet D. fighten
2. Eliza came to visit Henry Higgins and Colonel Pickering in order to let them _________
A. give her some money B. give her a job as a flower shop’s assistant
C. teach her speak well D. have a bath
3. Aliza only offered them ________ if they could teach her.
A. 1 shilling B. 2 shillings
C. nothing D. 3 shillings
4. Henry Higgins and colonel Pickering finally decided to _______ Eliza.
A. throw back B. teach
C. only teach her how to speak D. beat
5. Eliza refused to have a bath, from what she said, we can infer that she lived a ________ life.
A. miserable B. happy
C. good D. dirty
1Do you think Eliza is very ambitious
Yes, because she still likes to learn even if Higgins treats her rudely.
2 Why did Pickering fancy himself
Because he can pronounce twenty-four distinct vowel sounds.
3 What habits did Eliza have
She has never had a bath in my life; not over her whole body.
4 What do you think Higgins would have to do to change Eliza into a lady
In order to have Eliza make a big change, Higgins has to teach her from the alphabet.
5 How do you think Colonel Pickering
He is very kind and well-educated.
Step 3 language point
Ask if students have same trouble in understanding the play. If so, make some explanation
1. Henry Higgins and Colonel Pickering are sitting deep in conversation.
亨利·希金斯和皮克林上校下坐着专心地谈话。 deep in意为“专心于”, “全神贯注于”， “深陷于”等, 后接名词。
汉译英
(1)埋头工作 deep in work (2)沉思着 deep in thought
(3)债台高筑 deep in debt (4)专心读书 deep in ones book(s)
2. I rather fancied myself because I can pronounce twenty-four distinct vowel sounds; but your hundred and thirty beat me.
我很欣赏自己，因为我能发24个明显的元音，但你能发130个音却击败了我
。fancy: 1)vt. 想像，设想
We cannot fancy a life without electricity.
我们不能设想生活中没有电。
She fancied she saw someone, but there was no one there.
他觉的好像听见有人在跟踪。
2) vt. 爱好，喜欢
What do you fancy for supper
晚饭你喜欢吃什么？
　3} vt. 感叹语气，表示惊奇
Fancy seeing you! I am surprised!
想不到会见到你！真是出乎意料！
4) n. 想像，设想，爱好
That’s only your fancy.
那只是你的想像而已。
I have a fancy for fishing.
我只有钓鱼的爱好。
3. This is a bit of luck.
这有点幸运。
　 a bit; slightly; but not very; a little 　
有点儿，稍微
　 Could you turn down the radio a bit please
你把收音机音量稍微调低点好吗？
　 It’s a bit cold today. 今天有点冷。
4. But she’ll need to be cleaned first.
她得先把自己洗干净了。
need to be done表示“某事需要被做” 可与need doing互换, 主语可以是人,
也可以是物。在need doing 中, need作及物动词, 后面跟动词-ing , 表达被
动含义, 类似用法的动词还有want, require 等。
5. I’d never have come if I’d known about this disgusting thing you want to do
to me.
我要是早知道你们想对我做这种可恶的事, 我决不会来。此句是与过去事实相反的虚拟条件句, 条件从句中的谓语动词用“had+过去分词”形式，主句中的谓语动词用 would/could/should/might + have +过去分词形式。
After reflection: …………………………………………………………………………………..
…………………………………………………………………………………………………….
……………………………………………………………………………………………………..
The sixth period Lstening and speaking and writing
1 Teaching aims
Train the Ss listening speaking and writing abilities
2Teaching important and difficult points
How to help the Ss to improve their listening speaking and writing abilities
3Teaching methods
Pair or group work , discussion
4Teaching procedures
Step1 pre-reading
1. Before you listen to the tape, discuss in pairs what you would have to do to
change Eliza into a lady. Make a list of the most important things and then
think about how you will make each
change. Then complete the table below.
2Llistening
Ss listen to the tape and finish the exercises on page 35
Step 2 speaking
Practice : Ex 2 on page 36
The following expressions may help the Ss
I wonder wheather …… Is it possible that……
What do you think of this idea Do you know if ……
Perhaps/maybe ,but…… what do you think would make Eliza happier
Step 3 writing
In this speaking activity, Ss must consider how Eliza would have felt after her lesson .there is some indication in the text
● she begins the lesson feeling insulted that she has to say the alphabet
● she tries hard to do what Henry wants and succeeds after several tries
● she goes out crying at the end of the lesson
before Ss begin to discuss in pairs ,ask them the question in the book and help them to se the change in Eliza`s mood and reactions .Then let them begin to make a dialogue of their owe.
After reflection: …………………………………………………………………………………..
………………………………………………………………………………………………………
………………………………………………………………………………………………………
The 7 the period Listening and reading
1 Ability goals
Enable the students listen and understand the listening task and the Act five
2 learning ability goals
Help the students how to listen and how to understand the play
3 Teaching important & difficult points
How to listen and how to understand the play
4 Teaching methods
Listening, reading and discussion individual work
5 teaching procedures
Step 1 Revision
Check the homework, talk about the characters in the play
Henry: impatient, emotional, superior
Colonel Peckering：kind, polite, unsure
Eliza: anxious, eager, ambition
Step 2 listening ( work book page 70 )
First discuss the question with the students
How could you text Eliza
Students show their own opinion, then ask the students to listen to the recording three times and finish the exercises
1 why does Freddy laugh at Eliza when she talks about weather
2 why is Clara confused with Eliza’s use of English
3Why does Henry describe Eliza’s conversation as “the new small talk”
4 Do you think Freddy like Eliza Why or why not
Step 3 listening ( work book page 73 )
play the tape and ask the students to finish the activities
when finishing the activities, discussing the following questions
1 Why does ambassador and his wife think Eliza is a princess
2 Does Eliza enjoy the party Why or why not
Step 4 reading
Step5 Thinking
l. The Pygmalion Effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will , you expect them not to even try, they probably won`
Step 6 Homework
listening all the recording once again
finish the Writing Task on page 76
After reflection: ……………………………………………………………………………………..
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
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