人教版高中英语选修八 Unit 4 Pygmalion listening speaking and writing课件（共32张PPT）
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| 名称 | 人教版高中英语选修八 Unit 4 Pygmalion listening speaking and writing课件（共32张PPT） |  | |
| 格式 | zip | ||
| 文件大小 | 516.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-03-04 21:45:14 | ||
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课件32张PPT。新课标高二版.选修八Unit 4PygmalionUsing language-Listening,
speaking and writing1.Train the students’ listening and speaking abilities.
2. Develop the skills in listening, speaking & writing.1. Before you listen to the tape, discuss
in groups of four what you need to do to change Eliza into a lady. Make a list and then think about how you will make each change. Then prepare to present your ideas to the class. Listening 1. Eliza’s clothes
2. Eliza’s hygiene
3. Eliza’s behaviour1. Buy new ones
2. Give her baths
3. Learn how to walk
and behave in
upper class social
activities4. Her language:
★ grammar
★pronunciation
★ use of appropriate language (e.g. no swearing)4. Have lessons to help her with all three problems:
★ learn the rules
★ practise repeating words till correct
★ learn socially safe topics to discussNow listen to the tape and answer the following questions .Check the list of changes you suggested. Are they the same as professor Higgins?
Does Professor Higgins concentrate on her pronunciation or her grammar? Do you think her is correct? Give a reason.
What do you think of his teaching methods? Would you like to be taught by him? Why?1.Each group of four should evaluate their own ideas. They should then honestly report to the class how close their ideas were to those of the story. If there is little time the teacher can use a show of hands to estimate how close student’s ideas were to those of the play.Answers2. Get Ss to discuss where Henry puts most emphasis on this first lesson: is it on pronunciation or grammar? Discuss why and whether he was correct or not. Make sure Ss give a reason. The teacher should move round the room so that Ss can tell him/her their ideas as he /she passes and save time on the reporting back to the class.Answers3. Ask Ss to consider whether they would have liked to be in Henry’s class. Ask them give a reason. Let them suggest other possible teaching methods he might have used.AnswersListen to the tape a second time and fill in the chart. Think about how you would evaluate Eliza’s progress.She got the phrases and sentences correct after repeating them twice: “Do you think I don’t know anything?” “a cup of tea” “The rain in Spain falls mainly on the plain”.Her “ai” in “The rain in Spain falls mainly on the plain” and her alphabet.She still doesn't know about double negatives (don’t, no), so her meaning is the opposite of what she means. Her sentence “I can’t hear no difference” means “ I can’t hear any difference”.I can’t hear no difference…CHANGING ELIZAHIGGINS: Good morning, Eliza. My goodness, how pretty you are after a good bath! Ready for your first lesson? You see, Colonel Pickering and I are both here waiting.Listening text ELIZA: Than’ you sir!
HIGGINS: So let’s begin. Say your alphabet.
ELIZA: I know my alphabet. Do yer thin’ I know noffink!
HIGGINS: Now, now! Let’s start again. Say this after me. ( very slowly, loudly and carefully) Do you think I don’t know anything? ELIZA: Do yer think I don’t know anythink!
PICKERING: Do you know, Higgins, I think that was better!
HIGGINS: (far from satisfied) Once more, Eliza. ( emphasizing each word ) Do you think I don’t know anything! ELIZA: ( very slowly and carefully too) Doo yoo think I don’t know anything?
HIGGINS: Now to the alphabet, my girl. Don’t argue — just say it.
PICKERING: Yes, say it, Eliza! You’ll understand soon. Do what he tells you and let him teach you in his own way.
ELIZA: Oh, well! If you put it like that! Ahyee, Bayee, Sayee, Dayee…
HIGGINS: (bored ) Stop at once. Now say A, B, C, and D.
ELIZA: (in tears) But I am saying it. Ahee, Bayee, Sayee, Dayee… HIGGINS: Stop! Say “ a cup of tea ”.
ELIZA: I cap-o-tee.
HIGGINS: Put your tongue forward until it pushes against the top of your lower teeth. Now say “cup”.
ELIZA: C-c-c. I can’t I can’t hear no difference ’cept that it sounds more genteel — like when you say it. (begins to cry)
HIGGINS: (angrily) Well, if you can hear that, why are you crying? Now try again, Eliza.
ELIZA: C-cup.
PICKERING: Splendid, Miss Doolittle. Never mind a little crying, you are doing very well. The lessons won’t hurt. I promise not to let him pull you round by your hair.
HIGGINS: Now try the whole thing, Eliza. A cup of tea.
ELIZA: (very slowly and with emphasis) A cu-up of tea.PICKERING: Good, good!
HIGGINS: Better, better! Now try this sentence. “The rain in Spain falls mainly on the plain”.
ELIZA: (again with emphasis) The rine in Spine falls minely on the pline. HIGGINS: (excitedly) It’s coming! It’s coming! Now try again, Eliza. (slowly) The rain (ai, ai, ai) in Spain (ai, ai, ai) falls mainly on the plain.
ELIZA: The rai-ain in Spai-ain falls mai-ainly on the plain. CP: Miss Doolittle, that’s so much better.
HIGGINS: Now, Eliza, go and practise by yourself. Keep your tongue well forward instead of trying to swallow it.
ELIZA: (beginning to cry) Oah! Oah! HIGGINS: (angrily) Now, Eliza, go and tell Mrs Pearce about this lesson. Think about it and practise by yourself. Away with you!
(Eliza still sobbing, rushes from the room) CP: Now Henry, couldn’t you have been kinder to that poor girl after all the effort she made?Speaking and writingIn pairs discuss how Eliza felt after her first lesson and what Mrs Pearce would have said to comfort her. Do you think Henry Higgins and Colonel Pickering would want to teach or behave differently in the second lesson? These expressions may help you in your discussion.Sample dialogue1:
S1: How do you think Eliza felt after her first lesson?
S2: She felt upset because she was crying. I think it’s because she tried so hard and got no encouragement.
S1: I agree but w wonder whether Henry felt that she wouldn’t work hard in the future if he praised her.
S2:Why do you think Henry felt that?
S1: Well, what do you think of this idea? Maybe he believed that Eliza was too bad to deserve praise.S2: That’s really unfair. What do you think would have made Eliza happier?
S1: Comfort and encouragement. I expect Mrs. Pearce supplied than by explaining Henry's behaviours was not personal but a reflection of the progress she needed to make.
S2: Yes maybe. Do you think either he or colonel Pickering would change their teaching style for the second lesson?
S1:Perhaps they would-if only to see if Eliza made more progress that way what do you think?S2: I’m not sure. Henry is so determined in his views and attitudes.
S1: True but colonel Pickering is kinder, so he might persuade Henry to be kinder.
S1and S2: Very likely. Ex. on pages 707173 for listening and talking task.Homework
speaking and writing1.Train the students’ listening and speaking abilities.
2. Develop the skills in listening, speaking & writing.1. Before you listen to the tape, discuss
in groups of four what you need to do to change Eliza into a lady. Make a list and then think about how you will make each change. Then prepare to present your ideas to the class. Listening 1. Eliza’s clothes
2. Eliza’s hygiene
3. Eliza’s behaviour1. Buy new ones
2. Give her baths
3. Learn how to walk
and behave in
upper class social
activities4. Her language:
★ grammar
★pronunciation
★ use of appropriate language (e.g. no swearing)4. Have lessons to help her with all three problems:
★ learn the rules
★ practise repeating words till correct
★ learn socially safe topics to discussNow listen to the tape and answer the following questions .Check the list of changes you suggested. Are they the same as professor Higgins?
Does Professor Higgins concentrate on her pronunciation or her grammar? Do you think her is correct? Give a reason.
What do you think of his teaching methods? Would you like to be taught by him? Why?1.Each group of four should evaluate their own ideas. They should then honestly report to the class how close their ideas were to those of the story. If there is little time the teacher can use a show of hands to estimate how close student’s ideas were to those of the play.Answers2. Get Ss to discuss where Henry puts most emphasis on this first lesson: is it on pronunciation or grammar? Discuss why and whether he was correct or not. Make sure Ss give a reason. The teacher should move round the room so that Ss can tell him/her their ideas as he /she passes and save time on the reporting back to the class.Answers3. Ask Ss to consider whether they would have liked to be in Henry’s class. Ask them give a reason. Let them suggest other possible teaching methods he might have used.AnswersListen to the tape a second time and fill in the chart. Think about how you would evaluate Eliza’s progress.She got the phrases and sentences correct after repeating them twice: “Do you think I don’t know anything?” “a cup of tea” “The rain in Spain falls mainly on the plain”.Her “ai” in “The rain in Spain falls mainly on the plain” and her alphabet.She still doesn't know about double negatives (don’t, no), so her meaning is the opposite of what she means. Her sentence “I can’t hear no difference” means “ I can’t hear any difference”.I can’t hear no difference…CHANGING ELIZAHIGGINS: Good morning, Eliza. My goodness, how pretty you are after a good bath! Ready for your first lesson? You see, Colonel Pickering and I are both here waiting.Listening text ELIZA: Than’ you sir!
HIGGINS: So let’s begin. Say your alphabet.
ELIZA: I know my alphabet. Do yer thin’ I know noffink!
HIGGINS: Now, now! Let’s start again. Say this after me. ( very slowly, loudly and carefully) Do you think I don’t know anything? ELIZA: Do yer think I don’t know anythink!
PICKERING: Do you know, Higgins, I think that was better!
HIGGINS: (far from satisfied) Once more, Eliza. ( emphasizing each word ) Do you think I don’t know anything! ELIZA: ( very slowly and carefully too) Doo yoo think I don’t know anything?
HIGGINS: Now to the alphabet, my girl. Don’t argue — just say it.
PICKERING: Yes, say it, Eliza! You’ll understand soon. Do what he tells you and let him teach you in his own way.
ELIZA: Oh, well! If you put it like that! Ahyee, Bayee, Sayee, Dayee…
HIGGINS: (bored ) Stop at once. Now say A, B, C, and D.
ELIZA: (in tears) But I am saying it. Ahee, Bayee, Sayee, Dayee… HIGGINS: Stop! Say “ a cup of tea ”.
ELIZA: I cap-o-tee.
HIGGINS: Put your tongue forward until it pushes against the top of your lower teeth. Now say “cup”.
ELIZA: C-c-c. I can’t I can’t hear no difference ’cept that it sounds more genteel — like when you say it. (begins to cry)
HIGGINS: (angrily) Well, if you can hear that, why are you crying? Now try again, Eliza.
ELIZA: C-cup.
PICKERING: Splendid, Miss Doolittle. Never mind a little crying, you are doing very well. The lessons won’t hurt. I promise not to let him pull you round by your hair.
HIGGINS: Now try the whole thing, Eliza. A cup of tea.
ELIZA: (very slowly and with emphasis) A cu-up of tea.PICKERING: Good, good!
HIGGINS: Better, better! Now try this sentence. “The rain in Spain falls mainly on the plain”.
ELIZA: (again with emphasis) The rine in Spine falls minely on the pline. HIGGINS: (excitedly) It’s coming! It’s coming! Now try again, Eliza. (slowly) The rain (ai, ai, ai) in Spain (ai, ai, ai) falls mainly on the plain.
ELIZA: The rai-ain in Spai-ain falls mai-ainly on the plain. CP: Miss Doolittle, that’s so much better.
HIGGINS: Now, Eliza, go and practise by yourself. Keep your tongue well forward instead of trying to swallow it.
ELIZA: (beginning to cry) Oah! Oah! HIGGINS: (angrily) Now, Eliza, go and tell Mrs Pearce about this lesson. Think about it and practise by yourself. Away with you!
(Eliza still sobbing, rushes from the room) CP: Now Henry, couldn’t you have been kinder to that poor girl after all the effort she made?Speaking and writingIn pairs discuss how Eliza felt after her first lesson and what Mrs Pearce would have said to comfort her. Do you think Henry Higgins and Colonel Pickering would want to teach or behave differently in the second lesson? These expressions may help you in your discussion.Sample dialogue1:
S1: How do you think Eliza felt after her first lesson?
S2: She felt upset because she was crying. I think it’s because she tried so hard and got no encouragement.
S1: I agree but w wonder whether Henry felt that she wouldn’t work hard in the future if he praised her.
S2:Why do you think Henry felt that?
S1: Well, what do you think of this idea? Maybe he believed that Eliza was too bad to deserve praise.S2: That’s really unfair. What do you think would have made Eliza happier?
S1: Comfort and encouragement. I expect Mrs. Pearce supplied than by explaining Henry's behaviours was not personal but a reflection of the progress she needed to make.
S2: Yes maybe. Do you think either he or colonel Pickering would change their teaching style for the second lesson?
S1:Perhaps they would-if only to see if Eliza made more progress that way what do you think?S2: I’m not sure. Henry is so determined in his views and attitudes.
S1: True but colonel Pickering is kinder, so he might persuade Henry to be kinder.
S1and S2: Very likely. Ex. on pages 707173 for listening and talking task.Homework