人教新课标高二英语选修八 Unit4 Pygmalion 全单元教案

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, plot, hesitate, uncomfortable, outcome, disguise, mistaken, brilliant, classify, betray, dismiss, dismissively, condemn, acquaintance, handful, fortune, upper, status, superior, pronunciation, antique, musical, mile, pence, professor, troublesome , pronounce, compromise, horrible, bathtub, sob , disgusting, overlook, alphabet, fade, classic, effective
2.认读词汇
phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct
3.词组
in disguise, 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
语法
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
2. There you are and you come from the west end of London, born in Lisson Grove if I’m not mistaken.
3. 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.
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.
5. The English that will condemn her to the gutter to the end of her days.
6. Perhaps I could even find her employment as a lady’s maid or a shop assistant, which requires better English.
7. What other things show one’s status in society apart from how one speaks?
8. I’m not asking any favours --- and he treats me like dirt.
9. I’d never have come if I’d known about this disgusting thing you want to do to me , I…
10. What’s to become of me?
Ⅲ 教材分析与教材重组：
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。
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。
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。
Reading 讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。Elize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，受了一阵子的语言训练。最后两个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的有礼貌等都反映得淋漓尽致。
Comprehending分为两部分。第一部分根据课文，让学生填出这三个不同社会阶层的人的言谈举止；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。
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。
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。这主要是从 听、说、读、写四个方面来学习和巩固所学语言知识。
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。
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整合成在一起，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Listening and speaking, 练习册中TALKING 及WRITING TASK 整合在一起，上一节写 作和口语课。
3.课型设计与课时分与
1st period Speaking
2nd period 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 Speaking
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
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 students learn how to retell the story
Teaching difficult points 教学难点
Help the students know the similarities and differences between the Greek story Pygmalion 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 ⅠLead- in
T: Has anyone heard of “the Pygmalion Effect”? What is it?
S1: 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. If you expect them not to even try, they probably won’t.
T: Good. How did you know?
S1: I have once read some Greek stories. And I have read the story Pygmalion before.
T: You’re great. If someone is good at writing, We often say he or she is a lucky dog of the Muses. Do you know where the saying comes from?
S1: It also comes from the Greek story.
Step II Warming up
T: Yes. Today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story.
After a few minutes.
T: Now let’s have a look at the first picture. Who can tell me what’s in it with your own words?
S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife.
T: Wonderful! And who can follow it?
S2: But it was only a stone. How could he make his dream become true? He thought and thought and last he asked the Greek Goddess to help him to bring it to life.
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 who can present the complete story based on the above description?
S4: Let me try. Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with the jewellery, and even named it the Sleeping Love. The work was so beautiful that he couldn’t help thinking that if the statue could be brought to life, he asked the Greed Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they fell in love with each other and married.
T: Wonderful! You did a good job! Now let’s have a discussion. Do you think that Pygmalion and his statue-wife will be happy together?
S: No, I don’t think so.
T: What problems do you think they will have?
S1: Maybe they can’t understand each other, because they come from different world.
S2: It’s very hard for Pygmalion to understand his wife, because his wife is made from a stone. She doesn’t know the words, behavior, anything about him.
…
T: Good. How do you think they might solve them?
S3: Pygmalion loves the girl so much that he decides to teach her how to speak and how to behave herself. Little by little, they understand each other well and live happily.
T: Good imagination! The story is so interesting that it was made into a film My Fair Lady, which was based on the play by Bernard Shaw. Do you know this famous playwright?
Step III Reading (Lead-in)
Check the homework.
Ask the Ss to review Act One: Fateful meetings.
A sample summary of the act:
Eliza Dootlittle, is a poor, dirty flower seller in the turn of the cntry Englisand.The Pygmalion in this film is Henry Higgins, a linguist and phonetic expert who believes that speech is what really sets the classes apart. He bets with his friends Colonel Pickering that through a change in dress and speech he can turn the lower class Eliza into a lady speech, he can turn the lower class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is that she might be able to [open her own flower shop and somewhat escaper her lower class roots.
Step IV Reading (comprehension)
Have the students read the play carefully and then answer the following questions.
After a few minutes.
T: Now answer my questions. First: Do you think Eliza is very ambitious? Why did Pickering fancy himself?
S: Yes. Because she still likes to learn even if Higgins treats her rudely.
Because he can pronounce twenty-four distinct vowel sounds.
T: What habits did Eliza have?
S: She has never had a bath in her life; not over her whole body.
T: What do you think Higgins would have to do to change Eliza into a lady?
S: Teach her alphabet.
T: How do you like Colonel Pickering?
S: Well-educated and kind.
T: Why does Eliza collect Henry’s slippers for him although she is not a servant.
S: Although Eliza is not a servant, from her deep heart, she looks down upon herself, and thinks she is in the lower class. But Henry is in the higher class. So I think she collects his slipper willingly.
T: Why does she throw the shoes at him?
S: Because Henry looked down upon her, which hurts her. She is angry.
T: Why does Henry think he wins the bet?
S: Because he thinks it is he who makes Eliza attractive in the party.
T: Why does Eliza get upset when Henry does not congratulate her?
S: Because in Eliza’s opinion, it is she that tries her best to make other people attracted to her.
T: Why does Henry get upset when he hears Eliza will marry Freddy?
S: In fact, he loves Eliza., I thin.
After that, the teacher can lead the Ss to have a discussion about the ending of the play.
Show the followings.
Do you think Eliza should marry Henry?
Do you think Eliza should marry Freddy?
If Eliza loves Henry and marries him, do you think he will becpm,e a good husband?
After a few minutes, ask the Ss to present their answers.
Step V Discussion
Make a brief introduction about Shaw.
T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defender of women’s rights, and advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honor but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can see how witty Shaw is!
T: Have you seen the film My Fair Lady?
S1: Yes. It was about a flower girl who became a lady in the upper class, helped by the expert in phonetics, Professor Higgins.
T: Do you like the film My Fair Lady?
S1: Yes, I do. What makes “My Fair Lady” special is the great musical score by Mr. Loewe with lyrics by Mr. Lerner. Most of the songs are by now, standards that have delighted us since they were written and have been sung by practically all the best singers of the world.
T: Very good. They both have the same theme. In the play, a poor-educated flower girl in the street at last became a lady, just as surprising as a stone became a beautiful woman in the Greek story. Now can you tell me the similarities between the Greek story and the play? You can discuss it with your partner.
S2: Both women made big changes. In the Greek story, the statue was brought to life; while in the play Pygmalion, the flower girl Eliza was brought up to the upper class.
T: Good. What else?
S3: In the Greek story, Pygmalion is a gifted artist, whereas in the play Pygmalion, Higgins is an expert in phonetics.
Step VI Language Points
Deal with some language points as follows.
I rather fancied myself because I can pronounce twenty-four distinct vowel sounds… (I have a very high opinion of myself because I can pronounce twenty-four distinct vowels sounds.)
I’m not asking any favors-and he treats me like dirt. (I’m not begging for help and I know he looks down upon me.)
But you can’t overlook that! (You can’t fail to see or notice that! )
Eliza throws herself into a chair. (Eliza begins to sit into a chair.)
What’s to become of me? (What will happen to me?)
Step IV Reading Task
Read the play once again.
Pre-listen to the recording for listening and speaking part.
Step VII Homework
Ask the students to do the following.
1. Find more information about Pygmalion.
2. Pre- read the play to see if they can understand well.
Grammar
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
in return, in trouble, in disguise, in amazement, in plain, in delight, in shock
Grammar: Past participle as the adverbial
2. Ability goals能力目标
Enable the students to use the past particles as the adverbial
3. Learning ability goals 学能目标
Help the students lean how to use the past particles as the adverbial
Teaching important & difficult points教学重难点
How to use the past particles as adverbial correctly
Teaching methods教学方法
Task-based method, individual work and practice
Teaching aids教具准备
A computer and a projector, a blackboard
Teaching procedures & ways教学过程与方法
Step I Revision
Check the students’ homework and ask the student to act out the play.
T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try.
After they have finish, make some comments on their performance.
Step II Word Study
Ask the Ss to finish Exx.1 and 2 in learning about language.
Then check the answers with the class.
T: There are some “in” expressions. You should pay attention: there is not “the” in these expressions. Do you know the meaning of them?
Show the followings:
in return 回报
in trouble 处于麻烦中
in disguise 伪装
in amazement 惊愕
in pain 痛苦地
in delight 高兴地
in shock 震惊地
Step III Grammar
First ask the students to find out the examples of the past participle as the adverbial in the play.
Sample sentences:
An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28
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. P30
Explanations:
T: The past participle as the adverbial is a very important grammar, and it can indicate time, condition, reason, and way. We can add when/while/if or other conjunctions before the past participle in order to make the meaning more clearly. For example:
Show the following:
If bitten by a snake, you should send for help and don’t walk.
The room, although supposed to be kept locked, was often left open.T: Now please look at the following examples. Can you rewrite these sentences?
Show the following
Given more time, we could do it better(When / If…)
Heated to a high temperature, water will change to vapor. (When / If…)
Frightened by the noise in the night, the girl did not dare sleep in her room. (As…)
Disturbed by the noise, we had not finishes the meeting early. (As…)
She walked out of the house, followed by her little daughter.(…, and…)
Step IV Practice （Using Structures in Workbook）
Ask the Ss to finish Part 2 and part3 on page 33.
If time permits, continue Exercise designed for practice of past participle as the adverbial in workbook.
Step V Homework
Ask the students to do the followings.
1. Finish the Exercise in work book and supplement material on grammar
2. Preview the reading materials in Using Language