高中英語：教學(xué)設(shè)計：Pygmalion

Unit4PygmaIion教學(xué)設(shè)計

The1stperiodSpeaking

1Abilitygoals

EnablethestudentslearnhowtotalkabouttheGreekstoryPygmalion

2Learningabilitygoals

HelpthestudentslearnhowtotalkabouttheGreekstoryPygmalion

3Teachingimportant&difficultpoints

Helpthestudentsknowthesimilaritiesanddifferencesbetweenthestoryandtheplay

Pygmalion

4Teachingmethods

Discussion

Step1Warmingup

Askthestudentstotellthestoryaboutaccordingtothepictures

Andthentheteachertellthestorytothestudents

Step2Discussion

Makeabriefintroductionaboutshow

Step3Seethefilmofthefirstpartcomprehending(CAACD)

1.ThistextismainlyaboutthefirstexperienceofElizameetingwith.

A.ProfessorHiggins

B.ColonelPickering

C.ProfessorHigginsandColonelPickering

D.agentleman

2.Elizagreetedtothegentlemaninorderto.

A.askhimtobuysomeflowersfromher

B.talkwithhim

C.askhimtoteachher

D.begsomemoneyfromhim

3.WhyElizabegantocry?Because.

A.shethoughtProfessorHigginswouldarresthim

B.thegentlemandidn'tgivehersomemoney

C.Pickeringbeatandscoldedher

D.therewasnoreason

4.ProfessorHigginsbelievedthathecouldjudgeapersonby.

A.hisappearance

B.hisaction

C.hisconversation

D.hismanners

5.Fromthetext,wecaninferthatProfessorHigginsisamandescribedbelowEXCEPT

A.hedoesn'tcareaboutmoney

B.heisanexpertinphonetics

C.heisproud

D.heisgreedy

Step4Homework

FindoutmoreinformationaboutPygmalion

Pre-readtheplaytoseeiftheycanunderstandwell

the2nd-3rdperiodReading(1)

1Abilitygoals

Enablethestudentstotalkabouttheplayandusetheplaytoworkoutthecharacteristics

ofeachsocialgroup

2Learningabilitygoals

Helpthestudentslearnhowtotalkabouttheplayandusetheplaytoworkoutthe

characteristicsofeachsocialgroup

3Teachingimportant&difficultpoints

Howtousetheplaytoworkoutthecharacteristicsofeachsocialgroup

4Teachingmethods

Listening,readinganddiscussion

SteplReading

Dealwiththereadingpart.

Playthetapeforthestudentstolisten.Thenanalyzetheplay.Askthestudentstoread

throughthetext.Whilereading,payattentiontothewritingstyle.

Step2Languagepoint

Askifstudentshavesametroubleinunderstandingtheplay.Ifso,makesome

explanations

Step3Comprehending

Thistimestudentsshouldlistentothetapeascarefullyaspossible.Theyshouldnotonly

payattentiontothepronunciationandintonationbutgetthemainideaoftheplayaswell.

Askthestudentstofillintheblanksonpage30

Step4Discussion

Askthestudentstodopart5onpage31,checktheanswers

Askthestudentstoreadtheplayagainanddopart2onpage31

Step5Homework

1readtheplayrepeatedlyandtrytoactouttheplay

2reviewthegrammarpart

the4thperiodGrammar

1Abilitygoals

Enablethestudentstousethepastparticipleastheadverbial

2learningabilitygoals

Howtousethepastparticipleastheadverbial

3Teachingimportant&difficultpoints

Howtousethepastparticipleastheadverbial

4Teachingmethods

Task-basedactivities

Step1Revision

Checkthehomework

Step2Wordstudy

AskthestudentstofinishExercise1and2intheLearningaboutLanguage

Thenchecktheanswerswiththeclass

Step3Grammar

ThepastparticipleastheAttributePredicativeandtheobjectcomplement

⑴作用與用法：

過去分詞(表示完成和被動的動作)具有形容詞、副詞的作用，在句中可以用作定

語、表語、賓語補(bǔ)足語和狀語，但不能單獨(dú)構(gòu)成謂語。

①定語

過去分詞作定語,表示分詞動作與所修飾的名詞之間存在被動關(guān)系。單一的過去

分詞作定語一般放在被修飾的名詞之前;過去分詞短語作定語放在被修飾之后，過去

分詞及過去分詞短語作定語均可以轉(zhuǎn)換為一個定語從句。

如：

Thebrokenwindow(二Thewindowwhichwasbroken)willbereplacedsoon.

Thebooksboughtyesterday(whichwereboughtyesterday)areofhighquality.

②表語

過去分詞作表語，表示主語的狀態(tài)，且該狀態(tài)通常是由外界因素引起的。這時過

去分詞可以被看作一個形容詞，是形容詞化的過去分詞。

如：FminterestedinreadingnovelswrittenbyJinYong.

③賓語補(bǔ)足語

作賓語補(bǔ)足語的過去分詞一般是及物動詞，和賓語有邏輯上的主謂關(guān)系?？梢詭?/p>

過去分詞作賓語補(bǔ)足語的動詞有：

A.see,hear,watch,feel,think,find等表示感覺和心理狀態(tài)的動詞。

Wefoundhergreatlychanged.

B.make,get,have,help,leave等表示"致使”意義的動詞

Whatmadethemsofrightened?

C.like,want,wish,order等表示“希望、要求”等意義的動詞

Hewon'tlikesuchquestionsdiscussedatthemeeting.

⑵現(xiàn)在分詞與過去分詞的區(qū)別：

①定語中

現(xiàn)在分詞作定語常表示“動作正在進(jìn)行“，此時或當(dāng)時的狀態(tài)等;過去分詞則常表示

“動作發(fā)生在謂語動詞的動作前”等;被修飾的名詞一般是現(xiàn)在分詞的邏輯主語，是過

去分詞的邏輯賓語。

②表語

現(xiàn)在分詞作表語，具有主動的含義,意味著“起這種作用”;而過去分詞作表語具有

被動含義，意味著“受這種影響”。

如：Theworkwastiring.這項工作挺累人的。

Theworkersweresoontired.工人們很快就感到累了

③賓語補(bǔ)足語

現(xiàn)在分詞作補(bǔ)足語，被補(bǔ)足的賓語或主語是它的邏輯主語（即主動關(guān)系）;過去分詞

作補(bǔ)足語，被補(bǔ)足的賓語或主語是它的邏輯賓語（即被動關(guān)系）。

如：Iheardsomeonecallingme.

Iheardmynamecalled.

Step4Dosomeexercises

Step5homework

FinishtheexercisesinUSINGWORDSANDEXPRESSIONS

The5thperiodReading（2）&Listening

1Abilitygoals

Enablethestudentstotalkabouttheplaymakingthebelt

2Learningabilitygoals

Helpthestudentslearnhowtotalkabouttheplaymakingthebelt

3Teachingimportant&difficultpoints

Howtohowtotalkabouttheplaymakingthebelt

4Teachingmethods

Listening,readinganddiscussionindividualwork

Step1Revision

Checkthehomework

AskthestudenttoreviewActOne:fatefulmeetings

Step2Reading

HavethestudentsseetheplayofActTwocarefullyandthenanswerthefollowing

questions

Afterafewminutes,checkthefollowingquestions.(CCABA)

1.ThistextismainlyaboutHenryHigginsandColonelPickeringabout

teachingEliza.

A.makingaconversation

B.quarreling

C.makingabet

D.fighting

2.ElizacametovisitHenryHigginsandColonelPickeringinordertoletthem

A.givehersomemoneyB.giveherajobasaflowershop'sassistant

C.teachherspeakwellD.haveabath

3.Alizaonlyofferedthemiftheycouldteachher.

A.1shillingB.2shillings

C.nothingD.3shillings

4.HenryHigginsandColonelPickeringfinallydecidedtoEliza.

A.throwbackB.teach

C.onlyteachherhowtospeakD.beat

5.Elizarefusedtohaveabath,fromwhatshesaid,wecaninferthatsheliveda

life.

A.miserableB.happy

C.goodD.dirty

HavethestudentsseetheplayofActthreecarefullyandthendiscussthefollowing

questions

1Whatdoyouthinkabouthisteachingmethods?

2Doyouthinkheiscorrect?Giveareason

Step3Languagepoint

Askifstudentshavesametroubleinunderstandingtheplay.Ifso,makesome

explanations

Step4Homework

Readtheplayonceagain

Previewthereadingandthelisteningtaskintheworkbook

The6thperiodReading(3)&Listening

1Abilitygoals

EnablethestudentslistenandunderstandthelisteningtaskandtheActfive

2learningabilitygoals

Helpthestudentshowtolistenandhowtounderstandtheplay

3Teachingimportant&difficultpoints

howtolistenandhowtounderstandtheplay

4Teachingmethods

Listening,readinganddiscussionindividualwork

Step1Revision

Checkthehomework,talkaboutthecharactersintheplay

Henry:impatient,emotional,superior

ColonelPeckering：kind,polite,unsure

Eliza:anxious,eager