人教版高中英语选修8《Unit4Pygmalion》教案

选修八Unit4 PygmalionPeriod4 Using languageListeningTeacher goals教学目标1. Target language 目标语言a. 重点词汇和短语pronunciation, criteria, ambassador, confused, impress, evidence, give awayb. 重点句子Does he concentrate on her pronunciation rather than her grammar?She speaks English so well that she must be a foreigner, probably a Hungarian.She is so beautiful that she must be a princess.2. Ability goals 能力目标Enable the students to listen to and understand the play in the listening material.3. Learning ability goals 学能目标Help the students learn how to listen to and understand the play in the listening material.Teaching important & difficult points 教学重难点How to listen to and understand the play in the listening material.Teaching methods 教学方法Individual work and cooperative learning.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck the homework. Then talk about the characters in the play.T: In Shaw’s play, each character is depicted vividly especially th e three main characters. What can you say about them?S1: Eliza Doolittle is a flower girl working outside Covent Garden. Her potential to become “a lady”becomes the object of a bet between Higgins and Pickering.S2: Henry Higgins is a British, upper class professional bachelor, a world-famous phonetics expert, teacher. S3: Colonel Pickering is a retired British officer with colonial experience and later a friend of Higgins’.T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best describe each character in the play. Place them in the right place in the box.Sample answers:Henry Higgins: impatient, emotional, superiorColonel Pickering: kind, polite, unsureEliza: anxious, eager, ambitiousStep Ⅱ ListeningAsk the students to work in pairs and discuss what they would do to change Eliza into a lady and how, and then fill in the table in Part 1.T: From the scene we learned last period, we know that the ambitious flower girl wants to lift herself to upper class society. According to the expert, Higgins, what she needs is some education. Now work in pairs and discuss what you would have to do to change Eliza into a lady. Fill in the table in Part 1 on page 35.After that, ask the students to listen to the recording and answer the questions in Part 3.T: Now go through the questions in Part 3. And then I will play the tape three times. For the first time, try to get the general idea of the material. While listening for the second time, try to put down the important information, and answer the questions. For the third time, I will pause where necessary, and you can check your answers.Play the tape three times. After that, check the answers.Step Ⅲ Listening (Workbook: P70)First discuss the questions with the students.T: Next we’ll listen to Act Three of the play, testing Eliza. Before listening, let’s discuss some questions. Now look at the questions on page 70. How would you test Eliza?S1: I would take her to a grand party, where there area lot of rich people to see if she can get along well with other people or if people would like to talk with her. If so, Eliza has been taught well and has made great progress. If not, she will be taught again.T: Good idea! What criteria would you use to decide if the test was a success or not?S2: I think we could use quantity and effect of her communication as criteria: how many people want to talk or dance with her? What do people feel about her?Then ask the students to listen to the recording three times and finish the exercises.T: Good! Now let’s listen to the tape and finish the exercises 2-4.And then check the answers with the class.After that, ask the students to think of some new ideas to help Professor Higgins teach Eliza better.T: From the above, we know Eliza has made some progress in her speech and behavior. But after the test, Professor Higgins finds what he has done is not enough. In order to teach Eliza better, he decides to do something to improve her. Now work in groups and discuss what still needs to be done to turn Eliza into a lady.S1: In order to teach Eliza better, Higgins can have her sell flowers again but in the theater in the day. But she needs not to worry about how much she could earn. What she needs do is to pay more attention to what a lady or a gentleman is saying and how they behave themselves. And Higgins would ask her about what she has learned during the daytime. She must imitate what she has seen and heard.T: Good job.Step Ⅳ TalkingT: When Henry and Pickering get home, they will have to talk to Eliza about the tea party. What do you think they will say to her in order to improve her conversational skills but not spoil her confidence? Now work in pairs and work out the speech that Pickering and Henry will make to Eliza. Remember that Eliza is not sure that she convinced Freddy and Clara that she was a lady. So be kind to her as well as give her good advice.A sample speech：(E = Eliza; H = Higgins; P = Pickering)H: You did quite well in the party, really. But I think you need more practice.E: That’s enough. I’m fed up with the drills and those pronunciation and politeness. That’s enough!H: Calm! Young lady! Just think what you’re trying to accomplish. Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary, imaginative and musical mixtures of sound s. And that’s what you’ve set yourself out to conquer Eliza. And conquer it, you will.E: But Mrs Pearce says I sound like a French lady. I think I’ve learned enough to...P: (interrupt her) Yeah, yeah... I think you look perfect, but there needs some improvement.E: (become peaceful) OK. Let me try.P: I know you talked about the weather, but it’s not suitable to mention the weather at the party.H: Your speech has greatly improved. But you still need to learn how to take the chance to speak proper words at a proper time.P: I think you need more practice in grammar, too.H: Your use of grammar is much better, but it needs improving. When you dance with Freddy was over, you should say “Thank you” instead of “Thanks you.”P: I believe you will be much better next time.Step Ⅴ Listening (Workbook: P73)There are three exercises in this part. The first one is for the students to decide whether the statements are true or false. The second one is to answer the three questions after listening. The last is to ask the students to enjoy the humor of the act and try to fill in the table.Play the tape and ask the students to listen and finish the activities.Step Ⅵ HomeworkAsk the students to do the following.1. Listen to all the recordings once again and enjoy the play.2. Finish the WRTING TASK on page 76.。

Unit 4Pygmalion单元要览本单元主题是“文学作品与戏剧”。

通过英国著名剧作家萧伯纳的戏剧《窈窕淑女》，揭示了著名的“皮格马利翁效应”——“说你行，你就行；说你不行，你就不行”。

本单元语言知识的选择和听说读写等语言技能的训练主要是围绕剧本情节来设计的。

Period 1Warming Up，Pre-reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is a shortened version of the play Pygmalion written by George Bernard Shaw.Warming Up introduces the Greek story of Pygmalion to students by showing them three pictures.Pre-reading provides some questions to help students learn about Pygmalion，encourage them to predict some of the issues in the play and get them prepared for Reading.Reading is the first act of the play Pygmalion，which tells a story about an undefined，dirty flower girl who came across Professor Higgins and Colonel Pickering.Through their representative language，it intends to show that people can change their status by working hard.Teachers should trust students and encourage them to have the determination to change their present situation.Comprehending consists of five kinds of exercises to help the students get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.Exercises 1,2 and 3 intend to check the students' understanding of the topic.Exercise 4 aims to have students think and summarize people's characters.Exercise 5 puts emphasis on training the students' ability of using the English language properly.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases in this period：adaptation（改编本），classic（经典的），caption（说明文字），plot（情节），professor （教授），whistle（口哨声，汽笛声），garment（衣服），woolen（毛纺的），hesitate（犹豫），uncomfortable（不舒服的），troublesome（带来麻烦的，使人心烦的），wallet（钱包），outcome （结果），thief（小偷），handkerchief（手绢），mistaken（错误的），brilliant（杰出的），classify （分类），remark（评论），betray（显露出），upper（级别较高的），extraordinary（不同寻常的），condemn（使……注定），properly（恰当地），pass...off as...（使……改变成），ambassador （大使），acquaintance（相识），make one's acquaintance（与……相见），handful（一把），fortune （大笔的钱），authentic（真正的），generally speaking（一般来说）2．To learn something about the play Pygmalion by Shaw.3．To develop the students' reading ability by skimming and scanning the passage.4．To develop the students' speaking ability by talking about the play.Process and methods1．While doing Warming Up，the teacher can lead in the topic of this unit by showing students some pictures of the story of Pygmalion.Students can practice their oral English by working out the story and telling it to their partners.2．During Pre-reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student-centered and help them understand the content of the play.The teacher should lead the students to learn about the main characters in the passage.3．While doing Reading and Comprehending，the teacher may first ask the students to read the play quickly to get the general idea.After detailed reading of the play，students are encouraged to answer some questions and study the language of the play.4．To consolidate the contents of the play，the students should be required to discuss some questions about it at the end of the class.Emotion，attitude and value1．To get the students to know about the play and help them understand the fact that one's social status can influence the way they behave to each other.2．To develop students' sense of cooperative learning.教学重点、难点1．To enable the students to learn about the play and develop their reading ability.2．To help the students learn how to talk about the play and use the play to work out the characteristics of each social group.教学过程Step 1Warming up1．Warming up by looking and talkingAsk the students whether they know the Greek story of Pygmalion.If they know，tell the story.Picture 1 _________________________________________________________________ Picture 2 _________________________________________________________________ Picture 3 _________________________________________________________________ Further question：Will Pygmalion and his statue-wife be happy？Give your opinion.________________________________________________________________________ 2．Warming up by discussing the question.First show the students the following picture.Then let them discuss the question：Have you seen the film My Fair Lady（《窈窕淑女》）？How much do you know about the play?Suggested answers：1．Picture 1：Pygmalion，an artist，dislikes women.One day he makes a statue of a beautiful woman in ivory.Picture 2：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.Picture 3：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.2．Poor cockney flower girl Eliza has to walk all streets to sell her flowers and lives on this.She draws attention of Professor Henry Higgins，who then takes a bet from Colonel Pickering that he can transform the dirty cockney flower girl into a fair，good-behavior lady，and he will also let everyone trust she really is one，too！He does，and thus young aristocrat Freddy falls madly in love with her.But when Higgins takes all the credit to himself and forgets to acknowledge her efforts，Eliza angrily leaves him for Freddy，and suddenly Higgins realizes he can't really live without her and he has already fallen into love with her completely！Finally，Eliza comes back to Higgins.Step 2Pre-readingRead the information on the main characters in Reading.How many characters are there in the play？And who are they？Try to think of a possible plot.Suggested answers：Three.They are Eliza，Colonel Pickering and Professor Higgins.Step 3Reading and comprehending1．Fast reading：What is the main idea of the play?A．The poor flower girl，Eliza，found Higgins to buy some flowers for her.B．A person's language and behavior decide his/her position in society.C．Colonel Pickering found Higgins outside a theatre of London.D．Higgins made his acquaintance with Pickering.2．Detailed reading：Read the play and answer these questions.（1）Ask students to read the text carefully to get some specific information and do the true or false questions.①When the play begins，it is pouring with rain.②Eliza is a well-educated woman.③Professor Higgins makes notes of what Eliza said because he was a policeman.④The newly rich are all well-educated men.（2）Ask students to scan for detailed information and do the following multiple choices.①The flower girl was worried because______.A．she thought she did something wrongB．she didn't have the right to sell flowersC．she didn't want Higgins to write down what she saidD．she thought Higgins was a policeman in disguise②From her ______，Higgins got to know the girl came from the west end of London.A．clothes B．language C．look D．job of selling flowers③According to Higgins，if the flower girl was educated well to speak properly，she can do the following EXCEPT______.A．pass herself off in three months as a duchess at an ambassador's garden partyB．serve as a lady's maidC．become a shop assistantD．sell more flowers（3）Read the passage again and answer the following questions.①What is Eliza's ambition and what does she decide to do about it?②Can you recognize Higgins' social position by his behaviour and language？Is he from the upper class，middle class or lower class？Give your reasons.Suggested answers：1．B2．（1）①T②F③F④F（2）①D②B③D（3）①Her ambition is to be a shop assistant.She decides to take lessons from Professor Higgins.②Higgins is from the middle class.He is rude to the lower class and polite to the same or upper class.Step 4Language studyDeal with language problems if any（words or sentences students might not understand）to help the students have a better understanding of the play.Step 5Listening，reading aloud and underliningAsk students to read the play aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence，and also the different intonations of different persons.At the same time ask students to pay more attention to the flower girl's oral English—it isn't standard at all，both in vocabulary and grammar.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them down in their notebooks after class as homework.Collocations：be convinced that；shelter from；be of use；take...for；take down；betray oneself；condemn...to...；pass...off as；make one's acquaintance；a handful ofStep 6Studying the language of the playKeys for reference：A good play can show what kind of people its characters are by what they say and how they behave.For example，from some sentences，we can learn about Eliza.Eliza says “Thank you，sir.Hey！I ain't done nothing wrong by speaking to that gentleman.I've a right to sell flowers，I have.” The sentences show that she is respectful to people of a higher social class than her and she is aggressive when defending herself.Step 7Discussion1．In what way is Henry Higgins like Pygmalion?2．In what way is Eliza like the statue woman?3．How do you recognize different social classes in China？Is it through clothes，attitudes，education，jobs，or possessions?Suggested answers：1．Both of them want to change a woman's life.2．Their fate is changed with the help of others.3．Different social classes in China can be recognized through education or jobs.Step 8Homework1．Learn the useful new words and expressions in this period by heart.2．Write a short passage about what you can learn from Eliza's experience.Step 9Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________教学参考Short SummaryIn Covent Garden，the Eynsford Hills wait for a cab in the rain.When Freddy goes to hail one，he knocks Eliza's flowers out of her basket.She accepts money from Freddy's mother，then Colonel Pickering.A bystander warns her that a man is writing down what she is saying，and she confronts him，saying that she has done nothing wrong.Higgins amazes the crowd by imitating her accent and guessing where they all come from.Pickering and Higgins meet and agree to have dinner，and Higgins fills Eliza's basket with money before he leaves.Eliza leaves in a cab.The next day，Eliza intrudes upon Pickering and Higgins in Higgins' home.She wants English lessons，and Pickering bets that Higgins can not pass her off as a lady at the ambassador's ball in a month's time.Mrs.Pearce takes Eliza away to bathe her and dress her more appropriately，and Eliza's father arrives and demands some payment.Higgins likes him and gives him five pounds.A few months later，Mrs.Higgins is writing letters at home when she is interrupted by her son，who shocks her by telling her that he is bringing a flower-girl to his house.The Eynsford Hills arrive for a visit，as does Eliza—with her newly elegant accent and manner.Freddy is infatuated right away.Eliza makes the mistake of swearing and describing her aunt's alcoholism，and she is hustled away by Higgins.Clara thinks that swearing is the new fashion and shocks her mother by saying “bloody” on the way out.Mrs.Higgins scolds Pickering and her son for not considering what is to be done with Eliza after the experiment.At midnight at Higgins's house，Eliza enters looking exhausted.Higgins ignores her，looking for his slippers and crowing over her success at fooling everyone as his own.Eliza begins to look furious.When Higgins asks where his slippers are，Eliza throws them at his face.She explains that she does not know what to do with herself now that Higgins has transformed her.He suggests that she marry，to which she responds that she used to be something better than a prostitute when she sold flowers.She throws the ring that he gave her into the fireplace，and he loses his temper at her and leaves the room.She looks for the ring in the ashes.Mrs.Higgins is in her drawing room when her son comes and tells her that Eliza has run away.Doolittle arrives and announces that after he spoke with Higgins，Higgins recommended him as a speaker to an American millionaire who died and left him everything.Doolittle is now middle-class and hating every minute of it；his mistress is forcing him to marry her that afternoon.Eliza comes downstairs（she ran away to Mrs.Higgins' house），and Higgins looks flabbergasted.Doolittle invites Pickering and Mrs.Higgins to the wedding，and they leave Eliza and Higgins alone to talk.Eliza says that she does not want to be treated like a pair of slippers—and Freddy writes her love letters every day.When she threatens to become a phonetics teacher herself and use Higgins' methods，he says that he likes the new，stronger version of Eliza.He wants to live with her and Pickering as “three bachelors”．Mrs.Higgins returns dressed for the wedding，and she takes Eliza with her.Higgins asks her to run his errands for him，including that of buying some cheese and ham.She says a final goodbye to him，and he seems confident that she will follow his command.The onstage drama ends，and Shaw narrates，in an epilogue，that Eliza recognizes Higgins aspredestined to be a bachelor；she marries Freddy instead.With a gift from Colonel Pickering，Eliza opens a flower shop.The only person truly bothered by this state of affairs is Clara，who decides that the marriage will not help her own marriage prospects.But then she begins to read H．G.Wells and travel in the circles of his fans，and she is convinced to begin working in a furniture shop herself in the hopes that she might meet Wells（because the woman who owns the shop is also a fan of his）．Freddy is not very practical，and he and Eliza must take classes in bookkeeping to make their business a success.They do reach success，and they live a fairly comfortable life.精美句子1、善思则能“从无字句处读书”。

人教版高中英语选修8《Unit4Pygmalion》教案人教版高中英语选修8《Unit 4 Pygmalion》教案单元要点预览(旨在让同学整体了解本单元要点)词汇部分词语辨析 1. adapt / adopt 2. ignore / neglect / overlook3. luck / fortune / destiny / fate词形变化 1. comfort n. 舒适;安慰 vt.使舒适;安慰，慰问 comfortable adj.舒服的uncomfortable adj.不舒服的，不自在的comfortably adv.舒适地uncomfortably adv.不舒服地;难受地2. classify vt. 把……分类，把……分级 classification n.分类，分级;类别，级别3. betray vt. 出卖;背叛 betrayal n.[u]出卖，辜负，暴露 betrayer n. 出卖者4. superior adj.上级的，较高的 n.上级，长官 superiority n.优越(性) ，优等5. trouble n. 麻烦，困难vt.麻烦 vi.费力 troublesome adj. 令人烦恼的，麻烦的6. pronounce vt.发音;宣布 pronunciation n.发音重点单词 1. adaptation n.[c] 改编2. hesitate vi. 犹豫，踌躇，不愿3. mistaken adj. 犯错的，错误的4. condemn vt. 判刑，谴责，宣告……不适用5. acquaintance n.[u]相识;熟悉 n.[c]熟人6. fortune n.[u]命运;运气;机会 [c]财产，财富重点词组 1. pass sb. off as... 把某人改变或冒充成……2. a handful of 一把;一小撮，少数，少量3. in amazement 惊讶地4. in terms of... 以……的观点;就……而说5. show... in 带或领……进来重点句型1. Generally speaking, people are more polite to those whom they think are of higher social class.2. Henry Higgins and Colonel Pickering are sitting deep in conversation.重点语法分词作状语(见语法部分)语言要点(模块)Ⅰ.词语辨析 (旨在提供完形填空所需材料)1. adapt / adopt【解释】adapt v. 使…适应，改编This novel has been adapted for radio from the Russian original. 这部小说已由俄文原著改编成无线电广播节目。

人教版高中英语选修8Unit4《Pygmalion》word教案【美文阅读】Pygmalion EffectA team can do as well as you and the team think they can.This idea is known as “the self­fulfilling prophecy(预言)”．When you believe the team can perform well，in some strange and magical way they can.And similarly，when you believe they can't perform well，they can't.The self­fulfilling prophecy is also known as the Pygmalion Effect.This comes from a story by Ovid about Pygmalion，who created an ivory statue of his ideal woman.And he immediately fell in love with it.He begged the goddess to breathe life into the statue and make her his own.She granted Pygmalion his wish，the statue came to life and the couple married and lived happily ever after.The story was also the basis of George Bernard Shaw's play “Pygmalion”．In Shaw's play，Professor Henry Higgins claims he can turn a Cockney flower girl，Eliza Doolittle，into a duchess.But，as Eliza herself points out to Higgins' friend Pickering，it isn't what she learns or does that determines whether she will become a duchess，but how she's treated.“You see，really and truly，apart form the things anyone can pick up，the difference between a lady and a flower girl is not how she behaves but how she's treated.I shall always be a flower girl to Professor Higgins，because he always treats me as a flower girl，and always will，but I know I can be a lady to you because you always treat me as a lady，and always will.”The implication(运用) of the Pygmalion Effect for leaders and managers is massive(庞大的)．It means that the performance of your team depends less on them than it does on you.The performance you get from people is no more or less than what you expect，which means you must always expect the best.As Goethe said，“Treat a man as he is and he will remain as he is.Treat a man as he can and should be and he will become as he can and should be.”【诱思导学】1. What is Pygmalion Effect?______________________________________________2. Why is it called “Pygmalion Effect”？______________________________________________【答案】 1.It means that when you believe the team can perform well，in some strange and magical way they can.And similarly，when you believe they can't perform well，they can't.2．It is based on the George Bernard Shaw's play “Pygmalion”．Period ⅠPreviewing(教师用书独具)●教学目标本课时要紧是通过学生对学案所给出的内容的学习，了解本课文中所显现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面明白得起到一个铺垫作用。

选修八Unit4 PygmalionPeriod4 Using languageSpeaking and writingTeaching goals教学目标1. Target language 目标语言Practise expressing conjectureI wonder whether...Is it possible that...?Do you know if...?Do you really think that’s true?2. Ability goals 能力目标Enable the students to write a scene of the play.3. Learning ability goals 学能目标Help the students learn how to write a scene of the play.Teaching important & difficult points 教学重难点How to write a scene of the play.Teaching methods 教学方法Discussion and practice.Teaching aids 教学准备A computer and a projector.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck the homework by asking some students to read their work.A sample review of the play:At the beginning of the play, Eliza was only a flower girl. One day when she was selling flowers in the street, she found a man taking notes of what she said. She was very angry and confused for fear that the man was a policeman in disguise. At the moment, another man appeared. From their talking, Eliza learned that theman taking notes was Professor Higgins who said that he could change a poor-educated man into a man in the upper class. She kept it in mind, for she was ambitious and wanted to make a big change.The next day, Eliza went to the Higgins’ and wanted him to be his teacher. At first Higgins wouldn’t like to accept her. It’s Pickering that made the thing better. He wanted to have a bet with Higgins. So Higgins accepted Eliza as his student.Of course, it was very difficult to teach Eliza. After all she was poor-educated and couldn’t behave well. It was a hard task for Higgins. Higgins taught her with great patience. Finally Eliza made great progress. When Higgins thought she was well-educated enough, she was taken to attend a grand party. At that time, she behaved in good manners, so that a young gentleman was attracted by her beauty and fell in love with her. He couldn’t recognize she was a flower girl in the street.Then come to the climax of the play. After the party, Higgins and Pickering celebrated their success. However, they left Eliza alone, which made Eliza disappointed. Finally, she couldn’t stand it any more. She decided to live independently.Step Ⅱ DiscussionAsk the students to discuss how Eliza felt after her first lesson.T: Now work in pairs and discuss the following questions.Show the following.1. How did Eliza feel about her first lesson?2. How do you think Mrs Pearce would comfort her?3. How would Professor Higgins and Colonel Pickering behave in the second lesson?Sample answers:1. I think she may be discouraged. She may think it is too difficult to learn formal English.2. Mrs Pearce would comfort or encourage her by saying: “Don’t worry, dear lady. It’s not that easy to become a member of the upper class. Keep trying and you are sure to succeed.”3. In the second lesson, Professor Higgins and Colonel Pickering would be more kind and patient.Step Ⅲ WritingT: Please turn to page 36 and look at the Part 2. Read the instructions and write a scene in which Professor Higgins gives Eliza her second lesson.Sample version 1:Act Two, Scene 3(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)H: Ah, Eliza. Ready today for our second lesson?E: (slowly and carefully) Ye-es. We can begin now.H: Well. To begin with, the grammar I taught you last lesson, can you repeat it?E: Er..., Let me think for a while...H: What a silly girl! I can’t teach you any more. Maybe selling flowers in a street is just your suitable job. P: Oh, come, come Higgins. She is just a little girl and she has done her best. You’d better calm down and be more patient.E: (sobbing) I’m sure I can remember it. Give me a chance and I’ll write it down immediately.H: I must say it’s my fault and I beg your pardon. Let’s leave it alone and begin our new lesson.E: (gratefully) It’s very kind of you, Professor. I will work harder and I won’t let you down again.H: OK. Now let’s do some practice in pronunciation which can truly improve your position in society. So pay attention to the records and repeat.(Eliza listened to the record carefully but she just couldn’t follow.)E: I’m afraid I can’t follow it. Can you make it slowly?H: Impossible. Only by following this speed can you make a graceful lady.P: My good friend. How can she learn from it if she can’t follow it? It’s not only patience that a teacher needs, he must take his student’s level into account.H: Sorry. Maybe you are right. I’ll make it slowly.E: Much better now. Thanks to your guidance, I feel I’m not the person I used to be.H: Keep on and always remember you have a long way to go.E: How long will it take me to get all about language?H: It’s up to you. The more you want to succeed the shorter it will take.P: Higgins, I have to say that you have changed a lot. You are a real teacher now. And you, Eliza, you can’t expect too much. You must learn step by step. It’s your luck to have Higgins to be your teacher. He’ll do you much good.Sample version 2:Act Two, Scene 3(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)H: Ah, Eliza. Ready today for our second lesson?E: (slowly and carefully) Ye-es...H: It seems that you are a little uncomfortable. Do you feel nervous?E: Oh no, I’m fine, but...H: (a little impatient) Why so uncomfortable, Eliza? You have made great progress as we all can see. Are you planning to give up?E: (raises her eyes) Oh no, I’m not. Let’s start, Mr Higgins. What would you like to show me today?H: (picks up a dress and throw it to Eliza) Put it on and I’ll tell you how to behave in a grand party.E: (hesitates) On a grand party? Is it too early? Oh, the dress is too large! I can’t even walk!H: What a poor girl! Of course you don’t have to keep it, if you are ready to be a flower girl again. For a well-educated girl, it is important to know how to deal with different situations in a proper way. For example when someone invite you to dance, always remember to say “I’d like to! Thank you.”E: Yes!H: Your English needs further improvement. No one will believe such a pronunciation comes from a well-educated girl.E: Pardon?H: OK, OK. That’s enough. Dance, please.E: (seeing Professor’s funny face and can’t help laughing) Ha, ha, ha...H: (angrily) Stop! You sound so rude and nobody will enjoy it! Silly!E: (stop laughing and act as Higgins) Like this?P: (enters the room) Oh, I can’t believe my eyes! Is it your masterpiece?H: It’s so simple.P: What a beautiful and graceful lady! May I have the honor to dance with you?H: (watching and smiling) What a masterpiece she will be!Step Ⅳ HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.。

选修八Unit4 PygmalionPeriod2 Language pointsLearning process(学习过程)Step1. Preparing lessons &self-study and exploring the problems(预习自学，探究问题)Finish the tasks in the first period in time.Step2.Finishing plan & asking questions（完成学案，提出问题）Report the answers to the class and the teacher.Listen to the tape of the text and underline the new words in the text;Learn the new words and phrases after the teacher . Ask for help if necessary.Step3.Researching cooperatively& answering questions(合作探究, 解决问题)Learn the usages of the following language points and answer some questions in groups.但是他们一张嘴就露出马脚（暴露自己的身份）。

【词语拓展】泄露(秘密betray oneself 无意中露出本性;背叛出卖;背叛betray that 表示“无意中显示，暴露【词语运用】根据括号中的提示完成句子。

(1)Quite a lot of people will _____________(原形毕露(2)They _____________the enemy.(背叛祖国,投降了(3)His face _____________(显露出(4)He _____________(透露了这个消息)to all his friends.2她讲的英语令她命中注定要在贫民窟里呆一辈子。

Unit 4 PYGMALIONPart 1 Teaching Design第一部分教课方案Period 2 A sample lesson plan for Learning about Language(Revise the Past Participle as the Adverbial) IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations|| ， and then to discover and revise the past participle as the adverbial. The following steps of teaching may be taken: Warming up by looking for the Past Participle as the Adverbial|| ， Learning about the past participles used as the adverbials|| ，Correcting and completing|| ， Closing down by putting on a short play.ObjectivesTo help students revise the Past Participle as the AdverbialTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1. Warming up by looking for the Past Participle as the AdverbialHi|| ， class. Let’s go over the play Fateful Meetings to look for examples of the Past Participle as the Adverbial.＊Professor Higgins|| ， an expert in phonetics||，convinced that the quality of a person ’s English decides his her position in society ．＊( surprised ) For a pound? I'm afraid I've got nothing less.＊(disappointed at the outcome but thinks it is better than nothing) Thank'ou|| ， sir (sees a man/ taking notes/ and gets worried) Hey ！＊(still worried ) Then/ why did 'ou take down my words/ for?2. Learning about the past participles used as the adverbialsThe past participles are sometimes used as the adverbials. Look at the following examples:＊We went home exhausted (疲倦地 ). (逻辑主语 we||，过去分词 exhausted)＊Encouraged by my teacher||， I decided to work hard. ( 逻辑主语I||，过去分词encouraged)＊Granted that he has enough money to buy the house||， it doesn't mean he's going to do so.＊Told by the teacher||， she knew she was wrong. ( 分词 told用过去式分词表示被动)＊Now you are going to read the text for more examples of the past participles used as the adverbials.3. Correcting and completingNow you shall go on to do exercises 2 and 3 on page 33.First you are to read the 5 sentences and correct any mistakes in them. Check with a partner.Then read the uncompleted passage and complete it with suitable words||，in the form of either the present or past participle.4. Closing down by putting on a short playTo end this period we are going to put on a short play.Hamlet and the Heckler (a very short play)Hamlet: To be or not to be...Heckler: I knew it. I knew he was going to say that.Hamlet: that is the question...Heckler: He's going to say the rest of it|| ， too.Hamlet (to Heckler): Excuse me|| ， do you mind?Heckler: I didn't know he was going to say THA T.Hamlet: I'm just trying do my job here.Heckler:Yeah||， but do you have to do it the same way every time?Hamlet: Well||， this IS Shakespeare you know.Heckler: Ooooo||， Shakespeare. Why don't you do Shakespeare with modern language? Hamlet: Shakespeare wrote it perfect the way it is. We can't change it.Heckler:Why not? Just change "To be or not to be..." into whatever the hell it means. [pause] Bythe way||， what does it mean?Hamlet: Well|| ， he's considering suicide. He's considering which might be better||，living or dying||， being or not being. Changing it would sound stupid||， wouldn't it? It wouldn't be memorable.Heckler: But the audience would understand it|| ， for a change.Hamlet: But people do understand Shakespeare||， at least most of it. And they figure out the rest from the context.Heckler: I'll bet the audience didn't know what "To be or not to be" means from the context. Hamlet:Then how would you say it?Heckler: How should I know? I'm just a heckler.Hamlet: Then why don't you just shut the hell up?Heckler: Not bad||， was that Shakespeare?[curtain]。

Unit 4 PygmalionStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．hesitate vi. 犹豫；踌躇[教材原句] A gentleman(G) passes and hesitates for a moment.这时有位先生(G)从这儿路过，他迟疑了片刻。

(1)hesitate to do sth. 犹豫做某事hesitate about/in/at/over 对……犹豫不决(2)hesitation n. 踌躇；犹豫without hesitation 毫不犹豫地have no hesitation in doing sth. 毫不犹豫地做某事单句语法填空①She was still hesitating ________ whether to accept the invitation.②She hesitated ________(spend) so much money on such a dress.③She picked up her handbag, ________(hesitate) and almost made it to the door.④He stopped at the turning fork, ________(hesitate) about which way to go.⑤When I need help, he always es to help me without ________(hesitate)．句型转换⑥Without any hesitation, the old man jumped into the river to save the drowning young woman.→The old man ________________ jumping into the river to save the drowning young woman.[答案]①about/over ②to spend ③hesitated ④hesitating ⑤hesitation ⑥had no hesitation in2．remark n. 谈论；言论；评述vt. & vi. 谈论；评论；说起[教材原句] You can place a man by just a few remarks.你可以根据几句话就判定一个人来自何地。

云南省陇川县第一中学高中英语《Unit 4 Pygmalion》阅读教案新人教版选修8Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语officer, hesitate, pence, uncomfortable, troublesome, outcome, disguise, brilliant, classify, mile, betray, dismiss, condemn, ambassador, acquaintance, han dful, fortune, in disguise, pass...off as, make one’s acquaintance, in amazementb. 重点句子An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society.There you are and you were born in Lisson Grove if I’m not mistaken. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. 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.The English that will condemn her to the gutter to the end of her days. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English.2. Ability goals 能力目标Enable the students to talk about the play and use the play to work out the characteristics of each social group.3. Learning ability goals 学能目标Help the students learn how to talk about the play and use the play to work out the characteristics of each social group.Teaching important points 教学重点How to talk about the play.Teaching difficult points 教学难点How to use the play to work out the characteristics of each social group. Teaching methods 教学方法Listening, reading and 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 Revision and lead-inReview the story Pygmalion.T: Last period, we learned something about the Greek story Pygmalion and the play versi on by Shaw. Of all of Shaw’s plays, Pygmalion is without the doubt the most beloved and popularly received. Several film versions have been made of the play, and it has even been adapted into a musical. In fact, the film version of 1938 helped Shaw to become the first and only man ever to win the double prize: the Nobel Prize for literature and an Academy Award. Do you still remember the story? Now who can retell it to all of us?A sample retelling version:Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. After that, he spent day and night carving it, and then he clothed the figure, gave it the jewellery, and even named it the Sleeping Love. How he wanted to bring it to life and made it his wife. Therefore, he asked the Greek Goddess to make it alive. And finally the Goddess was moved by his sincere feeling. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they loved each other and married. T: Can you tell me the theme of the story?S: People tend to behave as you expect they will.T: Excellent! Based on classical myth, Bernard Shaw’s Pygmalion plays on the complex business of human relationships in the social world. Phonetics Professor Henry Higgins tutors the very Cockney Eliza Doolittle, not only in the refinement of speech, but also in the refinement of her manners. When theend result produces a very ladylike Miss Doolittle, the lessons learned become much more far reaching. OK, today we will read a story abou t it. It’s written by the famous English playwright, George Bernard Shaw.Step Ⅱ ReadingDeal 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.SkimmingAsk the students to read the play quickly and answer the questions.T: Now please read the play. After a few minutes, I’ll ask you some questions. After a few minutes.T: Who would like to answer the first question: How many characters are there in the play?S1: There are three characters in the play. They are Eliza, Professor Higgins, and Colonel Pickering.T: What is the weather like when the play begins?S2: When the play begins, it is pouring with rain.T: Very good. Do you think Eliza a well-educated woman? Why?S3: No, I don’t think so. In fact, she is poor-educated. We can know it clearly from what she said. For example, come over’ere, cap’in, and buy me flowers off a poor girl. For another, I ain’t done nothing wrong by speaking to that gentleman.T: Also, we can learn it from her behavior. For example, “pushes it back at him.” OK. Next one: Why did professor Higgins want to make notes of what Eliza said?S4: He wanted to make a speech, because it’s his profession.T: Very good. Next: What’s the meaning of “the age of the newly rich”?S5: It means 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.ScanningAsk three students to read the play.T: Next I will ask three students to read the play again. One will be Eliza, one Professor Higgins, and one Colonel Pickering. OK? Now begin!After several minutes.T: Great. Now I have some more questions. First: According to Higgins, if a person is very poor, he or she can still be better off at last. Do you agree with him? If so, how to realize the aim?S1: Yes. I agree with him. However, in order to realize the aim, he or she must get educated.T: Who can complete the last sentence: in the first line on page 29: Now once taught by me...?S2: Let me try. Once taught by me, she will soon become a lady in the upper class.T: Well done. What other things show one’s statue in society apart from how one speaks?S3: One’s clothing and behavior can also show his statue.T: Do you think Pickering is of the upper class?S4: Yes. I think he is well educated. We can learn it from the way he speaks. For example, “May I ask?”T: Great! Now please listen to the tape carefully and try to catch the main idea of this act.Step Ⅲ ComprehendingThis time the 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.T: Pygmalion is a play about recognizing a pe rson’s position in society by the way they behave and speak.Step Ⅳ DiscussionAsk the students to do Part 5 on page 31.T: Suppose you have a chance to help Eliza improve her use of the English language.Look at the sentences on page 31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly. Sample answers:1. Come here, and come in. Buy flowers from me—a poor girl.2. I did nothing wrong when I spoke to that gentleman.3. I thought you maybe was a policeman in disguise.4. How do I know whether you wrote down my words or not?5. You say I can work as a shop assistant? That’s definitely what I want. Then ask the students to read the play again and do Part 2 on page 31. T: We have learned that the social position of the characters influences the way they behave to each other. Generally speaking, people are more polite to those whom they think are of a higher social class (H) and less polite to those they consider are members of a lower class (L). Is this true of the characters in Shaw’s play? Now please finish Part 2 on page 31.Sample answers to Part 2:Step Ⅴ HomeworkT: Today’s homework:1. Read the play repeatedly and try to act out the play.2. Preview the grammar part.第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。

单元学习目标导航类别新课标要求掌握的项目话题1.Talk about literacy work.2.Read and act a play.语言知识目标重点词汇adaptation, plot, hesitate, musical, uncomfortable, troublesome, brilliant, condemn, antique, bathtub, compromise, horrible词组in terms of, in amazement, make one's acquaintance, pass ...off as...show...in, the other day, take away, once more, in need of句型1.be convinced of…/that-cl ause2.every time语法Revise the Past Participle as the adverbial(过分作状语)1.过分做状语,表时间,原因,条件,方式,伴随等。

Given another chance, he will do it better.Lost in thought, he almost ran into the car in front of him.2.过分做状语,其逻辑主语必须与句子的主语一致。

The teacher stood there, surrounded by a group of students.功能1.Conjectures(推测,猜测)I won der whether… I think it’s because…Is it possible that…? Do you know if…?2.Emotions(情感)How do you feel about…? What do you think would make…happier? Surprised, disappointed, upset, kindly…3.Judgement and evaluation (判断与评价)Perhaps you could do more…I think you look perfect, but…I think you need more practice.情感文化目标了解肖伯纳的生平及其作品特点；理解心理学上的“皮格马利翁效应”。

人教新课标高二英语选修八教案：Unit4+Pygmalion+课文解析.doc课文解析1. There！There！Who’s hurting you, you silly girl? What do you take me for? 好啦！好啦！谁伤害你了，你这个傻姑娘？你把我当成什么了？(P29)【要点提示1】there 作叹词，表示安慰，胜利，沮丧等。

如：There！What did I tell you？瞧！我怎么跟你说的？There！Ｔhere！You’ll soon feel better. 好啦！好啦！你呆一会儿就好了。

【要点提示2】take v. 假定，认为，常用于take ... for ... 把……当作/ 看作……。

如：Do you take me for a fool? 你以为我是傻瓜吗？I took you to be an honest man. 我原以为你是诚实的人。

【归纳拓展】take things easy 别紧张，放宽心；take sth seriously 认真对待某事；take ... lightly 不把……当回事。

2. There you are and you come from the west end of London, born in Lisson Grove if I’m not mistaken. 是这样吧！如果我判断不错的话，你来自伦敦西区，生于里斯恩格罗夫。

(P29)【要点提示】mistaken adj. 见解错误的，判断错误的。

如：You are completely mistaken. 你完全弄错了。

【归纳拓展】mistake n. 错误；失误，误会；v. 弄错，误解，误会；make a mistake 出错；by mistake 错误地；mistake ... for ... 误将……认作……。

如：I must have mistaken your meaning. 我一定误会你的意思了。

选修8 Unit 4 Pygmalion（Revision）教学设计本节课是本单元的复习课。

主要分为四个部分主要内容，1.导入环节，通过观看视频及提问问题Besides phonetics(Professor Higgings),what do you think should be done to change yourself into a lady？成功的吸引了学生的注意力，并导入本节课的中心.2.基础知识复习部分，通过复习，既让学生掌握本单元的重点单词，短语，句式，又要让学生通过语言实践活动来体验语言，提升综合语言运用的能力。

3.知识点环节，讲解本单元的两个重点句式，知识点之后的链接高考题型，既能让学生练习了本单元的最重要的知识点，也让我们的这节课直接为高考服务。

4.最后的Speaking环节，让学生了解什么是Pygmalion Effect，并把此效应应用在日常的学习生活中。

以此不断激励自己，增强学生挑战新生活的信心。

课文教学案：选修8Unit 4 PygmalionLearning aims:1.Review some important word , phrases and structures.2.Learn to use them freely.e “Pygmalion Effect” to inspire yourselves.Step1:lead in Enjoy the video and have a free-talk:Besides phonetics(Professor Higgings),what do you think should be done to change yourself into a lady?Step2:【基础知识梳理】[核心单词]1．______ vt.显露出(本来面目)；背叛2．______ n．谈论；言论；评述vt.& vi.谈论；评论；说起3．________ adv.适当地；恰当地4．_______ n．一把；少量5．________ vt.俯视；忽视；不理会6．______ vt.显露出(本来面目)；背叛7．______ n．谈论；言论；评述vt.& vi.谈论；评论；说起8．________ adv.适当地；恰当地9．_______ n．一把；少量10．________ vt.俯视；忽视；不理会11．______ adj.破旧的；寒酸的12．_______ vt.谴责；使......处于不幸(不愉快)的状态13.___________ vt.&vi.不赞成；反对；认为不好[阅读单词]1．classic adj.__________________n．__________2．whistle vi.___________________n．______________3．shabby adj_______________4．troublesome adj.___________________5．outcome n．__________6．upper adj. _________7．fateful adj._________8．brilliant adj.______________9．extraordinary adj.___________10．superior adj.______________n．___________11．sob vi.___________n．_________________12．status n．______________13．plot n．_________14．authentic adj._____________________________15．antique adj._______________________________ n．________________ 16．classify vt.______________________17．alphabet n．________18．compromise n．& vi._________[短语多维应用]高频短语1．________(声音、画面)逐渐模糊；渐淡2．_________处理；应付3．______________就......来说；从......角度4．__________需要...... 5．____________震惊；惊讶6．__________________一般来说7．________再一次 8．___________伪装(的)；假扮(的) 9．___________(把某人)改变或冒充成...10．___________抢劫某人某物11．________带或领......进来/出去12．___________结识；与......相见Step3:[句式结构仿写]教材原句背诵句式仿写应用1．be of＋抽象名词Will that be of any use to you？你了解唐朝基本历史至关重要，这将肯定对你有很大帮助。

【关键字】教案云南省陇川县第一中学高中英语《Unit 4 Pygmalion》说与写教案新人教版选修8Teaching goals教学目标1. Target language 目标语言Practise expressing conjectureI wonder whether...Is it possible that...?Do you know if...?Do you really think that’s true?2. Ability goals 能力目标Enable the students to write a scene of the play.3. Learning ability goals 学能目标Help the students learn how to write a scene of the play.Teaching important & difficult points 教学重难点How to write a scene of the play.Teaching methods 教学方法Discussion and practice.Teaching aids 教学准备A computer and a projector.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck the homework by asking some students to read their work.A sample review of the play:At the beginning of the play, Eliza was only a flower girl. One day when she was selling flowers in the street, she found a man taking notes of what she said. She was very angry and confused for fear that the man was a policeman in disguise. At the moment, another man appeared. From their talking, Eliza learned that the man taking notes was Professor Higgins who said that he could changea poor-educated man into a man in the upper class. She kept it in mind, for she was ambitious and wanted to make a big change.The next day, Eliza went to the Higgins’ and wanted him to be his teacher. At first Higgins wouldn’t like to accept her. It’s Pickering that made the thing better. He wanted to have a bet with Higgins. So Higgins accepted Eliza as his student.Of course, it was very difficult to teach Eliza. After all she was poor-educated and couldn’t behave well. It was a hard task for Higgins. Higgins taught her with great patience. Finally Eliza made great progress. When Higgins thought she was well-educated enough, she was taken to attend a grand party. At that time, she behaved in good manners, so that a young gentleman was attracted by her beauty and fell in love with her. He couldn’t recognize she was a flower girl in the street.Then come to the climax of the play. After the party, Higgins and Pickering celebrated their success. However, they left Eliza alone, which made Eliza disappointed. Finally, she couldn’t stand it any more. She decided to live independently.Step Ⅱ Di scussionAsk the students to discuss how Eliza felt after her first lesson.T: Now work in pairs and discuss the following questions.Show the following.1. How did Eliza feel about her first lesson?2. How do you think Mrs Pearce would comfort her?3. How would Professor Higgins and Colonel Pickering behave in the second lesson? Sample answers:1. I think she may be discouraged. She may think it is too difficult to learn formal English.2. Mrs Pearce would comfort or encourage her by saying: “Don’t worry, dear lady. It’s not that easy to become a member of the upper class. Keep trying and you are sure to succeed.”3. In the second lesson, Professor Higgins and Colonel Pickering would be more kind and patient.Step Ⅲ WritingT: Please turn to page 36 and look at the Part 2. Read the instructions and write a scene in which Professor Higgins gives Eliza her second lesson.Sample version 1:Act Two, Scene 3(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)H: Ah, Eliza. Ready today for our second lesson?E: (slowly and carefully) Ye-es. We can begin now.H: Well. To begin with, the grammar I taught you last lesson, can you repeat it?E: Er..., Let me think for a while...H: What a silly girl! I can’t teach you any more. Maybe selling flowers in a street is just your suitable job.P: Oh, come, come Higgins. She is just a little girl and she has done her best. You’d better calm down and be more patient.E: (sobbing) I’m sure I can remember it. Give me a chance and I’ll write it down immediately.H: I must say it’s my fault and I beg your pardon. Let’s leave it alone and begin our new lesson.E: (gratefully) It’s very kind of you, Professor. I will work harder and I won’t let you down again.H: OK. Now let’s do some practice in pronunciation which can truly improve your position in society. So pay attention to the records and repeat.(Eliza listened to the record carefully but she just couldn’t follow.)E: I’m afraid I can’t follow it. Can you make it slowly?H: Impossible. Only by following this speed can you make a graceful lady. P: My good friend. How can she learn from it if she can’t follow it? It’s notonly patience that a teacher needs, he must take his student’s level into account.H: Sorry. Maybe you are right. I’ll make it slowly.E: Much better now. Thanks to your guidance, I feel I’m not the person I used to be.H: Keep on and always remember you have a long way to go.E: How long will it take me to get all about language?H: It’s up to you. The more you want to succeed the shorter it will take. P: Higgins, I have to say that you have changed a lot. You are a real teacher now. And you, Eliza, you can’t expect too much. You must learn step by step. It’s your luck to have Higgins to be your teacher. He’ll do you much good. Sample version 2:Act Two, Scene 3(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)H: Ah, Eliza. Ready today for our second lesson?E: (slowly and carefully) Ye-es...H: It seems that you are a little uncomfortable. Do you feel nervous?E: Oh no, I’m fine, but...H: (a little impatient) Why so uncomfortable, Eliza? You have made great progress as we all can see. Are you planning to give up?E: (raises her eyes) Oh no, I’m not. Let’s start, Mr Higgins. What would you like to show me today?H: (picks up a dress and throw it to Eliza) Put it on and I’ll tell you how to behave in a grand party.E: (hesitates) On a grand party? Is it too early? Oh, the dress is too large!I can’t even walk!H: What a poor girl! Of course you don’t have to keep it, if you are ready to be a flower girl again. For a well-educated girl, it is important to know how to deal with different situations in a proper way. For example when someoneinvite you to dance, always remember to say “I’d like to! Thank you.”E: Yes!H: Your English needs further improvement. No one will believe such a pronunciation comes from a well-educated girl.E: Pardon?H: OK, OK. That’s enough. Dan ce, please.E: (seeing Professor’s funny face and can’t help laughing) Ha, ha, ha...H: (angrily) Stop! You sound so rude and nobody will enjoy it! Silly!E: (stop laughing and act as Higgins) Like this?P: (enters the room) Oh, I can’t believe my eyes! I s it your masterpiece?H: It’s so simple.P: What a beautiful and graceful lady! May I have the honor to dance with you?H: (watching and smiling) What a masterpiece she will be!Step Ⅳ HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.此文档是由网络收集并进行重新排版整理.word可编辑版本！。

Unit 4 Pygmalion 教学设计一、学情分析1、设计教学对象：高二年级学生2、认知根底：高中二年级学生已经初步具有一定的认知能力，也掌握了一定的阅读技能和技巧；高中的学生根本上能用英语清晰地表达个人观点，准确地描述生活现象或表达个人情感。

3、心理特征：高中学生思想活泼，求知欲旺盛，学习态度明确，自我意识开展迅速并趋向成熟，独立自主性强，有一定的价值取向。

4、学习能力：高中生在阅读的过程中他们会选择性地使用相关的阅读策略；自主阅读与表达能力已有一定根底，也具备了一定的团体协作能力，并能进行有效成功的交流、合作、与讨论。

同时学生对戏剧、电影等外国文学作品十分感兴趣，而且，此时的心理已趋向成熟，自我意识明显增强，能提出具有创造性的观点。

二、教材分析本课是人教版新课标教材选修8 Unit4 Pygmalion〔Reading〕。

本课主要介绍了萧伯纳的戏剧?皮格马利翁?〔?窈窕淑女?〕，帮助学生进一步了解戏剧，了解西方文化和社会背景。

本节课是这篇阅读的第一节课，目的旨在让学生读懂文章的意思、了解文章的内容、把握文章的中心，从而提升自己的阅读能力。

在本节课，教师大胆地对教材进行整合，将整个戏剧的主要轮廓整合在一起，删减增加为教学任务效劳。

三、教学目标1〕语言知识目标：使学生会使用本单元的相关词汇讲述该故事情节，及表达自己对该故事的看法。

2〕语言技能目标：a)使学生学会克服生词障碍，通过略读，找出人物特征，理清人物关系；通过查读，捕捉文章的重要细节，分析人物性格，理解作者的写作意图；b)使学生学会运用各种猜词技巧，猜想局部生词在具体的语言环境的含义；c〕通过对文章的讲解，使学生理解皮格马利翁式的影响。

3〕情感态度与文化意识目标：a)通过对本文的学习，唤起学生对生活的关注，增强学生对文学作品的理解能力，激发学生对戏剧学习的热情，从而提高学生的文学素养；b)通过微课，让学生了解“皮格马利翁效应〞，在面对困难时不抛弃不放弃。

Unit 4 PygmalionⅠ. 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 playⅡ. 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, fade2．认读词汇phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct3．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. P282. There you are and you were born in Lisson Grove if I’m not mistaken. P293. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. P304. This is the age of the newly rich. People begin their working life in apoor neighbourhood of London with 80 pounds a year and end in a richone with 100 thousand. P295. The English that will condemn her to the gutter to the end of herdays. P306. Perhaps I could even find her a place as a lady’s maid or a shopassistant, which requires better English. P307. What other things show one’s status in society apart from how onespeaks? P318. I’m not asking any favours — and he treats me like dirt. P349. I’d never have come if I’d known about this disgusti ng thing youwant to do to me, I... P3410. What’s to become of me? P74Ⅲ. 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。

Book 8 Unit 4 Pygmalion Period 1 Reading目标聚焦本节课的内容是人民教育出版社出版的NSE高中教材选修8第3单元的Pre-reading, Reading, Comprehension 部分，本单元的主题是通过分析《窈窕淑女》中各个人物的性格而展开的。

本节课是单元的阅读课，教材以剧本形式呈现的，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解剧本的篇章结构和写作特点。

一、知识目标1、初步理解、掌握课文中重点词汇与短语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。

2、利用已获取的信息发表自己对剧本中人物的性格发表自己的看法。

二、技能目标1、能理解剧本所要表达的主题，提高获取信息、处理信息、进行推理判断和表达的能力。

2、形成分析篇章结构的能力，提升逻辑思维能力3、学会总结剧本主题的方法，学会欣赏戏剧。

三、策略目标1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。

2、能利用上下文猜测生词词义。

四情感态度目标让学生了解后天的努力可改变一个人的现状，每个人都要有改变现状的决心和勇气，努力寻求机遇，不断提升自己，追求不断的进步。

1、整体教学法2、体裁教学法3、导、读、演的教学模式学习流程Before class (课前自主学习，合作探究)Task 1 Vocabulary（词汇预习）Preview the new words of this text.【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。

Task 2 Warming up（热身）(1) Look at the three pictures and captionson P28 and try to work out the story and tell it to your partner.【设计意图】通过图画激发学生兴趣，引出有关皮格马利翁的希腊神话故事,让学生对《窈窕淑女》的由来有个初步印象，为后面剧本的学习做准备。

高中英语人教版选修8Unit4PygmalionGrammar教案（系列二）选修八Unit4 PygmalionPeriod3 Grammar一、教学内容分析分词作状语是高考考查的热点和重要考点，其热点考查内容如下：过去分词兼有动词?副词和形容词的特征。

过去分词作状语时，表示被动的或已完成的动作，在句中可作时间?原因?条件?让步?方式?伴随状语等。

掌握过去分词作状语可从以下几个方面考虑。

二、教学重、难点1.过去分词作状语的构成；2.过去分词的不规则变化的识记；3.复习独立主格；4.过分分词作状语与现在分词作状语的区别。

三、教学过程Step1: lead inThe teacher walked into the office, followed by a few students.(伴随或方式状语)Seen from a distance, the mountain looked like an elephant.(时间或条件状语)Step2:presentation1. 过去分词作状语时与句子的主语的关系1）过去分词作状语时，过去分词与主句中的主语形成逻辑上的被动关系，有时也表示动作已完成。

例如：Seen in the dark night，lights on top of tall buildings look like stars in the sky.(seen表示被动，分词的动作与谓语动词的动作同时发生)Scolded by the teacher，the girl began to cry.被老师责怪，女孩哭了起来。

(scolded表示被动且动作已完成)2）有些过去分词已经形成了系表结构，因此他们作状语时与主句的主语之间是逻辑上的主动关系，但仍然用过去分词形式。

例如：Lost in thought，she nearly ran into a tree.陷入沉思，她差点撞到树上。

(lost意为“迷失的”，与逻辑主语连接起来相当于Because she was lost…，作原因状语)与lost类似的过去分词还有disappointed，dressed，determined，devoted，tired，exhausted，prepared，seated，caught等。