高中英语优秀教案Unit4Pygmalion(新人教版选修8)

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。

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 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, fade 2．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 ina poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand. P295. The English that will condemn her to the gutter to the end of her days.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 one speaks?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 disgusting thing you wantto 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。

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。

Unit 4 Pygmalion[导读] 《窈窕淑女》是一部酷似灰姑娘的喜剧，萧伯纳用风趣和幽默的手法，对资产阶级虚伪性进行揭露和辛辣讽刺。

该剧被布鲁克斯称为“本世纪最优秀之音乐歌舞剧〞，曾经荣获托尼奖，被纽约戏剧评论界和外部评论界评为1956年最正确歌舞剧。

在纽约和伦敦，此剧上座率居高不下，胜过同期上演的任何一出百老汇戏剧。

TESTING ELIZAH＝Higgins CP＝Colonel PickeringE＝Eliza MH＝Mrs HigginsM＝Maid C＝Clara F＝Freddy N＝NarratorN：Eliza's first test is a tea party at Henry's mother's house.H：Well，hello，mother！This is Colonel Pickering，and this is Eliza.CP：Good afternoon，Mrs Higgins.E：(slowlyandcarefully) Good afternoon，Mrs Higgins.MH：(toboth) Good afternoon.(murmurs) Now Henry，how is your experiment ing along?H：Well，mother well.M：(announcesloudly) Here is Mr and Miss Hill!MH：Good afternoon，Freddy and Clara.It's so good of you to e.Let me introduce you to Miss Eliza Doolittle，my son Henry，and his friend Colonel Pickering.F：How do you do？(shakeshandswitheveryone)H：Delighted I'm sure.N：Eliza talks to Clara and Freddy while the others listen.E：(verycarefully)How do you do，Mr Hill and Miss Hill?C：Good afternoon.May I call you Eliza and do please call me Clara.How pretty you look!F：Yes，indeed.May I sit next to you，Eliza?E：Oh yes.Please do.F：Now，will it rain，do you think?E：There are indications that the rain to the west of these islands is likely to move to the east.F：Oh，how funny!E：(crossly) What's wrong with that，young man？I bet I got it right.C：I hope it won't turn cold though.There's so much flu about.E：My aunt died of flu，so they said.But I believe they done the old woman in.C：Done her in？Please what does that mean，Mr Higgins?H：Oh，that's the new small talk.To do a person in means to kill them.E：(continuing)Yes，why should she die of influenza？She recovered from diphtheria the year before.I believe they done her in.C：(turningtoEliza) Do you mean that?E：(gettingenthusiastic)Yes，I do! What became of her new straw hat that she promised to me？Somebody stole it，and what I say is：the person who stole it，done her in.Her family would have killed her for a hat­pin，let alone a hat!F：(can'thelplaughing) I like the new small talk.E：(angrily) If that was right，why were you laughing？Have I said anything I oughtn't，Mrs Higgins?MH：Not at all.E：Well，what I say is．．．H：(lookingathiswatch)Ahem!E：(takingthehintandrising)Well，I must go.So pleased to have met you.Goodbye.MH：Goodbye.F：May I walk you home?E：Walk？Not likely！I'm going in a taxi！(exits)(FreddyandClaraalsorise) C：It's time for us to leave.Thank you，Mrs Higgins.MH：It's been my pleasure.See you next week then？(exittheHills)H：Now，mother，do you think she is ready for the ambassador's garden party?MH：You silly boy.Of course not.She looks all right，of course.But she gives herself away with every sentence she speaks!H：Never mind about that！Pickering and I will just have to work a little harder.Do you think，Pickering，we should take her to the theatre?CP：Yes，what a good idea！But do you think she'll．．．(fadeoutastheyleavethehouse)测试伊莱扎旁白：伊莱扎的第一次测试是在亨利的母亲家里举办的茶会。

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”。

【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 Pygmalion【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(巨大的)．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 somestrange 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)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，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理解起到一个铺垫作用。

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。

英语选修8人教版新课标Unit 4第0课时教案Unit 4 PygmalionⅢ. 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。

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。

1.2 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。

1.3 Reading讲述了发生在伦敦剧院外的一幕。

主要人物有Eliza, Higgins, Pickering。

Eliza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，受了一阵子语言训练。

最后两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。

选修八Unit4 PygmalionPeriod3 GrammarTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语in return, in trouble, in disguise, in amazement, in pain, in delight, in shockb. Grammar: Past participle as the adverbial.2. Ability goals 能力目标Enable the students to use the past participle as the adverbial.3. Learning ability goals 学能目标Help the students learn how to use the past participle as the adverbial.Teaching important points 教学重难点How to use the past participle as the adverbial.Teaching methods 教学方法Task-based activities.Teaching aids 教学准备Some slides and a projector.Teaching procedures & ways 教学过程与方式StepⅠ RevisionCheck the homework.Ask the students 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 finish, make some comments on their performances.Step Ⅱ Word studyAsk the students to finish Exx. 1 and 2 in Learning about Language.Then check the answers with the class.Step Ⅲ GrammarFirst ask the students to find out the examples of the past participle as the adverbial in the play:Sample sentences:1. An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P282. 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. P30Explanation: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.1. Given more time, we could do it better.2. Heated to a high temperature, water will change to vapour.3. Frightened by the noise in the night, the girl did not dare sleep in her room.4. Disturbed by the noise, we had to finish the meeting early.5. Seen from the hill, the park looks very beautiful.6. She walked out of the house, followed by her little daughter.Sample answers:1. When / If we were given more time, we could do it better.2. When / If it is heated to a high temperature, water will change to vapour.3. As she was frightened by the noise in the night, the girl did not dare sleep in her room.4. As we were disturbed by the noise, we had to finish the meeting early.5. When it is seen from the hill, the park looks very beautiful.6. She walked out of the house, and her little daughter followed.PracticeAsk the students to finish Parts 2 and 3 on page 33.Time permits, ask the students to finish Exercises 1 and 2 in USING STRUCTURES on page 73.Step Ⅳ Summary and homeworkT: What did we learn today?S: The past participle as the adverbial.T: Good. What should we pay attention to when using the past participle as the adverbial?S: The agreement between the subjects in the main clause and the past participle phrases.T: Right. After class, please finish the exercises in USING WORDS AND EXPRESSIONS.。