2020届一轮复习人教版选修八Unit4Pygmalion单元教案（23页word版）

2020届一轮复习人教版选修八Unit4Pygmalion单元教案（23页word版）

‎2020届一轮复习人教版选修八Unit 4 Pygmalion单元教案 I 教学内容分析 本单元的中心话题是萧伯纳的名剧《卖花女》。主题是通过分析剧中的人物的性格展开的，各项语言活动都是围绕剧情和作者萧伯纳来设计的。‎ Warming up 部分展现了关于希腊神话《皮格马利翁》的三幅图片，使学生对《卖花女》的由来有一个初步印象；通过对每个问题的讨论为进一步学习做准备。‎ Pre-reading 部分设计的三个问题是逐层展开的，第一个问题借助电影My Fair Lady让学生了解Pygmalion。第二、三题通过讨论、思考等形式充分调动学生积极性，发挥想象力，为阅读和理解做准备。‎ Reading 是剧本中第一场，描述流落街头言行粗俗的卖花女Eliza偶遇来自上层社会的语言学专家希金斯教授和皮克林上校，通过双方的对话及代表性语言突出了本剧的主题，人可能通过后天努力改变现状。鼓励学生挖掘自我潜力，勇于超越自我。‎ Comprehending 部分针对文章内容设计了五个练习，旨在加强学生对文章内容和主题的理解及语言规范化训练。‎ Learning about Language 部分是剧本中的第二场，由于与皮克林上校打赌希金斯教授勉强收下上门求学以期改变命运的Eliza。本部分包括听、说、谈、写四部分内容。‎ Learning Tip 指导学生阅读名著改编的小说和剧本，扩大课外阅读量，有效地提高英语水平，并尝试读、演话剧，改进语音、语调。‎ II. 教学重点和难点 1、 教学重点 ‎ （1）本单元的生词和短语及其用法;‎ ‎（2）复习掌握过去分词作状语的用法;‎ ‎（3）了解Pygmalion的剧情，理解“皮格马利翁效应”。‎ ‎2、教学难点 ‎（1）了解萧伯纳的生平及作品特点;‎ ‎（2）初步学会一些对人或事物进行猜测，判断和评价的常用句式。‎ III. 教学计划 本单元建议分六课时 第一课时：Warming Up, Listening (Workbook) & Talking (Workbook)‎ 第二课时：Pre-reading, Reading & Comprehending 第三课时：Learning about Language 第四课时：Reading (Using Language) & Reading task (Workbook)‎ 第五、六课时： Listening and speaking (Using Language), ‎ Listening task (Workbook), Speaking and writing (Using Language) & Speaking task (Workbook)‎ IV. 教学步骤 Period 1. Warming Up, Listening (Workbook) & Talking (Workbook)‎ Teaching Goals:‎ ‎ 1. To arouse Ss’ interest in knowing the content of the whole story.‎ ‎2. To develop Ss’ speaking ability.‎ Step1.Leading-in Purpose: To activate Ss and arouse them to say something about the famous actress.‎ Show the pictures about the famous actress. Ask Ss if they know her and what they know about My Fair Lady.‎ ‎ ‎ ‎ ‎ Step 2. Warming Up Purpose: To lead the Ss to the theme of this unit.‎ ‎1. Tell Ss the film My Fair Lady or Bernard Shaw’s play Pygmalion is an adaptation of a Greek story. Ask Ss to look at the pictures on P28 and tell the story to their partners.‎ ‎2. Divide the whole class into groups of four to discuss the three questions of Warming up on P28. Encourage them to speculate about whether they think Pygmalion and his wife will have problems once they do get married. Here are some more questions in detail.‎ ‎(1) Does the statue-wife have any ideas of her own? ‎ ‎(2) Will Pygmalion allow his wife to be an independent person?‎ ‎(3)Will they lead a happy life after marriage?‎ ‎(4) Will they have any problems?‎ ‎(5) Who will have to change more to solve the problems?‎ Ask some students to report. All these questions have no right or wrong answers.‎ ‎3. Ask Ss to discuss the following questions, encouraging them to imagine the details. Ask some individuals to give their answers and reasons.‎ Question 1. Did Pygmalion work hard when he made the statue?‎ Question 2. How could the statue come into life?‎ Question 3. Why did the Greek Goddess grant his wish?‎ Conclusion:‎ If someone wants to get something very much, he/she just try his/her best. Nothing is impossible.‎ Step 3. Pre-listening Purpose: To help Ss learn about the context of the Listening text.‎ ‎1. Ask Ss to discuss in groups of four according to the picture on P29.‎ ‎(1) Who are the two persons in the picture?‎ ‎(2) What do you know about them?‎ ‎(3) How will they judge whether Eliza is a lady or not?‎ ‎2. After discussing, ask some Ss to present their opinions to the whole class.‎ Step 4. Listening (Workbook)‎ Purpose: To develop the Ss’ listening ability.‎ ‎ To know some characters about the main roles in the ‎ play.‎ ‎1. Ask Ss to listen to the tape and finish Ex1 on P70. ‎ ‎2. Ask Ss to listen to the tape once again and finish Ex3 on P70.‎ ‎3. Allow Ss several minutes to discuss the answers to Ex4 on P70 and call out several Ss to read aloud their answers to check with the whole class.‎ Step 5. Talking (Workbook)‎ Purpose: To get Ss to make up the conversation.‎ ‎ 1. Ask Ss to discuss the questions below. Allow Ss several minutes to exchange their ideas.‎ (1) What is your opinion about Pickering, Henry and Eliza’s characters?‎ (2) How did Eliza perform?‎ (3) What do Pickering and Henry want to say to her?‎ ‎2. Ask Ss to go through the expressions given in the exercise. Remind them to express the exact idea politely.‎ ‎3. Ask Ss to follow the following steps to finish their dialogues.‎ ‎(1) In pairs, Ss work on the speech that Pickering and Henry will make to Eliza, then practice ‎ the conversation together.‎ ‎(2) Ask Ss to perform their conversation to another pair and give advice to each other.‎ ‎(3) Allow Ss several minutes to get prepared. Ask some pairs to present their dialogues.‎ Step 6. Homework ‎ ‎1. Ask Ss to continue practicing their conversation.‎ ‎2. Ask Ss to find some more information about Bernard Shaw and his play.‎ Period 2 Pre- reading, Reading & Comprehending Teaching Goals:‎ ‎1. To learn about the content of Act One of the play.‎ ‎2. To develop Ss’ some basic reading skills ‎3. To arouse Ss’ interest in appreciating literature.‎ Teaching Procedures:‎ Step 1. Pre-reading Purpose: To arouse Ss’ interest in learning about the play.‎ ‎1. Show some pictures from My Fair Lady. Ask Ss to answer the following questions.‎ ‎ ‎ ‎(1) Have you ever seen the film?‎ ‎(2) Do you like it? Why?‎ ‎(3) What is the theme of it?‎ ‎2. Ask Ss to go through the information on the main characters below and try to match the main characters in the play and in the Greek story.‎ ‎(1) Pygmalion A. Pickering ‎(2) Statue B. Higgins ‎(3) Greek God C. Eliza Suggested Answers: (1) B (2) C (3) A Step 2. Fast reading Purpose: To get a brief understanding of Act One.‎ ‎1. Ask Ss if they are curious about the plot in the play and then give them some time to read the text. While reading, Ask them try to find out the information as quickly as possible ‎ When, Where, Who, What, how Suggested Answers:‎ when ‎11:15 pm, in1914‎ where London, England who Eliza, Colonel Pickering, Higgins what fateful meetings how Eliza wanted to sell flower to Pickering, Higgins noticed her pronunciation.‎ ‎2. Ask Ss to read the text quickly and work in pairs to finish Ex1 and Ex2 of Comprehending on P30～ P31.‎ ‎3. Divide the whole class into boys group and girls group. Allow them some time and see which group can finish Ex4 on P30 correctly first. Check the answer with the whole class.‎ ‎4. Ask Ss to discuss in groups of four: What other things show one’s status in society apart from how one speaks? Call out some Ss to report. Write down the points on the Bb.‎ clothes you wear expensive possessions (like cars or jewellery)‎ attitudes and behaviour education level how many foreign languages spoken and countries visited Step 3. Intensive reading Purpose: To get Ss to have some more details in the text.‎ ‎1. Ask Ss to read the text carefully and try to get more details from the text and then find out the answers to these “why”‎ ‎ questions.‎ ‎(1)Why can we say that Eliza must be in a lower class?‎ ‎(2)Why was Higgins respectful to Pickering?‎ ‎(3)Why did Pickering and Higgins feel so happy when they met each other ?‎ ‎(4)Why did Eliza want to find Higgins the next day ?‎ Suggested Answers:‎ ‎(1)Her language and behaviour ‎ ‎ (2)In his opinion ,Pickering is an equal and friend.‎ ‎ (3)Both of them were interested in phonetics and they were looking for each other.‎ ‎ (4)She wanted to change her life very much and she believed what Higgins said.‎ ‎ 2. Ask Ss to try their best to remember the information of the play according to the picture. Then Ask Ss to listen to the tape and try to follow in a low voice.‎ when how what who where ‎3. Ask the Ss to retell the story according to the picture above, call out several Ss to do it to the whole class.‎ ‎4. Still divide the class into boys and girls group.Give them some time to do Ex 5 on P31. See which group can finish first.‎ Step 4. Homework ‎1. Ask Ss to write a short passage to introduce the story briefly.‎ ‎2. Ask Ss to go over Act One and try to find out the language points ‎3. Ask Ss to finish Ex1 and Ex2 of Discovering Useful Words And Expressions on P32.‎ Period 3. Learning about Language Teaching Goals: ‎ ‎1. To enable Ss to master some new words and expressions.‎ ‎2. To get Ss to have knowledge of the grammar point: past participles used as adverbial.‎ Teaching Procedures:‎ Step 1. Warming up Purpose: To go over the words and phrases in the text.‎ Call out some Ss to check the answers to Ex1 and Ex2 of Discovering Useful Words And Expressions on P32.‎ Step 2. Word study Purpose: 1. To enable Ss to master some new words and expressions.‎ ‎2. To encourage Ss to use the words in sentences.‎ ‎1. Allow Ss some time to finish Ex1 and Ex2 of Using Words And Expressions on P71. Call out some Ss to check the answers.‎ ‎2. Tell Ss that words can show approval or disapproval. Let Ss ‎ try to finish Ex3 of Using Words And Expressions on P72 in pairs. Ask them to discuss about the difference of the words.‎ ‎3. Divide the whole class into boys and girls group and try to see which group can finish the sentences in Ex4 on P72 first.‎ Step 3 Language point.‎ Purpose: To train Ss’ language capacity 1. Call out some Ss to list their difficult words and phrases, write them down and give necessary explanations. ‎ dismiss, classify, condemn, acquaintance, in amazement, celebration, fortune.‎ ‎2. Explain some important sentences.‎ (1) while watching, he makes notes.‎ (2) ‎… hands over the paper covered with writing.‎ (3) There you are and you come from the west end of London, born in Lisson Grove if I’m not mistaken.‎ (4) What if I was?‎ (5) But they betray themselves every time they open their ‎ mouths.‎ (1) Once educated to speak properly, the girl could pass herself off as a duchess at an ambassador’s garden party.‎ Step 4. Grammar Purpose: To get Ss to have knowledge of the grammar ‎1. Ask Ss to finish Ex1, Ex2 and Ex3 of Revising useful structures on P33. Check the answer together with the whole class orally. ‎ ‎2. Explain for Ss the grammar point.‎ ‎(1) 过去分词作状语时逻辑主语与句子主语一致，即句子主语是过去分词动作承受者。如：‎ Tired from the day’s hard work, he fell asleep soon. (原因状语)‎ 由于一天的劳累工作，他很快就睡着了。‎ When heated, water can be changed into steam.(时间状语)‎ 水加热后可变成水蒸气。‎ Given another chance, he’ll do it better.(条件状语)‎ 再有一次机会的话，他会做得更好。‎ Much tired, he still kept on working. (方式状语)‎ 虽然很累，他仍继续工作。‎ Born a free man, he was now in chains. (让步状语)‎ 尽管生为自由人，他现在却戴上了镣铐。‎ ‎(2) 过去分词构成的独立主格结构。如：‎ ‎ He rushed into the classroom, his face covered with sweat.‎ 他满脸是汗跑了进来。‎ His work finished, he prepared to go home.‎ 干完活，他准备回家。‎ 也可用with复合结构 He was lying with his eyes shut.‎ 他躺在那里，闭着眼。‎ ‎(3) 不定式，—ing 形式和—ed 形式的区别 ‎ 不定式表未来的或后于谓语动词动作；—ing 表正在进行或与谓语动作同时进行的动作；—ed 表已完成的动作。如：‎ The building to be built next month will be our dormitory.‎ 下月建的楼将是我们的宿舍。‎ The building being built now will be our dormitory.‎ 正建的楼将是我们宿舍。‎ The building built last year will be our dormitory.‎ ‎ 去年建的那楼将是我们宿舍。‎ ‎3. Ask Ss to choose the best answer to the following sentences.‎ ‎(1) alone in a dark room, the little girl was so frightened as to cry loudly.‎ ‎ A. Leaving B. Left C. Being left D. To be left ‎(2) The flowers sweet in the botanical garden attract the visitors to the beauty of nature.‎ ‎ A. smell B. starting C. smelt D. to be smelt ‎(3) The project is designed in this way and once , nothing can be done to change it.‎ ‎ A. starts B. starting C. started D. having started ‎(4) Anna was watching a cartoon, completely to the outside world.‎ ‎ A. having been lost B. losing C. to be lost D. lost ‎(5) Just as the value of a telephone network increases with each new phone to the system, ‎ so does the value of a computer system increase with each program that turns out.‎ A. adding B. to have added C. to add D. added ‎(6)— Why didn’t you go to see the play?‎ ‎— the whole story, I decided not to see it.‎ A. Being told B. I had been told C. Having told D. Having been told ‎(7) Many of the crimes have gone , because some people dare not report them to the police.‎ ‎ A. unnoticing B. unnoticed C. to be unnoticed D. to have been unnoticed ‎(8) A communicative satellite as much as 3.5 tons was sent up into space last week.‎ ‎ A. weighing B. weighed C. to be weighed D. being weighed ‎(9) No matter how frequently the works of Beethoven always attract large audiences.‎ ‎ A. performed B. performing C. to be performed D. perform ‎(10) Children above 12 are able to take part in skiing(滑雪) or other activities for them.‎ ‎ A. designed B. designing C. to design D. having designed ‎(11) —Do you have the experience like that?‎ ‎—Well, I’ve done the work before, so I know what in my new job here.‎ A. expected B. expecting C. to expect D. to be expecting ‎(12) Agriculture officials this week said strict control pressures are in place, to prevent the ‎ red fire ants spreading across the country.‎ ‎ A. intended B. intending C. to be intended D. having intended ‎(13) He must be angry, for we heard the glass on the floor.‎ ‎ A. being broken B. break C. broken D. to be broken ‎(14) If the building project by the end of this month is delayed, the construction ‎ company fined.‎ ‎ A. to be completed; will be B. being completed, will be ‎ C. completed; was D. will be completed; to be ‎(15) Mrs. green was disappointed to see the washing machine she had went wrong again.‎ ‎ A. repaired B. to repaired C. repairing D. it to be repaired ‎(16) The rod is designed for only motor vehicles, so once , bicycles are not allowed to go ‎ along it.‎ ‎ A. opens B. having opened C. opening D. opened ‎(17) —Will you go to the party?‎ ‎—Of course I will if .‎ A. I was invited B. invited C. having invited D. I will be invited ‎(18) with the size of the whole earth, the highest mountain doesn’t seem high at all.‎ ‎ A. When compared B. To compare C. While comparing D. It compared ‎(19) What did the doctor say yesterday afternoon?‎ ‎ He said, “ on time, this medicine will be quite effective.”‎ ‎ A. taking B. Being taken C. Taken D. Having taken ‎(20) He went to bed , and when he woke up he found he still had his shoes on.‎ ‎ A. drinking B. being drunk C. drunk D. having drunk Suggested Answers:‎ ‎(1) C (2) B (3) C (4) D (5) D (6) D (7) B (8) A (9) A (10) A (11) C (12) A (13) A (14) A (15) A (16) D (17) B (18) A (19) C (20) C ‎ Step 5. Homework ‎1. Review the new words and phrases.‎ ‎2. Finish Ex 1& 2 on Wb P72—73.‎ ‎3. Ask the Ss to collect as much information about Bernard Shaw after class.‎ Period 4 Reading and acting (Using Language) & Reading task (Workbook)‎ Teaching Goals: 1. To get Ss learn more about the story.‎ ‎2. To get Ss know something about Bernard Shaw.‎ Teaching Procedures:‎ Step 1. Reading and acting (Using Language)‎ ‎1. Leading-in Purpose: To arouse Ss’ interest in the reading text.‎ ‎(1) Lead Ss to the topic of the reading text. Teacher may say, “We’ve learnt Act One of Bernard Shaw’s play. Do you know something about this famous writer?” Show the pictures and ask Ss to say something. Then give a brief introduction.‎ ‎ ‎ ‎(2) Ask Ss whether they can imagine how the story will go on in Act Two? Ask Ss to describe it to their partner.‎ ‎2. Fast reading ‎ Purpose: To get a brief understanding of the text.‎ Ask Ss to read this scene in two minutes and discuss the questions, and then answer them in pairs.‎ ‎(1) Why did Eliza go to Higgins’ home?‎ ‎(2) Finally, did the professor agree to teach the girl? Why?‎ Suggested Answers:‎ ‎(1) She wanted to learn to speak better from Higgins.‎ ‎(2) Yes, he did. Because Pickering made a bet with him.‎ ‎3. Intensive reading Purpose: To get Ss to have some details in the text.‎ Ask the Ss to read the passage for a second time and fill in the blanks in the passage.‎ The next day, Henry Higgins and Colonel Pickering were in Higgins’ home. They were talking about how many vowel sounds they could . Eliza came and Higgins asked Mrs. Pearce to .But when he found that she was the girl they saw , he wanted to let her away. Eliza begged to stay and study pronunciation. Pickering said that if Higgins could ‎ as a lady, he would say Higgins were the and pay for the . Higgins but asked her to take off her clothes and have a both. While Eliza was for the ‎ thing in her mind, the two gentlemen planned to teach her from . ‎ Suggested Answers: sitting deep in conversation; pronounce; show her in; the other day; pass her off; greatest teacher alive; lessons; compromised; horrible; sobbing; disgusting; alphabet.‎ ‎3. Ask Ss to retell the story, according to the passage. ‎ ‎4. Language study Ask Ss to go though the text find out the difficult phrases and sentences and analyze them.‎ ‎(1) There is a bit of luck ‎(2) the other day ‎ ‎(3) take… away ‎(4) I won’t give you more than a shilling ‎(5) I’d never have come if I’d known about this disgusting thing you want to do to me…‎ ‎(6) fade out Step 2. Reading task (Workbook)‎ 1. Leading-in Ask Ss the following questions and allow Ss two minutes to say to their partners.‎ (1) Do you want to know the end of the story?‎ (2) Are you certain how it will end?‎ 1. Reading ‎(1) Ask the Ss to read through Act Five and finish Ex1 on P75. Call out some Ss to check the answers.‎ ‎(2) Ask Ss to work in pairs to finish Ex2 on P75. Call out some Ss to check the answers.‎ ‎(3) Divide the whole class into groups of four to discuss the questions of Ex3 on P75. Ask them to get ready to represent their dialogue of their group.‎ Step 3. Homework ‎1. Ask Ss to act out the ending of the play that they agree on.‎ ‎2. Ask Ss to go over the learned texts.‎ Period 5 & 6 Listening and speaking (Using Language), Listening task (Workbook), Speaking and writing (Using Language) & Speaking task (Workbook)‎ Teaching Goals: ‎ ‎1. To develop Ss’ listening ability ‎2. To learn some information about the play.‎ Teaching Procedures:‎ Step 1. Listening and speaking (Using Language)‎ ‎1. Ask Ss to discuss in groups of four the following questions.‎ (1) What would be done to change Eliza into a lady?‎ (2) What do you think are the most important things to change Eliza into a lady? How will you make each change?‎ ‎2. Ask Ss to finish Ex1 and Ex2 on P35.‎ ‎3. Ask Ss to listen to the tape and finish Ex3 on P35.‎ ‎4. Play the tape again and ask Ss to finish Ex4.‎ ‎5. Ask Ss to try to think of some new ideas to help Higgins teach Eliza better. Choose the two best ideas and share with the class.‎ Step 2. Listening task (Workbook)‎ ‎1. Lead Ss to the topic of the listening text. Teacher may say, “We’ve known the beginning and ending of the story, but don’t you want to know how Eliza succeeded in the ambassador’s party?” Tell Ss that this is the most wonderful Act of the play.‎ ‎2. Ask Ss to listen to the tape and finish Ex1 of Listening task on P73.‎ ‎3. Ask Ss to listen to the tape again and answer in pairs the questions in Ex2 of Listening task on P73.‎ ‎4. Ask Ss to listen to he tape for the third time and enjoy the humor of this act. Discuss and give the answer to Ex3 of Listening task on P73.‎ Step 3. Speaking and writing (Using Language)‎ ‎1. Ask Ss to discuss the following questions.‎ ‎(1) How did Eliza feel after the first class?‎ ‎(2) What will she say to Mrs. Pearce?‎ ‎(3) How will Mrs. Pearce comfort her?‎ ‎2. Ask Ss to go through the phrases and sentences given in Ex1 of Speaking and writing on P36 and try to make a dialogue of their own.‎ Sample dialogue 1:‎ ‎3. Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved.‎ ‎4. Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.‎ Step 4. Speaking task (Workbook)‎ ‎1. Ask Ss whether they still remember that the play has the same theme with the Greek story. Ask them to go over the story on P28.‎ ‎2. Ask Ss to discuss and try to find out the similarities and differences between the play and the story Then let them finish Ex1 on P76.‎ 1. Ask Ss to discuss the following questions.‎ (1) How does Eliza change in the play?‎ (2) How does Pygmalion change in the play?‎ (3) Has Henry’s attitude to Eliza changed from the beginning of the play to the end?‎ ‎4. Ask Ss to finish Ex2 on P76.‎ Step 5. Homework ‎1. Ask Ss to go through Writing task on P76 and then write a review of the play.‎ 1. Ask Ss to review what has been learned in this unit.‎ Ask Ss to preview the next unit.‎