M8U4 单元教案设计

An instructional design for NSEFC Student ’s Book 8
Unit 4 Pygmalion
完成时间: 2008年2月
D e s i g n e r s :
浙江省黄岩中学 邵长国 张小华 杨谢友
符隽娜 徐丹婷
Contents 目录
1. 教学目标与要求(Teaching aims and demands) (3)
2. 课前分析(Teaching analysis in the pre-class stage) (5)
2.1 教学材料分析(About the teaching stuff) (5)
2.2 教学对象分析(About the instructional object) (6)
3. 教学安排(Teaching arrangement) (7)
3.1 教学设计概要(Outline) (7)
3.2 教学课时安排(Time allocation) (8)
3.3 具体教学步骤(Teaching procedure) (9)
4. 评价与反思(Assessment and reflection) (36)
4.1 教师教学效果的评价与反思(Ts’) (36)
4.2学生学习效果的评价与反思(Ss’) (38)
5. 补充参考材料(Supplementary reference materials) (38)
5.1 学生作业材料(Assessments for Ss) (38)
5.2 教师备课参考资料(Reference materials for Ts’) (40)
5.3 练习与测试(Exercises and tests) (41)
2
1.教学目标与要求(Teaching aims and demands)
根据《英语新课程标准》（实验稿）关于总目标的具体描述，结合高二年级学生的实际和本单元的教材内容，我们将本单元的教学目标分为语言知识、语言技能、学习策略、情感态度和文化意识等五个方面。

Part 1. 语言知识(Knowledge)
1.语音知识(Phonology)
能根据语音辨别和书写本单元不太熟悉的单词。

能就Pygmalion有关的话题流畅地表达自己的观点，并做到语音准确、语调自然。

2. 词汇(Vocabulary)
能理解、并熟练运用以下单词
①四会词汇
动词betray, classify, condemn, dismiss, fade, hesitate, overlook,
pronounce, sob
名词adaptation, acquaintance, alphabet, ambassador, antique,
bathtub, classic, compromise, fortune, handful, mile,
musical, nail, officer, outcome, pence, plot, professor,
pronunciation, sob, status, superior
形容词antique, brilliant, compromise, disgusting, effective,
horrible, mistaken, musical, superior, troublesom,
uncomfortable, upper
副词dismissively, uncomfortably
②认读词汇
distinct, colonel, curtsy, disguise duchess, fateful, gutter,
heartily, phonetics, shilling, vowel
能理解、并运用以下短语
fade out, make one’s acquaintance, generally speaking,
in disguise, in amazement, in terms of, in need of, once more,
pass…off as, show…in, take away, the other day,
3. 语法(Grammar): Revise the Past Participle as the Adverbial
(复习过去分词作状语)
1. 过去分词作状语, 可以表示时间, 原因, 条件, 方式, 伴随, 让步等。

例如:You come from the poorer end of London, born in Lisson Grove if I’m not mistaken.
United we stand; divided, we fall.
2.过去分词作状语, 其逻辑主语须与句子的主语一致。

例如：The teacher stood there, surrounded by a group of students.
- 3 -
4. 功能(Functions): 学习和掌握一些用于表示①推测、猜测②情感③判断与评价的结构；如
①推测、猜测(Conjecture)
I wonder whether…I think it’s because…
Is it possible that…Perhaps/Maybe, but…
②情感(Emotion)
How do you feel about…? What do you think would make … happier? surprised disappointed worried confused amazed upset
③判断与评价(Judgement and evaluation)
Perhaps you could do more…I know you talked about… but…
I think you need more practice at…Your use of… is much better, but …
5. 话题(Topic )
Literary work; drama; read and act a play
Part 2. 语言技能(Skills)
听: 能通过听前预测、抓关键词等听力技巧来捕捉特定信息,从而听懂并理解文章
说: 能熟练掌握与话题相关的常用词汇与表达方式，如：如何通过英语来表达①推测、猜测②情感③判断与评价，同时使学生能就话题较好地完成一些开放性话题，以提高在真实语境中的英语交际能力。

读: 能获取关于Pygmalion的相关信息，且进行skimming, scanning, glabal reading, inference, generalization 等阅读微技能训练，并注重精读和泛读的有效结合。

写: 能通过讨论形成文字，从口头落实到笔头，创造性地编写短剧。

演: 能通过反复阅读课文，模仿戏剧人物的语音、语调，并小组合作表演剧本。

Part 3. 学习策略(Strategy)
高二学生应在高一及之前阶段有所培养的自主学习能力的基础上，进一步掌握资源策略，学会独立地获取信息和资料，并能加以整理、分析、归纳和总结，从而扩展知识、开阔视野、充实生活。

认知策略：在听和读的过程中，能借助情境和上下文猜测词义或推测大意；能在学习中借助图表等非语言信息进行理解或表达。

调控策略：能主动拓宽学习除课本Pygmalion之外的文学作品及背景知识的渠道；能评价自己学习的效果，总结有效的学习方法，遵循记忆规律，提高记忆效果。

交际策略：能在课内外活动中积极用英语与同学讨论“皮格马利翁效应”，并能用英语进行相应的真实交流和应用。

资源策略：能通过图书馆、计算机网络、广播、电视等资源获得更广泛的有关Pygmalion的文学信息，扩展所学知识。

4
Part 4. 情感态度(Affect)
●让学生在Pygmalion中体会文学的魅力，增强自主学习课外文学知识的
意识
●帮助学生理解心理学上所指的“皮格马利翁效应”。

●使学生在学习文学表演中形成较强的合作精神，愿意与他人分享各种学
习资源。

Part 5. 文化意识(Cultural awareness)
帮助学生感受不同语言的文化，营造浓厚的英语文学学习气氛。

2.课前分析(Teaching analysis in the pre-class stage)
本套英语新教材的编写以模块为单位，第个模块由若干单元组成，但是每个单元的设计打破了呆板的块状结构，换之以流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。

每个单元以功能为主题、话题为支撑、结构为平台、任务为载体、意义交流为目的，充分体现了语言运用的基本思路和Communicative Curriculum的指导思想，为任务型课堂教学构建了框架。

另外，还注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。

2.1 教学材料分析(About the teaching stuff)
本单元的主题是通过分析Pygmalion中各人物的性格而展开的，各项语言活动都是围绕剧本情节和作者萧伯纳来设计的。

“热身”（Warming Up）部分通过三幅图片引出有关皮格马利翁（Pygmalion）的希腊神话故事，让学生对萧伯纳的Pygmalion的由来有一个初步的印象；通过对问题二的讨论可以打开思路，并为以后学习剧本和理解剧情做准备。

“读前”（Pre-reading）部分提供的第一个问题可以帮助学生通过电影《窈窕淑女》了解Pygmalion。

而第二、第三两题则调动学生的积极性，充分发挥想象力，为进一步进入阅读作铺垫。

“阅读”（Reading）部分是一个剧本，故事讲述了一位来自社会下层语言粗俗的卖花女，偶然遇到上层社会的皮克林上校和希金斯教授的情形, 通过他们之间的对话和各自具有的代表性语言，突出本剧主题：人的语言和行为都受他（她）社会地位和环境的影响。

但是对过后天的努力，是可以改变的。

鼓励学生要勇于改变自我，不能满足于现状，充分挖掘自已的潜力。

“理解”（Comprehending）部分针对文章的内容设计了五个练习。

练习1、2、3旨在加强学生对文章的理解。

通过分析，进一步加强学生对剧作者所表达的“一个人的言语行为取决于其社会地位”这个主题的理解。

练习4
- 5 -
重在引导学生思考，对人物性格进行总结。

练习5重在加强学生语言正规化的训练。

“语言学习”（Learning about Language）部分包含两方面的内容：词汇部分继续训练学生在语境中理解词汇的能力，并要注意在运用过程中动词、名词形式的变化。

语法部分着重复习过去分词作状语的用法。

“语言运用”（Using Language）部分的“阅读与表演”是本单元剧本的第二部分，也是对Reading 部分的剧情承接。

这一幕的地点是在Higgins 的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。

主要讲述的是Eliza来这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。

该部分从听、说、读、写四个方面来学习和巩固所学语言知识。

其中听的部分Listening要求学生听一段关于Higgins如何给Eliza授课，如何帮助她纠正发音以及其教学方法的录音，并完成关于Eliza在发音和语法方面正确的地方以及需要改进的地方的表格。

而说的部分Speaking有两个任务。

其一是让学生就所给的表示猜测的语句展开联想，说出Higgins与Eliza的第二次授课该如何进行；其二是让学生通过教师的引导总结出希腊神话故事和萧伯纳的剧本两者之间的共同和不同之处。

教师可以通过Speaking Task中的提问来引导学生，让学生自己得出结论。

“小结”（Summing Up）部分要求学生根据给出的三项提示（content, words and expressions, structures）对所学内容进行总结。

“学习建议”（Learning Tip）旨在指导学生如何在课外扩大阅读量，特别是阅读名著改编的小说或剧本，以便有效地提高英语水平。

此外，读剧本、演话剧也是改进语音、语调的有效途径。

本单元涉及的要点是
1、了解萧伯纳的生平及其作品特点。

2、了解《皮格马利翁》的剧情，理解心理学上的皮格马利翁效应。

3、掌握本单元教学目的和要求中的词汇、短语的用法。

4、熟练掌握过去分词作状语的用法。

5、初步掌握对人或事物进行猜测、判断与评价的常用句式。

6、能比较准确地表达情感。

2.2教学对象分析(about the instructional object)
本单元的教学对象为高二年级学生，他们的认知能力比高一年级有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。

他们学习英语的方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，会把语言学习与现实生活和兴趣联系起来。

文学作品，作为语言字的重要部分也是学生学习并领会不同文化的不错途径，此阶段的学生有兴趣也有能力阅读并尝试合作表演戏剧剧本。

6
- 7 - 3. 教学安排 (Teaching arrangement)
新教材在选材和教学活动的设计上充分考虑到了高中学生的年龄特征和他们生理和心理发展的需要，在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动。

同时，对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统。

但是，一套教材的编写只能面对一般意义上的学生，无法完全针对特定学生群体的需求，所以我们不能全盘照搬，要结合自己学生的实际作适当调整。

因此，在明确了本单元的教学目标和从学生的现有水平到教学目标之间所需获得的能力及其层次关系、分析了解了教学材料和教学对象的具体情况之后，我们根据“LARA 教学原则”，对教材进行尝试性的删除（L – Leave out ）、 修补（A – Amending ）、替换（R – Replace ）和增添（A – Add ），让教材为学生的“学”服务。

3.1 教学设计概要 (Outline)
在整个单元的教学设计中，我们以话题为纲，交际功能为主线，兼顾结构，适当拓展；在教学方法上坚持以Communicative approach 为主，辅以其他多种有效的教学方法，充分运用任务型教学途径，精心设计各种任务，并以任务为载体，搭建学生使用英语的舞台；以单元的整体教学为备课原则，突显不同课型的教学特点：
● 阅读教学图式化，科学结合语言图式（linguistic schemata ）、内容图式（content schemata ）和形式图式(formal schemata)；
● 词汇教学语境化，在语境中呈现和巩固词法知识；
● 语法教学三维化，从形式、意义与运用三方面教授语法；
● 听说教学功能化，以功能性项目提升语言的运用和表达；
● 写作教学过程化，过程即参与，参与即应用。

我们希望，通过本单元的教学，能进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情。

例如，提高用英语获取信息、处理信息、分析和解决问题的能力；发展学生与人沟通和合作的能力；激发学生对Pygmalion 深入了解的探究心理，逐步养成研究性学习意识；帮助学生通过自主学习和社会调查，了解文学作品的同时也试着理解心理学意义上的“皮格马利翁效应”。

本单元教学设计的简要思路如下：
3.2 教学课时安排(Time allocation)
根据教材内容，我们将本单元的教学时间安排为6课时，具体如下：
这里我们要说明的是，在对教学材料进行重组的同时，我们也增加了一些补充练习。

另外，我们在课堂教学时间内删除了以下的内容，其中包括：(textbook) Listening、(Workbook) Speaking task，并把它们作为学生自主学习和研究性学习的内容。

8
- 9 -
在单元开始之前，每位学
生都将拿到一张印有「自我检测」
及「上课难吗」的讲义。

第一部分
「自我检测」用文字及图表形式
让学生明确本单元的学习内容,
且贯穿单元始末,让学生真正
学会自主学习。

第二部分
「上课难吗」用五星级别标识
课堂任务的难度,让学生明了
课堂上任务的难度级别，做
到心中有数，同时也是通过
文字暗示鼓励学生完成难度
较高的课堂任务,这也是体现了
皮格马利翁效应在课堂教学
中的实际应用。

Designer: 邵长国
3.3 具体教学步骤 (Teaching procedure)
Period1. Pygmalion, Fateful meetings (Reading)
Topic: Act one. Fateful meetings
Teaching materials: warming up, pre-reading, reading, comprehending Teaching goals
1. Target language
a. important words and phrases
acquaintance, adaptation, ambassador, betray, brilliant, classify,
condemn, disguise, dismiss, fortune, handful, hesitate, mile, officer,
outcome, pence, plot, professor, Pygmalion, troublesome,
uncomfortable
in amazement, in disguise, make one’s acquaintance, pass…off as
b.important sentences
An expert in phonetics, convinced that the quality of a person’s English
decides his/her position in society.
The English that will condemn her to the gutter to the end of her days.
Perhaps I could even find her employment as a lady’s maid or a shop
assistant, which requires better English.
2.Ability goals
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
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 & difficult points
How to talk about the play.
How to use the play to work out the characteristics of each social group. Teaching methods
Individual, pair, and group work and discussion
Teaching aids
A computer, a recorder and a projector
Teaching procedure
Step 1: lead-in
T: As you know we are going to start a new unit, but before that let’s learn something about the author, George Bernard Shaw first. How much do you know about him?
S: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker,
defender of women’s rights, and advo cate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honour but refused the money. He was a very humorous playwright.
T: Very good. So you made a brief introduction to Bernard Shaw. What other things do you know about him?
S: Here’s a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that
time whereas Shaw was very thin. Churchill said to Shaw very sharply,
“When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the
reason why our country is so poor.”
10
T: Funny story. Most of the time, we can call it an anecdote.
Here I also prepared some quotes from Shaw.
1. Behind every successful man, there is a woman and behind every unsuccessful
man, there are two.
每个成功的男人后面都有一个女人；每个不成功的男人后面都有两个女人。

2. I was born intelligent - education ruined me.
我生下来时很聪明的——教育把我给毁了。

3. Practice makes perfect..... But nobody's perfect...... so why practice?
完美无缺苦练来…但没有一个人是完美无缺的…所以干吗要苦练呢？
4. If it's true that we are here to help others, then what exactly are the others here for?
有人说我们来到这个世上就是要帮助别人的，倘若此话非虚，那么请问，别人来到这个世界又是干什么的？
5. Since light travels faster than sound, people appear bright until you hear them speak.
由于光速比音速快，所以在我们听到人们开口之前，个个都显得很聪明。

6. Money is not everything. There's Mastercard & Visa.
金钱并非一切，还有信用卡呢。

7. One should love animals. They are so tasty.
人们应该喜爱动物，它们好吃来着呢。

8. Every man should marry. After all, happiness is not the only thing in life.
每一个男人都应该结婚。

毕竟，幸福不是人生中惟一的东西。

9. The wise never marry and when they marry they become otherwise.
明白人从不结婚，结了婚就不明白了。

10. Success is a relative term. It brings so many relatives.
成功是一个相对的概念，就看你怎么看，无怪乎成功人士大家都拿他当自家亲戚看。

T: Then what do you know about his works?
S: Candia康蒂妲, The Devil’s disciple魔鬼的门徒, Androcles and the Lion安德罗克利斯与狮子
S: Heartbreak House伤心之家, Arms and the Man武器与人, Saint Joan圣女贞德
T: Pretty good. Among them, some were made into films, like Man and Superman人与超人and Pygmalion卖花女. Let’s take Pygmalion for an example, it is also made into a film called My Fair Lady窈窕淑女. Have you ever seen the film? We can have a short clip of it.
Step 2 Warming Up
T: Here are three pictures about a Greek story. Anyone knows what the story is about? Ok, let’s work in pairs and work out the story.
After a few minutes.
T: Who can tell us what’s in it in your own words?
S: Let me try. Pygmalion was a very gifted artist. he spent a long time making
a stone statue of a beautiful woman. It was so beautiful that he couldn’t help
loving it and wanted it to be his wife.
T: Wonderful! And who can continue it?
S: But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the Greek Goddess to help him to bring it to life.
T: You did a good job. But did his dream become true at last?
S: Yes! The Greek Goddess agreed to help and his wish was granted.
T: Now who can represent the complete story based on the above description? S: Let me try. Pygmalion was a gifted a artist. One day, he decided to make a stone statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with the jewellery, and
even named it the Sleeping Love. The work was so beautiful that he
couldn’t help thinking that if the statue could be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek Goddess to help make it alive. Finally the Goddess was moved by hes sincerity. His wish
was ganted. Pygmalion threw himself to his feet, the girl smelt down at him.
Afterwards, they fell in love with each other and married.
T: Wonderful! You did a good job! By the way, you know in this Greek story, there is a Psychological term called The Pygmalion Effect. It means that
people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t.
Step 3 Reading
T: This play has the same theme as the Greek story.
In pairs discuss what this theme might be.
Skimming
1. What are the main characters of this act?
2. What do they do respectively?
3. What are they doing at the beginning of the play?
T: Here’s tip for you.
Tip: Some information is included in the stage directions, like the character, time, place, weather, lighting, etc.
After a few minutes.
T: Who would like to answer the questions?
S: Eliza Doolittle: a poor flower girl who is ambitious to improve herself.
Professor Higgins: an expert in phonetics, convinced that the quality of a
person’s English decides his/her position in society.
Colonel Pickering: an officer in the army and later a friend of Higgins’ who
sets him a task.
S: They are sheltering from the rain ouside a theatre.
Scanning
1. Eliza greeted to the gentleman in order to _______.
2. Why did Eliza begin to cry? Because _______.
3. Professor Higgins believed that he could judge a person by _______.
4. From the text, we can infer that Professor Higgins is a man described
below EXCEPT _________.
T: I shall have the whole class diveded into three groups. One group will be Eliza, one Professor Higgins, and one Colonel Pickering. Here we go. After several minutes.
1. Eliza greeted to the gentleman in order to _______.
A. talk with him
B. ask him to buy some flowers from her
C. ask him to teach her
D. beg some money from him
A. she thought Professor Higgins would arrest her
B. the gentleman didn’t give her some money
C. Pickering beat and scolded her
D. there was no reason
3. Professor Higgins believed that he could judge a person by _______.
A. his appearance
B. his action
C. his conversation
D. his manners
S: Clothes
S: Expensive possessions(like cars or jewellery)
S: Attitudes and behavior
S: Education level
S: How many foreign language spoken and countries visited
4. From the text, we can infer that Professor Higgins is a man described
below EXCEPT _________.
A. he doesn’t care about money
B. he is an expert in phonetics
C. he is proud
D. he is greedy
Step 4 Comprehending
This 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 person’s position in society by the way they behave and speak. Please listen to the tape and use the play to
work out the characteristics of each social group.
T: Do people speak or behave the same to people from different class?
Ss: Of course not.
T: Find some evidence in the text. How do they behave to the other two people?
Step 5 Discussion
T: Choose the adjectives in the list which best describe each character in the
play. You can form a group of three to have your ideas shared.
After a few minutes.
Step6 Assignments:
Revision: 1. Words and expressions
2. Ex.1&2 on P32
Acting: Read the play repeatedly & try to act it out
Preview: Preview the grammar part
Designer: 邵长国 impatient kind polite confident anxious eager rude enthusiastic unsure gereous ambitious superior emotional self-important
Period2. Language Practice (Grammar)
Topic: Language Practice
Teaching materials: Learning about language-Discovering useful structures, (Workbook) Using structures，补充练习
Teaching goals
1. Knowledge goals:
a. vocabulary: in return, in trouble, in disguise, in amazement,
in pain, in delight, in shock
b.grammar: revise particularly the past participle as the adverbial and at the
same time generally revise the use of the past participle
2. Ability goals:
Students learn to use the words and phrases in context and specifically the past participle in practice
3.Emotion goals:
Students learn to teach themselves and help each other draw conclusions and find out rules while learning
Teaching important & difficult points
How to use the past participle as the adverbial
Teaching methods:
Task-based methods, student-centered activities, pairwork
Teaching aids
A computer, a recorder and a projector
Teaching procedures
Step1. Lead-in
1. Greetings
2. Revision : the plot and characters of the play
Step2．Revise the words and phrases learned in the reading part.
1. Students share with each other to draw a conclusion about the useful words and phrases learned in the reading text.
2. Go through the two exercises in the book in order to revise the useful words in context.
Step3. Revise the past participle as the attribute and predicative and object compliment.
1.Students are supposed to fill the blanks with the given help
2.Students are supposed to tell what the past participle in each sentence used
for.
Step4. Learn about the past participle as the adverbial.
-ed分词短语做状语可表示时间、地点、原因、条件、让步、伴随等意义。

这种-ed分词状语相当于一个时间、地点、原因、条件、让步等状语从句，若-ed分词作状语，句子的主语与分词所表示的动作构成动宾关系，即是该分词动作的承受者。

-ed分词（短语）作状语时，也可在其前面加上连词when, if, once, though, unless等，以便明确作何种状语。

1.表时间，相当于一个时间状语从句，有时过去分词前可加连词when或while来强调时间概念。

从山顶上看，这个城市就像一个大花园。

Seen from the top of the hill, the city looked like a big garden.
入党以后，他决定献身于党的事业。

Accepted by the party, he decided to devote his life to the cause of the Party.
2. 表原因，相当于一个原因状语从句。

激动的人们被那个故事深深地感动了，停止了争吵。

Moved by the story, the young people made up their minds to take up the struggle.
3. 表条件，相当于一个条件状语从句，有时过去分词前可用if等词。

再给他一次机会，他会做得更好。

Given another time, he will do it better.
4. 表让步，相当于一个though/although引导的让步状语从句。

尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。

Exhausted by the running, they went on running after the robber.
尽管被许多人嘲笑，他还是继续他的研究。

Laughed at by many people, he continued his study.
5. 表方式或伴随情况。

那个老人在他的妻子的搀扶下走进了房间。

The old man went into the room, supported by his wife.
我和父亲坐在桌子旁边讨论着我的工作问题。

Seated at the table, my father and I were talking about my job.
Tips:
过去分词作状语与现在分词作状语的区别在于: 过去分词与句子主语构成动宾关系, 而现在分词与句子主语构成主谓关系。

Seeing in this light, the matter is not as serious as people generally suppose. Seen in this light, the matter is not as serious as people generally suppose.√
Step5. Learn to use
Rewrite the following sentences using participles:
1.While he was watching TV, he heard a knock at the door.
While watching TV, he heard a knock at the door.
2.If the town is seen from the top of the hill, it looks more beautiful .
Seen from the top of the hill, the town looks more beautiful.
3.As the watch is used for a long time ,it needs repairing .
Used for a long time, the watch needs repairing.
4.The boy will be blind in both eyes unless he is treated on time.
The boy will be blind in both eyes unless treated on time.
5.Though he had seen told many times he couldn’t understand it.
Having been told many times, he couldn’t understan d it.
Step6. Practice makes perfect
1.___ in thought, he almost ran into the car in front of him.
A. Losing
B. Having lost
C. Lost
D. To lose
2. If ___ the same treatment again, he’s sure to get well.
A. giving
B. give
C. given
D. being given
3. _____ in 1636, Harvard is one of the most famous universities in the United
States.
A. Founded
B. It was founded
C. Being founded
D. Founding
4. ___ with the size of the whole earth, the biggest ocean doesn’t seem big at all.
A. Compare
B. When comparing
C. Comparing
D. When compared
5. ___time, he’ll make a first-class tennis player.
A. Having given
B. To give
C. Giving
D. Given
6. ___ in a white uniform, he looks more like a cook than a doctor.
A. Dressed
B. To dress
C. Dressing
D. Having dressed
7.Unless ___ to speak, you should remain silent at the conference.
A. invited
B. inviting
C. being invited
D. having invited Keys: CCADD AA
Step7. 高考链接
1. _______ more attention, the tree could have grown better. (90’全国)
A. Given
B. To give
C. Giving
D. Having given.
2. The computer center, ________ last year, is very popular among the students in this school.(93’全国)
A. open
B. opening
C. having opened
D. opened
3. The first textbooks ________ for teaching English as a foreign language came out in the 16th century. (94’全国)
A. having written
B. to be written
C. being written
D. written
4. ________ is thought, he almost ran into the car in front of him.(96’全国)
A. Losing
B. Having lost
C. Lost
D. To lose
5. _______ such heavy pollution already, it may now be too late to clean up the riv er. (01’全国夏)
A. Having suffered
B. Suffering
C. To suffer
D. Suffered
6. The researcher is so designed that once ________ nothing can be done to change it. (02’全国)
A. begins
B. having begun
C. beginning
D. begun
7. Do you know the name of the play___ in the hall now?
A. to be put on
B. being put on
C. put on
D. putting on
8. I borrowed a book ______ by Mark Twain from the library last week. I like it very much.
A. written
B. writing
C. was written
D. to write
9. Pleas e don’t forget him. He is one of _______.
A. those invited
B. invited those
C. those inviting
D. inviting those
10. ________ a reply, he decided to write again.
A. Not receiving
B. Receiving not
C. Not having received
D. Having not received
11. Before _____, the machine must be checked.
A. being used
B. using it
C. being used to
D. using
12. ____ better attention , the vegetables could have grown better with the sun shining brightly in the sky and ____ them light.
A. Giving; given
B. Given; given
C. Giving; giving
D. Given; giving
Keys: ADDCC DBAAC AD
Step8. Assignments:
1. Review the grammar
2. Finish the exercises of using structure in workbook
3. Exercises of the Past Participle as the Adverbial
Designer: 张小华Period3. Making the bet (Using Language)
Topic: Act two, Scene1. Making the bet
Teaching materials: Using Language
Teaching goals
1.Target language
a)important words and phrases
alphabet, bathtub, compromise, disgusting, horrible, nail, overlook,
pronounce, sob;
fade out, in need of, once more,show…. in, the other day, take away
b)important sentences
I rather fancied myself because I can pronounce twenty-four distinct
vowel sounds; but your hundred and thirty beat me. I can’t distinguish
most of them.
Well, she’s quite a common kind of girl with dirty nails.
I’m not asking any favors--- and he treats me like dirt.
I’d never have come if I’d known about this disgusting thing you want
to do to me, I ….
2.Ability goals
a. Enable the students to talk about the play Making the bet and learn to act
it out.
b. Help the students understand the character according to their languages
and behaviors.
c. Enable the students to talk about how Eliza felt after the first lesson, then
make up a dialogue between Mrs. Pearce and Eliza and write act 2, scene
3 in which Higgins gave her second lesson.
3.Learning ability goals
Help the students learn how to talk about the play Making the bet and write Act 2 Scene 3.
Teaching important & difficult points
How to talk about the play Making the bet and act it out with emotion in a vivid way
Teaching methods
Individual, group work and discussion
Teaching aids
A computer, a recorder and a projector
Teaching procedure
Step 1: revision
Ask the students to review Act one: Fateful meetings.
Retell the story or ask several questions to lead in the new lesson
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 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 came to the Higgins’ and wanted to be his student. Here came Act two, Scene 1, which we are going to learn about in today’s lesson.
Step 2 reading Making the bet
fast reading
T: Please read the play fast and find out the key elements of this play Time: 11:00 am the next day
Place: Henry Higgin s’ house
Characters: Henry Higgins, Colonel Pickering, Eliza and Mrs. Pearce
Plot: Pickering made the bet with Henry. If Henry can turn Eliza into a lady in three months, Pickering will consider Henry the greatest teacher alive and he also agrees to pay all the costs himself.
careful reading
T: Now please read the play carefully and pay special attention to the languages they used, ways they spoke and their attitude towards each other.
Then fill in the table with the help of your understanding and the supporting
Step 3 Read and act。