Unit 4 Pygmalion 第5课时(Listening) 教学设计

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高中英语《Unit 4 Pygmalion》阅读教案新人教版选修8

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。

(新)高中英语Unit4Pygmalion教学设计1新人教版选修8

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”。

人教版高中英语选修8《Unit 4 Pygmalion》教案

人教版高中英语选修8《Unit 4 Pygm alion》教案Teaching plan of unit 4 Pygmalion人教版高中英语选修8《Unit 4 Pygmalion》教案前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

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 / adopt2.ignore / neglect / overlook3.luck / fortune / destiny / fate词形变化 fort 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 superiorityn.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_Pygmalion的教学设计与反思AqMAnP

Unit 4 Pygmalion的教学设计与反思Teaching and leaning planUnit 4 Pygmalion reading Fateful MeetingsTeaching aims:1 .to master the new words and some useful expressions.2. to understand the text3. Lean the basic method of readingTeaching important and difficult points:1. How to enable students master the main idea of the text.2. Learn the basic method of reading.Teaching methods:1. Scanning ,skimming and Detail reading .2. Pair－work and group－work .Teaching aids:A recorder, a computer and projectorTeaching procedure:Step1. Lead-in:Ask students to recall the Greek story Pygmalion and one student to retell the story for the whole class.Step2. Introduce the author George Bernard Show and the film My Fair Lady toStep3. Skimming: read the text to fill in the table.Step4.careful-reading:Read the story carefully and find out the answers to the questions.1.This text is mainly about the first experience of Eliza meeting with __________.2.Eliza greeted to the gentleman in order to _______.3.Why Eliza began to cry?4.Professor Higgins believed that he could judge a person by _______.5.Why did Professor Higgins want to take notes What Eliza said?6.According to Higgins,if the flower girl was educated well to speak properly ,what can she do? Step5. Analysis:To make the students know well about the person in the play, choose adjectives to describe each character in the play.Step6. Role play:choose one character to act it out.Step7. Homework:1.Words and expressions.2.Ex.1＆2on Page 32.3.Preview the grammar part.教学反思：本节课是戏剧表演课。

Unit 4 Pygmalion P5 Listening exercise课件-优质公开课-人教选修8精品

a_f_t_e_r me. (very slowly, loudly and carefully) Do you think I don’t know anything?
E: Do yer think I don’t _k_n_o_w__ anythink! CP: Do you know, Higgins, I think that was
H: (bored) _S__to_p_ at once. Now say A, B, C, and D.
E: (in tears) But I am _s_a_y_i_n_g_ it. Ahee, Bayee, Sayee, Dayee …
H: Stop! Say “a cup of _t_e_a_”.
E: I cap-o-tee. H: Put your _to_n__g_u_e_ forward until it pushes
against the top of your _lo_w__e_r teeth. Now say “cup”. E: C-c-c. I can’t. I can’t hear _n_o_ difference ’cept that it sounds more genteel — like _w_h__en__ you say it. (begins to cry) H: (angrily) Well, if you can _h_e_a_r that, why are you crying? Now __t_r_y again, Eliza. E: C-cup.
CP: Yes, say it, Eliza! You’ll u_n_d__e_rs_t_a_n_d_ soon. Do what he tells you and let him teach you in his _o_w_n_ way.

Unit 4 Pygmalion 教学设计(共4课时)

Unit 4 教学案（共4课时）The First Period Warming up一．Aims:Teaching goals 教学目标1. Target language目标语言：重点词汇和短语adaptation，plot，professor，Pygmalion2. Ability goals能力目标Enable the students to talk about the Greek story Pygmalion二．Contents:Ask Students to look at a group of three pictures and try to describe them in their own words.T: Yes，today we are going to learn about a Greek story Pygmalion. First，look at the pictures on page 28. Please work in pairs and work out the story.S1: 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: What problems do you think they will have？S1: Maybe they can’t understand each o ther，because they come from different world.S2: It’s very hard for Pygmalion to understand his wife，because his wife is made form a stone. She doesn’t know the words，behavior，anything about him.…Step III DiscussionMake a brief introduction about Shaw.T: George Bernard Shaw，Irish dramatist，literary critic，a socialist spokesman，and a leading figure in the 20th century theater. Shaw was a freethinker，defenders of women’s rights，and advocate of equality of income，. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honor，but refused the money. He was a very humorous playwright. Here is 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.” From it we can see how witty Shaw is！T: Have you seen the film My Fair Lady？Do you like the film？Say something about the film.Step V HomeworkAsk the students to do the following.1. Find more information about Pygmalion2.Pre-read the play and get ready for the next period.The Second Period Reading一．Aims:1. Ability goals能力目标Enable the Ss to talk about the play and use the play to work out the characteristics of each social group.2. Learning ability goals 学能目标Help the Ss learn how to talk about the play and use the play to work out the characteristics of each social group.二．Contents:Step I Revision and Lead-inStep II ReadingDeal with the Reading part. Play the tape for the Ss to listen. Then analyze the play.Ask the students to read through the text. While reading，pay attention to the writingstyle.SkimmingAsk the Ss 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.Show the followings.1. How many characters are there in the play？2. What is the weather like when the play begins？3. Do you think Eliza a well-educated woman，why or why not？4. Why did Professor Higgins want to make notes of what Eliza said？5. What’ the meaning of the ne wly rich？ScanningAsk three students to read to the play while other students scan it and get ready to answer the questions: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 aimWho can complete the last sentence in the first line on page 30: Now once taught by me…？What other things show one’s statue in society apart from how one speaks？Do you think Pickering if of the upper class？Step III ComprehendingAsk Ss to 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 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.And then fill in the blanks on page 30Step IV DiscussionAsk Ss 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 page31 in Part 5 and help her correct all these sentences in terms of grammar，spelling，etc，so that she can use them properly.Step V Homework1. Read the play repeatedly and try to act out it.2. Preview the grammar part.The Third Period Language Points一．Aims:Learn the language points and some important sentence patterns.二．Contents:1. work out 计算出，设法弄懂，精心制定出，逐渐解决，按某种方式发展。

教学设计：Unit 4 Pygmalion

教案说明这是一篇新授课，文章摘自剧本《窈窕淑女》，在这篇文章中，我们要让学生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”。

鼓励学生要勇于改变自我，不能满足于现状，充分挖掘自己的潜力。

要勇于改变自我，不能满足于现状，充分挖掘自己的潜力。

在设置上，我们采取了听说读写这几个基本步骤，把英语教学法中的四部教学法应用其中，先是依据希腊神话热身，由电影《窈窕淑女》导入，通过泛读，精读，分角色朗读来让学生体会剧中人的性格特点，再通过小组讨论的形式理清脉络，辨别复杂的人物关系并深层体会这些有明显阶级特征的人的心理活动，学会享受大家的文采。

Unit 4 PygmalionListening, reading and discussionTask based activities (任务型活动)Teaching aids教具准备A computer and a projector, a recorderTeaching procedures & ways教学过程与方法STEP 1 Warming up（热身）Review the story PygmalionT : Last period, we learned something about the Greek story Pygmalion and the play version by Shaw. Of all 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 1963 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 tell it to all of us?Ask the Ss whether they know the Greek story of Pygmalion. If they know, tell the story.Picture 1________________________________________________. Picture 2________________________________________________. Picture 3________________________________________________. 请学生展示他们或她们的组为warming up部分的希腊神话故事《皮格马立翁》查余额的的资料，小组派出一名学生表述该剧本的大意。

人教英语必修八Unit4Pygmalion教案5

Unit 4 PygmalionThe Fifth Period ListeningTeacher goals1. Target languagea. 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 goalsEnable the students to listen to and understand the play in the listening material.3. Learning ability goalsHelp the students learn how to listen to and understand the play in the listening material.Teaching important & difficult pointsHow to listen to and understand the play in the listening material.Teaching methodsIndividual work and cooperative learning.Teaching aidsA recorder and a projector.Teaching procedures & waysStep Ⅰ RevisionCheck the homework. Then talk about the characters in the play.T: In Shaw’s play, each character is depicted vividly especially the 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 sounds. 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 dancewith 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.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.。

Unit4Pygmalion教学设计新部编版

精选教课教课方案设计 | Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit 4Pygmalion教课方案I元教课目TopicsLiterary work;drama;read and act a playII目言1.推、猜（ Conjecture）功I wonder whether⋯I think it ’s because⋯能Is it possible that⋯?Perhaps/ Maybe, but⋯句Why do you think so?Do you know if ⋯?式Do you really think that ’s true? Why do you think ⋯ like that? 2. 感情（ Emotions）How do you feel about ⋯?What do you think would make ⋯ happier?Mrs. Pearce would comfort/ encourage her by⋯Surprised, disappointed , worried, confused, amazed , upset,sobbing, weeping , laughing , hesitatingHopefully , uncomfortably , kindly, dismissively , gently , happily,gratefully , heartily, proudly3.判断与价（Judgment and evaluation）Perhaps you could do more⋯ I know you talked about ⋯ but ⋯ Ithink you need more practice at⋯Your ⋯ has improved, but you still need to⋯I think you look perfect, but ⋯Your use of ⋯ is much better, but⋯1.四会Adaptation , plot , professor, officer, hesitate,pence ,uncomfortable, uncomfortably, troublesome, outcome, mistaken,brilliant, classify,mile, betray, dismiss, dismissively,condemn, ambassador, acquaintance, handful, fortune, upper, status,superior, pronunciation, antique, musical, pronounce, nail,compromise, horrible, bathtub, sob, sob, disgusting, overlook,alphabet, fade, classic, effective2.pass⋯off, as⋯, make one’s acquaintance, in amazement, generallyspeaking, in terms of⋯ , show⋯ in ， the other day, take away, once more,in need of⋯ , fade out复去分做状（ Revise the Past Participle as the Adverbial）1.去分作状，可以表示、原由、条件、方式、陪伴等。

六年级上册英语教案Unit4 第5课时_人教PEP()

麻尾镇教师集体备课教案语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。

如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。

现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。

结果教师费劲,学生头疼。

分析完之后,学生收效甚微,没过几天便忘的一干二净。

造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。

常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。

久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。

学科：英语年级：六年级第 4 单元一般说来，“教师”概念之形成经历了Unit4 I have a pen pal主备教师朱礼佩备课时间科§网Z§X§X§K] Step 1热身：Free talkTeacher talks about their friends with thestudents.Like:Who is your friend?What is her/his hobby?Does he/she live in China?Does he/she like drawing pictures?W hat about you?Oh,you’re the same/different.Step 2 新课呈现：1.根据page42所填的内容和同学们讨论自己和搭档的爱好。

2.四人一组，初步阅读Notice Board.3.精读课文，并完成所提问题。

（1）Do the four people in the text want pen pals?(2)How many hobbies can you find in the text?4.播放录音。

Unit4Pygmalion第5课时导学案.doc

Unit 4 Pygmalion第5课时导学案【学习目标】过去分词作状语【学习内容】一、过去分词作状语时，可以表示时间、原因、条件、让步、行为方式、伴随情况等。

When completed, the library will be open to the public next yea匚（时间）图书馆修建完工后，将于明年向公众开放。

Trapped in the mountains, they had to call the police for help・（原因）由于被困山中，他们只得向警察求助。

Given more time, we would have finished the job much better.（条件）如果我们有更多时间，我们会把工作完成得更好。

Although wounded all over, the brave soldiers continued to fight.（让步）虽然伤痕累累，勇士们仍坚持战斗。

Mr. Zhang was sitting in the room, lost in thought of the past.（伴随）张先生坐在房间里，陷入对往事的回忆中。

温馨提示:过去分词作状语，句子的主语并构成被动关系。

二、与状语从句的转换1.过去分词短语作吋间状语，可转换为when, while或after等引导的时间状语从句。

Seen from the top of the hilh the park looks more beautiful.—>When it is seen from the top of the hill, the park looks more beautiful.从山顶上往下看，这座公园看起来更加漂亮。

2.作条件状语，町转换为if, once或unless等引导的条件状语从句。

United we will stand； divided we will fall.—>If we are united we will stand； if we are divided we will fall.团结就是胜利；分裂必然失败。

Pygmalion第五课时Usinglanguage：Listening导学案

同步练习：
1) Mrs Higgins is not interested in the experiment.
2) Clara enjoys the new small talk.
3) Eliza thinks somebody killed her aunt.
4) Henry is disappointed with how the experiment is going.
同步练习:
Things that need to be changed
How to make the changes
’s clothes
’s hygiene
language:
Grammar;pronunciation; use of appropriate language
’s behavior
Step two: Listening
2.Does Professor Higgins concentrate on her pronunciation or her grammar? Do you he is correct? Give a reason.
3.What do you think his teaching methods? Would you like to be taught by him? Why?
同步练习：
1) Henry thinks Mr Pommuck is his best and greatest student.
2) The ambassador’s wife r Pommuck thinks Eliza speaks the language so perfectly that she must be French.

高中英语新人教版精品教案《Unit4 Pygmalion 教学设计》

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。