Unit 4 Pygmalion 教案5（人教版高中英语选修八)5页

云南省陇川县第一中学高中英语《Unit4Pygmalion》听力教案新人教版选修8Teachergoals教学目标1.Targetlanguage目标语言a.重点词汇和短语pronunciation,criteria,ambassador,confused,impress,evidence,giveawayb.重点句子Doesheconcentrateonherpronunciationratherthanhergrammar?ShespeaksEnglishsowellthatshemustbeaforeigner,probablyaHungarian.Sheissobeautifulthatshemustbeaprincess.2.Abilitygoals能力目标Enablethestudentstolistentoandunderstandtheplayinthelisteningmaterial.3.Learningabilitygoals学能目标Helpthestudentslearnhowtolistentoandunderstandtheplayinthelisteningmaterial.Teachingimportant&difficultpoints教学重难点Howtolistentoandunderstandtheplayinthelisteningmaterial.Teachingmethods教学方法Individualworkandcooperativelearning.Teachingaids教学准备Arecorderandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.Thentalkaboutthecharactersintheplay.T:InShaw’splay,eachcharacterisdepictedvividlyespeciallythethreemaincharacters.Whatcanyousayaboutthem?S1:ElizaDoolittleisaflowergirlworkingoutsideCoventGarden.Herpotentialtobecome“alady”becomestheobjectofabetbetweenHigginsandPickering. S2:HenryHigginsisaBritish,upperclassprofessionalbachelor,aworld-famousphoneticsexpert,teacher.S3:ColonelPickeringisaretiredBritishofficerwithcolonialexperienceandlaterafriendofHiggins’.T:NowpleaselookatPart4onpage31.Choosethoseadjectivesinthelistwhichbestdescribeeachcharacterintheplay.Placethemintherightplaceinthebox.Sampleanswers:HenryHiggins:impatient,emotional,superiorColonelPickering:kind,polite,unsureEliza:anxious,eager,ambitiousStepⅡListeningAskthestudentstoworkinpairsanddiscusswhattheywoulddotochangeElizaintoaladyandhow,andthenfillinthetableinPart1.T:Fromthescenewelearnedlastperiod,weknowthattheambitiousflowergirlwantstoliftherselftoupperclasssociety.Accordingtotheexpert,Higgins,whatsheneedsissomeeducation.NowworkinpairsanddiscusswhatyouwouldhavetodotochangeElizaintoalady.FillinthetableinPart1onpage35.ThingsthatneedtobechangedHowtomakethechange1.speech1.startwiththealphabetandpronunciation,andlearntospeakgrammaticallyrightsentencesandtrytospeakclearlyandfluently.2.clothing2.changetheshabbyclotheswithbeautifulonesandoftentakebaths.3.behavior3.learntobehavepolitelyandgracefully.Afterthat,askthestudentstolistentotherecordingandanswerthequestionsinPart3. T:NowgothroughthequestionsinPart3.AndthenIwillplaythetapethreetimes.Forthefirsttime,trytogetthegeneralideaofthematerial.Whilelisteningforthesecondtime,trytoputdowntheimportantinformation,andanswerthequestions.Forthethirdtime,Iwillpausewherenecessary,andyoucancheckyouranswers.Playthetapethreetimes.Afterthat,checktheanswers.StepⅢListening(Workbook:P70)Firstdiscussthequestionswiththestudents.T:Nextwe’lllistentoActThreeoftheplay,testingEliza.Beforelistening,let’sdiscusssomequestions.Nowlookatthequestionsonpage70.HowwouldyoutestEliza?S1:Iwouldtakehertoagrandparty,wheretherearealotofrichpeopletoseeifshecangetalongwellwithotherpeopleorifpeoplewouldliketotalkwithher.Ifso,Elizahasbeentaughtwellandhasmadegreatprogress.Ifnot,shewillbetaughtagain.T:Goodidea!Whatcriteriawouldyouusetodecideifthetestwasasuccessornot?S2:Ithinkwecouldusequantityandeffectofhercommunicationascriteria:howmanypeoplewanttotalkordancewithher?Whatdopeoplefeelabouther?Thenaskthestudentstolistentotherecordingthreetimesandfinishtheexercises.T:Good!Nowlet’slistentothetapeandfinishtheexercises2-4.Andthenchecktheanswerswiththeclass.Afterthat,askthestudentstothinkofsomenewideastohelpProfessorHigginsteachElizabetter.T:Fromtheabove,weknowElizahasmadesomeprogressinherspeechandbehavior.Butafterthetest,ProfessorHigginsfindswhathehasdoneisnotenough.InordertoteachElizabetter,hedecidestodosomethingtoimproveher.NowworkingroupsanddiscusswhatstillneedstobedonetoturnElizaintoalady.S1:InordertoteachElizabetter,Higginscanhavehersellflowersagainbut inthetheaterintheday.Butsheneedsnottoworryabouthowmuchshecouldearn.Whatsheneedsdoistopaymoreattentiontowhataladyoragentlemanissayingandhowtheybehavethemselves.AndHigginswouldaskheraboutwhatshehaslearnedduringthedaytime.Shemustimitatewhatshehasseenandheard.T:Goodjob.StepⅣTalkingT:WhenHenryandPickeringgethome,theywillhavetotalktoElizaabouttheteaparty.Whatdoyouthinktheywillsaytoherinordertoimproveherconversationalskillsbutnotspoilherconfidence?NowworkinpairsandworkoutthespeechthatPickeringandHenrywillmaketoEliza.RememberthatElizaisnotsurethatsheconvincedFreddyandClarathatshewasalady.Sobekindtoheraswellasgivehergoodadvice.Asamplespeech：(E=Eliza;H=Higgins;P=Pickering)H:Youdidquitewellintheparty,really.ButIthinkyouneedmorepractice.E:That’senough.I’mfedupwiththedrillsandthosepronunciationandpoliteness.That’senough!H:Calm!Younglady!Justthinkwhatyou’retryingtoaccomplish.Justthinkwhatyou’redealingwith.ThemajestyandgrandeuroftheEnglishlanguageisthegreatestpossessionwehave.Thenoblestthoughtsthateverflowedthroughtheheartsofmenarecontainedinitsextraordinary,imaginativeandmusicalmixturesofsounds.Andthat’swhatyou’vesetyourselfouttoconquerEliza.Andconquerit,youwill.E:ButMrsPearcesaysIsoundlikeaFrenchlady.IthinkI’velearnedenoughto...P:(interrupther)Yeah,yeah...Ithinkyoulookperfect,butthereneedssomeimprovement.E:(becomepeaceful)OK.Letmetry.P:Iknowyoutalkedabouttheweather,butit’snotsuitabletomentiontheweatherattheparty. H:Yourspeechhasgreatlyimproved.Butyoustillneedtolearnhowtotakethechancetospeakproperwordsatapropertime.P:Ithinkyouneedmorepracticeingrammar,too.H:Youruseofgrammarismuchbetter,butitneedsimproving.WhenyoudancewithFreddywasover,youshouldsay“Thankyou”insteadof“Thanksyou.”P:Ibelieveyouwillbemuchbetternexttime.StepⅤListening(Workbook:P73)Therearethreeexercisesinthispart.Thefirstoneisforthestudentstodecidewhetherthestatementsaretrueorfalse.Thesecondoneistoanswerthethreequestionsafterlistening.Thelastistoaskthestudentstoenjoythehumoroftheactandtrytofillinthetable.Playthetapeandaskthestudentstolistenandfinishtheactivities.StepⅥHomeworkAskthestudentstodothefollowing.1.Listentoalltherecordingsonceagainandenjoytheplay.2.FinishtheWRTINGTASKonpage76.