人教版高三英语一轮复习选修八Unit4Pygmalion单元教案23页word版.docx
- 文档编号:6419682
- 上传时间:2023-01-06
- 格式:DOCX
- 页数:16
- 大小:97.59KB
人教版高三英语一轮复习选修八Unit4Pygmalion单元教案23页word版.docx
《人教版高三英语一轮复习选修八Unit4Pygmalion单元教案23页word版.docx》由会员分享,可在线阅读,更多相关《人教版高三英语一轮复习选修八Unit4Pygmalion单元教案23页word版.docx(16页珍藏版)》请在冰豆网上搜索。
人教版高三英语一轮复习选修八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
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。
Warmingup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MyFairLady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。
LearningaboutLanguage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。
LearningTip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:
WarmingUp,Listening(Workbook)&Talking(Workbook)
第二课时:
Pre-reading,Reading&Comprehending
第三课时:
LearningaboutLanguage
第四课时:
Reading(UsingLanguage)&Readingtask(Workbook)
第五、六课时:
Listeningandspeaking(UsingLanguage),Listeningtask(Workbook),Speakingandwriting(UsingLanguage)&Speakingtask(Workbook)
IV.教学步骤
Period1.WarmingUp,Listening(Workbook)&Talking(Workbook)
TeachingGoals:
1.ToarouseSs’interestinknowingthecontentofthewholestory.
2.TodevelopSs’speakingability.
Step1.Leading-in
Purpose:
ToactivateSsandarousethemtosaysomethingaboutthefamousactress.
Showthepicturesaboutthefamousactress.AskSsiftheyknowherandwhattheyknowaboutMyFairLady.
Step2.WarmingUp
Purpose:
ToleadtheSstothethemeofthisunit.
1.TellSsthefilmMyFairLadyorBernardShaw’splayPygmalionisanadaptationofaGreekstory.AskSstolookatthepicturesonP28andtellthestorytotheirpartners.
2.DividethewholeclassintogroupsoffourtodiscussthethreequestionsofWarminguponP28.EncouragethemtospeculateaboutwhethertheythinkPygmalionandhiswifewillhaveproblemsoncetheydogetmarried.Herearesomemorequestionsindetail.
(1)Doesthestatue-wifehaveanyideasofherown?
(2)WillPygmalionallowhiswifetobeanindependentperson?
(3)Willtheyleadahappylifeaftermarriage?
(4)Willtheyhaveanyproblems?
(5)Whowillhavetochangemoretosolvetheproblems?
Asksomestudentstoreport.Allthesequestionshavenorightorwronganswers.
3.AskSstodiscussthefollowingquestions,encouragingthemtoimaginethedetails.Asksomeindividualstogivetheiranswersandreasons.
Question1.DidPygmalionworkhardwhenhemadethestatue?
Question2.Howcouldthestatuecomeintolife?
Question3.WhydidtheGreekGoddessgranthiswish?
Conclusion:
Ifsomeonewantstogetsomethingverymuch,he/shejusttryhis/herbest.Nothingisimpossible.
Step3.Pre-listening
Purpose:
TohelpSslearnaboutthecontextoftheListeningtext.
1.AskSstodiscussingroupsoffouraccordingtothepictureonP29.
(1)Whoarethetwopersonsinthepicture?
(2)Whatdoyouknowaboutthem?
(3)HowwilltheyjudgewhetherElizaisaladyornot?
2.Afterdiscussing,asksomeSstopresenttheiropinionstothewholeclass.
Step4.Listening(Workbook)
Purpose:
TodeveloptheSs’listeningability.
Toknowsomecharactersaboutthemainrolesintheplay.
1.AskSstolistentothetapeandfinishEx1onP70.
2.AskSstolistentothetapeonceagainandfinishEx3onP70.
3.AllowSsseveralminutestodiscusstheanswerstoEx4onP70andcalloutseveralSstoreadaloudtheiranswerstocheckwiththewholeclass.
Step5.Talking(Workbook)
Purpose:
TogetSstomakeuptheconversation.
1.AskSstodiscussthequestionsbelow.AllowSsseveralminutestoexchangetheirideas.
(1)WhatisyouropinionaboutPickering,HenryandEliza’scharacters?
(2)HowdidElizaperform?
(3)WhatdoPickeringandHenrywanttosaytoher?
2.AskSstogothroughtheexpressionsgivenintheexercise.Remindthemtoexpresstheexactideapolitely.
3.AskSstofollowthefollowingstepstofinishtheirdialogues.
(1)Inpairs,SsworkonthespeechthatPickeringandHenrywillmaketoEliza,thenpractice
theconversationtogether.
(2)AskSstoperformtheirconversationtoanotherpairandgiveadvicetoeachother.
(3)AllowSsseveralminutestogetprepared.Asksomepairstopresenttheirdialogues.
Step6.Homework
1.AskSstocontinuepracticingtheirconversation.
2.AskSstofindsomemoreinformationaboutBernardShawandhisplay.
Period2Pre-reading,Reading&Comprehending
TeachingGoals:
1.TolearnaboutthecontentofActOneoftheplay.
2.TodevelopSs’somebasicreadingskills
3.ToarouseSs’interestinappreciatingliterature.
TeachingProcedures:
Step1.Pre-reading
Purpose:
ToarouseSs’interestinlearningabouttheplay.
1.ShowsomepicturesfromMyFairLady.AskSstoanswerthefollowingquestions.
(1)Haveyoueverseenthefilm?
(2)Doyoulikeit?
Why?
(3)Whatisthethemeofit?
2.AskSstogothroughtheinformationonthemaincharactersbelowandtrytomatchthemaincharactersintheplayandintheGreekstory.
(1)PygmalionA.Pickering
(2)StatueB.Higgins
(3)GreekGodC.Eliza
SuggestedAnswers:
(1)B
(2)C(3)A
Step2.Fastreading
Purpose:
TogetabriefunderstandingofActOne.
1.AskSsiftheyarecuriousabouttheplotintheplayandthengivethemsometimetoreadthetext.Whilereading,Askthemtrytofindouttheinformationasquicklyaspossible
When,Where,Who,What,how
SuggestedAnswers:
when
11:
15pm,in1914
where
London,England
who
Eliza,ColonelPickering,Higgins
what
fatefulmeetings
how
ElizawantedtosellflowertoPickering,Higginsnoticedherpronunciation.
2.AskSstoreadthetextquicklyandworkinpairstofinishEx1andEx2ofComprehendingonP30~P31.
3.Dividethewholeclassintoboysgroupandgirlsgroup.AllowthemsometimeandseewhichgroupcanfinishEx4onP30correctlyfirst.Checktheanswerwiththewholeclass.
4.AskSstodiscussingroupsoffour:
Whatotherthingsshowone’sstatusinsocietyapartfromhowonespeaks?
CalloutsomeSstoreport.WritedownthepointsontheBb.
clothesyouwear
expensivepossessions(likecarsorjewellery)
attitudesandbehaviour
educationlevel
howmanyforeignlanguagesspokenandcountriesvisited
Step3.Intensivereading
Purpose:
TogetSstohavesomemoredetailsinthetext.
1.AskSstoreadthetextcarefullyandtrytogetmoredetailsfromthetextandthenfindouttheanswerstothese“why”questions.
(1)WhycanwesaythatElizamustbeinalowerclass?
(2)WhywasHigginsrespectfultoPickering?
(3)WhydidPickeringandHigginsfeelsohappywhentheymeteachother?
(4)WhydidElizawanttofindHigginsthenextday?
SuggestedAnswers:
(1)Herlanguageandbehaviour
(2)Inhisopinion,Pickeringisanequalandfriend.
(3)Bothofthemwereinterestedinphoneticsandtheywerelookingforeachother.
(4)ShewantedtochangeherlifeverymuchandshebelievedwhatHigginssaid.
2.AskSstotrytheirbesttoremembertheinformationoftheplayaccordingtothepicture.ThenAskSstolistentothetapeandtrytofollowinalowvoice.
3.AsktheSstoretellthestoryaccordingtothepictureabove,calloutseveralSstodoittothewholeclass.
4.Stilldividetheclassintoboysandgirlsgroup.GivethemsometimetodoEx5onP31.Seewhichgroupcanfinishfirst.
Step4.Homework
1.AskSstowriteashortpassagetointroducethestorybriefly.
2.AskSstogooverActOneandtrytofindoutthelanguagepoints
3.AskSstofinishEx1andEx2ofDiscoveringUsefulWordsAndExpressionsonP32.
Period3.LearningaboutLanguage
TeachingGoals:
1.ToenableSstomastersomenewwordsandexpressions.
2.TogetSstohaveknowledgeofthegrammarpoint:
pastparticiplesusedasadverbial.
TeachingProcedures:
Step1.Warmingup
Purpose:
Togooverthewordsandphrasesinthetext.
CalloutsomeSstochecktheanswerstoEx1andEx2ofDiscoveringUsefulWordsAndExpressionsonP32.
Step2.Wordstudy
Purpose:
1.ToenableSstomastersomenewwordsandexpressions.
2.ToencourageSstousethewordsinsentences.
1.AllowSssometimetofinishEx1andEx2ofUsingWordsAndExpressionsonP71.CalloutsomeSstochecktheanswers.
2.TellSsthatwordscanshowapprovalordisapproval.LetSstrytofinishEx3ofUsingWordsAndExpressionsonP72inpairs.Askthemtodiscussaboutthedifferenceofthewords.
3.DividethewholeclassintoboysandgirlsgroupandtrytoseewhichgroupcanfinishthesentencesinEx4onP72first.
Step3Languagepoint.
Purpose:
TotrainSs’languagecapacity
1.CalloutsomeSstolisttheirdifficultwordsandphrases,writethemdownandgivenecessaryexplanations.
dismiss,classify,condemn,acquaintance,inamazement,celebration,fortune.
2.Explainsomeimportantsentences.
(1)whilewatching,hemakesnotes.
(2)…handsoverthepapercoveredwithwriting.
(3)ThereyouareandyoucomefromthewestendofLondon,borninLissonGroveifI’mnotmistaken.
(4)WhatifIwas?
(5)Buttheybetraythemselveseverytimetheyopentheirmouths.
(6)Onceeducatedtospeakproperly,thegirlcouldpassherselfoffasaduchessatanambassador’sgardenparty.
Step4.Grammar
Purpose:
TogetSstohaveknowledgeofthegrammar
1.AskSstofinishEx1,Ex2andEx3ofRevisingusefulstructuresonP33.Checktheanswertogetherwiththewholeclassorally.
2.ExplainforSsthegrammarpoint.
(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:
Tiredfromtheday’shardwork,hefellasleepsoon.(原因状语)
由于一天的劳累工作,他很快就睡着了。
Whenheated,watercanbechangedintosteam.(时间状语)
水
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 人教版高三 英语 一轮 复习 选修 Unit4Pygmalion 单元 教案 23 word
![提示](https://static.bdocx.com/images/bang_tan.gif)