高中试讲英语教案

高二英语教案：《Introduction, Reading and Vocabulary》教学设计。

一名爱岗敬业的教师要充分考虑学生的理解性，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生能够在课堂积极的参与互动，帮助教师掌握上课时的教学节奏。那么怎么才能写出优秀的教案呢？下面是小编为大家整理的“高二英语教案：《Introduction, Reading and Vocabulary》教学设计”，供大家借鉴和使用，希望大家分享！

高二英语教案：《Introduction, Reading and Vocabulary》教学设计

Teaching Aims:

1. Knowledge and Skill

a. Be able to master the key words and expressions, read the text fluently and get to know something about the Internet and telecommunications.

b. Master the basic usages of the definite article and zero article.

c. Train the students listening, speaking, writing and reading ability.

2.Emotion and Values

a. To raise students' interests in Internet and form the attitude towards the usage of the Internet

b. To teach the students to use the resources in a proper way and avoid indulging in electronic games.

Difficulties and Importance:

a. To make the students understand and grasp the vocabulary and knowledge related to Internet and telecommunications.jAB88.CoM

b. To enable the students to know the usage of definite article and zero article

c. Enable the Ss to recognize the usage of compound nouns.

Teaching Method:

a. Task-based methodology

b. Communicative Approach

Teaching Procedures:Period 4Teaching Content: Grammar 2

Function & Writing

Step 1 Presentation

a. Look at the words. We usually use the definite article with them. Why do you think this is necessary?

The internet the world Wide Web the head teacher the universe the capital

The world the sun the official language the moon the president

b. Look at these categories below. The definite and indefinite articles are not usually used with them. Write two or three examples in each category.

Continents: ____________________________

Countries and cities:_____________________________

Plural and uncountable nouns in general statements:__________________________________

Step 2 Practice

Fill in a proper article where necessary.

1. ______boy is waiting for you out of the school gate.

2. There is ______famous university in this small city.

3. Everyone has ______mouth, ______nose, two eyes and two ears.

4. There is only ____little ink in the bottle.

5. Please show me ______photo of the boy.

6. Which is ______biggest, _____sun, ______earth, ______or _____moon.

7. I get up at about 6 o'clock in ______morning.

8. He can play ______piano.

9. In my hometown, it is not cold in _____winter.

10. I have never been to _____Japan.

Suggested answers:

1. A 2. a 3. a; a 4.a 5. the 6. the; the; the; the 7. the 8. the. 9./ 10./

Step 3. Talking about percentage and numbers

Read the following sentences using the knowledge we have learned in last module.

1. About 80percent of web traffic is in English.

2. But this percentage is going down.

3. In five years, the number of Internet users rose from 600,000 to 40 million.

4. Two percent of the total population of China have access to the Internet, compared with 45 percent in the USA and 15 percent in Japan.

5. In China, the number of Internet users was 55 million in 2002, which rose to 125 million in 2003.

6. The average time the Chinese people spend online is 17 hours per week.

Step 4 Guided writing.

Read the short essay on page 56. then write a paragraph giving the opposite view. Try to use some of these words and expressions.

I don't agree with this opinion...

In my opinion...

It's very important to...

It would be very difficult to...

While doing this, refer to the following:

The importance of having a teacher.

The importance of working together as a class

The danger of spending too much time looking at a computerHomework:1. Preview the content of cultural corner.

2. Finish the exercise 8,9,10.

Addition resources:

冠词的用法

定冠词的用法

1.用在表示方向，方位的名词前

the east 东方；the west 西方；the right 右边；the left 左边

注意：方位词成对使用构成平行结构时，不用定冠词。

The river is two thousand miles long from east to west.

2.用在序数词前

定冠词用在序数词前，也用在表示序列的next, last 等前，还有表示"同一"或"唯一"的词前。如：

He is the only person who knows the secret.他是唯一知道这个秘密的人。

This is the very book I want. 这正是我要的书。（用very 表示强调）

注意：序数词表示"又一"时，前面用不定冠词 a/an。

He bought a second pair of shoes. 他又买了一双鞋。

3.用在乐器名词前，表示演奏

She can play the piano/violin/guitar.

4.用在江河，海洋，湖泊，群岛，山脉的名称前

the Yangtze River 长江； the West Lake 西湖；the Pacific 太平洋；the Rocky

Mountains落基山脉

5.用在普通名词和另外一些词构成的专有名词前

the Great Wall 长城；the United Nations 联合国；the New York Times 《纽约时报》

6.用在某些形容词前表示一类人或物或某种抽象概念。

The old 老年人；the poor 穷人；the beautiful 美的东西

注意：表示人的时候做主语，应看成复数意义；当表示物的时候应看成不可数意义。

7.用在姓氏的复数形式前，表示全家人，夫妇二人。

The Greens will move to the country.格林一家要搬到乡下去。

8.用在表示计算单位的名词前，含有"每一"的意思。

John is paid by the hour. 吉母的工资按小时付。

9.用在前面已提到的人的身体部位或衣着的名词前。

这种用法是先把整个对象说出来，然后再说到那个对象身体的局部或衣着。

动词（hit,pull,pat,strike,catch,hold,take,lead）+sb介词（in,on,by,across）+身体部位或衣着

She touched him on the shoulder. 她碰了他的肩。

注意：She patted the boy on his head. (误，本结构中身体部位或衣着前不用one's)

She patted the boy on the head. (正)

10.用在逢十的复数数词前，表示年代

The war broke out in the forties. 那场战争发生在40年代。

11.用在表示自然现象的名词前

the rain; the wind; the fog; the snow; the air

注意：①这类名词有形容词修饰时，可用不定冠词，表示"一场，一阵，一种"。

There was a heavy rain last night. 昨晚下了一场大雨。

②这类名词表示一般物质时，不用冠词。

Man can not live without air. 没有空气人无法生存。

12.用在某些习惯用语中

in the morning; in the evening; in the field ; in the country; in

the sun; in the distance; on the right; by the way; in the daytime;

go to the concert; at the beginning ; all the year round;等等。零冠词1. 指球类运动前, 以及在和介词by连用的交通工具与通讯方式前不用冠词.He seldom plays football on Sunday morning.

They came to Shanghai by ship (water, plane, air, train).

We informed him by telegram that we would arrive early in the morning.

注意:如果交通工具名词或通讯方式名词用了复数形式或前面有了

修饰语,就不能使用介词by,而要用in, on.例如:

We can go there on bikes.

Instead of writing to her mother, she likes talking to her on the telephone.

2.在 go to之后加地点名词,表示去从事某项活动,不用冠词;和介

词in连用,表示在从事某项活动,也不用冠词.

go to school / in school

go to hospital / in hospital

go to class / in class

go to bed / in bed

注意:在以上词组中如果使用冠词,则表示到某个地点去或在某

个地点.例如:

I'm going to the hospital to tell Dr. Li something important.

---Where is your father?

---He is in the school.

3.在三餐饭前或在四个季节前不加冠词.

Sometimes, she has lunch at school.

When autumn comes, leaves turn yellow.

注意:如果在三餐饭、四个季节的前面或后面有修饰语,则应加

冠词.例如:

In the autumn of 1949, our hometown was liberated.

In a cold winter, he left his hometown for Shanghai.

We had a good supper at her home.

4.作表语,同位语,宾语补足语或主语补足语的职务头衔名词前不

加冠词.例如:

They elected Bush President of the USA.

Jack, head of our workshop, didn't agree with us.

Who is chairman of the meeting?

5.在表示地名、人名、抽象名词和物质名词前不加冠词;在称呼

前也不加冠词.例如:

London, Shakespear, importance, sand

Hi, little friend!

Good morning, boys and girls!

但以下情况要加冠词.

It's a pleasure.(指一件令人快乐的事情)

The water in this well is very dirty. (特指)

Our journey by camel was quite an experience. (转义)

6.在节假日前不加冠词.例如:

Christmas Day, Women's Day

注意:在 "春节"和 "中秋节"之前要加the. 例如:

the Spring Festival, the Mid-autumn Day

7.在一些固定词组或固定句型中不用冠词.例如:

out of question (不成问题)

in time (按时)

in turn (轮流)

at midnight / at daybreak /at dawn/at sunrise

Child as he is, he is very brave.

(虽然他是个孩子, 但是他很勇敢.)

It is time that we started out.

(我们现在该出发了.)

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高二英语教案：《The Million Pound Bank Note Warming Up and Reading》教学设计

高二英语教案：《The Million Pound Bank Note Warming Up and Reading》教学设计

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous

b. 交际用语

Expressions on request:

Would you step inside a moment, please?

Would you please come in?

May we ask what you’re doing in this country and what your plans are?

Well, why don’t you explain what this is all about?

2. Ability goals能力目标

a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.

b. Enable students to sum up the main idea of ACT ONE Scene 3.

c. Enable students to understand the details about the whole scene.

d. Retell the scene using the key words of the whole scene.

3. Learning ability goals 学能目标

a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English.

b. Help students to sum up the main idea of ACT ONE Scene3.

c. Help students to understand the details of the whole scene.

d. Get students to retell the whole scene.

Teaching important points 教学重点

How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.

Teaching methods 教学方法

Elicitation, discussion, listening, reading and pair work.

Teaching aids 教具准备

A computer and a projector.

Multi-functional teaching equipment (CAI)

Teaching procedures and ways教学过程与方式

Step I Lead-in

Give an introduction of Mark Twain (1835—1910): The greatest humorist of the 19th century American literature.

Novels:

The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）

The Prince and the Pauper (1882)(皇子与贫儿)

The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)

Step II Discussion

Suppose a rich person gives you a million pound bank-note, what will you do with it? Give the reasons.

Introduce some new words to the students:

incredible: difficult to believe (unbelievable)

stare at: look at sb. / sth. for a long time

nightfall: the time in the evening when it becomes dark

survive: continue to live or exist

spot: see or notice a person or thing

account for: to be the explanation or cause of sth.

charity: 施舍

by accident: by chance

Step III Pre-reading

1. First, give students a brief introduction of the story

Two rich gentlemen made a bet on what would happen to a person if he was given a million pound note.

Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocean. A British ship, for London, passing by, fortunately saved him.

2. Prediction:

What would happen to Henry?

Step IV Reading

Scan the passage and find out:

What happened to Henry?

What do the brothers choose Henry for?

What happened to Henry?

He was given a letter by the two brothers and was asked not to open it until two o’ clock.

What do the brothers choose Henry for?

They wanted to make a bet on Henry.

Skimming: answer the following questions:

1. Where does Henry Adams come from? Does he know much about London?

2. What did he do in America?

3. Why did he land in Britain?

Put the following events in correct order.

(1) Henry wandered in London streets.

(2) About a month ago Henry Adams was sailing out of the bay.

(3) The next morning he was spotted by a ship.

(4) Towards nightfall he found himself carried out to sea by a strong wind.

(5) On the ship he earned his passage by working as an unpaid hand.

Keys:

(2) About a month ago Henry Adams was sailing out of the bay.

(4) Towards nightfall he found himself carried out to sea by a strong wind.

(3) The next morning he was spotted by a ship.

(5) On the ship he earned his passage by working as an unpaid hand.

(1)Henry wandered in London streets.

Step V Comprehending

1.Read the sentences below and for each statement, write F if it is a fact . Write O if it is an opinion.

2.Read Act I Scene 3 carefully and find all the examples of polite requests in it. Then rewrite them in informal language.

Step VI Assignment

Do Exercises on P41 on the exercise Book

高三英语教案 Unit 8 Learning a foreign language (reading & vocabulary)

LearningaForeignLanguage:TwiceasHard?
Teachingaims:
1.Totrainstudents’basicreadingabilityofanexpository.
2.Togetstudentstoknowaboutthecharacteristicsofasuccessfullanguagelearner.
3.Tolearnhowtogainthewriter’sviewpointandtheevidencestosupportitinthecontext.
Teachingaids:
Arecorder,acomputerandaprojector
Teachingprocedures:
Pre-reading
Whatisourforeignlanguage?Whatisourmothertongue?
Whichdoyouthinkismoredifficulttolearn?
While-reading
Step1Scanningforthestatementofthewriter’s
Q:Whatisthewriter’sopinion?
Wheredidyoufindit?
Step2:Skimmingforthemainideasofeachparagraph(writethemdownindividuallythendiscusstheminpairs)
Q:What’sthemainideaofeachparagraph?(Sscanpickupthetopicsentencefromtheparagraphorsumupintheirownwords.Thetopicsentencemaybethefirstsentence,thelastsentenceorinthemiddle.Sometimesnotopicsentenceatall)
Para1Howwasitpossibleforustoacquireourmothertonguewithoutreceivingformalinstruction?
Para2Languageexpertshavedifferentanswerstothisquestion.
Para3Learningaforeignlanguageisdifferentfromlearningone’mothertongue.
Para4Successfullanguagelearnersshareanumberofcharacteristics.
Para5Ittellsustheimportanceofconfidence.
Para6Ittellsustheimportanceofthepurposeoflearning.

Step3Detailedreadingfortheevidencestosupportthewriter’sstatement.
1.Q:WhatarethedifferencesinlearningEnglishandChinese?(firstdoitindividually,thencheckit)

MothertongueForeignlanguage
LearnfromParentsTeachers,friendsandbooks
WhentolearnitAfterwewereborn
Whenweareolder
WhentouseitAllthetimeInschool
CharacteristicsNaturalenvironmentCreatedenvironment

2.Languagelearningtheories(pairwork)
ExpertsTheory
SomeBeequippedwithspecialabilityi.e.language-specificpartofthebrain
OthersBebornwithgeneralabilitysuchaswalkingorsolvingproblems
AllagreeLifeisaverysuccessfullanguageschool.
Thesentence“Lifeisaverysuccessfullanguageschool”means.
A.thekeytolearnthelanguagewellistocommunicatewiththepeoplearoundus
B.weareequippedwithaspecialabilitytolearnlanguage
C.parentscangivechildrenlanguagelessons
D.peoplecanlearnthelanguagebythemselves

3.Q:DoyouthinkourEnglishlearningenvironmentisgood?CanwelearnEnglishfastandeasily?
4.Q:Whatisthewriter’sopinion?Whydoesthewriterthinkso?
ThetimeThehelp
MothertongueWakinghours,alldaylong,forfiveyears,anawfullotofhoursparents
ForeignlanguageAfewhoursaweekandinafewyears’timeyoucanspeakit.Textbooks,teachers,classmates,studymethodsandskills
5.Readquicklythelastthreeparagraphsandfindouttheanswerstothefollowing
questions.Discusstheminpairsoffour.
1)Howmanycharacteristicsdosuccessfullearnersshareaccordingtotheresearch?
Asuccessfullearnershouldbe____,_____,_____,_____and________.
2)Whatarethetwomostimportantcharacteristicsofthefiveaccordingtothewriter?
3)Whatshouldyoudotobeasuccessfullearner?
Tick(√)someofthefollowingpointsthatthewriterthinksareimportant.
()setacleargoalinlearning,()evaluateourlearning
()makeproperstudyplans,()havegoodpronunciationandintonation
()haveinterestinlearning,()understandEnglishgrammar
()putwhatweknowtobetteruse,()memorizenewwords,
()beactiveandpatient,()formagoodstudyhabit
()takerisksandputourselvesincreatedlearningsituations
Post-reading
Step1Sumupthemainideaofthepassage.
Q:Whatisthepurposeofwritingthepassage?
Ittellsuslearningaforeignlanguagedoesn’thavetobetwiceashardaslearningourmothertongueandalsosometipsforlanguagelearning.
Step2Awritingtask
Q:AreyouasuccessfulEnglishlearner?Ifnot,whatshouldyoudotobesuccessfulinforeignlanguagelearning?
(Writedownatleastthreesentencesaboutwhatyoushoulddo.)
Step3ReadingPractice:apassagefromthecollegeentranceexaminationpaper

Blackboarddesign:
Tipsforasuccessfullearner
Setacleargoalinlearningandmakeproperstudyplans.
Beconfident.
Formagoodstudyhabit.
bepatientandbrave.

附：
课程标准要求掌握的项目
1．话题：Talkingaboutlearningandstudyskills
2．词汇：motivation,dictation,correction,alphabet,stick,acquire,acquisition,awful,instruct,data,academic,comprehension,anxious,secure,translator,interpreter,everyday,patience,adopt,pile,PLA,tyre,overweight,operation,level,junior,senior,association,appropriate,postcode
3．词组
1.makeprogress前进；进步
2.makesenseof弄懂…的意思
3.inotherwords换句话说；换言之
4.takerisks/arisk冒险
beatrisk=indanger
attheriskof冒着……的危险
riskdoing冒险做某事
5.experimentwith进行试验；进行实验
6.pilesof一大堆；一大批；一大团
7.knocksb/sthdown撞倒
knock…into…把---敲入
knockin敲入
knockat/onthedoor敲门
knockover打翻
knock…outof把---敲出来
knockoff敲落
8.thatistosay也就是说
9.fallbehind落后
fallsick/ill
falldown跌倒
fallover摔交
fallinto陷入;跌入
falloff掉下
fallinlovewithsb.
fallback后退;退让
fallasleep10.bedifferentfrom与…不同
11.communicatewith与…联系；与…交流
12.distinguish…from…把与区别开来
13.adjustto调整；调节；使适合；使便于使用
14.intheprocess在进行；经过；在…过程中
15.incommon（团体）共同的；公有的16.makemistakes犯错误
17.makefriendswith与…交朋友
18.take(anactive)partin（积极）参加
19.takepatienceto有耐心去做….
20.comeacross偶然遇见
21.regardlessof…不顾/不管/不关心…
22.allofasudden=suddenly
23．broadenone’shorizons拓宽了视野
23.beconcernedabout
24.beanxiousabout/beanxioustodo
beeagerfor/beeagertodo
becuriousabout
28.morethan+数词=over
morethan+n.=only
morethan+v.=very，深为
morethancan/could=not
morethan+adj./adv.=very非常
morethanone=manya不止一个
29.getstuck/burnt/hurt/dressed/separated/
washed/changed/lost/married/drunk
句型以及部分知识点讲解
.p66.(Zhaoli)LearningEnglishisfun.
fun[U.]n.------区别funnyadj.Mayyouhavegreatfun.
Seeingmonkeysinthezooisofgreatfun./Whatfunitistohaveagameafterwork.
infun=forfun娱乐,消遣Hecouldn’tsaysuchaseriousthingforfun.
Lookatthefunnypersonwithastrangehaton.(滑稽可笑）
.Insteadwelearntoracquiredourmothertonguebycommunicatingwith…(p66.para1)
1)acquire.“取得，获得”指通过漫长的过程逐步获得或学到。SheacquiredaknowledgeofFrench.
Hehasacquiredagoodknowledgeofhistoryinthesefewyears.
.Somebelievethatweareequippedwithaspecialabilitytolearnlanguageandthatourbrainadjustsitselftothelanguage…(p67.para1)
(1)adjust(oneself)tovt.使自己适应。Shesoonadjusted(herself)tohiswayoflife.
Wewillhavetoadjustourselvestonewconditions.
(2)adjust+名＋(tosth)（为配合而）调整；调节…，校正…Willyoupleaseadjusttheclock?It’sslow.
Youcanadjustthisdesktotheheightofanychild.
(3)beequippedwith.本身具有（学问、能力之类。)Thechildrenareequippedwithsomespecialskills.
andthatwhatwearebornwithisageneralabilitytolearnandadapt,notalanguagespecific…(p67.para1)
(1)adapt(oneself)to=adjustoneselfto适应……Heisquicktoadept(himself)tonewcircumstance.
(2)adapt+sth.+(tosth).Hecouldnotadapthiswayoflifetothecompany.
(3)改编，改写；修改(为……用）Itishardtoadaptthisstoryforchildren.要将这小说改编为适合小孩子很困难。
Weshouldtrytoadoptsomeofthestudyhabitsandcharacteristicsdescribedabove.…(p67.lastpa.
adopt:(1)采用；采取（计划、方法、措施等）；采纳(议案、意见等）；吸取，采用（外国语词）。
Ourschoolhasadoptedanewteachingmethod.
We’dliketoadoptyouridea.
(2)收养（某人）Theyarenotmyrealparents,Iamadopted./(adoptedson/daughter养子/养女)
Regardlessoftheirtheories,…(p67.para1)
Hesayswhathethinks,regardlessofotherpeople’sfeeling.他想到什么就说什么，毫不考虑别人的感受。
Thecoalbossriskedmakingmoneyregardlessofworkers’safety.
Thelessanxiousandmorerelaxedthelearner,thebettertheirlanguageacquisition.…(p67.para4)
The+比较级……,the+比较级……,越…...就越……Theeasierthetextis,thehappiertheywillbe.
Themorenovelsyouread,themoreyouwanttoread./Theharderyoustudy,themoreyoucanlearn.
.Wemayfindthatlearningaforeignlanguagedoesnothavetobetwiceashardaslearningourmothertongue.…(p67.lastpara.)
Butitisenoughtobroadenyourhorizonsandimproveyourunderstanding.…(p71.para2)
Manyparentsworryaboutthesafetyoftheirchildrenandmayalsobeconcernedaboutthecost.
1)concernoneselfabout/forsth.某人（为……)担心
sbbeconcernedabout/forsth.某人（为……)担心.Sheisconcernedaboutherson’sfuture.
2)concern+oneself+with/in使（某人）与……有关系；使关涉；使参与
Sbbeconcernedinsth.某人与……有关：某人参与……
Sheconcernsherselfwith/insocialwelfare./Heisconcernedinthenewproject.
3)as(so)faras…beconcerned就……而言。AsfarasIamconcerned,Icannotobjecttoyourmarriage.
4).concerningprep.关于HelikestorefertosomethingconcerningChinesehistory.
(5)concernedadj.“关心的，关切的，忧愁的”，aconcernedexpression忧愁的表情
“有关的”，放在被修饰词之后theauthoritiesconcerned有关当局

高一英语教案：《Module 6 Introduction》教学设计

为了促进学生掌握上课知识点，老师需要提前准备教案，大家在仔细规划教案课件。将教案课件的工作计划制定好，未来工作才会更有干劲！你们会写一段优秀的教案课件吗？急您所急，小编为朋友们了收集和编辑了“高一英语教案：《Module 6 Introduction》教学设计”，仅供参考，欢迎大家阅读。

高一英语教案：《Module 6 Introduction》教学设计

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教学目标及达成

Introducethe

topicabout

theinternet

andcomputer.

GettheSsto

learnsome

wordsto

describecomputer.

Trytograsp

thenew

wordsand

theirusages.

教学重点

Getthess

topronounce

thenew

wordscorrectly.

教学难点.

Tograsp

thenew

wordsand

theirusages.

教学方法(教具)

Read,

teach,show

教学过程

备课

札记

教师活动

学生活动

Step1Leading-inandIntroduction

Purpose:ToarouseSs’interestin

learningabouttheinternetandcomputer.

Showsomepicturesonthescreen

andasktheSstosaywhattheyare.

step2.AsktheSstomatchthe

itemswiththeirdefinitions.

(1)Amonitoris (a)thepart

ofacomputerthatstoresinformation

(2)Thescreenis (b)thepart

ofthecomputerthatyoutypeon.

(3)Akeyboardis (c)thepartof

thecomputerthatlookslikeatelevision

(4)Amouseis (d)somethingyou

usetoclickonthings(files,etc.)

(5)ACD-ROMis (e)thepartof

themonitorthatyoulookat

(6)Aharddiskis (f)aseparate

diskthatcontainslotsofinformation

Suggestedanswers:

(1)c(2)e(3)b(4)d(5)f(6)a

step3.(GroupWork)AskSstodiscuss

thefollowingquestion“Whatdoyouusecomputerfor?”

step4.(IndividualWork)AskSsto

whattheywilldoiftheywanttosurf

theinternettodownloadasong.

(Writethefollowingphrasesonthescreen

inordertohelptheSstosaythesteps

out.YoucanalsoremindSstousethe

wordsandexpressionsofsequence.)

turnon→type→clickon→

thesong→itintheharddisk

Suggestedanswers:

First,weturnonthePC(withamodem).

Then,typeakeyword.Next,clickonthe

website.Afterthat,downloadthesong.

Lastly,storeitintheharddisk.

step5.(PairWork)Introducesomenew

wordstothembyfillingintheblanks.

step6.(PairWork)AskSstofinish

Activity3onpage51.

Suggestedanswers:

(1)surf(2)crash(3)store

(4)Alogisapieceofacutdowntree.

Tologonmeanstostartworkonacomputer.

(5)Hardwareisthetangiblepiecesofequipment;

Softwareistheprogramsoneusesonthecomputer.

Step7Homework:

Step8Thedesignontheblackboard

turnon→type→clickon→the

song→itintheharddisk

导学后记

高二英语教案：《Book 8 Unit 4 Pygmalion Period 1 Reading》教学设计

俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢？急您所急，小编为朋友们了收集和编辑了“高二英语教案：《Book 8 Unit 4 Pygmalion Period 1 Reading》教学设计”，供您参考，希望能够帮助到大家。

高二英语教案：《Book 8 Unit 4 Pygmalion Period 1 Reading》教学设计

目标聚焦

本节课的内容是人民教育出版社出版的NSE高中教材选修8第3单元的Pre-reading, Reading, Comprehension 部分，本单元的主题是通过分析《窈窕淑女》中各个人物的性格而展开的 。本节课是单元的阅读课，教材以剧本形式呈现的，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解剧本的篇章结构和写作特点 。

一、知识目标

1、初步理解、掌握课文中重点词汇与短语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。

2、利用已获取的信息发表自己对剧本中人物的性格发表自己的看法。

二、技能目标

1、能理解剧本所要表达的主题，提高获取信息、处理信息、进行推理判断和表达的能力。

2、形成分析篇章结构的能力，提升逻辑思维能力

3、学会总结剧本主题的方法，学会欣赏戏剧。

三、策略目标

1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。

2、能利用上下文猜测生词词义。

四、情感态度目标

让学生了解后天的努力可改变一个人的现状，每个人都要有改变现状的决心和勇气，努力寻求机遇，不断提升自己，追求不断的进步。

1、整体教学法

2、体裁教学法

3、导、读、演的教学模式

学习流程

Before class (课前自主学习，合作探究)

Task 1 Vocabulary（词汇预习）

Preview the new words of this text.

【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。

Task 2 Warming up（热身）

(1) Look at the three pictures and captionson P28 and try to work out the story and tell it to your partner.

【设计意图】通过图画激发学生兴趣，引出有关皮格马利翁的希腊神话故事,让学生 对《窈窕淑女》的由来有个初步印象，为后面剧本的学习做准备。

Task 3 Do the Exx in Fast reading

Task 4 Read the text and try to find out the difficult and charming sentences and then try to analyze or memorize them.

【设计意图】通过让学生课前自己找出难句、典句并试着分析和欣赏，培养学生主动发现问题问题和解决问题的能力，同时为课上的研读环节作了充分的铺垫。

In class（课上交流展示、研讨提升）

Step 1 Check-up and lead in（展示预习成果和导入新课）

1. Ask two students to come to the blackboard to write some new words ; another two write their long and difficult sentenceson the blackboard;the other students check their previous tasks in pairs.

【设计意图】该环节的设计意图是检查学生对前两个课前预习任务的完成情况。

2. Get the Ss to look at the pictures ，the title of the play and the information on the main characters to predict the content and then lead into the new lesson.

【设计意图】通过看图片和标题对课文内容进行预测，培养学生预测阅读内容的能力。同时通过预测激起进一步探究的好奇心，顺理成章的引入新课。

Step 2 Fast reading（速读）

1.1. Read the passage quickly and answer the questions（except6） in Exercise 1 on Page30, using skimming and scanning skills.

2. Do the true or false questions.

1) Eliza was selling some flowers when Higgins first met her.

2) Higgins takes down the girl's names and address.

3) There's no income to be made by studying and classifying from people's own speech.

4) Though educated to speak properly, Eliza can't pass herself off as a duchess.

5) Either man has planned to meet the other although they don't know each other.

【设计意图】通过课后练习一中的前五个问题引导学生运用略读策略快速了解课文的主要内容，并检查读前预测是否正确；考虑到学生归纳概括的能力比较薄弱，采用提问和判断正误的形式给予学生帮助，可以降低难度。同时通过对课文主要信息的寻找，可以培养学生迅速搜索信息的能力。

Step 3 Careful reading （细读）

1. Read the passage carefully and choose the best answer according to your understanding.

1) What's the main idea of the passage?

A. Eliza sold flowers outside a theatre on a rainy day.

B. Higgins watched people's language and reactions and made notes.

C. Higgins and Colonel Pickering met together for the first time.

D. The first experience of Eliza meeting with Higgins and Colonel.

2) What is Eliza's ambition and what does she decide to do about it?

A. She wants to be a lady in upper class by getting acquainted with the two gentlemen.

B. Her ambition is to become a shop owner by selling flowers

C. Her ambition is to become a shop assistant and decides to take lessons from Higgins.

D. She wants to become a lady's maid so she decides to touch the upper class women.

3) Professor Higgins believed that he could judge a person by_______. .

A. his appearance B. his action C. his conversation D. his manners

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

【设计意图】让学生归纳课文大意，总结人物性格特征，旨在帮助学生把握课文要点，学会总结和归纳课文内容。让学生在完全掌握课文内容和结构的基础上，可以顺利进行下一步的研读。

Step 4 Study-reading

Read the text again, find out the sentences and analyse them.

1) While watching, he makes notes.

While watching为 while ______ ________watching的省略句。在以while,once,if,as,unless,when,though引导的状语从句中，如果从句中的主语和主句主语一致且从句谓语动词含有be动词的形式或从句中主谓结构为时，往往将从句主语及be动词省略。如 ______ ________ the street,look out for cars passing by.过马路时小心过路车辆.

2 ) What if I was ??此句为省略句,原句为 _______________________________________________________________________________________________?意思为"要是------又会怎样?

翻译:这听起来很诱人,但如果是个骗局回怎样哪? __________________________________________________________________________________________________________?

3) People begin their working life in a poor neighbour of London with 80 pounds a year and end in arichone with 100thousand .此句为 一个含有并列谓语的句子，两个位于分别为__________和__________;in a poor---和in a rich----都在句中作__________.

4) Find out the sentences in the text which have similar meanings with the following one.

But each time they begain to talk,they gave themselves away.

_______________________________________________________________________________________________________.

5) Professor Higgins (H): an expert in phonetics, convinced that the quality of a person's English decides his/her position in society.

翻译：____________________________________________________________________________________________________________________________________.

Convinced是过去分词作 _____ 语，意思为_______ 修饰professor Higgins。后接that引导的_______ 从句。Convince除直接跟从句外，还可用在下面的几个句型中：

convince sb. (of sth./that) ；be convinced of /that 。

例如：1）I am convinced of his guilt. (句型转换) _____________________________________________________.

6) From the play, what have you learned ? (within 30 words)

_______________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________.

【设计意图】通过研读，让学生学会分析相关的长难句，彻底扫清所有的语言障碍，完成相关的知识目标，同时也是为下一步的读后任务做好必要的语言知识积累和语言障碍清除。

Step 5 Post-reading

1.Choose those adjectives in the list which best describe each character in the play. In pairs discuss them and then place them in the boxes below. Some can be used more than once.

impatient kind polite rude confident anxious eager enthusiastic emotional self - important ambitious generous unsure superior dynamic

2.Retell the whole passage.

【设计意图】本部分设计的第一个练习旨在引导学生思考，对人物性格进行总结，从而达到对文章的深层理解；故事复述旨在让学生熟悉故事体裁文章的写法，加深对故事内容的理解，练习口头表达能力；在学生理解了文章的主旨大意，把握了文章的相关细节信息，并进行了深入理解后，再对信息进行再整合，根据自己对文章的理解概括全文的主要内容。实现了语言输入到语言输出的跨越。

After class（课后巩固提高、预习准备）

1, Divide the students into groups of five. Ask the students to put on the play.

2. Read the reading passage carefully and try to find the new grammatical structure in it.

【设计意图】课后的戏剧扮演属于任务拓展的较高层次，可以进一步训练学生运用本节课掌握的语言知识和相关信息发表自己看法、实现语言输出、解决实际问题的能力，找出新的语法现象是预习作业，旨在为下节语法课做好准备。

教学反思

本节课的设计充分考虑了高一学生既无丰富的语言知识积累，又无掌握熟练地阅读技能的特点，从训练高一学生循序渐进的掌握有效的阅读策略，使用恰当的阅读技能入手，同时为激发学生的探究欲望和阅读兴趣设置了由浅入深，层层推进的任务型阅读的教学模式。同时采取了课前课中课后的这样一种阅读课教学模式，课前自主学习，合作探究；课上交流展示、研讨提升；课后巩固提高、预习准备; 整个的教学活动清楚地划分成读前、读中、读后3各阶段，并且，每个阶段的设计思路明确，读前活动体现背景知识的激活和语言准备,读中活动突出阅读技能、阅读策略的训练，读后活动指向语言的应用和话题的拓展。整个环节的设计由浅入深，由表及里，层层深入，步步为营，使阅读活动从整体到部分最后回到整体，理解的层次也由读懂到读深最终到读透。

参考答案

Before class（略）In classStep 1 Check-up and lead in （略）

Step 2 Fast reading

1.（略） 2.TTFFT

Step 3 Careful reading DCCD

Step 4 Study-reading

1).he was; While crossing 2) What if I was born in Lisson Grove? It sounds a good offer,but what if it's a trick? 3)begin, end ,状语

4) But they betray themselves every time they open their mouths. 5) 希金斯教授（希）：一位语音学专家，坚信一个人的英语水平决定这个认得社会地位。

5).（略） 6)（略）

Step 5 Post-reading

After class（略）

Unit 4 Pygmalion

Period 2 Learning about language

主备人: 陈小芹 修订人: 黄传秀 审核人: 柴继波 编制时间：______

内容简析

本节课的内容是人民教育出版社出版的NSE高中教材选修8第四单元的Learning about language部分。本单元的中心话题是"皮格马利翁"，涉及的内容包括引导学生了解希腊故事，一步步接近剧本的主题，从而产生阅读剧本的兴趣。本节课是单元的语言知识学习课，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地学习语言知识，并能熟练运用所学知识，形成有效地学习方法和解题技巧。同时，通过背诵大量经典例句，为以后的写作积累了素材。

目标聚焦

本单元为高二下学期后半部分学习内容。学生通过近两个学期的学习，已经适应了高中的学习方式，掌握了一些辨析词义和词汇运用的方法，但对于词汇知识的归纳总结能力以及语法的系统掌握仍然有待于进一步提高。本节课的主要目的就是侧重训练学生对文章的重点词汇、重点句型的理解、辨析和运用，并通过对多个例句的分析，归纳总结词汇、句型的用法，培养学生养成自己分析、归纳总结的习惯，以及正确使用语法的能力。

（一）语言知识目标

1．词汇

classic, hesitate, whistle, troublesome, classify, betray, acquaintance, fortunate, antique, referee, disgusting, compromise etc.

2．语法

过去分词作状语。

（二）语言能力目标

能够记忆课文中涉及的词汇及句型，熟练掌握重点词汇及语法的用法，并能够在理解掌握的基础上熟练运用。

（三）学习策略目标

通过引导学生对课文相应句子的理解，以及教师给出的相应的例句，使学生能够归纳出重点词汇及语法的用法，并能在归纳总结的基础上做出相应的练习，达到提高学生归纳能力及灵活掌握词汇和语法用法的目的。

（四）文化意识及情感态度目标

通过这个剧本的学习，让学生知道：人的语言和行为都受他\她所处的社会地位和社会环境的影响，但是后天的努力可以改变现状。因此学生要有决心和勇气改变自己的现状，寻找机遇，不断地提升自己，挖掘自己的潜力，追求不断地进步。

方法运用

本节课将采用新课标所提倡的"任务型教学"途径，侧重于提高学生在语言知识学习中的归纳能力，以及对所掌握语言知识的灵活运用，同时培养学生自我完成任务的能力。

按照高中英语课程标准所倡导的以学生为本的教学理念，采用任务型语言教学途径，促使学生积极运用语言，完成任务；采用词组翻译、句子理解翻译、通过句子辨析词义，在完成练习的过程中达到巩固词组以及语法的用法的目的。。

学习流程

Before class (课前自主探究，合作学习)

Task 1 根据汉语提示写出下列词汇或短语。（方法引导：先默写，然后再核对答案，错误之处用红笔标出，写出正确单词并加以巩固。）

1. ____________ adj. 经典的，一流的 2. ___________ vi.犹豫，踌躇

3. ____________ n.吹口哨，发出汽笛声 4. ___________ adj.带来麻烦的，使人心烦的

5. ____________vt. 编排，分类，归类 6. ___________vt.显露出（本来的面目）背叛

7. ____________ n.相识，熟人，了解 8. ____________adj. 幸运的，侥幸的

9. ___________ adj.古时的，珍贵的 10. ___________ n.裁判员，仲裁者

11. ____________ adj. 使人反感的，令人厌恶的 12. ___________n.\vi. 妥协，折衷

Task 2 完成课本第32页第2、3两题。

In class:（课上展示交流、研讨提升）

Step 1 Check-up （展示预习成果）

1. Get two Ss of different groups to come to the Bb and check up their prevision tasks.

2. Get other Ss to read the reading fluently.

Step 2. Focus on language points

Read all the following sentences and find out the usages of the underlined words or phrases in each sentence and then make a summary.

1. mistaken

典型例句：

1). You are completely mistaken about Jane.

2). A mistaken person should admit his error.

3). He is often mistaken for a famous singer.

4). I got on the wrong bus by mistake.

【归纳总结】：mistaken 为： 词，意为： ，可作 语

或 语。

拓展延伸：mistake ----for----意为： ； by mistake意为： ；

[回归原文] __________________________________________________

2. hesitate

【原文再现】A gentleman passes and hesitates for a moment.

（译）_____________________________________________________________

【观察探究】

1) If you have any questions , don't hesitate to ask me.

★2) He is still hesitating about\at\over\in joining the expedition.

3）I would have no hesitation in recommending Jack for the position.

4）The great majority of players would, of course, sign the contract without hesitation.

【归纳总结】： hesitate为动词，意为：___________ ；其用法为： ，。词性拓展：其名词形式为：________________；have no hesitation in doing意为：

without hesitation意为：

Give your sentence with this word: _______________________________________

__________________________________________3. betray典型例句：

★1) The solider betrayed his country to the enemy.他把他的国家出卖给了敌人。

2) The officer betrayed the secret to his friends. 那个军官把秘密向朋友泄露了。

3) The expression on his face betrays his anger. = The expression on his face betrays that he is angry.

4) Many people will betray themselves when tempted by money.

英译汉：

要点归纳：betray sth. to sb. 意为：___________ ； 。还可用于结构 ：_______________________；betray oneself意为：___________ 。

[回归原文] ___________________________________________________4. condemn【原文再现】Look at this girl with her terrible English: the English that will condemn her to the gutter to the end of her days.

【观察探究】

1). We all condemn cruelty to children. 我们一致谴责虐待儿童的行为。

2). The papers were quick to condemn him for\as his mistake. 报纸及时的指摘他的错误。

★3). Paralysis of the lower limbs condemned him to a wheelchair.下肢瘫痪使他只好坐轮椅。

4). He was found guilty and condemned to be shot.

要点归纳：由于---而谴责某人： ；condemn sb. to sth. 意为：___________; condemn sb. to death 判某人死刑

5. pass---off as

【原文再现】 Once educated to speak properly, the girl could pass herself off as a duchess at an ambassador's garden party.

典型例句：

He passed his secretary off as his wife.

要点归纳：pass ---off as意为：___________

★拓展延伸：pass off （时间）消逝，（怒气）消失，进展顺利； pass away 死亡，断气，消失；pass by时间经过，从旁边经过，避开，忽视； pass through 穿过，通过，经历pass out昏厥，醉倒； pass down\on传递，流传

1）.鲍勃冒充警察到处行骗。（汉译英）

_____________________________________________________________________________________________

6. in terms of

[原文再现] Correct all these sentences in terms of grammar, spelling etc, so that she can use them properly.

【观察探究】：

1). It was a bad year for films, in terms of both quantity and quality.今年的电影无论从数量上还是质量上都说不上好。

要点归纳：in terms of意为 : _______

拓展延伸：on no term 决不； be on good\friendly\bad terms with 与---关系好、亲密、坏

★和该短语意思相近的短语还有：

according to 根据； take ----into consideration 考虑到，顾及； in consideration of 考虑，由于； allow for考虑到； in the eyes of 从----观点来看； in one's opinion 据某人看来

Give your sentence with this phrase: ____________________________________

___________________________________________________

Step 3 Discovering useful structures

过去分词作状语

1. 观察探究

(1)作原因状语,多放在主句之前,相当于because, since, as引导的从句.

Tired from the day's hard work, he fell asleep soon.=(Because he was tired from the day's hard work, he...)

(2)作时间状语,相当于when引导的时间状语,有时在分词前直接加when, while, until等词可使其表达的时间意义更明确.如:

When heated, water can be changed into steam. Seen from the hill, the town looks beautiful.

(3)作条件状语,相当于if, unless引导的从句.

Given another chance, he can do it better.=(If he is given another chance,...)

(4)作让步状语.

Much tired, he still kept on working. (=Though he was much tired, he...)

(5)作方式或伴随状语.

Lost in thought, he almost ran into the car in front of him. The teacher stood there, surrounded by many students.

2. 用法归纳

过去分词作状语，与主句主语之间是 关系，相当于一个状语从句,可表 、

、 、 、 。注意:(1).过去分词作状语,有时前面带有连词,是状语从句的省略形式,省去主语和be,通常主语与主句的主语相同.

when (it is)heated, water will boil.

（翻译）____________________________________________

She won't go to the party, unless (she is)invited.

（翻译）____________________________________________

(2).过去分词与句子的主语在逻辑上是动宾关系，而现在分词与其逻辑主语则是主谓关系.

Seeing in this light, the matter is not as serious as people generally suppose. (改错)

(3)过去分词作定语不仅表示被动,还表示已经完成,但过分作状语,动作不一定是已经完成的动作,有可能是同时进行的,也有可能是未来的.(尤其在时间,条件状语从句中).

Once to be begun, the project will not changed. (改错)

If to be given more money, I will solve the problem soon. (改错)

(4)过去分词作状语,相当于对应状语从句,不可再用but, so, and, or否则重复.

Laughed at by everyone, but he had my sympathy. (改错)

Known to all, so he was recognized very easily. (改错)

(5)过去分词的逻辑主语要与句子的主语保持一致,否则用从句或独立结构.

No matter how well translated, we don't like it. (改错)

达标测试

I. 根据要求，完成句子。

1. The experts studied the problem

（从环境保护的角度）

2.我舍不得把这么多钱花在穿衣服上。（用hesitate 翻译该句子)

_______________________________________________________________

3. I have French, but I do not know it well. 我懂一点法语，但不精通。

4. Lack of skills condemned him to a poor life.(英译汉)

5. Liu Hulan would rather die than her own motherland. （用betray的恰当形式）

II. 单项选择

1. I have been suffering from a cough since yesterday.

A. trouble B. troubled C. troubling D. troublesome

2. ----I saw Lily in the street this morning.

----You must have mistaken Lucy, Lily's twin sister Lily.

A. about B. as C. for D. with

3. This model is technically superior it's competitors, though it looks .

A. than; more attractive B. to; less attractive

C. than; as attractive D. to; more attractive

4. We are not prepared to compromise safety standards.

A. with B. between C. on D. in

5. Though she for a moment, she finally went in and asked to see a dress that was in the window.

A. dared B. nerved C. wondered D. hesitated

6. achievement, he should get a higher position in his company.

A. In terms of B. In case of C . As a result of D. In face of

7. Though she often seems quite cold and harsh, her smiling eyes her true nature.

A. express B. impress C. betray D. believe

8. The millionaire passed away, leaving his children with a large .

A. fortune B. luck C. money D. amount

9. The September 11 attack has been by the entire international community.

A. condemned B. scolded C. criticized D. blamed

10. with so many trouble, we failed to complete the task on time.

A. Faced B. Face C. Facing D. To face

11. The party well and was a success.

A. passed off B. passed out C. passed on D. passed by

12. The graduates can choose their jobs .

A. on their own terms B. by their own terms

C. in their own terms D. to their own terms

13. And there, almost _____ in the big chair, sat her little brother, who never had to be told to keep quiet.

A. having lost B. losing C. to be lost D. lost

14.-Will you go to attend her party?

-No, _______.

A unless invited to go. B. even if invited

C. if not invited D. even though invited to

15.All the preparations for the project ______, we're ready to start.

A. been completed B. have been completed

C. had been completed D. completed

16.Such _______ the case, I couldn't help but______ him.

A. is, to support B. was, support

C. has been, supporting D. being, support

After class：（课下复习巩固、补偿提高）

1. Review the words and expressions explained in this class .(复习本节课讲解的词汇及语法，背诵重要的句子。)

2. Preview the passage on Ss' book P29.

教学反思

本节课内容比较多，很多词汇、短语、语法需要记忆，但为了让学生不至于产生厌烦情绪，设置了多种形式学习，让学生在学习语言知识的同时，及时归纳词汇和语法的用法，掌握多种学习方法，这样就比生硬的说教效果要好。

同时为适应当前素质教育的深入推进的要求和出于对英语课堂教学和英语学习大面积提升和促进的要求，为鼓励学生主动学习，积极学习，我们采取了课前课中课后的这样一种教学模式，课前自主探究，合作学习；课上交流展示、研讨提升；课后巩固提高、预习准备。我们希望通过老师所创设的这样一个教学流程，让学生通过自己的探索、研究，归纳、总结，解决问题、获取知识。从而真正达到学生自主学习、合作学习、探究学习、积极学习的目的。

总之，本节课的设计顺应全省规范办学行为、深化课程改革、推进素质教育的要求；更新教育教学观念，积极引导学生的课前自学，充分落实学生课堂的主体地位；积极引导学生学习方式的转变，倡导学生的主动学习、自主学习、合作学习和探究学习，是一节较高效的课。

参考答案

学习流程

Before classTask 11. classic 2. hesitate 3. whistle 4. troublesome 5. classify 6. betray

7. acquaintance 8. fortunate 9. antique 10.referee 11. disgusting 12. compromiseTask 2Exercise2 :

mistaken, status, betrayed, classify, pass, upper, superior, fortune, handful, plot, classicExercise3:1. in disguise 2. in delight 3. in amazement 4. in particular 5. in returnIn class:Step 2. Focus on language points

1.形容 ；误会的，误解的， 错误的； 表； 定；把---误认为-----； 弄错

There you are and you come from the west end of London, born in Lisson Grove if I am not mistaken.

2.有位先生从这儿路过，他迟疑了片刻。

犹豫，踌躇 hesitate to do; hesitate about\at\over\in

hesitation 毫不犹豫的做-----， 毫不迟疑地

3.相当多的人面对金钱的诱惑便原形毕露。背叛，出卖（国家，朋友）给--- ； 泄露秘密； betray + n.\that \what ；无意中露出本性

But they betray themselves every time they open their mouths.

4．condemn sb.\ sth for\as sth. 把（某人）逼入（某种状态），注定----

5.冒充，自我吹嘘为---

Bob passed himself off as a policeman and was cheating everywhere.

6.就----来说，从----角

Step 3 Discovering useful structures

2. 用法归纳

被动；原因,时间,条件,让步,方式或伴随.注意:（1）略

（2）把seeing改为 seen

(3)A:去掉to be B: 去掉to be

(4)A: 去掉but B: 去掉so

(5) No matter how well the poem translated, we don't like it.

达标测试

I. 1. in terms of environment protection

2. I hesitate to spend so much money on clothes.

3. some acquaintance with

4.缺少技能注定他只能过一种贫困的生活

5. betray

II. DCBCD; ACAAA; AADDDD

Book 8 Unit 4 Pygmalion

Period Three Reading & Language study

主备人：柴纪波　修订人：陈小芹　审核人：黄传秀　编制时间：

目标聚焦

1.帮助学生进一步了解戏剧体裁特点，继续探讨本剧第二场making the bet.

2.理解新课文的主题大意，训练学生的阅读理解能力。

3. 识记并掌握下列单词或短语的用法：pronounce, distinct, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show... in, the other day, take away, in need of, fade out

4.结合语言环境，了解戏剧语言的独特性。

教学思路

本单元体裁属戏剧体裁，在整个高中过程中并不多见，以前学过《a million pound bank-note》。因课文选材特点，其中有一些俚语或不正式的英语对于学生的阅读和理解产生一定的困难。其次，东西方社会和文化的差异，在课文中有大量的体现。针对这种情况，在授课过程中作必要的解释，甚至有教学步骤来得以解决。

学生层次差别比较大，日常学习中对于戏剧的阅读也比较少，在口语化的交际用语中，有所难以适从。为此，要求学生在老师的指导下提前做好充分的预习。在预习过程中，老师提前把一些有关本戏剧的历史背景、作者以及故事梗概做简要的介绍，以便学生能更好的融入语言环境，提高阅读理解能力。

本课是一节Using Language 课型，在指导学生理解本课内容的基础上，训练学生的阅读理解能力，提升学生的阅读技巧。与此同时，结合教学环节，在老师的指导下，让学生自主探究、合作学习，动脑、动手、动嘴，使学生的听说读写能力都能得到训练和提高，达到扩展能力的目的。充分调动学生的积极性，力求达到既紧张热烈，又轻松活泼的课堂效果。

学习流程

Before class

Task 1 Vocabulary

Preview the new words and phrases of this text.

1.___________ n.发音 2. adj.古时的，珍贵的

3. adj.可怕的，恐怖的 4. adj. 使人反感的

5. n.字母表 6. ____________ 俯视，忽视

7. fade out ____________ 8 . in need of _____________

Task 2 Warming up

Look at the picture on Page 34. Do you want to know what will happen about the following story?

A sample summary of the act:

Eliza Doolittle, is a poor, dirty flower seller. The Pygmalion in this film is Henry Higgins, a linguist and phonetic expert who believes that speech is what really sets the classes apart. He bets with his friends Colonel Pickering that through a change in dress and speech he can turn the lower class Eliza into a lady speech, he can turn the lower class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is that she might be able to [open her own flower shop and somewhat escaper her lower class roots.]In class:Step 1 Revision and Lead-in

1. Check the homework.

2. Review Act One : fateful meetings.

Step 2 Listening to the tape and get the main idea of this act.

_______________________________________________________________________

Step 3 Fast Reading

Read the play of Act Two carefully and then answer the following questions.

1). Eliza came to visit Henry Higgins and Colonel Pickering in order to let them _________

A. give her some money B. give her a job as a flower shop's assistant

C. teach her speak well D. have a bath

2). Eliza only offered them ________ if they could teach her.

A. 1 shilling B. 2 shillings

C. nothing D. 3 shillings

3). Henry Higgins and Colonel Pickering finally decided to _______ Eliza.

A. throw back B. teach

C. only teach her how to speak D. beat

4). Eliza refused to have a bath, so what she said showed that she lived a _______life.

A. miserable B. happy C. good D. dirty

5). From act Two, what can you infer?

A. In order to prove himself, Higgins decided to teach Eliza free of charge.

B. Eliza had to change her grammar as well as pronunciation if she wanted to speak well.

C. When the bet was over, Eliza might get a job in a flower shop.

D. Eliza would return to the gutter selling flowers in the street.

Step 4 Careful reading

The following is a shifted simple version without MP. Rewrite these underlined sentences using correct English. After this, work in groups to practice acting the scene.

CP: What do you want, young lady?

E:(upset) I wanna be a lady in a flower shop'stead o' selling flowers in the street.( 1 ). But they won't take me' less I speak better. So here I am, ready to pay him. I'm not asking for any favours-and he treats me like dirt.

H: How much?

E:(happier) Now yer talking. ( 2 ). A lady friend of mine gets French lessons for two shillings an hour from a real Frenchman. You wouldn't have the face to ask me for the same for teaching me as yer would for French. So I won't give yer more than a shilling.( 3 )

H: But if I teach you, I'll be worse than a father.

E: (gratefully)Oh, yer real good, yer are.（ 4 ）. Thank you, Colonel.

H: (gratefully) Oh, you are so deliciously low. OK, I'll teach you. But you need to be cleaned first. Wash you and buy new clothes.

E:(sobbing) I can't .I dursn't. It ain't natural and it'd kill me. ( 5 ). I've never had a bath in my life; not over my whole body, neither below my waist nor taking my vest off. I'd never have come if I'd known about this disgusting thing you want me to do-----.

H: You see the problem, Pickering. It'll be how to teach her grammar, not just pronunciation. She's in need of both.

CP: But you cannot overlook that! She'll be changed and she has feelings too. We must be practical, mustn't we?

H: Well, we'll deal with that later. First, we must plan the best way to teach her.

CP: How about beginning with the alphabet. That's usually considered very effective---(fades out as they go off stage together)

Step 5 Study reading. Analyzing the following difficult sentences in the text.

1. I rather fancied myself because I can pronounce twenty-four distinct vowel sounds; but your hundred and thirty beat me. 我很欣赏自己，因为我能发24个明显的元音，但你能发130个音却击败了我。

句中的fancy表示________，是一个由______连接的并列复合句，前一个分句是一个主从复合句，其中_______引导的是一个原因状语从句。

2. I'd never have come if I'd known about this disgusting thing you want to do---. 我要是早知道你们想对我做这种可恶的事，我绝不会来。

此句是与__________相反的虚拟条件句，条件句的谓语动词用_____________形式，主句中的谓语动词用___________________形式。

Step 6 Language study

A.重点单词

1) pronounce

【观察探究】

I rather fancied myself because I can pronounce twenty four distinct vowel sounds.

我很欣赏自己，因为我能发24个明显的元音。

The judge pronounced the man not guilty.

法官宣布那人无罪。

The court pronounced against my claim to the land.

法庭驳回了我对这块土地的诉讼请示。

【归纳总结】

pronounce作动词用，表示"发音"；作"宣布、宣称"之意时，其结构为pronounce sb./sth.+adj.；有时可作不及物动词，后跟against"驳回"，on"对......发表意见"。pronounced adj."明显的"；pronunciation n.

【即景活用】

Foreigners find____ hard to_____ many words in English.

A. that; speak B. it; sayC. it; pronounce D. that; pronounce

2) classify

【观察探究】

Simply phonetics studied and classified from people's own speech.

只是学了点语音学，把人们的发音区分一下而已。

Such people should be classified as middle peasants.

这样的人应该被分类为中等农民。

In the post office, mail is classified according to the places where it is to go.

在邮局，邮件是按其邮往何方分类的。

She classifies as one of the greatest actresses of our times.

她被认为是我们这个时代的最伟大的女演员之一。

【归纳总结】

classify 既可作及物动词，也可作不及物动词，作及物动词时，表示"分为......"，常构成be classified into"被分成......"，be classified as..."被分为......"；作不及物动词时，表示"属于......类"。classified adj.表示"分类的，机密的"；classification n. "分类，类"。【即景活用】

(1)Students are _______ into grades, according to how much they know and how old they are.

A. classified B. combinedC. listed D. made

(2)The information is _______. Only the president can see it.

A. classifying B. classifiedC. classify D. to classify

B.重点词组

1).in need of需要......

Step 6 Language study

A.重点单词

1) C 2). (1) A(2)B

B.重点词组

1). B 2).单项填空(1)A(2)A(3)B 同义表达：taken away from 3). A

After class

达标测试

I. 单词拼写：1.antique 2.hesitate 3.outcome 4.brilliant 5.adaptation

II.句型转换: 1.pronounced, guilty 2.classified, into 3.showed,around 4.showed off, the 5.the other day

III. 单项填空: 1.B 2.B 3.C 4.D 5.B答案1. D 2. C 3. C 4. D 5. B 6.A 7. B 8. C 9. A 10. C

11. D 12. D 13. C 14. D 15. A 16. D 17. C 18. A 19. C 20. D

Book 8 Unit 4 Pygmalion

Period Four Listening & Writing

主备人：柴纪波　修订人：黄传秀　审核人：陈小芹　编制时间：

学习流程

Before class (课前自主学习，合作探究)

Task 1 Learn the following useful phrases or sentences for writing.

Teaching aims: Grasp the skills of expressing a passage according to a picture so as to train the speaking and writing abilities

1. From the picture, we can see that...

2. The picture tells us a story that...

3. From the picture we learn that ...

3. One day, a man was walking to school when...

4.Onec upon a time, there lived a very famous man called...

6.In a wrd, we should...

7.So we must...

8. They lived a happy life ever since.

Task 2 Before listening to Act Two,Scene 2, discuss in pairs what you would have to do change Eliza into a lady, and then finish the talbe.

Things that needed to be changed

How to make the change1.1.2.2.3. r3.

Task 3 some words and expressions for listening preparation.

1.put your tongue forward _______ 2. It's coming ___________

3. swallow ___________ 4. make effort ___________

5. Never mind a little crying ______ 6. once more ____________

7. do sb. in ___________________ 8. not likey _____________

9. give sb. away ______________

In class（课上交流展示、研讨提升）

Step 1 Check-up and lead in（展示预习成果和导入新课）

Get two members of different groups to check up their prevision tasks.

Step 2 Listening

I. Listen to the material on Page 35 and make the correct choice.

1. How many sentences does Higgins teach Eliza?

A. Four B. Three C. Two

2. from this scene we know that _____.

A. Eliza is rather stupid B. Higgins almost lost his patient C. Eliza is a smart

3. Eliaz shed tears because _____.

A. she is punised by Higgins B. she is too eager to learn well

C. she found pronunciation hard

II. Listen to the tape again and discuss how Eliza felt after her first lesson. Work in pairs and discuss the following questions.

1. How did Eliza feel about her first lesson?

_________________________________________________________________________

2. How do you think Mrs. Pearce would comfort her?

________________________________________________________________________

3. How would Professor Higgins and Colonel Pickering behave in the second lesson?

_______________________________________________________________________

Step 3 Writing

Turn to page 36 and look at Part2. Read the instruction and write a scene in which Professor Higgins gives Eliza her second lesson. The simple version of the play is of use.