Unit4Pygmalion單元要覽本單元主題是“文學作品與戲劇”。通過英國著名劇作家蕭伯納的戲劇《窈窕淑女》，揭示了著名的“皮格馬利翁效應”——“說你行，你就行；說你不行，你就不行”。本單元語言知識的選擇和聽說讀寫等語言技能的訓練主要是圍繞劇本情節來設計的。本單元的主要教學內容如下表所示：類別課程標準要求掌握的內容話題Literarywork；drama詞匯classifyvt.編排；分類；歸類teapotn.茶壺remarkvt.&vi.談論；評論；說起；談起ncreamn.奶油；面霜condemnvt.譴責；使……注定nailn.指甲；釘子overlookvt.俯視；忽視；不理會waxn.蠟；蜜蠟vt.上蠟fadevt.&vidiskn.磁盤compromisen.&vi.妥協；折中refereen.裁判員；仲裁者whistlevi.吹口哨n．口哨聲laundryn.洗衣店，洗衣房；衣服hesitatevi.猶豫；躊躇bathtubn.浴缸；浴盆betrayvt.顯露出；背叛waistn.腰部；腰圍robvt.搶劫；盜竊；剝奪vestn.背心；內衣sobvt.抽噎n．抽噎聲alphabetn.字母表adaptationn.適應性；改編本classicadj.經典的；第一流的n．經典著作captionn.說明文字；字幕；標題woollenadj.毛紡的；純毛的plotn.情節；陰謀uncomfortableadj.不舒服的；不自在的professorn.教授troublesomeadj.帶來麻煩的garmentn.衣服；服裝mistakenadj.錯誤的；不正確的walletn.錢包；皮夾brilliantadj.光輝燦爛的；杰出的；才華橫溢的outcomen.結果；效果upperadj.較高的；級別較高的thiefn.小偷；賊extraordinaryadj.不同尋常的handkerchiefn.手絹；紙巾authenticadj.真正的；可信的ambassadorn.大使；使節superioradj.優秀的；較高的；上級的n.上級；長官acquaintancen.相識；了解；熟人antiqueadj.古老的；珍貴的n．文物；古董handfuln.一把；少量musicaladj.音樂的；喜歡音樂的n.音樂喜劇fortunen.機會；運氣；大筆的錢shabbyadj.破舊的；寒酸的statusn.身份；地位；職位horribleadj.可怕的；恐怖的stockingn.長襪disgustingadj.使人反感的；令人厭惡的Buddhismn.佛教uncomfortablyadv.不舒服地；不自在地cookien.餅干properlyadv.適當地；恰當地makeone'sacquaintance結識；與……相見shelterfrom躲避generallyspeaking一般來說beofuse有用處intermsof就……來說；從……角度indisguise偽裝showsb.in帶……進來takedown記下，寫下oncemore再一次ahandfulof一把inneedof需要inamazement吃驚地fadeout逐漸模糊；漸淡inparticular特別地pass...offas...使……改變或冒充成takeaway拿走；使離開take...for當作；誤認為句型1．ProfessorHiggins（H）：anexpertinphonetics，convinced_thatthequalityofaperson'sEnglishdecideshis/herpositioninsociety.（beconvincedthat）2．WhatifIwas？（主句的省略現象）3．But，sir，（proudly）once_educatedtospeakproperly，thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador'sgardenparty.（狀語從句的省略現象）4．Buttheybetraythemselvesevery_timetheyopentheirmouths.（everytime引導的時間狀語從句）功能1．Conjecture（推測，猜測）Iwonderwhether...Ithinkit'sbecause...Perhaps/Maybe，but...Isitpossiblethat...？Doyouknowif...？Doyoureallythinkthat'strue?2．Emotions（情感）Howdoyoufeelabout...？Whatdoyouthinkwouldmake...happier?Howdidyoufeelaboutyourfirstlesson?surprised，disappointed，sobbing，weeping，upset，kindly，gratefully...3．Judgmentandevaluation（判斷與評價）Youhavemadesuchprogressand...Ithinkyoulookperfect，but...Ithinkyouneedmorepractice.Allinall，youdidverywell.語法RevisethePastParticipleastheAdverbial（過去分詞作狀語）1．過去分詞作狀語，表時間、原因、條件、方式、伴隨等。Givenanotherchance，hewilldoitbetter.Lostinthought，healmostranintothecarinfrontofhim.2．過去分詞作狀語，其邏輯主語必須與句子的主語一致。Theteacherstoodthere，surroundedbyagroupofstudents.教學重點1．Getstudentstoknowaboutdrama.2．Havestudentslearnsomeusefulnewwordsandexpressionsinthepassageandletthemuseeffectivewaystomasterthem.3．Enablestudentstograspandusetheexpressionsofconjecture，emotions，judgmentandevaluation.4．Letstudentsreviewthegrammaritem：theuseofthepastparticipleastheadverbial.5．Developstudents'listening，speaking，readingandwritingability.教學難點1．Enablestudentstomastertheuseofthepastparticipleastheadverbial.2．Letstudentslearnhowtoexpressemotions.3．Developstudents'integrativeskills.課時安排Periodsneeded：6Period1WarmingUp，Pre-reading，ReadingandComprehendingPeriod2LanguageStudyPeriod3Grammar—RevisethePastParticipleastheAdverbialPeriod4ListeningandSpeakingPeriod5ReadingandWritingPeriod6SummingUp，LearningTipandAssessmentPeriod1WarmingUp，Pre-reading，ReadingandComprehending整體設計教學內容分析Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisashortenedversionoftheplayPygmalionwrittenbyGeorgeBernardShaw.WarmingUpintroducestheGreekstoryofPygmaliontostudentsbyshowingthemthreepictures.Pre-readingprovidessomequestionstohelpstudentslearnaboutPygmalion，encouragethemtopredictsomeoftheissuesintheplayandgetthempreparedforReading.ReadingisthefirstactoftheplayPygmalion，whichtellsastoryaboutanundefined，dirtyflowergirlwhocameacrossProfessorHigginsandColonelPickering.Throughtheirrepresentativelanguage，itintendstoshowthatpeoplecanchangetheirstatusbyworkinghard.Teachersshouldtruststudentsandencouragethemtohavethedeterminationtochangetheirpresentsituation.Comprehendingconsistsoffivekindsofexercisestohelpthestudentsgetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext.Exercises1,2and3intendtocheckthestudents'understandingofthetopic.Exercise4aimstohavestudentsthinkandsummarizepeople'scharacters.Exercise5putsemphasisontrainingthestudents'abilityofusingtheEnglishlanguageproperly.三維目標設計Knowledgeandskills1．Toknowthemeaningsofthefollowingnewwordsandphrasesinthisperiod：adaptation（改編本），classic（經典的），caption（說明文字），plot（情節），professor（教授），whistle（口哨聲，汽笛聲），garment（衣服），woolen（毛紡的），hesitate（猶豫），uncomfortable（不舒服的），troublesome（帶來麻煩的，使人心煩的），wallet（錢包），outcome（結果），thief（小偷），handkerchief（手絹），mistaken（錯誤的），brilliant（杰出的），classify（分類），remark（評論），betray（顯露出），upper（級別較高的），extraordinary（不同尋常的），condemn（使……注定），properly（恰當地），pass...offas...（使……改變成），ambassador（大使），acquaintance（相識），makeone'sacquaintance（與……相見），handful（一把），fortune（大筆的錢），authentic（真正的），generallyspeaking（一般來說）2．TolearnsomethingabouttheplayPygmalionbyShaw.3．Todevelopthestudents'readingabilitybyskimmingandscanningthepassage.4．Todevelopthestudents'speakingabilitybytalkingabouttheplay.Processandmethods1．WhiledoingWarmingUp，theteachercanleadinthetopicofthisunitbyshowingstudentssomepicturesofthestoryofPygmalion.StudentscanpracticetheiroralEnglishbyworkingoutthestoryandtellingittotheirpartners.2．DuringPre-readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent-centeredandhelpthemunderstandthecontentoftheplay.Theteachershouldleadthestudentstolearnaboutthemaincharactersinthepassage.3．WhiledoingReadingandComprehending，theteachermayfirstaskthestudentstoreadtheplayquicklytogetthegeneralidea.Afterdetailedreadingoftheplay，studentsareencouragedtoanswersomequestionsandstudythelanguageoftheplay.4．Toconsolidatethecontentsoftheplay，thestudentsshouldberequiredtodiscusssomequestionsaboutitattheendoftheclass.Emotion，attitudeandvalue1．Togetthestudentstoknowabouttheplayandhelpthemunderstandthefactthatone'ssocialstatuscaninfluencethewaytheybehavetoeachother.2．Todevelopstudents'senseofcooperativelearning.教學重點、難點1．Toenablethestudentstolearnabouttheplayanddeveloptheirreadingability.2．Tohelpthestudentslearnhowtotalkabouttheplayandusetheplaytoworkoutthecharacteristicsofeachsocialgroup.教學過程Step1Warmingup1．WarmingupbylookingandtalkingAskthestudentswhethertheyknowtheGreekstoryofPygmalion.Iftheyknow，tellthestory.Picture1_________________________________________________________________Picture2_________________________________________________________________Picture3_________________________________________________________________Furtherquestion：WillPygmalionandhisstatue-wifebehappy？Giveyouropinion.________________________________________________________________________2．Warmingupbydiscussingthequestion.Firstshowthestudentsthefollowingpicture.Thenletthemdiscussthequestion：HaveyouseenthefilmMyFairLady（《窈窕淑女》）？Howmuchdoyouknowabouttheplay?Suggestedanswers：1．Picture1：Pygmalion，anartist，dislikeswomen.Onedayhemakesastatueofabeautifulwomaninivory.Picture2：Whenhefinishesthestatue，hefallsinlovewithitandgoestotheGreekgoddess，Aphrodite，toaskhertomakethestatueintoarealwoman.Picture3：Asaresultofhisprayers，Aphroditeagreestohelphimandmakesthestatueintoawoman.Thetwomarryandlivehappilyeverafter.2．PoorcockneyflowergirlElizahastowalkallstreetstosellherflowersandlivesonthis.ShedrawsattentionofProfessorHenryHiggins，whothentakesabetfromColonelPickeringthathecantransformthedirtycockneyflowergirlintoafair，good-behaviorlady，andhewillalsoleteveryonetrustshereallyisone，too！Hedoes，andthusyoungaristocratFreddyfallsmadlyinlovewithher.ButwhenHigginstakesallthecredittohimselfandforgetstoacknowledgeherefforts，ElizaangrilyleaveshimforFreddy，andsuddenlyHigginsrealizeshecan'treallylivewithoutherandhehasalreadyfallenintolovewithhercompletely！Finally，ElizacomesbacktoHiggins.Step2Pre-readingReadtheinformationonthemaincharactersinReading.Howmanycharactersarethereintheplay？Andwhoarethey？Trytothinkofapossibleplot.Suggestedanswers：Three.TheyareEliza，ColonelPickeringandProfessorHiggins.Step3Readingandcomprehending1．Fastreading：Whatisthemainideaoftheplay?A．Thepoorflowergirl，Eliza，foundHigginstobuysomeflowersforher.B．Aperson'slanguageandbehaviordecidehis/herpositioninsociety.C．ColonelPickeringfoundHigginsoutsideatheatreofLondon.D．HigginsmadehisacquaintancewithPickering.2．Detailedreading：Readtheplayandanswerthesequestions.（1）Askstudentstoreadthetextcarefullytogetsomespecificinformationanddothetrueorfalsequestions.①Whentheplaybegins，itispouringwithrain.②Elizaisawell-educatedwoman.③ProfessorHigginsmakesnotesofwhatElizasaidbecausehewasapoliceman.④Thenewlyrichareallwell-educatedmen.（2）Askstudentstoscanfordetailedinformationanddothefollowingmultiplechoices.①Theflowergirlwasworriedbecause______.A．shethoughtshedidsomethingwrongB．shedidn'thavetherighttosellflowersC．shedidn'twantHigginstowritedownwhatshesaidD．shethoughtHigginswasapolicemanindisguise②Fromher______，HigginsgottoknowthegirlcamefromthewestendofLondon.A．clothesB．languageC．lookD．jobofsellingflowers③AccordingtoHiggins，iftheflowergirlwaseducatedwelltospeakproperly，shecandothefollowingEXCEPT______.A．passherselfoffinthreemonthsasaduchessatanambassador'sgardenpartyB．serveasalady'smaidC．becomeashopassistantD．sellmoreflowers（3）Readthepassageagainandanswerthefollowingquestions.①WhatisEliza'sambitionandwhatdoesshedecidetodoaboutit?②CanyourecognizeHiggins'socialpositionbyhisbehaviourandlanguage？Ishefromtheupperclass，middleclassorlowerclass？Giveyourreasons.Suggestedanswers：1．B2．（1）①T②F③F④F（2）①D②B③D（3）①Herambitionistobeashopassistant.ShedecidestotakelessonsfromProfessorHiggins.②Higginsisfromthemiddleclass.Heisrudetothelowerclassandpolitetothesameorupperclass.Step4LanguagestudyDealwithlanguageproblemsifany（wordsorsentencesstudentsmightnotunderstand）tohelpthestudentshaveabetterunderstandingoftheplay.Step5Listening，readingaloudandunderliningAskstudentstoreadtheplayaloudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence，andalsothedifferentintonationsofdifferentpersons.Atthesametimeaskstudentstopaymoreattentiontotheflowergirl'soralEnglish—itisn'tstandardatall，bothinvocabularyandgrammar.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemdownintheirnotebooksafterclassashomework.Collocations：beconvincedthat；shelterfrom；beofuse；take...for；takedown；betrayoneself；condemn...to...；pass...offas；makeone'sacquaintance；ahandfulofStep6StudyingthelanguageoftheplayKeysforreference：Agoodplaycanshowwhatkindofpeopleitscharactersarebywhattheysayandhowtheybehave.Forexample，fromsomesentences，wecanlearnaboutEliza.Elizasays“Thankyou，sir.Hey！Iain'tdonenothingwrongbyspeakingtothatgentleman.I'vearighttosellflowers，Ihave.”Thesentencesshowthatsheisrespectfultopeopleofahighersocialclassthanherandsheisaggressivewhendefendingherself.Step7Discussion1．InwhatwayisHenryHigginslikePygmalion?2．InwhatwayisElizalikethestatuewoman?3．HowdoyourecognizedifferentsocialclassesinChina？Isitthroughclothes，attitudes，education，jobs，orpossessions?Suggestedanswers：1．Bothofthemwanttochangeawoman'slife.2．Theirfateischangedwiththehelpofothers.3．DifferentsocialclassesinChinacanberecognizedthrougheducationorjobs.Step8Homework1．Learntheusefulnewwordsandexpressionsinthisperiodbyheart.2．WriteashortpassageaboutwhatyoucanlearnfromEliza'sexperience.Step9Reflectionafterteaching________________________________________________________________________________________________________________________________________________________________________________________________________________________教學參考ShortSummaryInCoventGarden，theEynsfordHillswaitforacabintherain.WhenFreddygoestohailone，heknocksEliza'sflowersoutofherbasket.SheacceptsmoneyfromFreddy'smother，thenColonelPickering.Abystanderwarnsherthatamaniswritingdownwhatsheissaying，andsheconfrontshim，sayingthatshehasdonenothingwrong.Higginsamazesthecrowdbyimitatingheraccentandguessingwheretheyallcomefrom.PickeringandHigginsmeetandagreetohavedinner，andHigginsfillsEliza'sbasketwithmoneybeforeheleaves.Elizaleavesinacab.Thenextday，ElizaintrudesuponPickeringandHigginsinHiggins'home.ShewantsEnglishlessons，andPickeringbetsthatHigginscannotpassheroffasaladyattheambassador'sballinamonth'stime.Mrs.PearcetakesElizaawaytobatheheranddresshermoreappropriately，andEliza'sfatherarrivesanddemandssomepayment.Higginslikeshimandgiveshimfivepounds.Afewmonthslater，Mrs.Higginsiswritinglettersathomewhensheisinterruptedbyherson，whoshocksherbytellingherthatheisbringingaflower-girltohishouse.TheEynsfordHillsarriveforavisit，asdoesEliza—withhernewlyelegantaccentandmanner.Freddyisinfatuatedrightaway.Elizamakesthemistakeofswearinganddescribingheraunt'salcoholism，andsheishustledawaybyHiggins.Clarathinksthatswearingisthenewfashionandshockshermotherbysaying“bloody”onthewayout.Mrs.HigginsscoldsPickeringandhersonfornotconsideringwhatistobedonewithElizaaftertheexperiment.AtmidnightatHiggins'shouse，Elizaenterslookingexhausted.Higginsignoresher，lookingforhisslippersandcrowingoverhersuccessatfoolingeveryoneashisown.Elizabeginstolookfurious.WhenHigginsaskswherehisslippersare，Elizathrowsthemathisface.SheexplainsthatshedoesnotknowwhattodowithherselfnowthatHigginshastransformedher.Hesuggeststhatshemarry，towhichsherespondsthatsheusedtobesomethingbetterthanaprostitutewhenshesoldflowers.Shethrowstheringthathegaveherintothefireplace，andheloseshistemperatherandleavestheroom.Shelooksfortheringintheashes.Mrs.HigginsisinherdrawingroomwhenhersoncomesandtellsherthatElizahasrunaway.DoolittlearrivesandannouncesthatafterhespokewithHiggins，Higginsre