人教版高二英语选修8_Unit_4_Pygmalion_全单元教案
高中英语人教版选修8Unit4PygmalionUsinglanguage教案(系列一)
选修八Unit4 PygmalionPeriod4 Using languageListeningTeacher goals教学目标1. Target language 目标语言a. 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 goals 能力目标Enable the students to listen to and understand the play in the listening material.3. Learning ability goals 学能目标Help the students learn how to listen to and understand the play in the listening material.Teaching important & difficult points 教学重难点How to listen to and understand the play in the listening material.Teaching methods 教学方法Individual work and cooperative learning.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck the homework. Then talk about the characters in the play.T: In Shaw’s play, each character is depicted vividly especially th e 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 sound s. 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 dance with 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.Step Ⅵ 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.。
人教版高中英语选修8 Unit 4 Pygmalion 全单元教案
Unit 4 Pygmalion Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。
语法部分重点学习过去分词作状语的用法。
1.1Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。
要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。
1.21.2 Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。
1.3 1.3 Reading讲述了发生在伦敦剧院外的一幕。
主要人物有Eliza, Higgins,Pickering。
Eliza原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins。
Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。
Eliza就住在Professor Higgins的家中，受了一阵子语言训练。
最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。
在场的人都不知道Eliza的出身。
女王还对Eliza大加赞赏。
Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。
Eliza盛怒之下，离开了Higgins。
她走之后，Higgins才发现不能没有她。
最后Eliza回到了Professor Higgins身边。
两人言归于好。
剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。
人教版高中英语选修8《Unit4Pygmalion》教案
人教版高中英语选修8《Unit4Pygmalion》教案人教版高中英语选修8《Unit 4 Pygmalion》教案单元要点预览(旨在让同学整体了解本单元要点)词汇部分词语辨析 1. adapt / adopt 2. ignore / neglect / overlook3. luck / fortune / destiny / fate词形变化 1. comfort 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 superiority n.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。
人教版高中英语选修8Unit4《Pygmalion》word教案
人教版高中英语选修8Unit4《Pygmalion》word教案【美文阅读】Pygmalion EffectA team can do as well as you and the team think they can.This idea is known as “the selffulfilling prophecy(预言)”．When you believe the team can perform well，in some strange and magical way they can.And similarly，when you believe they can't perform well，they can't.The selffulfilling prophecy is also known as the Pygmalion Effect.This comes from a story by Ovid about Pygmalion，who created an ivory statue of his ideal woman.And he immediately fell in love with it.He begged the goddess to breathe life into the statue and make her his own.She granted Pygmalion his wish，the statue came to life and the couple married and lived happily ever after.The story was also the basis of George Bernard Shaw's play “Pygmalion”．In Shaw's play，Professor Henry Higgins claims he can turn a Cockney flower girl，Eliza Doolittle，into a duchess.But，as Eliza herself points out to Higgins' friend Pickering，it isn't what she learns or does that determines whether she will become a duchess，but how she's treated.“You see，really and truly，apart form the things anyone can pick up，the difference between a lady and a flower girl is not how she behaves but how she's treated.I shall always be a flower girl to Professor Higgins，because he always treats me as a flower girl，and always will，but I know I can be a lady to you because you always treat me as a lady，and always will.”The implication(运用) of the Pygmalion Effect for leaders and managers is massive(庞大的)．It means that the performance of your team depends less on them than it does on you.The performance you get from people is no more or less than what you expect，which means you must always expect the best.As Goethe said，“Treat a man as he is and he will remain as he is.Treat a man as he can and should be and he will become as he can and should be.”【诱思导学】1. What is Pygmalion Effect?______________________________________________2. Why is it called “Pygmalion Effect”？______________________________________________【答案】 1.It means that when you believe the team can perform well，in some strange and magical way they can.And similarly，when you believe they can't perform well，they can't.2．It is based on the George Bernard Shaw's play “Pygmalion”．Period ⅠPreviewing(教师用书独具)●教学目标本课时要紧是通过学生对学案所给出的内容的学习，了解本课文中所显现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面明白得起到一个铺垫作用。
新人教版英语高二下Module8《Unit 4 Pygmalion》word教案
Book 8 Unit 4 PygmalionPeriod 1 Reading主备人: 黄传秀修订人: 陈小芹审核人: 柴纪波编制时间：______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 V ocabulary（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。
人教版选修8unit4PygmalionP2教学设计
Unit 4 PYGMALIONPart 1 Teaching Design第一部分教课方案Period 2 A sample lesson plan for Learning about Language(Revise the Past Participle as the Adverbial) IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations|| ， and then to discover and revise the past participle as the adverbial. The following steps of teaching may be taken: Warming up by looking for the Past Participle as the Adverbial|| ， Learning about the past participles used as the adverbials|| ，Correcting and completing|| ， Closing down by putting on a short play.ObjectivesTo help students revise the Past Participle as the AdverbialTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1. Warming up by looking for the Past Participle as the AdverbialHi|| ， class. Let’s go over the play Fateful Meetings to look for examples of the Past Participle as the Adverbial.＊Professor Higgins|| ， an expert in phonetics||，convinced that the quality of a person ’s English decides his her position in society ．＊( surprised ) For a pound? I'm afraid I've got nothing less.＊(disappointed at the outcome but thinks it is better than nothing) Thank'ou|| ， sir (sees a man/ taking notes/ and gets worried) Hey ！＊(still worried ) Then/ why did 'ou take down my words/ for?2. Learning about the past participles used as the adverbialsThe past participles are sometimes used as the adverbials. Look at the following examples:＊We went home exhausted (疲倦地 ). (逻辑主语 we||，过去分词 exhausted)＊Encouraged by my teacher||， I decided to work hard. ( 逻辑主语I||，过去分词encouraged)＊Granted that he has enough money to buy the house||， it doesn't mean he's going to do so.＊Told by the teacher||， she knew she was wrong. ( 分词 told用过去式分词表示被动)＊Now you are going to read the text for more examples of the past participles used as the adverbials.3. Correcting and completingNow you shall go on to do exercises 2 and 3 on page 33.First you are to read the 5 sentences and correct any mistakes in them. Check with a partner.Then read the uncompleted passage and complete it with suitable words||，in the form of either the present or past participle.4. Closing down by putting on a short playTo end this period we are going to put on a short play.Hamlet and the Heckler (a very short play)Hamlet: To be or not to be...Heckler: I knew it. I knew he was going to say that.Hamlet: that is the question...Heckler: He's going to say the rest of it|| ， too.Hamlet (to Heckler): Excuse me|| ， do you mind?Heckler: I didn't know he was going to say THA T.Hamlet: I'm just trying do my job here.Heckler:Yeah||， but do you have to do it the same way every time?Hamlet: Well||， this IS Shakespeare you know.Heckler: Ooooo||， Shakespeare. Why don't you do Shakespeare with modern language? Hamlet: Shakespeare wrote it perfect the way it is. We can't change it.Heckler:Why not? Just change "To be or not to be..." into whatever the hell it means. [pause] Bythe way||， what does it mean?Hamlet: Well|| ， he's considering suicide. He's considering which might be better||，living or dying||， being or not being. Changing it would sound stupid||， wouldn't it? It wouldn't be memorable.Heckler: But the audience would understand it|| ， for a change.Hamlet: But people do understand Shakespeare||， at least most of it. And they figure out the rest from the context.Heckler: I'll bet the audience didn't know what "To be or not to be" means from the context. Hamlet:Then how would you say it?Heckler: How should I know? I'm just a heckler.Hamlet: Then why don't you just shut the hell up?Heckler: Not bad||， was that Shakespeare?[curtain]。
人教版选修八：Unit4+Pygmalion+全单元+
Unit 4 Pygmalion I 单元教学目标II 目标语言Ⅲ教材分析与教材重组：1. 教材分析本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。
语法部分重点学习过去分词作状语的用法。
Warming Up 是三幅描述希腊神话故事Pygmalion 主要情节的图画。
要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。
Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。
Reading 讲述了发生在伦敦剧院外的一幕。
主要人物有Eliza, Higgins, Pickering。
Elize原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins. Professor Higgins 与Colonel Pickering 打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。
Eliza就住在Professor Higgins 的家中，受了一阵子的语言训练。
最后两个人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。
在场的人都不知道Eliza的出身。
女王还对Eliza大加赞赏。
Professor Higgins 自傲于自己的成功，完全忽略了Eliza 的感受。
Eliza盛怒之下，离开了Higgins。
她走之后 Higgins才发现不能没有她。
最后Eliza回到了Professor Higgins身边。
两人言归于好。
剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。
Unit 选修8 Unit4 Pygmalion 教案
Unit 4 PygmalionListening Speaking and writing---教案Teaching Goals:1. To develop Ss’ listening ability2. To learn some information about the play.Teaching Procedures:Step 1. Listening and speaking (Using Language)1. Ask Ss to discuss in groups of four the following questions.(1)What would be done to change Eliza into a lady?(2)What do you think are the most important things to change Eliza into a lady? How will you make each change?2. Ask Ss to finish Ex1 and Ex2 on P35.3. Ask Ss to listen to the tape and finish Ex3 on P35.4. Play the tape again and ask Ss to finish Ex4.5. Ask Ss to try to think of some new ideas to help Higgins teach Eliza better. Choose the two best ideas and share with the class.Step 2. Listening task (Workbook)1. Lead Ss t o the topic of the listening text. Teacher may say, “We’ve known the beginning and ending of the story, but don’t you want to know how Eliza succeeded in the ambassador’s party?” Tell Ss that this is the most wonderful Act of the play.2. Ask Ss to listen to the tape and finish Ex1 of Listening task on P73.3. Ask Ss to listen to the tape again and answer in pairs the questions in Ex2 of Listening task onP73.4. Ask Ss to listen to he tape for the third time and enjoy the humor of this act. Discuss and give the answer to Ex3 of Listening task on P73.Step 3. Speaking and writing (Using Language)1. Ask Ss to discuss the following questions.(1) How did Eliza feel after the first class?(2) What will she say to Mrs. Pearce?(3) How will Mrs. Pearce comfort her?2. Ask Ss to go through the phrases and sentences given in Ex1 of Speaking and writing on P36 and try to make a dialogue of their own.Sample dialogue 1:3. Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved.4. Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.Step 4. Speaking task (Workbook)1. Ask Ss whether they still remember that the play has the same theme with the Greek story. Ask them to go over the story on P28.2. Ask Ss to discuss and try to find out the similarities and differences between the play and the story Then let them finish Ex1 on P76.1.Ask Ss to discuss the following questions.(1)How does Eliza change in the play?(2)How does Pygmalion change in the play?(3)Has Henry’s attitude to Eliza changed from the beginning of the play to the end?4. Ask Ss to finish Ex2 on P76.Step 5. HomeworkAsk Ss to go through Writing task on P76 and then write a review of the play. Ask Ss to review what has been learned in this unit.Ask Ss to preview the next unit.。
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Unit 4 PygmalionThe First Period Warming upTeaching 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 other, 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 thereason why our country is so poor.” From it we ca n 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.教学反思：The Second Period Reading一．Aims:1. Ability goals能力目标Enable the Ss to talk bout 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 writing style.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 newly 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.教学反思：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。