Using LanguageⅠ教学内容概述

Unit 4 Pygmalion Teaching Design 教学设计

Period 1 Warming up & Reading (MAKING THE BET) Content Analysis This unit deals with a shortened version of the play Pygmalion written by George Bernard Shaw. The play is based on a famous Greek Myth. In Shaw’s play, Professor Higgins does not like women, but for a bet, he agrees to teach a poor young woman Eliza so that she can be passed off as a rich lady in high class society. So like Pygmalion, Higgins creates a perfect young woman.

Teaching Objectives

Knowledge Aim: The reading introduces students to the Greek Myth Pygmalion and Shaw’s play the Fair Lady. Students will get to know about the story as well as some information of the author. Ability Aim: After the study of this period, students should be able to improve their reading and comprehending skills.

Emotional Aim: The study of this reading is intended to allow students to know about the Greek Story Pygmalion and its implication. Students are inspired to think about the deep down aim of Shaw’s aim as well as the psychological term Pygmalion.

Students Analysis Most students are not familiar with Bernard Shaw and the Western literacy he represents. Therefore, it is necessary to provide students with a brief introduction of Bernard Shaw and the Myth beforehand.

Teaching Difficulties Students may have difficulty in understanding different styles of English that are used in the play.

Also, it is quite not easy for them to classify each person into their appropriate social class.

Teaching Strategies 1.

Students-centered teaching

2.

Task-based teaching Teaching Procedures Step One. Warming up 1.

Discussing with students about some achievements of the famous Actress, Audrey Hepburn, who is also the main female character in the play.

2.

Introducing Bernard Shaw and his masterpieces to the students.

Step Two Leading in Asking students to tell the Greek Myth Pygmalion according to the pictures presented. Then form a quick discussion to let them think about the meaning of the psychological term “the Pygmalion Effect”.

Step Three. Skimming 1.

To ask students to answer several multiple choice questions designed to examine their ability of grasping the detailed information. 2.

To ask students to find out the things that shows one’s status in England.

Step Four. Post-reading To work out the social status of the three characters by examining the language they speak as well as their behavior. Then ask students to use some adjectives to describe the personality of each character.

Step Five. Assignment To ask students to complete the relevant exercises on the exercise book.

Teaching Reflection This period emphasizes on reading and comprehending. The previous two activities, warming up and leading in, aim to get students familiar with Bernard Shaw and his play. More importantly, help them comprehend better in the later reading activity. Personally, I guess students have already learnt what they were expected to obtain. Unfortunately, more time given, we could have asked students to perform this part by doing a role-play activity in order to examine whether they have comprehend the text as well as the character of each figure accurately.

On the positive side, it is not hard to see that most of the students followed the class quite well. They can comprehend the reading passage and analyze each character accurately. Also, it is worth noting that several students were quite active in class activities, which is a good habit to maintain in English study. Overall speaking, through this attempt, I will focus more on optimizing the

teaching structure so as to develop a perfectly structured class.