Using LanguageⅡ教案设计范例

Unit 4 Pygmalion 教学设计

峰峰一中

赵婷

The Fifth Period Listening Teaching goals

1. Target language：

Important words and phrases: pronunciation, criteria, ambassador, confused, impress, evidence, give away Important sentences: Does she 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

Enable the students to listen to and understand the play in the listening material 3. Learning ability goals

Help the students learn how to listen to and understand the play in the listening material Teaching important & difficult points

How to listen to and understand the play in the listening material Teaching methods

Listening and cooperative learning Teaching aids

A computer and a projector, a recorder

Teaching procedures & ways

Step I Revision

Check the homework. /then talk about the characters in the play. T: In Shaw’s play, each character is depicted vividly especially the three main

characters. What can you say about them? S1: Eliza Doolittle is a flower girl working outside Convent 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 phonetic 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. Henry Higgins: impatient, emotional, superior Colonel Pickering: kind, polite, unsure Eliza: anxious, eager, ambitious

Step II Listening

Ask Ss 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 part1 on page 35.

Things that needed to be changed 1. speech How to make the change 1. start with the alphabet an pronunciation, and learn to speak grammatically right sentences and try to speak clearly and fluently 2. clothing 2. change the shabby how to listen to and understand the play in the listening material clothiers with beautiful ones and often take baths 3. behaviour

3. learn to behave politely and gracefully After that, ask the Ss to listen to the recording and answer the questions in Part 3.

Play the tape for three times and after that, check the answers. ( Answers may vary) Step III Listening (Workbook: P70) First discuss the questions with the Ss.

T: Next we will 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? Sample answers: S1: I would like to take her to a grand parry, where there are a 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 them to listen to the tape and finish Exercise 2-4. Key answers: Exercise 3: 1.

He realizes she is using the correct language and talking about suitable subjects but in a language that is like a textbook, which shows she does not understand what she is saying. 2.

Clara is confused with Eliza’s use of English because Eliza is using slang and also talking of subjects not discussed in polite society. Clara would not have beard them discussed before. 3.

Henry wants to disguise the fact that Eliza’s language is unsuitable by pretending it is a new and fashionable way to talk. 4.

Freddy makes it clear that he likes Eliza because he sits next to her and wants to walk her home. 5.

Mrs. Higgins I amused by Eliza but recognizes that she is not yet ready for polite society. Her language is so unsuitable that she would give herself away as not

being an authentic English lady. 6.

She gives herself away by the choice of topics and by the language she uses to talk about these topics. Exercise 4: The improvements in Eliza 1

her dress 2

her pronunciation 3

her manners

Step IV Talking What still needs to be improved 1

her grammar 2

her choice of conversation topics

3

her language Ask Ss to imagine what Henry and Pickering will say to Eliza when they come back from the tea party. Step V Listening Task (Workbook: P73) Play the tape and ask the Ss to listen and finish the activities. Step Ⅵ Homework: 1.

Listen to the recording once again and enjoy the play. 2.

Finish the Writing Task on page76. The Sixth Period Speaking and Writing Teaching goals

1. Target language：

Practice expressing conjecture I wonder whether…

Is it possible that…?

Do you know if…?

Do you really think that’s true?

2. Ability goals

Enable the Ss to write a scene of the play 3. Learning ability goals

Help Ss learn how to write a scene of a play

Teaching important & difficult points

How to write a scene of a play Teaching methods

Task-based method, discussion and practice Teaching aids

A computer and a projector

Teaching procedures & ways

Step I Revision and Lead-in Check the homework by asking some of them to read their homework. A sample version of the play: At the beginning of the play, Eliza was only a flower girl. One day when she was selling flowers in the street, she found a man taking notes of what she said. She was very angry and confused for fear that the man was a policeman in disguise. At the moment, another man appeared. From their talking Eliza learned that the man taking notes was Professor Higgins who said that he could change e a poor-educated man into a man in the upper class. She keep it in mind, for she was ambitious and wanted to make a big change. The next day, Eliza went to Higgins’ and wanted him to be his teacher. At first Higgins wouldn’t like to accept her. It’s Pickering that made the thing better. He wanted to have a bet with Higgins. So Higgins accepted Eliza as his students. Of course, it was very difficult to teach Eliza. After all she was poor-educated and couldn’t behave well. It was a hard task for Higgins. Higgins taught her with great patience. Finally Eliza made great progress. When Higgins thought she was well educated enough she was taken to attend a grand party. At that time, she behaved in good manners, so that a young gentleman was attracted by her beauty and fell in love with her. He couldn’t recognize she was flower girl in street.

Then come to the climax of the play. After the party, Higgins and Pickering celebrated their success. However, they left Eliza aloe, which made Eliza disappointed. Finally, she couldn’t stand it any more. She decide to live independently.

Step II Discussion Ask the Ss to discuss how Eliza felt after her first lesson. T: Now work in pairs and discuss the following questions. Show the following 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? Sample answers: 1.

I think she may be discouraged. She may think its is too difficult to learn formal English. 2.

Mrs. Pearce would comfort or encourage her by saying:” don’t worry, dear lady. It’s not that easy to become a member of the upper class. Keep trying and you are sure to succeed.

3.

In the second lesson, Professor Higgins and colonel Pickering would be more kind and patient.

Step Ⅲ Writing T: Please turn to page 36and look at Part2. Read the instruction and write a scene in which Professor Higgins gives Eliza her second lesson. Sample version is omitted Step Ⅳ Homework Ask Ss to finish the writing task and make a summary of what they’ve learned in this Unit.