Using LanguageⅡ名师教学设计1

NSEFC Module 8 Unit4 PygmalionUsing language:Listening Analysis of teaching material: NSEFC Module 8 Unit4Pygmalion–Using Language listening. This is a shortened version of the play Pygmalion written by George Bernard Shaw. The aim of the listening is to continue the Second Act, the First Scene. In this Scene, Professor Higgins gave Eliza the first lesson which mainly focuses on the pronunciation of Eliza. There are no new words and expressions for Senior Three students, which make it relatively easier for students to understand.

Analysis of students: Students in Grade Three have learned English for more than two years in Senior High School. They have a good command of English in vocabulary and grammar. So it is not so difficult for students to understand the material. But some students still lack some listening strategies. Teaching aims: 1.

All the students will have a taste of the play and enjoy different accents of English. 2.

95% of the students will be able to state the main idea after global listening.

3.

95% of the students will be able to identify supporting details by intensive listening. 4.

95% of the students will be able to form an opinion and make a judgement according to the context after listening to the material a second time with the guide of the teacher. 5.

95% of the students will be able to share the ideas and feelings about the characters after learning the whole lesson with the guide of the teacher. 6.

All the students will know no matter what happens, one should keep working hard to make his dream a reality. Important points and difficult points 1.

Most students don’t know the background of the story. 2.

10% of the students cannot understand natural native speech. 3.

50% of the students need to listen more than once before they finish the required task.

Discussion

推断预测，降低难度

教学流程图

Warming-up Pre-listening

Background introduction 背景介绍，引入话题

Teachingprocedures

Globallistening 大致听取，了解大意

While-listening Intensivelistening 逐句听取，获得细节

Selectivelistening 选段听取，分析人物

Post-listening Making a dialogue

开拓思维，学以致用

Teachingprocedures Pre-listening

(Note: To get students to understand the listening material better, more information about the background and new words and expressions should be discussed and made clear.) Warming up: Task one: Discussion: From the first two scenes, we have learned that Professor Higgins wants to transform Eliza into a lady in his own way. Right? So from which aspects do you think she needs to make some changes? （possible answer: appearance, accent, behavior and manners）

(Note: This task serves as a connecting link between the preceding and the following. Meanwhile, the form of discussion can arouse students’

interests and gives them a chance to express themselves.) Task two:Listen and fill in the blanks. This play takes place in 1914 just before World WarⅠ(1914- 1918). so it was written at a time when social class was fixed, and it was extremely difficult to move from one social class to another. First you needed money. But even if you had money, it was unlikely that a higher social class would readily accept you. Money earned in trade was not considered to be as important as family connections. So a poor duke or lord was often considered more important than a rich businessman. A third important way of telling a person’s class was by his clothes. A fourth was the way a person spoke.

Conclusion: It was money, family connections, clothes, the way a person spoke that makes the difference between social classes.

(Note: This is an extensive listening about the background of the story. For one thing, this step is to check students’ answer about the above discussion; for another, this small listening prepares students’ ears for further listening.)

Transitional sentence:Now, let’s listen to Act Two, Scene 2 to see how Professor Higgins changesEliza? While-listening Task one: Global listening:Listen to the radio from the beginning to the end without any stop and get the main idea by answering some easy questions:

Q1: How many people are there in the conversation? Who are they? (Possibleanswers: 3 people:ProfessorHiggins, Eliza and Colonel Pickering) Q2: What’s the relationship between them in this scene? (Possibleanswers:ProfessorHiggins is the teacher,Colonel Pickeringmay be the assistant, and Eliza is the students in this Scene.) Q3: What are they doing? (Possibleanswers:ProfessorHiggins is teaching Eliza with the help of CP.) Conclusion: ProfessorHiggins is teaching Eliza with the help of CP. Q 4: Please entitle this scene with a short phrase. (Possibleanswers: the First Lesson) (Note:1) Global listening serves as a main skill of all listening.Usually students are guided to get some obvious and general information bylistening to the whole story for the first time.

This listening material is a story, so it’s easy and necessary for students to know who is doing what.

2) Students will be guided to take notes in shorthand. For example, H stands for Professor Higgins; E stands for Eliza; CP stands for Colonel Pickering; A stands for alphabet; G stands for grammar; P stands for pronunciation. 3) After getting the basic information about “Who? and What?”

which serves as the scaffolding instruction, it’s

easy for students to summarize the main idea of the whole passage.) Transitional sentence:1) Usually, what did you learn in your first English lesson? Thealphabet? Grammar?Pronunciation?Vocabulary?

2) Now, let’s see what did Professor Higgins concentrate on?

Task two:Intensive listening: Listen to the radio twice and get some detailed information about what Professor Higgins taught Eliza. 1)

Question: Did Higgins focus on her grammar or pronunciation? 2)

Complete the chart: (Listen to the radio and try locating sentences about the examples of teaching pronunciation and grammar.)

examples 1)

Do you think I don’t know anything? Pronunciation

2)

A cup of tea 3)

The rain in Spain falls mainly on the plain. grammar

I can’t hear no difference.

Conclusion: In her first lesson, H concentrated on E’s pronunciation.

(Note: listening strategy: Intensive listening plays a very important role in teaching and practicing listening. Students will be able to identify every detail of the story and try to catch each word and expression, especially those which are evidence to support the main idea.)

Transitional sentence: We have known what Professor Higgins taught Eliza. But did you pay attention to the emotion of them while teaching and writing? Task three:Selective Listening:(listen and discuss) What do you think of their emotion while teaching and learning? 1)

Listen to some selective sentences and add some stage directions. (Note:Stage directions can help readers have a deeper understanding of the story, especially the characters. Students will be able to understand the feelings and thoughts of the characters better by finishing this task.)

Choose some parts that can help students have a deeper understanding of the characters.) H: (bored) Stop at once. Now say A,B,C and D. E: (in tears) But I am saying it. Ahee, Bayee, Sayee, Dayee…

H: (bored) Stop! Say “a cup of tea ”. E: I cap-o-tee. H: put your tongue forward until it pushes against the top of your lower teeth. Now say “cup”

E:C-c-c. I can’t. I can’t. I can’t hear nodifference’cept that it sounds more genteel-like when you say it. (Begins to cry.) H: (angrily)Well, if you can hear that, why are you crying? Now try again, Eliza. E: C-cup. …

Conclusion: In her first lesson, H is very rude while E’s emotion is unstable.

2)

Question 1: Why do you think Professor Higgins is very rude? (Possibleanswer: He regards himself as a person of higher class and Eliza lower class. So he shows no respect to her and looks down upon her. ) 3)

Question 2:Will Eliza be willing to be taught by Professor Higgins when he is so rude? Why? (Possibleanswer: It can be divided.) (Note: By asking and answering the above two questions, students may consider the background of the story and their different social class, which makes them understand this scene better.) Post-listening Making a dialogue:

Suppose you are Eliza, yourpartner is your best friend, Amanda. You met her on the street after the first lesson. You told her what happened to you that day and whether you will continue to be taught by him. Make a dialogue with your partner. (Note: After learning the whole passage, students have mastered related words and expressions. Meanwhile, students are very familiar with the characters and their personalities as well as the background of the play. Through this post-listening activity, students) Conclusion: No matter who you are, no matter what it takes, no matter who is your teacher, you will work hard until you make your dream a reality.

Homework: write a short summary of this scene. (Note: This homework serves as a consolidation and reflection of this lesson)

Teaching reflections: 本课以学生为主体，教师为辅助，注重学生思维的逐步生成，通过启发式、探究式、参与式的教学方法，引导学生逐层建构对戏剧皮革马里翁及其人物角色的理解，培养学生听力理解的能力和分析问题的能力，最终让学生理解无论未来发生什么，无论教师怎样，一个人都应坚持提升自己，最终实现梦想，使学生建立积极的人生观与世界观。整个教学过程关注学生的主体作用，教师主要作为组织者、引导者与监督者，通过多媒体设备、PPT的使用，创设问题情境、布置学习任务、组织学习活动，注重课堂生成，鼓励学生多听、多说、多思考。教学过程中，在教师逐步的引导下，学生带着问题与任务，由浅入深地听力练习，通过泛听、精听、选择性听力等阅读环节，学习并欣赏地道英语语言的美感，逐步加深对主要人物情感态度的理解；通过小组探讨、自由交流等方式，激活思维，形成理解，达到思维生成。

Worksheet: Book 8 Unit 4 Usinglanguage: Listening Pre-listening

Warming up: Task one: Discussion: From which aspects do you think she needs to make some changes?

Task two:Listen and fill in the blanks.

This play takes place in__________ just before World WarⅠ(1914- 1918). So it was written at a time when social class was _________ and it was______ ___________ to move from one social class to another. First you needed money. But even if you had money, it was__________ that a higher social class would readily accept you.Money earned in trade was not considered to be as important as __________connections. So a poor duke or lord was often considered more important than a rich businessman. A second important way of telling a person’s class was ___________________. A third was the way a person___________.

Conclusion:

It was________, ______________, ___________, ______________________that make the difference between social classes.

Now, let’s listen to Act Two, Scene 2 to see how Professor Higgins changes Eliza!

While-listening

Task one: Global listening:

Listen to the radio for the first time and get the main idea by

answering some easy questions:

Q1:How many people are there in the conversation? Who are they?

Q2:What’s the relationship between them in this scene?

Q3:What are they doing?

Conclusion: _______________ is ______________ Eliza with the help of ____________.

Q 4: Please entitle this scene with a short phrase.

________________________________________

Task two: intensive listening:

Listen to the radio twice and get some detailed information about what Professor Higgins taught Eliza. 3)

Question: Did Higgins focus on her grammar or pronunciation?

4)

Complete the chart :

examples Pronunciation

4)

5)

3) 4) grammar

Conclusion: In her first lesson, H concentrated on E’s _______________.

Task three: Selective Listening: (listen and discuss) What do you think of their emotion while teaching and learning?

Listen to some selective sentences and add some stage directions.

H: (________________) Stop at once. Now say A, B, C and D.

E: (________________) But I am saying it. Ahee, Bayee, Sayee, Dayee…

H: (________________) Stop! Say “a cup of tea ”.

E: I cap-o-tee. H: put your tongue forward until it pushes against the top of your lower teeth. Now say “cup”

E:C-c-c. I can’t. I can’t. I can’t hear nodifference’cept that it sounds more genteel-like when you say it. (_____________________)

H: (_______________) Well, if you can hear that, why are you crying? Now try again, Eliza. E: C-cup. …

Conclusion: In her first lesson, H is very ___________ while E’s emotion is_____________. Post-listening ？