Using LanguageⅠ第二课时教学实录

M8U4 Using Language--Reading and Acting Teaching Plan Teaching material: The teaching material is the Using Language part in Unit 4 Module 8. This text is an excerpt from a play Pygmalion written by George Bernard Shaw, which is about a poor flower girl becoming a real lady with the help of a professor. The Using Language part happened when the girl came to the professor for help. Analysis of students: Students are in Grade one from Luxun Senior High School of Shaoxing. they have a good command of English, and are quite active in class, willing to show themselves in class. They have learned the first part of this unit and have had some background information about the characters in the play. But as Grade one students, their vocabulary is limited and they may have difficulty in understanding the text. So I asked them to preview the text before class. And I have to teach them key vocabulary, reading skills and some useful expressions for them to read and write. Teaching objectives: Knowledge:

Students will be able to learn some new words and expressions useful in the oral English. They will know how to appreciate a play, and find out the implied meaning that the author wanted to express. Ability: Students’ reading, speaking and writing skills can be trained and

improved when they complete their tasks by using the target language. Emotion: Students will learn about the social status of poor people at that time shown in the play. They were looked down upon, but would try hard to change their situation. After learning the text, the students will have an optimistic attitude towards life and work hard in their own life. Strategy: Students will practice their skills of prediction, word guessing, finding out the hidden information. Teaching focus and difficulties: Teaching focus: The format and writing style of a play as well as the methods to write and act a play. Some key words, phrases and expressions are also important. Teaching difficulties: The comprehension of the hidden information in the play. Teaching Aids: PPT, video, cellphone, electronic whiteboard, blackboard, and chalks Teaching procedures: Preview: Ask the students to search for the information about the play Pygmalion on the internet before class, and preview the new words and expressions related to this lesson. Aim: To make the students familiar with the topic and language of the text. Step 1 Warming up 1. Play a video of Act One Fateful Meetings and ask them what they were doing and what they would do next. 2. Show them some pictures of the legend Pygmalion and the movie My Fair Lady. Ask them their relationship, and let them guess what the play is about.

Give them a brief introduction of the play. Aim: To provide students with some background information and arouse their interest in the text and the play. Step 2 Lead-in

1. Teach the students how to appreciate the play, and ask them to pay attention to the time, place, characters and event. Tell them where the information can be found. 2. Ask them to predict the main idea of the text from the title. 3. Give them a tip of play appreciation: Read between Lines. Aim: To teach them methods and key points of play appreciation. To train their skills in prediction. To foster their awareness of format of a play and understanding of characters when reading a play. Step 3 Fast Reading T: Read the text fast and divide the text into three parts according to time.

Ss: Part 1-Line 1-6—Before Eliza came. Part 2-Line 7-34—Making the bet. Part 3-Line 35-53—After the bet was made. Aim: To make the students know the basic structure and main content of the text. Step 4 Detailed Reading 1. Ask students to read Part 1 Line 1-6 T: What were Henry and Colonel doing? Ss: They were talking about pronunciation. T: How did Henry did? Ss: Happy T: What do you think of Henry? Ss: He is confident and proud. Aim: To make them comprehend the first part of the text, and know something about the personalities of Henry. 2. Ask students to read Part 2 Line 7-34 T: How did Eliza look like? Ss: She’s quite a common girl with dirty nails, wearing a shabby dress. T: Why did Eliza come? Ss: She wanted to be a lady in a flower shop instead of selling flowers in the street. T: What do you think of Eliza? Ss: She is poor but aspiring. Aim: To make the students know what happened in this part and picture the personalities of Eliza. T: Fill in the blank according to Part 2 Line 7-34

Attitude

Feeling

Personality

Upset Shy Eliza Happier Brave Grateful Ambitious

Disappointed Impatient HenrShe’s no use at all. Throw her away. y

Ignoring Eliza and speaking to Pickering. Angry Rude But if I teach you, I will be worse than a father. Arrogant CP

(gently to Eliza)

I’ll be the referee for this little bet and pay for the lessons too. Gentle Friendly Generous Aim: To train the students’ability in finding out the detailed information and teach them how to “read between lines”.

3. Ask students to read Part 3 Line 35-53 T: What was the first thing that Henry requested Eliza to do? Did Eliza like it? Ss: To wash her and burn her horrible clothes. No, she didn’t.

T: Fill in the blank according to Part 2 Line 35-53 Attitude to Eliza

Feeling

Personality

Eliza

Sad Angry Persistent Unconcerned Selfish Henry

She is so deliciously low. (compromises) Wash her and burn her horrible clothes. Once more, take her away, Mrs. Pearce, immediately. (heartily) Throw her back. CP

She’ll be changed and she has feelings too. We must be practical, mustn’t we?

Worried Considerate

Aim: To train the students’ability in finding out the detailed information and teach them how to “read between lines”.

Step 4 Post-reading 1. Summing-up T: Discuss with you partners and find some words to describe the three characters in the play? Read between lines!Lower ClassHow?Higher ClassFriendlyGenerousConsiderateGentlePersistentDirtyBraveAmbitiousImpatientArrogantRudeSelfishUnconcerned

Aim: To make the students have a good comprehension of the three characters in the play, including their job, education, social status, and personalities, so that they can write the story that would happen next according to their comprehension. What’s more, by studying these three characters, the students can find out some social problems at the time when this play happened. Because of little education, the poor had a different accent from the rich, so they were looked upon. But some poor people like Eliza would try hard to change their present situation. The spirit of this flower girl is also what the students should learn. 2. Writing and acting T: Work in groups to discuss about what will happen in Eliza’s learning process. Create your own play with the help of a video clip and act it out. Aim: After learning the text, the students have mastered some words and expressions in oral English. What’s more, they knew the personalities of these three people and the format and important points in play writing. In this part, they will apply what they have learned to their own play. This will consolidate their writing and speaking skills. Step 5 Homework 1. Rewrite your play into a story. 2. See the movie My Fair Lady to find out what happened next and write a comment on the movie.

Flower GirlProfessorOfficer