Using LanguageⅠ教学设计

Lesson Design M8U4 Using language

Making the bet (Reading for writing) Ⅰ.Reading material The reading material is an adaptation of Act 2, Scene 1 of the classic comedy Pygmalion

by Bernard Shaw. As it is an adaptation and in the form of conversation, the words and sentences used are not difficult for our students. However, there are still expressions characterized by its time and its characters’ identities and personalities, which is well worth appreciating and exploring. In addition, the material has no obvious paragraphs，it is necessary for students to find out the structure before they look into how the story develops. Though a play is not a typical literary form for writing a summary. It is worth a try, as the more forms students have tried, the more experienced and confident they will be.

Ⅱ. Target students A few of the students have a good command of English. They are willing to learn something new and interesting and are eager to express their opinion. While a couple of them are not so confident and afraid to speak English. To attract them all to take part in the class actively, activities and questions designed have to be suitable for most students. Sufficient reading and writing guidance must be given to them. As they haven’t heard of the play according to the feedback, not even the Chinese version, it is important to brief them of the background knowledge before reading Ⅲ.Teaching objectives At the end of the class, students will

1. have had an overview of Bernard Shaw’s classic comedy, Pygmalion;

2. have had an insight into Act 2, Scene 1 of Pygmalion by using various reading strategies; 2. have learned the techniques for writing a summary of a play script and practised using them. Ⅳ.Teaching focus and difficulties 1.

Enable students to describe a person’s personality by analyzing their speech and actions.

2.

Enable students to apply techniques for writing a good summary. Ⅴ. Teaching approaches Task-based reading; Cooperative learning

Teaching procedure T= teacher

Ss=students

Step Ⅰ

Leading in 1.

Greetings and Task assigning Ss are informed of the task of the lesson--to read Act 2, Scene 1 of Pygmalion

and write a summary of it. 设计意图：本堂课为任务型阅读。在课堂一开始告知学生本课的最终任务是通过阅读写一个概要，一是引起学生的注意和好奇心；二是引发学生进行“如何写”的思考，引导他们注意概要写作的步骤和方法。

2.

A brief introduction of Pygmalion Ss are told the Greek myth about Pygmalion, a gifted artist and Bernard Shaw’s classic comedy based on his story. 设计意图：通过简单介绍Pygmalion 一词的起源（希腊神话故事）、以此为基础的萧伯纳的喜剧和剧中的角色，来激起学生的阅读兴趣。

3.

An introduction of Act 1 of the play Ss read a summary of Act 1 and answer T’s questions accordingly.

Previously on the play

The first meeting It is on a rainy night. Many people are hiding from the rain outside a theatre. Eliza is selling flowers there when Higgins is secretly making notes of her language. She discovers him and questions him what he is doing. He tells her he is studying her speech and that he can tell where a person comes from by the way he or she speaks. Meanwhile, Colonel Pickering is watching them and becomes interested in what Higgins is doing, so he speaks to him. From their conversation, Eliza learns Higgins can train a poor girl to speak like a real lady. By coincidence, instead of selling flowers in the street, she wants to be a shop assistant which requires better English.

设计意图: 学生没有读过该剧的第一幕。因此，通过这个环节，学生对前面所发生的故事有个简单的了解，有助于他们理解即将阅读的材料。

Step Ⅱ

Reading

1. Skimming for the structure Ss divide the text into three parts according to the hints T gives. Part 1: Before the second meeting

L1—L17 Part 2: The second meeting

L18-L41 Part 3: After the second meeting

L42-L51 设计意图：通过给材料分段了解材料结构，大致了解故事的发展过程，为细读做好准备。

2. Scanning for key information Part 1. Before the second meeting 1. Ss find out the key information under T’s guidance.

⑴

What are Higgins and Colonel Pickering doing?

⑵

What are they talking about?

⑶

Who stops their conversation and why?

⑷

Does Higgins agree to see the girl? ⑸

Why does he agree?

Key information: deep in conversation; sounds; A girl is asking to see you; show her in; show how I make records 设计意图：学生在老师提问引导下梳理故事发展情节，找出这一部分的重要信息。

2. Further thinking: Ss choose from the following adjectives to describe the characters.

impatient, kind, polite, rude, confident, enthusiastic, emotional, self-important, ambitious,

generous, superior, modest, honest, considerate, indifferent, snobbish

设计意图：学生通过分析Higgins和Pickering的对话和行为概括他们的性格。

Part 2. The second meeting 1. Ss find out the key information with T’s guidance.

⑴

Will Higgins be happy to see the girl? ⑵

Why is he disappointed? ⑶

Why does Eliza come to visit Higgins? ⑷

Does Higgins agree to help her? ⑸

Why does he change his mind?

Key information: disappointed; speak better; bet; I’ll teach you.

设计意图：学生在老师提问引导下梳理故事发展情节，找出这一部分的重要信息。

2. Further thinking: Ss choose from the following adjectives to describe characters.

impatient, kind, polite, rude, confident, enthusiastic, emotional, self-important, ambitious,

generous, superior, modest, honest, considerate, indifferent, snobbish

设计意图：学生通过分析Eliza、Higgins和Pickering的对话和行为概括他们的性格。

Part 3. After the second meeting 1. Ss find out the key information under T’s guidance.

⑴

What problems does Eliza have according to Higgins? ⑵

What will Higgins teach her first? Key information: in need of; grammar and pronunciation, begin with the alphabet 设计意图：学生在老师提问引导下梳理故事发展情节，找出这一部分的重要信息。

2. Further thinking: Ss choose from the following adjectives to describe characters.

impatient, kind, polite, rude, confident, enthusiastic, emotional, self-important, ambitious, generous, superior, modest, honest, considerate, indifferent, snobbish

设计意图：学生通过分析Higgins和Pickering的对话和行为概括他们的性格。

3. Further thinking: According to what we’ve analyzed, do you think the following statement is true in the play?

Social position of each character influences the way they behave to each other.

Generally

speaking, people are more polite to those who they think are of a higher social class and less polite to those they consider are members of a lower class.

设计意图：学生回顾剧中三位主要人物性格，深入思考身份地位和待人处事之间的关系。

Step Ⅲ

Writing 1.

Turning key information into sentences. Ss try to join the key information into sentences orally.

Part 1: deep in conversation; sounds; A girl is asking to see you; show her in; show how I

make records Part 2: disappointed; speak better; bet; I’ll teach you.

Part 3: in need of; grammar and pronunciation, begin with the alphabet

Higgins and Colonel Pickering are deep in conversation about sounds. The housekeeper

tells Higgins a girl is asking to see him. He asks the housekeeper to show her in. He wants to show Colonel Pickering how he makes records.

Higgins feels disappointed to see Eliza. Eliza asks Higgins to teach her to speak better.

Colonel Pickering makes a bet with him. Higgins agrees to teach.

Eliza is in need of both grammar and pronunciation, the two man decide to begin with

the alphabet.

设计意图：学生练习将重点信息简单连成句子，让学生根据给出的概要写作要求，判断这是否是篇好的概要写作，引发学生思考如何写好概要。

2. Guidance on Polishing a summary. T takes the first part as an example, and shows Ss techniques to polish the writing. 1. Polishing a sentence in your own words. ⑴. Synonym substitution近义词替换

a. Higgins and Colonel Pickering are deep in conversation about sounds.

Higgins and Colonel Pickering are absorbed /buried/ indulged in conversation about sounds.

b. He wants to show Colonel Pickering how he makes records. He intends/plans/decides to show Colonel Pickering how he makes records.

⑵. Paraphrasing 释义

a. Higgins Colonel Pickering are deep in conversation about sounds.

Higgins and Colonel Pickering are talking/chatting heatedly/ hotly/ passionately about sounds.

b. He asks the housekeeper to show her in.

He requests the housekeeper to lead her in. Higgins agrees to see her.

He allows/lets the girl in. ⑶. Sentence transformation 句型转变

The housekeeper tells Higgins a girl is asking to see him. Higgins is told/informed that a girl visits/ wants to see him.

⑷. Change in part of speech 词性变化

He wants to show Colonel Pickering how he makes records. He intends to show Colonel Pickering how he records sounds.

2. Polishing a paragraph logically and coherently.

⑴. Complex sentences 合成从句

a. Higgins is talking heatedly with Colonel Pickering about sounds. A girl visits Higgins.

Higgins is talking heatedly with Colonel Pickering about sounds when a girl visits. （Adverbial clause: happening simultaneously 状语从句表同时发生）

A girl visits while Higgins is talking heatedly with Colonel Pickering about sounds.

b. He allows her in. He wants to show Colonel Pickering how he records sounds.

Higgins allows her in because/as/since

he wants to show Colonel Pickering how he records sounds.（Adverbial clause: cause and effect 状语从句表因果

）

⑵. Non-finite verbs 非谓语

To/In order to show Colonel Pickering how he makes records, he allows the girl in. （Infinitive 不定式）

Aiming to show Colonel Pickering how he makes records, he allows the girl in.（Present participle 现在分词）

3. Prep. Phrases介词短语

With the aim/ purpose of showing Colonel Pickering how he makes records, he allows the girl in.

3. Ss polish the rest two parts.

A sample

Higgins is talking heatedly about sounds with Colonel Pickering when a girl visits. To show

how he makes records on disks, Higgins allows her in.

To his disappointment, it is Eliza. However, he agrees to train her to speak better because of

a bet with Pickering.

As

Eliza’s grammar and pronunciation need improving, they decide to teach her alphabet first.

(60 words)

设计意图：学生先在老师的指导下，学习运用近义替换、释义、巨型转变、词形变化、合成从句、非语言和介词短语等技巧，一起改写和润色第一部分内容，为学生独立写作做好铺垫。最后，以小组合作的形式，改写和润色二、三部分，给学生练习的机会。并且通过小组合作让他们相互讨论，相互学习。

Step Ⅳ

Conclusion Ss and T summarize the tips for writing a summary of a play. 设计意图：学生回顾概要写作步骤以及改写和润色的技巧，加深记忆。

Blackboard layout

Making the bet Eliza

Higgins polite enthusiastic emotional self-important ambitious rude

impatient

snobbish

superior

indifferent Colonel Pickering modest honest kind polite considerate generous bring…to life

grant phonetics curtsy pass off as