Using LanguageⅠ优秀公开课教案

Teaching Plan Zhao Siqiong from Chaiqiao High School Teaching target:

Senior Two students who have already learned Act One: The Fateful Meetings and have some knowledge of the three main characters.

Teaching material:

It is the using language of Book 8 Unit 4. This is the third period of this unit about Act Two. It continues to tell the students what is going to happen after their fateful meetings. The focus of this period should be reading and acting.

Teaching objectives: Students are expected to: (1)

Learn some new words and phrases from the article. (2)

Learn the way to appreciate a literary story. (3)

Analyze the characters’ attitudes and feelings based on what they do and what they say so that they can understand the class conflicts and the theme of the story. (4)

Develop their reading ability and thinking ability. (5)

Be inspired by Eliza to set a goal or have a dream and make efforts to achieve it.

Important points: (1)

Students learn to analyze the characters’

attitudes and feelings based on their behaviors and words. (2)

Students can understand the class conflicts and theme of the story.

Difficult points: Students can find those supporting details to analyze the characters, class conflicts and the theme of the story.

Teaching procedures: Lead-in: T: Good afternoon, class. First let’s enjoy a short video together.(about 1 minutes)

After watching the short video, can you tell how Eliza’s English is now? Good or bad? (Ss: Good.) Yes, really excellent. But in Act One, do you still remember that her English is really poor? (Ss: Yes.) So what has happened to her? Now let’s come to Act

Two to figure out the answer.

设计目的：通过短视频，吸引学生注意，激活学生对这个文本的已有信息，引发学生思考Eliza的前后反差，从而激发他们阅读的兴趣。

Reading: Step 1: read for characters T: Looking at such a title, what kind of questions will you have in your mind?

Ss: What is the bet about? Who made the bet? Why did they make a bet? T: Yes, very good. And we will find the answers while reading. Now I will give you three minutes to look through the passage and also when you are reading, try to find out how many characters there are and what is the relationship between them. You can underline or circle those characters if you like. T: Time is up, class. How many characters? S1: 4 T: Good. Who are they? S1: Eliza, Colonel Pickering, Henry Higgins and Mrs Pearce. T: What’s their relationship? S1: Eliza is the student of Henry Higgins, so Henry is her teacher. Higgins and Colonel are friends and Mrs. Pearce is the housekeeper of Higgins. T: Wondeful.

设计目的：看标题先预测文本内容，对文本进一步产生兴趣。初读文本，找出人物，厘清人物关系，对文本有一个整体的印象。

Step 2: read for plots T: Then let’s go into the story that has happened between them. Usually if we want to analyze a novel, a play or a film, we will divide it into three parts----rising action, climax and falling action. For this passage, I’ve already divided it into four parts.

And now let’s go to the very beginning of the story.

设计目的：因为文章较长又有难度，为了简化难度，更方便学生看懂文本，所以一开始就将文本处理成四个小部分来分块解决。同时用图的形式让学生对故事类的文本解读有一个十分直观、清晰的认识，拥有语篇概念，以后碰到这类文本就用这种思路去解读，一般就是分为起，高潮，落三大部分。这是对学生逻辑思维的培养。

Step 3: Rising actionⅠ

T: Class. In part one, it mentions that a young girl has come to visit Henry. Does Higgins allow the young girl in? S2: No. T: Really? Try to find information from the article. S3: Yes. T: How do you know? S3: Show her in. T: Yes. It says “show her in”. Why does Henry allow the girl in? S3: He thought the girl had an interesting accent. T: Yes. So what draws his attention is her interesting accent, right? Ss: Yes. T: Why is he so interested in people’s accent? S4: He wants to make records of their accents. T: Good. It seems that as long as he meets someone with an interesting accent he will invite that person to his house to talk into his machine to make records. It means that he is collecting a lot of information so that he can draw some conclusions. If a man is collecting information, what is he doing? S5: Doing research. T: Yes he is doing research. He is doing an experiment. So for him, a person with an interesting accent is just the subject of his experiment.

设计目的：通过问这两个黑体字的问题，让学生清楚Higgins 对这个年轻女孩的关注点只是把她当做一个实验对象，让她进来只是因为她会对他的研究有用。可见他并不关心年轻女孩本身，理解了这点可以更好地理解下文他的态度。让学生学会从一些词中来推敲人物的态度，这有利于学生的批判性思维的发展。

Step 4: Rising action Ⅱ

T: Now as one subject of his experiment now comes to his house, what kind of feeling does he have now? S6: Excited. T: Great. But the moment he sees the girl, what’s his reaction? S7: Disappointed. I’ve got this girl in my records. She is no use at all. Take her away. T: Yes. “This girl”, to him, is only one of his thousands of records. As long as he has

her record, “she is no use at all”. So he feels so “disappointed”. From this sentence, what kind of attitude do you think Higgins have to this girl. Ss: Unfriendly. Impatient. Impolite. Rude. Look down upon her…

T: Good. And you can also find some supporting evidence from the textbook, from what Eliza said. Ss: He treats me like dirt. T: Yes, he treats her really badly. Facing her, he feels rather superior. But will Higgins treat Colonel Pickering like that? Ss: No. T: So let’s take a close look at the girl. Why will henry treat her like that. What does Eliza look like?

S8: She is dirty and wearing a shabby dress. T: From her appearance, what conclusion can you draw? S8: She is poor. T: Yes. So it means that Henry will only treat people from the lower class like that. But is Henry the only one from the upper class that will feel superior when meeting with the poor people. Ss: No.

T: How do you know? Let’s pay attention to one more detail. What does she do when she comes into the house and sees the two gentlemen? S9: She curtsies to the two men.

T: At that time, if a lady curtsies to a gentleman, what will he do? S10: He will take off his hat and then bow. T: Bingo. But what’s these two gentlemen’s reaction? What does they do? Ss: Nothing. T: Yes. They just ignore her. So facing the lower class, the higher class will usually feel superior. As it is a fact, so class, before Eliza comes to visit Higgins, is it clear to her that she will be treated like that? Ss: Yes. T: Then why does she still come? Ss: She comes to learn English to have a better job. T: From this, do you think what kind of girl she is? Ss: She has an ambition.

T: Good. But does Henry agree to teach her at first? Ss: No. T: Let’s look at his reaction. “If you think of how much money this girl has----It’s the best offer I’ve had.”

Is it really the best offer?

Ss: No.

T: think about his attitude to her. And now he says such words. It means he is…

S11: Laughing at her. T: Yes. But later he changes his mind. Why? S12: Because of colonel. He puts forward a bet that if he can pass the girl off as a lady, he is the greatest teacher alive. T: Yes. So which part of the bet interests him most?

Ss: the greatest teacher. T: Yes. He’d like to prove himself. But let’s look at this again. To Eliza, learning English is her dream. But to these two gentlemen, it is only a bet. It means they just treat it as a…

S13: joke. T: Yes. Just a joke. A game. Here we can see the sharp class conflict between these two classes.

设计目的：通过环环相扣的几个问题，让学生明白了之所以Higgins态度差的原因是他们所属阶层不同，他们之间的矛盾是阶级矛盾，而上层阶级对于下层阶级是看不起的，有点玩弄性质的。通过关注一些细节来层层推进对文本的理解，进一步发展学生的逻辑思维和批判性思维。

Step 5：Climax T: Though she is treated badly, but it seems not so bad to Eliza. At least, Henry is going to teach her English. It seems everything is going to be better. But Henry does not teach her immediately. Instead, what does he do first?

Ss: Wash her.

T: Yes. What does it mean? Ss: She is dirty.

T: Will you say something like that to your classmates?

Ss: No. T: How will you feel if someone say this to you? Ss: Hurt. T: But you see Henry just say it out directly. He treats her as if she had no…

Ss: Feelings. Self-respect. T: Yes. And Look at Eliza’s reaction, class. What does she do? And what does she say? S14: She is sobbing and weeping. She says “I’m clean. I dursn’t. It ain’t natural and it’d kill me. I’ve never had a bath in my life. …I’d never have come…this disgusting thing…”

T: From her reaction, can you conclude how she feels now? Ss: Upset. Angry. Regretful…

T: Eliza now is shouting so loudly “No, No”. But what’s Henry’s reaction? Ss: Once more, take her away, Mrs Pearce, immediately. T: Again. We can see he is so Ss: Cold. Impatient. Indifferent. Superior. Cruel…

T: Yes. He just does what he likes regardless of her will. She has no rights to do what she wants. From here, we can see another sharp class conflict. Now let’s act the climax out to feel the huge conflict between them. Remember, Eliza is a girl speaking poor English, and she is strongly against what Higgins is doing to her. Also she is sobbing and weeping. So don’t forget to sob and weep if you are going to play the role of Eliza. Henry is rather cold, impatient, indifferent, feeling superior. As to Mrs.

Pearce, of course she is on the side of Henry. So when you are acting, try to think about their tones and intonations. I will give you five minutes to practice.

设计目的：继续通过细节来挖掘他们的第二次阶级冲突，并且通过演戏来理解这次冲突是更加剧烈的，上层阶级甚至会漠视下层阶级的人权，完全把他们当成东西来看待。通过演戏可以锻炼学生的语言能力，通过揣摩人物的语气语调，能够更加好地体会到两个阶级之间的巨大矛盾。

Step 6: creative thinking

T: Now we’ve known the huge class conflicts between these two classes. The upper class will treat the lower class so badly. So can you figure out now why does Eliza try so hard to improve her social position? Ss: Yes. If she can move to a higher class she will be treated better. T: Yes. She can have more rights and win more respect. So how can she move to a higher class? Ss: To learn English from Henry. T: Yeah. That’s why our story begins. And from the video we saw at the beginning of this class, we know that she finally made it, right? So class, from her, I hope you can learn that you all should set a goal or have a dream and then make efforts to achieve it. One day your hard work will pay off! One day you will embrace success! Thank you for your attention and cooperation!

设计目的：通过问Eliza的改变出身的动机，以及得出她最后成功的结论，可以激励学生，只要有梦想，只要努力去实现梦想，总有一天是会有回报，是会成功的。这是情感价值观的一个输入，实现育人目标。

Blackboard Design

设计目的：突出文本主线：阶级冲突。让学生对冲突有个深刻的印象和理解。