Warming up、Pre-reading、Reading、Comprehending优秀教学实录

Teaching plan for Pygmalion 浙江省宁波市北仑中学

周澹

I.

教材分析

本课教学内容源于选修八第四单元Pygmalion的warming up和reading部分。这一部分通过图片引出皮格马利翁的希腊神话故事，继而让学生了解萧伯纳的戏剧《皮格马利翁》的灵感来源。而剧本部分则通过一个语言粗俗的卖花女偶然遇到语言专家希金斯教授的故事，通过具有特色的对话描写，让学生了解本剧主题：人的语言和行为都受她所处的社会地位和环境的影响，而后天努力可以改变现状。教材要求学生通过剧本学习，了解剧本内容，并通过对话分析推断人物之间的社会地位关系，并理解作者想表达的“语言可以体现社会地位”这一主题，引导学生思考，总结人物性格特点。而学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也能在课堂中得到渗透。 II.

学生分析

来自省重点中学的高二学生，通过必修前五册教材的学习，已经完全适应了高中英语学习的强度，并有了一定的词汇积累，在课堂上的表现也越来越积极主动活跃。而且同学之间已非常熟悉，能积极主动地参与对话练习及表演、小组讨论等活动中去。加之本单元伊始学生已经初步了解了“皮格马利翁”的希腊神话、萧伯纳的戏剧，以戏剧改编的音乐剧和电影《窈窕淑女》，以及著名的心理学术语“皮格马利翁”，这些知识为调动学生积极性、启发思考、进一步阅读做好了铺垫。

III.

教学总体设计及意图

教师引导学生由复习导入剧本学习内容，从剧中角色介绍、背景信息了解到剧本结构分析、剧中人物语言、行为分析、对话模仿、语言欣赏再到读后的讨论以及之后的情节预言，由浅及深环环紧扣，让学生在教师的引导下了解剧本的要素、剧作的语言特点、剧中人物的特点、剧作家的写作目的和主题，了解和掌握阅读和欣赏剧本的方法，鼓励他们能在课后尝试阅读英语名著的简写版本。课堂以阅读为主，但也糅合了听说技能，学生的思维能力和文化品格得到提升，也为他们进一步的英语学习打下基础。

IV.

Teaching objects My students are expected to comprehend the play through skimming, scanning, role playing and group discussion so that they will be able to analyze the characters and their relationships and understand the author’s writing intension (themes) and skills. Difficult/key points:

It is important for the teacher to guide the students analyze the characters and understand the themes independently through the reading process and offer help when necessary. V.

Teaching procedures Step 1: Greetings and lead in Ask students to have a revision of what they learned previously and retell the main idea of the Greek mythology, which later inspired Bernard Shaw to write the play. T:

Good morning everyone, welcome to my class. Today we will learn more about Bernard Shaw’s

play:

Pygmalion. Before we enter the passage, we are going to have a revision of what we have learned previously. love with it. He prayed to the goddess to bring life to the statue, and finally his wish was granted. Ss: It is a Greek mythology about a gifted sculptor who carved a stone statue of a beautiful woman and fell in 【设计意图】由已学内容导入，简单自然，让学生在复习的过程中回顾所学，并为之后的剧本学习奠定知识基础，为进一步的阅读思考做好准备。

Step 2: Skimming Let the students to find out key information from the characters and settings, and then guess what is to happen to these main characters. T:

Before we read the play, let’s first learn something about the characters and the settings. Let’s read the

settings together and find what information we can get from the settings. surroundings and so on. And actually, we can divide the play into two parts, that is the meeting between Eliza and Higgins, and the meeting between Higgins and Pickering. Glance through the passage quickly and think about how to divide it into two parts. Ss: The characters are Eliza, Higgins and Colonel Pickering. We can get information like time, place, T:

You may wonder how the three characters met each other and why their meetings are called fateful meetings.Ss: We can regard line 11-36 as the first part and the rest of the play as the second part. 【设计意图】通过对剧本开头的角色介绍和背景介绍的快速阅读，让学生对剧中角色和故事背景有一个粗略的了解。而将剧本正文划分为两个部分有利于进一步的人物分析和解读。在此过程中，让学生对戏剧的重要元素也有了直观的了解，比如可以通过角色和背景介绍简单了解戏剧人物和情节内容，由此也让学生了解了阅读剧本的方法，为他们将来的英语阅读和学习奠定基础。

Step 3: Detailed reading Let the students read these two parts carefully and try to analyze the characters under teacher’s guidance. Ask students to act out the conversation between Eliza and Higgins. Part1: Meeting between Eliza and Higgins T: The first part is about the meeting between Eliza and Higgins. Let’s first listen to the tape and find out what

happened between them. While reading, please underline what Eliza said and reactions of Higgins. Have you noticed anything special about Eliza’s language?

Ss: There are a lot of mistakes in her language.

pronunciation is not so proper. T:

What does her language imply? Ss1: She is poor and doesn’t have much education. Ss2: She is low in social status. Ss3: She tried hard to sell her flowers to support her family, so she is independent and upright. T: But later there was a conflict between Eliza and Higgins, what happened? Ss: She thought Higgins was a policeman in disguise. T: Why did she think so? Ss: Because Higgins was taking notes of her words. Because he noticed there was something wrong with her

language. Ss: She was sensitive, nervous and anxious. She was worried that she would be harmed by others. T: What is Higgins’ reactions?

Ss: He took out the handkerchief and comfort her. He gave her what he had taken down. T:

What kind of person do you think Higgins is Ss: He is gentle and kind. He is knowledgeable and confident. T:

So, what do you think really caused their conflict, or we can say, misunderstanding? Ss: Because they are totally different people in every way. T: They are different in family and education background, and they came from different social classes. And the

conversation here is actually very wonderful. Can you imitate their words and act out the conversation? Ss: practice the conversation and later two pairs gave a presentation. 【设计意图】通过追问的方式，引导学生对人物语言和行为进行由浅及深的分析，由此概括和推断人物背景和人物个性特征，让学生理解男女主人公冲突和误会的背后根源是社会地位、家庭教育背景的差异造成的，也让学生了解作者之所以将大量笔墨倾注在对话描写之中，就是为了体现“语言可以体现一个人的社会背景和地位”这一主题。通过对话模仿，不仅能让学生有机会开口体验人物的内心情感变化，也能调动课堂气氛和学生的学习积极性，通过对话表演，学生心目中的人物形象也更为丰满。除却阅读，这一部分还糅合了听和说的活动，学生的综合语言运用能力得到了锻炼。

Part 2: Meeting between Higgins and Pickering T:

Just now we mentioned there was a conflict between Eliza and Higgins. So, are Higgins and Pickering going to

have a conflict too? Ss: No, they made an acquaintance with each other. T: Yes, the two were having a very heated discussion. But what did Eliza say? She seemed to have little chance

to cut in their conversation, why? Ss: She was ignored because she couldn’t understand what they were talking about. T: Do you think what they were talking about really had nothing to do with Eliza? Ss: Actually, they were talking about language and regarded Eliza as an example. T:

Do you think it is proper and polite to talk about someone but at the same time ignore him or her? What do

you think of Higgins now? Ss: He is impolite and rude. He is self-important and superior…

T: The way he treated Eliza was actually determined by his education and values he believed in. He did have some insights about language. Can you find them? What was his idea of language?

Ss1: He attached great importance to language.

Ss2: He believed language can show the nature of a person. Ss3: He thought language can give people better chances of job and even better lives. T: What did Eliza say? What did she want to be? Ss: She wanted to be a shop assistant instead of a flower girl. Ss: She wanted to live a better life. She was ambitious. 【设计意图】有了上一部分的铺垫，这部分的阅读可以让学生更快更直接地寻找人物矛盾：两个穿着体面的绅士因为遇见了对方兴奋不已，却在聊到Eliza的前提下全程忽略她。学生自然能感觉到明显的人物性格变化，更确切地说是性格本质。而这恰恰也是人物社会地位、教育背景以及一直以来的价值观决定的。通过寻找Higgins对语言的见解，学生也容易概括出语言在当时甚至直至现在都具有这样的功能：能够体现一个人的社会地位和背景，也能为他或她带来更好的工作机会或是生活。通过阅读，学生一步步体会到了作者的写作意图和所想表达的主题。

Step4: Post reading: prediction Ask students who can be regarded as Pygmalion in the play and who is likely to be the statue that needs to be carved and brought to life. Let the students predict what is going to happen between them and what need to be improved about Eliza. T:

It is likely that Higgins will teach Eliza to speak better language so as to find a better job. So let’s come back

to the Greek mythology that we mentioned in the very beginning of this class, who do you think can be regarded as Pygmalion and who is likely to be the statue? to life. to happen if Higgins agreed to teach Eliza? Will they get along with each other? You can talk about it in your groups.

Eliza need to be taught to behave well, speak proper language and also pay attention to her dressing, appearance and manners…

They are likely to have a lot of arguments and quarrels…

They may get along well with each other and get married at last…

Eliza may be unable to adapt to the upper-class life and want to return to her life…

Ss: Higgins and Eliza. Eliza needed to improve her language just like the statue needed to be carved and brought T: Yes. What do you think need to be improved about Eliza? Besides language? And what do you think is likely Students’ ideas: 【设计意图】在前面的剧本学习和分析的铺垫之下，学生对于戏剧的标题《皮格马利翁》有了新的理解。这一环节让学生基于所学展开思考和合理想象，根据人物性格和特点，猜想故事可能的走向和男女主角可能要面对的矛盾冲突和可能面对的结果，此问题没有标准答案，给学生充分的自由表达自己的理解和看法，有利于培养学生的思维能力和文化品格。

Step 5: A summary Let students have a summary to reflect on what they have learned in this period. Ask them to practice what they have learned in their real lives: knowing the importance of proper language and work hard to improve it. T: Having comprehended the whole passage. Let’s have a summary of the whole passage.

I hope you can also realize the importance of speaking proper language, not only our native tongue, but also the language that we are now studying.

VI.

Homework: after class, read the ending of the play and check whether you have guessed right. 【设计意图】在课堂尾声的总结，可让学生回顾一节课的所学，从剧本的要素、剧作的语言特点、剧中人物的特点到剧作家的写作目的和主题，也有助于学生回顾阅读和欣赏剧本的方法。而本堂课作业的设置也旨在鼓励他们能在课后尝试阅读英语名著的简写版本，为将来的英语学习打下基础。

VII.

Blackboard design：

Characters:

Pygmalion Greek mythology—famous play Fateful meetings Eliza Doolittle

Henry Higgins Noticed Had a conflict with Ignored, judged ?