Learning about Language教学设计(教案)

Unit 4 Pygmalion 教学设计

I 单元教学目标

话题Topics Literary work; drama; read and act a play II 目标语言

功

能

句

式

1.

推测、猜测（Conjecture）

I wonder whether…

I think it’s because…

Is it possible that…?

Perhaps/ Maybe, but…

Why do you think so?

Do you know if…? Do you really think that’s true?

Why do you think … like that? 2.

情感（Emotions）

How do you feel about …?

What do you think would make … happier? Mrs. Pearce would comfort/ encourage her by …

Surprised, disappointed ,

worried,

confused,

amazed ,

upset,

sobbing, weeping , laughing ,

hesitating Hopefully , uncomfortably , kindly,

dismissively , gently , happily,

gratefully , heartily,

proudly 3.

判断与评价（Judgment and evaluation）

Perhaps you could do more…

I know you talked about … but …

I think you need more practice at …

Your … has improved, but you still need to …

I think you look perfect, but …

Your use of … is much better, but…

1. 四会词汇

Adaptation

, plot , professor,

officer,

hesitate,

pence ,

词uncomfortable,

uncomfortably,

troublesome,

outcome,

mistaken,

brilliant,

classify,

mile,

betray,

dismiss,

dismissively,

condemn,

ambassador,

acquaintance,

handful, fortune,

upper,

status,

superior,

pronunciation,

antique,

musical,

pronounce,

nail,

compromise, horrible, bathtub,

sob,

sob,

disgusting,

overlook,

alphabet,

fade,

classic,

effective 2. 词组

pass…off,

as…,

make one’s acquaintance,

in amazement,

generally speaking, in terms of … , show… in ，

the other day,

take away,

once more,

in need of…

,

fade out 分课时教学：

The First Period Speaking Teaching goals

1. Target language：

adaptation, plot, professor, Pygmalion 2. Ability goals

Enable the students to talk about the Greek story Pygmalion 3. Learning ability goals

Help the students learn how to talk about the Greek story Pygmalion

汇

语法复习过去分词做状语（Revise the Past Participle as the Adverbial）

1.

过去分词作状语时，可以表示时间、原因、条件、方式、伴随等。例如：

… you come from the poorer end of London, born in Lisson Grove if I’m not mistaken. United, we stand; divided, we fall. 2.

过去分词作状语，其逻辑主语须与句子的主语一致。

例如：

The teacher stood there, surrounded by a group of students.

Teaching important & difficult points

Help the students learn how to talk about the Greek story Pygmalion and tell the similarities and differences between the story and the play Pygmalion Teaching methods

Discussion. Teaching aids

A computer and a projector.

Teaching procedures & ways

Step I Lead-in Talk about the Pygmalion Effect. T: Has anyone heard of “the Pygmalion Effect”? What is it?

S1: The Pygmalion effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t.

Step II Warming-up Ask Students to look at a group of three pictures and try to describe them in their own words. T: Yes, today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story. S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife. S2: But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the Greek Goddess to help him to bring it to life. S3. The Greek Goddess agreed to help and his wish was granted. Then ask a student to present the complete story. T: Now, who can present the complete story based on the story? S4: Let me try. Pygmalion was a gifted artist. One day, he decided to make a stone

statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with jewellery, and even named it the Sleeping Love. The work was so beautiful that he couldn’t help thinking that if the statue could be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they fell in love with each other and married. T: Wonderful! You did a good job! Now let’s have a discussion. Do you think that Pygmalion and his statue-wife will be happy together? S: No, I don’t think so.

T: What problems do you think they will have? S1: Maybe they can’t understand each other, because they come from different world.

S2: It’s very hard for Pygmalion to understand his wife, because his wife is made form a stone. She doesn’t know the words, behavior, anything about him.

…

T: How do you think they might solve them? S3: Pygmalion loves the girl so much that he decides to teach her how to speak and how to behave herself. Little by little, they understand each other well and live happily. T: Good imagination! The story is so interesting that it was made into a film My Fair Lady, which was based on the play by Bernard Shaw. Do you know this famous playwright?

Step III Discussion Make a brief introduction about Shaw. T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defenders of women’s rights, and advocate of equality of income,. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honor, but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took

part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they

will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can see how witty Shaw is!

T: Have you seen the film My Fair Lady? Do you like the film? Say something about the film.

Step V Homework Ask the students to do the following. 1. Find more information about Pygmalion 2. Pre-read the play and get ready for the next period.

The Second Period

Reading Teaching goals

1.

Target language：

Important words:

officer, hesitate, uncomfortable, trouble-some, outcome, disguise, brilliant, classify, mile, betray, dismiss, condemn, ambassador, acquaintance, handful, fortune, in disguise, pass off as, make one’s acquaintance, in amazement

Important sentences: An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. The English that will condemn her to the gutter to the end of her days. Perhaps I could even find her employment as a lady’s maid or a shop assistant, which requires better English. 2. Ability goals

Enable the Ss to talk bout the play and use the play to work out the characteristics of each social group.

3. Learning ability goals

Help the Ss learn how to talk about the play and use the play to work out the characteristics of each social group. Teaching important & difficult points

How to talk about the role of the play and work out the characteristics of each social group Teaching methods

Listening, reading and discussion Teaching aids

A computer and a projector, a recorder

Teaching procedures & ways

Step I Revision and Lead-in Review the story Pygmalion T: Last period, we learned something about the Greek story Pygmalion and the play version by Shaw. Of all Shaw’s plays, Pygmalion is without the doubt the most beloved and popularly received. Several film versions have been made of the play, and it has even been adapted into a musical. In fact, the film version of 1963 helped Shaw to become the first and only man ever to win the double prize: the Nobel Prize for literature and an Academy Award. Do you still remember the story? Now who can tell it to all of us? A sample version to retell the story: Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with jewellery, and even named it the Sleeping Love. The work was so beautiful that he couldn’t help thinking that if the statue could be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they fell in love with each other and married.

Ask students whether they can tell the theme of the story and whether they know the film version of the play. Step II Reading Deal with the Reading part. Play the tape for the Ss to listen. Then analyze the play.

Ask the students to read through the text. While reading, pay attention to the writing

style. Skimming Ask the Ss to read the play quickly and answer the questions. T: Now please read the play. After a few minutes, I’ll ask you some questions.

Show the followings. 1.

How many characters are there in the play? 2.

What is the weather like when the play begins? 3.

Do you think Eliza a well educated woman, why or why not? 4.

Why did Professor Higgins want to make notes of what Eliza said? 5.

What’ the meaning of the newly rich?

Scanning Ask students to read the play and finish the following chart: Character Henry Higgins Quote from the play Look at this girl with her terrible English. The English that will condemn her to the gutter to the end of her days. What it shows 1

Henry is arrogant. 2

He thinks the use of correct English grammar matters. 3

He thinks she can never overcome this problem. Eliza Thank’ou, sir. Hey！I ain’t 1 Eliza is respectful to done nothing wrong by speaking to that gentleman. I’ve a right to people of a higher social class than her ( calls the man “sir”)

sell flowers. 2

She is aggressive when defending herself. 3

She is sensitive about how she appears to others. Colonel Pickering That’s quite brilliant! How 1

Modest. It is not till did you do that, may I ask? later we find out he is an authority on Indian languages. 2

He is prepared to learn from others. 3

He ignores Eliza but speaks to Henry as they are social equals.

Comprehending Ask Ss to listen to the tape as carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main idea of the play as well. T: Pygmalion is about recognizing a person’s position in society by the way they behave and speak. Please listen to the tape and use the play to work out the characteristics of each social group. And then finish exercises on page 30 and 31. Exercise 1: Character Eliza Position in society Lower class Evidence in the play Behaviour: respectful to people of higher class

Language: calls gentleman “sir”

and “cap’in”(or captain) which is a compliment Henry Higgins Middle class

Behaviour: rude (and

patronizing ) to lower class; polite to same or upper class

Language: calls Eliza “ you silly girl” and Pickering “my dear man”(an equal and friend ) Colonel Pickering Upper class Behaviour: generally confident and polite; but ignores Eliza Language: prepared to begin a conversation with Henry, whom he does not know; generous with praise to him. Exercise 2:

Relationship between characters Henry Higgins: 1

Attitude to Colonel Pickering (H) 2

Attitude to Eliza (L) Is the statement above true? Evidence from the play 1 respects his professional work as a phonetician; calls him sir and my dear man

2 watches her; notes her reactions; talks about her in front of her ; calls her silly girl

Colonel Pickering: 1

Attitude to Henry Higgins (H) 2

Attitude to Eliza (L)

Is the statement above true? 1

appreciates his expertise; praises him；asks his opinion; happy to be friends 2

ignores her; does not stop Henry when he talks about Eliza in front of her (which is very rude) Eliza 1

Attitude to Henry Higgins (H) 2

Attitude to Colonel Pickering (H) Is the statement above true? 1

anxious; eager not to do the wrong thing; ambitious to improve herself; respectful and curious about Henry’s expertise

2

resents not being included in the conversation when talked about Exercise 3 : Other things that show one’s status in society apart from how one speaks 

Clothes you wear 

Expensive possessions( like cars or jewellery) 

Attitudes and behavior 

Education level 

How may foreign languages spoken and countries visited Exercise 4: Henry Higgins

Colonel Pickering

Eliza Impatient, rude,

kind, polite,

anxious, eager Confident, superior

generous, enthusiastic

emotional, ambitious Self-important

eager, confident

unsure Step III Language points Ask if the students have some difficulties in understanding the play, if so, make some explanation. I can place any spoken conversation within six miles. (Professor Higgins can classify or make a judgment about one’s pronunciation.

But they betray themselves ever time they open their mouths. (When one speaks to the others, people can judge the person form the way he /she speaks.

Step IV Discussion Ask Ss to do part 5 on page 31. T: Suppose you have a chance to help Eliza improve her use of the English language. Look at the sentences on page31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly. Step V Homework 1.

Read the play repeatedly and try to act out it. 2.

Preview the grammar part.

The Third Period Grammar Teaching goals

1. Target language：

Important words and phrases: in return, in trouble, in disguise, in amazement, in plain, in delight, in shock Grammar: Past participle as the adverbial 2. Ability goals

Enable the students to use the past particles as the adverbial 3. Learning ability goals

Help the students lean how to use the past particles as the adverbial Teaching important & difficult points

How to use the past particles as adverbial correctly Teaching methods

Task-based method, individual work and practice Teaching aids

A computer and a projector, a blackboard

Teaching procedures & ways

Step I Revision

Check the students’ homework and ask the student to act out the play.

T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try. After they have finish, make some comments on their performance. Step II Word Study Ask the Ss to finish Exx.1 and 2 in learning about language. Then check the answers with the class. T: There are some “in” expressions. You should pay attention: there is not “the” in these expressions. Do you know the meaning of them?

Show the followings: in return

回报

in trouble

处于麻烦中

in disguise

伪装

in amazement

惊愕

in pain

痛苦地

in delight

高兴地

in shock

震惊地

Step III Grammar First ask the students to find out the examples of the past participle as the adverbial in the play. Sample sentences: 1.

An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28 2.

But, sir, (proudly) once educated to speak properly, the girl could pass herself off in three months as a duchess at an ambassador’s garden party. P30

Explanations: T: The past participle as the adverbial is a very important grammar, and it can indicate time, condition, reason, and way. We can add when/while/if or other conjunctions before the past participle in order to make the meaning more clearly. For example: Show the following: If bitten by a snake, you should send for help and don’t walk.

The room, although supposed to be kept locked, was often left open. T: Now please look at the following examples. Can you rewrite these sentences? Show the following 1.

Given more time, we could do it better(When / If…)

2.

Heated to a high temperature, water will change to vapor. (When / If…)

3.

Frightened by the noise in the night, the girl did not dare sleep in her room. (As…)

4.

Disturbed by the noise, we had not finishes the meeting early. (As…)

5.

She walked out of the house, followed by her little daughter.(…, and…)

Step IV Practice （Using Structures in Workbook）

Ask the Ss to finish Part 2 and part3 on page 33. If time permits, continue Exercise designed for practice of past participle as the adverbial in workbook. Step V Homework Ask the students to do the followings. 1. Finish the Exercise in work book and supplement material on grammar 2. Preview the reading materials in Using Language

The Fourth Period Extensive Reading Teaching goals

1. Target language：

Important words and phrases: pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show… in, the other day, take away, in need of, fade out Important sentences: I’m not asking any favours--- and he treats me like dirt. I’d never have come if I’d known about this disgusting thing you want to do to me, I…

What’s to become of me?

2. Ability goals

Enable the Ss to learn about the play Making the bet 3. Learning ability goals

Help the Ss learn how to talk about the play Making the bet Teaching important & difficult points

How to talk about the play Making the bet Teaching methods

Task-based method, listening and reading

Teaching aids

A computer and a projector, a recorder

Teaching procedures & ways

Step I Revision and Lead-in 1.

Check the homework. Ask the Ss to review Act One: Fateful meetings. A sample summary of the act: Eliza Doolittle, is a poor, dirty flower seller in the town of the centre England. The Pygmalion in this film is Henry Higgins, a linguist and phonetic expert who believes that speech is what really sets the classes apart. He bets with his friends Colonel Pickering that through a change in dress and speech he can turn the lower class Eliza into a lady speech, he can turn the lower class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is that she might be able to [open her own flower shop and somewhat escaper her lower class roots.

Step II Reading Have the students read the play carefully and then answer the following questions. (After a few minutes.) T: Now answer my questions. First: Do you think Eliza is very ambitious? Why did Pickering fancy himself? S: Yes. Because she still likes to learn even if Higgins treats her rudely.

Because he can pronounce twenty-four distinct vowel sounds. T: What habits did Eliza have? S: She has never had a bath in her life; not over her whole body. T: What do you think Higgins would have to do to change Eliza into a lady? S: Teach her alphabet. T: How do you like Colonel Pickering? S: Well-educated and kind. T: Why does Eliza collect Henry’s slippers for him although she is not a servant.

S: Although Eliza is not a servant, from her deep heart, she looks down upon herself,

and thinks she is in the lower class. But Henry is in the higher class. So I think she collects his slipper willingly. T: Why does she throw the shoes at him? S: Because Henry looked down upon her, which hurts her. She is angry. T: Why does Henry think he wins the bet? S: Because he thinks it is he who makes Eliza attractive in the party. T: Why does Eliza get upset when Henry does not congratulate her? S: Because in Eliza’s opinion, it is she that tries her best to make other people attracted to her. T: Why does Henry get upset when he hears Eliza will marry Freddy? S: In fact, he loves Eliza., I thin. After that, the teacher can lead the Ss to have a discussion about the ending of the play. Show the followings. 6.

Do you think Eliza should marry Henry? 7.

Do you think Eliza should marry Freddy? 8.

If Eliza loves Henry and marries him, do you think he will become a good husband? After a few minutes, ask the Ss to present their answers. Step III Language Points Deal with some language points as follows. 1.

I rather fancied myself because I can pronounce twenty-four distinct vowel sounds… (I have a very high opinion of myself because I can pronounce twenty-four distinct vowels sounds.) 2.

I’m not asking any favors-and he treats me like dirt. (I’m not begging for help and I know he looks down upon me.) 3.

But you can’t overlook that! (You can’t fail to see or notice that! )

4.

Eliza throws herself into a chair. (Eliza begins to sit into a chair.) 5.

What’s to become of me? (What will happen to me?)

Step IV Reading Task

1.

Read the play once again. 2.

Pre-listen to the recording for listening and speaking part.

The Fifth Period Listening Teaching goals

1. Target language：

Important words and phrases: pronunciation, criteria, ambassador, confused, impress, evidence, give away Important sentences: Does she concentrate on her pronunciation rather than her grammar? She speaks English so well that she must be a foreigner, probably a Hungarian. She is so beautiful that she must be a princess. 2. Ability goals

Enable the students to listen to and understand the play in the listening material 3. Learning ability goals

Help the students learn how to listen to and understand the play in the listening material Teaching important & difficult points

How to listen to and understand the play in the listening material Teaching methods

Listening and cooperative learning Teaching aids

A computer and a projector, a recorder

Teaching procedures & ways

Step I Revision

Check the homework. /then talk about the characters in the play. T: In Shaw’s play, each character is depicted vividly especially the three main characters. What can you say about them?

S1: Eliza Doolittle is a flower girl working outside Convent Garden. Her potential to become “a lady” becomes the object of a bet between Higgins and Pickering.

S2: Henry Higgins is a British, upper class professional bachelor, a world famous phonetic expert, teacher. S3: Colonel Pickering is a retired British officer with colonial experience and later a friend of Higgins’.

T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best describe each character in the play. Place them in the right place in the box. Henry Higgins: impatient, emotional, superior Colonel Pickering: kind, polite, unsure Eliza: anxious, eager, ambitious

Step II Listening

Ask Ss to work in pairs and discuss what they would do to change Eliza into a lady and how, and then fill in the table in part1 on page 35.

Things that needed to be changed 1. speech How to make the change 1. start with the alphabet an pronunciation, and learn to speak grammatically right sentences and try to speak clearly and fluently 2. clothing 2. change the shabby how to listen to and understand the play in the listening material clothiers with beautiful ones and often take baths 3. behaviour

3. learn to behave politely and gracefully After that, ask the Ss to listen to the recording and answer the questions in Part 3. Play the tape for three times and after that, check the answers.

( Answers may vary) Step III Listening (Workbook: P70) First discuss the questions with the Ss.

T: Next we will listen to Act Three of the play, testing Eliza. Before listening, let’s discuss some questions. Now look at the questions on page 70. How would you test Eliza? Sample answers: S1: I would like to take her to a grand parry, where there are a lot of rich people to see if she can get along well with other people or if people would like to talk with her. If so, Eliza has been taught well and has made great progress. If not, she will be taught again. T: Good idea! What criteria would you use to decide if the test was a success or not? S2: I think we could use quantity and effect of her communication as criteria: how many people want to talk or dance with her? What do people feel about her? Then ask them to listen to the tape and finish Exercise 2-4. Key answers: Exercise 3: 1.

He realizes she is using the correct language and talking about suitable subjects but in a language that is like a textbook, which shows she does not understand what she is saying. 2.

Clara is confused with Eliza’s use of English because Eliza is using slang and also talking of subjects not discussed in polite society. Clara would not have beard them discussed before. 3.

Henry wants to disguise the fact that Eliza’s language is unsuitable by pretending it is a new and fashionable way to talk. 4.

Freddy makes it clear that he likes Eliza because he sits next to her and wants to walk her home. 5.

Mrs. Higgins I amused by Eliza but recognizes that she is not yet ready for polite society. Her language is so unsuitable that she would give herself away as not being an authentic English lady.

6.

She gives herself away by the choice of topics and by the language she uses to talk about these topics. Exercise 4: The improvements in Eliza 1

her dress 2

her pronunciation 3

her manners

Step IV Talking What still needs to be improved 1

her grammar 2

her choice of conversation topics

3

her language Ask Ss to imagine what Henry and Pickering will say to Eliza when they come back from the tea party. Step V Listening Task (Workbook: P73) Play the tape and ask the Ss to listen and finish the activities. Step Ⅵ Homework: 1.

Listen to the recording once again and enjoy the play. 2.

Finish the Writing Task on page76. The Sixth Period Speaking and Writing Teaching goals

1. Target language：

Practice expressing conjecture I wonder whether…

Is it possible that…?

Do you know if…?

Do you really think that’s true?

2. Ability goals

Enable the Ss to write a scene of the play 3. Learning ability goals

Help Ss learn how to write a scene of a play Teaching important & difficult points

How to write a scene of a play Teaching methods

Task-based method, discussion and practice Teaching aids

A computer and a projector

Teaching procedures & ways

Step I Revision and Lead-in Check the homework by asking some of them to read their homework. A sample version of the play: At the beginning of the play, Eliza was only a flower girl. One day when she was selling flowers in the street, she found a man taking notes of what she said. She was very angry and confused for fear that the man was a policeman in disguise. At the moment, another man appeared. From their talking Eliza learned that the man taking notes was Professor Higgins who said that he could change e a poor-educated man into a man in the upper class. She keep it in mind, for she was ambitious and wanted to make a big change. The next day, Eliza went to Higgins’ and wanted him to be his teacher. At first Higgins wouldn’t like to accept her. It’s Pickering that made the thing better. He wanted to have a bet with Higgins. So Higgins accepted Eliza as his students. Of course, it was very difficult to teach Eliza. After all she was poor-educated and couldn’t behave well. It was a hard task for Higgins. Higgins taught her with great patience. Finally Eliza made great progress. When Higgins thought she was well educated enough she was taken to attend a grand party. At that time, she behaved in good manners, so that a young gentleman was attracted by her beauty and fell in love with her. He couldn’t recognize she was flower girl in street.

Then come to the climax of the play. After the party, Higgins and Pickering celebrated their success. However, they left Eliza aloe, which made Eliza disappointed. Finally, she couldn’t stand it any more. She decide to live independently.

Step II Discussion

Ask the Ss to discuss how Eliza felt after her first lesson. T: Now work in pairs and discuss the following questions. Show the following 1.

How did Eliza feel about her first lesson? 2.

How do you think Mrs. Pearce would comfort her? 3.

How would Professor Higgins and Colonel Pickering behave in the second lesson? Sample answers: 1.

I think she may be discouraged. She may think its is too difficult to learn formal English. 2.

Mrs. Pearce would comfort or encourage her by saying:” don’t worry, dear lady. It’s not that easy to become a member of the upper class. Keep trying and you are sure to succeed.

3.

In the second lesson, Professor Higgins and colonel Pickering would be more kind and patient.

Step Ⅲ Writing T: Please turn to page 36and look at Part2. Read the instruction and write a scene in which Professor Higgins gives Eliza her second lesson. Sample version is omitted Step Ⅳ Homework Ask Ss to finish the writing task and make a summary of what they’ve learned in this Unit.