Learning about Language教学评价实录

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 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.

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.

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 sell flowers. people of a higher social class than her ( calls the man “sir”) 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 Position in society Evidence in the play

Eliza Lower class 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.