Learning about Language优秀教学设计说课稿

Unit 4 PYGMALION Period 5Using Language (MAKING THE BET) Aims To help students read the passage MAKING THE BET To help students to use the language by reading, listening, speaking and writing Procedures I.Warming up by learning more about PYGMALION When George Bernard Shaw wrote Pygmalion more than a half century ago, no one could have predicted his play would eventually be converted into one of the great musicals of our time -- My Fair Lady -- and an Academy Award winning motion picture. Generations of readers and theatergoers have found relevance in Shaw's story of speech therapist Henry Higgins, who successfully transforms Liza Doolittle, a "draggle-tailed guttersnipe," into a darling of high society who momentarily upsets his hard-edged reserve. The extraordinary wit of this master dramatist of the twentieth century cuts away at the artificiality of class distinctions to reveal that human clay can be molded into wondrous shapes. II. Reading and acting Read the text MAKING THE BET

on page 33 to: cut/ the sentence into thought groups, blacken

the predicates, darken the connectives and underline all the useful expressions.

III. Copying the expressions Expressions from MAKING THE BET sit deep in conversation坐着深切交谈, fancy oneself自负, pronounce twenty-four distinct vowel sounds清晰地发出24个元音, a common kind of girl with dirty nails普通的手指甲脏的姑娘, talk into…对着……讲话, get an interesting accent夹杂很有趣的口音, a bit of luck有运气, make records做记录, return shortly很快回来, come into the rooms shyly羞怯地走进房间

,be dirty and badly dressed穿着破旧并且脏, curtsy to…向……行屈膝礼, sell…in the street在街上卖……, ask any favors求某人帮忙, treat…like dirt把……当下贱人看, get…for two shillings an hour from…从……每小时得到两先令, have the face to do…有脸做……, pass…off as…冒充一位……, pay for…向……付钱, burn one’s horrible clothes烧掉可怕的衣服, have a bath洗澡, weep with…和……哭泣, in need of…需要……, deal with…处理……, begin with…以……为开端, fade out减弱消失, go off stage走下台

IV. Acting a play

Pygmalion

(By George Bernard Shaw) Teaching Goals: 1. To get Ss learn more about the story. 2. To get Ss know something about Bernard Shaw. Teaching Procedures: Step 1. Reading and acting (Using Language) 1. Leading-in Purpose: To arouse Ss’ interest in the reading text. (1) Lead Ss to the topic of the reading text. Teacher may say, “We’ve learnt Act One

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of Bernard Shaw’s play. Do you know something about this famous writer?” Show some pictures and ask Ss to say something. Then give a brief introduction. (2) Ask Ss whether they can imagine how the story will go on in Act Two? Ask Ss to describe it to their partner. 2. Fast reading

Purpose: To get a brief understanding of the text. Ask Ss to read this scene in two minutes and discuss the questions, and then answer them in pairs. (1) Why did Eliza go to Higgins’ home?

(2) Finally, did the professor agree to teach the girl? Why? Suggested Answers: (1) She wanted to learn to speak better from Higgins. (2) Yes, he did. Because Pickering made a bet with him. 3. Intensive reading Purpose: To get Ss to have some details in the text. Ask the Ss to read the passage for a second time and fill in the blanks in the passage. The next day, Henry Higgins and Colonel Pickering were

in Higgins’ home. They were talking about how many vowel sounds they could

. Eliza came and Higgins asked Mrs. Pearce to

.But when he found that she was the girl they saw

, he wanted to let her away. Eliza begged to stay and study pronunciation. Pickering said that if Higgins could

as a lady, he would say Higgins were the

and pay for the

. Higgins

but asked her to take off her

clothes and have a both. While Eliza was

for the

thing in her mind, the two gentlemen planned to teach her from

.

Suggested Answers: sitting deep in conversation; pronounce; show her in; the other day; pass her off; greatest teacher alive; lessons; compromised; horrible; sobbing; disgusting; alphabet. 3. Ask Ss to retell the story, according to the passage.

4. Language study Ask Ss to go though the text find out the difficult phrases and sentences and analyze them. (1) There is a bit of luck (2) the other day

(3) take… away

(4) I won’t give you more than a shilling

(5) I’d never have come if I’d known about this disgusting thing you want to do to me…

(6) fade out Step 2. Reading task (Workbook) 1.

Leading-in Ask Ss the following questions and allow Ss two minutes to say to their partners. (1)

Do you want to know the end of the story? (2)

Are you certain how it will end?

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2.

Reading (1) Ask the Ss to read through Act Five and finish Ex1 on P75. Call out some Ss to check the answers. (2) Ask Ss to work in pairs to finish Ex2 on P75. Call out some Ss to check the answers. (3) Divide the whole class into groups of four to discuss the questions of Ex3 on P75. Ask them to get ready to represent their dialogue of their group. Step 3. Homework 1. Ask Ss to act out the ending of the play that they agree on. 2. Ask Ss to go over the learned texts. Period 5 & 6 Listening and speaking (Using Language), Listening task (Workbook), Speaking and writing (Using Language) & Speaking task (Workbook) Teaching Goals:

1. To develop Ss’ listening ability

2. To learn some information about the play. Teaching Procedures: Step 1. Listening and speaking (Using Language) 1. Ask Ss to discuss in groups of four the following questions. (1)

What would be done to change Eliza into a lady? (2)

What do you think are the most important things to change Eliza into a lady? How will you make each change? 2. Ask Ss to finish Ex1 and Ex2 on P35. 3. Ask Ss to listen to the tape and finish Ex3 on P35. 4. Play the tape again and ask Ss to finish Ex4. 5. Ask Ss to try to think of some new ideas to help Higgins teach Eliza better. Choose the two best ideas and share with the class.

Step 2. Listening task (Workbook) 1. Lead Ss to the topic of the listening text. Teacher may say, “We’ve known the beginning and ending of the story, but don’t you want to know how Eliza succeeded in the ambassador’s party?” Tell Ss that this is the most wonderful Act of the play.

2. Ask Ss to listen to the tape and finish Ex1 of Listening task on P73. 3. Ask Ss to listen to the tape again and answer in pairs the questions in Ex2 of Listening task on P73. 4. Ask Ss to listen to he tape for the third time and enjoy the humor of this act. Discuss and give the answer to Ex3 of Listening task on P73.

Step 3. Speaking and writing (Using Language)

1. Ask Ss to discuss the following questions. (1) How did Eliza feel after the first class? (2) What will she say to Mrs. Pearce?

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(3) How will Mrs. Pearce comfort her? 2. Ask Ss to go through the phrases and sentences given in Ex1 of Speaking and writing on P36 and try to make a dialogue of their own. Sample dialogue 1: 3. Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved. 4. Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.

Step 4. Speaking task (Workbook) 1. Ask Ss whether they still remember that the play has the same theme with the Greek story. Ask them to go over the story on P28. 2. Ask Ss to discuss and try to find out the similarities and differences between the play and the story Then let them finish Ex1 on P76.

3.

Ask Ss to discuss the following questions. (1)

How does Eliza change in the play? (2)

How does Pygmalion change in the play? (3)

Has Henry’s attitude to Eliza changed from the beginning of the play to the end? 4. Ask Ss to finish Ex2 on P76. Step 5. Homework 1. Ask Ss to go through Writing task on P76 and then write a review of the play. 1.

Ask Ss to review what has been learned in this unit. Ask Ss to preview the next unit.

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