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高中英语模块八第四单元“Pygmalion”

——“Making the Bet”教学设计

西安市庆安高级中学

刘丹

Ⅰ. Analysis of the teaching materials. “Making the Bet” is the fourth teaching period of this unit, which is the second part of the play in this unit. The scene in this act is located at Higgins' home. The main characters are Eliza, Higgins, Pickering and Mrs. Pearce.

The aim of this reading is to continue the second act of the play in which Pickering makes a bet with Henry. If Henry can turn Eliza into a lady in three months, Pickering will consider Henry the greatest teacher alive, and he also agrees to pay all the costs himself. Through their dialogues and their respective languages, we can sum up the theme of the play: people's language and behavior are influenced by their social status and social environment, but the efforts can change the situation. By learning this play, teachers should encourage students to build up the determination to change their current situation, to seek opportunities, to constantly improve themselves, and to pursue continuous progress. Play is one of the most useful and interesting means to improve students’ oral English skills, which can help students to improve their pronunciation and intonation. Reading and acting plays will stimulate students’ interest

in learning English. Therefore, the teacher should provide opportunities to students to act out the play. To consolidate the contents, the students should be asked to give a brief summary to the story in their own words. Ⅱ. Analysis of the students. 1. Some students may be familiar with the author George Bernard Shaw and his play. 2. They don’t often use English to express themselves or communicate with others. 3. Some students are not active in class because they are afraid of making mistakes.

So the teacher should encourage students to express themselves, communicate with their group members so as to build up their confidence of English learning.

Ⅲ. Teaching objectives. 1. Knowledge and skills (1) Enable students to learn the useful new words and expressions in this part: 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 (2) Enable students to read and understand this part of the play. (3) Enable students to learn different reading skills: scanning, skimming. 2. Process and methods (1) Enable students to talk about the characters in this play. (2) Enable students to be involved in group discussion. (3) Enable students to act out this play. 3.

Emotional attitude and values (1) Stimulate students’ interests of learning English by reading, watching and acting out this play. (2) Develop student’s sense of cooperative learning.

(3) Teachers should encourage students to build up the determination to change their current situation, to seek opportunities, to constantly improve themselves, and to pursue continuous progress. Ⅳ. Teaching important points. 1. Let students read and understand this part of the play. 2. Get students to learn and use different reading skills. 3. Have students learn how to act out this play. Ⅴ. Teaching difficult points. 1. Enable students to analyze the character of the heroes in this play. 2. Enable students to act out this play. Ⅵ. Teaching methods. 1. Direct method.

The teacher uses this method to show pictures and the film to students in order to make them have a direct understanding of this play.

2. Communicative Language Teaching.

The teacher uses this method to make students communicate with others in order to understand the text, improve their ability of using language. 3. Task-based Language Teaching.

The teacher uses this method to design many kinds of tasks to make students acquire knowledge by completing these tasks. Ⅶ. Learning guidance. 1. Individual work. Some activities require students to complete individually. 2. Group work. Some activities require students to complete by cooperating with others in a group. Ⅷ. Teaching aids. A blackboard and multimedia computer. Ⅸ. Teaching procedures. Step I Lead-in Ask Students to review the author, the main characters and the main idea of Act one, and then guide the students to guess what will happen next. Step II Skimming Ask the students to skim the text and find out the time, the place, the characters, the plot and the main idea, and then ask the students to answer the questions and fill in the blanks on the screen. Step III Scanning 1. Read the text again and answer the following questions: (1) Do you think Eliza is very ambitious?

(2) Why did Pickering fancy himself? (3) What habits did Eliza have? (4) What do you think Higgins would have to do to change Eliza into a lady? (5) How do you think Colonel Pickering? 2. Look at the screen and choose the best answers 3. Fill in the blanks.

Time and place Eliza’s purpose 11 am in Henry Higgins’ house the next day.

of She wanted to be a lady in a(n) _______ shop instead of selling flowers in the _______. visiting Higgins The bet between If Higgins could pass Eliza off as a(n) _______, Pickering would admit Higgins was the greatest _______ alive and pay for the _______, too. Pickering and Higgins Step IV Role play The teacher asks four students to act out this part of the play. (Henry Higgins, Colonel Pickering, Eliza and the housekeeper Mrs. Pearce.) While listening to their performance, the other students should pay attention to their intonation and pronunciation and evaluate their performance afterwards. Step V Extensive Reading Ask the Ss to read the last Act of the play on page 74 and then answer the following questions: 1.

Why does Eliza collect Henry’s slippers for him although she is not a servant?

2.

Why does she throw the shoes at him? 3.

Why does Henry think he wins the bet? 4.

Why does Eliza get upset when Henry does not congratulate her? 5.

Why does Henry get upset when he hears Eliza will marry Freddy? Step VI Discussion 1. Ask students to discuss about the ending of the play and give their reasons for the opinions.

(1) Do you think Eliza should marry Henry? (2) Do you think Eliza should marry Freddy or Pickering? (3) If Eliza loves Henry and marries him, do you think he will become a good husband? 2. What other things show one’s status in society apart from how one speaks?

Step VII Summary From the play “Pygmalion”, what conclusion can we draw about the relationship

between a person’s social status and his/her language?

The language of a person shows his/her education level and social status. The more educated a person is, the more likely he/she will use the language appropriately. Therefore, when we talk with our family members, our friends or communicate with strangers next time, try to respect the language and use the language appropriately. As students, we should build up the determination to change our current situation, to seek opportunities, to constantly improve ourselves, and to pursue continuous progress. Step VIII Homework 1. Write an ending of the play that you like. 2. Look up some information about “Pygmalion effect”.

Ⅹ Teaching reflection First, increase the language input. In the process of teaching, teacher presents the text information step by step, helps students sort out the context of the article, and encourages students to connect knowledge network, which helps students memorize words, phrases and enables students to flexibly use what they have learned. At the same time, it reduces students' fear of learning English, and stimulates students' interest in learning English. Secondly, the classroom is student-centered and teacher cultivates students' ability to use language to communicate, think, and acquire information and process information. In the classroom, there are many activities designed to enable students to understand and use English in their own way to help students solve the problem of "speaking". Finally, task-based teaching is highly recommended in the new curriculum requirements, which is an advanced teaching method. However, in the course of teaching, its implementation also has some limitations. (1) The limitation of completing tasks exists due to the excessive number of class. This has put forward new requirements for the management and coordination of task-based teaching in the implementation process.

(2) The contradiction between the cultivation of language proficiency and the improvement of literacy also exists. English teaching should focus on cultivating

students' comprehensive language ability. Task-based teaching emphasizes the cultivation of students' listening and speaking skills, but reading and writing are weak. Therefore, how to strengthen listening and speaking ability in the limited time and pay attention to the improvement of reading and writing ability is also a problem we need to solve. Ⅺ

Blackboard design

Unit 4 Making the Bet Author: George Bernard Shaw Time: 11 am the next day Place: Henry Higgins’ house Characters: Henry Higgins, Colonel Pickering, Mrs. Pearce, Eliza Plot: Henry Higgins and Colonel Pickering made the bet.