Module 1 Bernard Shaw’s Pygmalion 模块教学详案

Module 1 Bernard Shaw’s Pygmalion
I. 模块教学目标
技能目标 Skill Goals▲Talk about Bernard Shaw and his works▲Master the usage of who, to be, say, a/an, good, you▲Talk about appearan ( http: / / www.21cnjy.com )ce and personalities of actors and actresses in a play▲Write a description of a play
II. 目标语言
功能句式 Write a description of a play…is about (a man who…)It takes place in……is an important theme in the play.…explores (the idea that)…The play explores the theme of…Write about a literary figureShe was a popular and influential figure…She began writing when…She published…in……’s literary achievements were many.She is best remembered for…Many of her stories explored…She believed in…She died aged …
词汇 四会词汇accustomed, ad ( http: / / www.21cnjy.com )opt, am ( http: / / www.21cnjy.com )using, annoy, appearance, attractive, attitude, audience, base, bet, bitter, challenge, confident, confirmed, creative, cruel, describe, delightful, desperation, despite, dishonest, educate, explanation, explore, hurtful, introduce, impatiently, impressed, likeable, manners, occur, present, presentation, personality, presume, quantity, reaction, respectable, social, speechless, statue, style, stress, theme, topic, uneasy, unlike, whereas认读词汇 bachelor, beard, cham ( http: / / www.21cnjy.com )pagne, enormous, chap, complexion, criticism, sincere, ambassador, domineering, dramatist, enlighten, genial, brilliant, extremely, insensitive, irritation, lofty, slave, indirectly, moderate, monologue, morality, myth, understandable, rebel, against, refined, sophisticated, slipper, stir, superior, descend, subjective, trivial, submission, well-built, strain, writhe, recollect3. 词组 be connected ( http: / / www.21cnjy.com )with, be ready to do, come to life, make…out of, rather than, recognize…as, treat…as, fall in love with, be based on, be fond of, care for, be successful in, out of pure kindness, in heaven’s name, in high/low spirits, sleep…off, say one’s prayer, become of, make no difference, complain of, in one’s (early) forties, make notes of, run for shelter, get rid of, in general, refer to, rather than, turn…into, succeed in, compared to, make an actual reply4. 重点词汇和短语 recollect, impressed, remain, insist, afford, suggest, make…out of, be connected with, treat as, rather than, become of, succeed in, be based on, be fit for, presume
语法 The use of who, to be, say, a/an, good, you
重点句子 How the devil do I know what’s to become of you If I only could go back to my flower basket It’s no good shouting at me.I should imagine ( http: / / www.21cnjy.com )you won’t have much difficulty in setting yourself somewhere or other, …It is clear that Higgins treats women as objects.…, it is connecte ( http: / / www.21cnjy.com )d with how you appear to others, how you talk and behave.… I’ll take her anywhere and pass her off as anything.That’s where you’ll co ( http: / / www.21cnjy.com )me in; and I dare say that’s what you have done it for.9. It’s making a gentleman of me that I object to.
III. 教材分析与教材重组
1. 教材分析
本模块以肖伯纳的一篇剧作“ ( http: / / www.21cnjy.com )皮格马利翁”为话题，旨在通过模块教学, 使学生了解肖伯纳和他的作品，学会使用合适句型来谈论和分析作品中人物的外形，内在心理和语言特征。在语法上复习有关who, to be, say, a/an, you, good的用法，通过本模块的学习，要求学生能写一篇戏剧梗概，对主角的性格及变化过程进行描述，并对戏剧的主题进行言简意赅的表述。要求学生最终能小组分工合作，自编自导短剧，在娱乐中巩固所学知识和技能。
1.1 INTRODUC ( http: / / www.21cnjy.com )TION以肖伯纳两幅不同时期的照片引入话题，并介绍了作家的一些语录及作家生平。组织学生对作家名言的深刻含义的讨论和对作家写作时期、写作风格的探讨都为后面的Reading作了铺垫。
1.2 READING AND VOC ( http: / / www.21cnjy.com )ABULARY (1) Reading部分是由一篇说明文和戏剧片段两部分组成，前者说明了剧本Pygmalion的创作起源及故事梗概。活动1是课文内容细节判断；活动2通过猜测作品中的有关词汇，进行Pre-reading热身活动；3是词汇题，旨在培养学生理解和运用词汇的能力；4和5是课文理解，帮助学生对篇章有深层次的理解；6是开放性练习，鼓励学生用语言表达对本剧的感受及个人见解。
1.3 LANGUAGE IN USE ( http: / / www.21cnjy.com ) (1)包括四部分内容。1、2和3利用英文恰当地解释了Who、To be 和Say的功能用法；4是要求同学们用Who、To be、Say及其他必要词的适当形式完成一段对话，讲练结合，很好得实现了语法交际化、语法实践化的目的。
1.4 VOCABULARY AN ( http: / / www.21cnjy.com )D LISTENING是个听力活动。1和2通过词汇训练，帮助学生推测听力材料中即将发生的事情，为训练听力作好准备；3和4检查学生听力效果，通过回答听力材料中的问题，为下一步说的训练作铺垫。
1.5 SPEAKING部分在听力活动基 ( http: / / www.21cnjy.com )础上要求学生两人一组讨论剧中人物之间的微妙关系和变化，帮助学生学会如何欣赏戏剧，提高他们的鉴赏能力。
1.6 LANGUAGE IN US ( http: / / www.21cnjy.com )E (2) 包括四部分内容。1和2利用英文恰当地解释了A/An和You的功能用法；3是回答问题，旨在帮助学生掌握Good的功能用法；4是要求同学们用A/An、You和Good及其他必要词的适当形式完成一段对话，讲练结合，很好得实现了语法交际化。
1.7 READING AND VOC ( http: / / www.21cnjy.com )ABULARY (2) Reading部分是一篇说明文，说明了作家的创作艺术手法。活动1是给课文起标题，要求学生抓住文章的中心思想，进行Pre-reading热身活动；活动2猜测作品中的有关词汇，旨在培养学生理解和运用词汇的能力；活动3是回答问题，帮助学生对篇章有深层次的理解。
1.8 PRESENTATIO ( http: / / www.21cnjy.com )N SKILLS包括四部分内容。1和2要求学生运用所学词汇和词组对剧中男女主人公的外表及个性进行对比分析。3要求学生模仿并进行人物外表与性格的描述训练；4面对全班，通过对剧中人物的口头描述，提高学生们的语言表达能力。
1.9 READING PRACTIC ( http: / / www.21cnjy.com )E Reading部分是剧本的一幕节选。活动1根据所给的每一幕的开场白的描述，确定READING AND VOCABULARY (1)中的Part 2剧情节选自哪一幕，使学生进一步了解剧本结构；活动2培养学生的判断能力；活动3是回答问题，帮助学生对剧情有深层次的理解。活动4通过词汇、语句的选择，帮助学生挖掘人物的态度和内心活动；活动5要求学生两人一组，探讨本剧的历史和现实意义；活动6要求学生练习表演短剧，激发学生的表演乐趣。
1.10 CULTURAL CORNER ( http: / / www.21cnjy.com )Reading部分是一个念白。通过阅读伊丽莎父亲精彩的自我调侃的念白，帮助学生确立正确的人生价值观及对待生活的态度。阅读后要求学生回答两个问题，并能对人物特点进行对比分析。
1.12 TASK要求学生运 ( http: / / www.21cnjy.com )用所学语言，就自己所欣赏的戏剧写出故事梗慨，旨在培养学生的写作能力；让学生在动手动脑活动中，发展和创造语言，并提高文学素养。
1.13 MODULE FILE 部分简要总结了本模块所学的重点单词，短语及语法。
2. 教材重组
2.1 将INTRODUCTION、V ( http: / / www.21cnjy.com )OCABULARY AND LISTENING和WORKBOOK中的Listening and speaking整合为一节“听力课”，为本模块阅读作铺垫。
2.2 将READING AND VOCABULARY (1)、(2)整合为“阅读课”，训练学生的阅读理解能力和技巧。
2.3 将SPEAKING和PRESE ( http: / / www.21cnjy.com )NTATION SKILLS整合成一节“口语课”，让学生了解剧情，帮助学生对剧中人物外形和性格进行分析和对比，提高他们的语言表达能力。
2.4 将LANGUAGE IN USE ( http: / / www.21cnjy.com ) (1)、(2)和WORKBOOK中Language in use的练习题整合在一起上一节“语法课”。
2.5 将READING PRACTICE和 ( http: / / www.21cnjy.com )WORKBOOK中Reading and speaking整合成一节 “泛读课”，扩大学生的信息量，并培养阅读应试技巧。
2.6 利用CULTURAL COR ( http: / / www.21cnjy.com )NER、TASK和WORKBOOK中的Writing上一节以读写为主的“综合课”，让学生了解戏剧艺术的魅力及给我们带来的人生启示；让学生将自己对文学的感受，个人所喜爱的戏剧和剧中的人物写成短文，最后编成短剧进行表演。
3. 课型设计与课时分配
1st period Listening
2nd period Reading
3rd period Speaking
4th period Language Study
5th period Extensive Reading
6th period Integrating Skills
IV. 分课时教案
The First Period Listening
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
otherwise, have n ( http: / / www.21cnjy.com )o respect for, educate, explore, theme, position, remain, accustomed, adopt, do without (sb), get rid of, rather, twist, prefer, give away, bend, appearance, personality, present
b. 重点句型
1. It is impossibl ( http: / / www.21cnjy.com )e for an Englishman to open his mouth without making another Englishman hate him.
2. Nothing is e ( http: / / www.21cnjy.com )ver done in this world until men are prepared to kill one another if it is not done.
3. I can do without you.
4. If I only could go back to my flower basket.
2. Ability goals 能力目标
To learn some word ( http: / / www.21cnjy.com )s and expressions and enable students to talk about the main characters in the listening material.
3. Learning ability goals学能目标
Help the students ( http: / / www.21cnjy.com ) learn how to describe the changes between characters with the target language.
Teaching important points 教学重难点
Learn to listen to key words
How to use the functional items in various situations
Teaching methods 教学方法
Listening, explanation, inductive method
Teaching aids 教具准备
A recorder, a multiple-media computer
Teaching procedures & ways 教学过程与方式
Step I Warming up
The warming-up ( http: / / www.21cnjy.com ) exercise makes the students know about George Bernard Shaw. First show the pictures on the computer.
T: Good morni ( http: / / www.21cnjy.com )ng, boys and girls! Yesterday I asked you to look up some information about the famous dramatist—George Bernard Shaw. Now I’d like to check it by asking you some questions about him. OK, listen to me carefully and try to answer my questions.
First show the studen ( http: / / www.21cnjy.com )ts a picture of George Bernard Shaw on the computer, then ask them some questions.
T: Who is the person on the computer
Ss: George Bernard Shaw.
T: Yes, then what is George Bernard Shaw
Ss: He is a famous novelist.
T: A novelist Sorry, ( http: / / www.21cnjy.com )to be exact, you should say he is a playwright or dramatist. Does anybody know what a dramatist does
S1: I think a dramatist makes a novel or an event into a play.
T: Yes, you are right. What is his nationality
Ss: He is an English man.
T: Did he write many plays
S2: Yes. Luckily, I’ve ( http: / / www.21cnjy.com ) got the number: 51(plays) completed from 1885 to 1949.
T: Great! This ( http: / / www.21cnjy.com ) picture shows us a young George Bernard Shaw. How about this one
Show another picture on the computer
T: Look at this ( http: / / www.21cnjy.com )picture, boys and girls. Who is the person on the computer
Ss: George Bernard Shaw.
T: What do you think of him in this picture
S3: He looks old.
T: Yes, but how old is he
S4: He is already 80, but he is still thinking.
T: Well done. George ( http: / / www.21cnjy.com )Bernard Shaw was good at using stage monologues and humorous quotations in his plays. We are going to learn some of them and then we are to discuss their meanings.
Step Ⅱ Introduction
Deal with activities on Page 1.
T: Now let’s complete the quotations with the words in the box.
Two minutes later. Check the answers orally.
T: Ready
Ss: Yes. The correc ( http: / / www.21cnjy.com )t words filled in sentences from one to six should be: language, badly, mouth, creating, laugh, joke, done, like
T: Wonderful. As ( http: / / www.21cnjy.com )you see, these sentences are very meaningful. Let’s work in pairs and discuss what exactly the quotations mean.
Two minutes later.
T: Now, who will express the opinion of your pair
S5: Let me try. ( http: / / www.21cnjy.com )Quotation 1 means that English people don’t pay much attention to their own language in speaking and spelling and always use it in a wrong way.
S6: I think Quotati ( http: / / www.21cnjy.com )on 2 means that a person’s value in life is to create and breakthrough his own limits rather than to be satisfied with what he already is and do nothing.
S7: I guess Quota ( http: / / www.21cnjy.com )tion 3 means that we had better learn to use the sense of humor in our life.
S8: In my opinion, ( http: / / www.21cnjy.com ) Quotation 4 means that I tell the truth in a way of joking, which is easy for people to understand.
S9: I’d like to say ( http: / / www.21cnjy.com ) Quotation 5 means that people usually settle down problems and conflicts by means of killing and fighting.
S10: I think ( http: / / www.21cnjy.com ) Quotation 6 means that you had better first find what you are interested in, which is the best choice; otherwise (if not), please learn to accept and enjoy what you have in hand. It teaches us the way to treat life in a sensible way.
T: Wonderful job. ( http: / / www.21cnjy.com ) Now look at the following passage. Please find the words in the box in the
passage.
After the st ( http: / / www.21cnjy.com )udents have finished it, check the answers by picking them out between lines.
T: Good. Now please think about the questions and then answer them.
Two minutes later.
T: Ready, boys and girls Who can answer question 1
S11: Let me try. A dramatist makes a novel or an event into a play.
S12: I’d like to ( http: / / www.21cnjy.com )answer the second one. A socialist believes that a country’s land, transport, natural resources and chief industries should be owned and controlled by the State, by the whole community, and that wealth should be equally distributed.
S13: I’ll say ne ( http: / / www.21cnjy.com )xt one. Shaw wrote plays about social problems like class and women’s rights.
S14: Let me try N ( http: / / www.21cnjy.com )o. four. Yes, I think they can. Because plays in most cases are the reflection of life and social reality. More often than not, dramatists use plays to express political opinions, which is a good way to push the world to reform and advance.
S15: As for N ( http: / / www.21cnjy.com )o. five, I’ve seen The Merchant of Venice, The Necklace, Hamlet, Romeo and Juliet and so on. I really enjoy them because they can help me learn about the culture and social life in different times.
T: Very good. T ( http: / / www.21cnjy.com )hen let’s finish writing sentences using words in the box together. I can offer help.
Sample sentences:
The social class played an important role in the feudal society.
Lu Xun wrote short sto ( http: / / www.21cnjy.com )ries to express his criticism to society and educate people to rebel.
Chinese famous socialist, BaJin explored themes like social problem.
Step Ⅲ Pre-listening
Deal with Activity ( http: / / www.21cnjy.com ) 1 on Page 6. Get the students prepared for listening.
T: Now we ar ( http: / / www.21cnjy.com )e going to listen to a scene in Pygmalion. Before we start the listening part, let’s look at Activity 1 on Page 6. Can you match the words with their meanings
After students have finished, check the answers.
T: Well done ( http: / / www.21cnjy.com ). Now please read the sentences in Activity 1 and discuss the questions in pairs.
This activity help ( http: / / www.21cnjy.com )s students to make prediction about the content of the scene.
Possible answers:
S1: I guess in this ( http: / / www.21cnjy.com ) scene Eliza is arguing fiercely with Higgins about the way he treats her and her future.
S2: I think sentence ( http: / / www.21cnjy.com )s 1-5 are said by Eliza and sentences 6-7 are said by Higgins.
Step IV While-listening
T: Now, let’s get r ( http: / / www.21cnjy.com )eady for listening. We are going to listen to a scene in Pygmalion - the play by Shaw. After listening, check if you guessed correctly in Activity 2.
The students listen to ( http: / / www.21cnjy.com ) the tape while the teacher writes down some difficult words and phrases on the blackboard:
T: OK. Let’s li ( http: / / www.21cnjy.com )sten to the scene again and answer the questions in Activity 4. So go through questions before I play the tape. Make notes while listening.
If necessary, play the tape again and check their answers.
Step V Practice
Deal with Listening and speaking on Page 94 of Workbook.
T: Well, now let’ ( http: / / www.21cnjy.com )s continue to listen to a passage. Before that, please think about the four questions in Activity 11. While you are listening, please make a note of the answers. (After the listening is over, ask the students to do pair work for a moment). Are you ready Any volunteer
S1: People sta ( http: / / www.21cnjy.com )rted to feel that men and women should be equal in civil rights in the 19th century.
S2: Suffragettes wante ( http: / / www.21cnjy.com )d to enjoy the equal right to vote in political elections.
S3: The campaigned al ( http: / / www.21cnjy.com )l over the country to draw attention to their cause.
S4: They received the same voting rights as men.
T: You have done a gre ( http: / / www.21cnjy.com )at job. Now listen again and choose the correct phrase to complete the sentences in Activity 12.
After listening is finished, check the answers.
T: Great. While ( http: / / www.21cnjy.com ) you are listening and preparing for listening, you must have come across some difficult points. I’ll explain them to you.
get rid of : e.g These articles are hard to get rid of. ( throw away)
How can we get rid of ( http: / / www.21cnjy.com )this unwelcome visitor (deal with; get away from)
give away : e ( http: / / www.21cnjy.com ).g He gave away all his money. (give freely, not expecting anything in return)
The Mayor gave away the prizes at the sports meeting. (give out)
His accent gave him away. (cause people to know who/what he is)
be/become/get accustomed to = get used to
e.g The boy soon became accustomed to handwork and poor food.
This is not the kind of treatment I’m accustomed to.
Step VI Homework
Review the useful words and expressions in this period.
After class, ( http: / / www.21cnjy.com )the students are required to work in pairs and prepare for a short debate. They should write down their samples. (Page 95 Activity 13)
The Second Period Reading
Teaching goals 教学目标
1.Target language 目标语言
a. 重点词汇和短语
respect, come t ( http: / / www.21cnjy.com )o life, be based on, make…out of, bet, be connected with, become fond of, rebel against, care for, remain, as well as, explore, treat…as, insist, end with, suggest, succeed in, delightful, compared to, whatever, rather than, in his early forties, pass sb/sth off
b. 重点句子
1. … it is connected ( http: / / www.21cnjy.com ) with how you appear to others, how you talk and behave.
2. Realizing that ( http: / / www.21cnjy.com ) Higgins will never really love her, Eliza leaves the house and marries a young man who she knows cares a lot for her.
3. They start ( http: / / www.21cnjy.com )a flower shop, helped by Higgins and Pickering, with whom she remains good friends.
4. It is clear that Higgins treats women as objects.
5. Eliza, howe ( http: / / www.21cnjy.com )ver, insists that Higgins respect her and the story ends with her winning his respect.
6. How much do you suggest you pay me for the lessons
7. Yes, in si ( http: / / www.21cnjy.com )x months I’ll take her anywhere and pass her off as anything.
2. Ability goals 能力目标
Enable the student ( http: / / www.21cnjy.com )s to appreciate the play and know the characters in the play.
Enable the students to learn about Bernard Shaw and his works.
3. Learning ability goals 学能目标
Teach the students ( http: / / www.21cnjy.com ) how to understand the characters in a play by learning his words and behaviors.
Let the students ( http: / / www.21cnjy.com )learn how to summarize the outline of the text and play by looking through it.
Teaching important points 教学重点
Get the main idea of the play.
Discuss: What kind of person is Higgins Eliza
Teaching difficult points 教学难点
Help the students ( http: / / www.21cnjy.com )find Higgins’s and Eliza’s real feelings and what kind of persons they are.
Teaching methods 教学方法
Group discussion and presentation; (cooperative learning)
Role play
Teaching aids 教具准备
A recorder; some slides and a projector
Teaching procedures & ways 教学过程与方式
Step I Revision
Check the homework.
1. Have a dictati ( http: / / www.21cnjy.com )on about some useful words and expressions to check whether they have remembered what they learnt last period.
2. Show samples of their debate by using the projector.
Sample debate:
SA: I’m simply in favor of the suffragette movement. It’s so great!
SB: Oh, you’ ( http: / / www.21cnjy.com )re so crazy. I can’t imagine why you should have such a strange idea!
SA: Don’t you ( http: / / www.21cnjy.com ) think it’s a great achievement in history for women to vote for the first time
SB: As a matter ( http: / / www.21cnjy.com )of fact, I don’t think so. On the contrary, I believe women should stay at home and shouldn’t think about serious issues, such as voting right.
SA: I’m afraid I ( http: / / www.21cnjy.com )can’t agree with you. In my view, women and men are created equal. So without doubt, they should have equal rights in every aspect of our social life, including voting in important political elections, undertaking the same jobs and getting the same pays as men.
SB: Well, I just t ( http: / / www.21cnjy.com )hink the opposite. For thousands of years, women only stayed at home and took care of the family. That’s their inborn ability and responsibility to our society. History and facts have proved again and again that women should submit to their families and husbands for the sake of family’s harmony and society’s stability.
SA: Yes, women ha ( http: / / www.21cnjy.com )ve sacrificed and are still sacrificing a lot for so-called interests of our families and society. However, who really consider their own feelings and aspiration No, nobody! Women have been at the mercy of their families and society for so long. Now they want to rebel. They need independence. And today’s movement has strongly proved this. Don’t you think so
SB: Well, …
Get the students to ( http: / / www.21cnjy.com ) know some general knowledge about the movie—My Fair Lady by asking them some simple questions. This step is very important because it is easier for the students to further understand the main idea of the play Pygmalion. Explain the general knowledge as patiently as possible.
T: Really good. ( http: / / www.21cnjy.com )Please turn to Page 2. Look at the picture and try to describe it in your own words.
S: It is the ( http: / / www.21cnjy.com ) poster of a film called My Fair Lady. And the actress looks so familiar to us. Yes, she is very famous, but sorry to forget her name.
T: It’s OK. I’ve got ( http: / / www.21cnjy.com ) more information about it. This film was made from a play in 1964 and won many academy rewards of the 37th Oscar. The main actress is Audrey Hepburn (奥黛丽· 赫本). Actually, the film was made from a play by Bernard Shaw—Pygmalion. In this period, we are going to learn something about the play and an extract from the play.
Step II Lead-in
Ask the students ( http: / / www.21cnjy.com ) to scan Part 1 and Part 2 and then deal with Activity 2. Ask them to have a discussion in order to make them further understand the language used by Eliza and the attitude of Higgins towards Eliza.
T: Here are questions for you to discuss
What is the play mainly about
What do you think of Eliza’s language Formal or informal
What does the professor intend to do
Suggested answers:
1. It’s mainly a ( http: / / www.21cnjy.com )bout a pronunciation expert called Professor Henry Higgins who tries to make a
lady out of ( http: / / www.21cnjy.com )an uneducated girl called Eliza Doolittle, who sells flowers in the street.
2. Informal in ( http: / / www.21cnjy.com )an ordinary Londoner’s accent, not in a refined language.
3. It’s a comedy.
T: Good. Now lo ( http: / / www.21cnjy.com )ok at the title of Part 1—Pygmalion, and Part 2—Extract from Pygmalion.
1. Skimming
T: Now please loo ( http: / / www.21cnjy.com )k through the text and then find these words and phrases in the passages and choose the correct meanings according to the text.
Check the answers.
2. Scanning
Get the students to ( http: / / www.21cnjy.com )read the passages carefully again and answer some questions (individual work).
T: Now read Part ( http: / / www.21cnjy.com ) 1 and Part 2 of the passage carefully, discuss the questions on the screen in pairs and then answer them.
A few minutes later.
T: Are you ready to ( http: / / www.21cnjy.com ) present the answers Who’d like to have a try Volunteers!
S1: I can answer the ( http: / / www.21cnjy.com ) first one. Because the play’s name comes from a classical Greek myth which the play bears a lot of similarities in plot. Both are about a man “creates” a woman.
S2: As to ques ( http: / / www.21cnjy.com )tion 2, he wants to make a lady out of Eliza, an uneducated girl who sells flowers in the street.
S3: I think ( http: / / www.21cnjy.com )Eliza slowly changes, becoming a beautiful and charming lady with the help of Higgins and his friend Pickering, both of whom give her lessons about how to speak and behave in a high social class.
S4: The extract come ( http: / / www.21cnjy.com )s from the beginning, because it is about the bet to turn Eliza into a fair lady between Higgins and his friend Pickering.
S5: No. Actually he ( http: / / www.21cnjy.com ) thinks just the opposite. He believes social class is about “appearance” only. That is to say, it’s just about what a person appears to others and about the way a person speaks and behaves.
S6: He doesn’t trea ( http: / / www.21cnjy.com )t her very well. He is domineering and insensitive. He just views her as an object without any independent feelings.
S7: Realizing Hi ( http: / / www.21cnjy.com )ggins just needs her but will never love her, Eliza leaves the house and marries a young man and together they start a flower shop. By doing so, she proves to Higgins that she has become a strong and independent woman instead of just a “lady” without any thoughts. Therefore, she wins his respect.
Step Ⅲ Reading
Ask the students to grasp the details of the passages.
T: Now read P ( http: / / www.21cnjy.com )art 1 carefully. This passage is made up of four paragraphs. What does each one tell us Try to summarize the main idea of each paragraph in your own words.
A few minutes later, ask some students to report their answer.
Suggested answer:
Paragraph 1: Shaw ( http: / / www.21cnjy.com )’s most famous play, Pygmalion, is based on a classic Greek myth.
Paragraph 2: The main plot of the play
Paragraph 3: T ( http: / / www.21cnjy.com )he changes in the relationship between Higgins and Eliza
Paragraph 4: The themes of the play
T: Good. Now I will ( http: / / www.21cnjy.com ) play the tape of Part 2 for you to listen to. Pay attention to the pronunciation and intonation. And underline the difficult sentences. Then I will let you do role play activity.
After the students finish listening to the tape
T: You are sure to fe ( http: / / www.21cnjy.com )el the language used by characters. Do you think they are different
Ss: Yes, very interesting.
T: I’ll play ( http: / / www.21cnjy.com ) the tape for you again and repeat it. Try to follow the tape. And then read it aloud.
Students are reading aloud while listening.
T: What do you think o ( http: / / www.21cnjy.com )f the characters created by Bernard Shaw What ideas did he expressed by using these characters OK. Now please turn to page 8. We will read a passage about these issues. Read the passage quickly and choose the best title.
After students have finished reading
T: Any volunteer to give the choice
S: I think Eliza Doolittle and professor Higgins is the best title.
T: How can you tell Why not the No. one choice
S: From the sec ( http: / / www.21cnjy.com )ond sentence in the first paragraph, we can get the answer.
T: Great. Usually a ( http: / / www.21cnjy.com )title of a passage can reflect what it is going to tell. Now read the passage carefully and pick out the difficult points.
Step IV Language points
T: We have learn ( http: / / www.21cnjy.com )ed the main idea of the text. Now look at the screen and I’ll explain some difficult language focuses in detail.
Show them on the screen
1. come to life: recover from a faint, etc
e.g. We all ( http: / / www.21cnjy.com ) thought he was drowned, but after an hour’s mouth to mouth breathing, he came (back) to life.
remain: continue i ( http: / / www.21cnjy.com )n some place or condition; continue to be; be still present after a part has gone
e.g. He remained silent
Much remains to be settled.
as well as: in addition (to)
e.g. He gave me money as well as advice.
insist/suggest ( http: / / www.21cnjy.com ): can be followed by a clause + that + subject + ( should ) + do + …
e.g. He insisted that we should reach there before dawn.
I suggested that o ( http: / / www.21cnjy.com )ur team (should) hold a meeting as early as possible.
rather than: instead of
e.g. French, r ( http: / / www.21cnjy.com )ather than English was taught in the schools of this region.
Step VI Post-reading and Practice
In this step, t ( http: / / www.21cnjy.com )he students will do some activities related to words and phrases. These activities will help the students learn the exact meanings of some key words and their use in sentences.
T: Now, let’s look ( http: / / www.21cnjy.com ) at Activity 3 on page 4. Complete the sentences with the correct form of the words in the box.
Check the answers after the students have finished it.
Then deal with Ac ( http: / / www.21cnjy.com )tivities 4 and 5 on the same page and Activity 2 on page 9.
Check the answers.
Step V Discussion
T: Today we have lear ( http: / / www.21cnjy.com )ned something about Bernard Shaw and his play. Now work in pairs.
Discuss the following questions in Activity 6 on page 4.
Suggested answers:
Both are about a ( http: / / www.21cnjy.com )man successfully “creates” a woman. In the Greek myth, Pygmalion, a king carves a statue of a beautiful woman and loves and marries her when she comes to life. In the play, similarly, a professor of phonetics, succeeds in making a fair lady out of an uneducated girl, Eliza. Here we can see both men are from the upper class and both women originally are very inferior, say, one of them is even a crude stone before “carving.” So it’s obvious that they both have much in common.
I don’t think the “ ( http: / / www.21cnjy.com )bet” is a good idea. Usually people will make a bet on an object, such as a horse or something else. However, here the two gentlemen make a bet on Eliza, an unrefined girl. In their eyes, Eliza is nothing but an object. They show no basic respect and dignity for Eliza as a human being.
From the extract ( http: / / www.21cnjy.com ) in Part 2, we can see Higgins is proud, domineering and insensitive. He cares nothing other than his own opinions and feelings.
Eliza is rude, une ( http: / / www.21cnjy.com )ducated and unrefined. By no means is she a fair lady.
Mrs Pearce is ( http: / / www.21cnjy.com ) a servant, because Higgins asks her to take Eliza away and clean her.
I think the play ends ( http: / / www.21cnjy.com )in a surprising way, which is completely out of Higgins’ expectation, a proud and domineering professor. However, the ending is reasonable. Eliza has become conscious of her own independence and rights as a human being gradually due to her change in education and character.
T: I really appreci ( http: / / www.21cnjy.com )ate your efforts. Now compare the passage on Page 8 with the passage in
READING AND VOCABULAR ( http: / / www.21cnjy.com )Y (1). Answer the questions. First, in what way are the
passages the same
S: Both introduce Shaw ( http: / / www.21cnjy.com )’s famous play—Pygmalion and both mention the main characters: Eliza
and Higgins.
T: Right. In what way are they different
S: The first passag ( http: / / www.21cnjy.com )e mainly tells us the plot of the play and its themes, whereas, the second one
focuses on analyzing the personalities of the main characters.
Step VI Homework
Remember the key words, phrases and sentences in the passages.
Finish Activities 4 and 5 on page 92 in Workbook.
The Third Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
at the start ( http: / / www.21cnjy.com ) of, relationship, scene, be cruel to, care about, prepare, presentation, introduce, revise, attract one’s attention, make notes of, as a guide
2. Ability goals 能力目标
To talk about their feelings about the main characters
To learn how to describe the appearance and personality of sb
3. Learning ability goals学能目标
Enable the students ( http: / / www.21cnjy.com ) to describe feelings, appearance and personality by using some key words and expressions and then to give a presentation to the class about the characters
Teaching important points 教学重难点
Describe people by using some key words and expressions.
How to prepare a presentation and then give it to the class
Teaching methods 教学方法
Cooperative learning
Teaching aids 教具准备
A recorder, a projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision
T: Yesterday w ( http: / / www.21cnjy.com )e learnt something about Bernard Shaw, his play and his characters. You are
required to ( http: / / www.21cnjy.com )do some homework. Now let’s check it together. First, Activity 4 on Page 92.
Suggested answers:
Bald-headed, ( http: / / www.21cnjy.com ) blue-eyed, broad-shouldered, fair-skinned, long-haired, short-legged, well-built, height of medium
T: Good. Let’s deal wi ( http: / / www.21cnjy.com )th Activity 5. Please explain the difference between these words.
Suggested answers:
“skin” means elasti ( http: / / www.21cnjy.com )c substance that forms the outer covering of the body of a person or an animal; while “complexion” refers to natural color and appearance of the skin of the face, such as a good, dark, fair, yellow, etc complexion.
“beard” refers to the ( http: / / www.21cnjy.com )hair growing on the chin and the lowest cheeks of a man’s face; “ moustache” refers to the hair allowed to grow on the upper lip.
“arrogant” me ( http: / / www.21cnjy.com )ans behaving in a proud and superior manner, showing too much pride in oneself and too little consideration for others. e.g. an arrogant tone of voice. “domineering” means wanting to control others, overbearing. e.g. a domineering husband, manner, personality.
“lively” mean ( http: / / www.21cnjy.com )s “ full of energy and life, high-spirited, vigorous; vivid or striking” while “ alive” means “ living, not dead”.
“sensible” refers to h ( http: / / www.21cnjy.com )aving or showing good sense, reasonable while “ sensitive” means “ affected greatly or easily by something”.
“build” here is a nou ( http: / / www.21cnjy.com )n, which refers to shape and size ( of human body ) while “ well-built” modifies a man who is broad and muscular.
“charming” means “del ( http: / / www.21cnjy.com )ightful and attractive” while “sophisticated” refers to having or showing much worldly experience and knowledge of fashionable life.
Step II Introduction
Let the students list ( http: / / www.21cnjy.com )en to the listening materials again and work in pairs, discussing their answers to the questions in SPEAKING.
T: OK, in order to ( http: / / www.21cnjy.com ) develop your deep understanding about the main characters, please listen to the scene again. While listening, please make notes of them.
After listening, the students compare each other’s notes.
T: Now look at the ( http: / / www.21cnjy.com ) screen. Think about the questions. You may discuss them in pairs.
The students exchange ideas with each other.
Then let them present their answers to the class.
T: Ready Please give the answers one by one.
S1: I think w ( http: / / www.21cnjy.com )hat Higgins says at the start of the scene suggests they have an argument and Eliza gets hurt and wants to leave.
S2: I don’t think h ( http: / / www.21cnjy.com )e is. He feels Eliza is more like a daughter or servant he needs, but in his inner heart he has become fond of her. Due to his dignity, he tried to hide this feeling.
S3: They began to und ( http: / / www.21cnjy.com )erstand each other on basis of each other’s fondness.
S4: Since it is Eliza ( http: / / www.21cnjy.com ) herself that chooses to learn and change her language, she is active in learning not only pronunciation, but also elegance. With the professor’s strict teaching and Eliza’s great efforts, they succeeded at the garden party. Eventually she realizes her value and also gains Higgins’ understanding and respect.
S5: I don’t think H ( http: / / www.21cnjy.com )iggins is cruel to Eliza, for it’s hard to transform a flower girl into a fair lady. He had to begin with the basic letter pronunciation. He never thinks much about what he is saying.
S6: Eliza should ( http: / / www.21cnjy.com )realize her own value and that she is not for an experiment. Surely she needs to continue changing.
S7: I don’t think Hi ( http: / / www.21cnjy.com )ggins cares about social class, because he believes that class is about “appearance” only and it is not connected with your true character, it is connected with how you appear to others, how you talk and behave.
S8: Yes, I di ( http: / / www.21cnjy.com )d enjoy listening to this scene, because there is a great change between the characters and I find their conversation is very interesting.
T: Well done. N ( http: / / www.21cnjy.com )ow that you have got a general idea about the main characters and you can feel the relation between them has changed with the development of plots, I’d like you to describe Eliza’s and Higgins’ appearance and personality.
Step III Reading
T: Now, read ( http: / / www.21cnjy.com ) the passage in Module 1 again can and underline those words related to their appearance and personalities.
After the students hav ( http: / / www.21cnjy.com )e finished reading, deal with the part of PRESENTATION SKILLS. Ask them to complete the table with words or phrases to describe Eliza and Higgins.
T: Are you ready to show your table
S1: Yes, let me try.
Names Appearance Personality
Eliza At the beginning In the end At the beginning In the end
not at all attractive;need a dentist;very dirty look different;pretty complexion;wear sophisticated clothes;beautiful fair lady has no manners;unable toexpress herself;rude able to expressher deepest feelings; become strongand independent;speak andact correctly
Higgins well-built in his early forties; has a heard and moustache and a high forehead scientific type; careless about h ( http: / / www.21cnjy.com )imself and other people, including their feelings (insensitive and domineering);extremely honest, amusing, confident, brilliant;interested in ideas rather than people
T: Very good. Do others have anything to add
S2: I think I can add more, such as their social class and education.
T: Great. Please pay attention to the following useful sentences:
What do you think E ( http: / / www.21cnjy.com )liza should do (Explanation: If you put a question word followed by do you think, don’t invert the order of subject and predicative.)
How do you thi ( http: / / www.21cnjy.com )nk he feels about Eliza (Explanation: You can use feel or find to take the place
of think.)
Step IV Speaking
T: Now let’s revi ( http: / / www.21cnjy.com )se what you have learned about Eliza and Professor Higgins and the notes you have made about them. You are going to prepare a presentation and then practice it to the class.
Before you start, l ( http: / / www.21cnjy.com )et’s learn how to give a presentation. Turn to page 9. Please work in groups to discuss what you should do and what you should not do when making your presentation.
After discussion, show the slide.
Dos Don’ts
Try to attract people’s attention.
Make notes of all the important points you want to say. Don’t write down every word you are going to say.
Use your notes as a guide. Try not to read every word.
Practice before making your presentation.
Look up at the audience. Don’t look down at your notebook.
T: Well, based on ( http: / / www.21cnjy.com )these skills, give your presentation to the class. Any volunteer
S1: I want to s ( http: / / www.21cnjy.com )hare my presentation with all of you. I’d like to present Pygmalion’s heroine, Eliza, to you. Originally, she is just an impoverished, bedraggled flower girl in the street with a terrible cocking accent. She is dirty, poor, rude and vulgar in Higgins’ eyes when they first met. Helped by Higgins, a proud professor of phonetics, who takes her home and teaches her the way to speak and behave properly, she is successfully transformed into a lady of high class and style. She becomes the focus of every gentleman and fair lady as a duchess, with her pretty complexion, sophisticated clothes and refines manners. However, she quickly realizes she is just an experimental object of Higgins and he will never love and respect her. She begins to rebel against him and eventually leaves the house resolutely and chooses the life and marriage she wants. So it is clear that she has become a strong and independent woman.
T: Wonderful. Who else wants to give a different one
S2: Let me try ( http: / / www.21cnjy.com ). I’d like to present professor Higgins to you. Although in his early forties, he is well-built, lively, full of energy and ready to take any challenge in life. As a professor of phonetics, he has every confidence to pass a street girl Eliza off as a duchess on the basis of her fine way of speaking. Having a sense of social superiority, he is domineering and insensitive towards Eliza. He treats her only as an object in his experiment and will never love and respect her. However, with Eliza gradually changing in manners and becoming independent, he learns to respect more. This is Higgins, an angel as well as a devil, brilliant, confident, amusing but domineering and insensitive.
T: Well done. Now let ( http: / / www.21cnjy.com )’s learn some expressions that describe appearance and personality. Look at the table in Activity 3.
Let students practice using these expressions in pairs.
Step V Homework
Remember the useful e ( http: / / www.21cnjy.com )xpressions to describe appearance and personality.
2. Think about someo ( http: / / www.21cnjy.com )ne you know. Prepare a presentation of him/her, and describe his/her appearance and personality. Make notes.
The Fourth Period Grammar
Teaching goals 教学目标
1.Target language 目标语言
Master the usa ( http: / / www.21cnjy.com )ges of who, to be, say, a/an, you, good and be good at in communication
2. Ability goals 能力目标
The students ( http: / / www.21cnjy.com ) should know clearly how to use the patterns and rules of them correctly and well.
3. Learning ability goals学能目标
The students ( http: / / www.21cnjy.com ) must know well the patterns of who, to be, say, a/an, you, good. and take an active part in learning the structure to finish the teaching tasks carefully.
Teaching important points 教学重点
How to explain the st ( http: / / www.21cnjy.com )ructures and usages of those above in way of grammar.
Teaching difficult points教学难点
How to use those above in right situations.
Teaching methods 教学方法
Explaining and practicing
Teaching aids 教具准备
Tape recorder, a projector and some slides.
Teaching procedures & ways 教学过程与方式
Step I Revision
Check the students’ homework.
T: Good morning/after ( http: / / www.21cnjy.com )noon. Yesterday we talked about presentation skills and we practiced two pieces in class. And I asked you to prepare a presentation of someone you know. Now please check your homework with each other. (Collect one.) Now look at the slide.
Sample presentation:
Our School’s foreign Teacher
I’d like to pres ( http: / / www.21cnjy.com )ent our school’s foreign teacher, Jean, to you. Although I’ve known her for only two years, she impressed me a lot. Scottish blood gives her light complexion. She is about in her sixties, so time has carved deep wrinkles on her forehead and dyed her temples gray. However, interestingly, she has rosy cheeks and a round face which makes her look like a cheerful child. And actually she is. Whenever you see her, she wears a bright smile. And her good sense of humor and rich facial expressions make her quite popular among students as well as teachers. Having traveled to a lot of places and read varieties of books, she is well- informed and full of wisdom. That’s why we all admire and respect her. Besides, she is always ready to help others when they are in trouble. She is said to have donated 1,000 RMB to one of her students who lost his parents in a car accident overnight
T: How about her presentation
Ss: Impressive and touching.
T: Great! Now you hav ( http: / / www.21cnjy.com )e learnt part 1, part 2, and Reading (2). Please try to answer the following questions to review.
T: Who carves a statue of a beautiful woman
S1: A king, Pygmalion.
T: Good. And do you know who tries to make a lady out of Eliza
S2: Higgins.
T: Right. Can you describe what kind of man Higgins is
S3: Let me try. I think he is a man who treats women as objects.
T: OK. Remember my q ( http: / / www.21cnjy.com )uestions and your answers include the word who. Do they appear in the sentences with the same meaning
S4: I don’t think so.
T: Then please think about the functions of who.
Step II LANGUAGE IN USE (1)
1. Learn the usage of Who
T: Who can be used ( http: / / www.21cnjy.com )as a special question pron, leading to a question, and also clauses. Let’s go to Activity 1 on Page 5. Read the sentences and answer the eight questions.
Give the students time to think over.
T: Ready Who can answer
S1: I think Q1 asks a ( http: / / www.21cnjy.com )bout the identity of someone, so the answer is (b). Pickering is Higgins’ friend.
S2: Q2 asks whi ( http: / / www.21cnjy.com )ch person does sth, I agree to choose (e). And Pickering offers Higgins money for lessons.
S3: In my opinio ( http: / / www.21cnjy.com )n Q3 asks about the person who is the object of a verb (a). And Eliza asks Higgins for lessons.
S4: (g) is the answer ( http: / / www.21cnjy.com )to Q4, which asks an indirect question, perhaps in order to be polite. And Higgins will win the bet.
S5: I think Sente ( http: / / www.21cnjy.com )nces 5 and 6 identify the exact person you are talking about (c).
S6: Sentence 7 all giv ( http: / / www.21cnjy.com )e extra information about the person you are talking about (d).
S7: The key to sentenc ( http: / / www.21cnjy.com )e 8 should be (f): have a verb before the word who.
T: Well done.
2. Learn the functions of To be
T: Let’s move on to ( http: / / www.21cnjy.com )Activity 2. Please match the sentences with the grammar patterns.
Check the answers. Then let the students work in pairs and practice.
T: Great. Now let’s give a summary to the verb “be”.
是（be） 进行时 被动 情动后 vt. 后
am, is, are, was, were + adj/n.ph be + v-ing be + v-ed be + v-ingbe + v-ed want to be
3. Learn how to use Say
T: Look at Activity 3. Match the sentences with the explanations.
For this part, the tea ( http: / / www.21cnjy.com )cher can ask the students to explain the meaning in their own words.
Then check the answers.
T: You have done a go ( http: / / www.21cnjy.com )od job. Then who’d like to summarize the usages of Say
S: Let me hav ( http: / / www.21cnjy.com )e a try. “Say” is a v.t., but often followed by a direct or an indirect speech.
T: Excellent. Now let’s compare it with tell, speak, talk.
Show the slide
say vt. tell vt. speak vt. and vi. talk vt. and vi.
…say that clausewh-clause…says, “…”It’s often said… tell sb sthtell sb that clausetell sb about sth speak a language (English, German)speak (发言) at the meetingspeak of =mention/refer to talk about sb/sthtalk to/with sbtalk sb into =persuade
Step III LANGUAGE IN USE (2)
1. The usage of A/AN
T: I think you have se ( http: / / www.21cnjy.com )en many sentences including a/an. But how to use them correctly needs your efforts. Please look at the slide. Try to match the sentences with the explanations. (Activity 1 on Page 7)
Check the answers.
T: Excellent. Here ( http: / / www.21cnjy.com ) is a summary of a/an. They are articles that can be used before a singular noun when the noun is first mentioned. If the first pronunciation of the noun. is a vowel sound, then you should put “an” before it, for example: an apple, an hour, an honor, etc. “A/An” can be often used in phrases such as “ in a hurry ” “at a loss” “all of a sudden” , etc
2. The usage of You
T: Now let’s learn the ( http: / / www.21cnjy.com ) usage of “You”. I guess all of you know it’s a pron. But in this part, it’s used in different situations. Let’s move on to Activity 2. Match the sentences with the explanations.
Ask the students to th ( http: / / www.21cnjy.com )ink about them for a short time. Then check the answers.
Summary:
You used to tell people to do or not to do things.
used to refer to peop ( http: / / www.21cnjy.com )le in general, either as subject or object of a verb.
used to refer to ( http: / / www.21cnjy.com ) the person you are talking to, as subject or object of a verb.
3. Learn the usage of Good
T: Very good. Yo ( http: / / www.21cnjy.com )u are good at guessing and explaining. In my sentences, what’s the function of “good”
Ss: Adjective.
T: Right. Can I say “very well”
S: Not here, Sir/ ( http: / / www.21cnjy.com )Ms, when well is used as an adjective, it refers to the state of health. “well” is
mainly used as adv.
T: Great. Now let’s ( http: / / www.21cnjy.com )see Activity 3. Read the sentences and answer the questions and then we’ll check answers. (After a short time) Ready Who’d like to answer
S1: I want to ( http: / / www.21cnjy.com )have a try. The opposite of “good” is “bad” in this sentence.
S2: In the 2nd sente ( http: / / www.21cnjy.com )nce, we can’t omit the word “that”. Because here that-clause is used as a subject clause.
S3: It isn’t any goo ( http: / / www.21cnjy.com )d shouting because shouting can’t solve the problem. It’s only a reflection of a person’s emotion and sometimes shouting can make things worse.
S4: Because “look ( http: / / www.21cnjy.com )well” and “look good” are different in meaning. The former refers to a person’s health condition, while the latter focuses on a person’s mood or appearance.
S5: I’m good at playing the piano as well as singing.
T: Well done. Then let’s deal with exercises.
Step VI Practice
T: Now turn to Page 6 ( http: / / www.21cnjy.com ). Look at Activity 4. In limited time, you are required to complete the conversation with who and the correct form of the verbs to be and say. Add any other necessary words. Now work in pairs.
After students have finished, check the answers.
T: Any pair would like to act the conversation out
Ask a pair to act out the conversation.
T: Good job. Here pay attention to the usage of “mean”.
mean doing/sth; mean to do=be going to do
e.g. I didn’t mean to be rude.=I wasn’t rude on purpose.
T: One more exercise. ( http: / / www.21cnjy.com ) Complete the passage with a, you, good and/or other necessary words in Activity 4 on Page 8.
Then check the answers.
Step VII Homework
1. Review the grammar points
2. Finish Activities 1, 2 and 3 on Page 91 of Workbook.
The Fifth Period Extensive Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
run for shelter, cru ( http: / / www.21cnjy.com )shed, superior, strength, become of, care, bitter, submission, complain of, presume, recollect, in the name of , ignorant, low spirits, in desperation, out of, confirm, occur, reflect, in a…mood, sleep…off, be fit for, popularity, work on, award, due to, above all, transformed, elements, establish
b. 重点句子
1. How the devil do I know what’s to become of you
2. I presume you don’t pretend that I have treated you badly.
3. What have you left me fit for
4. …, as if condescending to a trivial subject out of pure kindness.
5. I should ima ( http: / / www.21cnjy.com )gine you won’t have much difficulty in setting yourself somewhere or other, …
6. …, but when yo ( http: / / www.21cnjy.com )u’re all right and quite yourself, you’re what I should call attractive.
7. I wish you’d left me where you found me.
2. Ability goals 能力目标
Enable the students to learn more about the play.
3. Learning ability goals学能目标
By skimming and sca ( http: / / www.21cnjy.com )nning, the students will get a good understanding of the famous play.
Teaching important and difficult points 教学重难点
Choose the sentences which best reflect the passage’s themes.
Teaching methods 教学方法
Skimming, scanning, guessing and discussing.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures and ways 教学过程与方式
Step I Greetings and Revision
T: Before we begin a n ( http: / / www.21cnjy.com )ew lesson, I’m going to check your homework first.
The teacher checks the students’ homework on Page 91.
Suggested answers to Activity 1:
Who played the part of the professor
Who/Whom does Higgins treat as objects
Who/Whom does Higgins ask to look after Eliza
Who carved a statue of a beautiful woman
Who/Whom did Higgins teach to speak like a lady
Who/Whom does Eliza marry
Then move on to RADING PRACTICE on Page 10.
T: Great. Now tur ( http: / / www.21cnjy.com )n to Page 10. Look at Activity 1. Please read the descriptions of the opening of each act. By the way, do you know what an act is (…) A play can be divided into several main parts, and we call each part an act. Can you decide in which act the event in Part 2 on Page 3 happen
Students go through the passage again and decide.
S: I think the events in Part 2 happen in Act 1.
T: Good.
Step II Fast-reading
T: Look at the ( http: / / www.21cnjy.com )passage in Activity 2. It is also an extract from the play Pygmalion. Now skim the whole passage and decide which act it comes from.
After the students finish skimming.
T: Who will tell the answer
S: I’ll try. I ( http: / / www.21cnjy.com ) think the passage comes from Act 4: Eliza and Higgins at home after the party.
This activity check st ( http: / / www.21cnjy.com )udents’ understanding of the general idea of the passage.
T: Well done. Look at Activities 3 and 4. Choose the best answers.
After students have finished, check the answers.
These activities chec ( http: / / www.21cnjy.com )k students’ understanding of some sentences and details.
Suggested answers to Activity 3:
1. He finds out ( http: / / www.21cnjy.com ) Eliza has been successfully turned into a lady at the ambassador’s garden party.
2. Before the scene they have gone to the ambassador’s garden party.
3. She was successfull ( http: / / www.21cnjy.com )y passed off as a duchess at the garden party. From her refined manners and sophisticated appearance, everybody mistook her as a charming fair lady rather than a crude street girl.
4. She feels unhappy b ( http: / / www.21cnjy.com )ecause she becomes tired of the artificiality of the high class and she can’t bear Higgins’s domineering attitudes towards her. Besides, she is at a loss about her future.
5. He tries to persuade her to marry a rich man of a higher class.
6. She fiercely rebels against it.
7. Eliza will ( http: / / www.21cnjy.com ) leave the house and seek for her true love and happiness in life.
Step III Language points
Deal with some language points in the passage.
T: Now look at the scr ( http: / / www.21cnjy.com )een again. I’ll explain some words and expressions so that you can use them freely. Please listen to me carefully.
Notes to the text:
become of: happen to
e.g. What will become of the children if their father dies
I don’t know what has become of the company.
fit: adj.
1) suitable or suited (for); well adapted; good enough
e.g. That man is not fit for the position.
2) right and proper
e.g. It’s not fit ( http: / / www.21cnjy.com ) that you should make merry while your brother is seriously ill.
3) in good athletic condition
e.g. I hope you are keeping fit.
fit: vt. & vi. be the right measure, shape and size for
e.g. That coat doesn’t fit me.
presume: vt. & vi. take for granted; suppose ( to be true)
e.g. We must presume him ( that he is) innocent.
You are Professor Higgins, I presume.
have ( much/no/little) difficulty in doing: have trouble in doing
e.g. We had no difficulty/trouble finding professor’s house.
Do you have any difficulty in understanding these expressions
Step IV Reading and speaking (Workbook)
Deal with the reading passage in Workbook.
T: Turn to page 93. ( http: / / www.21cnjy.com ) In limited time, you are required to read the passage by yourselves and finish
off Activities 7-9. Fi ( http: / / www.21cnjy.com )rst read the passage and match the paragraphs with the headings.
Check the answers.
T: Good. In this wa ( http: / / www.21cnjy.com )y, you are able to develop your ability of grasping the main idea of a passage
no matter what a mess it is.
Suggested answers to Activity 9:
1. Bernard Shaw ( http: / / www.21cnjy.com ) believed that woman were more sane and loving than men.
2. The musical ( http: / / www.21cnjy.com ) play won every theatrical award and made musical theatre history.
3. The musical play h ( http: / / www.21cnjy.com )ad a new script, a new title—My Fair Lady, and 13 songs.
4. The songs were bo ( http: / / www.21cnjy.com )th clever and witty, which played a large part in the musical’s success. Some
songs like “The ( http: / / www.21cnjy.com ) Rain in Spain” and “I Could Have Danced All Night” are still popular today.
5. Audrey Hepburn, an established star, was slim and elegant.
6. Marni Nixon sang the songs of Eliza in the film.
7. The film won the A ( http: / / www.21cnjy.com )cademy awards of Best Picture and Best Costume Design, so it should be
visually pleasing.
Step V Discussion
T: Boys and g ( http: / / www.21cnjy.com )irls, Shaw’s My Fair Lady must leave you thinking. Let’s discuss the following questions in Activity 5 on Page 12.
Ask students to do pair work or group work.
T: Good. You have had a heated discussion. Who’d like to report
S1: The following ( http: / / www.21cnjy.com ) lines reflect the themes, such as “You wouldn’t care if I was dead. I’m nothing to you—not so much as them slippers.” “All men are not confirmed old bachelors like me and the Colonel. Most men are the marring sort; and you’re not bad-looking.” “You’re what I should call attractive. That is, to the people in the marrying line.” “I dare say my mother could find some chap or other who would do very well.” “I sold flowers. I didn’t sell myself.” Now you’ve made a lady of me, I’m not fit to sell anything else.” Just name a few.
These lines can ( http: / / www.21cnjy.com ) reflect the themes very well, coming from a lowest social class, Eliza can’t gain any respect from Higgins, a proud professor of phonetics from the upper class. Higgins is domineering and insensitive to Eliza. He doesn’t care about Eliza’s feelings. Instead, he plans everything for Eliza and tries to persuade her to marry a rich man, which he thinks is the wisest and easiest way for Eliza to live on. In his eyes, a decent marriage is Eliza’s best choice. However, Eliza rebels against his domination and selfishness, and bravely insists that she should live a life she wants.
S2: I think there ( http: / / www.21cnjy.com ) were and there are still such men like Higgins in the past as well as today.
Usually, they’re brill ( http: / / www.21cnjy.com )iant, quite well-off and belong to a high social class. In their eyes, women are to them just what clothes are to them. This is self-evident in one of the four Chinese classical novels－Three Kingdoms. Even today, some so-called successful and rich men still hold the same opinion as their ancestors. In their opinion, as long as women are pretty, charming and always obedient to them, it will be all right whether they have mind or not. So just like Higgins, such men are brilliant, successful but domineering and insensitive to others, especially to women.
S3: Eliza com ( http: / / www.21cnjy.com )es from the lowest social class. She is just a poor and uneducated street flower girl who lives a miserable life. In contrast, Higgins is from the upper social class. He is respectable, earns good money and lives a comfortable life as a professor of phonetics.
S4: It depends. In ( http: / / www.21cnjy.com )the past, there was very clear distinction between lower and upper social class. The rich looked down upon the poor and hardly had any connection with them. As to the relationship between men and women, men were domineering and women were considered only tools to satisfy men’s sexual needs and give birth to the next generation. Women had no voice in deciding good education and enjoying equal freedom and rights.
Today, I thin ( http: / / www.21cnjy.com )k things have changed a lot. The social class distinction between people is becoming smaller and smaller. And women are playing a more and more important role in social life and family life together with men. They enjoy the same rights and freedom as men in economy, education, employment, voting and so on. Today’s women are becoming more independent and strong-minded. But at the same time, we can’t deny the fact that there is still some sex discrimination towards women in some aspects. So we still have a long way to go to realize men and women’s equality.
Step VI Homework
1. Page 94, Activ ( http: / / www.21cnjy.com )ity 10. Discuss the questions in pairs after class and next time give reasons for your opinions. You may make up a dialogue.
2. Page 92, Activity 6. Complete the passage with the correct words.
The Sixth Period Integrating Skills
Teaching goals 教学目标
1.Target language 目标语言
a. 重点词汇和短语
monologue, as a res ( http: / / www.21cnjy.com )ult (of ) , complain about/of , object to, solicitor, get shut of, shove sb out of, unless, decent, morality, respectable, get rid of, influential, participation, contribution, literary, as a cure for
b. 功能句式
1. …is about (a man who…)
2. It takes place in…
3. …is an important theme in the play.
4. …explores (the idea that)…
5. The play explores the theme of…
2. Ability goals能力目标
Enable the students to write a description of a play.
Enable the students to write about a literary figure they admire.
3. Learning ability goals学能目标
Help the students to learn how to write a description of a play.
Help students to ( http: / / www.21cnjy.com ) learn how to write about a literary figure they admire.
Teaching important and difficult points 教学重难点
How to make use of the useful expressions and phrase in their writing
Teaching methods 教学方法
Comparing and guided-writing
Teaching aids 教具准备
A multi-media computer, some slides and CDs of the famous play
Teaching procedures & ways 教学过程与方式
Step I Revision
Check the homework.
First check the answers to Activity 6 on Page 92.
Then ask some pairs ( http: / / www.21cnjy.com )to present their opinions to the questions in Activity 10 on page 94.
Sample discussion:
S1 acts as a news reporter. S2 acts as an art critic.
S1: Well, you kno ( http: / / www.21cnjy.com )w, Pygmalion has been so successful, both as a play and a film musical. What is the reason
S2: From my point ( http: / / www.21cnjy.com ) of view, it’s largely due to the theme of the story, which explores the relationship between men and women, the upper class and the lower class at that time.
S1: Why was the musica ( http: / / www.21cnjy.com )l called My Fair Lady Do you think the producers were right to change the name of the story
S2: I think the n ( http: / / www.21cnjy.com )ew title is more striking and attractive to the audience which can stir people’s imagination and interest. That is influential to a musical’s success in the commercial market. So I think surely the producers were right and the musical’s success also proved this.
S1: Why do you thi ( http: / / www.21cnjy.com )nk the role of Eliza Doolittle was considered “one of the greatest stage roles in the theatre”
S2: The role s ( http: / / www.21cnjy.com )uccessfully created an ordinary women’s change in appearance and personality and won great success in the theatre. That was sensational at that time.
S1: You know ( http: / / www.21cnjy.com ) the musical not only had a different name, but also had a different story from the original Pygmalion. The writer Alan Lerner did it. Do you think he was right to do so
S2: Maybe he was rig ( http: / / www.21cnjy.com )ht. He changed the original story about social class, a too serious topic into an enchanting love story. By doing so, the musical catered to the taste of the audience, which might be helpful to win the commercial success in the theatre.
S1: How do you think Shaw might have felt on seeing the musical
S2: I’m not sure a ( http: / / www.21cnjy.com )bout his attitude actually. Maybe he would be very angry with the producers because they made so many changes of his original work. However, maybe he would feel relieved when he saw the musical’s great success and popularity. Well, it’s hard to say, to tell the truth.
S1: What’s you ( http: / / www.21cnjy.com )r favorite musical Can you give a brief description of it
S2: My favorite musica ( http: / / www.21cnjy.com )l is The Merchant of Venice by Shakespeare. The musical is not only about an enchanting love story between Bassanio and Portia, profound friendship between Bassanio and Antonio, but also about the struggle between human beings’ generosity and greed and bet