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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

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

b. 重点句子

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

There you are and you were born in Lisson Grove if I’m not mistaken.    

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

This is the age of the newly rich. People begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand.    

The English that will condemn her to the gutter to the end of her days.

Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English.  

2. Ability goals 能力目标

Enable the students to talk about the play and use the play to work out the characteristics of each social group.

3. Learning ability goals 学能目标

Help the students learn how to talk about the play and use the play to work out the characteristics of each social group.

Teaching important points 教学重点

How to talk about the play.

Teaching difficult points 教学难点

How to use the play to work out the characteristics of each social group.

Teaching methods 教学方法

Listening, reading and discussion.

Teaching aids 教学准备

A recorder, a computer and a projector.

Teaching procedures & ways 教学过程与方式

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 of 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 1938 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 retell it to all of us?

A sample retelling version:

Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. After that, he spent day and night carving it, and then he clothed the figure, gave it the jewellery, and even named it the Sleeping Love. How he wanted to bring it to life and made it his wife. Therefore, he asked the Greek Goddess to make it alive. And finally the Goddess was moved by his sincere feeling. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they loved each other and married.

T: Can you tell me the theme of the story?

S: People tend to behave as you expect they will.

T: Excellent! Based on classical myth, Bernard Shaw’s Pygmalion plays on the complex business of human relationships in the social world. Phonetics Professor Henry Higgins tutors the very Cockney Eliza Doolittle, not only in the refinement of speech, but also in the refinement of her manners. When the end result produces a very ladylike Miss Doolittle, the lessons learned become much more far reaching. OK, today we will read a story about it. It’s written by the famous English playwright, George Bernard Shaw.

Step Ⅱ Reading

Deal with the Reading part. Play the tape for the students 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 students 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.

After a few minutes.

T: Who would like to answer the first question: How many characters are there in the play?

S1: There are three characters in the play. They are Eliza, Professor Higgins, and Colonel Pickering.

T: What is the weather like when the play begins?

S2: When the play begins, it is pouring with rain.

T: Very good. Do you think Eliza a well-educated woman? Why?

S3: No, I don’t think so. In fact, she is poor-educated. We can know it clearly from what she said. For example, come over’ere, cap’in, and buy me flowers off a poor girl. For another, I ain’t done nothing wrong by speaking to that gentleman.

T: Also, we can learn it from her behavior. For example, “pushes it back at him.” OK. Next one: Why did professor Higgins want to make notes of what Eliza said?

S4: He wanted to make a speech, because it’s his profession.

T: Very good. Next: What’s the meaning of “the age of the newly rich”?

S5: It means people begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand.

Scanning

Ask three students to read the play.

T: Next I will ask three students to read the play again. One will be Eliza, one Professor Higgins, and one Colonel Pickering. OK? Now begin!

After several minutes.

T: Great. Now I have some more questions. First: According to Higgins, if a person is very poor, he or she can still be better off at last. Do you agree with him? If so, how to realize the aim?

S1: Yes. I agree with him. However, in order to realize the aim, he or she must get educated.

T: Who can complete the last sentence: in the first line on page 29: Now once taught by me...?

S2: Let me try. Once taught by me, she will soon become a lady in the upper class.

T: Well done. What other things show one’s statue in society apart from how one speaks?

S3: One’s clothing and behavior can also show his statue.

T: Do you think Pickering is of the upper class?

S4: Yes. I think he is well educated. We can learn it from the way he speaks. For example, “May I ask?”

T: Great! Now please listen to the tape carefully and try to catch the main idea of this act.

Step Ⅲ Comprehending

This time the students should 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 a play about recognizing a person’s position in society by the way they behave and speak.

Step Ⅳ Discussion

Ask the students 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 page 31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly.

Sample answers:

1. Come here, and come in. Buy flowers from me—a poor girl.

2. I did nothing wrong when I spoke to that gentleman.

3. I thought you maybe was a policeman in disguise.

4. How do I know whether you wrote down my words or not?

5. You say I can work as a shop assistant? That’s definitely what I want.

Then ask the students to read the play again and do Part 2 on page 31.

T: We have learned that the social position of the characters influences the way they behave to each other. Generally speaking, people are more polite to those whom they think are of a higher social class (H) and less polite to those they consider are members of a lower class (L). Is this true of the characters in Shaw’s play? Now please finish Part 2 on page 31.

Sample answers to Part 2:

Step Ⅴ Homework

T: Today’s homework:

1. Read the play repeatedly and try to act out the play.

2. Preview the grammar part.

The Third Period Grammar

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

in return, in trouble, in disguise, in amazement, in pain, in delight, in shock

b. Grammar: Past participle as the adverbial.

2. Ability goals 能力目标

Enable the students to use the past participle as the adverbial.

3. Learning ability goals 学能目标

Help the students learn how to use the past participle as the adverbial.

Teaching important points 教学重难点

How to use the past participle as the adverbial.

Teaching methods 教学方法

Task-based activities.

Teaching aids 教学准备

Some slides and a projector.

Teaching procedures & ways 教学过程与方式

StepⅠ Revision

Check the homework.

Ask the students 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 finish, make some comments on their performances.

Step Ⅱ Word study

Ask the students to finish Exx. 1 and 2 in Learning about Language.

Then check the answers with the class.

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, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. P30

Explanation:

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.

2. Heated to a high temperature, water will change to vapour.

3. Frightened by the noise in the night, the girl did not dare sleep in her room.

4. Disturbed by the noise, we had to finish the meeting early.

5. Seen from the hill, the park looks very beautiful.

6. She walked out of the house, followed by her little daughter.

Sample answers:

1. When / If we were given more time, we could do it better.

2. When / If it is heated to a high temperature, water will change to vapour.

3. As she was frightened by the noise in the night, the girl did not dare sleep in her room.

4. As we were disturbed by the noise, we had to finish the meeting early.

5. When it is seen from the hill, the park looks very beautiful.

6. She walked out of the house, and her little daughter followed.

Practice

Ask the students to finish Parts 2 and 3 on page 33.

Time permits, ask the students to finish Exercises 1 and 2 in USING STRUCTURES on page 73.

Step Ⅳ Summary and homework

T: What did we learn today?

S: The past participle as the adverbial.

T: Good. What should we pay attention to when using the past participle as the adverbial?

S: The agreement between the subjects in the main clause and the past participle phrases.

T: Right. After class, please finish the exercises in USING WORDS AND EXPRESSIONS.

The Sixth Period Speaking and writing

Teaching goals教学目标

1. Target language 目标语言

Practise expressing conjecture

I wonder whether...

Is it possible that...?

Do you know if...?

Do you really think that’s true?

2. Ability goals 能力目标

Enable the students to write a scene of the play.

3. Learning ability goals 学能目标

Help the students learn how to write a scene of the play.

Teaching important & difficult points 教学重难点

How to write a scene of the play.

Teaching methods 教学方法

Discussion and practice.

Teaching aids 教学准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

Step Ⅰ Revision

Check the homework by asking some students to read their work.

A sample review 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 a poor-educated man into a man in the upper class. She kept it in mind, for she was ambitious and wanted to make a big change.

The next day, Eliza went to the 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 student.

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 a flower girl in the street.

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

Step Ⅱ Discussion

Ask the students 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 it 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 36 and look at the Part 2. Read the instructions and write a scene in which Professor Higgins gives Eliza her second lesson.

Sample version 1:

Act Two, Scene 3

(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)

H: Ah, Eliza. Ready today for our second lesson?

E: (slowly and carefully) Ye-es. We can begin now.

H: Well. To begin with, the grammar I taught you last lesson, can you repeat it?

E: Er..., Let me think for a while...

H: What a silly girl! I can’t teach you any more. Maybe selling flowers in a street is just your suitable job.

P: Oh, come, come Higgins. She is just a little girl and she has done her best. You’d better calm down and be more patient.

E: (sobbing) I’m sure I can remember it. Give me a chance and I’ll write it down immediately.

H: I must say it’s my fault and I beg your pardon. Let’s leave it alone and begin our new lesson.

E: (gratefully) It’s very kind of you, Professor. I will work harder and I won’t let you down again.

H: OK. Now let’s do some practice in pronunciation which can truly improve your position in society. So pay attention to the records and repeat.

(Eliza listened to the record carefully but she just couldn’t follow.)

E: I’m afraid I can’t follow it. Can you make it slowly?

H: Impossible. Only by following this speed can you make a graceful lady.

P: My good friend. How can she learn from it if she can’t follow it? It’s not only patience that a teacher needs, he must take his student’s level into account.

H: Sorry. Maybe you are right. I’ll make it slowly.

E: Much better now. Thanks to your guidance, I feel I’m not the person I used to be.

H: Keep on and always remember you have a long way to go.

E: How long will it take me to get all about language?

H: It’s up to you. The more you want to succeed the shorter it will take.

P: Higgins, I have to say that you have changed a lot. You are a real teacher now. And you, Eliza, you can’t expect too much. You must learn step by step. It’s your luck to have Higgins to be your teacher. He’ll do you much good.

Sample version 2:

Act Two, Scene 3

(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)

H: Ah, Eliza. Ready today for our second lesson?

E: (slowly and carefully) Ye-es...

H: It seems that you are a little uncomfortable. Do you feel nervous?

E: Oh no, I’m fine, but...

H: (a little impatient) Why so uncomfortable, Eliza? You have made great progress as we all can see. Are you planning to give up?

E: (raises her eyes) Oh no, I’m not. Let’s start, Mr Higgins. What would you like to show me today?

H: (picks up a dress and throw it to Eliza) Put it on and I’ll tell you how to behave in a grand party.

E: (hesitates) On a grand party? Is it too early? Oh, the dress is too large! I can’t even walk!

H: What a poor girl! Of course you don’t have to keep it, if you are ready to be a flower girl again. For a well-educated girl, it is important to know how to deal with different situations in a proper way. For example when someone invite you to dance, always remember to say “I’d like to! Thank you.”

E: Yes!

H: Your English needs further improvement. No one will believe such a pronunciation comes from a well-educated girl.

E: Pardon?

H: OK, OK. That’s enough. Dance, please.

E: (seeing Professor’s funny face and can’t help laughing) Ha, ha, ha...

H: (angrily) Stop! You sound so rude and nobody will enjoy it! Silly!

E: (stop laughing and act as Higgins) Like this?

P: (enters the room) Oh, I can’t believe my eyes! Is it your masterpiece?

H: It’s so simple.

P: What a beautiful and graceful lady! May I have the honor to dance with you?  

H: (watching and smiling) What a masterpiece she will be!

Step Ⅳ Homework

Ask the students to summarize what they have learned in this unit and prepare for the next unit.