Teaching objects

Students of Senior Three

Teaching      objectives

Language

1) Students will be able to understand the language that are not properly used and with grammar mistakes by the lower class.

2) Students will be able to understand and use the words and expressions as follows:

Hesitate, uncomfortably  troublesome  mistaken     classify   remark   fortune pass sb off   make one’s acquaintance      in disguise

Skills

Students will develop the reading skills: skimming, scanning, word-guessing  paraphrasing  inferring and so on.

Emotion

Students will learn sth from the comedy, analyze the personalities of the characters in the play.and evaluate the play.

Thinking

Students will develop critical thinking and the ability of analysis.                                                                                                                                                                                                       

Focus

Students will be able to understand the relationship between the characters and their social status according to the way they speak and behave to each other.

Difficulties

Some words and expressions of the lower class people.

Teaching Procedure

Steps

Objective

Teacher activity

Students activity

Details and Assessment

Lead-in

Introduce Ss to the Greek Story of Pygmalion

1) Show the Ss some pictures of the Greek story of Pygmalion.

2) Introduce the  psychological term “Pygmalion Effect ”

Pair work Describe the pictures.

P1 Pygmalion, a gifted artist, makes a stone statue of a beautiful woman

P2 He asks the Greek Goddess to bring her to life.

P3  His wish is granted

The Ss starts to get close to the topic of the play. The students who know the myth inform the those who do not.

Pre-reading

Get Ss involved in the reading.

l       Where could the play be set?

l       What job would a modern Pygmalion do?

l       What job would his modern statue-wife do?

Pair work 

Discuss how the Pygmalion story might be turned into a modern play.

Encourage Ss to predict the issue of the play.

While-

reading

Reading for general idea

1) Try to get the main idea of the whole play.

2) Have a rough idea of the characters in the play.

1)Please look through the whole play and give the main idea of it.

2) Please pick out the main characters of the play and try to describe them specifically.

1) Read the text quickly and write down the main idea.

2) Read the play and underline the information of the characters of the play.

This text is mainly about the first experience of Eliza meeting with Professor Higgins and Colonel Pickering.

Eliza Doolittle(E): a poor flower girl who is ambitious to improve herself.

Professor Higgins(H): an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society.

Colonel Pickering(P): an officer in the army and later a friend of Higgins’ who sets him a task.

Reading for details

Compre-

hend the whole play.

Please read the play carefully and answer the questions given.

Read the text carefully and try to answer some detailed questions.

1) Who is Henry Higgins anxious to meet

    and why?

He is anxious to meet Colonel Pickering because he is researching in the same academic field as Pickering.

2) What is Eliza’s ambition and what does she decide to do about it?

Her ambition is to be a shop assistant. She decides to take lessons from Professor

Higgins to achieve her aim.

Critical -reading

Develop  critical thinking of the Ss

Can you recognize each character’s social position by their behavior and language? Is he or she from the upper class, middle class or lower class? Give your reasons.

Read the whole play thoroughly and try to describe the personalities of the characters in the play.

Post –reading

1) Deeper understanding the personalities of the characters

Choose adjectives to describe each character in the play.

Look through the adjectives given and try to pick out the proper ones for each character.

Henry Higgins:

impatient, rude, confident, superior, self-important

Colonel Pickering:

kind, polite, generous, enthusiastic, eager, confident

Eliza: dynamic  anxious, eager, emotional, ambitious, unsure

2) correcting and paraphrasing

Suppose you have a chance to help Eliza improve her use of the English language. Correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly.

Correct the sentences (1--5).

Paraphrase the sentenced. (6--7)

1) Come over’ere, cap’in, and buy me flowers off a poor girl.

Come over here, captain, and buy some flowers from a poor girl.

2) I ain’t done nothing wrong by speaking to that

 gentleman.

I haven’t done anything wrong by speaking to

that gentleman.

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

I thought maybe you were a policeman in disguise.

4) How do I know whether’ ou took me words

down right?

How do I know whether you wrote down what I

 said accurately?

5) A shop assistant ? Now that’s sommat I want,

that is!

A shop assistant? Now that’s something I would

 like to be!

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

You may disagree with me but I think

I’m right in saying that you were born in Lisson Grove.

7) What’s it to you?

Why is it any of your business?

Assignment

Further reading:  Act Two   Making the bet

Learners/Students

Students of Senior Three

Learning content

Unit 4 Pygmalion, Book 8, PEP Senior English

Teaching      objectives

Language

1. Students will be able to understand the language that are not properly used and with grammar mistakes by the lower class.

2. Students will be able to understand the words and expressions as follows:

hesitate, uncomfortably  troublesome  mistaken     classify   remark   fortune pass sb off   make one’s acquaintance      in disguise

Skills

Students will develop the reading skill: understanding the attitudes of the characters and authors.

Emotion

Students will learn to offer positive assessment to anybody around you and learn to respect anyone in lower social status.

Thinking

Students will learn to further the ability of critical thinking and analysis.                   

Focus

Students will be able to understand the Pygmalion concept.

[The Pygmalion concept is more than the Pygmalion Effect and it is the the core and fundamental schemata of the play, which is the learning objective of reading comprehension of this unit.]

Difficulties

1. The Pygmalion concept and the changes in the play.

2. Some words and expressions for some catching-up learners.

Teaching Procedure

Steps

Objective

Teacher activity

Students activity

Pre-class learning

Help Ss get an overall understanding of the story

Help Ss choose one task as their own favourite

Invite Ss to go over the whole story or watch the film My Fair Lady

Invite Ss to choose their favourite task:

TASK 1. Acting out the play in five groups;

TASK 2. Analysing the Pygmalion concept and how and why it changes in the play;

TASK 3. Listing how to make the Pygmalion Effect work in our daily life.

Go over the whole story or watch the film My Fair Lady

Learn to dub part of the play they like best

Lead-in

Introduce Ss to the Greek Story of Pygmalion

Invite Ss to enjoy the pictures the Greek story of Pygmalion on Page 28.

[Presenting pictures for abstract concepts as activation is effective!]

2. Invite some Ss to  introduce the  “Pygmalion concept ” and raise questions about it if they have some.

[Encouraging Ss to raise questions from their pre-class reading can inspire Ss learn more and think deeper.]

Work in pairs. Describe the pictures.

P1 Pygmalion, a gifted artist, makes a stone statue of a beautiful woman

P2 He asks the Greek Goddess to bring her to life.

P3  His wish is granted

Task presenting

Get Ss activated

Invite Ss to tell the class what task they choose to do.

Tell Ss: No matter what task you choose, you should first find the main idea of all the five acts of the whole play and the overall lesson of the play.

Ask Ss to find or guess the lesson of the play.

[Presenting a task before reading can make reading clearly goal-oriented so that the teaching and learning will be more effective.]

[The original warmer needs too much time and leads reading to another direction.]

Tell the class what task they choose to do.

Find those who choose the same task and set up a group.

Let every member take a role in each group.

Pre-reading

Get Ss involved in the reading.

Ask Ss to do the pre-reading activities one by one.

Answer Question 1

Work in pairs and discuss.

Read the introduction of the main characters and offer their understandings

While-

Reading

Reading for general idea

Try to get the main idea Act 1.

Ask Ss to go over the whole play and find the main idea.

[If characters are the core of play, this is a good activity. But as a fable-like story, the lesson is the core. So, finding the climax of the play can be a more valuable focus.]

Read the text quickly and write down the main idea of Act 1.

Try to get the main idea Act 2 on P 33-34.

.

Lead Ss to go over Act 2.

[For such a long and complex plotted play, it is hard to get an overall image of the whole play so that it is better to let Ss take an overall look of the whole play before they go deeper into any detail of the play.]

Read the text quickly and write down the main idea of Act 2.

Try to get the main idea Act 3 (T presents).

Lead Ss to go over Act 3.

Read the text quickly and write down the main idea of Act 3.

Try to get the main idea Act 4 (T presents).

Lead Ss to go over Act 4.

Read the text quickly and write down the main idea of Act 4.

Try to get the main idea Act 5 on P74-75.

Lead Ss to go over Act 5.

Read the text quickly and write down the main idea of Act 5.

Post –reading

Develop  Ss’ critical thinking

Lead Ss to get the main idea of the whole play

Ask Ss to find or guess the lesson of the play.

Go over the main ideas of Act 1-5 and get the main idea of the whole play

Discuss and find the overall lesson of the whole play.

Try to find the changes of the original Pygmalion concept in the play.

Assignment

Read Act One on P 28-30 and try to do Activity 1-5 on P30-31

Think more about the Pygmalion concept the overall lesson of the whole play.