Інтегрований урок-дослідження з зарубіжної літератури та англійської мови за п'єсою Б.Шоу "Пігмаліон" для 9 класу

Integrated learning and research lesson on foreign literature and the English language for 9-year students

by:

I.V. Ovelian    - teacher of English

I.P. Korableva – teacher of Foreign Literature

The given work only presents the English teacher’s materials so as not to violate

the other teacher’s copyright rights.

Theme:

Language peculiarities of “Pygmalion” by B. Shaw

Aims:

• to make the students analyze the play and the language of the characters;

•  to develop the students’ critical thinking skills and capacity for comparative study of formal and colloquial languages;
• to motivate the students to master their language skills;   
• to teach the students to be tolerant, cooperative and inquisitive;
• to instill the love of languages and make students understand the importance of a good command of languages.

Intended outcome:

Students will be able to see the language differences and peculiarities of the characters, to understand their origin and causes, to become aware of importance and necessity to learn languages.

Tools:

portrait of B. Shaw, representative illustrations of the play characters, students’ handouts, Power Point presentation, film clips, MP3 record for listening.

                                COURSE OF THE LESSON

1. Introduction: both teachers, the teacher of Foreign Literature (FLT) in

Ukrainian and English teacher (ET) in English speak about the theme and aims of

the lesson. (Slide 1: the theme of the lesson “Language peculiarities of “Pygmalion” by B. Shaw”, slides 2, 3: Two epigraphs in English and Ukrainian)

                                                           2

ET asks one of the students to read the epigraph in English, then says:

 «Геній – парадоксів друг». А. Пушкин

«Кожна з моїх п'єс – це послання до людства». Б. Шоу                                       

«The English have no respect for their language and will not teach their children to speak it… It is impossible for an Englishman to open his mouth without making some other Englishman to despise him». B. Shaw

ET asks one of the students to read the epigraph in English, then says:

As far as you can see from the epigraph, B. Show was really concerned about the purity of the English language. He wanted to persuade the English to respect their language, to learn and teach it properly, that is why he tried to combine the beautiful myth about Pygmalion with the idea of phonetics as a necessary aspect of the language teaching-learning process.

2. Main part:

1.  Warm-up activity

FLT offers the students to watch a video of express-lesson about B. Shaw.

ET: Please, make some notes while watching so that you’ll be able to answer the questions afterwards. (Slide 4 / Supplement 1). Now do exercise 1 and answer the questions.

2/ FLT asks a girl to perform the role of Elisa selling flowers from the first scene of the play.

3/ ET suggests watching a clip from “My Fair Lady” musical with the same scene and says:

Eliza’s speech is full of mistakes and colloquial words. Watch and listen to the video carefully. (We’ll do some use-of English practice afterwards.

https://www.youtube.com/watch?v=q5fW7sERw7I&list=PLmJnqxAz9hhJSEwUc7H7YPYNCvfWBYSNk

After watching the video 1:

Well, B. Shaw says, “Here, with apologies, this desperate attempt to represent her dialect without a phonetic alphabet must be abandoned as unintelligible outside London.”  Now let’s do exercise 2 (Slide 5 – Supplement 2)

                                                          3

4/ ET: B. Shaw was clever and witty. People would cite him even in his life time. The play is rich in brilliant quotations. Let’s deal with some of them in exercise 3.

(Slide 6 / Supplement 3)

5/ FLT asks the students questions on topical issues.

6/ ET: The play is a knot of comical and tragical. Let’s watch a piece of drama performed by our students. (Supplement 4)

7/ FLT asks two students to act as Elisa and Higgins and tell about themselves and then offers the class to speculate on the paradoxes of the play.

8/ ET: We know the play “Pygmalion” has been a source of inspiration for filmmakers, theatrical and ballet artists. You’ve read and seen what kind of person Eliza had been before she met Professor Higgins. Now I want you to see how a good command of the English language changed Eliza’s life. So watch another video clip from a famous ballet with eponymous name. (Video 2. Ballet dancers

Y. Maksimova, V. Vasilyev in the “Galathea” ballet-film )

https://www.youtube.com/watch?v=XtRyH_rrqwE

9/ FLT asks several students to give a brief report about the ballet. Then the students

Changes in Elisa’s speech and behavior as well as those of her father, Alfred Doolittle

10/ ET: Well, it is obvious that the knowledge of language, a good command of English dramatically changed Alfred’s life. Listen to him speaking about himself.

One of the students speaks on behalf of A. Doolittle.

3. Summary.

FLT asks some round-up questions about the play and its characters.

ET:  Do you agree that the knowledge of a language whether it is a mother tongue or a second language has an essential impact on a person’s life?

Hometask

FLT asks the students to write an essay.

ET asks the class to translate a brief summary of the play from Ukrainian into English.

                                                       4

                                         S U P P L E M E N T S

                              Slide 4 / Supplement 1

Exercise 1. Answer the teacher’s questions

1. What was the sign of B. Shaw’s nationality in his appearance?
2. How many children were there in Shaw’s family?
3. What can you say about the writer’s education?
4. Why did he leave school?
5. What was B. Shaw’s first paid job?
6. What was his ambition?
7. What was the writer’s first literary experience?
8. How many periods does his literary career consist of?
9. What period of B. Shaw’s literary career does Pygmalion belong to?
10. Who inspired B. Shaw to write Pygmalion?

Key: 1/ the red beard; 2/ three; two girls and a boy; 3/ it was not regular and lasted only four years; 4/ he had to leave school because he was very poor; 5/ a clerk in a land office; 6/ his ambition was art: he wanted to paint and learned to play the piano;

7/ he wrote novels but they were not popular; 8/ there were three periods; 9/ it belongs to the period which is called 10/ actress Stella Patricia Campbell

                             Slide 5 / Supplement 2

Exercise 2. Find and correct the mistakes

1. I aint done anything wrong
2. I knowed he was a plain-clothes copper
3. I don’t want no gold and no diamonds.
4. You was willing for her to stop here.
5. Where’s the clothes she come in?
6. “You mean it’s a good thing for you”, I says
7. You and me is men of the world.

                                        5

8. I don’t want no balmies teaching me.
9. I’m come to have lessons
10. Her that turned me out was my sixth stepmother.

Key: 1. I haven’t done anything wrong

2. I knew he was a plain-clothes copper
3. I don’t want any gold and any diamonds.
4. You were willing __her to stop here.
5. Where are the clothes she came in?
6. “You mean it’s a good thing for you”, I say
7. You and me are men of the world.
8. I don’t want any balmies teaching me.
9. I’ve come to have lessons
10.  She that turned me out was my sixth stepmother

                        Slide 6 / Supplement 3

Exercise 3. Match the parts of the quotation

1. Never lose a chance                                 a/ who can make a living by his                                    

                                                                     hobby

2. What is life but                                        b/ If we did, would we ever do it?
3. Happy is the man                                    c/ it doesn’t come every day.
4. Making life means                                  d/ is not how she behaves but how  

                                                                    she is treated               

5. Take care of the pence                            e/ when you haven’t any future to

                                                                   think of

6. The difference between the lady             f/ making trouble.

and the flower girl                                   g/ a series of inspired follies.           

7. Time enough to think of the                    h/ and the pounds will take care    

future                                                           of themselves

8. Do any of us understand                                      

     what we are doing?                    KEY: 1c, 2g, 3a, 4f, 5h , 6d, 7e, 8b.

                                                  6

                                     Supplement 4

EPISODE   FOR    DRAMATIZING

LIZA. Well, I heard your prayers. "Thank God it's all over!" 

HIGGINS Well, don’t you thank God it's all over? Now you are free and can do what you like.             

LIZA What am I fit for? What have you left me fit for? Where am I to go? What am I to do? What’s to become of me?             

HIGGINS Oh, that's what’s worrying you, is it? I shouldn’t bother about it if I were you. I should imagine you won’t have much difficulty in settling yourself somewhere or other, though I hadn’t quite realized that you were going away. You might marry, you know

HIGGINS I dare say my mother could find some chap or other who would do very well.             

LIZA. We were above that at the corner of Tottenham Court Road. 

HIGGINS What do you mean? 

LIZA. I sold flowers. I didn’t sell myself. Now you’ve made a lady of me I'm not fit to sell anything else. I wish you’d left me where you found me.             

HIGGINS. Tosh, Eliza. Don’t you insult human relations by dragging all this cant about buying and selling. You needn’t marry the fellow if you don’t like him.             

LIZA. What else am I to do? 

HIGGINS. Oh, lots of things. What about your old idea of a florist's shop? Pickering could set you up in one: he’s lots of money. By the way, I came down for something: I forget what it was.               

LIZA. Your slippers. Before you go, sir. 

Do my clothes belong to me or to Colonel Pickering? 

HIGGINS What the devil use would they be to Pickering? 

LIZA. He might want them for the next girl you pick up to experiment on because I’m leaving