Unit 4 Pygmalion备课资料
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| 名称 | Unit 4 Pygmalion备课资料 |  | |
| 格式 | rar | ||
| 文件大小 | 5.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2011-11-13 18:11:23 | ||
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(共107张PPT)
Outline:
1. 单元教学目标
2. 教学目的和要求
3. 教材分析
4. 课时分配
5.分课时评述
单元教学目标
1、Listen to and talk about the story Pygmalion
2、Read and act out a play about recognizing a person’s position in society
3、Use the past participle as the adverbial
4、Write a review of the play
教学目标
1． 四会词汇
adaptation, classify, caption, plot, professor, whistle, garment, woolen, hesitate, uncomfortable, troublesome, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, ambassador, acquaintance, handful, fortune, authentic, status, superior, rob, antique, musical, stocking, cookie, teapot, cream, nail, wax, disk, shabby, referee, compromise, horrible, laundry, bathtub, sob, waist, vest, disgusting, overlook, alphabet, fade
词汇
教学目标
词汇
2． 认读词汇
phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct
3． 词组
pass... off as, make one’s acquaintance, in amazement, in terms of, generally speaking, show... in, the other day, take away, once more, in need of, fade out
教学目的和要求
推测（conjecture）
I wonder whether...
Is it possible that...
Do you know if...
Do you really think that’s true
Why do you think so
I think it’s because...
What do you think of this idea
Why do you think Higgins felt like that
Mrs Pearce would comfort / encourage her by ..
功能
教学目的和要求
The past participle as the adverbial
语法
教材分析
本大单元的主题是通过分析《窈窕淑女》中各个人物的性格而展开的，各项语言活动都是围绕剧本情节及作者萧伯纳来设计的。
教材分析
.1 WARMING UP部分通过三幅图片引出有关皮格马利翁（Pagmalion）的希腊神话故事，让学生对《窈窕淑女》的由来有一个初步的印象；通过对两个问题的讨论可以帮助学生打开思路，并为以后学习剧本和理解剧情做准备。
2 PRE-READING是READING的热身活动。本部分提供的第一个问题可以帮助学生通过电影《窈窕淑女》了解Pagmalion。而第二，三两题则启发学生思考，调动学生的积极性，使他们发挥想象力，为进一步进入阅读做铺垫。
教材分析
3 READING部分是一个剧本，教学中应突出本剧主题：人的语言和行为都受他（她）社会地位和生活环境的影响，但是后天的努力可以改变现状。通过这个剧本的学习，教师应该鼓励学生要有决心和勇气改变自己的现状，寻求机遇，不断提升自己，挖掘自己的潜力，追求不断的进步。
4 COMPREHENDING部分针对文章的内容涉及了五个练习。练习1、2、3旨在考查学生对文章内容的理解。通过分析，进一步加强学生对剧作者所表达的“一个人的言语行为取决于其社会地位”这个主体的理解。练习四重在引导学生思考，对人物性格进行总结。练习5重在加强学生语言正规化的训练。
教材分析
5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。“词汇学习“部分设计了不同形式的词汇训练，练习一请学生根据英文释义确定单词，然后再方框中找出相应的单词，增加了趣味性。练习二和练习三分别提供了语境，让学生体会单词和词组在语境中的应用。“语法学习”部分着重复习过去分词做状语的用法，练习一通过让学生在阅读课文中找出过去分词作状语的句子并自己造出两个含有此语法的句子，使他们熟悉并学会使用过去分词作状语。练习二是改错题，让学生改正句子中的错误，进一步熟悉和巩固动词-ing的形式和过去分词作状语的用法。练习三通过短文填空的形式，让学生在具体语境中体会动词-ing形式和过去分词的用法。练习四为学生创设情景，让他们在具体的语境中练习使用过去分词作状语。
教材分析
6USING LANGUAGE部分的“阅读与表演”是本单元剧本的第二部分。剧情着重描写了卖花女伊莱扎为了改变自己的命运，来到教授希金斯家要求学习规范语言。希金斯看到伊莱扎衣着脏乱、言语举止粗俗，本不想教她，但为了和皮克林上校打赌来证明其语言观和教学能力，他同意收下伊莱扎。于是，伊莱扎在希金斯家学习规范语言。
教材分析
“听说”部分共设计三个练习。其中练习一要求学生讨论，旨在引出听力，让学生讨论把伊莱扎培养成淑女应采取哪些措施；让学生预测课文听力内容；同时也对听力内容做好准备，降低了学生听听力时的畏惧程度。练习二设计了三个问题，旨在检测学生听前的预测结果和对听力内容的理解，同时，还为学生的短剧表演提供了绝佳的语言和情境素材。练习三是对听力输入的巩固和发展，要求根据听力内容填表，评价伊莱扎学习语音和语法的成果。“
教材分析
“说和写”部分设计了两项练习。练习一训练说的能力，为学生创设语境练习本单元表示“推测、猜测”的功能句。练习二是写的训练，让学生讨论形成文字，从口头落实到笔头，让学生试着创造性的编一短剧。
课时分配
Period 1:Warming up , Reading
Period 2:Learning about language
Period 3: reading task in using language
Period 4: Listening and Talking
Period 5:reading and writing
Period 6: 单元测试讲评
Period 1
Warming up and reading
1. 知识目标：引导学生熟悉剧本的要素（人物的对话、独白、旁白，舞台指示）。了解英国著名剧作家萧伯纳的生平及代表作品。
2. 能力目标：通过阅读课文，训练学生的阅读理解能力，要求学生掌握各种阅读技巧，如根据上下文来猜测生词的意思；通过细节来体会主人公的内心活动；用讲故事，小组讨论的形式训练学生的口语表达能力；要求课后就同学们所讨论的问题的不同观点写成一篇作文，训练学生的书面表达能力。
3 。情感目标 ：通过阅读，理解作者在剧本所表达出的主题思想，即人的语言和行为都受他（她）所处的社会环境的影响，但是后天的努力可以改变现状。
Pygmalion
Period1 Warming Up & Reading
NSEFC Student’s Book 8
www.
About the author
(1856-1950)
George Bernard Shaw
Introduction Anecdote
Qutoes Works
Pygmalion
This play by Bernard Shaw is an adaptaion of a Greek story.
His wish is granted.
He asks the Greek Goddess to bring her to life.
Pygmalion, a gifted artist, makes a stone statue of a beautiful woman
Pygmalion Effect
Psychological term
The Pygmalion Effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t.
Pre-reading
the myth
the play
The play by Shaw has the same theme as the Greek story.
In pairs discuss what this theme might be.
Reading Pygmalion
Fateful meetings
Act One
Skimming
2
What do they do respec -tively
1
What are the main characters of this act
3
What are they doing at the beginning of the play
Tip: Some information is included in the stage directions, like the character, time, place, weather, lighting, etc.
Eliza Doolittle(E): a poor flower girl
who is ambitious to improve herself.
Colonel Pickering(P): an officer in the army and later a friend of Higgins’ who sets him a task.
Let’s check
Professor Higgins(H): an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society.
Skimming
Main characters
They are sheltering from the rain ouside a theatre.
Scanning
1. Eliza greeted to the gentleman in order to _______.
2. Why did Eliza begin to cry Because _______.
3. Professor Higgins believed that he could judge a person by _______.
4. From the text, we can infer that Professor Higgins is a man described below EXCEPT _________.
Scanning
1. Eliza greeted to the gentleman in order to _______.
talk with him
B. ask him to buy some flowers from her
C. ask him to teach her
D. beg some money from him
Scanning
2. Why did Eliza begin to cry Because _______.
A. she thought Professor Higgins would arrest her
B. the gentleman didn’t give her some money
C. Pickering beat and scolded her
D. there was no reason
Scanning
3. Professor Higgins believed that he could judge a person by _______.
his appearance
B. his action
C. his conversation
D. his manners
What other things show one’s status in Society
Clothes
Expensive possessions(like cars or jewellery)
Attitudes and behavior
Education level
How many foreign language spoken and countries visited
Scanning
4. From the text , we can infer that Professor Higgins is a man described below EXCEPT _________.
A. he doesn’t care about money
B. he is an expert in phonetics
C. he is proud
D. he is greedy
According to Higgins
language
behaviour
social position
upper
Eliza
Colonel
Pickering
Henry
Higgins
middle
lower
Come over’ere, cap’in, and buy me flowers off a poor girl.
How did you do that, may I ask
There, there. Who’s hurting you, you silly girl Who do you take me for
standard well-educated
standard well-educated
non-standard poor-educated
Comprending
Pickering who had been watching the girl, now speaks to Higgins
carelessly throws handful of money into her basket
listened quietly when spoken to
respectful to people of higher class
rude to lower class; polite to same or upper class
generally confident
and polite;but ignores Eliza
click to see more details
click to correct
Discussion
Groups
reasons
Choose adjectives to describe each character in the play.
impatient kind polite confident
anxious eager rude enthusiastic
unsure gereous ambitious
superior emotional self-important
agree
from middle class
Eliza
Discussion
Henry Higgins
from upper class
Text
rude
impatient
confident
superior
self-important
Colonel Pickering
kind
polite
eager
confident
generous
enthusiastic
lower class
anxious
unsure
emotional
eager
ambitious
Act one
Fateful meetings
Acting
Read the play repeatedly & try to act it out.
Words and expressions
Ex.1&2 on P32
Revision
Acting
Read the play repeatedly & try to act it out
Assignment
Preview
Preview the grammar part
Pygmalion
NSEFC Student’s Book 8
www.
Period 2 Learning about language
Bernard Shaw was very interested in the way people spoke. He argued that this showed their level of ___________ and therefore their position in society. He always said that he was never __________ about people’s _______ after hearing them talk. In fact he ____________ himself on his ability to decide whether they belong to a lower, middle or upper class after listening to their conversation.
education
mistaken
status
congratulated
Answer to exercise1
Discovering useful words and expressions
He never ________ in his view that in England the ________ of one person to another depended upon their speech. He thought that good grammar and pronunciation were the most important things you needed to be accepted as a(an) _________ member of the upper or middle class. So no one should be __________ about the message he wrote in this play.
hesitated
reactions
authentic
confused
Answer to exercise1
in disguise
2. in delight
3. in amazement
4. in shock
5. in pain
6. in return
7. in trouble
Answer to exercise2
Grammar
Revise the Past Participle as the Adverbial
复习过去分词作状语
1. _______ (污染的)air and water are harmful to people’s health.
2. The problem ____________________ (在会议上讨论的) yesterday was very difficult to solve.
3. He became ______ (兴奋) when he heard he had won the first place in the competition.
4. I am _________ (感兴趣) in the story.
Polluted
discussed at the meeting
excited
interested
the attribute
the attribute
predicative
predicative
Revision
5. I haven’t got the film ________ (冲洗)yet.
6. Do you know the man _______ (站) beside the door
7. A breaking cup is lying on the floor.
8. The meeting holds yesterday was very important.
developed
standing
breaking改为broken
holds改为held
object complement
The attribute
The attribute
Revision
The past participle
the Attribute
1
Predicative
2
Object Complement
3
the Adverbial
4
-ed 分词作状语
-ed分词短语做状语可表示时间、地点、原因、条件、让步、伴随等意义。这种-ed分词状语相当于一个时间、地点、原因、条件、让步等状语从句，若-ed分词作状语，句子的主语与分词所表示的动作构成动宾关系，即是该分词动作的承受者。
-ed分词（短语）作状语时，也可在其前面加上连词when,if,once,though,unless等，以便明确作何种状语。
①表时间，相当于一个时间状语从句，有时过去分词前可加连词when或while来强调时间概念。
从山顶上看，这个城市就像一个大花园。
______________________________ , the city looked like a big garden.
Seen from the top of the hill
入党以后，他决定献身于党的事业。
__________________________, he decided to devote his life to the cause of the Party.
Accepted by the Party
②表原因，相当于一个原因状语从句。
激动的人们被那个故事深深地感动了，停止了争吵。
______________________________________, the young people made up their minds to take up the struggle.
Moved by the story
③表条件，相当于一个条件状语从句，有时过去分词前可用if等词。
再给他一次机会，他会做得更好。
____________________________
Given another chance, he will do better.
④表让步，相当于一个though/although引导的 让步状语从句。
尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。
________________________________, they went on running after the robber.
Exhausted by the running
尽管被许多人嘲笑，他还是继续他的研究。
______________________________
Laughed at by many people, he continued his study.
那个老人在他的妻子的搀扶下走进了房间。
The old man went into the room, ______________.
supported by his wife
我和父亲坐在桌子旁边讨论着我的工作问题。
__________________________, my father and I were talking about my job.
Seated at the table
5表方式或伴随情况
Tips:
过去分词作状语与现在分词作状语的区别在于: 过去分词与句子主语构成动宾关系, 而现在分词与句子主语构成主谓关系。
Seeing in this light, the matter is not as serious as people generally suppose.
Seen in this light, the matter is not as serious as people generally suppose.
1. While he was watching TV,he heard a knock at the door.
2. If the town is seen from the top of the hill,it looks more beautiful.
While watching TV,he heard a knock at the door.
Seen from the top of the hill,the town looks more beautiful.
Learn to use
Rewrite the following sentences using participles:
3. As the watch is used for a long time ,it needs repairing .
4. The boy will be blind in both eyes unless he is treated on time.
5. Though he had seen told many times he couldn’t understand it.
Used for a long time,the watch needs repairing.
The boy will be blind in both eyes unless treated on time.
Having been told many times,he couldn’t understand it.
Learn to use
___ in thought, he almost ran into the car in front of him.
A. Losing B. Having lost C. Lost D. To lose
2. If ___ the same treatment again, he’s sure to get well.
A. giving B. give C. given D. being given
3. _____ in 1636, Harvard is one of the most famous universities in the United States. A. Founded B. It was founded C. Being founded D. Founding
Practice makes perfect
4. _____ with the size of the whole earth, the biggest ocean doesn’t seem big at all.
A. Compare B. When comparing
C. Comparing D. When compared
5. ___ time, he’ll make a first-class tennis player. A. Having given B. To give
C. Giving D. Given
Practice makes perfect
6. ___ in a white uniform, he looks more like a cook than a doctor.
A. Dressed B. To dress
C. Dressing D. Having dressed
Unless ___ to speak, you should remain silent at the conference.
A. invited B. inviting
C. being invited D. having invited
Practice makes perfect
1. _______ more attention, the tree could have grown better. (90’全国) A. Given B. To give
C. Giving D. Having given. 2. The computer center, ________ last year, is very popular among the students in this school. (93’全国) A. open B. opening
C. having opened D. opened
高考链接：
3. The first textbooks ________ for teaching English as a foreign language came out in the 16th century. (94’全国) A. having written B. to be written
C. being written D. written 4. ________ is thought, he almost ran into the car in front of him.(96’全国) A. Losing B. Having lost
C. Lost D. To lose
高考链接：
5. _______ such heavy pollution already, it may now be too late to clean up the river. (01’全国夏) A. Having suffered B. Suffering
C. To suffer D. Suffered
6. The researcher is so designed that once ________ nothing can be done to change it. (02’全国)
A. begins B. having begun C. beginning D. begun
高考链接：
7. Do you know the name of the play___ in the hall now
A. to be put on B. being put on
C. put on D. putting on
9. Please don’t forget him. He is one of _______.
A. those invited B. invited those
C. those inviting D. inviting those
8. I borrowed a book ______ by Mark Twain from
the library last week. I like it very much.
A. written B. writing
C. was written D. to write
10. ________ a reply, he decided to write again.
A. Not receiving B. Receiving not
C. Not having received D. Having not received
11. Before _____, the machine must be checked.
A. being used B. using it
C. being used to D. using
12. ____ better attention , the vegetables could have grown better with the sun shining brightly in the sky and ____ them light.
A. Giving; given B. Given; given
C. Giving; giving D. Given; giving
Assignment
1. Review the grammar.
2. Finish the exercises of using structure in workbook
3. Exercises of the Past Participle as the Adverbial
NSEFC Student’s Book 8
Pygmalion
Period3 Using Language
www.
Making the bet
Time
Place
Characters
Plot
Henry Higgins, Colonel Pickering, Eliza and Mrs. Pearce
11:00 am the next day
Henry Higgins’ house
Pickering made the bet with Henry. If Henry can turn Eliza into a lady in three months, Pickering will consider Henry the greatest teacher alive and he also agrees to pay all the costs himself.
Act two Scene1
Eliza
Polite(curtsy )
I wanna be a lady in a flower shop’ stead o’ selling flowers in the street.
But they won’t take me’ less I speak better.
Now yer talking.
I dursn’t.
a lady
A flower girl
ambitious
a student
Poor English and dress
dirty nails.
I’ve never had a bath in my life; not over my whole body
Dirty and bad habit
Henry Higgins
Useful expressions for discussion
I wonder whether..
Is it possible that…
Do you know if…
Perhaps / Maybe, but…
What do you think of this idea
Do you really think that’s true
I think it’s because…
Do you think Higgins felt like that
How did Eliza feel about her first lesson
what do you think would make Eliza happier
Mrs. Pearce would comfort / encourage her by…..
Why do you think so
Sample dialogue
MP: Ah Eliza, there you are! How did the first lesson go
E: (very upset) Oh Mrs. Pearce. It was terrible.
MP: Why do you think like that What happened
E: Is it possible that I’m bad at everything First it was my appearance and my clothes. Now it’s my pronunciation. Why they even made me say my ABC!
MP: Dry your eyes, my dear. Let me encourage you. I’m sure they were just trying to help you. I know Mr. Higgins is very keen on getting that right. He says that is the start of good speaking.
E:(feeling better) Oh, do you really think that’s true Perhaps he didn’t mean to be unkind then!
MP: Well, I know he’s not quite a gentlemen when it comes to a lady’s feelings. He is so strict on you because he wants to win his bet with Colonel Pickering.
E: Really! So he doesn’t just do it because he doesn’t like me. Thank you Mrs. Pearce. You have made me feel much better.
After the first lesson
&her second lesson
feels much better after talking with Mrs.Pearce
in a better mood
…
Eliza
student
make a change of his teaching
be more kind and patient.
…
Higgins
teacher
Progress
&hope
the second lesson
a lady
the first lesson
a poor flower girl
Writing: Eliza’s second lesson (Act Two, Scene 3)
H: Ah Eliza. Ready today for our second lesson
E: (slowly and carefully) Ye-es.
H: Well done, Eliza, that sounds better already. Don’t you think so, Pickering P: Yes, indeed.
H: Well. Let’s try our sentences again, shall we Let’s see. There was “ a cup of tea”.
E: A cu-up of te-ea.
P: Excellent my dear. And first time too.
H: Yes, indeed. Now let’s try “I don’t know anything”.
E: I don’t kno-ow any-thing.
H: Amazing progress. Don’t you think so, Pickering She’s really listening. Now, let’s do the last sentence “The rain in Spain stays mainly on the plain.” H: Almost perfect. Just a little more work, Eliza, “stai-ays” and “plai-ain”. Again please.
E: The rain in Spain stay-ays mainly on the play-ain.
P: Wonderful. She’ll soon be perfect.
H: Excellent, Eliza. We’ll soon make a lady of you. Now off you go for a good lunch. Well-done!
Assignment
Pygmalion
Period4 Listening & Talking
NSEFC Student’s Book 8
www.
Listening Pygmalion
Act Three
Testing Eliza
Pre-listening
Can you imagine what fun she will make
Mrs Higgins is not interested in the experiment.
1
Clara enjoys the new small talk.
2
Eliza thinks somebody killed her aunt.
3
Henry is disappointed with how the experiment is going.
4
Mrs higgins thinks Eliza can go to the ambassador’s garden party.
5
F
F
F
F
T
“true” or “False”
Listening
Listening
1
What does the experiment refer to
2
What do they talk about
3
Why does Freddy laugh at Eliza when she talks about the weather
4
Do you think Freddy likes Eliza Why
5
Does Mrs Higgins think the test is successful
Listening
They done the old woman in.
What’s the meaning of the following sentences
What became of her new straw hat that she promised to me
Post-listening
Text
Text
What do you think of Higgins
when he says “not likely”
Text
Talking
What do you think they will say to
her in order to improve her skills
but not spoil her confidence
Listening Pygmalion
Act Four
The ambassador’s garden party
“true” or “False”
Henry thinks Mr Pommuck is his best and greatest student.
1
The ambassador’s wife is impressed by Eliza’s beauty.
2
Mr Pommuck thinks Eliza speaks the language so perfectly that she must be French.
3
Eliza enjoys people’s praise and likes to be the centre of attraction.
4
Henry and Pickering are very proud of Eliza’s “performance” and popularity.
5
F
F
F
F
T
Listening
Listening
1
Why do the ambassador and his wife think Eliza is a princess
Dose Henry encourage everyone to think she is a princess Why
Does Eliza enjoy the party Why
2
3
She is well dressed and looks so beautiful.
No, he doesn’t. henry wants to see if Eliza can behave
well enough to be taken as a lady rather than as a princess.
No. Because it is a strain for her.
Listening Humor of this act.
She is so beautiful that
she must be a princess.
She speaks English so well
that she must be a foreigner,
probably a Hungarian.
She speaks English as she
speaks the language too well.
Beauty doesn’t make a princess.
She can’t be hungarian as
she doesn’t recognize the ;anguage.
The ambassador’s wife speaks well
but is not considered to be foreign.
Mr Pommuck’s
ideas about Eliza
Evidence to prove he is wrong
It lies in Mr Pommuck’s claim to be an expert although
he fails to unmask Eliza. Show how he is wrong about Eliza.
Post-listening
Add Your Title
What do you think of Henry when he says “who the devil are you ”.
What do you think of Pommuck
Assignment
Prepare to put on a performance of Pygmalion for the rest of your school and the parents.
Pygmalion
www.
Period5 Reading & Writing
NSEFC Student’s Book 8
Reading Pygmalion
Afterwards
Act Five
It’s a great success.
How about the
garden party
Afterwards
Pre-reading
While-reading
Why does she throw the shoes at him
Why does Henry think he won the bet
Why does Eliza collect Henry’s slippers for
his though she is not a servant
Why does Eliza get upset when Henry does
not congratulate her
Why does Henry get upset when he hears
Eliza will marry Freddy
1
2
3
4
5
Fill in the chart
Evidence of Eliza’s
feelings for Henry
She works hard to win his bet for him.
She is disappointed that he does not acknowledge her hard work.
She realizes he will only ever think of her as a flower girl.
Evidence of Henry’s feelings for Eliza
He is surprised she is upset that he does not congratulate her for her success at the party.
He is upset that she is thinking of leaving him and marrying Freddy.
He is overjoyed with his triumph in the bet, but ignores Eliza’s feeling and shoes little concern about her future.
Make a dialogue about a possible ending
Do you think Eliza should marry Freddy
Do you think Eliza should marry Henry
If she marries Henry, do you think he will become a good husband
Ending
Ending
Ending
Sample dialogue
S1: I think I’d like Henry to marry Eliza. They do really like each other.
S2: Yes, they do. But do you think Eliza would like being married to Henry I think Pickering is so much nicer to her.
S1: Yes, indeed. So perhaps he’s really fond of her and would like to marry her!
S2: Yes. That would make a really good ending.
S1: Pickering shows care and concern for Eliza. She clearly likes him as he looks after her.
S2: He’s the only one to notice if she’s tired or needs something to eat.
Sample dialogue
S1: Henry, on the other hand, is always rude to her and makes nasty comments about her. I think he still thinks of her as a flower girl.
S2: He would make a bad husband as he’s so unkind. He’d spend all his time with his men friends. He keeps telling her where she was going wrong. Poor Eliza! That’s not marriage!
S1: So we agree. The best solution would be for
Colonel Pickering to marry Eliza. Right now let’s find out what really happened…
Now, please get ready to act out the ending that your group agree on.
Role play
Group work
Think about why Bernard Shaw did not end his play happily with Henry marrying Eliza. Remember that the story is based on the Greek tale of Pygmalion even though there is no character called Pygmalion in the play. Please work out the similarities and differences between the play and the story.
Fill in the chart
The story of Pygmalion and the Play Pygmalion
Similarities They are both about a man who “makes” a perfect woman.
Both the women benefit: Galatea by becoming alive and Eliza by learning how to behave I polite society.
Differences In the story, the artist admits that he has fallen in love with the statue, but in the play Henry does not admit that he loves Eliza.
In the story the artist and the statue get married and live happily together, but in the play they do not get married and appear to part.
In the story the artist changes from not liking women to loving one, but in the play Henry does not appear to change as much as Eliza.
Post-reading
Discuss how the characters change in the story and the play
Eliza
A rough, dirty flower girl who spoke bad English
Eliza
A beautiful and accomplished girl
Galatea
stone
Galatea
A real person
Pygmalion
A man who dislikes women
Pygmalion
a man who loves a particular woman
Group work
1
What does he think of Eliza at the beginning of the play
2
What does he think of Eliza at the end of the play
3
Has his attitude changed If yes, how
Does Henry change Consider these questions:
His attitude changes. It seems he can’t live without her. He is actually in love with her, but he finds it difficult to show this feeling. He wants her to stay but is not prepared to give her anything that would make her stay.
Writing
Now use all this information you have gathered about the connection between the story and the play and write a review of the play. First, analyze the play in groups. You may find the following headings useful in your discussion:
What is the theme of the play
Who are the main characters
What is the main plot
What time period is the play set in
Marketing Diagram
After the discussion, decide on the organization of your review. You may have an outline like this:
A brief summary of what happens in the play and your general opinion on it.
Select one aspect you want to write about ---the theme, one of the characters, a small scene, the plot development, the language or the writing style and why you choose that aspect.
End your review by stating what you have learned or enjoyed about this play.
Develop your ideas on the aspect you select.
Para1:
Para2:
Para3:
Para4:
Sample review of the play Pygmalion
I enjoyed studying the play Pygmalion very much I found it both amusing and interesting. As in the ancient Greek play the theme of the play changes. In the Greek play, the artist Pygmalion changes from a person who dislikes women to someone who loves one particular woman, Galatea. In this modern play Henry Higgins changes from a person who first dislikes Eliza to someone who does like Eliza though he will not admit it. In the Greek play the statue changes from stone into a real person. In this play Eliza changes from a flower girl into a beautiful and accomplished lady.
The play is set in the early 20th century. It is at a time when social groups in society are fixed and they can be identified through clothes and languages. So when Eliza
Sample review of the play Pygmalion
TEXT
TEXT
TEXT
TEXT
improves both her clothes and conversation, she is able to act like a real lady.
I think the time period in which the play is set increases my interest in the play. I enjoyed the use of badly spoken English. I like to see the way Eliza’s language changes from bad grammar to beautiful English. I also like the idea that she changed from being dirty and badly dressed to looking so beautiful that people think she must be a princess.
I learned a lot about English society a hundred years ago. I also enjoyed following the development of the people in the play. I look forward to seeing the play acted on the stage.
Assignment
Predict the end of the play.
Outline:
1. 单元教学目标
2. 教学目的和要求
3. 教材分析
4. 课时分配
5.分课时评述
单元教学目标
1、Listen to and talk about the story Pygmalion
2、Read and act out a play about recognizing a person’s position in society
3、Use the past participle as the adverbial
4、Write a review of the play
教学目标
1． 四会词汇
adaptation, classify, caption, plot, professor, whistle, garment, woolen, hesitate, uncomfortable, troublesome, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, ambassador, acquaintance, handful, fortune, authentic, status, superior, rob, antique, musical, stocking, cookie, teapot, cream, nail, wax, disk, shabby, referee, compromise, horrible, laundry, bathtub, sob, waist, vest, disgusting, overlook, alphabet, fade
词汇
教学目标
词汇
2． 认读词汇
phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct
3． 词组
pass... off as, make one’s acquaintance, in amazement, in terms of, generally speaking, show... in, the other day, take away, once more, in need of, fade out
教学目的和要求
推测（conjecture）
I wonder whether...
Is it possible that...
Do you know if...
Do you really think that’s true
Why do you think so
I think it’s because...
What do you think of this idea
Why do you think Higgins felt like that
Mrs Pearce would comfort / encourage her by ..
功能
教学目的和要求
The past participle as the adverbial
语法
教材分析
本大单元的主题是通过分析《窈窕淑女》中各个人物的性格而展开的，各项语言活动都是围绕剧本情节及作者萧伯纳来设计的。
教材分析
.1 WARMING UP部分通过三幅图片引出有关皮格马利翁（Pagmalion）的希腊神话故事，让学生对《窈窕淑女》的由来有一个初步的印象；通过对两个问题的讨论可以帮助学生打开思路，并为以后学习剧本和理解剧情做准备。
2 PRE-READING是READING的热身活动。本部分提供的第一个问题可以帮助学生通过电影《窈窕淑女》了解Pagmalion。而第二，三两题则启发学生思考，调动学生的积极性，使他们发挥想象力，为进一步进入阅读做铺垫。
教材分析
3 READING部分是一个剧本，教学中应突出本剧主题：人的语言和行为都受他（她）社会地位和生活环境的影响，但是后天的努力可以改变现状。通过这个剧本的学习，教师应该鼓励学生要有决心和勇气改变自己的现状，寻求机遇，不断提升自己，挖掘自己的潜力，追求不断的进步。
4 COMPREHENDING部分针对文章的内容涉及了五个练习。练习1、2、3旨在考查学生对文章内容的理解。通过分析，进一步加强学生对剧作者所表达的“一个人的言语行为取决于其社会地位”这个主体的理解。练习四重在引导学生思考，对人物性格进行总结。练习5重在加强学生语言正规化的训练。
教材分析
5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。“词汇学习“部分设计了不同形式的词汇训练，练习一请学生根据英文释义确定单词，然后再方框中找出相应的单词，增加了趣味性。练习二和练习三分别提供了语境，让学生体会单词和词组在语境中的应用。“语法学习”部分着重复习过去分词做状语的用法，练习一通过让学生在阅读课文中找出过去分词作状语的句子并自己造出两个含有此语法的句子，使他们熟悉并学会使用过去分词作状语。练习二是改错题，让学生改正句子中的错误，进一步熟悉和巩固动词-ing的形式和过去分词作状语的用法。练习三通过短文填空的形式，让学生在具体语境中体会动词-ing形式和过去分词的用法。练习四为学生创设情景，让他们在具体的语境中练习使用过去分词作状语。
教材分析
6USING LANGUAGE部分的“阅读与表演”是本单元剧本的第二部分。剧情着重描写了卖花女伊莱扎为了改变自己的命运，来到教授希金斯家要求学习规范语言。希金斯看到伊莱扎衣着脏乱、言语举止粗俗，本不想教她，但为了和皮克林上校打赌来证明其语言观和教学能力，他同意收下伊莱扎。于是，伊莱扎在希金斯家学习规范语言。
教材分析
“听说”部分共设计三个练习。其中练习一要求学生讨论，旨在引出听力，让学生讨论把伊莱扎培养成淑女应采取哪些措施；让学生预测课文听力内容；同时也对听力内容做好准备，降低了学生听听力时的畏惧程度。练习二设计了三个问题，旨在检测学生听前的预测结果和对听力内容的理解，同时，还为学生的短剧表演提供了绝佳的语言和情境素材。练习三是对听力输入的巩固和发展，要求根据听力内容填表，评价伊莱扎学习语音和语法的成果。“
教材分析
“说和写”部分设计了两项练习。练习一训练说的能力，为学生创设语境练习本单元表示“推测、猜测”的功能句。练习二是写的训练，让学生讨论形成文字，从口头落实到笔头，让学生试着创造性的编一短剧。
课时分配
Period 1:Warming up , Reading
Period 2:Learning about language
Period 3: reading task in using language
Period 4: Listening and Talking
Period 5:reading and writing
Period 6: 单元测试讲评
Period 1
Warming up and reading
1. 知识目标：引导学生熟悉剧本的要素（人物的对话、独白、旁白，舞台指示）。了解英国著名剧作家萧伯纳的生平及代表作品。
2. 能力目标：通过阅读课文，训练学生的阅读理解能力，要求学生掌握各种阅读技巧，如根据上下文来猜测生词的意思；通过细节来体会主人公的内心活动；用讲故事，小组讨论的形式训练学生的口语表达能力；要求课后就同学们所讨论的问题的不同观点写成一篇作文，训练学生的书面表达能力。
3 。情感目标 ：通过阅读，理解作者在剧本所表达出的主题思想，即人的语言和行为都受他（她）所处的社会环境的影响，但是后天的努力可以改变现状。
Pygmalion
Period1 Warming Up & Reading
NSEFC Student’s Book 8
www.
About the author
(1856-1950)
George Bernard Shaw
Introduction Anecdote
Qutoes Works
Pygmalion
This play by Bernard Shaw is an adaptaion of a Greek story.
His wish is granted.
He asks the Greek Goddess to bring her to life.
Pygmalion, a gifted artist, makes a stone statue of a beautiful woman
Pygmalion Effect
Psychological term
The Pygmalion Effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t.
Pre-reading
the myth
the play
The play by Shaw has the same theme as the Greek story.
In pairs discuss what this theme might be.
Reading Pygmalion
Fateful meetings
Act One
Skimming
2
What do they do respec -tively
1
What are the main characters of this act
3
What are they doing at the beginning of the play
Tip: Some information is included in the stage directions, like the character, time, place, weather, lighting, etc.
Eliza Doolittle(E): a poor flower girl
who is ambitious to improve herself.
Colonel Pickering(P): an officer in the army and later a friend of Higgins’ who sets him a task.
Let’s check
Professor Higgins(H): an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society.
Skimming
Main characters
They are sheltering from the rain ouside a theatre.
Scanning
1. Eliza greeted to the gentleman in order to _______.
2. Why did Eliza begin to cry Because _______.
3. Professor Higgins believed that he could judge a person by _______.
4. From the text, we can infer that Professor Higgins is a man described below EXCEPT _________.
Scanning
1. Eliza greeted to the gentleman in order to _______.
talk with him
B. ask him to buy some flowers from her
C. ask him to teach her
D. beg some money from him
Scanning
2. Why did Eliza begin to cry Because _______.
A. she thought Professor Higgins would arrest her
B. the gentleman didn’t give her some money
C. Pickering beat and scolded her
D. there was no reason
Scanning
3. Professor Higgins believed that he could judge a person by _______.
his appearance
B. his action
C. his conversation
D. his manners
What other things show one’s status in Society
Clothes
Expensive possessions(like cars or jewellery)
Attitudes and behavior
Education level
How many foreign language spoken and countries visited
Scanning
4. From the text , we can infer that Professor Higgins is a man described below EXCEPT _________.
A. he doesn’t care about money
B. he is an expert in phonetics
C. he is proud
D. he is greedy
According to Higgins
language
behaviour
social position
upper
Eliza
Colonel
Pickering
Henry
Higgins
middle
lower
Come over’ere, cap’in, and buy me flowers off a poor girl.
How did you do that, may I ask
There, there. Who’s hurting you, you silly girl Who do you take me for
standard well-educated
standard well-educated
non-standard poor-educated
Comprending
Pickering who had been watching the girl, now speaks to Higgins
carelessly throws handful of money into her basket
listened quietly when spoken to
respectful to people of higher class
rude to lower class; polite to same or upper class
generally confident
and polite;but ignores Eliza
click to see more details
click to correct
Discussion
Groups
reasons
Choose adjectives to describe each character in the play.
impatient kind polite confident
anxious eager rude enthusiastic
unsure gereous ambitious
superior emotional self-important
agree
from middle class
Eliza
Discussion
Henry Higgins
from upper class
Text
rude
impatient
confident
superior
self-important
Colonel Pickering
kind
polite
eager
confident
generous
enthusiastic
lower class
anxious
unsure
emotional
eager
ambitious
Act one
Fateful meetings
Acting
Read the play repeatedly & try to act it out.
Words and expressions
Ex.1&2 on P32
Revision
Acting
Read the play repeatedly & try to act it out
Assignment
Preview
Preview the grammar part
Pygmalion
NSEFC Student’s Book 8
www.
Period 2 Learning about language
Bernard Shaw was very interested in the way people spoke. He argued that this showed their level of ___________ and therefore their position in society. He always said that he was never __________ about people’s _______ after hearing them talk. In fact he ____________ himself on his ability to decide whether they belong to a lower, middle or upper class after listening to their conversation.
education
mistaken
status
congratulated
Answer to exercise1
Discovering useful words and expressions
He never ________ in his view that in England the ________ of one person to another depended upon their speech. He thought that good grammar and pronunciation were the most important things you needed to be accepted as a(an) _________ member of the upper or middle class. So no one should be __________ about the message he wrote in this play.
hesitated
reactions
authentic
confused
Answer to exercise1
in disguise
2. in delight
3. in amazement
4. in shock
5. in pain
6. in return
7. in trouble
Answer to exercise2
Grammar
Revise the Past Participle as the Adverbial
复习过去分词作状语
1. _______ (污染的)air and water are harmful to people’s health.
2. The problem ____________________ (在会议上讨论的) yesterday was very difficult to solve.
3. He became ______ (兴奋) when he heard he had won the first place in the competition.
4. I am _________ (感兴趣) in the story.
Polluted
discussed at the meeting
excited
interested
the attribute
the attribute
predicative
predicative
Revision
5. I haven’t got the film ________ (冲洗)yet.
6. Do you know the man _______ (站) beside the door
7. A breaking cup is lying on the floor.
8. The meeting holds yesterday was very important.
developed
standing
breaking改为broken
holds改为held
object complement
The attribute
The attribute
Revision
The past participle
the Attribute
1
Predicative
2
Object Complement
3
the Adverbial
4
-ed 分词作状语
-ed分词短语做状语可表示时间、地点、原因、条件、让步、伴随等意义。这种-ed分词状语相当于一个时间、地点、原因、条件、让步等状语从句，若-ed分词作状语，句子的主语与分词所表示的动作构成动宾关系，即是该分词动作的承受者。
-ed分词（短语）作状语时，也可在其前面加上连词when,if,once,though,unless等，以便明确作何种状语。
①表时间，相当于一个时间状语从句，有时过去分词前可加连词when或while来强调时间概念。
从山顶上看，这个城市就像一个大花园。
______________________________ , the city looked like a big garden.
Seen from the top of the hill
入党以后，他决定献身于党的事业。
__________________________, he decided to devote his life to the cause of the Party.
Accepted by the Party
②表原因，相当于一个原因状语从句。
激动的人们被那个故事深深地感动了，停止了争吵。
______________________________________, the young people made up their minds to take up the struggle.
Moved by the story
③表条件，相当于一个条件状语从句，有时过去分词前可用if等词。
再给他一次机会，他会做得更好。
____________________________
Given another chance, he will do better.
④表让步，相当于一个though/although引导的 让步状语从句。
尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。
________________________________, they went on running after the robber.
Exhausted by the running
尽管被许多人嘲笑，他还是继续他的研究。
______________________________
Laughed at by many people, he continued his study.
那个老人在他的妻子的搀扶下走进了房间。
The old man went into the room, ______________.
supported by his wife
我和父亲坐在桌子旁边讨论着我的工作问题。
__________________________, my father and I were talking about my job.
Seated at the table
5表方式或伴随情况
Tips:
过去分词作状语与现在分词作状语的区别在于: 过去分词与句子主语构成动宾关系, 而现在分词与句子主语构成主谓关系。
Seeing in this light, the matter is not as serious as people generally suppose.
Seen in this light, the matter is not as serious as people generally suppose.
1. While he was watching TV,he heard a knock at the door.
2. If the town is seen from the top of the hill,it looks more beautiful.
While watching TV,he heard a knock at the door.
Seen from the top of the hill,the town looks more beautiful.
Learn to use
Rewrite the following sentences using participles:
3. As the watch is used for a long time ,it needs repairing .
4. The boy will be blind in both eyes unless he is treated on time.
5. Though he had seen told many times he couldn’t understand it.
Used for a long time,the watch needs repairing.
The boy will be blind in both eyes unless treated on time.
Having been told many times,he couldn’t understand it.
Learn to use
___ in thought, he almost ran into the car in front of him.
A. Losing B. Having lost C. Lost D. To lose
2. If ___ the same treatment again, he’s sure to get well.
A. giving B. give C. given D. being given
3. _____ in 1636, Harvard is one of the most famous universities in the United States. A. Founded B. It was founded C. Being founded D. Founding
Practice makes perfect
4. _____ with the size of the whole earth, the biggest ocean doesn’t seem big at all.
A. Compare B. When comparing
C. Comparing D. When compared
5. ___ time, he’ll make a first-class tennis player. A. Having given B. To give
C. Giving D. Given
Practice makes perfect
6. ___ in a white uniform, he looks more like a cook than a doctor.
A. Dressed B. To dress
C. Dressing D. Having dressed
Unless ___ to speak, you should remain silent at the conference.
A. invited B. inviting
C. being invited D. having invited
Practice makes perfect
1. _______ more attention, the tree could have grown better. (90’全国) A. Given B. To give
C. Giving D. Having given. 2. The computer center, ________ last year, is very popular among the students in this school. (93’全国) A. open B. opening
C. having opened D. opened
高考链接：
3. The first textbooks ________ for teaching English as a foreign language came out in the 16th century. (94’全国) A. having written B. to be written
C. being written D. written 4. ________ is thought, he almost ran into the car in front of him.(96’全国) A. Losing B. Having lost
C. Lost D. To lose
高考链接：
5. _______ such heavy pollution already, it may now be too late to clean up the river. (01’全国夏) A. Having suffered B. Suffering
C. To suffer D. Suffered
6. The researcher is so designed that once ________ nothing can be done to change it. (02’全国)
A. begins B. having begun C. beginning D. begun
高考链接：
7. Do you know the name of the play___ in the hall now
A. to be put on B. being put on
C. put on D. putting on
9. Please don’t forget him. He is one of _______.
A. those invited B. invited those
C. those inviting D. inviting those
8. I borrowed a book ______ by Mark Twain from
the library last week. I like it very much.
A. written B. writing
C. was written D. to write
10. ________ a reply, he decided to write again.
A. Not receiving B. Receiving not
C. Not having received D. Having not received
11. Before _____, the machine must be checked.
A. being used B. using it
C. being used to D. using
12. ____ better attention , the vegetables could have grown better with the sun shining brightly in the sky and ____ them light.
A. Giving; given B. Given; given
C. Giving; giving D. Given; giving
Assignment
1. Review the grammar.
2. Finish the exercises of using structure in workbook
3. Exercises of the Past Participle as the Adverbial
NSEFC Student’s Book 8
Pygmalion
Period3 Using Language
www.
Making the bet
Time
Place
Characters
Plot
Henry Higgins, Colonel Pickering, Eliza and Mrs. Pearce
11:00 am the next day
Henry Higgins’ house
Pickering made the bet with Henry. If Henry can turn Eliza into a lady in three months, Pickering will consider Henry the greatest teacher alive and he also agrees to pay all the costs himself.
Act two Scene1
Eliza
Polite(curtsy )
I wanna be a lady in a flower shop’ stead o’ selling flowers in the street.
But they won’t take me’ less I speak better.
Now yer talking.
I dursn’t.
a lady
A flower girl
ambitious
a student
Poor English and dress
dirty nails.
I’ve never had a bath in my life; not over my whole body
Dirty and bad habit
Henry Higgins
Useful expressions for discussion
I wonder whether..
Is it possible that…
Do you know if…
Perhaps / Maybe, but…
What do you think of this idea
Do you really think that’s true
I think it’s because…
Do you think Higgins felt like that
How did Eliza feel about her first lesson
what do you think would make Eliza happier
Mrs. Pearce would comfort / encourage her by…..
Why do you think so
Sample dialogue
MP: Ah Eliza, there you are! How did the first lesson go
E: (very upset) Oh Mrs. Pearce. It was terrible.
MP: Why do you think like that What happened
E: Is it possible that I’m bad at everything First it was my appearance and my clothes. Now it’s my pronunciation. Why they even made me say my ABC!
MP: Dry your eyes, my dear. Let me encourage you. I’m sure they were just trying to help you. I know Mr. Higgins is very keen on getting that right. He says that is the start of good speaking.
E:(feeling better) Oh, do you really think that’s true Perhaps he didn’t mean to be unkind then!
MP: Well, I know he’s not quite a gentlemen when it comes to a lady’s feelings. He is so strict on you because he wants to win his bet with Colonel Pickering.
E: Really! So he doesn’t just do it because he doesn’t like me. Thank you Mrs. Pearce. You have made me feel much better.
After the first lesson
&her second lesson
feels much better after talking with Mrs.Pearce
in a better mood
…
Eliza
student
make a change of his teaching
be more kind and patient.
…
Higgins
teacher
Progress
&hope
the second lesson
a lady
the first lesson
a poor flower girl
Writing: Eliza’s second lesson (Act Two, Scene 3)
H: Ah Eliza. Ready today for our second lesson
E: (slowly and carefully) Ye-es.
H: Well done, Eliza, that sounds better already. Don’t you think so, Pickering P: Yes, indeed.
H: Well. Let’s try our sentences again, shall we Let’s see. There was “ a cup of tea”.
E: A cu-up of te-ea.
P: Excellent my dear. And first time too.
H: Yes, indeed. Now let’s try “I don’t know anything”.
E: I don’t kno-ow any-thing.
H: Amazing progress. Don’t you think so, Pickering She’s really listening. Now, let’s do the last sentence “The rain in Spain stays mainly on the plain.” H: Almost perfect. Just a little more work, Eliza, “stai-ays” and “plai-ain”. Again please.
E: The rain in Spain stay-ays mainly on the play-ain.
P: Wonderful. She’ll soon be perfect.
H: Excellent, Eliza. We’ll soon make a lady of you. Now off you go for a good lunch. Well-done!
Assignment
Pygmalion
Period4 Listening & Talking
NSEFC Student’s Book 8
www.
Listening Pygmalion
Act Three
Testing Eliza
Pre-listening
Can you imagine what fun she will make
Mrs Higgins is not interested in the experiment.
1
Clara enjoys the new small talk.
2
Eliza thinks somebody killed her aunt.
3
Henry is disappointed with how the experiment is going.
4
Mrs higgins thinks Eliza can go to the ambassador’s garden party.
5
F
F
F
F
T
“true” or “False”
Listening
Listening
1
What does the experiment refer to
2
What do they talk about
3
Why does Freddy laugh at Eliza when she talks about the weather
4
Do you think Freddy likes Eliza Why
5
Does Mrs Higgins think the test is successful
Listening
They done the old woman in.
What’s the meaning of the following sentences
What became of her new straw hat that she promised to me
Post-listening
Text
Text
What do you think of Higgins
when he says “not likely”
Text
Talking
What do you think they will say to
her in order to improve her skills
but not spoil her confidence
Listening Pygmalion
Act Four
The ambassador’s garden party
“true” or “False”
Henry thinks Mr Pommuck is his best and greatest student.
1
The ambassador’s wife is impressed by Eliza’s beauty.
2
Mr Pommuck thinks Eliza speaks the language so perfectly that she must be French.
3
Eliza enjoys people’s praise and likes to be the centre of attraction.
4
Henry and Pickering are very proud of Eliza’s “performance” and popularity.
5
F
F
F
F
T
Listening
Listening
1
Why do the ambassador and his wife think Eliza is a princess
Dose Henry encourage everyone to think she is a princess Why
Does Eliza enjoy the party Why
2
3
She is well dressed and looks so beautiful.
No, he doesn’t. henry wants to see if Eliza can behave
well enough to be taken as a lady rather than as a princess.
No. Because it is a strain for her.
Listening Humor of this act.
She is so beautiful that
she must be a princess.
She speaks English so well
that she must be a foreigner,
probably a Hungarian.
She speaks English as she
speaks the language too well.
Beauty doesn’t make a princess.
She can’t be hungarian as
she doesn’t recognize the ;anguage.
The ambassador’s wife speaks well
but is not considered to be foreign.
Mr Pommuck’s
ideas about Eliza
Evidence to prove he is wrong
It lies in Mr Pommuck’s claim to be an expert although
he fails to unmask Eliza. Show how he is wrong about Eliza.
Post-listening
Add Your Title
What do you think of Henry when he says “who the devil are you ”.
What do you think of Pommuck
Assignment
Prepare to put on a performance of Pygmalion for the rest of your school and the parents.
Pygmalion
www.
Period5 Reading & Writing
NSEFC Student’s Book 8
Reading Pygmalion
Afterwards
Act Five
It’s a great success.
How about the
garden party
Afterwards
Pre-reading
While-reading
Why does she throw the shoes at him
Why does Henry think he won the bet
Why does Eliza collect Henry’s slippers for
his though she is not a servant
Why does Eliza get upset when Henry does
not congratulate her
Why does Henry get upset when he hears
Eliza will marry Freddy
1
2
3
4
5
Fill in the chart
Evidence of Eliza’s
feelings for Henry
She works hard to win his bet for him.
She is disappointed that he does not acknowledge her hard work.
She realizes he will only ever think of her as a flower girl.
Evidence of Henry’s feelings for Eliza
He is surprised she is upset that he does not congratulate her for her success at the party.
He is upset that she is thinking of leaving him and marrying Freddy.
He is overjoyed with his triumph in the bet, but ignores Eliza’s feeling and shoes little concern about her future.
Make a dialogue about a possible ending
Do you think Eliza should marry Freddy
Do you think Eliza should marry Henry
If she marries Henry, do you think he will become a good husband
Ending
Ending
Ending
Sample dialogue
S1: I think I’d like Henry to marry Eliza. They do really like each other.
S2: Yes, they do. But do you think Eliza would like being married to Henry I think Pickering is so much nicer to her.
S1: Yes, indeed. So perhaps he’s really fond of her and would like to marry her!
S2: Yes. That would make a really good ending.
S1: Pickering shows care and concern for Eliza. She clearly likes him as he looks after her.
S2: He’s the only one to notice if she’s tired or needs something to eat.
Sample dialogue
S1: Henry, on the other hand, is always rude to her and makes nasty comments about her. I think he still thinks of her as a flower girl.
S2: He would make a bad husband as he’s so unkind. He’d spend all his time with his men friends. He keeps telling her where she was going wrong. Poor Eliza! That’s not marriage!
S1: So we agree. The best solution would be for
Colonel Pickering to marry Eliza. Right now let’s find out what really happened…
Now, please get ready to act out the ending that your group agree on.
Role play
Group work
Think about why Bernard Shaw did not end his play happily with Henry marrying Eliza. Remember that the story is based on the Greek tale of Pygmalion even though there is no character called Pygmalion in the play. Please work out the similarities and differences between the play and the story.
Fill in the chart
The story of Pygmalion and the Play Pygmalion
Similarities They are both about a man who “makes” a perfect woman.
Both the women benefit: Galatea by becoming alive and Eliza by learning how to behave I polite society.
Differences In the story, the artist admits that he has fallen in love with the statue, but in the play Henry does not admit that he loves Eliza.
In the story the artist and the statue get married and live happily together, but in the play they do not get married and appear to part.
In the story the artist changes from not liking women to loving one, but in the play Henry does not appear to change as much as Eliza.
Post-reading
Discuss how the characters change in the story and the play
Eliza
A rough, dirty flower girl who spoke bad English
Eliza
A beautiful and accomplished girl
Galatea
stone
Galatea
A real person
Pygmalion
A man who dislikes women
Pygmalion
a man who loves a particular woman
Group work
1
What does he think of Eliza at the beginning of the play
2
What does he think of Eliza at the end of the play
3
Has his attitude changed If yes, how
Does Henry change Consider these questions:
His attitude changes. It seems he can’t live without her. He is actually in love with her, but he finds it difficult to show this feeling. He wants her to stay but is not prepared to give her anything that would make her stay.
Writing
Now use all this information you have gathered about the connection between the story and the play and write a review of the play. First, analyze the play in groups. You may find the following headings useful in your discussion:
What is the theme of the play
Who are the main characters
What is the main plot
What time period is the play set in
Marketing Diagram
After the discussion, decide on the organization of your review. You may have an outline like this:
A brief summary of what happens in the play and your general opinion on it.
Select one aspect you want to write about ---the theme, one of the characters, a small scene, the plot development, the language or the writing style and why you choose that aspect.
End your review by stating what you have learned or enjoyed about this play.
Develop your ideas on the aspect you select.
Para1:
Para2:
Para3:
Para4:
Sample review of the play Pygmalion
I enjoyed studying the play Pygmalion very much I found it both amusing and interesting. As in the ancient Greek play the theme of the play changes. In the Greek play, the artist Pygmalion changes from a person who dislikes women to someone who loves one particular woman, Galatea. In this modern play Henry Higgins changes from a person who first dislikes Eliza to someone who does like Eliza though he will not admit it. In the Greek play the statue changes from stone into a real person. In this play Eliza changes from a flower girl into a beautiful and accomplished lady.
The play is set in the early 20th century. It is at a time when social groups in society are fixed and they can be identified through clothes and languages. So when Eliza
Sample review of the play Pygmalion
TEXT
TEXT
TEXT
TEXT
improves both her clothes and conversation, she is able to act like a real lady.
I think the time period in which the play is set increases my interest in the play. I enjoyed the use of badly spoken English. I like to see the way Eliza’s language changes from bad grammar to beautiful English. I also like the idea that she changed from being dirty and badly dressed to looking so beautiful that people think she must be a princess.
I learned a lot about English society a hundred years ago. I also enjoyed following the development of the people in the play. I look forward to seeing the play acted on the stage.
Assignment
Predict the end of the play.