高中英语人教版选修8Unit4PygmalionUsinglanguage教案(系列二)
选修八Unit4 PygmalionPeriod4 Using languageSpeaking and writingTeaching goals教学目标1. Target language 目标语言Practise expressing conjectureI 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 RevisionCheck 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 theman 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 DiscussionAsk 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 WritingT: 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 HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.。
高中英语人教版选修8Unit4PygmalionUsinglanguage教案(系列一)
选修八Unit4 PygmalionPeriod4 Using languageListeningTeacher goals教学目标1. Target language 目标语言a. 重点词汇和短语pronunciation, criteria, ambassador, confused, impress, evidence, give awayb. 重点句子Does he concentrate on her pronunciation rather than her grammar?She speaks English so well that she must be a foreigner, probably a Hungarian.She is so beautiful that she must be a princess.2. Ability goals 能力目标Enable the students to listen to and understand the play in the listening material.3. Learning ability goals 学能目标Help the students learn how to listen to and understand the play in the listening material.Teaching important & difficult points 教学重难点How to listen to and understand the play in the listening material.Teaching methods 教学方法Individual work and cooperative learning.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck the homework. Then talk about the characters in the play.T: In Shaw’s play, each character is depicted vividly especially th e three main characters. What can you say about them?S1: Eliza Doolittle is a flower girl working outside Covent Garden. Her potential to become “a lady”becomes the object of a bet between Higgins and Pickering.S2: Henry Higgins is a British, upper class professional bachelor, a world-famous phonetics expert, teacher. S3: Colonel Pickering is a retired British officer with colonial experience and later a friend of Higgins’.T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best describe each character in the play. Place them in the right place in the box.Sample answers:Henry Higgins: impatient, emotional, superiorColonel Pickering: kind, polite, unsureEliza: anxious, eager, ambitiousStep Ⅱ ListeningAsk the students to work in pairs and discuss what they would do to change Eliza into a lady and how, and then fill in the table in Part 1.T: From the scene we learned last period, we know that the ambitious flower girl wants to lift herself to upper class society. According to the expert, Higgins, what she needs is some education. Now work in pairs and discuss what you would have to do to change Eliza into a lady. Fill in the table in Part 1 on page 35.After that, ask the students to listen to the recording and answer the questions in Part 3.T: Now go through the questions in Part 3. And then I will play the tape three times. For the first time, try to get the general idea of the material. While listening for the second time, try to put down the important information, and answer the questions. For the third time, I will pause where necessary, and you can check your answers.Play the tape three times. After that, check the answers.Step Ⅲ Listening (Workbook: P70)First discuss the questions with the students.T: Next we’ll listen to Act Three of the play, testing Eliza. Before listening, let’s discuss some questions. Now look at the questions on page 70. How would you test Eliza?S1: I would take her to a grand party, where there area lot of rich people to see if she can get along well with other people or if people would like to talk with her. If so, Eliza has been taught well and has made great progress. If not, she will be taught again.T: Good idea! What criteria would you use to decide if the test was a success or not?S2: I think we could use quantity and effect of her communication as criteria: how many people want to talk or dance with her? What do people feel about her?Then ask the students to listen to the recording three times and finish the exercises.T: Good! Now let’s listen to the tape and finish the exercises 2-4.And then check the answers with the class.After that, ask the students to think of some new ideas to help Professor Higgins teach Eliza better.T: From the above, we know Eliza has made some progress in her speech and behavior. But after the test, Professor Higgins finds what he has done is not enough. In order to teach Eliza better, he decides to do something to improve her. Now work in groups and discuss what still needs to be done to turn Eliza into a lady.S1: In order to teach Eliza better, Higgins can have her sell flowers again but in the theater in the day. But she needs not to worry about how much she could earn. What she needs do is to pay more attention to what a lady or a gentleman is saying and how they behave themselves. And Higgins would ask her about what she has learned during the daytime. She must imitate what she has seen and heard.T: Good job.Step Ⅳ TalkingT: When Henry and Pickering get home, they will have to talk to Eliza about the tea party. What do you think they will say to her in order to improve her conversational skills but not spoil her confidence? Now work in pairs and work out the speech that Pickering and Henry will make to Eliza. Remember that Eliza is not sure that she convinced Freddy and Clara that she was a lady. So be kind to her as well as give her good advice.A sample speech：(E = Eliza; H = Higgins; P = Pickering)H: You did quite well in the party, really. But I think you need more practice.E: That’s enough. I’m fed up with the drills and those pronunciation and politeness. That’s enough!H: Calm! Young lady! Just think what you’re trying to accomplish. Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary, imaginative and musical mixtures of sound s. And that’s what you’ve set yourself out to conquer Eliza. And conquer it, you will.E: But Mrs Pearce says I sound like a French lady. I think I’ve learned enough to...P: (interrupt her) Yeah, yeah... I think you look perfect, but there needs some improvement.E: (become peaceful) OK. Let me try.P: I know you talked about the weather, but it’s not suitable to mention the weather at the party.H: Your speech has greatly improved. But you still need to learn how to take the chance to speak proper words at a proper time.P: I think you need more practice in grammar, too.H: Your use of grammar is much better, but it needs improving. When you dance with Freddy was over, you should say “Thank you” instead of “Thanks you.”P: I believe you will be much better next time.Step Ⅴ Listening (Workbook: P73)There are three exercises in this part. The first one is for the students to decide whether the statements are true or false. The second one is to answer the three questions after listening. The last is to ask the students to enjoy the humor of the act and try to fill in the table.Play the tape and ask the students to listen and finish the activities.Step Ⅵ HomeworkAsk the students to do the following.1. Listen to all the recordings once again and enjoy the play.2. Finish the WRTING TASK on page 76.。
高中英语人教版选修8Unit4PygmalionUsinglanguage课件(系列一)
She can’t be hungarian as she doesn’t recognize the ;anguage.
Beauty doesn’t make a princess.
Post-listening
Add Your Title What do you think of Henry when he says “who the devil are you ?”.
Post-listening
What do you think of Higgins when he says “not likely” ?
Text
Text
Text
Talking
What do you think they will say to her in order to improve her skills but not spoil her confidence?
Listening
Act Four
Pygmalion
The ambassador’s garden party
Listening
F
F
1 2
“true” or “False”
Henry thinks Mr Pommuck is his best and greatest student.
The ambassador’s wife is impressed by Eliza’s beauty.
5 Does Mrs Higgins think the test is successful?
Listening
What’s the meaning of the following sentences?
They done the old woman in.
人教版高中英语选修八-Unit4PygmalionUsinglanguage课件新
3.Showherin,MrsPearce. showin带或领……进来 Showherin,MrsPearce.皮斯太太,
领她进来。 Heshowedmeintoabedroom.他把
我领进一间卧室。 Heshowedmeout.他把我领了出
去。
showsb.in领某人进来,其反义词为: showsb.out领某人出去。 show构成的短语有: showsb.around领某人参观某地; showoff炫耀; showup出现,来到某处;揭露;显得好看
单项填空 Wedidn’tknowhistelephonenumber, otherwisewe_____him. A.Awouldhavetelephoned B.musthavetelephoned C.wouldtelephone D.hadtelephoned
disgusting: a.令人厌恶的；令人反感的 Hisdeceitisdisgusting;hetook everybodyin! 他的欺诈手段令人憎恶，弄得人人上当！ That'sdisgusting. 真讨厌。
高中英语课件
madeofcanruohanxing
Wordspreview
pronounce vt.发…音；宣称
nail
n.指甲；趾甲；钉子
compromise n.&vi.妥协；折衷
horrible adj.可怕的；令人不愉快的
bathtub n.浴缸；澡盆
sob
vi.啜泣；抽泣
n.啜泣（声）；抽泣（声）
Nowlistentothetapeand answerthefollowingquestions.
1CheckthelistofchangestoElizathat yourclassmadeonthebroad.Wereyour ideasthesameasProfessorHiggins’? 2Doesheconcentrateonher pronunciationratherthanhergrammar? Doyouthinkheiscorrect?Giveareason. 3Whatdoyouthinkabouthisteaching methods?Wouldyouliketobetaught byhim?Giveareason.
高中英语人教版选修8Unit4PygmalionLanguagepoints教案(系列三)
选修八Unit4 PygmalionPeriod2 Language pointsLearning process(学习过程)Step1. Preparing lessons &self-study and exploring the problems(预习自学，探究问题)Finish the tasks in the first period in time.Step2.Finishing plan & asking questions（完成学案，提出问题）Report the answers to the class and the teacher.Listen to the tape of the text and underline the new words in the text;Learn the new words and phrases after the teacher . Ask for help if necessary.Step3.Researching cooperatively& answering questions(合作探究, 解决问题)Learn the usages of the following language points and answer some questions in groups.但是他们一张嘴就露出马脚（暴露自己的身份）。
【词语拓展】泄露(秘密betray oneself 无意中露出本性;背叛出卖;背叛betray that 表示“无意中显示，暴露【词语运用】根据括号中的提示完成句子。
(1)Quite a lot of people will _____________(原形毕露(2)They _____________the enemy.(背叛祖国,投降了(3)His face _____________(显露出(4)He _____________(透露了这个消息)to all his friends.2她讲的英语令她命中注定要在贫民窟里呆一辈子。
人教版(新课程标准)选修八：Unit4 Pygmalion Using Language导学案
高二英语选修8 unit 4Pygmalion导学案Period 5 Using Language一:学习目标1.To learn something about the play Pygmalion by Shaw.2.To develop the Ss’ reading ability by skimming and scanning the passage.二．教学重难点1.To enable the Ss to learn about the play and help them understand the fact thatone’s social status can influence the way they behave to each other.2.To help the students learn how to talk about the play and use the play to work outthe characteristics of each social group.三．预习自测Characters1. Eliza was poor but a________.2. Colonel Pickering was kind m______ and c__________.3. Mr Higgins was s_______, rude and a little s____________.1. This text is mainly about Henry Higgins and Colonel Pickering ______ about teaching Eliza.A. making a conversationB. quarrelingC. making a betD. fighting2. Eliza came to visit Henry Higgins and Colonel Pickering in order to let them_____.A. give her some moneyB. give her a job as a flower shop’s assistantC. teach her speak wellD. have a bath3. Eliza only offered them _____ if they could teach her.A. 1 shillingB. 2 shillingsC. nothingD. 3 shillings4. Henry Higgins and Colonel Pickering finally decided to ____ Eliza.A. throw backB. teachC. only teach her how to speakD. beat5. Eliza refused to have a bath. From what she said, we can infer that she lived a_____ life.A. miserableB. happyC. goodD. dirtyLanguage Points1. bet n.&vt. 打赌I’ve made a bet that our team will win the first.He has just lost a bet.I bet you($5) that they will win.短语: I bet 我敢肯定win/lose a bet 赌赢/赌输make a bet on 就……打赌2. deep in sth. 专心; 全神贯注; 深陷They are deep in prayer.He was deep in thought when I saw him.He is often so deep in his books that he forgets to eat.形容词短语deep in sth. 可用在句中作状语。
人教版英语选修8Unit 4教案
Unit 4 PygmalionPeriod 1 Warming up一．Aims:Teaching goals 教学目标1. Target language目标语言：重点词汇和短语adaptation, plot, professor, Pygmalion2. Ability goals能力目标Enable the students to talk about the Greek story Pygmalion二．Contents:Ask Students to look at a group of three pictures and try to describe them in their own words.T: Yes, today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story.S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife.T: What problems do you think they will have?S1: Maybe they can’t understand each other, bec ause they come from different world. S2: It’s very hard for Pygmalion to understand his wife, because his wife is made form a stone. She doesn’t know the words, behavior, anything about him.…Step III DiscussionMake a brief introduction about Shaw.T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defenders of women’s rights, and advocate of equality of income,. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honor, but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whe reas Shaw was very thin. Churchill said to Shaw very sharply, “Whenpeople see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can s ee how witty Shaw is!T: Have you seen the film My Fair Lady? Do you like the film?Say something about the film.Step V Homework1. Find more information about Pygmalion2.Pre-read the play and get ready for the next period.Period 2 Reading一．Aims:1. Ability goals能力目标Enable the Ss to talk bout the play and use the play to work out the characteristics of each social group.2. Learning ability goals学能目标Help the Ss learn how to talk about the play and use the play to work out the characteristics of each social group.二．Contents:Step I Revision and Lead-inStep II ReadingDeal with the Reading part. Play the tape for the Ss to listen. Then analyze the play. Ask the students to read through the text. While reading, pay attention to the writing style.SkimmingAsk the Ss 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.Show the followings.1. How many characters are there in the play?2. What is the weather like when the play begins?3. Do you think Eliza a well educated woman, why or why not?4. Why did Professor Higgins want to make notes of what Eliza said?5. What’ the meaning of the newly rich?ScanningAsk three students to read to the play while other students scan it and get ready to answer the questions: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 aimWho can complete the last sentence in the first line on page 30: Now once taught by me…?What other things show one’s statue in society apart from how one speaks?Do you think Pickering if of the upper class?Step III ComprehendingAsk Ss to 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 about recognizing a person’s position in society by the way they behave and speak. Please listen to the tape and use the play to work out the characteristics of each social group.And then fill in the blanks on page 30Step IV DiscussionAsk Ss 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 page31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly.Step V Homework1. Read the play repeatedly and try to act out it.2. Preview the grammar part.Period 3 Language Points一．Aims:Learn the language points and some important sentence patterns.二．Contents:1. work out 计算出，设法弄懂，精心制定出，逐渐解决，按某种方式发展。
Unit 选修8 Unit4 Pygmalion 教案
Unit 4 PygmalionListening Speaking and writing---教案Teaching Goals:1. To develop Ss’ listening ability2. To learn some information about the play.Teaching Procedures:Step 1. Listening and speaking (Using Language)1. Ask Ss to discuss in groups of four the following questions.(1) What would be done to change Eliza into a lady(2) What do you think are the most important things to change Eliza into a lady How will you make each change2. Ask Ss to finish Ex1 and Ex2 on P35.3. Ask Ss to listen to the tape and finish Ex3 on P35.4. Play the tape again and ask Ss to finish Ex4.5. Ask Ss to try to think of some new ideas to help Higgins teach Eliza better. Choose the two best ideas and share with the class.Step 2. Listening task (Workbook)1. Lead Ss to t he topic of the listening text. Teacher may say, “We’ve known the beginning and ending of the story, but don’t you want to know how Eliza succeeded in the ambassador’s party” Tell Ss that this is the most wonderful Act of the play.2. Ask Ss to listen to the tape and finish Ex1 of Listening task on P73.3. Ask Ss to listen to the tape again and answer in pairs the questions in Ex2 of Listening task on P73.4. Ask Ss to listen to he tape for the third time and enjoy the humor of this act. Discuss and give the answer to Ex3 of Listening task on P73.Step 3. Speaking and writing (Using Language)1. Ask Ss to discuss the following questions.(1) How did Eliza feel after the first class(2) What will she say to Mrs. Pearce(3) How will Mrs. Pearce comfort her2. Ask Ss to go through the phrases and sentences given in Ex1 of Speaking and writing on P36 and try to make a dialogue of their own.Sample dialogue 1:3. Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved.4. Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.Step 4. Speaking task (Workbook)1. Ask Ss whether they still remember that the play has the same theme with the Greekstory. Ask them to go over the story on P28.2. Ask Ss to discuss and try to find out the similarities and differences between the play and the story Then let them finish Ex1 on P76.1.Ask Ss to discuss the following questions.(1)How does Eliza change in the play(2) How does Pygmalion change in the play(3)Has Henry’s attitude to Eliza changed from the beginning of the play to the end4. Ask Ss to finish Ex2 on P76.Step 5. HomeworkAsk Ss to go through Writing task on P76 and then write a review of the play.Ask Ss to review what has been learned in this unit.Ask Ss to preview the next unit.。
人教版选修8 unit 4 PygmalionP3分教学设计
Unit 4 PYGMALIONPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(MAKING THE BET)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. The following steps are offered to the teacher for reference: warming up by learning more about PYGMALION，reading and acting，copying the collocations，acting a play，closing down by learning to act.ObjectivesTo help students read the passage MAKING THE BETTo help students to use the language by reading, listening, speaking and writingProcedures1. Warming up by learning more about PYGMALIONWhen George Bernard Shaw wrote Pygmalion more than a half century ago, no one could have predicted his play would eventually be converted into one of the great musicals of our time -- My Fair Lady -- and an Academy Award winning motion picture. Generations of readers and theatergoers have found relevance in Shaw's story of speech therapist Henry Higgins, who successfully transforms Liza Doolittle, a "draggle-tailed guttersnipe," into a darling of high society who momentarily upsets his hard-edged reserve. The extraordinary wit of this master dramatist of the twentieth century cuts away at the artificiality of class distinctions to reveal that human clay can be molded into wondrous shapes.2. Reading and actingRead the text MAKING THE BET on page 33 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.3. Copying the collocationsWhy do we learn collocations?•Your language will be more natural and more easily understood.•You will have alternative and richer ways of expressing yourself.•It is easier for our brains to remember and use language in chunks or blocks rather than as single words.Now read the text and find the collocations.4. Acting a playPygmalion(By George Bernard Shaw)ACT ICovent Garden at 11.15 p.m. Torrents of heavy summer rain. Cab whistles blowing frantically in all directions. Pedestrians running for shelter into the market and under the portico of St. Paul's Church, where there are already several people, among them a lady and her daughter in evening dress. They are all peering out gloomily at the rain, except one man with his back turned to the rest, who seems wholly preoccupied with a notebook in which he is writing busily.The church clock strikes the first quarter.THE DAUGHTER[in the space between the central pillars, close to the one on her left] I'm getting chilled to the bone.What can Freddy be doing all this time? Hes been gone twenty minutes.THE MOTHER[On her daughter's right] Not so long. But he ought to have got us a cab by this.A BYSTANDER[on the lady's right] He wont get no cab not until half-past eleven, missus, when they come back after dropping their theatre fares.THE MOTHERBut we must have a cab. We cant stand here until half-past eleven. It's too bad.THE BYSTANDERWell, it aint my fault, missus.THE DAUGHTERIf Freddy had a bit of gumption, he would have got one at the theatre door.THE MOTHERWhat could he have done, poor boy?THE DAUGHTEROther people got cabs. Why couldnt he?Freddy rushes in out of the rain from the Southampton Street side, and comes between them closing a dripping umbrella. He is a young man of twenty, in evening dress, very wet around the ankles.THE DAUGHTERWell, havnt you got a cab?FREDDYTheres not one to be had for love or money.THE MOTHEROh, Freddy, there must be one. You cant have tried.THE DAUGHTERIt's too tiresome. Do you expect us to go and get one ourselves?FREDDYI tell you theyre all engaged. The rain was so sudden: nobody was prepared; and everybody had to take a cab. Ive been to Charing Cross one way and nearly to Ludgate Circus the other; and theywere all engaged.THE MOTHERDid you try Trafalgar Square?FREDDYThere wasnt one at Trafalgar Square.THE DAUGHTERDid you try?FREDDYI tried as far as Charing Cross Station. Did you expect me to walk to Hammersmith?THE DAUGHTERYou havnt tried at all.THE MOTHERYou really are very helpless, Freddy. Go again; and dont come back until you have found a cab. FREDDYI shall simply get soaked for nothing.THE DAUGHTERAnd what about us? Are we to stay here all night in this draught, with next to nothing on. You selfish pig--FREDDYOh, very well: I'll go, I'll go. [He opens his umbrella and dashes off Strandwards, but comes into collision with a flower girl, who is hurrying in for shelter, knocking her basket out of her hands. A blinding flash of lightning, followed instantly by a rattling peal of thunder, orchestrates the incident].THE FLOWER GIRLNah then, Freddy: look wh' y' gowin, deah.FREDDYSorry [he rushes off].THE FLOWER GIRL[picking up her scattered flowers and replacing them in the basket] Theres menners f' yer! Te-oo banches o voylets trod into the mad. [She sits down on the plinth of the column, sorting herflowers, on the lady's right. She is not at all an attractive person. She is perhaps eighteen, perhaps twenty, hardly older. She wears a little sailor hat of black straw that has long been exposed to the dust and soot of London and has seldom if ever been brushed. Her hair needs washing rather badly: its mousy color can hardly be natural. She wears a shoddy black coat that reaches nearly to her knees and is shaped to her waist. She has a brown skirt with a coarse apron. Her boots are much the worse for wear. She is no doubt as clean as she can afford to be; but compared to the ladies she is very dirty. Her features are no worse than theirs; but their condition leaves something to be desired; and she needs the services of a dentist].THE MOTHERHow do you know that my son's name is Freddy, pray?THE FLOWER GIRLOw, eez ye-ooa san, is e? Wal, fewd dan y' de-ooty bawmz a mather should, eed now bettern to spawl a pore gel's flahrzn than ran awy athaht pyin. Will ye-oo py me f'them? [Here, with apologies, this desperate attempt to represent her dialect without a phonetic alphabet must be abandoned as unintelligible outside London.]THE DAUGHTERDo nothing of the sort, mother. The idea!THE MOTHERPlease allow me, Clara. Have you any pennies?THE DAUGHTERNo. I've nothing smaller than sixpence.THE FLOWER GIRL[hopefully] I can give you change for a tanner, kind lady.THE MOTHER[to Clara] Give it to me. [Clara parts reluctantly]. Now [to the girl] This is for your flowers.THE FLOWER GIRLThank you kindly, lady.THE DAUGHTERMake her give you the change. These things are only a penny a bunch.THE MOTHERDo hold your tongue, Clara. [To the girl]. You can keep the change.THE FLOWER GIRLOh, thank you, lady.THE MOTHERNow tell me how you know that young gentleman's name.THE FLOWER GIRLI didnt.THE MOTHERI heard you call him by it. Dont try to deceive me.THE FLOWER GIRL[protesting] Whos trying to deceive you? I called him Freddy or Charlie same as you might yourself if you was talking to a stranger and wished to be pleasant. [She sits down beside her basket].THE DAUGHTERSixpence thrown away! Really, mamma, you might have spared Freddy that. [She retreats in disgust behind the pillar].An elderly gentleman of the amiable military type rushes into shelter, and closes a dripping umbrella. He is in the same plight as Freddy, very wet about the ankles. He is in evening dress, with a light overcoat. He takes the place left vacant by the daughter's retirement.THE GENTLEMANPhew!THE MOTHER[to the gentleman] Oh, sir, is there any sign of its stopping?THE GENTLEMANI'm afraid not. It started worse than ever about two minutes ago. [He goes to the plinth beside the flower girl; puts up his foot on it; and stoops to turn down his trouser ends].THE MOTHEROh, dear! [She retires sadly and joins her daughter].THE FLOWER GIRL[taking advantage of the military gentleman's proximity to establish friendly relations with him]. Ifit's worse it's a sign it's nearly over. So cheer up, Captain; and buy a flower off a poor girl.THE GENTLEMANI'm sorry, I havnt any change.THE FLOWER GIRLI can give you change, Captain.THE GENTLEMENFor a sovereign? Ive nothing less.THE FLOWER GIRLGarn! Oh do buy a flower off me, Captain. I can change half-a-crown. Take this for tuppence. THE GENTLEMANNow dont be troublesome: theres a good girl. [Trying his pockets] I really havnt any change--Stop: heres three hapence, if thats any use to you [he retreats to the other pillar].THE FLOWER GIRL[disappointed, but thinking three halfpence better than nothing] Thank you, sir.THE BYSTANDER[to the girl] You be careful: give him a flower for it. Theres a bloke here behind taking down every blessed word youre saying. [All turn to the man who is taking notes].THE FLOWER GIRL[springing up terrified] I aint done nothing wrong by speaking to the gentleman. Ive a right to sell flowers if I keep off the kerb. [Hysterically] I'm a respectable girl: so help me, I never spoke to him except to ask him to buy a flower off me. [General hubbub, mostly sympathetic to the flower girl, but deprecating her excessive sensibility. Cries of Dont start hollerin. Whos hurting you? Nobody's going to touch you. Whats the good of fussing? Steady on. Easy, easy, etc., come from the elderly staid spectators, who pat her comfortingly. Less patient ones bid her shut her head, or ask her roughly what is wrong with her. A remoter group, not knowing what the matter is, crowd in and increase the noise with question and answer: Whats the row? What she do? Where is he? A tec taking her down. What! him? Yes: him over there: Took money off the gentleman, etc. The flower girl, distraught and mobbed, breaks through them to the gentleman, crying wildly] Oh, sir, dont let him charge me. You dunno what it means to me. Theyll take away my character and drive me on the streets for speaking to gentlemen. They--THE NOTE TAKER[coming forward on her right, the rest crowding after him] There, there, there, there! whos hurting you, you silly girl? What do you take me for?THE BYSTANDERIt's all right: hes a gentleman: look at his boots. [Explaining to the note taker] She thought you was a copper's nark, sir.THE NOTE TAKER[with quick interest] Whats a copper's nark?THE BYSTANDER[inapt at definition] It's a--well, it's a copper's nark, as you might say. What else would you call it?A sort of informer.THE FLOWER GIRL[still hysterical] I take my Bible oath I never said a word--THE NOTE TAKER[overbearing but good-humored] Oh, shut up, shut up. Do I look like a policeman?THE FLOWER GIRL[far from reassured] Then what did you take down my words for? How do I know whether you took me down right? You just shew me what youve wrote about me. [The note taker opens his book and holds it steadily under her nose, though the pressure of the mob trying to read it over his shoulders would upset a weaker man]. Whats that? That aint proper writing. I cant read that.THE NOTE TAKERI can. [Reads, reproducing her pronunciation exactly] "Cheer ap, Keptin; n' baw ya flahr orf a pore gel."THE FLOWER GIRL[much distressed] It's because I called him Captain. I meant no harm. [To the gentleman] Oh, sir, dont let him lay a charge agen me for a word like that. You--THE GENTLEMANCharge! I make no charge. [To the note taker] Really, sir, if you are a detective, you need not begin protecting me against molestation by young women until I ask you. Anybody could see that the girl meant no harm.THE BYSTANDERS GENERALL Y[demonstrating against police espionage] Course they could. What business is it of yours? You mind your own affairs. He wants promotion, he does. Taking down people's words! Girl never said a word to him. What harm if she did? Nice thing a girl cant shelter from the rain without being insulted, etc., etc., etc. [She is conducted by the more sympathetic demonstrators back to her plinth, where she resumes her seat and struggles with her emotion.]THE BYSTANDERHe aint a tec. Hes a blooming busybody: thats what he is. I tell you, look at his boots.THE NOTE TAKER[turning on him genially] And how are all your people down at Selsey?THE BYSTANDER[suspiciously] Who told you my people come from Selsey?THE NOTE TAKERNever you mind. They did. [To the girl] How do you come to be up so far east? You were born in Lisson Grove.THE FLOWER GIRL[appalled] Oh, what harm is there in my leaving Lisson Grove? It wasnt fit for a pig to live in; and I had to pay four-and-six a week. [In tears] Oh, boo--hoo--oo--THE NOTE TAKERLive where you like; but stop that noise.THE GENTLEMAN[to the girl] Come, come! he cant touch you: you have a right to live where you please.A SARCASTIC BYSTANDER[thrusting himself between the note taker and the gentleman] Park Lane, for instance. Id like to go into the Housing Question with you, I would.THE FLOWER GIRL[subsiding into a brooding melancholy over her basket, and talking very low-spiritedly to herself] I'm a good girl, I am.THE SARCASTIC BYSTANDER[not attending to her] Do you know where I come from?THE NOTE TAKER[promptly] Hoxton.Titterings. Popular interest in the note taker's performance increases.THE SARCASTIC ONE[amazed] Well, who said I didnt? Bly me! You know everything, you do.THE FLOWER GIRL[still nursing her sense of injury] Aint no call to meddle with me, he aint.THE BYSTANDER[to her] Of course he aint. Dont you stand it from him. [To the note taker] See here: what call have you to know about people what never offered to meddle with you? Wheres your warrant? SEVERAL BYSTANDERS[encouraged by this seeming point of law] Yes: wheres your warrant?THE FLOWER GIRLLet him say what he likes. I dont want to have no truck with him.THE BYSTANDERYou take us for dirt under your feet, dont you? Catch you taking liberties with a gentleman!THE SARCASTIC BYSTANDERYes: tell h i m where he come from if you want to go fortune-telling.THE NOTE TAKERCheltenham, Harrow, Cambridge, and India.THE GENTLEMANQuite right. [Great laughter. Reaction in the note taker's favor. Exclamations of He knows all about it. Told him proper. Hear him tell the toff where he come from? etc.]. May I ask, sir, do you do this for your living at a music hall?THE NOTE TAKERIve thought of that. Perhaps I shall some day.The rain has stopped; and the persons on the outside of the crowd begin to drop off.THE FLOWER GIRL[resenting the reaction] Hes no gentleman, he aint, to interfere with a poor girl.THE DAUGHTER[out of patience, pushing her way rudely to the front and displacing the gentleman, who politely retires to the other side of the pillar] What on earth is Freddy doing? I shall get pneumonia if I stay in this draught any longer.THE NOTE TAKER[to himself, hastily making a note of her pronunciation of "monia"] Earlscourt.THE DAUGHTER[violently] Will you please keep your impertinent remarks to yourself?THE NOTE TAKERDid I say that out loud? I didnt mean to. I beg your pardon. Your mother's Epsom, unmistakeably. THE MOTHER[advancing between her daughter and the note taker] How very curious! I was brought up in Largelady Park, near Epsom.THE NOTE TAKER[uproariously amused] Ha! ha! What a devil of a name! Excuse me. [To the daughter] You want a cab, do you?THE DAUGHTERDont dare speak to me.THE MOTHEROh, please, please Clara. [Her daughter repudiates her with an angry shrug and retires haughtily.] We should be so grateful to you, sir, if you found us a cab. [The note taker produces a whistle]. Oh, thank you. [She joins her daughter].5. Closing down by learning to actActing is the only art you cannot be caught doing.。
高中英语人教版选修8教案Unit 4 Pygmalion 单元教案
Unit 4 PygmalionⅠ. 单元教学目标技能目标Skill Goals▲Listen to and talk about the story Pygmalion▲Read and act out a play about recognizing a person’s position in society ▲Use the past participle as the adverbial▲Write a review of the playⅡ. 目标语言功能句式推测（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 ..词汇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, fade2．认读词汇phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct3．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结构The past participle as the adverbial重点句子1. An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society. P282. There you are and you were born in Lisson Grove if I’m not mistaken. P293. 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. P304. This is the age of the newly rich. People begin their working life in apoor neighbourhood of London with 80 pounds a year and end in a richone with 100 thousand. P295. The English that will condemn her to the gutter to the end of herdays. P306. Perhaps I could even find her a place as a lady’s maid or a shopassistant, which requires better English. P307. What other things show one’s status in society apart from how onespeaks? P318. I’m not asking any favours — and he treats me like dirt. P349. I’d never have come if I’d known about this disgusti ng thing youwant to do to me, I... P3410. What’s to become of me? P74Ⅲ. 教材分析和教材重组1. 教材分析本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。
unit选修8unit4pygmalion教案
Unit 4 PygmalionListening Speaking and writing---教案Teaching Goals:1. To develop Ss’ listening ability2. To learn some information about the play.Teaching Procedures:Step 1. Listening and speaking (Using Language)1. Ask Ss to discuss in groups of four the following questions.(1) What would be done to change Eliza into a lady(2) What do you think are the most important things to change Eliza into a lady How will you make each change2. Ask Ss to finish Ex1 and Ex2 on P35.3. Ask Ss to listen to the tape and finish Ex3 on P35.4. Play the tape again and ask Ss to finish Ex4.5. Ask Ss to try to think of some new ideas to help Higgins teach Eliza better. Choose the two best ideas and share with the class.Step 2. Listening task (Workbook)1. Lead Ss to t he topic of the listening text. Teacher may say, “We’ve known the beginning and ending of the story, but don’t you want to know how Eliza succeeded in the ambassador’s party” Tell Ss that this is the most wonderful Act of the play.2. Ask Ss to listen to the tape and finish Ex1 of Listening task on P73.3. Ask Ss to listen to the tape again and answer in pairs the questions in Ex2 ofListening task on P73.4. Ask Ss to listen to he tape for the third time and enjoy the humor of this act. Discuss and give the answer to Ex3 of Listening task on P73.Step 3. Speaking and writing (Using Language)1. Ask Ss to discuss the following questions.(1) How did Eliza feel after the first class(2) What will she say to Mrs. Pearce(3) How will Mrs. Pearce comfort her2. Ask Ss to go through the phrases and sentences given in Ex1 of Speaking and writing on P36 and try to make a dialogue of their own.Sample dialogue 1:3. Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved.4. Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.Step 4. Speaking task (Workbook)1. Ask Ss whether they still remember that the play has the same theme with the Greek story. Ask them to go over the story on P28.2. Ask Ss to discuss and try to find out the similarities and differences between the play and the story Then let them finish Ex1 on P76.1.Ask Ss to discuss the following questions.(1)How does Eliza change in the play(2) How does Pygmalion change in the play(3)Has Henry’s attitude to Eliza changed from the beginning of the play to the end4. Ask Ss to finish Ex2 on P76.Step 5. HomeworkAsk Ss to go through Writing task on P76 and then write a review of the play. Ask Ss to review what has been learned in this unit.Ask Ss to preview the next unit.。