【学案】高二年级英语新人教版选修8课件：Unit+4《Pygmalion》Warming+Up+%26+Reading
人教版高中英语语法学案选修8Unit4 Pygmalion
,[学生用书P243～P245])Ⅰ.单词拼写根据提示写出英文单词。
1．professor[prə'fesə] n．教授2．wallet['wɒlIt] n. 皮夹；钱包3．outcome['aʊtkʌm] n. 结果；效果4．thief[θiːf] n. 小偷；贼5．properly['prɒpəlI] ad v. 适当地；恰当地6．troublesome['trʌblsəm] adj. 带来麻烦的；使人心烦的7．status['steItəs] n. 身份；地位；职位8．laundry['lɔːndrI] n. 洗衣店9．betray[bI'treI] v t. 背叛；显露出(本来面目)10．condemn[kən'dem] v t. 谴责；使……处于不幸(不愉快的状态)11．overlook[əʊvə'lʊk] v t. 俯视；忽视12．brilliant['brIlIənt] adj. 杰出的13．superior[suː'pIərIə] adj. 优秀的n. 上级14．effective[I'fektIv] adj. 有效的；起作用的15．acquaintance[ə'kweIntəns] n.相识；了解Ⅱ.单词拓展写出下列单词及其派生词。
1．hesitate v i. 犹豫；踌躇hesitation n. 犹豫；踌躇hesitant adj. 迟疑的；犹豫不定的2．comfort n. 舒适；安慰v t. 安慰comfortable adj. 舒服的；舒适的uncomfortable adj. 不舒服的；不安的uncomfortably ad v. 不舒服地；不自在地3．music n. 音乐musical adj. 音乐的n. 音乐喜剧musician n. 音乐家4．rob v t. 抢劫；抢掠robber n. 抢劫犯；盗贼robbery n. 抢劫(案)，抢掠5．horror n. 惊骇；令人恐怖的事物horrible adj. 可怕的；恐怖的6．fortune n. 机会；运气；大笔的钱fortunate adj. 幸运的；侥幸的；吉祥的unfortunate adj. 不幸的；令人遗憾的unfortunately ad v. 不幸地；令人遗憾地1．in_disguise伪装(的)；假扮(的) 2．pass...off_as... (把某人)改变或冒充成……3．make_one’s_acquaintance 结识；与……相见4．generally_speaking 一般来说5．in_terms_of... 就……来说；从……角度6．rob_sb.of_sth. 抢劫某人某物7．show...in 带或领……进来8．once_more 再一次9．fade_out (声音、画面)逐渐模糊；渐淡10．treat_sb.like_dirt 把某人当下流人对待1．what if句式，“如果……又怎样呢”What if I was?[仿写]要是出了问题将会怎样？________________________________________________________________________ 2．if＋had done＋主句would have done表示对过去的虚拟I’d never have come if I’d known about this disgusting thing you want me to do...[仿写]如果我们提前两天开始，我们就完成工作了。
人教版高中英语选修8《Unit4Pygmalion》教案
人教版高中英语选修8《Unit4Pygmalion》教案人教版高中英语选修8《Unit 4 Pygmalion》教案单元要点预览(旨在让同学整体了解本单元要点)词汇部分词语辨析 1. adapt / adopt 2. ignore / neglect / overlook3. luck / fortune / destiny / fate词形变化 1. comfort n. 舒适;安慰 vt.使舒适;安慰，慰问 comfortable adj.舒服的uncomfortable adj.不舒服的，不自在的comfortably adv.舒适地uncomfortably adv.不舒服地;难受地2. classify vt. 把……分类，把……分级 classification n.分类，分级;类别，级别3. betray vt. 出卖;背叛 betrayal n.[u]出卖，辜负，暴露 betrayer n. 出卖者4. superior adj.上级的，较高的 n.上级，长官 superiority n.优越(性) ，优等5. trouble n. 麻烦，困难vt.麻烦 vi.费力 troublesome adj. 令人烦恼的，麻烦的6. pronounce vt.发音;宣布 pronunciation n.发音重点单词 1. adaptation n.[c] 改编2. hesitate vi. 犹豫，踌躇，不愿3. mistaken adj. 犯错的，错误的4. condemn vt. 判刑，谴责，宣告……不适用5. acquaintance n.[u]相识;熟悉 n.[c]熟人6. fortune n.[u]命运;运气;机会 [c]财产，财富重点词组 1. pass sb. off as... 把某人改变或冒充成……2. a handful of 一把;一小撮，少数，少量3. in amazement 惊讶地4. in terms of... 以……的观点;就……而说5. show... in 带或领……进来重点句型1. Generally speaking, people are more polite to those whom they think are of higher social class.2. Henry Higgins and Colonel Pickering are sitting deep in conversation.重点语法分词作状语(见语法部分)语言要点(模块)Ⅰ.词语辨析 (旨在提供完形填空所需材料)1. adapt / adopt【解释】adapt v. 使…适应，改编This novel has been adapted for radio from the Russian original. 这部小说已由俄文原著改编成无线电广播节目。
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。
人教版高中英语选修八《unit4Pygmalion》课件
rgliufett,aerccordingtoProfessorHigg
ins.
★Heisanexpertin8.____p_h_o_n,ewtihcos Professor thinksthatthequalityofaperson’s Higgins Englishdecideshis/her9._______
_insocieptoys. ition ★Hecanknowwhereapersonisfr ombywhathe/she10._____. ★saHysethinksiftaughtbyhimtospea kproperly,ElizaDoolittle
Professor maybecomea(n) Higgins 11.__u_p_p_e_r_c_la_s_s_lady.
6.WhyElizabegantocry?Because_____. A.shethoughtProfessorHigginswouldarr esthim B.thegentlemandidn’tgivehersomemone y C.Pickeringbeatandscoldedher D.therewasnoreason
MyFairLady Haveyouseenthefilm? Ifyouhave,didyoulikeit? Haveadiscussionandgiv ereasons.
Maincharacters
ElizaDoolittle(E): apoorflowergirlwhoisambitioustoimprov eherself. ProfessorHiggins(H): anexpertinphonetics,convincedthatthequ alityofaperson’sEnglishdecideshis/herpo sitioninsociety.
新人教版高中英语选修8Unit4 Pygmalion教案
Unit 4 PygmalionTeaching aims:TopicTalking about the story PygmalionUseful words and expressions:Adaptation, plot, hesitate, uncomfortable, outcome, disguise, mistaken, brilliant, classify, betray, dismiss, dismissively, condemn, acquaintance, handful, fortune, upper, status, superior, pronunciation, antique, musical, mile, pence, professor, troublesome, pronounce, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective. Expressions: in disguise, 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.3. Functional items:conjecture (推测)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 her by…4. GrammarRevise the Past Participle.The Titanic is a sunk ship in the ocean.The book intended as a surprise to him was lost in the mail.He seems moved to tears by the film.If bitten by a snake, you should call for help.We left them caught in the storm.Given more time, we could do it better.Frightened by the noise in the night, the girl did not dare sleep in her room. Disturbed by the noise, we had to finish the meeting early.Seen from the hill, the park looks more beautiful.She walked out of the house, followed by her little daughter.Teaching proceduresPeriod 1 ReadingStep 1. Warming upA. talk about Bernard Shaw and His play Pygmalion:Ask the students to discuss the questions:What do you know about Bernard Shaw, the author of Pygmalion?Do you know any of his works? Can you name some of them?B. Guide the Students to Finish the warming-up exercises on p28.Step 2. ReadingTask 1: Ss scan the play and answer the following questions:1. How many characters are there in the play?2. What’s the weather like when the play begins?3. Do you think Eliza a well-educated woman? Why?4. Why did professor Higgins want to make notes of what Eliza said?5. What’s the meaning of “the age of the newly rich”?Suggested answers:There are 3 characters in the play. They are Eliza, Professor Higgins, and Colonel Pickering.When the play begins, it is pouring with rain.No. She is poor-educated. We can know it from what she said and what she did. He wanted to make a speech, because it’s his profession.It means people begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand.Task 2: Ask 3 students to read the play. One will be Eliza, one Professor Higgins, and one Colonel Pickering.Task 3: Listen to the play and finish Ex 1-5 on page 31-32.Period 2. Language learningStep 1. RevisionSs retell the act.Step 2. Language pointsAsk if the students have some difficulties in understanding the play. If so, make some explanation:I can place any spoken conversation within six miles, and even within two streets in London sometimes.我可以根据任何谈话来判断他们是哪个地方的人,差距不过六英里,有时侯在伦敦甚至不超过两个街区。
人教选修8 Unit 4 Pygmalion(Revision)教学设计
选修8 Unit 4 Pygmalion（Revision）教学设计本节课是本单元的复习课。
主要分为四个部分主要内容，1.导入环节，通过观看视频及提问问题Besides phonetics(Professor Higgings),what do you think should be done to change yourself into a lady？成功的吸引了学生的注意力，并导入本节课的中心.2.基础知识复习部分，通过复习，既让学生掌握本单元的重点单词，短语，句式，又要让学生通过语言实践活动来体验语言，提升综合语言运用的能力。
3.知识点环节，讲解本单元的两个重点句式，知识点之后的链接高考题型，既能让学生练习了本单元的最重要的知识点，也让我们的这节课直接为高考服务。
4.最后的Speaking环节，让学生了解什么是Pygmalion Effect，并把此效应应用在日常的学习生活中。
以此不断激励自己，增强学生挑战新生活的信心。
课文教学案：选修8Unit 4 PygmalionLearning aims:1.Review some important word , phrases and structures.2.Learn to use them freely.e “Pygmalion Effect” to inspire yourselves.Step1:lead in Enjoy the video and have a free-talk:Besides phonetics(Professor Higgings),what do you think should be done to change yourself into a lady?Step2:【基础知识梳理】[核心单词]1．______ vt.显露出(本来面目)；背叛2．______ n．谈论；言论；评述vt.& vi.谈论；评论；说起3．________ adv.适当地；恰当地4．_______ n．一把；少量5．________ vt.俯视；忽视；不理会6．______ vt.显露出(本来面目)；背叛7．______ n．谈论；言论；评述vt.& vi.谈论；评论；说起8．________ adv.适当地；恰当地9．_______ n．一把；少量10．________ vt.俯视；忽视；不理会11．______ adj.破旧的；寒酸的12．_______ vt.谴责；使......处于不幸(不愉快)的状态13.___________ vt.&vi.不赞成；反对；认为不好[阅读单词]1．classic adj.__________________n．__________2．whistle vi.___________________n．______________3．shabby adj_______________4．troublesome adj.___________________5．outcome n．__________6．upper adj. _________7．fateful adj._________8．brilliant adj.______________9．extraordinary adj.___________10．superior adj.______________n．___________11．sob vi.___________n．_________________12．status n．______________13．plot n．_________14．authentic adj._____________________________15．antique adj._______________________________ n．________________ 16．classify vt.______________________17．alphabet n．________18．compromise n．& vi._________[短语多维应用]高频短语1．________(声音、画面)逐渐模糊；渐淡2．_________处理；应付3．______________就......来说；从......角度4．__________需要...... 5．____________震惊；惊讶6．__________________一般来说7．________再一次 8．___________伪装(的)；假扮(的) 9．___________(把某人)改变或冒充成...10．___________抢劫某人某物11．________带或领......进来/出去12．___________结识；与......相见Step3:[句式结构仿写]教材原句背诵句式仿写应用1．be of＋抽象名词Will that be of any use to you？你了解唐朝基本历史至关重要，这将肯定对你有很大帮助。
高中英语人教版选修8《Unit 4 Pygmalion》导学案(2) .doc
高二英语导学案 Unit 4 Pygmalion 2015-4-11一课前自主导学（观察下列从Reading中选取的句子，体会过去分词作状语的用法。
）①Now once taught by me， she'd become an upper class lady...②... once educated to speak properly，that girl could pass herself off in three months as a duchess at an ambassador's garden party.[自我总结]以上句子中画线部分均为作。
①②句中过去分词的逻辑主语为句子的she和that girl。
二语法精讲——过去分词作状语(一)、过去分词作状语时的功能及位置1．过去分词作状语，修饰谓语动词，进一步说明谓语动词的动作和状态，即动作发生时的背景或状况，其逻辑主语通常就是句子的主语，且主语是过去分词动作的承受者；过去分词与主语之间为动宾关系。
[误]Seen from the mountain，we found the building is very small.[正]Seen from the mountain，the building is very small.[误]Written carelessly，he made a serious mistake in the letter.[正]Written carelessly，the letter had a serious mistake.2．过去分词短语作条件、原因及时间状语时，通常放在句首；作伴随、结果状语时，通常放在句末；作方式状语时，一般放在句末，有时也放在句首；作让步状语时，一般放在句首，有时也放在句末。
Given more time，he can do it better.如果他被给予更多的时间，他就能把它做得更好。
高考英语 Unit4 Pygmalion课件 新人教版选修8
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1.作记录
_m_a_k_e__n_o_t_e_s/_t_a_k_e_notes
2.把……当成…… _ta_k_e__s_b_.f_o_r_s_t_h_.__
3.把……递给…… _h_a_n_d__o_v_e_r______
4.冒充
_p_a_s_s_o_f_f_a_s______
5.一把，少量的 _a__h_a_n_d_f_u_l_o_f____
⑶ Don’t make rude ___r_em__a_r_k_s___ (remark) about their appearance.
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4.rob vt.抢劫；盗窃；剥夺 ___r_o_b_b_e_r_y___ n.抢劫；抢夺；偷取 ___r_o_b_b_e_r____ n.强盗；盗贼；抢夺者 __r_o_b__s_b_.o_f_s_t_h_. [搭配]夺取某人某物
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6. 庆祝一番
ha_v_e__a_c_e_l_eb__ra_t_i_o_n_
7. 相识、了解 mak_e_o_n_e_’_s_a_c_q_u_a_a_c_cu__se_d__o_f_____
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6. __w_h__is_t_le_____ v.&n.吹口哨，汽笛声 7. _h__a_n_d_k_e_r_c_h_ie_f_(s_)_ n.手帕 8. ___f_o_r_tu__n_e___ n.机会，运气 9. ___m__u_s_ic_a_l___ adj.音乐的 10. ___r_e_fe_r_e_e_____ n. 裁判员，仲裁员
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1.hesitate vi. 犹豫 ___h_e_si_t_a_ti_o_n___n.犹豫；不情愿；迟疑 __h__es_i_ta_n__t ____adj.迟疑的；磨磨蹭蹭的 ___h_e_si_t_a_n_tl_y___adv.犹豫地；支吾其词地
人教新课标高二英语选修八教案：Unit4+Pygmalion+全单元.doc
Unit 4 Pygmalion I 单元教学目标II 目标语言Ⅲ教材分析与教材重组：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。
语法部分重点学习过去分词作状语的用法。
Warming Up 是三幅描述希腊神话故事Pygmalion 主要情节的图画。
要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。
Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。
Reading 讲述了发生在伦敦剧院外的一幕。
主要人物有Eliza, Higgins, Pickering。
Elize原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins. Professor Higgins 与Colonel Pickering 打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。
Eliza就住在Professor Higgins 的家中，受了一阵子的语言训练。
最后两个人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。
在场的人都不知道Eliza的出身。
女王还对Eliza大加赞赏。
Professor Higgins 自傲于自己的成功，完全忽略了Eliza 的感受。
Eliza盛怒之下，离开了Higgins。
她走之后 Higgins才发现不能没有她。
最后Eliza回到了Professor Higgins身边。
两人言归于好。
剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。
新人教版英语高二下Module 8《Unit 4 Pygmalion》word教案
Book 8 Unit 4 PygmalionPeriod 1 Reading主备人: 黄传秀修订人: 陈小芹审核人: 柴纪波编制时间：______目标聚焦本节课的内容是人民教育出版社出版的NSE高中教材选修8第3单元的Pre-reading, Reading, Comprehension 部分，本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。
本节课是单元的阅读课，教材以剧本形式呈现的，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解剧本的篇章结构和写作特点。
一、知识目标1、初步理解、掌握课文中重点词汇与短语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。
2、利用已获取的信息发表自己对剧本中人物的性格发表自己的看法。
二、技能目标1、能理解剧本所要表达的主题，提高获取信息、处理信息、进行推理判断和表达的能力。
2、形成分析篇章结构的能力，提升逻辑思维能力3、学会总结剧本主题的方法，学会欣赏戏剧。
三、策略目标1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。
2、能利用上下文猜测生词词义。
四情感态度目标让学生了解后天的努力可改变一个人的现状，每个人都要有改变现状的决心和勇气，努力寻求机遇，不断提升自己，追求不断的进步。
1、整体教学法2、体裁教学法3、导、读、演的教学模式学习流程Before class (课前自主学习，合作探究)Task 1 V ocabulary（词汇预习）Preview the new words of this text.【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。
Task 2 Warming up（热身）(1) Look at the three pictures and captionson P28 and try to work out the story and tell it to your partner.【设计意图】通过图画激发学生兴趣，引出有关皮格马利翁的希腊神话故事,让学生对《窈窕淑女》的由来有个初步印象，为后面剧本的学习做准备。
人教版选修8unit4 Pygmalion阅读学案
Unit4 Pygmalion Fateful meeting 阅读学案Do what you say, say what you do.做你说过的，说你能做的姓名皮格马利翁效应（Pygmalion Effect）指人们基于对某种情境的知觉而形成的期望或预言，会使该情境产生适应这一期望或预言的效应。
你期望什么，你就会得到什么，你得到的不是你想要的，而是你期待的。
只要充满自信的期待，只要真的相信事情会顺利进行，事情一定会顺利进行，相反的说，如果你相信事情不断地受到阻力，这些阻力就会产生，成功的人都会培养出充满自信的态度，相信好的事情会一定会发生的。
这就是心理学上所说的皮格马利翁效应。
一、阅读理解。
1. This text is mainly about the first experience of Eliza meeting with ____.A. Professor HigginsB. Colonel PickeringC. Professor Higgins and Colonel PickeringD. a gentleman2. Eliza greeted to the gentleman in order to _______.A. ask him to buy some flowers from herB. talk with himC. ask him to teach herD. beg some money from him3. Why Eliza began to cry? Because _______.A. she thought Professor Higgins would arrest herB. Pickering beat and scolded herC. the gentleman didn’t give her some moneyD. there was no reason4. Professor Higgins believed that he could judge a person by _______.A. his appearanceB. his actionC. his conversationD. his manners5. From the text, we can infer that Professor Higgins is a man described below EXCEPT _________.A. he doesn’t car e about moneyB. he is an expert in phoneticsC. he is proudD. he is greedy三、重点句子学习。
人教版高中英语选修8 Unit 4《Pygmalion》(Workbook Reading task)课件
Eliza’s feelings and shows little
concern about her future.
Discussion
What do you think of the end of the play? Do you think Eliza would marry Freddy or Henry Higgins? Discuss with you classmates and give your opinions and reasons.
feelings her success at the party.
for Eliza 2.He is upset that she is
thinking of leaving him and
marrying Freddy.
3.He is overjoyed with his
triumph in the bet, but ignores
编后语
老师上课都有一定的思路，抓住老师的思路就能取得良好的学习效果。在上一小节中已经提及听课中要跟随老师的思路，这里再进一步论述听课时如何 抓住老师的思路。
① 根据课堂提问抓住老师的思路。老师在讲课过程中往往会提出一些问题，有的要求回答，有的则是自问自答。一般来说，老师在课堂上提出的问 题都是学习中的关键，若能抓住老师提出的问题深入思考，就可以抓住老师的思路。
④ 紧跟老师的推导过程抓住老师的思路。老师在课堂上讲解某一结论时，一般有一个推导过程，如数学问题的来龙去脉、物理概念的抽象归纳、语 文课的分析等。感悟和理解推导过程是一个投入思维、感悟方法的过程，这有助于理解记忆结论，也有助于提高分析问题和运用知识的能力。
⑤ 搁置问题抓住老师的思路。碰到自己还没有完全理解老师所讲内容的时候，最好是做个记号，姑且先把这个问题放在一边，继续听老师讲后面的 内容，以免顾此失彼。来自：学习方法网
人教新课标高二英语选修八课件：Unit4 Pygmalion listening speaking and writing
ELIZA: Than’ you sir! HIGGINS: So let’s begin. Say your
alphabet. ELIZA: I know my alphabet. Do yer
thin’ I know noffink! HIGGINS: Now, now! Let’s start again.
She still doesn't know I can’t
about double negatives hear no
Grammar
(don’t, no), so her meaning is the opposite of what she means. Her
difference …
sentence “I can’t hear
Never mind a little crying, you are doing very well. The lessons won’t hurt. I promise not to let him pull you round by your hair. HIGGINS: Now try the whole thing, Eliza. A cup of tea. ELIZA: (very slowly and with emphasis) A cu-up of tea.
ELIZA: C-c-c. I can’t I can’t hear no difference ’cept that it sounds
more genteel — like when you say it. (begins to cry) HIGGINS: (angrily) Well, if you can hear that, why are you crying? Now try again, Eliza. ELIZA: C-cup. PICKERING: Splendid, Miss Doolittle.