人教版高中英语选修8 Unit 4 Pygmalion 全单元教案

Unit 4 Pygmalion Ⅰ. 单元教学目标
Ⅱ. 目标语言
Ⅲ. 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。

语法部分重点学习过去分词作状语的用法。

1.1Warming 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。

1.21.2 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。

1.3 1.3 Reading讲述了发生在伦敦剧院外的一幕。

主要人物有Eliza, Higgins,
Pickering。

Eliza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
阵子语言训练。

最后两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。

从
人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的
粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致。

1.4Comprehending分为两部分。

第一部分根据课文，让学生回答相关问题；
第二部分要求学生从课文中找出这三个不同社会阶层的人物对不同于自
己阶层的人们所持的态度；第三部分要求学生思考除了语言以外，哪些
方面还能显示出人们社会地位的不同；第四部分要求学生运用所给词汇
描述剧本中不同人物的性格特点；第五部分要求学生纠正Eliza语言中的
语法、拼写等方面的错误。

1.5Learning about Language分词汇和语法两部分。

词汇部分要求学生能在具
体语言环境中运用所学词汇和短语；语法部分主要通过大量的例句和习题要求学生自主学习，总结-ed形式在句子中作状语用法。

1.6 Using Language中Reading and acting部分紧承Reading部分的剧情。

这
一幕的地点是在Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。

主要讲述的是Eliza来这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。

该部分从听、说、读、写四个方面来学习和巩固所学语言知识。

1.7Listening要求学生听一段关于Higgins如何给Eliza授课，如何帮助她纠
正发音以及其教学方法的录音，并完成关于Eliza在发音和语法方面正确的地方以及需要改进的地方的表格。

1.8Speaking部分有两个任务。

其一是让学生运用所给的表示猜测的语句展
开联想，说出他们的第二课该如何进行；其二是让学生通过教师的引导总结出希腊神话故事和萧伯纳的剧本两者之间的共同和不同之处。

教师可以通过Speaking Task中的提问来引导学生，让学生自己得出结论。

2．教材重组
2.1 将Warming Up，Pre-reading和练习册SPEAKING TASK整合在一起，上一节口语课。

2.2 将Reading, Comprehending及Learning about Language中的Discovering useful words and expressions整合在一起，上一节阅读课。

从字、词、句和篇章几个方面掌握目标语言。

2.3 将Learning about Language中Revising useful structures及练习册USING STRUCTURES中的练习整合在一起，上一节语法课。

2.4 将Using Language和READING TASK整合在一起，上一节任务型泛读课。

2.5 将Listening and speaking, 练习册LISTENING和LISTENING TASK 整合在一起，上一节听力课。

2.6 将Speaking and writing，练习册中TALKING及WRITING TASK整合在一起，上一节写作和口语课。

3. 课型设计与课时分配
1st Period Speaking
2nd Period Reading
3rd Period Grammar
4th Period Extensive reading
5th Period Speaking and writing
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals教学目标
1. Target language 目标语言
重点词汇
adaptation, plot, professor, Pygmalion
2. Ability goals 能力目标
Enable the students to talk about the Greek story Pygmalion.
3. Learning ability goals 学能目标
Help the students learn how to talk about the Greek story Pygmalion.
Teaching important points 教学重点
Help the students learn how to retell the story.
Teaching difficult points 教学难点
Help the students know the similarities and differences between the story and the play Pygmalion.
Teaching methods 教学方法
Discussion.
Teaching aids 教学准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Lead-in
T: Has anyone heard of “the Pygmalion Effect”？What is it?
S1: 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.
T: Good. How did you know?
S1: I have once read some Greek stories. And I have read the story Pygmalion before.
T: You’re great. If someone is good at writing, we often say he or she is a lucky dog of the Muses. Do you know where the saying comes from?
S1: It also comes from the Greek story.
Step Ⅱ Warming up
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.
After a few minutes.
T: Now let’s have a look at the first picture. Who can tell me what’s in it with your own words?
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: Wonderful! And who can follow it?
S2: But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the Greek Goddess to help him to bring it to life.
T: You did a good job. But did his dream become true at last?
S3: Yes! The Greek Goddess agreed to help and his wish was granted.
T: Now who can present the complete story based on the above description?
S4: Let me try. Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with the jewellery, and even named it the Sleeping Love. The work was so beautiful that he couldn’t help thinking that if the statue could be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they fell in love with each other and married.
T: Wonderful! You did a good job! Now let’s have a discussion. Do you think that Pygmalion and his statue-wife will be happy together?
S: No, I don’t think so.
T: What problems do you think they will have?
S1: Maybe they can’t understand each other, because they come from different world.
S2: It’s very hard for Pygmalion to understand his wife, because his wife is made from a stone. She doesn’t know the words, behavior, anything about him.
…
T: Good. How do you think they might solve them?
S3: Pygmalion loves the girl so much that he decides to teach her how to speak and how to behave herself. Little by little, they understand each other well and live happily.
T: Good imagination! The story is so interesting that it was made into a film My Fair Lady, which was based on the play by Bernard Shaw. Do you know this famous playwright?
Step Ⅲ Discussion
Make 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, defender of women’s rights, and advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honour 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 whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they will know how poor yo ur 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 see how witty Shaw is!
T: Have you seen the film My Fair Lady？
S1: Yes. It was about a flower girl who became a lady in the upper class, helped by the expert in phonetics, Professor Higgins.
T: Do you like the film? Why?
S1: Yes, I do. What makes “My Fair Lady” special is the great musical score by Mr. Loewe with lyrics by Mr. Lerner. Most of the songs are by now, standards that have delighted us since they were written and have been sung by practically all the best singers of the world.
Ｔ: Very good. They both have the same theme. In the play, a poor-educated flower girl in the street at last became a lady, just as surprising as a stone became a beautiful woman in the Greek story. Now can you tell me the similarities between the Greek story and the play? You can discuss it with your partner.
S2: Both women made big changes. In the Greek story, the statue was brought to life; while in the play Pygmalion, the flower girl Eliza was brought up to the upper class.
T: Good. What else?
S3: In the Greek story, Pygmalion is a gifted artist, whereas in the play Pygmalion, Higgins is an expert in phonetics.
Step Ⅳ Homework
Ask the students to do the following.
1. Find more information about Pygmalion.
2. Pre-read the play to see if they can understand well.
The Second Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
officer, hesitate, pence, uncomfortable, troublesome, outcome, disguise, brilliant, classify, mile, betray, dismiss, condemn, ambassador, acquaintance, handful, fortune, in disguise, pass...off as, make one’s acquaintance, in amazement
b. 重点句子
An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society.
There you are and you were born in Lisson Grove if I’m not mistaken.
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.
This is the age of the newly rich. 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.
The English that will condemn her to the gutter to the end of her days. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English.
2. Ability goals 能力目标
Enable the students to talk about the play and use the play to work out the characteristics of each social group.
3. Learning ability goals 学能目标
Help the students learn how to talk about the play and use the play to work out the characteristics of each social group.
Teaching important points 教学重点
How to talk about the play.
Teaching difficult points 教学难点
How to use the play to work out the characteristics of each social group. Teaching methods 教学方法
Listening, reading and discussion.
Teaching aids 教学准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision and lead-in
Review the story Pygmalion.
T: Last period, we learned something about the Greek story Pygmalion and the
play version by Shaw. Of all of Shaw’s plays, Pygmalion is without the doubt the most beloved and popularly received. Several film versions have been made of the play, and it has even been adapted into a musical. In fact, the film version of 1938 helped Shaw to become the first and only man ever to win the double prize: the Nobel Prize for literature and an Academy Award. Do you still remember the story? Now who can retell it to all of us?
A sample retelling version:
Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. After that, he spent day and night carving it, and then he clothed the figure, gave it the jewellery, and even named it the Sleeping Love. How he wanted to bring it to life and made it his wife. Therefore, he asked the Greek Goddess to make it alive. And finally the Goddess was moved by his sincere feeling. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they loved each other and married.
T: Can you tell me the theme of the story?
S: People tend to behave as you expect they will.
T: Excellent! Based on classical myth, Bernard Shaw’s Pygmalion plays on the complex business of human relationships in the social world. Phonetics Professor Henry Higgins tutors the very Cockney Eliza Doolittle, not only in the refinement of speech, but also in the refinement of her manners. When the end result produces a very ladylike Miss Doolittle, the lessons learned become much more far reaching. OK, today we will read a story about it. It’s written by the famous English playwright, George Bernard Shaw.
Step Ⅱ Reading
Deal with the Reading part. Play the tape for the students to listen. Then analyze the play. Ask the students to read through the text. While reading, pay attention to the writing style.
Skimming
Ask the students 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.
After a few minutes.
T: Who would like to answer the first question: How many characters are there in the play?
S1: There are three characters in the play. They are Eliza, Professor Higgins, and Colonel Pickering.
T: What is the weather like when the play begins?
S2: When the play begins, it is pouring with rain.
T: Very good. Do you think Eliza a well-educated woman? Why?
S3: No, I don’t think so. In fact, she is poor-educated. We can know it clearly from what she said. For example, come over’ere, cap’in, and buy me flowers off a poor girl. For another, I ain’t done nothing wrong by speaking to that gentleman.
T: Also, we can learn it from her behavior. For example, “pushes it back at him.” OK. Next one: Why did professor Higgins want to make notes of what Eliza said?
S4: He wanted to make a speech, because it’s his profession.
T: Very good. Next: What’s the meaning of “the age of the newly rich”?
S5: 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.
Scanning
Ask three students to read the play.
T: Next I will ask three students to read the play again. One will be Eliza, one Professor Higgins, and one Colonel Pickering. OK? Now begin!
After several minutes.
T: Great. Now I have some more questions. First: 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 aim?
S1: Yes. I agree with him. However, in order to realize the aim, he or she must get educated.
T: Who can complete the last sentence: in the first line on page 29: Now once
taught by me...?
S2: Let me try. Once taught by me, she will soon become a lady in the upper class.
T: Well done. What other things show one’s statue in society apart from how one speaks?
S3: One’s clothing and behavior can also show his statue.
T: Do you think Pickering is of the upper class?
S4: Yes. I think he is well educated. We can learn it from the way he speaks. For example, “May I ask?”
T: Great! Now please listen to the tape carefully and try to catch the main idea of this act.
Step Ⅲ Comprehending
This time the students should 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 a play about recognizing a person’s position in society by the way they behave and speak.
Step Ⅳ Discussion
Ask the students 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 page 31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly. Sample answers:
1. Come here, and come in. Buy flowers from me—a poor girl.
2. I did nothing wrong when I spoke to that gentleman.
3. I thought you maybe was a policeman in disguise.
4. How do I know whether you wrote down my words or not?
5. You say I can work as a shop assistant? That’s definitely what I want.
Then ask the students to read the play again and do Part 2 on page 31.
T: We have learned that the social position of the characters influences the way
they behave to each other. Generally speaking, people are more polite to those whom they think are of a higher social class (H) and less polite to those they consider are members of a lower class (L). Is this true of the characters in Shaw’s play? Now please finish Part 2 on page 31.
Sample answers to Part 2:
Step Ⅴ Homework
T: Today’s homework:
1. Read the play repeatedly and try to act out the play.
2. Preview the grammar part.
The Third Period Grammar
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
in return, in trouble, in disguise, in amazement, in pain, in delight, in shock
b. Grammar: Past participle as the adverbial.
2. Ability goals 能力目标
Enable the students to use the past participle as the adverbial.
3. Learning ability goals 学能目标
Help the students learn how to use the past participle as the adverbial. Teaching important points 教学重难点
How to use the past participle as the adverbial.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教学准备
Some slides and a projector.
Teaching procedures & ways 教学过程与方式
StepⅠ Revision
Check the homework.
Ask the students to act out the play.
T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try.
After they finish, make some comments on their performances.
Step Ⅱ Word study
Ask the students to finish Exx. 1 and 2 in Learning about Language.
Then check the answers with the class.
Step Ⅲ Grammar
First ask the students to find out the examples of the past participle as the adverbial in the play:
Sample sentences:
1. An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28
2. 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. P30 Explanation:
T: The past participle as the adverbial is a very important grammar, and it can
indicate time, condition, reason, and way. We can add when / while / if or other conjunctions before the past participle in order to make the meaning more clearly. For example:
Show the following.
If bitten by a snake, you should send for help and don’t walk.
The room, although supposed to be kept locked, was often left open.
T: Now please look at the following examples. Can you rewrite these sentences? Show the following.
1. Given more time, we could do it better.
2. Heated to a high temperature, water will change to vapour.
3. Frightened by the noise in the night, the girl did not dare sleep in her room.
4. Disturbed by the noise, we had to finish the meeting early.
5. Seen from the hill, the park looks very beautiful.
6. She walked out of the house, followed by her little daughter.
Sample answers:
1. When / If we were given more time, we could do it better.
2. When / If it is heated to a high temperature, water will change to vapour.
3. As she was frightened by the noise in the night, the girl did not dare sleep in her room.
4. As we were disturbed by the noise, we had to finish the meeting early.
5. When it is seen from the hill, the park looks very beautiful.
6. She walked out of the house, and her little daughter followed.
Practice
Ask the students to finish Parts 2 and 3 on page 33.
Time permits, ask the students to finish Exercises 1 and 2 in USING STRUCTURES on page 73.
Step Ⅳ Summary and homework
T: What did we learn today?
S: The past participle as the adverbial.
T: Good. What should we pay attention to when using the past participle as the
adverbial?
S: The agreement between the subjects in the main clause and the past participle phrases.
T: Right. After class, please finish the exercises in USING WORDS AND EXPRESSIONS.
The Fourth Period Extensive reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show...in, the other day, take away, in need of, fade out
b. 重点句子
I’m not asking any favours — and he treats me like dirt.
I’d never have come if I’d known about this disgusting thing you want to do to me, I...
What’s to become of me?
2. Ability goals 能力目标
Enable the students to talk about the play Making the bet.
3. Learning ability goals 学能目标
Help the students learn how to talk about the play Making the bet.
Teaching important & difficult points 教学重难点
How to talk about the play Making the bet.
Teaching methods 教学方法
Individual work and discussion.
Teaching aids 教学准备
A recorder and a projector.
Teaching procedures & ways 教学过程与方式
StepⅠRevision
Check the homework.
Ask the students to review Act One: Fateful meetings.
A sample summary of the act:
Eliza Doolittle, is a poor, dirty flower seller in the turn of the century England. The Pygmalion in this film is Henry Higgins (Harrison), a linguist and phonetic expert who believes that speech is what really sets the classes apart. He bets with his friend Colonel Pickering that through a change in dress and speech, he can turn the lower class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is that she might be able to open her own flower shop and somewhat escape her lower class roots.
Step Ⅱ Reading
Have the students read the play carefully and then answer the following questions.
After a few minutes.
T: Now answer my questions. First: Do you think Eliza is very ambitious?
S1: Yes, I think so. Because she still likes to learn even if Higgins treats her rudely.
T: Why did Pickering fancy himself?
S2: Because he can pronounce twenty-four distinct vowel sounds.
T: What habits did Eliza have?
S3: She has never had a bath in her life; not over her whole body.
T: What do you think Higgins would have to do to change Eliza into a lady?
S4: In order to have Eliza make a big change, Higgins has to teach her the alphabet.
T: How do you think Colonel Pickering?
S5: I think Pickering is very kind and well-educated.
T: Why does Eliza collect Henry’s slippers for him although she is not a servant? S6: Although Eliza is not a servant, from her deep heart, she looks down upon herself, and think she is in the lower class. But Henry is in the higher class. So I think she collects his slippers willingly.
T: Why does she throw the shoes at him?
S7: Because Henry looks down upon her, which deeply hurts her. She is very angry.
T: Why does Henry think he wins the bet?
S8: Because he thinks it is he who makes Eliza attractive in the party.
T: Why does Eliza get upset when Henry does not congratulate her?
S9: Because in Eliza’s opinion, it is she that tries her best to make other people attracted to her.
T: Why does Henry get upset when he hears Eliza will marry Freddy?
S10: In fact, he loves Eliza, I think.
After that, the teacher can lead the students to have a discussion about the ending of the play. Show the following.
1. Do you think Eliza should marry Henry?
2. Do you think Eliza should marry Freddy?
3. If Eliza loves Henry and marries him, do you think he will become a good husband?
About ten minutes later, ask the students to present their answers.
Sample answers:
I think Eliza will marry neither Freddy nor Henry. After all Freddy does not know the past of Eliza. If one day Freddy learns about that, he will not accept all of this. He belongs to the upper class and maybe in his deep heart he looks down upon Eliza. As for Henry, I think he is very greedy and proud. He only treats Eliza as his bet. He only wants to prove he is capable, although at last he falls in love with Eliza. However, when he truly marries Eliza, the selfishness will again appear. He will not become a good husband. As a matter of fact, Eliza has become a confident girl after experiencing these things. Maybe she will find her true love at last.
Step ⅢHomework
T: In Act Two, Scene 1, Eliza went to Higgins’house for help while Colonel Pickering was there. Higgins decided to begin his experiment. He first wanted her to take a bath and then discussed with Pickering about how to teach the girl.
Today’s homework:
1. Read the play once again.
2. Pre-listen to the recording for Listening and speaking part.
The fifth Period Speaking and writing
Teaching goals教学目标
1. Target language 目标语言
Practise expressing conjecture
I 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 Revision
Check 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 the man 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 Discussion
Ask 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 Writing
T: 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.。