高中英语Unit 4 Pygmalion 单元教案 22页

Unit4PygmalionⅠ.单元教学目标技能目标SkillGoals▲ListentoandtalkaboutthestoryPygmalion▲Readandactoutaplayaboutrecognizingaperson’spositioninsociety▲Usethepastparticipleastheadverbial▲WriteareviewoftheplayⅡ.目标语言功能句式推测（conjecture）Iwonderwhether...Isitpossiblethat...?Doyouknowif...?Doyoureallythinkthat’strue?Whydoyouthinkso?Ithinkit’sbecause...Whatdoyouthinkofthisidea?WhydoyouthinkHigginsfeltlikethat?MrsPearcewouldcomfort/encourageherby..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(alsocurtsey),shilling,heartily,distinct3．词组pass...offas,makeone’sacquaintance,inamazement,intermsof,generallyspeaking,show...in,theotherday,takeaway,oncemore,inneedof,fadeout结构Thepastparticipleastheadverbial重点句子1.Anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety.P282.ThereyouareandyouwereborninLissonGroveifI’mnotmistaken.P293.But,sir,(proudly)onceeducatedtospeakproperly,thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador’sgardenparty.P304.Thisistheageofthenewlyrich.PeoplebegintheirworkinglifeinapoorneighbourhoodofLondonwith80poundsayearandendinarich\nonewith100thousand.P295.TheEnglishthatwillcondemnhertotheguttertotheendofherdays.P306.PerhapsIcouldevenfindheraplaceasalady’smaidorashopassistant,whichrequiresbetterEnglish.P307.Whatotherthingsshowone’sstatusinsocietyapartfromhowonespeaks?P318.I’mnotaskinganyfavours—andhetreatsmelikedirt.P349.I’dneverhavecomeifI’dknownaboutthisdisgustingthingyouwanttodotome,I...P3410.What’stobecomeofme?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。语法部分重点学习过去分词作状语的用法。1.1WarmingUp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。1.21.2Pre-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。1.31.3Reading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ProfessorHiggins。ProfessorHiggins与ColonelPickering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ProfessorHiggins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。ProfessorHiggins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ProfessorHiggins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。1.5LearningaboutLanguage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。1.6UsingLanguage中Readingandacting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MrsPearce。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。1.8\nSpeaking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SpeakingTask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WarmingUp，Pre-reading和练习册SPEAKINGTASK整合在一起，上一节口语课。2.2将Reading,Comprehending及LearningaboutLanguage中的Discoveringusefulwordsandexpressions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LearningaboutLanguage中Revisingusefulstructures及练习册USINGSTRUCTURES中的练习整合在一起，上一节语法课。2.4将UsingLanguage和READINGTASK整合在一起，上一节任务型泛读课。2.5将Listeningandspeaking,练习册LISTENING和LISTENINGTASK整合在一起，上一节听力课。2.6将Speakingandwriting，练习册中TALKING及WRITINGTASK整合在一起，上一节写作和口语课。3.课型设计与课时分配1stPeriodSpeaking2ndPeriodReading3rdPeriodGrammar4thPeriodExtensivereading5thPeriodListening6thPeriodSpeakingandwritingⅣ.分课时教案TheFirstPeriodSpeakingTeachinggoals教学目标1.Targetlanguage目标语言重点词汇adaptation,plot,professor,Pygmalion2.Abilitygoals能力目标EnablethestudentstotalkabouttheGreekstoryPygmalion.3.Learningabilitygoals学能目标HelpthestudentslearnhowtotalkabouttheGreekstoryPygmalion.Teachingimportantpoints教学重点Helpthestudentslearnhowtoretellthestory.Teachingdifficultpoints教学难点HelpthestudentsknowthesimilaritiesanddifferencesbetweenthestoryandtheplayPygmalion.Teachingmethods教学方法Discussion.Teachingaids教学准备Arecorder,acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠLead-inT:Hasanyoneheardof“thePygmalionEffect”？Whatisit?\nS1:ThePygmalionEffectisthatpeopletendtobehaveasyouexpecttheywill.Ifyouexpectapersontotakeresponsibility,theyprobablywill.Ifyouexpectthemnottoeventry,theyprobablywon’t.T:Good.Howdidyouknow?S1:IhaveoncereadsomeGreekstories.AndIhavereadthestoryPygmalionbefore.T:You’regreat.Ifsomeoneisgoodatwriting,weoftensayheorsheisaluckydogoftheMuses.Doyouknowwherethesayingcomesfrom?S1:ItalsocomesfromtheGreekstory.StepⅡWarmingupT:Yes.TodaywearegoingtolearnaboutaGreekstoryPygmalion.First,lookatthepicturesonpage28.Pleaseworkinpairsandworkoutthestory.Afterafewminutes.T:Nowlet’shavealookatthefirstpicture.Whocantellmewhat’sinitwithyourownwords?S1:Letmetry.Pygmalionwasaverygiftedartist.Hespentalongtimemakingastonestatueofabeautifulwoman.Itwassobeautifulthathecouldn’thelplovingitandwantedittobehiswife.T:Wonderful!Andwhocanfollowit?S2:Butitwasonlyastone.Howcouldhemakehisdreambecometrue?HethoughtandthoughtandatlastheaskedtheGreekGoddesstohelphimtobringittolife.T:Youdidagoodjob.Butdidhisdreambecometrueatlast?S3:Yes!TheGreekGoddessagreedtohelpandhiswishwasgranted.T:Nowwhocanpresentthecompletestorybasedontheabovedescription?S4:Letmetry.Pygmalionwasagiftedartist.Oneday,hedecidedtomakeastonestatueofabeautifulwoman.Heworkeddayandnightandatlasthefinished.Thenheclothedthefigure,decorateditwiththejewellery,andevennamedittheSleepingLove.Theworkwassobeautifulthathecouldn’thelpthinkingthatifthestatuecouldbebroughttolife,he’dverymuchlikeittobehiswife.Therefore,heaskedtheGreekGoddesstohelpmakeitalive.FinallytheGoddesswasmovedbyhissincerity.Hiswishwasgranted.Pygmalionthrewhimselftohisfeet,thegirlsmeltdownathim.Afterwards,theyfellinlovewitheachotherandmarried.T:Wonderful!Youdidagoodjob!Nowlet’shaveadiscussion.DoyouthinkthatPygmalionandhisstatue-wifewillbehappytogether?S:No,Idon’tthinkso.T:Whatproblemsdoyouthinktheywillhave?S1:Maybetheycan’tunderstandeachother,becausetheycomefromdifferentworld.S2:It’sveryhardforPygmaliontounderstandhiswife,becausehiswifeismadefromastone.Shedoesn’tknowthewords,behavior,anythingabouthim.…T:Good.Howdoyouthinktheymightsolvethem?S3:Pygmalionlovesthegirlsomuchthathedecidestoteachherhowtospeakandhowtobehaveherself.Littlebylittle,theyunderstandeachotherwellandlivehappily.T:Goodimagination!ThestoryissointerestingthatitwasmadeintoafilmMyFairLady,whichwasbasedontheplaybyBernardShaw.Doyouknowthisfamousplaywright?\nStepⅢDiscussionMakeabriefintroductionaboutShaw.T:GeorgeBernardShaw,Irishdramatist,literarycritic,asocialistspokesman,andaleadingfigureinthe20thcenturytheater.Shawwasafreethinker,defenderofwomen’srights,andadvocateofequalityofincome.In1925hewasawardedtheNobelPrizeforLiterature.Shawacceptedthehonourbutrefusedthemoney.Hewasaveryhumorousplaywright.Hereisastoryabouthim.Oneday,Shawtookpartinagrandparty,inwhichhemetthethenPrimeMinisterChurchill.ChurchillwasveryfatatthattimewhereasShawwasverythin.ChurchillsaidtoShawverysharply,“Whenpeopleseeyou,theywillknowhowpooryourcountryis”.AndthenShawansweredveryquickly,“Whenpeopleseeyou,theywillknowthereasonwhyourcountryissopoor.”FromitwecanseehowwittyShawis!T:HaveyouseenthefilmMyFairLady？S1:Yes.Itwasaboutaflowergirlwhobecamealadyintheupperclass,helpedbytheexpertinphonetics,ProfessorHiggins.T:Doyoulikethefilm?Why?S1:Yes,Ido.Whatmakes“MyFairLady”specialisthegreatmusicalscorebyMr.LoewewithlyricsbyMr.Lerner.Mostofthesongsarebynow,standardsthathavedelightedussincetheywerewrittenandhavebeensungbypracticallyallthebestsingersoftheworld.Ｔ:Verygood.Theybothhavethesametheme.Intheplay,apoor-educatedflowergirlinthestreetatlastbecamealady,justassurprisingasastonebecameabeautifulwomanintheGreekstory.NowcanyoutellmethesimilaritiesbetweentheGreekstoryandtheplay?Youcandiscussitwithyourpartner.S2:Bothwomenmadebigchanges.IntheGreekstory,thestatuewasbroughttolife;whileintheplayPygmalion,theflowergirlElizawasbroughtuptotheupperclass.T:Good.Whatelse?S3:IntheGreekstory,Pygmalionisagiftedartist,whereasintheplayPygmalion,Higginsisanexpertinphonetics.StepⅣHomeworkAskthestudentstodothefollowing.1.FindmoreinformationaboutPygmalion.2.Pre-readtheplaytoseeiftheycanunderstandwell.TheSecondPeriodReadingTeachinggoals教学目标1.Targetlanguage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,indisguise,pass...offas,makeone’sacquaintance,inamazementb.重点句子Anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety.ThereyouareandyouwereborninLissonGroveifI’mnotmistaken.\nBut,sir,(proudly)onceeducatedtospeakproperly,thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador’sgardenparty.Thisistheageofthenewlyrich.PeoplebegintheirworkinglifeinapoorneighbourhoodofLondonwith80poundsayearandendinarichonewith100thousand.TheEnglishthatwillcondemnhertotheguttertotheendofherdays.PerhapsIcouldevenfindheraplaceasalady’smaidorashopassistant,whichrequiresbetterEnglish.2.Abilitygoals能力目标Enablethestudentstotalkabouttheplayandusetheplaytoworkoutthecharacteristicsofeachsocialgroup.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotalkabouttheplayandusetheplaytoworkoutthecharacteristicsofeachsocialgroup.Teachingimportantpoints教学重点Howtotalkabouttheplay.Teachingdifficultpoints教学难点Howtousetheplaytoworkoutthecharacteristicsofeachsocialgroup.Teachingmethods教学方法Listening,readinganddiscussion.Teachingaids教学准备Arecorder,acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionandlead-inReviewthestoryPygmalion.T:Lastperiod,welearnedsomethingabouttheGreekstoryPygmalionandtheplayversionbyShaw.OfallofShaw’splays,Pygmalioniswithoutthedoubtthemostbelovedandpopularlyreceived.Severalfilmversionshavebeenmadeoftheplay,andithasevenbeenadaptedintoamusical.Infact,thefilmversionof1938helpedShawtobecomethefirstandonlymanevertowinthedoubleprize:theNobelPrizeforliteratureandanAcademyAward.Doyoustillrememberthestory?Nowwhocanretellittoallofus?Asampleretellingversion:Pygmalionwasagiftedartist.Oneday,hedecidedtomakeastonestatueofabeautifulwoman.Afterthat,hespentdayandnightcarvingit,andthenheclothedthefigure,gaveitthejewellery,andevennamedittheSleepingLove.Howhewantedtobringittolifeandmadeithiswife.Therefore,heaskedtheGreekGoddesstomakeitalive.AndfinallytheGoddesswasmovedbyhissincerefeeling.Hiswishwasgranted.Pygmalionthrewhimselftohisfeet,thegirlsmeltdownathim.Afterwards,theylovedeachotherandmarried.T:Canyoutellmethethemeofthestory?S:Peopletendtobehaveasyouexpecttheywill.T:Excellent!Basedonclassicalmyth,BernardShaw’sPygmalionplaysonthecomplexbusinessofhumanrelationshipsinthesocialworld.PhoneticsProfessorHenryHigginstutorstheveryCockneyElizaDoolittle,notonlyintherefinementofspeech,butalsointherefinementofhermanners.WhentheendresultproducesaveryladylikeMissDoolittle,thelessonslearnedbecomemuchmorefarreaching.OK,todaywewillreada\nstoryaboutit.It’swrittenbythefamousEnglishplaywright,GeorgeBernardShaw.StepⅡReadingDealwiththeReadingpart.Playthetapeforthestudentstolisten.Thenanalyzetheplay.Askthestudentstoreadthroughthetext.Whilereading,payattentiontothewritingstyle.SkimmingAskthestudentstoreadtheplayquicklyandanswerthequestions.T:Nowpleasereadtheplay.Afterafewminutes,I’llaskyousomequestions.Afterafewminutes.T:Whowouldliketoanswerthefirstquestion:Howmanycharactersarethereintheplay?S1:Therearethreecharactersintheplay.TheyareEliza,ProfessorHiggins,andColonelPickering.T:Whatistheweatherlikewhentheplaybegins?S2:Whentheplaybegins,itispouringwithrain.T:Verygood.DoyouthinkElizaawell-educatedwoman?Why?S3:No,Idon’tthinkso.Infact,sheispoor-educated.Wecanknowitclearlyfromwhatshesaid.Forexample,comeover’ere,cap’in,andbuymeflowersoffapoorgirl.Foranother,Iain’tdonenothingwrongbyspeakingtothatgentleman.T:Also,wecanlearnitfromherbehavior.Forexample,“pushesitbackathim.”OK.Nextone:WhydidprofessorHigginswanttomakenotesofwhatElizasaid?S4:Hewantedtomakeaspeech,becauseit’shisprofession.T:Verygood.Next:What’sthemeaningof“theageofthenewlyrich”?S5:ItmeanspeoplebegintheirworkinglifeinapoorneighbourhoodofLondonwith80poundsayearandendinarichonewith100thousand.ScanningAskthreestudentstoreadtheplay.T:NextIwillaskthreestudentstoreadtheplayagain.OnewillbeEliza,oneProfessorHiggins,andoneColonelPickering.OK?Nowbegin!Afterseveralminutes.T:Great.NowIhavesomemorequestions.First:AccordingtoHiggins,ifapersonisverypoor,heorshecanstillbebetteroffatlast.Doyouagreewithhim?Ifso,howtorealizetheaim?S1:Yes.Iagreewithhim.However,inordertorealizetheaim,heorshemustgeteducated.T:Whocancompletethelastsentence:inthefirstlineonpage29:Nowoncetaughtbyme...?S2:Letmetry.Oncetaughtbyme,shewillsoonbecomealadyintheupperclass.T:Welldone.Whatotherthingsshowone’sstatueinsocietyapartfromhowonespeaks?S3:One’sclothingandbehaviorcanalsoshowhisstatue.T:DoyouthinkPickeringisoftheupperclass?S4:Yes.Ithinkheiswelleducated.Wecanlearnitfromthewayhespeaks.Forexample,“MayIask?”T:Great!Nowpleaselistentothetapecarefullyandtrytocatchthemainideaofthisact.\nStepⅢComprehendingThistimethestudentsshouldlistentothetapeascarefullyaspossible.Theyshouldnotonlypayattentiontothepronunciationandintonationbutgetthemainideaoftheplayaswell.T:Pygmalionisaplayaboutrecognizingaperson’spositioninsocietybythewaytheybehaveandspeak.StepⅣDiscussionAskthestudentstodoPart5onpage31.T:SupposeyouhaveachancetohelpElizaimproveheruseoftheEnglishlanguage.Lookatthesentencesonpage31inPart5andhelphercorrectallthesesentencesintermsofgrammar,spelling,etc,sothatshecanusethemproperly.Sampleanswers:1.Comehere,andcomein.Buyflowersfromme—apoorgirl.2.IdidnothingwrongwhenIspoketothatgentleman.3.Ithoughtyoumaybewasapolicemanindisguise.4.HowdoIknowwhetheryouwrotedownmywordsornot?5.YousayIcanworkasashopassistant?That’sdefinitelywhatIwant.ThenaskthestudentstoreadtheplayagainanddoPart2onpage31.T:Wehavelearnedthatthesocialpositionofthecharactersinfluencesthewaytheybehavetoeachother.Generallyspeaking,peoplearemorepolitetothosewhomtheythinkareofahighersocialclass(H)andlesspolitetothosetheyconsideraremembersofalowerclass(L).IsthistrueofthecharactersinShaw’splay?NowpleasefinishPart2onpage31.SampleanswerstoPart2:RelationshipsbetweencharactersEvidencefromtheplayHenryHiggins:1.AttitudetoColonelPickering(H)2.AttitudetoEliza(L)Isthestatementabovetrue?1.Mydearman2.Dismissively,ignore,carelesslythrowThestatementistrue.ColonelPickering:1.AttitudetoHenryHiggins(H)2.AttitudetoEliza(L)Isthestatementabovetrue?1.MayIask…/Letmecongratulateyou2....Thestatementisnottrue.Eliza:1.AttitudetoHenryHiggins(H)2.AttitudetoColonelPickering(H)Isthestatementabovetrue?1.Pushesitbackathim2....Thestatementisnottrue.StepⅤHomeworkT:Today’shomework:1.Readtheplayrepeatedlyandtrytoactouttheplay.2.Previewthegrammarpart.TheThirdPeriodGrammarTeachinggoals教学目标1.Targetlanguage目标语言\na.重点词汇和短语inreturn,introuble,indisguise,inamazement,inpain,indelight,inshockb.Grammar:Pastparticipleastheadverbial.2.Abilitygoals能力目标Enablethestudentstousethepastparticipleastheadverbial.3.Learningabilitygoals学能目标Helpthestudentslearnhowtousethepastparticipleastheadverbial.Teachingimportantpoints教学重难点Howtousethepastparticipleastheadverbial.Teachingmethods教学方法Task-basedactivities.Teachingaids教学准备Someslidesandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.Askthestudentstoactouttheplay.T:YesterdayIaskedyoutopreparefortheplay-acting.Haveyouprepared?NowIwanttoaskthreestudentstohaveatry.Aftertheyfinish,makesomecommentsontheirperformances.StepⅡWordstudyAskthestudentstofinishExx.1and2inLearningaboutLanguage.Thenchecktheanswerswiththeclass.StepⅢGrammarFirstaskthestudentstofindouttheexamplesofthepastparticipleastheadverbialintheplay:Samplesentences:1.Anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety.P282.But,sir,(proudly)onceeducatedtospeakproperly,thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador’sgardenparty.P30Explanation:T:Thepastparticipleastheadverbialisaveryimportantgrammar,anditcanindicatetime,condition,reason,andway.Wecanaddwhen/while/iforotherconjunctionsbeforethepastparticipleinordertomakethemeaningmoreclearly.Forexample:Showthefollowing.Ifbittenbyasnake,youshouldsendforhelpanddon’twalk.Theroom,althoughsupposedtobekeptlocked,wasoftenleftopen.T:Nowpleaselookatthefollowingexamples.Canyourewritethesesentences?Showthefollowing.1.Givenmoretime,wecoulddoitbetter.2.Heatedtoahightemperature,waterwillchangetovapour.3.Frightenedbythenoiseinthenight,thegirldidnotdaresleepinherroom.\n4.Disturbedbythenoise,wehadtofinishthemeetingearly.5.Seenfromthehill,theparklooksverybeautiful.6.Shewalkedoutofthehouse,followedbyherlittledaughter.Sampleanswers:1.When/Ifweweregivenmoretime,wecoulddoitbetter.2.When/Ifitisheatedtoahightemperature,waterwillchangetovapour.3.Asshewasfrightenedbythenoiseinthenight,thegirldidnotdaresleepinherroom.4.Asweweredisturbedbythenoise,wehadtofinishthemeetingearly.5.Whenitisseenfromthehill,theparklooksverybeautiful.6.Shewalkedoutofthehouse,andherlittledaughterfollowed.PracticeAskthestudentstofinishParts2and3onpage33.Timepermits,askthestudentstofinishExercises1and2inUSINGSTRUCTURESonpage73.StepⅣSummaryandhomeworkT:Whatdidwelearntoday?S:Thepastparticipleastheadverbial.T:Good.Whatshouldwepayattentiontowhenusingthepastparticipleastheadverbial?S:Theagreementbetweenthesubjectsinthemainclauseandthepastparticiplephrases.T:Right.Afterclass,pleasefinishtheexercisesinUSINGWORDSANDEXPRESSIONS.TheFourthPeriodExtensivereadingTeachinggoals教学目标1.Targetlanguage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,theotherday,takeaway,inneedof,fadeoutb.重点句子I’mnotaskinganyfavours—andhetreatsmelikedirt.I’dneverhavecomeifI’dknownaboutthisdisgustingthingyouwanttodotome,I...What’stobecomeofme?2.Abilitygoals能力目标EnablethestudentstotalkabouttheplayMakingthebet.3.Learningabilitygoals学能目标HelpthestudentslearnhowtotalkabouttheplayMakingthebet.Teachingimportant&difficultpoints教学重难点HowtotalkabouttheplayMakingthebet.Teachingmethods教学方法Individualworkanddiscussion.Teachingaids教学准备Arecorderandaprojector.Teachingprocedures&ways教学过程与方式\nStepⅠRevisionCheckthehomework.AskthestudentstoreviewActOne:Fatefulmeetings.Asamplesummaryoftheact:ElizaDoolittle,isapoor,dirtyflowersellerintheturnofthecenturyEngland.ThePygmalioninthisfilmisHenryHiggins(Harrison),alinguistandphoneticexpertwhobelievesthatspeechiswhatreallysetstheclassesapart.HebetswithhisfriendColonelPickeringthatthroughachangeindressandspeech,hecanturnthelowerclassElizaintoaladythatwillfoolhighsociety.TheonlythinginthebetforElizaisthatshemightbeabletoopenherownflowershopandsomewhatescapeherlowerclassroots.StepⅡReadingHavethestudentsreadtheplaycarefullyandthenanswerthefollowingquestions.Afterafewminutes.T:Nowanswermyquestions.First:DoyouthinkElizaisveryambitious?S1:Yes,Ithinkso.BecauseshestilllikestolearnevenifHigginstreatsherrudely.T:WhydidPickeringfancyhimself?S2:Becausehecanpronouncetwenty-fourdistinctvowelsounds.T:WhathabitsdidElizahave?S3:Shehasneverhadabathinherlife;notoverherwholebody.T:WhatdoyouthinkHigginswouldhavetodotochangeElizaintoalady?S4:InordertohaveElizamakeabigchange,Higginshastoteachherthealphabet.T:HowdoyouthinkColonelPickering?S5:IthinkPickeringisverykindandwell-educated.T:WhydoesElizacollectHenry’sslippersforhimalthoughsheisnotaservant?S6:AlthoughElizaisnotaservant,fromherdeepheart,shelooksdownuponherself,andthinksheisinthelowerclass.ButHenryisinthehigherclass.SoIthinkshecollectshisslipperswillingly.T:Whydoesshethrowtheshoesathim?S7:BecauseHenrylooksdownuponher,whichdeeplyhurtsher.Sheisveryangry.T:WhydoesHenrythinkhewinsthebet?S8:BecausehethinksitishewhomakesElizaattractiveintheparty.T:WhydoesElizagetupsetwhenHenrydoesnotcongratulateher?S9:BecauseinEliza’sopinion,itisshethattriesherbesttomakeotherpeopleattractedtoher.T:WhydoesHenrygetupsetwhenhehearsElizawillmarryFreddy?S10:Infact,helovesEliza,Ithink.Afterthat,theteachercanleadthestudentstohaveadiscussionabouttheendingoftheplay.Showthefollowing.1.DoyouthinkElizashouldmarryHenry?2.DoyouthinkElizashouldmarryFreddy?3.IfElizalovesHenryandmarrieshim,doyouthinkhewillbecomeagoodhusband?Abouttenminuteslater,askthestudentstopresenttheiranswers.Sampleanswers:IthinkElizawillmarryneitherFreddynorHenry.AfterallFreddydoesnotknowthe\npastofEliza.IfonedayFreddylearnsaboutthat,hewillnotacceptallofthis.HebelongstotheupperclassandmaybeinhisdeephearthelooksdownuponEliza.AsforHenry,Ithinkheisverygreedyandproud.HeonlytreatsElizaashisbet.Heonlywantstoproveheiscapable,althoughatlasthefallsinlovewithEliza.However,whenhetrulymarriesEliza,theselfishnesswillagainappear.Hewillnotbecomeagoodhusband.Asamatteroffact,Elizahasbecomeaconfidentgirlafterexperiencingthesethings.Maybeshewillfindhertrueloveatlast.StepⅢHomeworkT:InActTwo,Scene1,ElizawenttoHiggins’houseforhelpwhileColonelPickeringwasthere.Higginsdecidedtobeginhisexperiment.HefirstwantedhertotakeabathandthendiscussedwithPickeringabouthowtoteachthegirl.Today’shomework: 1.Readtheplayonceagain.2.Pre-listentotherecordingforListeningandspeakingpart.TheFifthPeriodListeningTeachergoals教学目标1.Targetlanguage目标语言a.重点词汇和短语pronunciation,criteria,ambassador,confused,impress,evidence,giveawayb.重点句子Doesheconcentrateonherpronunciationratherthanhergrammar?ShespeaksEnglishsowellthatshemustbeaforeigner,probablyaHungarian.Sheissobeautifulthatshemustbeaprincess.2.Abilitygoals能力目标Enablethestudentstolistentoandunderstandtheplayinthelisteningmaterial.3.Learningabilitygoals学能目标Helpthestudentslearnhowtolistentoandunderstandtheplayinthelisteningmaterial.Teachingimportant&difficultpoints教学重难点Howtolistentoandunderstandtheplayinthelisteningmaterial.Teachingmethods教学方法Individualworkandcooperativelearning.Teachingaids教学准备Arecorderandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.Thentalkaboutthecharactersintheplay.T:InShaw’splay,eachcharacterisdepictedvividlyespeciallythethreemaincharacters.Whatcanyousayaboutthem?S1:ElizaDoolittleisaflowergirlworkingoutsideCoventGarden.Herpotentialtobecome“alady”becomestheobjectofabetbetweenHigginsandPickering.S2:HenryHigginsisaBritish,upperclassprofessionalbachelor,aworld-famousphoneticsexpert,teacher.\nS3:ColonelPickeringisaretiredBritishofficerwithcolonialexperienceandlaterafriendofHiggins’.T:NowpleaselookatPart4onpage31.Choosethoseadjectivesinthelistwhichbestdescribeeachcharacterintheplay.Placethemintherightplaceinthebox.Sampleanswers:HenryHiggins:impatient,emotional,superiorColonelPickering:kind,polite,unsureEliza:anxious,eager,ambitiousStepⅡListeningAskthestudentstoworkinpairsanddiscusswhattheywoulddotochangeElizaintoaladyandhow,andthenfillinthetableinPart1.T:Fromthescenewelearnedlastperiod,weknowthattheambitiousflowergirlwantstoliftherselftoupperclasssociety.Accordingtotheexpert,Higgins,whatsheneedsissomeeducation.NowworkinpairsanddiscusswhatyouwouldhavetodotochangeElizaintoalady.FillinthetableinPart1onpage35.ThingsthatneedtobechangedHowtomakethechange1.speech1.startwiththealphabetandpronunciation,andlearntospeakgrammaticallyrightsentencesandtrytospeakclearlyandfluently.2.clothing2.changetheshabbyclotheswithbeautifulonesandoftentakebaths.3.behavior3.learntobehavepolitelyandgracefully.Afterthat,askthestudentstolistentotherecordingandanswerthequestionsinPart3.T:NowgothroughthequestionsinPart3.AndthenIwillplaythetapethreetimes.Forthefirsttime,trytogetthegeneralideaofthematerial.Whilelisteningforthesecondtime,trytoputdowntheimportantinformation,andanswerthequestions.Forthethirdtime,Iwillpausewherenecessary,andyoucancheckyouranswers.Playthetapethreetimes.Afterthat,checktheanswers.StepⅢListening(Workbook:P70)Firstdiscussthequestionswiththestudents.T:Nextwe’lllistentoActThreeoftheplay,testingEliza.Beforelistening,let’sdiscusssomequestions.Nowlookatthequestionsonpage70.HowwouldyoutestEliza?S1:Iwouldtakehertoagrandparty,wheretherearealotofrichpeopletoseeifshecangetalongwellwithotherpeopleorifpeoplewouldliketotalkwithher.Ifso,Elizahasbeentaughtwellandhasmadegreatprogress.Ifnot,shewillbetaughtagain.T:Goodidea!Whatcriteriawouldyouusetodecideifthetestwasasuccessornot?S2:Ithinkwecouldusequantityandeffectofhercommunicationascriteria:howmanypeoplewanttotalkordancewithher?Whatdopeoplefeelabouther?\nThenaskthestudentstolistentotherecordingthreetimesandfinishtheexercises.T:Good!Nowlet’slistentothetapeandfinishtheexercises2-4.Andthenchecktheanswerswiththeclass.Afterthat,askthestudentstothinkofsomenewideastohelpProfessorHigginsteachElizabetter.T:Fromtheabove,weknowElizahasmadesomeprogressinherspeechandbehavior.Butafterthetest,ProfessorHigginsfindswhathehasdoneisnotenough.InordertoteachElizabetter,hedecidestodosomethingtoimproveher.NowworkingroupsanddiscusswhatstillneedstobedonetoturnElizaintoalady.S1:InordertoteachElizabetter,Higginscanhavehersellflowersagainbutinthetheaterintheday.Butsheneedsnottoworryabouthowmuchshecouldearn.Whatsheneedsdoistopaymoreattentiontowhataladyoragentlemanissayingandhowtheybehavethemselves.AndHigginswouldaskheraboutwhatshehaslearnedduringthedaytime.Shemustimitatewhatshehasseenandheard.T:Goodjob.StepⅣTalkingT:WhenHenryandPickeringgethome,theywillhavetotalktoElizaabouttheteaparty.Whatdoyouthinktheywillsaytoherinordertoimproveherconversationalskillsbutnotspoilherconfidence?NowworkinpairsandworkoutthespeechthatPickeringandHenrywillmaketoEliza.RememberthatElizaisnotsurethatsheconvincedFreddyandClarathatshewasalady.Sobekindtoheraswellasgivehergoodadvice.Asamplespeech：(E=Eliza;H=Higgins;P=Pickering)H:Youdidquitewellintheparty,really.ButIthinkyouneedmorepractice.E:That’senough.I’mfedupwiththedrillsandthosepronunciationandpoliteness.That’senough!H:Calm!Younglady!Justthinkwhatyou’retryingtoaccomplish.Justthinkwhatyou’redealingwith.ThemajestyandgrandeuroftheEnglishlanguageisthegreatestpossessionwehave.Thenoblestthoughtsthateverflowedthroughtheheartsofmenarecontainedinitsextraordinary,imaginativeandmusicalmixturesofsounds.Andthat’swhatyou’vesetyourselfouttoconquerEliza.Andconquerit,youwill.E:ButMrsPearcesaysIsoundlikeaFrenchlady.IthinkI’velearnedenoughto...P:(interrupther)Yeah,yeah...Ithinkyoulookperfect,butthereneedssomeimprovement.E:(becomepeaceful)OK.Letmetry.P:Iknowyoutalkedabouttheweather,butit’snotsuitabletomentiontheweatherattheparty.H:Yourspeechhasgreatlyimproved.Butyoustillneedtolearnhowtotakethechancetospeakproperwordsatapropertime.P:Ithinkyouneedmorepracticeingrammar,too.H:Youruseofgrammarismuchbetter,butitneedsimproving.WhenyoudancewithFreddywasover,youshouldsay“Thankyou”insteadof“Thanksyou.”P:Ibelieveyouwillbemuchbetternexttime.StepⅤListening(Workbook:P73)\nTherearethreeexercisesinthispart.Thefirstoneisforthestudentstodecidewhetherthestatementsaretrueorfalse.Thesecondoneistoanswerthethreequestionsafterlistening.Thelastistoaskthestudentstoenjoythehumoroftheactandtrytofillinthetable.Playthetapeandaskthestudentstolistenandfinishtheactivities.StepⅥHomeworkAskthestudentstodothefollowing.1.Listentoalltherecordingsonceagainandenjoytheplay.2.FinishtheWRTINGTASKonpage76.TheSixthPeriodSpeakingandwritingTeachinggoals教学目标1.Targetlanguage目标语言PractiseexpressingconjectureIwonderwhether...Isitpossiblethat...?Doyouknowif...?Doyoureallythinkthat’strue?2.Abilitygoals能力目标Enablethestudentstowriteasceneoftheplay.3.Learningabilitygoals学能目标Helpthestudentslearnhowtowriteasceneoftheplay.Teachingimportant&difficultpoints教学重难点Howtowriteasceneoftheplay.Teachingmethods教学方法Discussionandpractice.Teachingaids教学准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomeworkbyaskingsomestudentstoreadtheirwork.Asamplereviewoftheplay:Atthebeginningoftheplay,Elizawasonlyaflowergirl.Onedaywhenshewassellingflowersinthestreet,shefoundamantakingnotesofwhatshesaid.Shewasveryangryandconfusedforfearthatthemanwasapolicemanindisguise.Atthemoment,anothermanappeared.Fromtheirtalking,ElizalearnedthatthemantakingnoteswasProfessorHigginswhosaidthathecouldchangeapoor-educatedmanintoamanintheupperclass.Shekeptitinmind,forshewasambitiousandwantedtomakeabigchange.Thenextday,ElizawenttotheHiggins’andwantedhimtobehisteacher.AtfirstHigginswouldn’tliketoaccepther.It’sPickeringthatmadethethingbetter.HewantedtohaveabetwithHiggins.SoHigginsacceptedElizaashisstudent.Ofcourse,itwasverydifficulttoteachEliza.Afterallshewaspoor-educatedandcouldn’tbehavewell.ItwasahardtaskforHiggins.Higginstaughtherwithgreatpatience.FinallyElizamadegreatprogress.WhenHigginsthoughtshewaswell-educated\nenough,shewastakentoattendagrandparty.Atthattime,shebehavedingoodmanners,sothatayounggentlemanwasattractedbyherbeautyandfellinlovewithher.Hecouldn’trecognizeshewasaflowergirlinthestreet.Thencometotheclimaxoftheplay.Aftertheparty,HigginsandPickeringcelebratedtheirsuccess.However,theyleftElizaalone,whichmadeElizadisappointed.Finally,shecouldn’tstanditanymore.Shedecidedtoliveindependently.StepⅡDiscussionAskthestudentstodiscusshowElizafeltafterherfirstlesson.T:Nowworkinpairsanddiscussthefollowingquestions.Showthefollowing.1.HowdidElizafeelaboutherfirstlesson?2.HowdoyouthinkMrsPearcewouldcomforther?3.HowwouldProfessorHigginsandColonelPickeringbehaveinthesecondlesson?Sampleanswers:1.Ithinkshemaybediscouraged.ShemaythinkitistoodifficulttolearnformalEnglish.2.MrsPearcewouldcomfortorencourageherbysaying:“Don’tworry,dearlady.It’snotthateasytobecomeamemberoftheupperclass.Keeptryingandyouaresuretosucceed.”3.Inthesecondlesson,ProfessorHigginsandColonelPickeringwouldbemorekindandpatient.StepⅢWritingT:Pleaseturntopage36andlookatthePart2.ReadtheinstructionsandwriteasceneinwhichProfessorHigginsgivesElizahersecondlesson.Sampleversion1:ActTwo,Scene3(ProfessorHigginsiswaitingforElizatocometotheirsecondlesson.Helooksupandsmilesassheenterstheroom.)H:Ah,Eliza.Readytodayforoursecondlesson?E:(slowlyandcarefully)Ye-es.Wecanbeginnow.H:Well.Tobeginwith,thegrammarItaughtyoulastlesson,canyourepeatit?E:Er...,Letmethinkforawhile...H:Whatasillygirl!Ican’tteachyouanymore.Maybesellingflowersinastreetisjustyoursuitablejob.P:Oh,come,comeHiggins.Sheisjustalittlegirlandshehasdoneherbest.You’dbettercalmdownandbemorepatient.E:(sobbing)I’msureIcanrememberit.GivemeachanceandI’llwriteitdownimmediately.H:Imustsayit’smyfaultandIbegyourpardon.Let’sleaveitaloneandbeginournewlesson.E:(gratefully)It’sverykindofyou,Professor.IwillworkharderandIwon’tletyoudownagain.H:OK.Nowlet’sdosomepracticeinpronunciationwhichcantrulyimproveyourpositioninsociety.Sopayattentiontotherecordsandrepeat.\n(Elizalistenedtotherecordcarefullybutshejustcouldn’tfollow.)E:I’mafraidIcan’tfollowit.Canyoumakeitslowly?H:Impossible.Onlybyfollowingthisspeedcanyoumakeagracefullady.P:Mygoodfriend.Howcanshelearnfromitifshecan’tfollowit?It’snotonlypatiencethatateacherneeds,hemusttakehisstudent’slevelintoaccount.H:Sorry.Maybeyouareright.I’llmakeitslowly.E:Muchbetternow.Thankstoyourguidance,IfeelI’mnotthepersonIusedtobe.H:Keeponandalwaysrememberyouhavealongwaytogo.E:Howlongwillittakemetogetallaboutlanguage?H:It’suptoyou.Themoreyouwanttosucceedtheshorteritwilltake.P:Higgins,Ihavetosaythatyouhavechangedalot.Youarearealteachernow.Andyou,Eliza,youcan’texpecttoomuch.Youmustlearnstepbystep.It’syourlucktohaveHigginstobeyourteacher.He’lldoyoumuchgood.Sampleversion2:ActTwo,Scene3(ProfessorHigginsiswaitingforElizatocometotheirsecondlesson.Helooksupandsmilesassheenterstheroom.)H:Ah,Eliza.Readytodayforoursecondlesson?E:(slowlyandcarefully)Ye-es...H:Itseemsthatyouarealittleuncomfortable.Doyoufeelnervous?E:Ohno,I’mfine,but...H:(alittleimpatient)Whysouncomfortable,Eliza?Youhavemadegreatprogressasweallcansee.Areyouplanningtogiveup?E:(raiseshereyes)Ohno,I’mnot.Let’sstart,MrHiggins.Whatwouldyouliketoshowmetoday?H:(picksupadressandthrowittoEliza)PutitonandI’lltellyouhowtobehaveinagrandparty.E:(hesitates)Onagrandparty?Isittooearly?Oh,thedressistoolarge!Ican’tevenwalk!H:Whatapoorgirl!Ofcourseyoudon’thavetokeepit,ifyouarereadytobeaflowergirlagain.Forawell-educatedgirl,itisimportanttoknowhowtodealwithdifferentsituationsinaproperway.Forexamplewhensomeoneinviteyoutodance,alwaysremembertosay“I’dliketo!Thankyou.”E:Yes!H:YourEnglishneedsfurtherimprovement.Noonewillbelievesuchapronunciationcomesfromawell-educatedgirl.E:Pardon?H:OK,OK.That’senough.Dance,please.E:(seeingProfessor’sfunnyfaceandcan’thelplaughing)Ha,ha,ha...H:(angrily)Stop!Yousoundsorudeandnobodywillenjoyit!Silly!E:(stoplaughingandactasHiggins)Likethis?P:(enterstheroom)Oh,Ican’tbelievemyeyes!Isityourmasterpiece?H:It’ssosimple.P:Whatabeautifulandgracefullady!MayIhavethehonortodancewithyou?H:(watchingandsmiling)Whatamasterpieceshewillbe!\nStepⅣHomeworkAskthestudentstosummarizewhattheyhavelearnedinthisunitandprepareforthenextunit.附件I.PygmalionTwooldgentlemenmeetintherainonenightatCoventGarden.ProfessorHigginsisascientistofphonetics,andColonelPickeringisalinguistofIndiandialects.Thefirstbetstheotherthathecan,withhisknowledgeofphonetics,convincehighLondonsocietythat,inamatterofmonths,hewillbeabletotransformthecockneyspeakingCoventGardenflowergirl,ElizaDoolittle,intoawomanaspoisedandwell-spokenasaduchess.Thenextmorning,thegirlappearsathislaboratoryonWimpoleStreettoaskforspeechlessons,offeringtopayashilling,sothatshemayspeakproperlyenoughtoworkinaflowershop.Higginsmakesmercilessfunofher,butisseducedbytheideaofworkinghismagiconher.PickeringgoadshimonbyagreeingtocoverthecostsoftheexperimentifHigginscanpassElizaoffasaduchessatanambassador’sgardenparty.Thechallengeistaken,andHigginsstartsbyhavinghishousekeeperbatheElizaandgivehernewclothes.ThenEliza’sfatherAlfredDoolittlecomestodemandthereturnofhisdaughter,thoughhisrealintentionistohitHigginsupforsomemoney.Theprofessor,amusedbyDoolittle’sunusualrhetoric,giveshimfivepounds.Onhiswayout,thedustmanfailstorecognizethenowclean,prettyflowergirlashisdaughter.Foranumberofmonths,HigginstrainsElizatospeakproperly.TwotrialsforElizafollow.ThefirstoccursatHiggins’mother’shome,whereElizaisintroducedtotheEynsfordHills,atrioofmother,daughter,andson.ThesonFreddyisveryattractedtoher,andfurthertakenwithwhathethinksisheraffected“smalltalk”whensheslipsintocockney.MrsHigginsworriesthattheexperimentwillleadtoproblemsonceitisended,butHigginsandPickeringaretooabsorbedintheirgametotakeheed.Asecondtrial,whichtakesplacesomemonthslateratanambassador’sparty(andwhichisnotactuallystaged),isaresoundingsuccess.Thewagerisdefinitelywon,butHigginsandPickeringarenowboredwiththeproject,whichcausesElizatobehurt.ShethrowsHiggins’slippersathiminaragebecauseshedoesnotknowwhatistobecomeofher,therebybewilderinghim.Hesuggestsshemarrysomebody.Shereturnshimthehiredjewelry,andheaccusesherofingratitude.Thefollowingmorning,Higginsrushestohismother,inapanicbecauseElizahasrunaway.OnhistailisEliza’sfather,nowunhappilyrichfromthetrustofadeceasedmillionairewhotooktoheartHiggins’recommendationthatDoolittlewasEngland’s“mostoriginalmoralist.”Mrs.Higgins,whohasbeenhidingElizaupstairsallalong,chidesthetwoofthemforplayingwiththegirl’saffections.Whensheenters,ElizathanksPickeringforalwaystreatingherlikealady,butthreatensHigginsthatshewillgoworkwithhisrivalphonetician,Nepommuck.TheoutragedHigginscannothelpbutstarttoadmireher.AsElizaleavesforherfather’swedding,Higginsshoutsoutafewerrandsforhertorun,assumingthatshewillreturntohimatWimpoleStreet.Eliza,whohasalovelornsweetheartinFreddy,andthewherewithaltopassasaduchess,nevermakesitclearwhethershewillornot.\nⅡ.MyFairLadyThemusicalwasbasedonGeorgeBernardShaw’s1913play“Pygmalion”.Thefollowingistheplotoftheplay.WefindElizaDoolittle(AudreyHepburn)sellingflowersandspewingoutthemostdreadfulwordsinaCockneyaccent.Itisreallyalmostunbearable,butdon’tturnthemovieoffasitdoesn’tlasttoolong.AudreyHepburnisperhapsthemostbeautifulactresstoevergracethescreeninmyhumbleopinion.Here,sheshinesandisonlyawallflowerforthefirstpartofthemovie.Latersheblossomsintoanexquisitewomanwhocouldwintheheartofanyman.Itistrulyherbestacting.ProfessorHenryHiggins(RexHarrison)andColonelPickeringdiscoverhersellingflowersandafterProfessorHigginsthrowsmoneyintoherflowerbasketweexpectthetwowillnevermeetagain.Elizahasotherideasandproudlymarchesuptotheprofessor’shomeanddemandstobetaughttospeaklikealady.ColonelPickeringthenmakesabetwithProfessorHigginsandsaysthatifhecanturnthisuncultured“guttersnipe”witha“simplyghastly”accentintoasophisticated,elegantduchess,hewillpayforalltheexpenses.(Reminiscentof“TradingPlaces”togiveamodernexample).Itisjustirresistibletotheprofessorandsohetakesonachallengeforsixmonths.Higgins’arrogantattitudewillmakeyoulaugh.Heishumorouslyasunawareofother’sfeelingsasheisofhisown.Heisatfirstveryunlikable,yetmademelaughthroughthewholemovie.YouwillenjoyhiseccentricviewoflifeandcunningattitudeashetemptsElizawithchocolates.Whenyouhear“ICouldHaveDancedAllNight,”youwillknowwhythiswillbecomeoneofyourfavoritemusicals.“OntheStreetWhereYouLive”alwaysmakesmecry.Thescriptissuperbandhumorousinsomanyplaces.Youwillfindyourselfcrying,laughing,andbecomingincreasinglyenchantedasthemovieprogresses.Ilovethisline:“Thegreatsecretinlifeisnotaquestionofgoodmannersorbadmanners,oranyparticularsortofmanners,buthavingthesamemannerforallhumansouls.”—ProfessorHigginsHigginsandElizahavequiteafewpassionateverbalexchangeswhicharequiteamusing.Elizasays:“Iwantalittlekindness.”andweimmediatelyknowthatloveistheonlyaspectmissingfromthisrelationship.Higginshastolearntoloveandthattomeistheundercurrentinthismovie.WhileElizalearnstospeakwell,Higginslearnstolovewell.Ⅲ.GeorgeBernardShaw(1856-1950)Irishdramatist,literarycritic,asocialistspokesman,andaleadingfigureinthe20thcenturytheater.Shawwasafreethinker,defenderofwomen’srights,andadvocateofequalityofincome.In1925hewasawardedtheNobelPrizeforLiterature.Shawacceptedthehonourbutrefusedthemoney.GeorgeBernardShawwasborninDublin,wherehegrewupinsomethingclosetogenteelpoverty.“IamatypicalIrishman;myfamilycamefromYorkshire,”Shawoncesaid.Hisfather,GeorgeCarrShaw,wasinthewholesalegraintrade.LucindaElisabeth(Gurly)Shaw,hismother,wasthedaughterofanimpoverishedlandowner.Shewas16-yearsyoungerthanherhusband.GeorgeCarrwasadrunkard—hisexamplepromptedhissontobecomeateetotaler.Whenhediedin1885,hischildrenandwifedidnotattendhisfuneral.YoungShawandhistwosisterswerebroughtupmostlyby\nservants.Shaw’smothereventuallyleftthefamilyhometoteachmusic,singing,inLondon.Whenshediedin1913,ShawconfessedtoMrs.PatrickCampbell:“Imustwritetoyouaboutit,becausethereisnooneelsewhodidn’thatehermother,andevenwhodoesn’thateherchildren.”In1866thefamilymovedtoabetterneighborhood.ShawwenttotheWesleyanConnexionalSchool,andthenmovedtoaprivateschoolnearDalkey,andfromtheretoDublin’sCentralModelSchool.ShawfinishedhisformaleducationattheDublinEnglishScientificandCommercialDaySchool.Attheageof15,hestartedtoworkasajuniorclerk.In1876hewenttoLondon,joininghissisterandmother.ShawdidnotreturntoIrelandfornearlythirtyyears.MostofthenexttwoyearsShaweducatedhimselfattheBritishMuseum.Hebeganhisliterarycareerbywritingmusicanddramacriticism,andnovels,includingthesemi-autobiographicalIMMATURITY,withoutmuchsuccess.Avegetarian,whoeschewedalcoholandtobacco,Shawjoinedin1884theFabianSociety,servedonitsexecutivecommitteefrom1885to1911.Themiddle-classsocialistgroupattractedalsoH.G.Wells.Thebothwriterssendeachothercopiesoftheirnewbooksastheyappeared.“Youare,nowthatWildeisdead,theonelivingplaywrightinmyesteem,”wroteWellsafterreceivingShaw’sTHREEPLAYSFORPURITANS(1901).In1895ShawbecameadramacriticfortheSaturdayReview.ArticleswrittenforthepaperwerelatercollectedinOURTHEATRESINTHENINETIES(1932).Music,art,anddramacriticismShawwroteforDramaticReview(1885-1886),OurCorner(1885-1886),ThePallMallGazette(1885-1888),TheWorld(1886-1894),andTheStar(1888-1890).HismusiccriticismwascollectedinSHAW’SMUSIC(1981).DuringthisperiodhewroteCAESARANDCLEOPATRA(1901)andTHEPERFECTWAGNERITE(1898).PygmalionwasoriginallywrittenfortheactressMrs.PatrickCampbell.Latertheplaybecamethebasisfortwofilmsandamusical.(Shaw’scorrespondencewiththeactressesEllenTerryandStellaCampbellisavailableinbookform.)Shaw’spopularitydeclinedafterhisessay‘CommonSenseabouttheWar’(1914),whichwasconsideredunpatriotic.WithSAINTJOAN(1924),hismasterpiece,Shawwasagainacceptedbythepost-warpublic.Nowhewasregardedas‘asecondShakespeare’,whohadrevolutionizedtheBritishtheatre.ShawdidnotportrayJoanofArc,hisprotagonist,asaheroineormartyr,butasastubbornyoungwoman.Andasinclassictragedies,herflawisfatalandbringsaboutherdownfall.UncommonlyShawshowedsomesympathytoherjudges.TheplaywaswrittenfouryearsafterJoanwasdeclaredasaint.InhisplaysShawcombinedcontemporarymoralproblemswithironictoneandparadoxes,“Shavian”wit,whichhasproducedsuchphrasesas“Hewhocan,does.Hewhocannot,teaches”,“EnglandandAmericaaretwocountriesdividedbyacommonlanguage”,“Christianitymightbeagoodthingifanyoneevertriedit”,and“IneverresisttemptationbecauseIhavefoundthatthingsarebadformedonottemptme.”Discussionandintellectualacrobaticsarethebasisofhisdrama,andbeforetheemergenceofthesoundfilm,hisplayswerenearlyimpossibletoadaptintoscreen.Duringhislongcareer,Shawwroteover50plays.Hecontinuedtowritethemeveninhis90s.GeorgeBernardShawdiedatAyotSt.Lawrence,Hertfordshire,onNovember2,1950.Hewascrematedanditwashiswishthathisashesbemixedwiththoseofhiswife,Charlotte—shehaddiedsevenyearsbefore,“anoldwomanbowedandcrippled,furrowedandwrinkled,”asShawdepictedherinalettertoH.G.Wells.\nSincethedaysofthesilentfilms,Shawhadbeenafanofmotion-picture.HealsoplayedinthefilmRosyRapture—ThePrideoftheBeauty(1914).ShawdidnotlikemuchoftheGermanfilmversionofPygmalion(1935),andthepennilessproduceranddirectorGabrielPascalpersuadedtheauthortogivehimtherightstomakefilmsfromhisplays.“MrPascal,you’rethefirsthonestfilmproducerIhaveevermet,”Shawtoldhimattheirfirstmeetingandgavehimapoundnote.Pygmalion,producedbyPascalanddirectedbyAnthonyAsquithandDavidLean(uncredited),wasagreatsuccess.Inonearticle,PascalwaspickedwiththePopeandHitlerasoneofthetenmostfamousmenof1938,buthiscareerendedinthefinancialfiascoofthespectacleCaesarandCleopatra(1945).AmongseveralotherfilmsinspiredbyShaw’splayswereSaintJoan(1927),HowHeLiedtoHerHusband(1931),ArmsandtheMan(1932),MajorBarbara(1941),andMyFairLady(1964).Pascal’sco-directorinMajorBarbarawasDavidLean,butforthousandpoundsLeanagreedtogivethefullcredittoPascal.Ⅳ.QuotationsfromBernardShawBehindeverysuccessfulman,thereisawomanandbehindeveryunsuccessfulman,therearetwo.每个成功的男人后面都有一个女人；每个不成功的男人后面都有两个女人。Iwasbornintelligent—educationruinedme.我生下来时很聪明的——教育把我给毁了。Practicemakesperfect...Butnobody’sperfect...sowhypractice?完美无缺苦练来……但没有一个人是完美无缺的……所以干吗要苦练呢？Ifit’struethatweareheretohelpothers,thenwhatexactlyaretheothersherefor?有人说我们来到这个世上就是要帮助别人的，倘若此话非虚，那么请问，别人来到这个世界又是干什么的？Sincelighttravelsfasterthansound,peopleappearbrightuntilyouhearthemspeak.由于光速比音速快，所以在我们听到人们开口之前，个个都显得很聪明。Moneyisnoteverything.There’sMastercard&Visa.金钱并非一切，还有信用卡呢。Oneshouldloveanimals.Theyaresotasty.人们应该喜爱动物，它们好吃来着呢。Everymanshouldmarry.Afterall,happinessisnottheonlythinginlife.每一个男人都应该结婚。毕竟，幸福不是人生中惟一的东西。Thewisenevermarryandwhentheymarrytheybecomeotherwise.明白人从不结婚，结了婚就不明白了。Successisarelativeterm.Itbringssomanyrelatives.成功是一个相对的概念，就看你怎么看，无怪乎成功人士大家都拿他当自家亲戚看。“Yourfuturedependsonyourdreams.”Sogotosleep.“未来取决于梦想。”所以赶紧睡觉去。Thereshouldbeabetterwaytostartadaythanwakingupeverymorning.开始新的一天，应该有比每天早上一觉醒来更好的方式。“Workfascinatesme”,Icanlookatitforhours.“工作令我着迷”，我可以一看好几个小时。Godmaderelatives;ThankGodwecanchooseourfriends.上帝造就了亲戚；感谢上帝给了我们选择朋友的机会。Themoreyoulearn,themoreyouknow.Themoreyouknow,themoreyouforget.Themoreyouforget,thelessyouknow.Sowhylearn?学得越多，知道得越多。知道得越多，忘得越多。忘得越多，知道得越少。那么何必学呢？\n