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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。
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。
Unit 4 PygmalionStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．hesitate vi. 犹豫；踌躇[教材原句] A gentleman(G) passes and hesitates for a moment.这时有位先生(G)从这儿路过，他迟疑了片刻。
(1)hesitate to do sth. 犹豫做某事hesitate about/in/at/over 对……犹豫不决(2)hesitation n. 踌躇；犹豫without hesitation 毫不犹豫地have no hesitation in doing sth. 毫不犹豫地做某事单句语法填空①She was still hesitating ________ whether to accept the invitation.②She hesitated ________(spend) so much money on such a dress.③She picked up her handbag, ________(hesitate) and almost made it to the door.④He stopped at the turning fork, ________(hesitate) about which way to go.⑤When I need help, he always es to help me without ________(hesitate)．句型转换⑥Without any hesitation, the old man jumped into the river to save the drowning young woman.→The old man ________________ jumping into the river to save the drowning young woman.[答案]①about/over ②to spend ③hesitated ④hesitating ⑤hesitation ⑥had no hesitation in2．remark n. 谈论；言论；评述vt. & vi. 谈论；评论；说起[教材原句] You can place a man by just a few remarks.你可以根据几句话就判定一个人来自何地。
Unit 4 Pygmalion[导读] 《窈窕淑女》是一部酷似灰姑娘的喜剧，萧伯纳用风趣和幽默的手法，对资产阶级虚伪性进行揭露和辛辣讽刺。
该剧被布鲁克斯称为“本世纪最优秀之音乐歌舞剧〞，曾经荣获托尼奖，被纽约戏剧评论界和外部评论界评为1956年最正确歌舞剧。
在纽约和伦敦，此剧上座率居高不下，胜过同期上演的任何一出百老汇戏剧。
TESTING ELIZAH＝Higgins CP＝Colonel PickeringE＝Eliza MH＝Mrs HigginsM＝Maid C＝Clara F＝Freddy N＝NarratorN：Eliza's first test is a tea party at Henry's mother's house.H：Well，hello，mother！This is Colonel Pickering，and this is Eliza.CP：Good afternoon，Mrs Higgins.E：(slowlyandcarefully) Good afternoon，Mrs Higgins.MH：(toboth) Good afternoon.(murmurs) Now Henry，how is your experiment ing along?H：Well，mother well.M：(announcesloudly) Here is Mr and Miss Hill!MH：Good afternoon，Freddy and Clara.It's so good of you to e.Let me introduce you to Miss Eliza Doolittle，my son Henry，and his friend Colonel Pickering.F：How do you do？(shakeshandswitheveryone)H：Delighted I'm sure.N：Eliza talks to Clara and Freddy while the others listen.E：(verycarefully)How do you do，Mr Hill and Miss Hill?C：Good afternoon.May I call you Eliza and do please call me Clara.How pretty you look!F：Yes，indeed.May I sit next to you，Eliza?E：Oh yes.Please do.F：Now，will it rain，do you think?E：There are indications that the rain to the west of these islands is likely to move to the east.F：Oh，how funny!E：(crossly) What's wrong with that，young man？I bet I got it right.C：I hope it won't turn cold though.There's so much flu about.E：My aunt died of flu，so they said.But I believe they done the old woman in.C：Done her in？Please what does that mean，Mr Higgins?H：Oh，that's the new small talk.To do a person in means to kill them.E：(continuing)Yes，why should she die of influenza？She recovered from diphtheria the year before.I believe they done her in.C：(turningtoEliza) Do you mean that?E：(gettingenthusiastic)Yes，I do! What became of her new straw hat that she promised to me？Somebody stole it，and what I say is：the person who stole it，done her in.Her family would have killed her for a hatpin，let alone a hat!F：(can'thelplaughing) I like the new small talk.E：(angrily) If that was right，why were you laughing？Have I said anything I oughtn't，Mrs Higgins?MH：Not at all.E：Well，what I say is．．．H：(lookingathiswatch)Ahem!E：(takingthehintandrising)Well，I must go.So pleased to have met you.Goodbye.MH：Goodbye.F：May I walk you home?E：Walk？Not likely！I'm going in a taxi！(exits)(FreddyandClaraalsorise) C：It's time for us to leave.Thank you，Mrs Higgins.MH：It's been my pleasure.See you next week then？(exittheHills)H：Now，mother，do you think she is ready for the ambassador's garden party?MH：You silly boy.Of course not.She looks all right，of course.But she gives herself away with every sentence she speaks!H：Never mind about that！Pickering and I will just have to work a little harder.Do you think，Pickering，we should take her to the theatre?CP：Yes，what a good idea！But do you think she'll．．．(fadeoutastheyleavethehouse)测试伊莱扎旁白：伊莱扎的第一次测试是在亨利的母亲家里举办的茶会。
高中英语人教版选修8Unit4PygmalionGrammar教案（系列二）选修八Unit4 PygmalionPeriod3 Grammar一、教学内容分析分词作状语是高考考查的热点和重要考点，其热点考查内容如下：过去分词兼有动词?副词和形容词的特征。
过去分词作状语时，表示被动的或已完成的动作，在句中可作时间?原因?条件?让步?方式?伴随状语等。
掌握过去分词作状语可从以下几个方面考虑。
二、教学重、难点1.过去分词作状语的构成；2.过去分词的不规则变化的识记；3.复习独立主格；4.过分分词作状语与现在分词作状语的区别。
三、教学过程Step1: lead inThe teacher walked into the office, followed by a few students.(伴随或方式状语)Seen from a distance, the mountain looked like an elephant.(时间或条件状语)Step2:presentation1. 过去分词作状语时与句子的主语的关系1）过去分词作状语时，过去分词与主句中的主语形成逻辑上的被动关系，有时也表示动作已完成。
例如：Seen in the dark night，lights on top of tall buildings look like stars in the sky.(seen表示被动，分词的动作与谓语动词的动作同时发生)Scolded by the teacher，the girl began to cry.被老师责怪，女孩哭了起来。
(scolded表示被动且动作已完成)2）有些过去分词已经形成了系表结构，因此他们作状语时与主句的主语之间是逻辑上的主动关系，但仍然用过去分词形式。
例如：Lost in thought，she nearly ran into a tree.陷入沉思，她差点撞到树上。
(lost意为“迷失的”，与逻辑主语连接起来相当于Because she was lost…，作原因状语)与lost类似的过去分词还有disappointed，dressed，determined，devoted，tired，exhausted，prepared，seated，caught等。
Unit 4 Pygmalion 第3课时导学案【学习目标】To develop students‟ reading skills【重点难点】The Ss understand the play and work out the characteristics of each social group.【学习内容】◆课前预习I. words and expressions词汇拓展.1. adaption n. 适应；改编本_______________ v. 适应；改编2. hesitate vi 犹豫；踌躇______________n. 犹豫；踌躇3. comfort v. 安慰；使舒适_______________ adj. 舒适的；自在的______________ adv. 舒适地；自在地______________ adj. 不舒服的；不自在的___________adv. 不舒适地；不自地4. troublesome adj. 带来麻烦的；使人心烦的____________________ vt.& n. 麻烦5. thief n. 小偷__________________(复数)6. mistaken adj. 错误的；不正确的_______________ n. 错误7. properly adv. 适当地；恰当地_____________ adj. 适当的；恰当的8. status n. 身份；地位；职位___________________ n. 雕像9. stocking n. 长袜________________ n. 短袜10. rob vt. _______________n.抢劫者_____________n.抢劫重点词组：1.对……犹豫_______________________2.在……方面弄错_________________3.因……谴责某人__________________4.结识，与……相见__________________5.一般来说________________________6. 就…… 来说________________________7.领…… 进来_____________________8. 再一次____________________________9. 需要__________________________10. 逐渐模糊，减淡_____________________11. 和…… 达成协议_____________________II. Some information● The classic story (P28 Warming up ):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.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.The Greek Goddess agreed to help and his wish was granted.● About the author: George Bernard Shaw1. Irish dramatist，literary critic，a socialist spokesman2. Defender of women‟s rights，and advocate of equality of income.3. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honor but refused the money4. He was a very humorous playwrightIII. Read the play (P28) and fill in the blanks.Eliza Doolittle was 1____________ unrefined，dirty flower girl with poor phonetics 2_____________ Professor Higgins was an expert in phonetics. One day they happened to meet each other while 3_____________ (hide) from the rain. When Eliza was talking with a gentleman，Higgins always watched her and took notes，4_____________ made her get worried，for she thought he was a policeman 5___________ disguise. In fact，he just showed interest in her poor phonetics and made a bet with Colonel Pickering 6_____________ he was going to meet. Higgins said once 7______________ (educate) to speak properly，Eliza could pass 8__________ off in three months as a duchess at an ambassador‟s garden party. After that Higgins threw a 9____________ (hand) of money into her basket and left with Pickering，leaving Eliza 10_____________ (excite) and in amazement. Eliza decided to find him the next day.◆课堂学习I. Read the passage carefully and choose the best answers:( p28)1. Eliza greeted to the gentleman in order to _________.A. talk with himB. ask him to buy some flowers from herC. ask him to teach herD. beg some money from him2. Why did Eliza begin to cry？Because __________.A. she thought Professor Higgins would arrest herB. the gentleman didn‟t give her some moneyC. Pickering beat and scolded herD. there was no reason3. Professor Higgins believed that he could judge a person by _________.A. his appearanceB. his actionC. his conversationD. his manners4. From the text，we can infer that Professor Higgins is a man described below EXCEPT _________.A. he doesn‟t care about moneyB. he is an expert in phoneticsC. he is proudD. he is greedy(p34)1. What is mainly talked about in this part？____________.A. The flower girl came to Higgins for helpB. Higgins and Pickering agreed to teach the girl proper languageC. How to find the best way to teach the girlD. Whether it is necessary for Eliza to have a bath2. In Higgins‟ opinion，Eliza needs to ___________.A. have a bathB. learn grammarC. be taught grammar and pronunciationD. learn alphabet3. The sentence “I‟ve never had a bath in my life；not over my whole body.” Shows Eliza_______.A. is lazyB. lives a copy lifeC. leads a hard lifeD. is busy selling flowers4. Why did Higgins refuse to teach the flower girl at first？A. Because the girl was dirtyB. Because she could afford to pay for the lessonsC. Because she didn‟t want to wash herselfD. Because he had the record of the girl alreadyII. 合作探究(Discussion)Read the play carefully and fill in chart:III．课内延伸Array Passage A (P31，Ex5)e over‟ere，cap‟in，and buy me some flowers offa poor girl.Come over here，captain，and buy some flowers from apoor girl.2. I ain‟t done nothing wrongby speaking to thatgentleman.I haven‟t done anything wrong by speaking to that gentleman.3. I thought maybe you was a policeman in disguise.I thought that maybe you were a policeman in disguise.4. How do I know whether …ou took me words down right？How do I know whether you wrote down what I said accurately？5. A shop assistant ？Now that‟s sommat I want，that is！A shop assistant？Now that‟s something I would like to be！Passage B (P35 练习)1. I wanna be a lady in a flower shop ‟stead o‟ selling flowers in the street.I want to be a lady in a flower shop instead of selling flowers in the street.2. Now yer talking…Now you are talking…You wouldn‟t dare to ask the sane (amount) for teaching me (my own language) as you would for (teaching me) French.3. I can‟t. I durstn‟t. It ain‟t natural and it‟d kill me.I can‟t. I dare not. It is not natural and it would kill me，【课堂小结与反思】【课后作业与练习】课后拓展● 皮格马利翁效应(Pygmalion Effect)皮格马利翁效应，也有译“毕马龙效应”、“比马龙效应”，由美国著名心理学家罗森塔尔和雅格布森在小学教学上予以验证提出。
Unit 4PygmalionPeriod 3Grammar—Revise the PastParticiple as the Adverbial整体设计教学内容分析This teaching period mainly deals with the grammar item：the use of the past participle as the adverbial.The past participle which acts as the adverbial in the sentence functions as an adverbial clause which shows time,reason,condition,and so on and it can be replaced by an adverbial clause.If there is a conjunction before the past participle,it can be considered as omission in adverbial clauses.三维目标设计Knowledge and skills1．To let the students learn the use of the past participle as the adverbial.2．To enable the students to use the past participle as the adverbial correctly and properly.Process and methods1．To ask the students to read the reading passage again,pick out the sentences with the past participle as the adverbial in them and write some on the blackboard.2．To ask the students to discover how the past participle is used in various ways.3．To ask the students to do the exercises in Revising useful structures on Page 33 for students to master the use of the past participle as the adverbial.4．To ask the students to summarize the use of the past participle as the adverbial.5．To ask the students to do the exercises in Using Structures on Page 72 and some other additional exercises for consolidation.Emotion,attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重点、难点1．To get the students to master the structure and usages of the past participle as the adverbial.2．To enable the students to learn how to use the past participle as the adverbial.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the sentences into English：（1）认识你我非常高兴.（make one's acquaintance）________________________________________________________________________ （2）一般来说,生活是不容易的.（generally speaking）________________________________________________________________________ （3）他从钱的角度来看每一件事.（in terms of）________________________________________________________________________ （4）他觉得他比别人优越.（be superior to）________________________________________________________________________ Suggested answers：（1）I am pleased to make your acquaintance.（2）Generally speaking,life is not easy.（3）He thought of everything in terms of money.（4）He thinks he is superior to others.Step 2Warming upAsk the students to reread the passage and find out the sentences with the past participle asthe adverbial in them.For example：（1）Now once_taught_by me,she'd become an upper class lady...（P29,L45）（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,L50）Ask the students to think about the use of the past participle as the adverbial from the above two sentences.Step 3Grammar learningAsk the students to study the following sentences and try to summarize the usages of the past participle as the adverbial.1．The past participle acts as the adverbial in the sentence,and it generally functions as an adverbial clause.（1）Seen_from_the_hill,the town looks beautiful.（＝If it is seen from the hill...）（2）Given_another_chance,he can do it better.（＝If he is given another chance...）（3）Tired_from_the_day's_hard_work,he fell asleep soon.（＝Because he was tired from the day's hard work...）2．The omission in adverbial clauses.（1）She won't go to the party,unless（she_is）invited.（2）When（it_is）heated,water can be changed into steam.（3）Generally speaking,when（it_is）taken_according_to_the_directions,the drug has no side effect.Step 4Summing upTry to help the students draw the following conclusions.1．When the past participle acts as the adverbial in the sentence,it generally functions as an adverbial clause such as the clause which shows time,reason,condition,and so on and it can be replaced by an adverbial clause.2．When the subject of the clause is the subject of the main sentence and there is some form of the link verb “be”,the subject and “be” i n it can be omitted.Step 5Grammar practice1．Ask students to do the following exercises：（1）Rewrite the sentences using the past participle as the adverbial.①Because the film is well directed,it is well worth seeing.________________________________________________________________________②When the hotline was put into use in April 2000,it was meant for residents reporting water and heating supply breakdowns.________________________________________________________________________ ________________________________________________________________________③When the museum is completed,it will be open to the public next year.________________________________________________________________________④When these products are first introduced to the market,they enjoyed great success.________________________________________________________________________ （2）Correct the mistakes in the following sentences.①If to be given more money,I will solve the problem soon.②Laughed at by everyone,but he had my sympathy.③No matter how well translated,we don't like it.Suggested answers：（1）①Well directed,the film is well worth seeing.②Put into use in April 2000,the hotline was meant for residents reporting water and heating supply breakdowns.③When completed,the museum will be open to the public next year.④When first introduced to the market,these products enjoyed great success.（2）①If given more money,I will solve the problem soon.②Laughed at by everyone,he had my sympathy.③No matter how well it is translated,we don't like it.2．Do the exercises in Exercises 2 and 3 in Revising useful structures on Page 33.3．Do the exercises in Using Structures on Page 72.First ask students to do the exercises individually,and then let them discuss and check their answers with their partners,and finally give them the correct answers and deal with any problems they might meet.Step 6Learning more about the grammar1．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是动宾关系,即被动关系.如：Although built thirty years ago,the house looks very beautiful.这座房子尽管是30年前建造的,但它看起来依然很漂亮.（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.如：Given more time,he can do it better.如果给他更多的时间,他就能做得更好.Defeated again,he didn't lose heart.尽管再次被击败,但他没有灰心.2．过去分词作状语时与状语从句的转换（1）过去分词短语作时间状语,可转换为when,while或after等引导的状语从句.如：Seen from the top of the hill,the park looks more beautiful.→When it is seen from the top of the hill,the park looks more beautiful.从山上往下看,这座公园看起来更加漂亮.（2）过去分词短语作条件状语,可转换为if,once或unless等引导的状语从句.如：United we will stand；divided we will fall.→If we are united we will stand；if we are divided we will fall.团结就是胜利；分裂必然失败.（3）过去分词短语作原因状语,可转换为as,since或because等引导的状语从句.如：Encouraged by the progress he has made,he works hard er.→As he is encouraged by the progress he has made,he works harder.由于受到所取得成绩的鼓舞,他工作更努力了.（4）过去分词短语作让步状语,可转换为although,though或even if等引导的状语从句.如：Although exhausted by the climb,we continued our journey.→Although we were exhausted by the climb,we continued our journey.我们虽然爬得很累,但我们仍然继续我们的旅程.（5）过去分词短语作方式状语,如有连词as if,就转换为as if引导的方式状语从句；若无连词,则转换为并列结构.如：He began to cry as if bitten by a snake.→He began to cry as if he were bitten by a snake.他大叫起来,好像被蛇咬了一样.（6）过去分词短语作伴随状语,一般转换为并列结构.如：Aunt Wu came in,followed by her daughter.→Aunt Wu came in,and（she）was followed by her daughter.吴大娘走进来,（她）后面跟着她的女儿.3．过去分词作状语,有时前面带有连词,是状语从句的省略形式,其中省去了从句的主语和be动词,通常主语与主句的主语相同.如：Whenever（he was）asked about it,he could hardly hold back his feelings.每当有人问及此事,他就难以控制自己的感情.Step 7Summing upTry to help the students draw the following conclusions.1．The past participle which acts as the adverbial in the sentence functions as an adverbial clause which shows time,reason,condition,and so on and it can be replaced by an adverbial clause.2．If there is a conjunction before the past participle,it can be considered as omission in adverbial clauses.When the subject of the clause is the subject of the main clause and there is some form of “be”,the subject and “be” in it can be omitted.Step 8Having a competition1．Get students to form groups of 6.2．Let students describe one of the most interesting places they know of.Spend some time preparing a short speech,and make sure to use past participles as the adverbial.Then give the short speech to the partners and see if there is something wrong with it.At last,present it to the whole class.All the class will decide which group is the winner.EXAMPLE：I remember a temple...Set among many lovely trees,the temple...Placed inside the rooms,statues...Step 9Closing down by a quizShow students the following on the screen or give out test papers to them.1．Choose the best answer（1）And there,almost ______ in the big chair,sat her little brother,who never had to be told to keep quiet.A．having lost B．losing C．to be lost D．lost（2）______ and out of breath,we reached the top of the mountain and stopped ______ the beautiful scenery.A．Tiring；to admire B．Being tired；admiringC．Tired；to admire D．Tired；admiring（3）______by the film,he didn't go to sleep until late into the night.A．Deeply moved B．Deeply movingC．Moving deeply D．To be moved（4）______ from space,our earth,______ water ______ 70% of its surface,appears as a “blue globe”．A．Having seen；the；covered B．Seeing；with；coveringC．Seen；with；covering D．To see；the；covered（5）______ of plastics,the machines are light in weight.A．Made B．Making C．To be made D．To make（6）On a long railway journey,with four Englishmen in the carriage,often there won't be a word ______ during the whole journey.A．speaking B．spoken C．to be spoken D．to speak（7）______ what would happen,none of them could find a way out.A．Left wondering B．Having left wonderingC．Leaving to wonder D．Having left to wonder（8）______ many times,he finally understood it.A．Told B．Telling C．Having told D．Having been told（9）______ by his grandparents in the countryside,he isn't accustomed to ______ in the city.A．Having brought up；live B．Grown up；livingC．Grown up；live D．Brought up；living（10）______ from Milan Trenc's novel,the film Night at the Museum brings to life a world where dinosaurs wander the earth.A．Adapted B．AdaptingC．Having adapted D．To be adaptedSuggested answers：（1）-（5）DCACA（6）-（10）BADDA2．Rewrite the sentences（1）A.Once it is begun,the project will never be changed.B．______ ______,the project will never be changed.（2）A.As he was known to all,he was recognized very easily.B．______ ______ ______,he was recognized very easily.（3）A.If it is seen in this way,the matter is not as serious as people generally suppose.B．______ ______ ______ ______,the matter is not as serious as people generally suppose.Suggested answers：（1）Once begun（2）Known to all（3）Seen in this wayStep 10Homework1．Finish off the Workbook exercises.2．Preview the passage on Page 34.Step 11Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________教学参考过去分词作状语1．过去分词作状语表示被动的和完成的动作.如：Written_in_a_hurry,this article was not so good!因为写得匆忙,这篇文章不是很好.（written为过去分词作状语,表示这篇文章是“被写”的,而且“已经”被写.）【注意】有些过去分词因来源于系表结构,作状语时不表被动而表主动.这样的过去分词及短语常见的有：lost（迷路）；seated（坐）；hidden（躲）；stationed（驻扎）；lost/absorbed in（沉溺于）；born（出身于）；dressed in（穿着）；tired of（厌烦）,等.如：Lost/Absorbed_in_deep_thought,he didn't hear the sound.因为沉溺于思考之中,所以他没听到那个声音.Born in this beautiful town,he hates to leave it.出生于这个美丽的小镇,他不愿离开它.2．过去分词作状语时其逻辑主语为主句的主语,此时应注意人称一致.如：Given_another_hour,I can also work out this problem.再给我一个小时,我也能解这道题.（given为过去分词作状语,它的逻辑主语为主句主语I,即I 被再给一个小时.）Seen_from_the_top_of_the_hill,the city looks more beautiful to us.从山顶看城市,城市显得更漂亮.（seen为过去分词作状语,表示“被看”,由语境可知,它的逻辑主语必须是“城市”,而不是“我们”,因为“我们”应主动看城市.）【注意】过去分词作状语时,如果前面再加逻辑主语,主句的主语就不再是分词的逻辑主语,这种带逻辑主语的过去分词结构实际上属于独立主格结构.如：The_signal_given,the bus started.信号一发出,汽车就开动了.（the signal 是given 的逻辑主语,因此主句主语the bus 就不是given 的逻辑主语.）Her_head_held_high,she went by.她把头昂得高高地从这儿走了过去.（her head 是held high 的逻辑主语,因此主句主语she 就不再是held high 的逻辑主语.）3．过去分词作状语来源于状语从句.如：Caught_in_a_heavy_rain,he was all wet.因为淋了一场大雨,所以他全身湿透了.（caught in a heavy rain 为过去分词短语作原因状语,它来源于原因状语从句Because he was caught in a heavy rain.）Grown_in_rich_soil,these seeds can grow fast.如果种在肥沃的土壤里,这些种子能长得很快.（grown in rich soil 为过去分词作条件状语,它来源于条件状语从句If these seeds are grown in rich soil）【注意】状语从句改成过去分词作状语时有时还可保留连词,构成“连词＋过去分词”结构作状语.如：When_given_a_medical_examination,you should keep calm.当你做体格检查时要保持镇定.4．过去分词作状语的位置.过去分词可放在主句前作句首状语,后面有逗号与主句隔开,也可放在主句后面,前面有逗号与主句隔开.如：He stood there silently,moved_to_tears.＝Moved_to_tears,he stood there silently.他静静地站在那里,被感动得热泪盈眶.5．现在分词与过去分词作状语的区别.（1）逻辑关系.现在分词作状语与过去分词作状语的最主要区别在于：两者与所修饰的主句的主语的逻辑关系的区别.①现在分词作状语时,现在分词所表示的动作与句子主语之间构成逻辑上的主动关系.如：He went out,shutting the door behind him.他出去后随手将门关上了.Not knowing what to do,he went to his parents for help.由于不知如何办才好,他去找父母帮忙.②过去分词作状语时,过去分词所表示的动作与句子主语之间构成逻辑上的被动关系.如：Given more encouragement,the boy could have behaved better.如果多给这个孩子一些鼓励,他本来会表现得更好.Faced with difficulties,we must try to overcome them.在遇到困难时,我们必须设法克服.（2）时间概念.过去分词所表示的动作往往发生在谓语动作之前.如：Written_in_a_whole_week,this article was very good.因为写了一整周,所以这篇文章很好.现在分词的一般式（doing）表示的动作与谓语动作同时发生或在说话时正在进行.如：Reading_carefully,he found something he hadn't known before.他仔细读书时,发现了一些从前不知道的东西.现在分词的完成式（having done）表示发生在谓语动作之前的一个“主动”动作.如：Having_finished_his_homework,he went home.完成了作业,他就回家了.现在分词的完成式的被动式（having been done）常和表示次数的短语及时间段（for＋一段时间）连用,表示发生在谓语动作之前的一个“被动动作”,这种情况下不能用过去分词替换,其他情况下通常被过去分词所替换,使句式更简洁.如：Having_been_discussed_several_times,the decision was finally made.进行了几次讨论后,终于作出了决定.6．Practice用所给动词的正确形式填空.（1）______（attract）by the beauty of nature,the girl decided to spend another two weeks on the farm.（2）______（look）out of the window,I saw some children playing hide-and-seek.（3）He went to bed ______（drink）,and when he woke up,he found he still had his shoes on.（4）He had an accident ______（drive）to work yesterday.Suggested answers：（1）Attracted（2）Looking（3）drunk（4）driving。
云南省陇川县第一中学高中英语《Unit 4 Pygmalion》阅读教案新人教版选修8Teaching 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, han dful, fortune, in disguise, pass...off as, make one’s acquaintance, in amazementb. 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-inReview the story Pygmalion.T: Last period, we learned something about the Greek story Pygmalion and the play versi on 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 theend result produces a very ladylike Miss Doolittle, the lessons learned become much more far reaching. OK, today we will read a story abou t it. It’s written by the famous English playwright, George Bernard Shaw.Step Ⅱ ReadingDeal 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.SkimmingAsk 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.ScanningAsk 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 ComprehendingThis 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 pe rson’s position in society by the way they behave and speak.Step Ⅳ DiscussionAsk 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 HomeworkT: Today’s homework:1. Read the play repeatedly and try to act out the play.2. Preview the grammar part.第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
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.。
