选修8Unit4Reading

Unit4PygmalionReadingThisplay,Pygmalion,wasalsomadeintoafilmcalledMyFairLady.Haveyouseenthefilm?Ifyouhave,didyoulikeit?Haveadiscussionandgivereasons.Pre-readingTheplaybyShawhasthesamethemeastheGreekStory.Inpairsdiscusswhatthisthememightbe.ThemeoftheGreekstory:Pygmalion,anartistcreatesastatuefromstoneandpraysaCreekgoddesstobringittolife.Pygmalionteachesthelivestatuehowtospeakandbehave.LatertheyfallinloveandgotmarriedThemeofMyfairlady:Higgins,aphonetician[,fəuni'tiʃən]createanewgirlElizafromlowerclasstoupperclassbyteachingherEnglish.LaterHigginsandElizagotmarried.社会心理学效应之皮格马利翁效应皮格马利翁是古希腊神话里的塞浦路斯国王，他爱上了自己雕塑的一个少女像，并且真诚的期望自己的爱能被接受，这种真挚的爱情和真切的期望感动了爱神阿芙狄罗忒，就给了雕像以生命。虽然这只是一个神话传说，但是，在现实生活中，由于期望而使“雕像”变成“美少女”的例子也不鲜见。美国心理学家曾做过这样一个实验：研究人员提供给一个学校一些学生名单，并告诉校方，他们通过一项测试发现，该校有几名天才学生，只不过尚未在学习中表现出来。其实，这是从学生的名单中随意抽取出来的几个人。然而，有趣的是，在学年末的测试中，这些学生的学习成绩的确比其它学生高出很多。研究者认为，这就是由于教师期望的影响。由于教师认为这个学生是天才，因而寄予他更大的期望，在上课时给予他更多的关注，通过各种方式向他传达你很优秀的信息，学生感受到教师的关注，因而产生一种激励作用，学习时加倍努力，因而取得了好成绩。积极的期望促使人们向好的方向发展，消极的期望则使人向坏的方向发展，人们通常用这样来形象地说明皮格马利翁效应：“说你行，你就行；说你不行，你就不行”。要想使一个人发展更好，就应该给他传递积极的期望。ABriefIntroduction(简介)亨利.希金斯（HenryHiggins）是一名固执傲慢的语言学教授。有一天他遇到了言语粗俗的卖花女伊莉莎.多莉特（ElizaDoolittle），告诉她一个人的语音标志着这个人的社会地位，如果她改进发音就可能会有一份体面的工作。教授回家后，遇到了同行皮克林（Pickering）上校，他告诉上校他能在六个月内把一个下层社会的女子培养成为上流社会的淑女。上校与教授打赌此事不可能。第二天恰好伊莉莎来了，在上校的帮助下，她成了教授的学生。经过刻苦学习，她取得了巨大进步，变得谈吐高雅、仪态端庄。最后在一次大型舞会上，她被介绍给上层社会，赢得了众人的赞美，并被皇家语音专家认为是某国的公主。教授回家后，兴高采烈地向上校索要赌金，完全忽视了伊莉莎，伊莉莎一怒之下，忿然离去。此时若有所失的教授才感到伊莉莎已成为自己生活的一部分。PygmalionActingActoneFatefulmeetings:Trytoactitout.ElizaDoolittleHenryHigginsColonelPickeringElizaDoolittle(E):apoorflowergirlwhoisambitioustoimproveherself.ProfessorHiggins(H):anexpertinphonetics,convincedthatthequalityofaperson’sEnglishdecideshis/herpositioninsociety.ColonelPickering(P):anofficerinthearmyandlaterafriendofHiggins’whosets安排,布置himatask.1.ThistextismainlyaboutthefirstexperienceofElizameetingwith______.A.ProfessorHigginsB.ColonelPickeringC.ProfessorHigginsandColonelPickeringD.agentlemanCChoosethebestanswer.2.Elizagreetedtothegentlemaninorderto_______.A.askhimtobuysomeflowersfromherB.talkwithhimC.askhimtoteachherD.begsomemoneyfromhimA3.WhyElizabegantocry?Because_______.A.shethoughtProfessorHigginswouldarrestherB.thegentlemandidn’tgivehersomemoneyC.PickeringbeatandscoldedherD.therewasnoreasonA4.ProfessorHigginsbelievedthathecouldjudgeapersonby_______.A.hisappearanceB.hisactionC.hisconversationD.hismannersC5.Fromthetext,wecaninferthatProfessorHigginsisamandescribedbelowEXCEPT_________.A.hedoesn’tcareaboutmoneyB.heisanexpertinphoneticsC.heisproudD.heisgreedyD1.ElizawassellingsomeflowerswhenHigginsfirstmether.2.ShesucceededinsellingsomedeadflowerstoHugginsforsomesmallchange.3.Hugginswrotedownhernameandaddress.4.Hugginswasgoodatjudgingpeoplefromtheirownspeech.TFFTTrueorFalse?5.Hugginscouldearnalotforhisjob.6.Hugginspromisedtofindheragoodjob.7.Eithermanhadplannedtomeettheotheralthoughtheydidn’tknoweachother.TFTTask1:ReadActOneoftheplayandthenanswerthesequestions.Comprehending1).Whatisthenameofthemanhidingfromtherain?HenryHiggins2).WhyisElizafrightenedofhimatfirst?3).WherehasColonelPickeringbeenlivingandwhathashestudied?Shethinksheisapolicemanindisguise便衣警察.HehasbeenlivinginIndiaandhasstudiedmanyIndiandialects.4).WhoisHenryHigginsanxioustomeetandwhy?HeisanxioustomeetColonelPickeringbecauseheisresearchinginthesameacademicfieldasPickering.5).WhatisEliza’sambitionandwhatdoesshedecidetodoaboutit?Herambitionistobeashopassistant.ShedecidestotakelessonsfromProfessorHigginstoachieveheraim.Task2:Canyourecognizeeachcharacter’ssocialpositionbytheirbehaviourandlanguage?Isheorshefromtheupperclass,middleclassorlowerclass?Giveyourreasons.CharacterPositioninsocietyEvidenceintheplayElizaLowerclassLanguage:callsgentleman“sir”and_________(orcaptain)whichisacomplimentBehaviour:_________topeopleofhigherclassrespectful“cap’in”Fillinthechart.CharacterPositioninsocietyEvidenceintheplayHenryHigginsLanguage:callsEliza“___________”andPickering“____________”Behaviour:_____tolowerclass;_____tosameorupperclassMiddleclassrudepoliteyousillygirlmydearmanCharacterPositioninsocietyEvidenceintheplayColonelPickeringUpperclassLanguage:preparedtobegina__________withHenry,whomhedoesnotknow;generouswithpraisetohimBehaviour:generallyconfidentand______;but_______ElizapoliteignoresconversationTask2:Thesocialpositionofeachcharacterinfluencesthewaytheybehavetoeachother.Generallyspeaking,peoplearemorepolitetothosewhotheythinkareofahighersocialclass(H)andlesspolitetothosetheyconsideraremembersofalowerclass(L).IsthistrueofthecharactersinShaw’splay?Giveyourevidenceinthechartbelow.RelationshipsbetweencharactersEvidencefromtheplayHenryHiggins:1.respecthis_____________workasa____________;callshimsirandmydearman2.watchesher;_______herreactions;talksaboutherinfrontofher;callsher___________1.AttitudetoColonelPickering(H)2.AttitudetoEliza(L)Isthestatementtrue?1._____2.______professionalphoneticiannotessillygirlYesYesRelationshipsbetweencharactersEvidencefromtheplayColonelPickering1.Appreciateshis_________;_______him;askshisopinion;Happytobef