文档内容
Unit 4 Pygmalion
Ⅰ. 单元教学目标
技能目标Skill Goals
▲Listen to and talk about the story Pygmalion
▲Read and act out a play about recognizing a person’s position in society
▲Use the past participle as the adverbial
▲Write a review of the play
Ⅱ. 目标语言
推测（conjecture）
I wonder whether...
Is it possible that...?
功 Do you know if...?
能 Do you really think that’s true?
句 Why do you think so?
式 I think it’s because...
What do you think of this idea?
Why do you think Higgins felt like that?
Mrs Pearce would comfort / encourage her by ..
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,
词 extraordinary, condemn, properly, ambassador, acquaintance,
汇 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, fade
2． 认读词汇
phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also
curtsey ), shilling, heartily, distinct
3． 词组
pass... off as, make one’s acquaintance, in amazement, in terms of,
generally speaking, show... in, the other day, take away, once
more, in need of, fade out
结 The past participle as the adverbial
构
1. An expert in phonetics, convinced that the quality of a person’s
English decides his / her position in society. P28
重 2. There you are and you were born in Lisson Grove if I’m not
点 mistaken. P29
句 3. But, sir, (proudly) once educated to speak properly, that girl
子 could pass herself off in three months as a duchess at an
ambassador’s garden party. P30
4. 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. P29
5. The English that will condemn her to the gutter to the end of her
days. P30
6. Perhaps I could even find her a place as a lady’s maid or a shop
assistant, which requires better English. P30
7. What other things show one’s status in society apart from how
one speaks? P31
8. I’m not asking any favours — and he treats me like dirt. P34
9. I’d never have come if I’d known about this disgusting thing you
1want to do to me, I... P34
10. What’s to become of me? P74
Ⅲ. 教材分析和教材重组
1. 教材分析
本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏
剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为
该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。语法
部分重点学习过去分词作状语的用法。
1.1Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。要求学生根据图片提示，联
系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。
1.21.2 Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主
题，并初步酝酿可能出现的故事情节。
1.3 1.3 Reading讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。Eliza原
是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的 Professor
Higgins。Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的
Eliza改造成能讲标准英文的淑女。Eliza就住在Professor Higgins的家中，受了一阵子语言训练。
最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。在场的人都不知道Eliza的出身。
女王还对Eliza大加赞赏。Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。Eliza
盛怒之下，离开了Higgins。她走之后，Higgins才发现不能没有她。最后Eliza回到了Professor
Higgins身边。两人言归于好。剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的
能跻身上流社会的人。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的
粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致。
1.4Comprehending分为两部分。第一部分根据课文，让学生回答相关问题；第二部分要求学生从课
文中找出这三个不同社会阶层的人物对不同于自己阶层的人们所持的态度；第三部分要求学生思
考除了语言以外，哪些方面还能显示出人们社会地位的不同；第四部分要求学生运用所给词汇描述
剧本中不同人物的性格特点；第五部分要求学生纠正Eliza语言中的语法、拼写等方面的错误。
1.5Learning about Language分词汇和语法两部分。词汇部分要求学生能在具体语言环境中运用所
学词汇和短语；语法部分主要通过大量的例句和习题要求学生自主学习，总结-ed形式在句子中作
状语用法。
1.6 Using Language中Reading and acting部分紧承Reading部分的剧情。这一幕的地点是在
Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。主要讲述的是Eliza来
这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。该部分从听、说、读、写四个
方面来学习和巩固所学语言知识。
1.7Listening要求学生听一段关于Higgins如何给Eliza授课，如何帮助她纠正发音以及其教学方法
的录音，并完成关于Eliza在发音和语法方面正确的地方以及需要改进的地方的表格。
1.8Speaking部分有两个任务。其一是让学生运用所给的表示猜测的语句展开联想，说出他们的第二
课该如何进行；其二是让学生通过教师的引导总结出希腊神话故事和萧伯纳的剧本两者之间的共
同和不同之处。教师可以通过Speaking Task中的提问来引导学生，让学生自己得出结论。
2． 教材重组
2.1 将Warming Up，Pre-reading和练习册SPEAKING TASK整合在一起，上一节口语课。
2.2 将Reading, Comprehending及Learning about Language中的Discovering useful
words and expressions整合在一起，上一节阅读课。从字、词、句和篇章几个方面掌握目标语言。
2.3 将 Learning about Language 中 Revising useful structures 及 练 习 册 USING
STRUCTURES中的练习整合在一起，上一节语法课。
22.4 将 Using Language和READING TASK整合在一起，上一节任务型泛读课。
2.5 将Listening and speaking, 练习册LISTENING和LISTENING TASK整合在一起，上一
节听力课。
2.6 将Speaking and writing，练习册中TALKING及WRITING TASK整合在一起，上一节写
作和口语课。
3. 课型设计与课时分配
1st Period Speaking
2nd Period Reading
3rd Period Grammar
4th Period Extensive reading
5th Period Listening
6th Period Speaking and writing
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals教学目标
1. Target language 目标语言
重点词汇
adaptation, plot, professor, Pygmalion
2. Ability goals 能力目标
Enable the students to talk about the Greek story Pygmalion.
3. Learning ability goals 学能目标
Help the students learn how to talk about the Greek story Pygmalion.
Teaching important points 教学重点
Help the students learn how to retell the story.
Teaching difficult points 教学难点
Help the students know the similarities and differences between the story and the play
Pygmalion.
Teaching methods 教学方法
Discussion.
Teaching aids 教学准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Lead-in
T: Has anyone heard of “the Pygmalion Effect”？What is it?
S1: The Pygmalion Effect is that people tend to behave as you expect they will. If you
expect a person to take responsibility, they probably will. If you expect them not to
even try, they probably won’t.
T: Good. How did you know?
S1: I have once read some Greek stories. And I have read the story Pygmalion before.
T: You’re great. If someone is good at writing, we often say he or she is a lucky dog of
the Muses. Do you know where the saying comes from?
S1: It also comes from the Greek story.
3Step Ⅱ Warming up
T: Yes. Today we are going to learn about a Greek story Pygmalion. First, look at the
pictures on page 28. Please work in pairs and work out the story.
After a few minutes.
T: Now let’s have a look at the first picture. Who can tell me what’s in it with your own
words?
S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a
stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it
and wanted it to be his wife.
T: Wonderful! And who can follow it?
S2: But it was only a stone. How could he make his dream become true? He thought
and thought and at last he asked the Greek Goddess to help him to bring it to life.
T: You did a good job. But did his dream become true at last?
S3: Yes! The Greek Goddess agreed to help and his wish was granted.
T: Now who can present the complete story based on the above description?
S4: Let me try. Pygmalion was a gifted artist. One day, he decided to make a stone
statue of a beautiful woman. He worked day and night and at last he finished. Then he
clothed the figure, decorated it with the jewellery, and even named it the Sleeping
Love. The work was so beautiful that he couldn’t help thinking that if the statue could
be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek
Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish
was granted. Pygmalion threw himself to his feet, the girl smelt down at him.
Afterwards, they fell in love with each other and married.
T: Wonderful! You did a good job! Now let’s have a discussion. Do you think that
Pygmalion and his statue-wife will be happy together?
S: No, I don’t think so.
T: What problems do you think they will have?
S1: Maybe they can’t understand each other, because they come from different world.
S2: It’s very hard for Pygmalion to understand his wife, because his wife is made from
a stone. She doesn’t know the words, behavior, anything about him.
…
T: Good. How do you think they might solve them?
S3: Pygmalion loves the girl so much that he decides to teach her how to speak and
how to behave herself. Little by little, they understand each other well and live happily.
T: Good imagination! The story is so interesting that it was made into a film My Fair
Lady, which was based on the play by Bernard Shaw. Do you know this famous
playwright?
Step Ⅲ Discussion
Make a brief introduction about Shaw.
T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a
leading figure in the 20th century theater. Shaw was a freethinker, defender of
women’s rights, and advocate of equality of income. In 1925 he was awarded the
Nobel Prize for Literature. Shaw accepted the honour but refused the money. He was a
very humorous playwright. Here is a story about him. One day, Shaw took part in a
grand party, in which he met the then Prime Minister Churchill. Churchill was very fat
4at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When
people see you, they will know how poor your country is”. And then Shaw answered
very quickly, “When people see you, they will know the reason why our country is so
poor.” From it we can see how witty Shaw is!
T: Have you seen the film My Fair Lady？
S1: Yes. It was about a flower girl who became a lady in the upper class, helped by the
expert in phonetics, Professor Higgins.
T: Do you like the film? Why?
S1: Yes, I do. What makes “My Fair Lady” special is the great musical score by Mr.
Loewe with lyrics by Mr. Lerner. Most of the songs are by now, standards that have
delighted us since they were written and have been sung by practically all the best
singers of the world.
Ｔ: Very good. They both have the same theme. In the play, a poor-educated flower
girl in the street at last became a lady, just as surprising as a stone became a beautiful
woman in the Greek story. Now can you tell me the similarities between the Greek
story and the play? You can discuss it with your partner.
S2: Both women made big changes. In the Greek story, the statue was brought to life;
while in the play Pygmalion, the flower girl Eliza was brought up to the upper class.
T: Good. What else?
S3: In the Greek story, Pygmalion is a gifted artist, whereas in the play Pygmalion,
Higgins is an expert in phonetics.
Step Ⅳ Homework
Ask the students to do the following.
1. Find more information about Pygmalion.
2. Pre-read the play to see if they can understand well.
The Second Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
officer, hesitate, pence, uncomfortable, troublesome, outcome, disguise, brilliant,
classify, mile, betray, dismiss, condemn, ambassador, acquaintance, handful, fortune,
in disguise, pass...off as, make one’s acquaintance, in amazement
b. 重点句子
An expert in phonetics, convinced that the quality of a person’s English decides his / her
position in society.
There you are and you were born in Lisson Grove if I’m not mistaken.
But, sir, (proudly) once educated to speak properly, that girl could pass herself off in
three months as a duchess at an ambassador’s garden party.
This is the age of the newly rich. People begin their working life in a poor
neighbourhood of London with 80 pounds a year and end in a rich one with 100
thousand.
The English that will condemn her to the gutter to the end of her days.
Perhaps I could even find her a place as a lady’s maid or a shop assistant, which
requires better English.
52. Ability goals 能力目标
Enable the students to talk about the play and use the play to work out the
characteristics of each social group.
3. Learning ability goals 学能目标
Help the students learn how to talk about the play and use the play to work out the
characteristics of each social group.
Teaching important points 教学重点
How to talk about the play.
Teaching difficult points 教学难点
How to use the play to work out the characteristics of each social group.
Teaching methods 教学方法
Listening, reading and discussion.
Teaching aids 教学准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision and lead-in
Review the story Pygmalion.
T: Last period, we learned something about the Greek story Pygmalion and the play
version by Shaw. Of all of Shaw’s plays, Pygmalion is without the doubt the most
beloved and popularly received. Several film versions have been made of the play, and
it has even been adapted into a musical. In fact, the film version of 1938 helped Shaw
to become the first and only man ever to win the double prize: the Nobel Prize for
literature and an Academy Award. Do you still remember the story? Now who can retell
it to all of us?
A sample retelling version:
Pygmalion was a gifted artist. One day, he decided to make a stone statue of a
beautiful woman. After that, he spent day and night carving it, and then he clothed the
figure, gave it the jewellery, and even named it the Sleeping Love. How he wanted to
bring it to life and made it his wife. Therefore, he asked the Greek Goddess to make it
alive. And finally the Goddess was moved by his sincere feeling. His wish was granted.
Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they loved
each other and married.
T: Can you tell me the theme of the story?
S: People tend to behave as you expect they will.
T: Excellent! Based on classical myth, Bernard Shaw’s Pygmalion plays on the complex
business of human relationships in the social world. Phonetics Professor Henry Higgins
tutors the very Cockney Eliza Doolittle, not only in the refinement of speech, but also
in the refinement of her manners. When the end result produces a very ladylike Miss
Doolittle, the lessons learned become much more far reaching. OK, today we will read
a story about it. It’s written by the famous English playwright, George Bernard Shaw.
Step Ⅱ Reading
Deal with the Reading part. Play the tape for the students to listen. Then analyze the
play. Ask the students to read through the text. While reading, pay attention to the
writing style.
6Skimming
Ask the students to read the play quickly and answer the questions.
T: Now please read the play. After a few minutes, I’ll ask you some questions.
After a few minutes.
T: Who would like to answer the first question: How many characters are there in the
play?
S1: There are three characters in the play. They are Eliza, Professor Higgins, and
Colonel Pickering.
T: What is the weather like when the play begins?
S2: When the play begins, it is pouring with rain.
T: Very good. Do you think Eliza a well-educated woman? Why?
S3: No, I don’t think so. In fact, she is poor-educated. We can know it clearly from
what she said. For example, come over’ere, cap’in, and buy me flowers off a poor girl.
For another, I ain’t done nothing wrong by speaking to that gentleman.
T: Also, we can learn it from her behavior. For example, “pushes it back at him.” OK.
Next one: Why did professor Higgins want to make notes of what Eliza said?
S4: He wanted to make a speech, because it’s his profession.
T: Very good. Next: What’s the meaning of “the age of the newly rich”?
S5: It means people begin their working life in a poor neighbourhood of London with
80 pounds a year and end in a rich one with 100 thousand.
Scanning
Ask three students to read the play.
T: Next I will ask three students to read the play again. One will be Eliza, one Professor
Higgins, and one Colonel Pickering. OK? Now begin!
After several minutes.
T: Great. Now I have some more questions. First: According to Higgins, if a person is
very poor, he or she can still be better off at last. Do you agree with him? If so, how to
realize the aim?
S1: Yes. I agree with him. However, in order to realize the aim, he or she must get
educated.
T: Who can complete the last sentence: in the first line on page 29: Now once taught
by me...?
S2: Let me try. Once taught by me, she will soon become a lady in the upper class.
T: Well done. What other things show one’s statue in society apart from how one
speaks?
S3: One’s clothing and behavior can also show his statue.
T: Do you think Pickering is of the upper class?
S4: Yes. I think he is well educated. We can learn it from the way he speaks. For
example, “May I ask?”
T: Great! Now please listen to the tape carefully and try to catch the main idea of this
act.
Step Ⅲ Comprehending
This time the students should listen to the tape as carefully as possible. They should
not only pay attention to the pronunciation and intonation but get the main idea of the
play as well.
7T: Pygmalion is a play about recognizing a person’s position in society by the way they
behave and speak.
Step Ⅳ Discussion
Ask the students to do Part 5 on page 31.
T: Suppose you have a chance to help Eliza improve her use of the English language.
Look at the sentences on page 31 in Part 5 and help her correct all these sentences in
terms of grammar, spelling, etc, so that she can use them properly.
Sample answers:
1. Come here, and come in. Buy flowers from me—a poor girl.
2. I did nothing wrong when I spoke to that gentleman.
3. I thought you maybe was a policeman in disguise.
4. How do I know whether you wrote down my words or not?
5. You say I can work as a shop assistant? That’s definitely what I want.
Then ask the students to read the play again and do Part 2 on page 31.
T: We have learned that the social position of the characters influences the way they
behave to each other. Generally speaking, people are more polite to those whom they
think are of a higher social class (H) and less polite to those they consider are
members of a lower class (L). Is this true of the characters in Shaw’s play? Now please
finish Part 2 on page 31.
Sample answers to Part 2:
Relationships between characters Evidence from the play
Henry Higgins: 1. My dear man
1. Attitude to Colonel Pickering (H) 2. Dismissively, ignore, carelessly
2. Attitude to Eliza (L) throw
Is the statement above true? The statement is true.
Colonel Pickering: 1. May I ask… / Let me
1. Attitude to Henry Higgins (H) congratulate you
2. Attitude to Eliza (L) 2. ...
Is the statement above true? The statement is not true.
Eliza: 1. Pushes it back at him
1. Attitude to Henry Higgins (H) 2. ...
2. Attitude to Colonel Pickering (H)
Is the statement above true? The statement is not true.
Step Ⅴ Homework
T: Today’s homework:
1. Read the play repeatedly and try to act out the play.
2. Preview the grammar part.
The Third Period Grammar
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
in return, in trouble, in disguise, in amazement, in pain, in delight, in shock
b. Grammar: Past participle as the adverbial.
2. Ability goals 能力目标
Enable the students to use the past participle as the adverbial.
3. Learning ability goals 学能目标
8Help the students learn how to use the past participle as the adverbial.
Teaching important points 教学重难点
How to use the past participle as the adverbial.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教学准备
Some slides and a projector.
Teaching procedures & ways 教学过程与方式
StepⅠ Revision
Check the homework.
Ask the students to act out the play.
T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I
want to ask three students to have a try.
After they finish, make some comments on their performances.
Step Ⅱ Word study
Ask the students to finish Exx. 1 and 2 in Learning about Language.
Then check the answers with the class.
Step Ⅲ Grammar
First ask the students to find out the examples of the past participle as the adverbial in
the play:
Sample sentences:
1. An expert in phonetics, convinced that the quality of a person’s English decides
his/her position in society. P28
2. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in
three months as a duchess at an ambassador’s garden party. P30
Explanation:
T: The past participle as the adverbial is a very important grammar, and it can indicate
time, condition, reason, and way. We can add when / while / if or other conjunctions
before the past participle in order to make the meaning more clearly. For example:
Show the following.
If bitten by a snake, you should send for help and don’t walk.
The room, although supposed to be kept locked, was often left open.
T: Now please look at the following examples. Can you rewrite these sentences?
Show the following.
1. Given more time, we could do it better.
2. Heated to a high temperature, water will change to vapour.
3. Frightened by the noise in the night, the girl did not dare sleep in her room.
4. Disturbed by the noise, we had to finish the meeting early.
5. Seen from the hill, the park looks very beautiful.
6. She walked out of the house, followed by her little daughter.
Sample answers:
1. When / If we were given more time, we could do it better.
2. When / If it is heated to a high temperature, water will change to vapour.
93. As she was frightened by the noise in the night, the girl did not dare sleep in her
room.
4. As we were disturbed by the noise, we had to finish the meeting early.
5. When it is seen from the hill, the park looks very beautiful.
6. She walked out of the house, and her little daughter followed.
Practice
Ask the students to finish Parts 2 and 3 on page 33.
Time permits, ask the students to finish Exercises 1 and 2 in USING STRUCTURES on
page 73.
Step Ⅳ Summary and homework
T: What did we learn today?
S: The past participle as the adverbial.
T: Good. What should we pay attention to when using the past participle as the
adverbial?
S: The agreement between the subjects in the main clause and the past participle
phrases.
T: Right. After class, please finish the exercises in USING WORDS AND EXPRESSIONS.
The Fourth Period Extensive reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook,
alphabet, fade, classic, effective, show...in, the other day, take away, in need of, fade
out
b. 重点句子
I’m not asking any favours — and he treats me like dirt.
I’d never have come if I’d known about this disgusting thing you want to do to me, I...
What’s to become of me?
2. Ability goals 能力目标
Enable the students to talk about the play Making the bet.
3. Learning ability goals 学能目标
Help the students learn how to talk about the play Making the bet.
Teaching important & difficult points 教学重难点
How to talk about the play Making the bet.
Teaching methods 教学方法
Individual work and discussion.
Teaching aids 教学准备
A recorder and a projector.
Teaching procedures & ways 教学过程与方式
StepⅠRevision
Check the homework.
Ask the students to review Act One: Fateful meetings.
10A sample summary of the act:
Eliza Doolittle, is a poor, dirty flower seller in the turn of the century England. The
Pygmalion in this film is Henry Higgins (Harrison), a linguist and phonetic expert who
believes that speech is what really sets the classes apart. He bets with his friend
Colonel Pickering that through a change in dress and speech, he can turn the lower
class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is
that she might be able to open her own flower shop and somewhat escape her lower
class roots.
Step Ⅱ Reading
Have the students read the play carefully and then answer the following questions.
After a few minutes.
T: Now answer my questions. First: Do you think Eliza is very ambitious?
S1: Yes, I think so. Because she still likes to learn even if Higgins treats her rudely.
T: Why did Pickering fancy himself?
S2: Because he can pronounce twenty-four distinct vowel sounds.
T: What habits did Eliza have?
S3: She has never had a bath in her life; not over her whole body.
T: What do you think Higgins would have to do to change Eliza into a lady?
S4: In order to have Eliza make a big change, Higgins has to teach her the alphabet.
T: How do you think Colonel Pickering?
S5: I think Pickering is very kind and well-educated.
T: Why does Eliza collect Henry’s slippers for him although she is not a servant?
S6: Although Eliza is not a servant, from her deep heart, she looks down upon herself,
and think she is in the lower class. But Henry is in the higher class. So I think she
collects his slippers willingly.
T: Why does she throw the shoes at him?
S7: Because Henry looks down upon her, which deeply hurts her. She is very angry.
T: Why does Henry think he wins the bet?
S8: Because he thinks it is he who makes Eliza attractive in the party.
T: Why does Eliza get upset when Henry does not congratulate her?
S9: Because in Eliza’s opinion, it is she that tries her best to make other people
attracted to her.
T: Why does Henry get upset when he hears Eliza will marry Freddy?
S10: In fact, he loves Eliza, I think.
After that, the teacher can lead the students to have a discussion about the ending of
the play. Show the following.
1. Do you think Eliza should marry Henry?
2. Do you think Eliza should marry Freddy?
3. If Eliza loves Henry and marries him, do you think he will become a good husband?
About ten minutes later, ask the students to present their answers.
Sample answers:
I think Eliza will marry neither Freddy nor Henry. After all Freddy does not know
the past of Eliza. If one day Freddy learns about that, he will not accept all of this. He
belongs to the upper class and maybe in his deep heart he looks down upon Eliza. As
for Henry, I think he is very greedy and proud. He only treats Eliza as his bet. He only
11wants to prove he is capable, although at last he falls in love with Eliza. However,
when he truly marries Eliza, the selfishness will again appear. He will not become a
good husband. As a matter of fact, Eliza has become a confident girl after experiencing
these things. Maybe she will find her true love at last.
Step ⅢHomework
T: In Act Two, Scene 1, Eliza went to Higgins’ house for help while Colonel Pickering
was there. Higgins decided to begin his experiment. He first wanted her to take a bath
and then discussed with Pickering about how to teach the girl.
Today’s homework:
1. Read the play once again.
2. Pre-listen to the recording for Listening and speaking part.
The Fifth Period Listening
Teacher goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
pronunciation, criteria, ambassador, confused, impress, evidence, give away
b. 重点句子
Does he concentrate on her pronunciation rather than her grammar?
She speaks English so well that she must be a foreigner, probably a Hungarian.
She is so beautiful that she must be a princess.
2. Ability goals 能力目标
Enable the students to listen to and understand the play in the listening material.
3. Learning ability goals 学能目标
Help the students learn how to listen to and understand the play in the listening
material.
Teaching important & difficult points 教学重难点
How to listen to and understand the play in the listening material.
Teaching methods 教学方法
Individual work and cooperative learning.
Teaching aids 教学准备
A recorder and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
Check the homework. Then talk about the characters in the play.
T: In Shaw’s play, each character is depicted vividly especially the three main
characters. What can you say about them?
S1: Eliza Doolittle is a flower girl working outside Covent Garden. Her potential to
become “a lady” becomes the object of a bet between Higgins and Pickering.
S2: Henry Higgins is a British, upper class professional bachelor, a world-famous
phonetics expert, teacher.
S3: Colonel Pickering is a retired British officer with colonial experience and later a
friend of Higgins’.
12T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best
describe each character in the play. Place them in the right place in the box.
Sample answers:
Henry Higgins: impatient, emotional, superior
Colonel Pickering: kind, polite, unsure
Eliza: anxious, eager, ambitious
Step Ⅱ Listening
Ask the students to work in pairs and discuss what they would do to change Eliza into a
lady and how, and then fill in the table in Part 1.
T: From the scene we learned last period, we know that the ambitious flower girl wants
to lift herself to upper class society. According to the expert, Higgins, what she needs
is some education. Now work in pairs and discuss what you would have to do to
change Eliza into a lady. Fill in the table in Part 1 on page 35.
Things that need How to make the change
to be changed
1. speech 1. start with the alphabet and pronunciation, and
learn to speak grammatically right sentences and try
to speak clearly and fluently.
2. clothing 2. change the shabby clothes with beautiful ones and
often take baths.
3. behavior 3. learn to behave politely and gracefully.
After that, ask the students to listen to the recording and answer the questions in Part
3.
T: Now go through the questions in Part 3. And then I will play the tape three times.
For the first time, try to get the general idea of the material. While listening for the
second time, try to put down the important information, and answer the questions. For
the third time, I will pause where necessary, and you can check your answers.
Play the tape three times. After that, check the answers.
Step Ⅲ Listening (Workbook: P70)
First discuss the questions with the students.
T: Next we’ll listen to Act Three of the play, testing Eliza. Before listening, let’s discuss
some questions. Now look at the questions on page 70. How would you test Eliza?
S1: I would take her to a grand party, where there are
a lot of rich people to see if she can get along well with other people or if people would
like to talk with her. If so, Eliza has been taught well and has made great progress. If
not, she will be taught again.
T: Good idea! What criteria would you use to decide if the test was a success or not?
S2: I think we could use quantity and effect of her communication as criteria: how
many people want to talk or dance with her? What do people feel about her?
Then ask the students to listen to the recording three times and finish the exercises.
T: Good! Now let’s listen to the tape and finish the exercises 2-4.
13And then check the answers with the class.
After that, ask the students to think of some new ideas to help Professor Higgins teach
Eliza better.
T: From the above, we know Eliza has made some progress in her speech and
behavior. But after the test, Professor Higgins finds what he has done is not enough. In
order to teach Eliza better, he decides to do something to improve her. Now work in
groups and discuss what still needs to be done to turn Eliza into a lady.
S1: In order to teach Eliza better, Higgins can have her sell flowers again but in the
theater in the day. But she needs not to worry about how much she could earn. What
she needs do is to pay more attention to what a lady or a gentleman is saying and how
they behave themselves. And Higgins would ask her about what she has learned during
the daytime. She must imitate what she has seen and heard.
T: Good job.
Step Ⅳ Talking
T: When Henry and Pickering get home, they will have to talk to Eliza about the tea
party. What do you think they will say to her in order to improve her conversational
skills but not spoil her confidence? Now work in pairs and work out the speech that
Pickering and Henry will make to Eliza. Remember that Eliza is not sure that she
convinced Freddy and Clara that she was a lady. So be kind to her as well as give her
good advice.
A sample speech：
(E = Eliza; H = Higgins; P = Pickering)
H: You did quite well in the party, really. But I think you need more practice.
E: That’s enough. I’m fed up with the drills and those pronunciation and politeness.
That’s enough!
H: Calm! Young lady! Just think what you’re trying to accomplish. Just think what
you’re dealing with. The majesty and grandeur of the English language is the greatest
possession we have. The noblest thoughts that ever flowed through the hearts of men
are contained in its extraordinary, imaginative and musical mixtures of sounds. And
that’s what you’ve set yourself out to conquer Eliza. And conquer it, you will.
E: But Mrs Pearce says I sound like a French lady. I think I’ve learned enough to...
P: (interrupt her) Yeah, yeah... I think you look perfect, but there needs some
improvement.
E: (become peaceful) OK. Let me try.
P: I know you talked about the weather, but it’s not suitable to mention the weather at
the party.
H: Your speech has greatly improved. But you still need to learn how to take the
chance to speak proper words at a proper time.
P: I think you need more practice in grammar, too.
H: Your use of grammar is much better, but it needs improving. When you dance with
Freddy was over, you should say “Thank you” instead of “Thanks you.”
P: I believe you will be much better next time.
Step Ⅴ Listening (Workbook: P73)
There are three exercises in this part. The first one is for the students to decide
14whether the statements are true or false. The second one is to answer the three
questions after listening. The last is to ask the students to enjoy the humor of the act
and try to fill in the table.
Play the tape and ask the students to listen and finish the activities.
Step Ⅵ Homework
Ask the students to do the following.
1. Listen to all the recordings once again and enjoy the play.
2. Finish the WRTING TASK on page 76.
The Sixth Period Speaking and writing
Teaching goals教学目标
1. Target language 目标语言
Practise expressing conjecture
I wonder whether...
Is it possible that...?
Do you know if...?
Do you really think that’s true?
2. Ability goals 能力目标
Enable the students to write a scene of the play.
3. Learning ability goals 学能目标
Help the students learn how to write a scene of the play.
Teaching important & difficult points 教学重难点
How to write a scene of the play.
Teaching methods 教学方法
Discussion and practice.
Teaching aids 教学准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
Check the homework by asking some students to read their work.
A sample review of the play:
At the beginning of the play, Eliza was only a flower girl. One day when she was
selling flowers in the street, she found a man taking notes of what she said. She was
very angry and confused for fear that the man was a policeman in disguise. At the
moment, another man appeared. From their talking, Eliza learned that the man taking
notes was Professor Higgins who said that he could change a poor-educated man into a
man in the upper class. She kept it in mind, for she was ambitious and wanted to make
a big change.
The next day, Eliza went to the Higgins’ and wanted him to be his teacher. At first
Higgins wouldn’t like to accept her. It’s Pickering that made the thing better. He
wanted to have a bet with Higgins. So Higgins accepted Eliza as his student.
Of course, it was very difficult to teach Eliza. After all she was poor-educated and
couldn’t behave well. It was a hard task for Higgins. Higgins taught her with great
patience. Finally Eliza made great progress. When Higgins thought she was well-
15educated enough, she was taken to attend a grand party. At that time, she behaved in
good manners, so that a young gentleman was attracted by her beauty and fell in love
with her. He couldn’t recognize she was a flower girl in the street.
Then come to the climax of the play. After the party, Higgins and Pickering
celebrated their success. However, they left Eliza alone, which made Eliza
disappointed. Finally, she couldn’t stand it any more. She decided to live
independently.
Step Ⅱ Discussion
Ask the students to discuss how Eliza felt after her first lesson.
T: Now work in pairs and discuss the following questions.
Show the following.
1. How did Eliza feel about her first lesson?
2. How do you think Mrs Pearce would comfort her?
3. How would Professor Higgins and Colonel Pickering behave in the second lesson?
Sample answers:
1. I think she may be discouraged. She may think it is too difficult to learn formal
English.
2. Mrs Pearce would comfort or encourage her by saying: “Don’t worry, dear lady. It’s
not that easy to become a member of the upper class. Keep trying and you are sure to
succeed.”
3. In the second lesson, Professor Higgins and Colonel Pickering would be more kind
and patient.
Step Ⅲ Writing
T: Please turn to page 36 and look at the Part 2. Read the instructions and write a
scene in which Professor Higgins gives Eliza her second lesson.
Sample version 1:
Act Two, Scene 3
(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and
smiles as she enters the room.)
H: Ah, Eliza. Ready today for our second lesson?
E: (slowly and carefully) Ye-es. We can begin now.
H: Well. To begin with, the grammar I taught you last lesson, can you repeat it?
E: Er..., Let me think for a while...
H: What a silly girl! I can’t teach you any more. Maybe selling flowers in a street is just
your suitable job.
P: Oh, come, come Higgins. She is just a little girl and she has done her best. You’d
better calm down and be more patient.
E: (sobbing) I’m sure I can remember it. Give me a chance and I’ll write it down
immediately.
H: I must say it’s my fault and I beg your pardon. Let’s leave it alone and begin our
new lesson.
E: (gratefully) It’s very kind of you, Professor. I will work harder and I won’t let you
down again.
16H: OK. Now let’s do some practice in pronunciation which can truly improve your
position in society. So pay attention to the records and repeat.
(Eliza listened to the record carefully but she just couldn’t follow.)
E: I’m afraid I can’t follow it. Can you make it slowly?
H: Impossible. Only by following this speed can you make a graceful lady.
P: My good friend. How can she learn from it if she can’t follow it? It’s not only
patience that a teacher needs, he must take his student’s level into account.
H: Sorry. Maybe you are right. I’ll make it slowly.
E: Much better now. Thanks to your guidance, I feel I’m not the person I used to be.
H: Keep on and always remember you have a long way to go.
E: How long will it take me to get all about language?
H: It’s up to you. The more you want to succeed the shorter it will take.
P: Higgins, I have to say that you have changed a lot. You are a real teacher now. And
you, Eliza, you can’t expect too much. You must learn step by step. It’s your luck to
have Higgins to be your teacher. He’ll do you much good.
Sample version 2:
Act Two, Scene 3
(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and
smiles as she enters the room.)
H: Ah, Eliza. Ready today for our second lesson?
E: (slowly and carefully) Ye-es...
H: It seems that you are a little uncomfortable. Do you feel nervous?
E: Oh no, I’m fine, but...
H: (a little impatient) Why so uncomfortable, Eliza? You have made great progress as
we all can see. Are you planning to give up?
E: (raises her eyes) Oh no, I’m not. Let’s start, Mr Higgins. What would you like to
show me today?
H: (picks up a dress and throw it to Eliza) Put it on and I’ll tell you how to behave in a
grand party.
E: (hesitates) On a grand party? Is it too early? Oh, the dress is too large! I can’t even
walk!
H: What a poor girl! Of course you don’t have to keep it, if you are ready to be a flower
girl again. For a well-educated girl, it is important to know how to deal with different
situations in a proper way. For example when someone invite you to dance, always
remember to say “I’d like to! Thank you.”
E: Yes!
H: Your English needs further improvement. No one will believe such a pronunciation
comes from a well-educated girl.
E: Pardon?
H: OK, OK. That’s enough. Dance, please.
E: (seeing Professor’s funny face and can’t help laughing) Ha, ha, ha...
H: (angrily) Stop! You sound so rude and nobody will enjoy it! Silly!
E: (stop laughing and act as Higgins) Like this?
P: (enters the room) Oh, I can’t believe my eyes! Is it your masterpiece?
H: It’s so simple.
P: What a beautiful and graceful lady! May I have the honor to dance with you?
17H: (watching and smiling) What a masterpiece she will be!
Step Ⅳ Homework
Ask the students to summarize what they have learned in this unit and prepare for the
next unit.
附 件
I. Pygmalion
Two old gentlemen meet in the rain one night at Covent Garden. Professor Higgins
is a scientist of phonetics, and Colonel Pickering is a linguist of Indian dialects. The first
bets the other that he can, with his knowledge of phonetics, convince high London
society that, in a matter of months, he will be able to transform the cockney speaking
Covent Garden flower girl, Eliza Doolittle, into a woman as poised and well-spoken as a
duchess. The next morning, the girl appears at his laboratory on Wimpole Street to ask
for speech lessons, offering to pay a shilling, so that she may speak properly enough to
work in a flower shop. Higgins makes merciless fun of her, but is seduced by the idea
of working his magic on her. Pickering goads him on by agreeing to cover the costs of
the experiment if Higgins can pass Eliza off as a duchess at an ambassador’s garden
party. The challenge is taken, and Higgins starts by having his housekeeper bathe Eliza
and give her new clothes. Then Eliza’s father Alfred Doolittle comes to demand the
return of his daughter, though his real intention is to hit Higgins up for some money.
The professor, amused by Doolittle’s unusual rhetoric, gives him five pounds. On his
way out, the dustman fails to recognize the now clean, pretty flower girl as his
daughter.
For a number of months, Higgins trains Eliza to speak properly. Two trials for Eliza
follow. The first occurs at Higgins’ mother’s home, where Eliza is introduced to the
Eynsford Hills, a trio of mother, daughter, and son. The son Freddy is very attracted to
her, and further taken with what he thinks is her affected “small talk” when she slips
into cockney. Mrs Higgins worries that the experiment will lead to problems once it is
ended, but Higgins and Pickering are too absorbed in their game to take heed. A
second trial, which takes place some months later at an ambassador’s party (and
which is not actually staged), is a resounding success. The wager is definitely won, but
Higgins and Pickering are now bored with the project, which causes Eliza to be hurt.
She throws Higgins’ slippers at him in a rage because she does not know what is to
become of her, thereby bewildering him. He suggests she marry somebody. She
returns him the hired jewelry, and he accuses her of ingratitude.
The following morning, Higgins rushes to his mother, in a panic because Eliza has
run away. On his tail is Eliza’s father, now unhappily rich from the trust of a deceased
millionaire who took to heart Higgins’ recommendation that Doolittle was England’s
“most original moralist.” Mrs. Higgins, who has been hiding Eliza upstairs all along,
chides the two of them for playing with the girl’s affections. When she enters, Eliza
thanks Pickering for always treating her like a lady, but threatens Higgins that she will
go work with his rival phonetician, Nepommuck. The outraged Higgins cannot help but
start to admire her. As Eliza leaves for her father’s wedding, Higgins shouts out a few
errands for her to run, assuming that she will return to him at Wimpole Street. Eliza,
18who has a lovelorn sweetheart in Freddy, and the wherewithal to pass as a duchess,
never makes it clear whether she will or not.
Ⅱ. My Fair Lady
The musical was based on George Bernard Shaw’s 1913 play “Pygmalion”. The
following is the plot of the play.
We find Eliza Doolittle (Audrey Hepburn) selling flowers and spewing out the most
dreadful words in a Cockney accent. It is really almost unbearable, but don’t turn the
movie off as it doesn’t last too long. Audrey Hepburn is perhaps the most beautiful
actress to ever grace the screen in my humble opinion. Here, she shines and is only a
wall flower for the first part of the movie. Later she blossoms into an exquisite woman
who could win the heart of any man. It is truly her best acting.
Professor Henry Higgins (Rex Harrison) and Colonel Pickering discover her selling
flowers and after Professor Higgins throws money into her flower basket we expect the
two will never meet again. Eliza has other ideas and proudly marches up to the
professor’s home and demands to be taught to speak like a lady.
Colonel Pickering then makes a bet with Professor Higgins and says that if he can
turn this uncultured “gutter snipe” with a “simply ghastly” accent into a sophisticated,
elegant duchess, he will pay for all the expenses. (Reminiscent of “Trading Places” to
give a modern example). It is just irresistible to the professor and so he takes on a
challenge for six months.
Higgins’ arrogant attitude will make you laugh. He is humorously as unaware of
other’s feelings as he is of his own. He is at first very unlikable, yet made me laugh
through the whole movie. You will enjoy his eccentric view of life and cunning attitude
as he tempts Eliza with chocolates.
When you hear “I Could Have Danced All Night,” you will know why this will
become one of your favorite musicals. “On the Street Where You Live” always makes
me cry. The script is superb and humorous in so many places. You will find yourself
crying, laughing, and becoming increasingly enchanted as the movie progresses. I love
this line: “The great secret in life is not a question of good manners or bad manners, or
any particular sort of manners, but having the same manner for all human souls.”—
Professor Higgins
Higgins and Eliza have quite a few passionate verbal exchanges which are quite
amusing. Eliza says: “I want a little kindness.” and we immediately know that love is
the only aspect missing from this relationship. Higgins has to learn to love and that to
me is the undercurrent in this movie. While Eliza learns to speak well, Higgins learns to
love well.
Ⅲ. George Bernard Shaw (1856-1950)
Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the
20th century theater. Shaw was a freethinker, defender of women’s rights, and
advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature.
Shaw accepted the honour but refused the money.
George Bernard Shaw was born in Dublin, where he grew up in something close to
genteel poverty. “I am a typical Irishman; my family came from Yorkshire,” Shaw once
said. His father, George Carr Shaw, was in the wholesale grain trade. Lucinda Elisabeth
19(Gurly) Shaw, his mother, was the daughter of an impoverished landowner. She was
16-years younger than her husband. George Carr was a drunkard — his example
prompted his son to become a teetotaler. When he died in 1885, his children and wife
did not attend his funeral. Young Shaw and his two sisters were brought up mostly by
servants. Shaw’s mother eventually left the family home to teach music, singing, in
London. When she died in 1913, Shaw confessed to Mrs. Patrick Campbell: “I must
write to you about it, because there is no one else who didn’t hate her mother, and
even who doesn’t hate her children.”
In 1866 the family moved to a better neighborhood. Shaw went to the Wesleyan
Connexional School, and then moved to a private school near Dalkey, and from there
to Dublin’s Central Model School. Shaw finished his formal education at the Dublin
English Scientific and Commercial Day School. At the age of 15, he started to work as a
junior clerk. In 1876 he went to London, joining his sister and mother. Shaw did not
return to Ireland for nearly thirty years.
Most of the next two years Shaw educated himself at the British Museum. He
began his literary career by writing music and drama criticism, and novels, including
the semi-autobiographical IMMATURITY, without much success. A vegetarian, who
eschewed alcohol and tobacco, Shaw joined in 1884 the Fabian Society, served on its
executive committee from 1885 to 1911. The middle-class socialist group attracted
also H. G. Wells. The both writers send each other copies of their new books as they
appeared. “You are, now that Wilde is dead, the one living playwright in my esteem,”
wrote Wells after receiving Shaw’s THREE PLAYS FOR PURITANS (1901).
In 1895 Shaw became a drama critic for the Saturday Review. Articles written for
the paper were later collected in OUR THEATRES IN THE NINETIES (1932). Music, art,
and drama criticism Shaw wrote for Dramatic Review (1885-1886), Our Corner (1885-
1886), The Pall Mall Gazette (1885-1888), The World (1886-1894), and The Star
(1888-1890). His music criticism was collected in SHAW’S MUSIC (1981). During this
period he wrote CAESAR AND CLEOPATRA (1901) and THE PERFECT WAGNERITE
(1898).
Pygmalion was originally written for the actress Mrs. Patrick Campbell. Later the
play became the basis for two films and a musical. (Shaw’s correspondence with the
actresses Ellen Terry and Stella Campbell is available in book form.) Shaw’s popularity
declined after his essay ‘Common Sense about the War’ (1914), which was considered
unpatriotic. With SAINT JOAN (1924), his masterpiece, Shaw was again accepted by
the post-war public. Now he was regarded as ‘a second Shakespeare’, who had
revolutionized the British theatre. Shaw did not portray Joan of Arc, his protagonist, as
a heroine or martyr, but as a stubborn young woman. And as in classic tragedies, her
flaw is fatal and brings about her downfall. Uncommonly Shaw showed some sympathy
to her judges. The play was written four years after Joan was declared a saint.
In his plays Shaw combined contemporary moral problems with ironic tone and
paradoxes, “Shavian” wit, which has produced such phrases as“He who can, does. He
who cannot, teaches”, “England and America are two countries divided by a common
language”, “Christianity might be a good thing if anyone ever tried it”, and “I never
resist temptation because I have found that things are bad for me do not tempt me.”
Discussion and intellectual acrobatics are the basis of his drama, and before the
emergence of the sound film, his plays were nearly impossible to adapt into screen.
20During his long career, Shaw wrote over 50 plays. He continued to write them even in
his 90s. George Bernard Shaw died at Ayot St. Lawrence, Hertfordshire, on November
2, 1950. He was cremated and it was his wish that his ashes be mixed with those of his
wife, Charlotte — she had died seven years before, “an old woman bowed and crippled,
furrowed and wrinkled,” as Shaw depicted her in a letter to H.G. Wells.
Since the days of the silent films, Shaw had been a fan of motion-picture. He also
played in the film Rosy Rapture — The Pride of the Beauty (1914). Shaw did not like
much of the German film version of Pygmalion (1935), and the penniless producer and
director Gabriel Pascal persuaded the author to give him the rights to make films from
his plays. “Mr Pascal, you’re the first honest film producer I have ever met,” Shaw told
him at their first meeting and gave him a pound note. Pygmalion, produced by Pascal
and directed by Anthony Asquith and David Lean (uncredited), was a great success. In
one article, Pascal was picked with the Pope and Hitler as one of the ten most famous
men of 1938, but his career ended in the financial fiasco of the spectacle Caesar and
Cleopatra (1945). Among several other films inspired by Shaw’s plays were Saint Joan
(1927), How He Lied to Her Husband (1931), Arms and the Man (1932), Major Barbara
(1941), and My Fair Lady (1964). Pascal’s co-director in Major Barbara was David
Lean, but for thousand pounds Lean agreed to give the full credit to Pascal.
Ⅳ. Quotations from Bernard Shaw
Behind every successful man, there is a woman and behind every unsuccessful man,
there are two.
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。
I was born intelligent — education ruined me. 我生下来时很聪明的——教育把我给
毁了。
Practice makes perfect... But nobody’s perfect... so why practice?
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？
If it’s true that we are here to help others, then what exactly are the others here
for?
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？
Since light travels faster than sound, people appear bright until you hear them
speak.
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。
Money is not everything. There’s Mastercard & Visa. 金钱并非一切，还有信用卡呢。
One should love animals. They are so tasty.
人们应该喜爱动物，它们好吃来着呢。
Every man should marry. After all, happiness is not the only thing in life.
每一个男人都应该结婚。毕竟，幸福不是人生中惟一的东西。
The wise never marry and when they marry they become otherwise.
明白人从不结婚，结了婚就不明白了。
Success is a relative term. It brings so many relatives.
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。
“Your future depends on your dreams.” So go to sleep.
“未来取决于梦想。”所以赶紧睡觉去。
There should be a better way to start a day than waking up every morning.
21开始新的一天，应该有比每天早上一觉醒来更好的方式。
“Work fascinates me”, I can look at it for hours. “工作令我着迷”，我可以一看好几个小
时。
God made relatives; Thank God we can choose our friends.
上帝造就了亲戚；感谢上帝给了我们选择朋友的机会。
The more you learn, the more you know. The more you know, the more you forget.
The more you forget, the less you know. So why learn?
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？
22
