This workbook is designed to be used alongside the study of George Bernard Shaw's play Pygmalion,which we read in Year 8 as part of the Key Stage 3 Scheme of Work,addressing the National Curriculum requirement to read a "play by a major playwright". The National Curriculum emphasises that this reading be undertaken for enjoyment and understanding rather than for "line by line study".

Copies of the play-text, soundtapes of a production and a video recording of the black-and-whitefilm version are available, in E1, to support work on the play.

The Year 8 Scheme of Work cardoutlines clearly the requirements of this part of the course.Extension work is suggested at appropriate points throughout thisbooklet, which will enable teachers to manage the work of theirgroups as efficiently as possible.

The work on Pygmalion should occupy a half-term. Within that half-term classes willalso be using some English time for silent reading or for otherwriting lessons. Therefore this booklet suggests material forapproximately twenty-five lessons. Of course, teachers are freeto adapt and develop this material, while keeping within the requirements of the Scheme of Work.

See the end for other usefulinternet links.

One: BeforeReading the Play

MOST PUPILS SHOULD:
"take part in some extended drama work based on theplay."

The purpose of the exerciseis for groups of pupils to present to the rest of the class afive minute piece of rehearsed work which depicts a group of people- of mixed social background - sheltering from a sudden cloudburstunder the porch of an urban church. In order to achieve this,each group should work on the need for lots of coming and goingas new arrivals shelter, and as others have to leave for appointments,trains, etc.

It is 11.15 at night; it'sa cold, wet summer night.

Classes should be dividedinto three large groups. In each group there should be an appointedobserver, whose job is to note the action of the others and sohelp in moving from improvisation to rehearsed piece. He or sheshould note down effective moments of improvised work, so thatthey can be incorporated into the final piece. They may also makesuggestions about pacing the piece, so that entries and exitsare effective and not overly repetitive, for example. This observermay join the final performance of course, but in necessarily asmaller rôle.

The remainder of the groupshould be divided roughly into two: a small group of people whohave just left the opera, and a more varied group of men and womenwho are perhaps more socially mixed. Of this second group, onepupil is nominated as the flower-seller. He or she must enterat a certain point to try and sell flowers, from an armful, tothose gathered in the porch. Their reactions should reflect theirchosen characters.

Groups could start by gettinginto pairs or threes and deciding who they are and why they arewandering around the city late at night.

How would each character reactto the rain?
What sort of things would they say about the rain and the needfor shelter?
How, specifically, had the cloudburst inconvenienced them?
How can they solve the problems posed by the rain?

Each group should presentits piece to the remainder of the class.

The class might then watchthe video recording of the opening scene in the Pygmalion film, in which the maincharacters, of course, meet in the porch of St Paul's, CoventGarden.

How is the scene similar tothe pupils' performances? How does it differ?

Two: Beginningthe Play

ALL PUPILSMUST:
"read Pygmalion, or follow the text whilelistening to a sound recording, or see a performance of Pygmalion."

The sound tape should be usedto play Act One to the class while they follow the text in theircopies of the book.

Three:
Making a Summary of the Play (Act One)

The purpose of this lesson- the first in a series of similar pieces of work - is for eachpupil to complete a straightforward summary of the play in theirexercise books. This will help them to enjoy subsequent acts,and the drama work associated with them, and to write their finalessay.

One of the following accountsof the events of Act One should be completed by each pupil. Thefirst account is a more straightforward (and shorter) account;the second may be used to provide differentiated or extensionwork for certain pupils.

Pupils might work aloneor in pairs in completing these passages, by filling in the gapsand copying the completed paragraphs into their exercise books.(When teachers "correct" suggestions for filling thegaps, they must bear in mind that pupils might suggest words whichare as good as - or even better than! - the words actually deleted.)

Copies of the passageswill be available in E1,where they should be returned. (Pupilsshould not write onthe sheets.)

Pygmalion: Act One

A brief summary

A poor from the of London hearsa conversation between two linguistic scholars (phoneticians)in a crowd sheltering from a after the . One of them has demonstratedhis skill in identifying local , and boasts of his ability topeople of lower class origin to talk like ladies and . The , ElizaDoolittle, decides to use some of the excessively tip she is givento pay for the luxury of a home.

A fuller summary

A woman and her daughter havecome out of the theatre to find the rain pouring down. They aresheltering in the of a church, where a local girl sells . Thewell-to-do woman's son, , has been sent off to get a but he returnsto say that they have all been taken. He is once more.

The group in the is joined byColonel Pickering. When he gives the flower-girl some loose ,a bystander draws attention to another man, who is taking of allthat Eliza is saying. She is and he is accused of being a policeinformer. The hostility towards this man - Higgins - turns intowonder and when he demonstrates his in identifying speakers' homefrom their .

The rain . It turns out thatHiggins and Pickering are familiar with each other's work. Higginsbrags that his lessons of spoken English are so that he couldteach the flower-girl -Eliza - to speak in a way which would convinceothers that she was a . Eliza listens to them and tries againto them some flowers. She is rewarded by from Higgins. A lot ofmoney; perhaps Higgins wants to make up for the rather thingshe has said about her. She is thrilled to see how much money thereis, and takes a home in style.

Pygmalion: Act One

A brief summary

A poor flower-seller from theslums of London hears a conversation between two linguistic scholars(phoneticians) in a crowd sheltering from a rain storm after theopera. One of them has demonstrated his skill in identifying localdialects, and boasts of his ability to teach people of lower classorigin to talk like ladies and gentlemen. The flower-girl, ElizaDoolittle, decides to use some of the excessively generous tipshe is given to pay for the luxury of a taxi-cab home.

A fuller summary

A well-to-do woman and her daughterhave come out of the theatre to find the rain pouring down. Theyare sheltering in the portico of a church, where a local girlsells flowers. The well-to-do woman's son, Freddy, has been sentoff to get a cab but he returns to say that they have all beentaken. He is sent off once more.

The group in the portico is joinedby Colonel Pickering. When he gives the flower-girl some loosechange, a bystander draws attention to another man, who is takingnotes of all that Eliza is saying. She is alarmed and he is accusedof being a police informer. The hostility towards this man - Higgins- turns into wonder and amusement when he demonstrates his skillin identifying speakers' home districts from their accents.

The rain stops. It turns outthat Higgins and Pickering are familiar with each other's work.Higgins brags that his lessons of spoken English are so successfulthat he could teach the flower-girl -Eliza - to speak in a waywhich would convince others that she was a duchess. Eliza listensto them and tries again to sell them some flowers. She is rewardedby money from Higgins. A lot of money; perhaps Higgins wants tomake up for the rather insulting things he has said about her.She is thrilled to see how much money there is, and takes a taxi-cabhome in style.

Four: CharacterStudy of Eliza (1)

ALL PUPILS MUST:
"write about the theme or the characters in Pygmalion."

When the class has finishedreading Pygmalion,they will be asked to write a short, conventional charactersketch of Eliza Doolittle. As we go through the play, then, itis a good idea to draw together our ideas about Eliza and Shaw'spresentation of her. At the end of each Act there will be a shortexercise where pupils complete sentences to provide material whichcan help them write this final essay.

This is the exercise for ActOne:

When we first see Eliza, sheis ...

Shaw tells us that she is "nota romantic figure". A romantic figure would, we imagine,be beautiful and graceful and attractive in some way. Eliza, though,is dressed in ...

We guess she is poor, when shefirst appears, because ...

The way she speaks tells us that...

For example, she says, "...

This suggests that she is ...

Her manner in selling the flowersis ...

The fact that she is frightenedof Higgins taking notes tells us that perhaps she ...

When Eliza realises that shehas been given a lot of money, including a half-sovereign, shefirst ....

and then ...

This last action suggests thatEliza ...

Extension Work: Class Distinctions

How does Shaw suggest differencesin "class" between the various characters in Act Oneof Pygmalion?

Who are the "upper class"characters in this first act?

Who are the "lower class"characters?

How do the "upper class"characters speak?
What do they talk about?
How do their accents give them away?
(Try to give some examples.)

How do the "lower class"characters speak?
What do they talk about?
How do their accents give them away?
(Try to give some examples.)

What does Eliza do which is characteristicof her class and what does she do which is uncharacteristic?

Five: Drama
Coming to Terms with a New Environment
(Act Two)

Suggestions for a Dramalesson in threes.

Work on the idea of anindividual coming to terms with the trappings of an alien or amore sophisticated environment. This develops or recreates thecontent of the episode where Mrs Pearce bathes Eliza and of thefollowing episodes.

First, the group of threedecides on the new environment which one of their number willbe entering. A suitable list could perhaps be brainstormed beforehandand written up on the board or as a display. Examples might includea new pupil at a boarding school, a grammar school, a comprehensiveschool; a new job in an office, a factory or in a team; a newplayer in a football team, hockey team, gymnastics team; a newgirl at Guides or a new boy at Scouts; a pupil on a foreign languageexchange trip. And so on.

The three must dramatisethrough improvisation a scene which they will then perform asa polished piece where the newcomer arrives on the scene and isgreeted by a sympathetic "old-hand" (ie Pearce) andby an unsympathetic one (ie Higgins).

The scene will only lasta few minutes but the best will gain the audience's sympathy forthe newcomer.

Groups could discuss howtheir scenes achieved this sympathy, and then, after listeningand reading Act Two in Lesson Six) could compare their techniqueswith the effects Shaw achieves in Act Two during these episodes.

Six: Readingthe Play (Act Two)

The soundtape should be used to play Act Two to the class while they followthe text in their copies of the book.

Seven:
Making a Summary of the Play (Act Two)

Pygmalion: Act Two

A brief summary

At the beginning of Act Two the, Eliza Doolittle, decides to use some of the which Higgins hasgiven her to buy herself some of the lessons in speaking ; thevery lessons that he has been about. So she turns up at ProfessorHiggins' the next day to arrange the .

Higgins is with , the friendhe met the previous night, and the two on his chances of so transformingEliza's speech in months that she can pass for a duchess at anambassador's .

Higgins and Pickering are bothmen, and the housekeeper, Mrs , has misgivings about the way inwhich they are proposing to amuse themselves without about theconsequences for .

However, when Eliza's father,Doolittle, arrives to protest at the immorality of their of hisdaughter, it soon becomes clear that he has no real . He justwants to gain for himself out of the situation. Once they payhim a fairly sum of he is happy to her in their hands.

The transformation of Eliza withMrs Pearce her up and dressing her . This involves her first introductionto the way of life of the well-to-do middle and upper .

Speech lessons follow, and provesto be a quick, , hard-working pupil.

Pygmalion: Act Two

A brief summary

At the beginning of Act Two theflower-girl, Eliza Doolittle, decides to use some of the moneywhich Higgins has given her to buy herself some of the lessonsin speaking English; the very lessons that he has been braggingabout. So she turns up at Professor Higgins' house the next dayto arrange the lessons.

Higgins is with Colonel Pickering,the friend he met the previous night, and the two bet on his chancesof so transforming Eliza's speech in six months that she can passfor a duchess at an ambassador's garden party.

Higgins and Pickering are bothsingle men, and the housekeeper, Mrs Pearce, has misgivings aboutthe way in which they are proposing to amuse themselves withoutcaring about the consequences for Eliza.

However, when Eliza's father,Alfred Doolittle, arrives to protest at the immorality of theirtreatment of his daughter, it soon becomes clear that he has noreal objection. He just wants to gain something for himself outof the situation. Once they pay him a fairly large sum of moneyhe is happy to leave her in their hands.

The transformation of Eliza startswith Mrs Pearce cleaning her up and dressing her nicely. Thisinvolves her first introduction to the way of life of the well-to-domiddle and upper classes.

Speech lessons follow, and Elizaproves to be a quick, intelligent, hard-working pupil.

Eight: CharacterStudy of Eliza (2)

ALL PUPILS MUST:
"write about the theme or the characters in Pygmalion."

When the class has finishedreading Pygmalion,they will be asked to write a short, conventional charactersketch of Eliza Doolittle. At the end of each Act there will bea short exercise where pupils complete sentences to provide materialwhich can help them write this final essay.

This is the exercise for ActTwo:

On Eliza's entry in Act Two,Shaw gives us a long stage direction describing her. The impressionwe get of her is ...

Eliza has come to ask for speechlessons, but the audience will find her conversation with Higginsat the beginning of Act Two funny, because ...

Shaw tells us that Eliza s "utterlybewildered" by ...

Mrs Pearce thinks that Elizahas been "saucy", because ...

During the events of Act Twothe audience's sympathies are with ... because ...

The episode in Act Two whereEliza is bathed by Mrs Pearce is, of course, very comic; but ittells us a lot about Eliza's background: ...

These impressions are confirmed,to a large extent, by the arrival of Eliza's father. Her reactionto his behaviour ...

We can tell that Eliza will makea good pupil because ...

Extension Work: Standard English

How and why does Shaw contrastHiggins' "standard English" with the way Eliza speaks?

What do you understand by theterm "standard English"?
How does Eliza's speech differ from Standard English?
How does Shaw suggest Eliza's accent in Act Two?

Choose one of Eliza's speechesfrom Act Two where she deviates markedly from Standard English.

What point is Shaw making byhaving Eliza speak in a non-standard form of English?
How would you advise an actress to deliver your chosen speech;be as detailed as you can.

Nine: Readingthe Play (Act Three)

The sound tape should be usedto play Act Two to the class while they follow the text in theircopies of the book.

Ten:
Directing the Play Master Class (Act Three)

Mrs Higgins' "at home"day: practical work on the text.

Select approximately thirtylines of this scene and explore characters and characters' relationships.Pupils can work on these extracts in groups until they are fairlyfamiliar with them, and then take one group at a time and directthem through their extract, stressing the need for good deliveryand for non-verbal communication with the audience (the rest ofthe class). Pay particular attention at the way Shaw uses hischaracters to communicate to the audience, partly through speeches,but significantly, too, through non-verbal communication. Thisis particularly true of the way he communicates Eliza's transitionfrom "colloquial" to "standard" English.

Eleven:
Making a Summary of the Play (Act Three)

Pygmalion: Act Three

A brief summary

Higgins visits his when she is"at home" to friends. She asks him to leave becausehis manners offend her guests; but he tells her that will be amongthe callers and he explains that he has trained her, a flower-seller,to speak and behave like an lady.

While he is talking, Mrs andMiss are announced; Colonel Pickering is the next to arrive, followedby Eynsford-Hill.

Eliza enters, looking so thateveryone is very impressed and pretty well falls in love withher on the spot!

Eliza follows Higgins' and talksonly of the and people's (in a vague and general way); but the way she does so is characteristic not of "polite Englishsociety" but of the kind of Cockney street seller Eliza is!

The comic climax comes when Elizauses a common word; a moment not only because the use of sucha word seems in such company, but also because Eliza is stillspeaking in the formal and of a Duchess.

After the of her guests, whenMrs Higgins is left alone with Pickering and Henry, she them forplaying such a game with .

Pygmalion: Act Three

A brief summary

Higgins visits his mother whenshe is "at home" to friends. She asks him to leave becausehis bad manners offend her guests; but he tells her that Elizawill be among the callers and he explains that he has trainedher, a Cockney flower-seller, to speak and behave like an aristocraticlady.

While he is talking, Mrs andMiss Eynsford-Hill are announced; Colonel Pickering is the nextto arrive, followed by Freddy Eynsford-Hill.

Eliza enters, looking so beautifulthat everyone is very impressed and Freddy pretty well falls inlove with her on the spot!

Eliza follows Higgins' instructionsand talks only of the weather and people's health (in a vagueand general way); but the way she does so is characteristic notof "polite English society" but of the kind of Cockneystreet seller Eliza really is!

The comic climax comes when Elizauses a common swear word; a comic moment not only because theuse of such a word seems offensive in such company, but also becauseEliza is still speaking in the formal accent and tones of a Duchess.

After the departure of her guests,when Mrs Higgins is left alone with Pickering and Henry, she scoldsthem for playing such a game with Eliza.

Twelve:
Drama: Inappropriate Language (Act Three)

Ask pupils in threes orsmall groups to find certain scenes where there is a definite,appropriate way of speaking. Are we expected to use language inexactly the same way at a football match and at an interview foran important new job?

Example of such scenesmight be, as well as a football match and an important interview,a Law Court, a Party Political Broadcast, an evening party, aYear assembly.

The task is for the groupsof pupils to present a comic sketch where the (only) source ofhumour is in the use of inappropriate language. They must notswear or be insulting (well, within reason!) but they must tryand contrast the expected form of language with an entirely inappropriateone, for a comic effect. They will need first to establish theformal state of affairs at their chosen event (as Shaw does atthe beginning of Act Three) but then use a character or an incidentto show just how skin-deep this formality really is.

If the sketches are goodenough they can be shown to the rest of the class!

Thirteen:Eliza in Act Three

List aspects of Eliza's behaviourwhich are consistent with her appearance as a "Duchess";now list aspects which are not. How many marks out of ten wouldyou award her for her impersonation?

Eliza behaves most like a Duchesswhen she ...

She behaves least like a Duchesswhen ... because ...

When Mrs Higgins speaks to herson about his experiment with Eliza, I think ...

Extension Work:
Character of Henry Higgins

What impression do we get ofHiggins
in the first three acts?

What is our first impressionsof Higgins, in Act One? How do the reactions of the other peoplein this scene lead us to make our own response?

Do you agree with Mrs Pearceand Mrs Higgins that Henry is irresponsible to deal with Elizain the way he does? What are your reasons?

In what ways is Higgins' behavioureccentric in Act Three? Is he as much an outsider as Eliza?

What advice would you give toan actor playing Higgins about the way he should perform in thefirst three acts?

Fourteen:Reading the Play (Act Four)

The sound tape should beused to play Act Four to the class while they follow the textin their copies of the book.

Fifteen:
Making a Summary of the Play (Act Four)

Pygmalion: Act Four

A brief summary

Eliza, Higgins and _________return to Wimpole Street after Eliza has won _________ bet forhim. The two men talk to each other about the day as though _________were not in the room. Higgins expresses relief that the whole_________ is over, and Pickering _________ him on his triumph.

They go off to bed, with Higginsgiving Eliza rather _________ instructions about her _________in the morning, as if she were his _________. When he returnsfor his _________, which he has forgotten, she flings them angrilyat him.

This leads to a long scene betweenHiggins and Eliza, in which Eliza voices her feelings at beingused by the men, and in which Higgins shows how arrogant, _________and _________ he can be.

It appears that Eliza is aboutto leave. Higgins finally leaves the room in a bad _________ .Eliza flings down a _________ which Higgins has given her.

We now see Eliza return to herroom and change out of her finery into more _________ clothes.Though it is now late, she goes out, _________ her tongue outto her reflection in some sort of defiance. Outside she encounters_________who has been gazing up at the windows in the hope of glimpsingher. He declares his _________ for her and she _________ responds.They are moved on by _________ and finally decide to ride in a_________ all night before calling on Mrs Higgins (for advice)in the morning.

Pygmalion: Act Four

A brief summary

Eliza, Higgins and Pickering return to Wimpole Street after Eliza has won Higgins' bet forhim. The two men talk to each other about the day as though Elizawere not in the room. Higgins expresses relief that the whole experiment is over, and Pickering congratulates him on his triumph.

They go off to bed, with Higgins giving Eliza rather blunt instructions about her duties in themorning, as if she were his servant. When he returns for his slippers,which he has forgotten, she flings them angrily at him.

This leads to a long scene between Higgins and Eliza, in which Eliza voices her feelings at beingused by the men, and in which Higgins shows how arrogant, self ishand insolent he can be.

It appears that Eliza is aboutto leave. Higgins finally leaves the room in a bad temper. Elizaflings down a ring which Higgins has given her.

We now see Eliza return to herroom and change out of her finery into more ordinary clothes.Though it is now late, she goes out, sticking her tongue out toher reflection in some sort of defiance. Outside she encountersFreddy who has been gazing up at the windows in the hope of glimpsingher. He declares his love for her and she gratefully responds.They are moved on by police constables and finally decide to ridein a taxicab all night before calling on Mrs Higgins (for advice)in the morning.

Sixteen:
Drama: Non-verbal Communication
in Act Four

The class should be dividedinto small groups of about seven pupils. Each group will choose(or have allocated to them) a small section (of maybe thirty lines)of the text from Act Four. The most effective sections will bestraightforward dialogues - which feature quite strongly in thisAct.

In each group, pupils willpay particular attention to how non-spoken communication contributesto the scene. One pair of pupils will act out the short sections,miming to the text as read out by another pair. A further pairof pupils will comment on the matching of actions to text. Finally,we can use the seventh member of the group to speak the imaginedthoughts of each character to fill silences in which non-spokencommunication plays a significant part.

Pupils will learn how to matchgesture to text; how to interpret gesture; and how an actor needsto consider the thoughts and feelings of a particular characterbefore working through the performance of a piece.

Seventeen:Eliza in Act Four

List Eliza's grievances. Doyou agree with her point of view?

The play is named after aGreek myth, retold by the poet Ovid, in which a sculptor calledPygmalion creates the figure of a perfectly beautiful woman. Inwhat way is Eliza just a 'perfect' model created by Higgins? Howdoes this affect her relationship with Higgins?

Extension Work:
Comedy in Act 4 (Form & Purpose)

In what ways is Act Four humorous?
Where exactly would you expect an audience to laugh?
Does the audience laugh at
what people say or at what people do?
Why would they laugh at these points?

Eighteen:
Reading the Play (Act Five)

The sound tape should beused to play Act Five to the class
while they follow the text in their copies of the book.

Nineteen:
Making a Summary of the Play (Act Five)

Pygmalion: Act Five

A brief summary

Higgins and Pickering call onMrs _______ , next morning, with the news that Eliza has disappeared.They have called on the police to try and find her, but theirdiscussion is interrupted by the arrival of a gentleman called_______ . This turns out to be Eliza's father transformed by expensive_______ (but still complaining about his bad luck).

He accuses Higgins of _______his life by carelessly recommending him to an American millionairewho has recently died, leaving Doolittle a considerable _______. He has become a a member of the middle classes and has a newresponsibility. As a result, his happy and carefree approach tolife has given way to _______ .

Eliza is, as we suspected, _______; Mrs Higgins makes clear to her son Eliza's reasons for runningaway.

When Eliza enters she tries tobehave in a _______ and restrained way, but her _______ breaks down when she catches sight of her father. However, he is not,for once, after money, but to invite the girl to his _______ toher 'sixth stepmother'.

Eliza and Higgins are left aloneand they start _______ , but in a way that suggests Higgins now sees Eliza as an attractive and independent young woman. Though they argue, their liking for each other and basic good _______are apparent.

Mrs Higgins enters to take Elizawith her to Doolittle's wedding' Higgins is left brooding, _______the idea that Eliza will marry _______ .

Pygmalion: Act Five

A brief summary

Higgins and Pickering call onMrs Higgins, next morning, with the news that Eliza has disappeared.They have called on the police to try and find her, but theirdiscussion is interrupted by the arrival of a gentleman calledDoolittle. This turns out to be Eliza's father transformed byexpensive clothes (but still complaining about his bad luck).

He accuses Higgins of ruininghis life by carelessly recommending him to an American millionairewho has recently died, leaving Doolittle a considerable income.He has become a a member of the middle classes and has a new responsibility.As a result, his happy and carefree approach to life has givenway to melancholy.

Eliza is, as we suspected, upstairs;Mrs Higgins makes clear to her son Eliza's reasons for runningaway.

When Eliza enters she tries tobehave in a polite and restrained way, but her composure breaksdown when she catches sight of her father. However, he is not,for once, after money, but to invite the girl to his marriageto her 'sixth stepmother'.

Eliza and Higgins are left aloneand they start arguing, but in a way that suggests Higgins nowsees Eliza as an attractive and independent young woman. Thoughthey argue, their liking for each other and basic good humourare apparent.

Mrs Higgins enters to take Elizawith her to Doolittle's wedding' Higgins is left brooding, mockingthe idea that Eliza will marry Freddy.

Twenty:
Drama: Ten Minute Shaw

The class is divided in three.Each group has to produce a ten minute improvisation (in theirown words) of keyepisodes and events. The groups should discuss what should beleft in and what should be left out; and then perform it to theothers. There should be a strict cut off time.

This sounds an easy and almostthrowaway exercise, but is has proved a marvellous way of reviewingand evaluating the play and of provoking good, concentrated dramaticwork from the pupils.

Twenty-one:Advice to an Actress Playing Eliza

Whenever we have to writeabout a character in a play, we can always focus usefully - perhapsby way of conclusion - on how this part would be performed. Everyperformance is another interpretation of the text; each individualpupil's 'advice' to an imagined actor is a way of articulatingthis response. These are some prompts to help pupils find a wayof discussing performance:

What skills does the actressplaying Eliza need?

How should we respond to thecharacter of Eliza: at her first appearance? in high society?with Higgins? How can an actress help us, the audience, feel thisresponse?

Think about speech, movement,gesture and expression.

Choose a short extract fromthe play where Eliza has an important part to play. Imagine youare the director and you are rehearsing this particular scene.How do you want Eliza to appear (and why?); how will you encourageyour actress to realise these ideas?

Twenty-two:Essay on Eliza
(Writing Frame)

The most important characterin Pygmalion is Eliza
because she ... ;
because she ... ;
and because she ... .

Appearances can be deceptive.When we first see Eliza our impression is that ...

However, when we look back atthis scene, we can see ...

Other episodes show that Eliza'scharacter is deeper than we might think. For example ...

Also, ...

Eliza is a sympathetic character;the audience should really support her point of view for the playto work. This is particularly the case in Act ... , when ...

If I were directing this importantscene, I would want the actress playing Eliza to show ...

At the end of the play, Elizahas become ...

She has learnt a number of importantlessons:
firstly, that ... ;
secondly, that ... ;
and finally, that ... .

I think Eliza will / will notmarry Freddy because ...

In the end Shaw is using thecharacter of Eliza to show us that ...

I agree/ disagree with Shaw,because ...

Lesson Twenty-three:
Self-assessment Sheet

The best moment in theplay Pygmalion iswhen

I also enjoyed the scene where

During our drama lessons Ienjoyed

During our lessons on theplay Pygmalion I learnt

1

2

3

How could the work on Pygmalion
be improved for next year's year 8?

Other usefullinks: http://www.stockportmbc.gov.uk/6thform/shaw.htm

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