1. Mrs. Pearce and Mrs. Higgins both are concerned about

what will happen to Eliza after the experiment is over.

the possibility of Henry falling in love with Eliza.

the possibility of Freddy falling in love with Eliza.

the threats that Alfred Doolittle has made against Henry and Pickering.

1. Which of the following objects in Henry’s house cause Eliza to become upset?

the phonograph in the laboratory

1. Read the excerpt from Ovid’s “Orpheus Sings: Pygmalion and the statue: But, with wonderful skill, he carved a figure, brilliantly, out of snow-white ivory, no mortal woman, and fell in love with his own creation. The features are those of a real girl, who, you might think, lived, and wished to move, if modesty did not forbid it. Which statement about Act I of Shaw’s Pygmalion best mirrors the way in which Ovid’ s Pygmalion character sees his statue?

Shaw implies that Higgins objectifies the flower girl not by loving her beauty but by viewing her as a fascinating project.

Shaw hints at the flower girl’s archetypal character by depicting her as helpless and exploited by everyone around her.

Shaw portrays the flower girl as possessing the potential for great beauty although she currently is unattractive and uncouth.

reveals that the flower girl is significant in the story primarily because Higgins, as the archetypal creative person, has created her.

Who are Mrs. Higgins’ at-home day guests, and what is Higgins’s attitude towards his mother’s guests?

They are basically strangers, which is the perfect opportunity to illustrate his scientific progress with Eliza.

They are former coworkers, which is the perfect opportunity to illustrate his scientific progress with Eliza.

They are old friends of his, which is the perfect opportunity to illustrate his scientific progress with Eliza.

They are interested parties that have invested in his project, so he must illustrate his scientific progress with Eliza.

By the third act, Eliza has learned to pronounce words correctly, but she still does not

A. understand what appropriate topics of conversation are.

A. care about cleanliness or grooming.

Alfred Doolittle despises

the laws that keep a poor man from rising in status

Why did Mr. Doolittle receive a sum of three thousand pounds a year from a trust?

Higgins told an American millionaire that Alfred Doolittle was the “most original moralist” in England and the millionaire left Doolittle three thousand pounds a year in his will.

Alfred Doolittle made investments years prior that did not produce a profit until now, in the sum of three thousand pounds a year.

Alfred Doolittle learned of an inheritance from his grandfather that resulted in three thousand pounds a year payments.

Higgins gave Alfred Doolittle some financial advice that resulted in three thousand pounds a year.

How did Doolittle feel about being a recipient of the money each year?

Doolittle is not at all happy with his windfall because it puts him in the middle class.

Doolittle is not at all happy with his windfall because it is not enough to put him in the high class

Doolittle is indifferent about the money and is willing to walk away from it as well as accept it.

Doolittle is very happy with his windfall because it is enough money to put him in the middle class

When Henry suggests that Eliza can find a rich husband, what is her response?

Eliza compares the idea to prostitution.

Eliza thinks it is a good idea to find a rich husband.

Eliza rejects the idea because she wants to marry Henry.

Eliza is stunned and unable to reply.

In ACT V, Eliza declares to Henry, “If I can’t have kindness, I’ll have independence.” What does she say she will do to make a living?

She says she will become a teacher of phonetics

She says she will live off her inheritance.

She says she will live off her father’s inheritance.

She says she will sell flowers on the street again.

According to Eliza, the real difference between a lady and a flower girl is

“not how she behaves, but how she’s treated.”

“not the way she dresses, but the way she speaks.”

“not the way she’s raised, but the way she chooses to live her life.”

“not how she looks, but what’s in her heart.”

The experiment is now over. Why does Eliza go to great lengths to establish whether the clothes she has been wearing are hers or belong to Colonel Pickering before she leaves?

She does not want to be accused of taking anything that does not belong to her.

She needs the clothes in order to maintain her new image.

A. She asks about the clothes as a final effort to prove that she has changed.

Near the end of the play, Eliza finally rebels against

A. her father’s embarrassing ideas

A. Freddy’s romantic idealism

From the dialogue at the end of the play where Henry insists that Eliza stays, the reader can infer that

A. Eliza will not be returning to Wimpole Street.

A. Colonel Pickering will convince her to stay.

A. Henry will soon feel remorse over the way he treated Eliza.

A. Eliza and Clara Eynsford Hill will become good friends.

All of the following suggest a theme of social equality EXCEPT

Eliza’s refusal to return to Wimpole Street.

Mrs. Higgins’s and the Colonel attending Doolittle’s wedding

Which quotation from Eliza BEST foreshadows that she, the “created” archetype, will NOT fulfill the dreams of her “creator,” Higgins?

"I won’t be coaxed round as if I was a baby or a puppy. If I can’t have kindness, I’ll have independence.

“Well, I am a child in your country. I have forgotten my own language and can speak nothing but yours.”

“You can twist the heart in a girl as easy as some twist her arms to hurt her. Mrs. Pearce warned me.”

“Why did you take my independence from me? Why did I give it up? I’m a slave now, for all my fine clothes.”

Shaw based his play on the ancient Greek myth of Pygmalion and Galatea (the statue that came to life), with Higgins representing Pygmalion, and Eliza as his creation. What must happen by the end of the play for the analogy to be parallel ?

Henry must fall in love with and marry Eliza

Pickering must turn Eliza into a duchess.

Henry must set Eliza free to be independent.

Freddy must fall in love with and marry Eliza.

In George Bernard Shaw’s Pygmalion , how does Eliza’s character gradually change over the course of the play?

At the beginning, Eliza has self-respect and independence, but both are taken from her when Higgins treats her unkindly; however, at the end of the play she regains her sense of self-worth.

At the beginning, Eliza has confidence in her abilities and her position in life; at the end of the play, she is even more confident of herself because of the new, educated appearance she can present

At the beginning of the play, Eliza views herself as a good person and tries to persuade others of this; however, at the end of the play she calls herself ignorant, indicating she is no longer proud of her identity.

At the beginning of the play, Eliza views herself as someone who needs to change for other people; at the end of the play, she is proud of her accomplishments and the independence she has gained.

How does George Bernard Shaw depict the relationship between power and economic status in Pygmalion ?

By conveying the subtle yet definite triumph of Eliza over Higgins at the end of the play. Shaw challenges the assumption that economic status equals power.

Shaw depicts Eliza, Higgins, and Pickering influencing one another equally, showing that economic status has little bearing on one’s ability to impact others.

Shaw reveals the complexity of economic status primarily through Eliza’s transformation, demonstrating that power provides the basis for upward mobilization.

By portraying Eliza as a strong character who consistently fights for her dignity despite her shifting social position, Shaw reveals the lower class as having the most power.

Which statement best analyzes the character of Doolittle from a Marxist perspective?

A. Doolittle consistently feels constrained by his social class and economic resources and thus is always a conflicted character who struggles to establish his identity.

A. The escalation of Doolittle’s social status and wealth drive him to make irrational decisions that affect his family and ultimately destroy his identity.

A. Doolittle maintains a strong identity and sense of personal self-worth and purpose in the midst of the many changes of his economic and social status.

A. The pressures of Doolittle’s newly acquired wealth lead him to embrace the marital and fatherly responsibilities he abandoned when he was poor.

1. Read the lyrics to Tracy Chapman’s "Talkin' Bout A Revolution" Don't you know They're talkin' 'bout a revolution It sounds like a whisper Don't you know They're talkin' about a revolution It sounds like a whisper While they're standing in the welfare lines Crying at the doorsteps of those armies of salvation Wasting time in the unemployment lines Sitting around waiting for a promotion Don't you know Talkin' 'bout a revolution It sounds like a whisper Poor people gonna rise up And get their share Poor people gonna rise up And take what's theirs Don't you know You better run, run, run, run, run, Oh I said you better Run, run, run, run, run, run, run 'Cause finally the tables are starting to turn Talkin' bout a revolution Yes, finally the tables are starting to turn Talkin' bout a revolution, oh no Talkin' bout a revolution, oh While they're standing in the welfare lines Crying at the doorsteps of those armies of salvation Wasting time in the unemployment lines Sitting around waiting for a promotion In her lyrics, “Talkin’ Bout a Revolution,” what is Tracy Chapman implying about the upper class?

A. The lower class participates in society’s systems but is preparing to rebel against the oppression of the wealthy.

The upper class should be warned about the inevitable uprising of the lower class since it will lose lives in the process.

The upper class distracts the lower class with promises of change because it knows it will be ruined if the lower-class revolts.

The lower class puts its hope in systems established by the upper class, but these systems will fail and drive the lower class to revolt.

1. Read the beginning lines from the short story “The Story of an Hour,” Why does Chopin introduce the reader to her protagonist as "Mrs. Mallard" rather than by her first name? Apply the feminist critical lens in your response. Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.

The author is implying that Mrs. Mallard is the property of her husband and has little identity separate from her husband.

The author is simply reflecting custom of the time, women were never referred to by their given first names.

The author wants Mrs. Mallard to remain a mystery.

The author wants the audience to keep an emotional distance from Mrs. Mallard and not sympathize with her emotions.

Read the following excerpt from the short story “The Story of an Hour. ” She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. What is the symbolism of the open window and the new spring life?

The open window and new spring life symbolize the open opportunities available to her now.

It was a beautiful day outside, which was a contrast to her stormy and dark mood.

The beauty and peace outside symbolize that she would begin to accept her husband’s death.

The open window, together with the spring season, symbolize that she was very young and naïve.

1. In the short story, “Why Women Always Take Advantage of Men” by Zora Neal Hurston, read the following the excerpt: You see in de very first days, God made a man and a woman and put "em in a house together to live. 'Way back in them days de woman was just as strong as de man and both of 'em did de same things. They useter get to fussin 'bout who gointer do this and that and sometime they'd fight, but they was even balanced and neither one could whip de other one. One day de man said to hisself, "B'Iieve Ah'm gointer go see God and ast Him for a li'l mo' strength so Ah kin whip dis 'oman and make her mind. Ah'm tired of de way things is." So he went on up to God. What does the folktale (and the author’s retelling) seem to say about the relationship between men and women?

In the beginning, men and women were made equal, but men could not handle equality; they desired to be the master in an unequal exchange of power.

Men and women were never equal in power in a relationship, and men will always have more power.

Men and women were never equal in power in a relationship, and women will always have more power.

In the beginning, men and women were made equal, but women could not handle equality, they desired to trick men into letting them be the masters in an unequal exchange of power.

1. In the short story, “Why Women Always Take Advantage of Men” by Zora Neal Hurston, read the following the excerpt: "Please suh, God, Ah'm astin' you for it now. jus' gimme de same as you give him." God shook his head. "It's too late now, woman. Whut Ah give, Ah never take back. Ah give him mo' strength than you and no matter how much Ah give you, he'll have mo. De woman was so mad she wheeled around and went on off. She went straight to de devil and told him what had happened. He said, " Don't be disincouraged, woman. You listen to me and you'll come out mo' than conqueror. Take dem frowns out yo' face and turn round and go fight on back to Heben and ast God to give you dat bunch of keys hangin' by de mantel-piece. Then you bring 'em and Ah'll show you what to do wid 'em." So de woman climbed back up to Heben agin. She was mighty tired but she was more out-done that she was tired so she climbed all night long and got back up to Heben. When she got to heaven butter wouldn't melt in her mouf. "0 Lawd and Master of de rainbow, Ah know yo' power. You never make two mountains without you put a valley in between. Ah know you kin hit a straight lick wid a crooked stick." What is the folktale (and the author) saying about women? What qualities can you infer about women based on this excerpt?

It implies that women don’t give up, but they look for other options and even endure physical hardships to balance the unequal exchange of power.

It implies that women get lost on their way to places and have no sense of direction.

It implies that women don’t give up, but they will nag and nag until they get their way.

It implies that women are devious and will use any means to win a competition.

1. Read the excerpt from “Language in Its Social Setting.” American English has varieties, called dialects, that are determined by social factors. For example, the geographical dialects of New England, the Midwest, the South, New York City, or Texas came about through the interaction of people who settled in those areas. Based on the excerpt, it can be reasonably inferred that the people who settled in different areas of the United States

eventually created a dialect specific to that region.

did not interact with speakers of other languages.

did not initially speak English.

Language in Its Social Setting by Dennis Baron "Social contact and social conflict both shape language. When World War I produced strong anti-German feeling in the United States, some Americans abandoned words of obvious German origin, such as frankfurter and sauerkraut, in favor of hot dog and liberty cabbage. More recently, anti-French feeling led some Americans to replace French fries with “freedom fries.” Such gestures are purely superficial—symbolic, and in the case of liberty cabbage and freedom fries, temporary. However, linguistic prejudice can run deep and cause lasting damage." According to the author of “Language in Its Social Setting,” some Americans replaced the German-origin words “sauerkraut” and “frankfurter” with the words “liberty cabbage” and “hot dog” shortly after WWI in order to

symbolically reject something German.

create permanent social conflict.

temporarily limit social contact.

1. Read the excerpt from “Language in Its Social Setting.” "But these varieties, too, come about through social mixing and/or isolation, differences in status and power, and economics and politics. Factors such as education, social class and occupation also shape our language." Which line from the excerpt of Pygmalion best supports the idea expressed in the paragraph?

Oh, I didn't mean it either, when I was a flower girl. It was only my way. But you see I did it; and that's what makes the difference after all.

You will jolly soon see whether she has an idea that I haven't put into her head or a word that I haven't put into her mouth.

But it was from you that I learnt really nice manners; and that is what makes one a lady, isn't it?

Will you drop me altogether now that the experiment is over, Colonel Pickering?

Language in Its Social Setting by Dennis Baron Language is a social phenomenon. Because language arises naturally and inevitably in all human groups, linguists study not simply the sounds, grammars and meanings of the world’s languages, but also how these languages function in their social settings. Many linguists believe that humans are genetically programmed to learn language, but it still takes social contact to turn on the switch that makes us talk. American English has varieties, called dialects, that are determined by social factors. For example, the geographical dialects of New England, the Midwest, the South, New York City, or Texas came about through the interaction of people who settled in those areas. We attribute other varieties of American English to ethnic factors (Black English); to contact with other languages (Spanglish); to gender (the linguistic battle of the sexes); or to age (teenspeak). But these varieties, too, come about through social mixing and/or isolation, differences in status and power, and economics and politics. Factors such as education, social class and occupation also shape our language. Because our social networks tend to be complex, we all use multiple versions of our native language. We may speak differently when we’re with friends, relatives or strangers; when we’re at home, in school or on the job. The context of communication—its purpose and audience—determines whether our words are spoken or written, formal or informal, full of slang or technical jargon, off-color, colorful, or colorless. The social context of communication also affects the degree to which our language approaches or avoids the norms of correctness that our speech community deems appropriate to the occasion. Social contact and social conflict both shape language. When World War I produced strong anti-German feeling in the United States, some Americans abandoned words of obvious German origin, such as frankfurter and sauerkraut, in favor of hot dog and liberty cabbage. More recently, anti-French feeling led some Americans to replace French fries with “freedom fries.” Such gestures are purely superficial—symbolic, and in the case of liberty cabbage and freedom fries, temporary. However, linguistic prejudice can run deep and cause lasting damage. America is a nation forged from many cultures. As a result, controversies erupt over the use of minority languages or nonstandard varieties of English—on storefronts or on the job, in the voting booth or the classroom. The press, the legislatures and the courts become forums for noisy debate about the legal rights of speakers of minority languages and dialects. On the international scene, sociolinguists are looking at how American English influences other languages through popular music, film, television, and the Internet. Speaking American can be a status symbol—yet can also conjure the unwelcome image of an arrogant superpower. The social aspects of American English often reflect a wide range of nonlinguistic issues. Language is social. Sociolinguists study how it shapes and reflects such issues as school success or failure, patriotism or prejudice, democracy or imperialism, and more on the local, national, and international levels, in order to paint a more complete picture of how language in America works. Which statement best describes the structure the author uses to develop an effective argument in “Language in Its Social Setting”?

He defines language as a social phenomenon and then provides a series of examples explaining why this is the case.

He explains how linguists’ understanding of the social nature of language has developed over time.

He questions how and why language arises and then answers with a series of examples of the social contexts that shape language.

He describes a cause-and-effect relationship between the increase in social interactions and the increasing complexity of language over time.

Which idea from “Language in Its Social Setting” is illustrated by Professor Higgins in Pygmalion ?

the prejudice toward speakers of nonstandard forms of language

the role isolation plays in shaping language

the role of social conflict in determining language

the theory that humans are genetically programmed to learn language

Brit Lit Unit 2 Pygmalion Test

Authored by Will Riggs

English

12th Grade

CCSS covered

Used 26+ times

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45 questions

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MULTIPLE CHOICE QUESTION

15 mins • 1 pt

1. Why does the Mother offer the Flower Girl money after Freddy bumps into her and knocks her flowers down?

to cover the cost of the flowers

the Mother feels sorry for lower class people

to get information about how the Flower Girl knows Freddy

both A and C

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RL.8.1

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

1. Why does the crowd become concerned with Higgins’ taking notes of the Flower Girl's speech?

They think that he is a police informant.

They think he is trying to take advantage of her.

They think he is trying to steal her taxi.

They think he wants to kidnap her.

Tags

CCSS.RL.8.3

CCSS.RL.11-12.3

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.9-10.10. RL.11-12.10

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

1. Eliza tells Higgins and Pickering that she wants to improve her speech in order to

become a school teacher

get a job in a flower shop

marry a wealthy man.

A. impress her father.

Tags

CCSS.RL.9-10.3

CCSS.RL.6.3

CCSS.RL.11-12.3

CCSS.RL.7.6

CCSS.RL.8.6

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

1. What device did Shaw use to put a diverse crowd of people in the same place at the same time?

a rainstorm that causes everyone to seek shelter

a taxi cab stand

A. a traffic jam that stops everything from moving

a fire in the flower shop, which causes everyone to evacuate the building

Tags

CCSS.RL.8.1

CCSS.RL.11-12.1

CCSS.RL.9-10.1

CCSS.RI.11-12.2

CCSS.RI.9-10.1

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

Higgins stereotypes Eliza based on all of the following EXCEPT her

attire

speech

profession

manners

cleanliness

Tags

CCSS.RL.9-10.3

CCSS.RL.6.3

CCSS.RL.11-12.3

CCSS.RL.7.6

CCSS.RL.8.6

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

1. All of the following statements about Henry Higgins are true except

he is a teacher of phonetics.

he is an attractive man in his forties.

he is a man who sees everything as a scientific study.

he is more interested in dating young women than in pursuing his work.

Tags

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.11-12.6

MULTIPLE CHOICE QUESTION

15 mins • 1 pt

What reason does Higgins give for deciding to take on the experiment with Eliza?

A. He expects to profit financially from the experiment.

A. The experiment will give him an opportunity to date Eliza.

A. He feels sorry for Eliza.

A. Because he feels it will be an unusual and interesting challenge-and one should take on such challenges.

Tags

CCSS.RL.9-10.3

CCSS.RL.6.3

CCSS.RL.11-12.3

CCSS.RL.7.6

CCSS.RL.8.6

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Brit Lit Unit 2 Pygmalion Test

1. Why does the Mother offer the Flower Girl money after Freddy bumps into her and knocks her flowers down?

1. Why does the crowd become concerned with Higgins’ taking notes of the Flower Girl's speech?

1. Eliza tells Higgins and Pickering that she wants to improve her speech in order to

1. What device did Shaw use to put a diverse crowd of people in the same place at the same time?

Higgins stereotypes Eliza based on all of the following EXCEPT her

1. All of the following statements about Henry Higgins are true except

What reason does Higgins give for deciding to take on the experiment with Eliza?

1. The bet between Pickering and Higgins is that Higgins will not be able to pass Eliza at

1. Henry declares that he can pass Eliza off as a

1. In ACT II, as Eliza threatens to leave, what does Higgins use to convince Eliza to stay?

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