Unit 15 The necklace
Teaching Aims and Demands
Goals:
1. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text the necklace, through which the students may get educated.
2. Learn about communication skills, such as, asking for permission, ask about possibilities.
3. To get the students to receive the education morally.
4. to fell the real meaning of the modal verbs.
Words and Phrases:
Four Skills: dormitory explain recognize continue call on lovely bring back day and night pay off at most debt precious positive attend earn act out besides
Three Skills: surely ball lecture silly author outline quality
Useful expressions:
1. Ask for permission
Could we/I … ? May/can I …? Shall we …? Is it possible…?
Do you mind…?
2. Talk about possibilies
It can’t be … It could … He might … They must …
Grammar: Use the modal verbs must, can/could, may/might
Teaching plan I
Step 1 Presentation
If possible, it may be better to have a class, in which we can show a great drama to get the students mentally prepared for the coming class.
Step 2 Warming Up
First, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.
Step 3 Listening
Have a short listening test as shown in the students books and check the answers.
Step 4 Acting
(1) First divide the students into several groups. And then let them choose their favorite title.
(2) Read the short play one by one so as to better understand the play.
(3) Give the students several minutes to prepare for the play.
(4) At last act it out.
Step 5 Words and phrase
A secret cave treasure terrible gragon hike Clue solve the mystery necklace cellhpone footprint mysterious peel scary dormitory
Step 5 Homework: Preview the Reading.
Teaching plan II for Reading
Step 1 Leading in
Show the class the parts of the film - the Diamond Necklace. And then hand out the material about the background. After that ,let Ss read and answer the following questions.
1. Do you know the name of the play? (The Diamond Necklace)
2. The short play The Necklace comes from the famous short story The Diamond Necklace. Who 3. wrote it? (Guy de Maupassant)
4. When was Guy de Maupassant born? (Aug 5,1850-July 6,1893)
5. What nationality was he? (French novelist and short-story writer)
6. What else did his writings include ?Do you know? (My Uncle Jules, the Prisoners, Flaubert )
7. The Necklace is a short play. It is the first time for us to learn plays. What should be included in a play? (Time , place, characters, stage directions)
Step 2 Reading for main ideas
Read the passage and see if you can write out a title for each scene. Make the Ss read as quickly as possible. Match the following pairs.
Scene 1: A. The story of a lost necklace.
Scene 2: B. Meeting with an old friend.
Scene 3: C. An invitation to a ball in the palace.
Key: B,C,A
Step 3 Reading for the text understanding
1. Ask the class to read the text and answer the following questions.
Scene one
⑴ Why didn’t Jeanne recognize Mathilde at first?
⑵ What was the life Mathilde lived in the past ten years like?
⑶ Why did Mathilde borrow a necklace from her friend?
⑷ Where was Pierre Loisel working?
⑸ Why had she been working very hard?
Scene two
⑴ How did Mathilde feel when her husband told her the good news?
⑵ Why was Mathilde worried?
⑶ How much did her dress cost her?
⑷ What else did she want to wear?
⑸ What did Pierre suggest?
⑹ What did they decide to do? Why?
⑺ When did Mathilde decide to see her friend?
Scene three
⑴ What kind of necklace did she get?
⑵ How did they enjoy the ball at the palace？
⑶ What happened on their way home after the ball?
⑷ What did they do for Jeanne?
⑸ How much did the diamond necklace cost?
⑹ What did they do in order to pay back the debt?
2. Ask the class to read the text in silence and do true or false exercises
Jeanne didn’t recognize Mathilde at first only because they hadn’t seen each other for a long time.
Mathilde and her husband worked day and night in order to live a better life than Jeanne.
Mathilde didn’t want to wear a flower to the palace ball because she was afraid to look poor.
Mathilde and her husband enjoyed themselves very much at the ball.
They suffered a great deal because of Mathilde’s vanity.
the necklace that Jeanne lent Mathilde was made of real diamond but not worth 3,600,000 francs.
3. Play the tape of the passage for the Ss to listen and imitate it.
4. Do multiple choices based on the facts of the text.
⑴ Which sentences expresses the main idea of the story?(B)
A. Mathilde Loisel worked hard to buy a new jewel for her friend.
B. Mathilde Loisel lost the borrowed necklace and suffered ten years hard work to pay for it.
C. Mathilde Loisel lost her borrowed necklace.
⑵When Jeanner met Mathilde in the park , She said she didn’t know Mathilde, because_______.(A)
A. Mathilde had change a lot.
B. Jeanne no longer liked Mathilde.
C. Mathilde looked younger than before.
⑶ What caused Mathilde to live a miserable life during the last ten years?(A)
A. the lost necklace B. her illness C. her family’s poverty
⑷ Mathilde didn’t want to wear a flower to the ball because_______.(C)
A. She didn’t like flowers
B. People were not allowed to wear a flowers at the ball.
C. It would look shabby to wear a flower.
⑸ When Mathilde returned Jeanne a real diamond necklace, Jeanne was____.(A)
A. not to know this. B. To know this but said nothing. C. Very happy and thanks a lot.
⑹ The story is told______.（C）
A. in time order B. in narration 敘述 C. in flashback 倒敘
⑺ When did Mathilde borrow the necklace from Jeanne?(B )
A. In 1870 B. in 1860 C. in 1850
⑻ What was Pierre when the story happened?( C )
A. a worker B a lawyer C. a civil servant
Step 4 Reading for understanding the sentences
Let Ss explain the sentences in English in a group of four.
1. It was exactly like your necklace, but it was a different one.
2. It was worth five hundred francs at most.
3. I’ve written to accept the invitation.
Step 5 Language points
Explain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)
1．after all的含義
after all意為“畢竟，終究，到底”解，含有“要知道……”、“別忘了……”的含義，通常放在句首。例如：
①In my opinion, we should not punish him． After all, he is a child of seven years old．
依我看我們不該懲罰他，（要知道）他畢竟是一個七歲的孩子。
②Why don't you ask for her help? After all, she is always ready to help others．
你為什么不請她幫助呢？（別忘了）她總是樂于幫助別人。【注意】 after all也可以放在句子的末尾，意為“雖然……，但是畢竟……”，表示和預期的情況不同，有轉折的意味。例如：
①The young man was badly hurt, but he is now much better after all．
那位年輕人傷得很重，但他終究現在是好多了。
② They said they would not come back for lunch, but they came back after all．
他們說他們不回來吃午飯，但是他們終歸還是來了。
2．at the most 意為“最多、至多”，其反義詞組 at least 意為“至少、最少”。例如：
①I thought that he had died at least twenty years ago．我想他至少死了二十年了。
②This computer is at the most worth 1,000 dollars．這臺微機最多值一千美元。
3．be lost的用法
be lost可表示事物“已丟失”，也可表示人“迷失方向”。試比較：
①We couldn't find the necklace; it was lost。我們沒能找到那條項鏈，項鏈丟了。
②I can't find my way back to the hotel． I'm lost．我找不到回旅館的路，我迷路了。
【注】以上這兩種用法中的be lost并不是被動語態，而是一種系表結構，表示狀態，lost實際上已轉化為形容詞了。如加上時間狀語，則be lost為被動語態，表示動作發生的時間。如：The pen was lost yesterday （那支鋼筆是昨天丟的。）
【注】be lost in thought 是“陷入沉思”的意思。be lost in the book 是“埋頭讀書”的意思。
4．day and night（或 night and day）意為“日日夜夜”、“整天整夜”（all the time），作時間狀語。例如：
①Lao Li thinks about his wife and children day and night．老李日夜思念他的妻子兒女。
②They have to work night and day, but they get little money．他們日夜勞動，但仍然收入很少。
5．not…any more意為“不再”，用于否定句。例如：
①I don't live there any more．我不再住在那兒了。
②Don't make the mad experiment any more．不要再做這個瘋狂的實驗了。
③He can't go to school any more because he got a serious disease．
因為他患了重病，他不能再去上學了。
6．on the way to (a place) 的意思是“在去…的路途中”，to在這里是介詞。例如：
①They are on the way to Guangdong Province．他們正在赴廣東省途中。
②On my/the way to school I usually pays visit to an old lady．
我在上學的路上通常去看一位老太太。
[注意] way后面to接的是名詞，當way后面接的是副詞home，here或there時，則不用to。例如：
①On the way there I often met a blind man with a stick in his right hand．
在到那兒去的路上，我常遇見一位右手拿手杖的盲人。
另外， on the way to還有“即將”的含義；其中 to為介詞，后跟動詞-ing形式。例如：
①The students in Teacher's College have been on the way to becoming teachers．
師專的學生就要成為教師了。
7．be worth的兩種用法
形容詞worth不能單獨使用，要在其后面接名詞或動詞的-ing形式，不能接不定式。如：
①The necklace was worth 500 francs at the most．那條項鏈最多值500法郎。
②The work is worth our while/the trouble．
我們的精力是值得花在這項工作上的。／干這項工作麻煩一點是值得的。
③The car isn't worth repairing．
這輛汽車不值得一修。（不能說…to repair，to be repaired或being repaired）
④ She's not worth getting angry with．犯不上跟她生氣。
⑤ The article is well worth reading．那篇文章很值得一讀。
【注】這種結構中的動詞-ing形式在邏輯上與前面的主語具有動賓關系。但該動詞不能用被動形式，不能說 The car isn't worth being repaired．
【注】應該用well修飾 worth，不能用 quite，very或 very much等修飾worth，如句⑤。再如：It's well worth trying．（很值得一試。）不能說 It's very/quite worth trying．
用引導詞It作 be worth的主語，這種用法可與上一種用法互換使用。如：
①It isn't worth repairing the bike．= The bike isn't worth repairing．這輛自行車不值得修。
②It isn't worth getting angry with her．= She's not worth getting angry with．犯不上跟她生氣。
③It's worth visiting the park a second time．= The park is worth visiting a second time．
那公園值得再去一次。
【注】在 Don't get the box down． It isn't worth it 一句中， worth it =worth the trouble。
8．call on，call at，drop in，visit與 pay a visit to辨析
以上三個詞組都可表示“訪問”，用法不同。
1）call on較為正式，后接人作賓語，指“進行短暫的訪問”，訪問者和受訪問者一般只有社交或公務上的關系。如：
①I called on Dick at his office yesterday．我昨天到迪克辦公室去拜訪了他。
②Please call on me next time you come to Wuhan．下次來武漢時請來看我。
2）call at后接地點，表示“到某人的家或其他場所去拜訪某人”。如：
①We called at Prof Green's house last night．昨晚我們到格林教授的家拜訪。
②I called at his office as I was passing．我路過時拜訪了他的事務所。
3）drop in意為“順便走訪”（拜訪，非正式地拜訪，常在計劃之外事先沒有打招呼）。如后接人時用介詞 on；后接地點用介詞 at。如：
①Will you drop in on us tomorrow evening for a talk?你明晚順便來和我們一起談談好嗎？
②He dropped in at our school yesterday．他昨天順便參觀了我們學校。
4）visit是正式用語，可表示進行較長時間的訪問。它除了指進行友好或社交性的訪問外，有時還表示因職務關系而進行的訪問。如：
①The foreign friends are visiting Shanghai．外國朋友們正在訪問上海。
5）pay a visit to意為“對……進行訪問；去看望某人”。如：
①The Smiths paid a friendly visit to China last week.
上星期史密斯夫婦對中國進行了友好訪問。
9．pay back，pay for與pay off辨析
1）pay back指“償還”，如損壞了別人的東西或借了別人的錢之后，償還數目相等的錢。如：
①Has he paid back the money he borrowed from the union last month?
他上月借工會的錢還了沒有？
2）pay for意為“付款、賠、花費”。如：
①He has paid for the damage．他已經賠償了損失。
3）pay off意為“還清債”。如：
①Perrie has paid off all his debts．佩利已償還了所有債務
Step 6 Post reading
1. Read the text THE NECKLACE, and then complete the following chart.
Scene 1 Scene 2 Scene 3
Time 10 years later 10 years ago 10 years later
Place A park Home of the Loisels A park
Characters Mathilde
Jeanne Mathilde
Pierre Mathilde
Jeanne
Main plots 10 years of hard work because of the necklace Not wear a flower borrowed a necklace Borrowed money
Bought the necklace
Work day and night
Pay off the debt
Task 1. To tell a story of the Diamond necklace.
Task 2. Present the short play in groups.
Step 7 Homework
1. Ask the Ss to find out key words and sentences they want to learn.
2. Go over the usage of Modal Verbs.
Teaching plan III for Language study
Word: 1. jewel & jewelry
Step 1: Read the following sentences and try to find the different usages between the two.
1) She locked her jewels in the safe.
2) This diamond brooch is my most valuable piece of jewelry.
Step 2: Sum up
Jewel [usu. pl.] Jewelry [u]
Step 3: Brainstorming: Get Ss say out the relative words to enlarge their vocabulary.
necklace, ear ring, ring, bracelet
silver, gold, pearl, diamond, ruby
2. explain
Step 1: Ask Ss to find out the sentence with the word “explain” in the text.
“My necklace? I don’t understand. Could you please explain?”
Step 2: Ask Ss to think about the meaning and usage of “explain”.
Step 3: Match the sentences with the words that have the same meaning, and then get the Chinese meaning foe each.
1). I don’t understand it, but Paul will explain it to us.
2). Can you explain your brother’s behavior?
a. That explains why she’s not here.
b. He couldn’t see how it worked until I explained that you had to turn it on first.
1). b 解釋，說明 2). a 說明…的原因，證明
Step 4: Ask Ss to sum up the structures of “explain”.
1). explain sth. to sb.
2). explain that
Step 5: Ask Ss to translate the Chinese into English.
1). 律師向我們解釋了新法律。The lawyer explained the new law to us.
2). 你能為上課遲到辯解嗎？Can you explain why you are late for school?
3. call
Step 1: Read the sentences and observe the structure and meanings of the word “call”.
1. Mr. Wang called me yesterday. (phone sb.)
2. She heard someone calling her name. (call + object)
3. Mary calls his son sweetheart. (call + object + object complement)
Step 2: Read the sentences and try to match the underlined phrases with the relative English meaning.
1). I called on Mr. White yesterday.
2). Success calls for much hard work.
3). The train called at every station.
4). The music calls up old times.
5). They have called off their engagement.
a. cancel or abandon sth.
b. bring sth. back to one’s mind
c. (of a train) stop at (a place)
d. require, demand or need sth.
e. make a short visit, go to sb’s house
Step 3: Fill in the blanks with the “call-phrase”
1). The train on platform 3 is for London, calling at Didcot.
2). We were called on by our neighbors before we had been settled in our new home a week.
3).This experiment calls for a lot of patience.
4). The sound of happy laugher called up memories of his childhood.
5). The football match was called off because of the snow.
4. worth & worthy
Step 1: Ask Ss to get the meaning and the part of speech of the words in each sentence.
1). ---How much is your car worth? (prep. 值…，相當于…的價值)
---It costs 40,000 Yuan.
2). The food is not worth eating. Don’t eat it or you’ll feel sick. (prep. 值得…)
3). The new computer system has already proved its worth. (n. 價值)
4). She proved herself a worthy successor to the former champion. Nobody can beat her. (adj. 值得尊敬的，當之無愧的)
5). This question is worthy to be considered. (adj. 值得…的)
6).A couple of other novels are worthy of mention besides “Harry Porter”. (adj. 配得上…的，應…的)
Step 2: Ask Ss to sum up the usage of “worth” and “worthy”.
1). be worth + n. / -ing
2). be worthy + to do
3).be worthy of + n. / -ing
Step 3: (Exercise)Pictures and sentences making.
1) 2) 3)
1) The painting is worth at least 100,000 US dollars.
2) This is an antique, which is worth a great deal.
3) His achievements are worthy of the highest praise.
5. bring
Step 1: Ask Ss to get the meaning of each phrase by translating the following sentences.
1). All library books must be brought back before June 20. 把…歸還，把…送回
2). Hearing the song brought back happy memories. 使想起，使回憶起
3). Science has brought about many changes in our lives. 帶來
4). She was brought up to believe that money is the most important thing in life. 教養，養育
5). Don’t bring up that embarrassing topic. 提出（議題）
6). The increase in business activity was brought about by the fall in oil prices. 導致
Step 2: Ask Ss to read the sentences and try to find out the differences among the words: bring, carry, fetch and take.
1). The woman was carrying a baby in her arms. 這個婦女胳膊上抱著一個嬰兒
2). His achievement brought his country great honor. 他的成就給他的國家帶來了極大的榮譽。
3). Who has taken away today’s newspaper? 誰拿走了今天的報紙？
4). Can you fetch me some paper? 你能給我取些報紙嗎？
Step 3: Sum up the differences among these words.
1). carry指把某人帶在身邊或把某物帶在身上，指隨身攜帶。
2). bring指把某人或某物“帶來”、“拿來”，強調方向。
3). take指把人或物“帶走”、“拿走”。
4). fetch指到某處去把某人或某物找到并帶來。
Grammar: Use the modal verbs must, can/could, may/might
Certain possible impossible
He must /could/may/might can’t be working.
He must /could/may/might can’t be American.
Homework:
1. Fill in the blanks with some phrases, which are learned in this unit.
pay off pay back at all at most come up with
1). She had to take several jobs to pay off her debts.
2). Emma is a vegan and does not eat any animal products at all.
3). Jones was an inventor, for years he kept coming up with new and good ideas.
4). I have not much money with me, so I can only pay 20 Yuan at most.
5). There was no way he could pay back the money he borrowed from his father on time.
2. Fill in the blanks with the words or phrases we have learned in this unit.
A well-dressed man came into a famous jewelry shop. He explained that he wished to buy a pearl necklace for his wife. Because his wife was angry with him for forgetting her birthday, so he came up with this good idea. At last, he chose a great one which is worth about $6,000. His wife was very happy to receive the gift. The necklace called up her scenes of happiness before marriage, and then she forgive her husband.
Teaching plan IV for Integrating Skills
Procedures:
Step 1 Leading in (1 min)
Talk about the picture on P20. (When? Where? Who? Doing what?)
Step 2 Reading
Read the dialogue fast and answer some questions:
1. What are the teacher and the students talking about? ( About plays, TV programmes and computer games.)
2. Which does Tim prefer, watching plays or playing computer games?
3. What happens to the girl on her way to see her grandmother? Whom does the girl meet on her way to school?
Step 3 Reading aloud (5 mins)
1. Now listen to the tape and read aloud the dialogue, paying attention to the tones, stresses and intonations of the speakers.
2. Explain some language points and difficulties if they have.
1). Writing a short play is not that difficult.
Here the gerund phrase is used as a noun and treated as singular form. The word “that” in this
sentence is not a pronoun but an adverb for emphasis.
2). Besides, we have to start somewhere if we want to learn how to write plays.
Here, “Besides” is used as an adverb, meaning “in addition, what’s more”.
3). If we work together, we might come up with a very good story.
“come up with” is a very useful phrase meaning “think up (an idea, a plan)
e.g. He is such a smart boy that he can always come up with good ideas when we turn to him for help.
4). On her way to her grandmother’s she meets an alien who takes her in his spaceship.
The word “alien” here is used as a noun meaning a person from another country or planet. Besides, it can be used as an adjective, meaning “opposite”.
e.g. Their ideas are alien to our way of thinking.
Step 4 Talking and discussing (10 mins)
Talk about the procedures of writing a play:
1. Talk and decide what the action of the play should be.
2. Write an outline of the plot, including the setting (time, place, characters)
3. Write down the dialogue.
4. Decide which role each member will play.
5. Rehearse the play
6. Perform the play in front of the class.
In groups your are going to talk on the following topics:
1. Similarities and differences between TV shows and computer games.
(TV shows have plots. They tell stories just like a play. Computer games don’t really tell stories but they do have a beginning, middle, and end to their action, like plays and characters.)
2. Your different roles in life.
(The roles we play in life may be real or fake. We may act the way we trul6y think and feel or pretend to be someone we are not, just like an actor does. Often the role we play depends on our relationship to others, especially how we feel about them.)
3. Similarities and differences between life in reality and life on stage.
(Shakespeare once wrote, “All the world’s a stage.” If life is like theatre, then we are all actors on its stage. Some of us have big roles to play while others have small roles. But each role is important to the success of the play, just like in the real life. )
Step 5 Closing up by creating and acting short plays (25 mins)
Here is a short play as a sample, which involves a student who meets a girl on her way to school who looks exactly like her. Read it and then work in groups. Choose one of the three given prompts and create a play around it.
小剛沿馬路騎著自行車，突然前面發生交通事故。他停下去幫助被撞倒的人站起來，并問是否需要去醫院。被撞倒的人是一個外國人，她覺得右臂受傷，但并不嚴重，不需要去醫院，對于小剛的幫助表示感謝。
李華胃部剛做完手術，他知道手術很成功，很想知道還要多久才可出院，他急于想開始工作，但如果不能有規律的飲食，他是不可能繼續工作的。李華的朋友趙偉來醫院看他，得知手術成功感到很高興，勸李華應先考慮身體健康，才能更好的工作，提醒他此次手術并非小手術。
路易斯在學唐詩。當學到“清明時節雨紛紛”時，她請李岱解釋一下清明的含義。李岱告訴她清明意思是“clear and bright”，又成為掃墓日，是活著的人們向死去的親屬#﹑朋友及祖先表示敬意和懷念的日子。路易斯想知道清明節在那一天以及人們在那
天做什么。李岱告訴她是在4月4日或5日，那天人們將掃墓﹑在墓前放上肉﹑蔬菜和酒，此外還燒紙錢為死去的人使用。
[附: A short play as a sample
A strange encounter
Cast of characters
Jane, a teenage girl
Jane 2 (“Girl”), Jane’s clone
J = Jane: G = Girl
( Jane is walking down the street. She is on her way to school and is carrying a book bag. She is smiling and singing a sons. Suddenly another Girl comes towards her. Jane looks at her and seems surprised.)
J: (to herself) Hmm, that’s strange. That girl looks familiar.
(The Girl comes closer. Both girls stare at each other. They look shocked. After a brief silence, they start speaking at the same time.)
J and G: Oh my! It’s me!
J: You look just like me! I’m Jane. What’s your name?
G: My name is Jane 2.
J: We have the same name!
G: No, my name is Jane 2, the number two, not also too. I think you must be my clone.
J: Your what?
G: My clone. You know, like a twin, or a copy. Well, I only found out yesterday. That’s why I came here, to find you and try to find the scientists that made me. We must find them.
J: This can’t be true! There are no human clones. They must have been lying to you…]
[附：情景劇3
Louise is learning Chinese poems. She comes across the line “清明時節雨紛紛” and asks Li Dai to tell her something about Qingming.
Louise: What is Qingming, Li Dai?
Li Dai: Qingming in Chinese means “clear and bright”. It is also called Tomb-Sweeping Day. It is a day for the living to show love and respect to dead friends, relatives and ancestors.
Louise: When is the day?
Li Dai: It comes on 4th or 5th April.
Louise: What do people do on this day?
Li Dai: People will sweep tombs, put meats, vegetables, wine in front of the tombs. Besides, they
burn paper money for the dead to use.
Louise: That sounds interesting.]
Homework
1. Ask the students to do the exercises on workbook.
2. Ask the Ss to write a short play in their exercise books.
Teaching plan V for Exercises and Revision
Step 1. Check the Ss’ work to make sure if they have finished their homework.
Step 2. Proofread the answers of the exercises on workbook.
Step 3. Let the student ask questions if they get problems while doing the exercises.
Step 4. Review the useful expressions:
1. Ask for permission
Could we/I … ? May/can I …? Shall we …? Is it possible…?
Do you mind…?
2. Talk about possibilies
It can’t be … It could … He might … They must …
Step 5. Review the useful Phrases:
call on bring back day and night pay off at most act out
Step 6. Review the grammar: Use the modal verbs must, can/could, may/might
Certain possible impossible
He must /could/may/might can’t be working.
He must /could/may/might can’t be American.
Step 7. Homework
1. Remember the new words and phrases of this unit.
2. Prepare for the next unit.