The Nechlace

I. Teaching aims and demands 教學目標和要求:

1.Topics 話題

　 1>Talking about drama and theatre

2>Talking about the play The Necklace

2.Function: 交際功能

征求許可(Ask for permission)

Could we/I...? May/Can I...? Shall we...? Is it possible...? Do you mind...?

討論可能(Talk about possibilities)

It can t be... It could... He might... They must...

3.Vocabulary 重點詞匯和短語

　 dormitory; recognise; surely; diamond; explain; ball; jewellery; franc; continue; lovely; debt; precious; positive; attend; earn; lecture; silly; mosquito; bat; besides; outline; plot; quality

call on; bring back; day and night; pay off; at most; act out

4.Grammar:語法

情態(tài)動詞(3)---must, can/could, may/might

1 能夠用英語有把握地猜測某人或某事物現(xiàn)在的情況---must/can t

2 能夠用英語不十分有把握地猜測某人或某事物現(xiàn)在的情況---can/may/could/might

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1第一節(jié)

（一）明確目標　

1. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整體感知

Step 1 Presentation

Say to the Ss many of you must have heard of some good stories, including fairy tales. Can anyone tell us an interesting one?

(Let the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)

Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories.)

（三）教學過程

Step 2 Warming up

Step 3 Listening comprehension

　　 Now let s have some listening training.

Listen to the short play to the tape. Ask the students to listen carefully and do the exercises of this part in their books.

After listening, let the students discuss the mystery.

LISTENING TEXT 1:

Scene 1

John and Mary are in their apartment.

Mary: John, I can't find my necklace and my cellphone.

John: Maybe you just forgot where you put them?

Mary: No, I'm sure they were here on the table.

John: Look at this! There are footprints on the floor.

Mary: Hmm, the footprints look strange. They're so small! Let's follow the footprints and see where they go.

Scene 2

John and Mary follow the mysterious footprints.

John: Aha! The window is open. Someone must have climbed up the tree, gone in through the window, and stolen your cellphone and necklace.

Mary: I think you're right. Oh, and look at this – there is something on the floor here.

John: What is it?

Mary: I'm not sure. It's red and it looks like ... hair! Yes, it is hair. Very thick red hair.

John: This is getting more and more mysterious.

Scene 3

John and Mary have gone into the garden to look for more clues.

Mary: Look, here are more footprints.

John: And what is this? A banana peel.

Mary: A banana peel? What's it doing in our garden? John: I think I know who stole your cellphone and necklace.

Answers:

Scene 1 1 B 2 A Scene 2 1 D 2 C Scene 3 1 B 2 It's a monkey.

Step 4 Speaking practice

　 Divide the class into several groups after going though the 3 different situations given in the book. Help each group to choose one and discuss what will happen next.

After the discussion, one student of each group is asked to report their imagined story. Then the whole groups are required to act it out in class.

Model play of The Secret of the Black Tower

NOTE: (Scene 1 should consist of dialogue based on the description in the SB)

Scene 2

NARRATOR: ... The three friends have gone to bed and are trying to fall asleep when suddenly they hear a sound they'd never heard before.

LI RONGll: (raising his head from the pillow) My God! What was that?

ZHANG FEI: Oh, my, what was that indeed?

BAO NAN: Who cares? Get some sleep!

LI RONGll: Huh? Get some sleep? How can you sleep when you know that --

BAO NAN: Know what? That a terrible monster is about to eat us? 11

ZHANG FEI:. Or maybe it's a dragon that will breathe fire on us!

BAO NAN: Or maybe it's an old rat that ran into a wall and hurt itself.

ZHANG FEI: There are rats in this tower? Li Rongji, you told me this tower had no rats?

LI RONGll: Of course, there are no rats.

BAO NAN: Li Rongji is probably right.

LI RONGll: (wearing a big smile) Ah, so you agree it could be a monster.

BAO NAN: I didn't mean that. I mean it's got to be a mouse. Now go back to sleep, silly.

LI RONGll: I am not silly!

NARRATOR: Suddenly they hear the noise again, only this time it is louder.

LI RONGll: Does that sound like a mouse to you? Huh? Huh?

ZHANG FEI: Yeah, mice squeak, they don't roar.

BAO NAN: OK. Then go have a look and find out for yourself.

LI RONGll: What? Are you crazy? I'm not climbing down those stone stairs by myself in the dark. Oh, no!

BAO NAN: Then take Zhang Fei with you. And let me get some sleep.

NARRATOR: After making some plans, they take off their shoes to beat the monster, they climb down the stairs. Just as they are passing a small window in the tower they hear the sound again.

LI RONGll: Oh, my! There it is again!

ZHANG FEI: (looking out the window) Look! A rainstorm!

TOGETHER: And lots of lightning. (They look at each other, feeling ridiculous. For a moment, the lightning stops and it becomes very quiet. )

BAO NAN: Zzzzz….Zzzzz

LI RONGJI: What was that? That noise came from inside this tower.

ZHANG FEI: You're a great detective, Li Rongji. (He yawns.) That's Bao Nan having a good rest.

LI RONGJI: Huh? Get some sleep? How can you sleep when you know that

BAONAN: Know what?

（四）總結擴展

Step 5 Necessary language points

The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.

Listening and speaking聽說要點

1>Each scene will give you a clue that you can use to solve the mystery..

clue [用法]n.[C] (解決疑案、問題等的)線索,跡象,提示[(+to)]

[舉例]"Do you know the time of the next train?" "I don t have a clue."

"您知道下一班火車的時間嗎?" "我一無所知。"

The police have no clue to his identity.

警察沒有可以確定他的身份的任何線索。

mystery [用法]n. 神秘的事物;難以理解的事物;謎[C]]

[聯(lián)想]mysterious a. 神秘的;不可思議的

2>The black tower is a scary place.

scary [用法]a.1. 引起驚慌的 2. 膽小的;提心吊膽的

[聯(lián)想]scare vt. 驚嚇,使恐懼

scared a. 吃驚的, 嚇壞的; 恐懼的

Step 6 Summary小結:

Step 7 Homework

Period 2第二節(jié)

（一）明確目標

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about the play.

（二）整體感知

Step 1 Presentation

Today we come to the Reading. It s about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We will come to 3 scenes given in the text.

（三）教學過程

Step 2 Pre-reading discussions

Questions 1-3: answers will vary.

Step 3 Reading

Read the text carefully again, and give the students some explanations.

1. Let’s the students read the first scene of the play as quickly as they can. Try to answer the following questions.

(1) what‘s the matter with Mathilde?

(2) Why didn’t Jeanne recognize her at first?

(3) Why has she been working so hard?

(4) Why did she need to borrow some jewellery?

2. The students are encouraged to find out more about the necklace in scene two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.

(5) Why was Mathilde worried?

(6) What did Pierre suggest?

(7) What did they decide to do?

3. In scene 3, we’ll find out the ending of the story. Read it quickly and find what happened on the way home after the ball.(suggested answer: Mathilde saw the necklace was no longer around her neck.)

參考答案：

(1) She has been working hard for 10 years.

(2) She looks older than her age and she doesn’t look well.

(3) Because of the diamond necklace.

(4) She was invited to a ball at the palace so she needed to borrow some jewelley.

(5) She didn’t have an evening dress or any jewellery to wear.

(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.

(7) Mathilde decided to go and borrow some jewellery from Jeanne.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation. Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.

Step 5 Post-reading

1. Mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to

make a dialogue between Mathilde and another person in the palace.

2. Ask the students:” how do you think Mathilde felt when Jeanne told her the stone in the necklace

were made of glass, not diamonds?”

Let the students continue the story and write a similar scene.

Answers to Part 1:

1 E 2 C 3 B 4 F 5 A 6 D

Sample story for Part 2:

Scene 4

M = MATHILOE P = PIERRE

M: You will never guess whom I met today in the park. P: Oh, was it someone important?

M: Why, yes, you could certainly say that. (Looking at him.) I met Jeanne.

P: No, you don't say?

M: Yes, she was sitting there when I walked by but she didn't know it was me.

P: How could she forget? (He sees his wife putting her hands to her face) Oh, I'm sorry.

M: That's all right. Anyway, we both know I did it to myself.

P: Did what, dear?

M: Made a fool of myself. I simply had to be the loveliest lady at the ball and look what it cost me and you. I'm sorry.

P: Forget it, dear. What's past is past. You mustn't keep blaming yourself.

M: But you don't know the worst part. Oh, I still can't believe it! She told me that the diamond necklace wasn't real.

P: What do you mean? M: It wasn't real. It was only worth a few hundred francs.

P: Oh my goodness! And we worked so hard to pay for that necklace. Our whole life... But at least we did the right thing. We must forget about the past. At least we still have each other.

M: (not listening) And to think she gets to keep the necklace now! (She shakes her head many times)

P: Forget the necklace. It can only bring you as much trouble as the old one.

（四）總結擴展

Step 6 Summary 小結

Step 7 Homework

Period 3第三節(jié)

（一）明確目標

1. Learn about the useful words and expression in the reading text.

2. Learn how to use "had better", "should" and "ought to" while giving advice.

3. Discuss the answers to all the exercises in the Students’Book.

（二）整體感知

Step 1 Presentation

In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.

（三）教學過程

Step 2 Language points in the reading text

1>But I don t think I know you.

[解釋]本句包含否定轉移現(xiàn)象。一般說來，think, believe, suppose, expect, fancy, imagine

等動詞后面賓語從句的否定詞要轉移到主句中，即主句的謂語動詞用否定式，而從句的謂語動詞用肯定式。 （更多解釋請到語法專欄）

2>But you may not remember me..

may [用法]v.aux.1. (表示可能性)可能,也許

2. (表示許可或請求許可)可以

3. (表示希望、祝愿等)祝,愿

4.may not表示可能不或不可以

[舉例]She may be a nurse. 她可能是個護士。

"May I come in?" "Yes, please." "我可以進來嗎?" "請。"

May you succeed! 祝你成功!

3>I would rather not tell you..

would rather [用法]1.would rather+動詞原形，表示寧愿做什么

2.否定形式為would rather not do

3.would rather加句子常用虛擬語氣形式，從句動詞用過去式

4>So I need to borrow some jewellery..

jewellery [用法]珠寶之總稱 [聯(lián)想]jewel [c]

5>And a new dress costs over four hundred francs..

cost [用法]vt.1. 花費 2. 使付出(時間、勞力、代價等),使喪失

[舉例]The car cost him around ten thousand US dollars. 這車花去他一萬美元左右。

The error cost the company one million pounds. 這錯誤使公司損失了一百萬英鎊。

6>Does that matter?

matter [用法]vi. (常用于否定句和疑問句)有關系,要緊

[舉例]All these things do not matter now. 所有這一切現(xiàn)在都無關緊要了。

7>She married a man with a lot of money.

marry [用法]見高一上冊 unit 2

8>So I called on you and asked if I could borrow some jewellery..

call on [用法]拜訪某人 [聯(lián)想]call at 訪問某地

9>You tried it on and it looked wonderful on you.

try...on [用法]試穿

10>Well, after all these years we ve at last paid off all our debts

pay off [用法]還清 [聯(lián)想]pay for 付錢買什么；為什么付出代價

11>It was worth five hundred francs at most.

worth [用法]a.1. 有(...的)價值,值... 2. 值得(做...)

[舉例]This necklace is worth 1,000 US dollars. 這條項鏈值一千美元。

That novel is not worth reading. 那部小說不值得一讀。

The exhibition is worth a visit. 這展覽值得一看。

[聯(lián)想]be worthy to be done; be worthy of being done

Step 3 Practice: Vocabulary

1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.

Answers to Exercise 1:

1 continue 2 ball 3 recognise / recognize 4 diamond 5 jewellery / jewelry

Answers to Exercise 2:

1 payoff 2 any more 4 call on 5 at the most 7 at all

Step 4 Practice: Grammar

2. Grammar talks about possibilities

When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.

When you think that something is very possible, you use “can”.

When you think that something is possible, but you are not very sure, you use “could”, “may” or “might”.

Go through the sentences in the book with the whole class.

Answers to Exercise 1:

1 He can't be at home. / He must be out.

2 They must earn a lot of money.

3 They must be poor. / They can't be very rich.

4 He must be terribly busy.

5 It must be very interesting.

Answers to Exercise 2:

1 must / may be 2 can't be 3 must / may be 4 can't be 5 must / may be

（四）總結擴展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

Step 6 Homework

Period 4 第四節(jié)

（一） 明確目標　

1. Review the language points learnt last period.

2. Do some reading about Snacks.

3. Do some writing to develop the students writing skill.

4. Get students to know the use of the modal verbs: must, can /may /might

(二) 整體感知

Step 1 Presentation

Today we are going to deal with the part “l(fā)anguage study”. First, let’s come to “words study”, and then we’ll talk about the grammar.

（三）教學過程

Step 1 Question the students on some language points

Step 2 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks".

Step 3 Listening to the Passage

Step 4 Reading comprehension

After fast reading, do the following True-or-False exercises.

Answers to comprehension

1 TV shows have plots, that is, 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 The roles we play in life may be real or fake. We may act the way we truly 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 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.

4 The task here is for Ss to take one of the two prompts from the reading and create a play around it. One deals with a student who meets an alien on her way to her grandmother's home. The other involves a student who meets a girl on her way to school who looks exactly like her.

Give the students some explanations when necessary.

Step 5 Writing

　　 Now let s have some listening training.

Sample plays:

1 A strange encounter

Cast of characters

Jane, a teenage girl

Jane 2 ("Girl"), Jane's clone

J = lane; 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 song. 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!

G: No, you look like me!

J: 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, you know, the number two, not also too.

J: What do you mean?

G: I'm not sure, but I think that you must be my clone.

J: Your what?

G: Your clone. You know, like a twin, or a copy.

J: I didn't know I had a twin.

G: 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 him!

J: This can't be true! There are no human clones. They must have been lying to you.

G: Think about it. Look at us. We are the same. We must be clones.

J: If you are right, then why didn't my parents tell me about you?

G: They must not have known. But we can't keep it a secret anymore. We must go and tell them at once.

J: OK, let's go. (Girl moves towards exit.) No, wait. I have a better idea. If we are the same, and if nobody knows it, maybe we should try to have some fun before we tell people. Let's go to my school and play a trick on my classmates.

(They laugh and walk off stage.)

2 You must believe me!

Cast of characters

Mary Smith, a teenage girl

Peter Scoles, one of Jane' s classmates

Steven Smith, Mary's father

Angela Smith, Mary's mother

Ploink and Bzoink, aliens from the planet Hummdrumm

M = Mary; J = Jeff; S = Steven; A = Angela

Scene 1

(Mary is sitting at home. She is reading a book. Suddenly a strange red light shines from a corner of the room. There:S- a loud crash and suddenly Jeff is standing in Mary’s room.)

M: Jeff! Where did you come from?

J: (Looks around.) Where am I? Is that you Mary? M: Yes, of course it's me.

J: Quick, tell me what year it is!

M: What do you mean? It's 20O4! What a strange question.

J: 2004! Thank goodness! Oh, Mary, I'm back!

M: What do you mean "you're back?" Where have you been?

J: I've been to the future!

Scene 2

(Jeff and Mary are talking to Steven and Angela, Mary’s parents.)

A: Now, that's a strange story, Jeff. You say you were on your way to your grandmother and then some ...

J: Small green men.

A: Small green men took you to the year...

M: 4089.

S: That's ridiculous, Jeff. Your story can't be true. You must be lying or trying to play a trick on us. You mustn't lie to people, Jeff!

J: I'm not lying, Mr. Smith! It's true. I know it must seem strange, but I am telling you the truth. You must believe me. The people in the future warned me about something terrible that will happen next month. We must stop it from happening!

A: You must understand that it is difficult for us to believe you, Jeff.

J: Please listen to me! Here's what they told me...

(Scene ends. The next scene is set in the future. The aliens are telling Jetf what will happen.)

Scene 3

(The year 4089, aboard an alien spaceship. Ploink and Bzoink are showing Jeff what the Earth looks like in the future. They are wearing speaking devices that translate what they say into English.)

P: Look, Jeff, I know this is difficulty to believe, but you must listen to us. It's for your own good. Look at the earth down there. Do you see any people or animals?

J: No, no... it's all... empty and quiet. And there are no trees or planet. And why is the water black?

B: That's what we are trying to tell you. All life on earth will die unless you start thinking about the environment.

J: Oh my! What happened? How did the earth end up like this? It was such a beautiful planet!

P: Yes, it was. But it's not too late. That's why we have been sent here. You can save the earth!

J: Me? Save the earth? No, that can't be right. I'm just a middle school student. I can't do anything about this.

B: You're wrong, Jeff. There is something you can do, in fact must do if you want to keep the future from looking like this.

J: But what can I do? '

P: It's simple. We have looked at what happened in the past and we know that what you did...

B: Or rather what you didn't do!

P: That's right, what you didn't do caused all this.

J: What, me? How?

P: Next month, there will be a special program about the environment in your school. You and your classmates were asked to take part in a speech competition.

J: Yes, but I'm not going to give a speech ...

B: That's the problem! We have looked at another possible future...

J: What do you mean "another future"?

P: We can do that. We saw another future where you gave the speech together with your friend Mary. You won the speech competition and were chosen to give: your speech on TV. People listened to your speech and started thinking about the environment. You and f your classmates learned more about the environment, as did students all over the world. Because so many people thought about the environment and made small changes in their life, the earth was saved. Look at this. (They show Jeff another future, where the earth is green and blue again and full of life and happiness.)

J: (With tears in his eyes.) That's beautiful.

P: Now go back and give that speech, Jeff. The future of this planet depends on it.

J: Yes, I must. I will. Let's go!

（四）總結擴展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

1>I don t like plays that much..

that [用法]ad.【口】那樣,那么

2>I act as one of the heroes in the game..

act as [用法]充當；擔任

3>Why don t we try writing a play of our own?

try writing [用法]見高一上冊 unit 12

4>And Besides, we have to start somewhere if we want to learn how to write plays..

Besides

[用法]ad. 此外,而且,加之

[舉例]The driver couldn’t see either. Besides, the roads are nearly impassable.

剛才司機也看不清楚。而且這些路簡直無法通行。

Besides, I want you to promise me one thing. 此外,我要你答應我一件事。

5>If we work together, we might come up with a very good story.

come up with [用法]見高一上冊 unit 3和unit 9

Step 7 Homework

Period 5 第五節(jié)

（一）明確目標

1. Do some listening to improve the students listening ability.

2. Making simple dialogues to train the students speaking ability.

（二）整體感知

Step 1 Presentation

Today we come to the Workbook and do the listening comprehension and also do some talking practice.

（三）教學過程

Step 2 Listening comprehension

LISTENING TEXT

W: Woman P: Policeman

W: Excuse me, please. I've lost a necklace. I wonder if anyone has brought it in here.

P: When did you lose it?

W: I lost it in the street yesterday when I was on my way home from a party.

P: Are you sure you lost it in the street?

W: Yes, I’m sure. I had it on when I put on my coat to leave the party. When I got home and took my coat off, it was gone. I’ve looked in the hall of my house, but I can’t find it.

P: Right. I’d better write down the information. Then if anyone hands it in, we can return it to you. May I have you name, please?

W: Mrs. Roome. That’s R-double oh-M-E.

P: And the address?

W: 40 Spring Gardens, Knotley. That’s K-N-O-T-L-E-Y.

P: And is there a telephone number?

W: Yes, it's 0993 464392.

P: Where did you lose the necklace?

W: Somewhere between High Street and Spring Gardens.

P: Could you describe the necklace to me?

W: Yes. In the centre there's a large light blue stone, rather like an egg. And on either side there are small round stones and long thin ones; they are light green in colour.

P: Right, Mrs. Roome. If it comes in here, we'll ring you.

Answers:

Ex. 1: Picture 4

Ex. 2: Mrs Roome 40 Spring Gardens, Knotley 0993 464392 Between High Street and Spring Gardens

Ex. 3: 1 lose 2 sure you lost it 3 May I have your 4 And the 5 is there a telephone

6 Where did you lose the 7 Could you describe the necklace

Step 3 Talking practice

Situation 1

(Mathilde and her husband are sitting at the breakfast table. They both look sad and shocked.)

M = Mathilde H = Husband

M: Oh my! I can't believe I lost the necklace. What are we going to do? (She starts crying.)

H: There, there, don't cry. We'll think of something. Maybe someone has found it.

M: Oh, if only that were true! That necklace is very expensive. We must find it so we can return it.

H: Well, if we don't find it, we'll have to tell your friend that you lost her necklace.

M: That's impossible! I couldn't live knowing that I had lost my friend's necklace. No, if we don't find it, we'll have to buy a new one.

H: How can we buy a necklace like that? We don't have that much money?

M: I don't care what we'll have to do, as long as we return the necklace. (She is getting upset again.)

H: Ok, calm down. I suppose we could try to borrow some money at the bank. Of course, it would take us many years of hard work to pay back the loan.

M: Oh darling, we must! Please help me! We can make it if we both try our best.

H: I know we can. Let's go to the bank tomorrow and see about that loan.

M: Thank you!

Situation 2

(Mathilde returns after talking to her friend. She looks tired. Her husband is sitting in his chair. He is old and tired.)

M: Oh, Pierre! Pierre!

H: What is it?

M: I just talked to the friend whose necklace I lost. You can never guess what she told me!

H: What?

M: The necklace ...

H: Did she discover that we had bought a new one?

M: No. Oh, the necklace I lost, it, it ... it wasn't real!

H: Not real? What do you mean?

M: It was made of glass.

H: Oh my! And we... we worked so hard to pay back that loan. All those years.

M: I was angry at first and I felt so stupid, but now I think we still did the right thing. We may have worked hard and ...

H: At least we did what we had to do.

M: Yes. But, if only...

H: Yes, if only...

Step 4 Sample talking

Step 5 Summary 小結

Step 7 Homework

Period 6 第六節(jié)

（一）明確目標

1. Discuss all the answers to the exercises in the Workbook.

2. Learn to use the grammar knowledge

3. Further develop the students’ writing skills.

（二）整體感知

Step 1 Presentation

In the class

（三）教學過程

Step 2 Vocabulary

Answers to Exercise 1:

1 I except / besides 2 except (for) 3 besides

2 I called off 2 called on 3 calls... up

3 I brought back 2 bring about 3 brought up

Answers to Exercise 2:

1 dormitory 2 beautiful 3 precious 4 outline 5 qualities 6 lecture

Answers to Exercise 3:

1 come on 2 call on 3 hold on 4 kept on 5 went on 6 try on 7 turned on 8 put on

Step 3 Grammar

Answers to Exercise 1:

ID 2A 3B 4C

Answers to Exercise 2:

in, to, at, on, for, for, from, at, after, for, as, After, for, When, that, until, of, at

Answers to Exercise 3:

Various answers are possible.

1 I think the tiger must be in the box on the right because the princess doesn't want the young man to many the young woman. OR.. on the left because the princess wants to save the young man's life.

2 I think the tiger can't be in the box on the left because the princess doesn't want the young man to many the young woman. OR .. on the right because the princess doesn't want the young man to die / be eaten by the tiger.

3 I think the princess may wan_ to help the young man marry the beautiful young woman because she doesn't want the young man to die / be eaten by the tiger.

4 I think the princess may not want to see the young man go into the box with the young woman in it because she does not want the man to many the young woman.

Step 4 Integrating skills

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not) , "ought (not) to or should (not) .

Many students like having snacks. Is the habit good or bad? Let s read “Snacks".

Step 5 Listening to the Passage

Step 6 Reading comprehension

After fast reading, do the following True-or-False exercises.

1 Various answers are possible. Actors prepare for a performance by learning the lines of the play, but they also need to understand the character they are going to play. They may change the way they look or watch how a person like their character lives. (Students may also answer the question by describing how actors develop their basic skills, as outlined in the reading passage.)

2 I-Paragraph 2; 2-Paragraph 1; 3-Paragraph 5; 4-Paragraph 3; 5-Paragraph 4.

4 Various answers are possible.

Skill On stage In real life

Remember lines Remember what to say Study, take exams

Speak clearly Speak to the audience Give a speech, read poetry

Understanding feelings Playing a character Understanding ourselves and our

friends

Team work (Various answers Act together with other actors Study together, work together

are possible)

Step 7 Sample writng

Dear Fantastic Films,

My name is Song Lin and I am fifteen years old. I live in a town in western China. I read your ad and decided to send you a letter. I have always wanted to be an actor. When I was five years old, I used to sing songs and read poems to my family. In school, I have acted in many plays and I have also taken some classes in acting. Last year, I was given an award by our town for my performance in the play Let's Dance. I think I could be a good actor, because I am interested in people and the way they think. If I can study acting in your school, I am sure that I can learn the things I still need to become _ good actor. Becoming a star is not so important to me, but I would love to spend my life working in the film industry. I want to make films that show people how beautiful life can be and that make people smile and happy. Thank you for giving me this chance, I hope you will choose me as one of the students for your school.

Yours sincerely,

Song Lin

（四）總結擴展

Step 5 Summary

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

4. Workbook

1>Have you ever dreamed of becoming an actor?

dream of [用法]1. 夢見 2. 夢想;渴望

[舉例]I dreamt of seeing her last night. 我昨晚夢見了她。

Many boys dream of becoming pilots. 許多男孩夢想成為飛行員。

2>The first thing an actor must have is the desire to become an act and the belief that he can act well.

desire [用法]見高一上冊 unit 11

belief that... [用法]that引導的是同位語從句。高一上冊就多次出現(xiàn)，如高一上冊 unit 1以及unit 9等。

3>Students are then asked to close their eyes, concentrate on the object...

concentrate [用法]vt.1. 集中;聚集,集結(+on/upon)

vi.1. 集中;聚集,集結 2. 全神貫注;全力以赴(+on/upon)

[舉例]We must concentrate our attention on efficiency.

我們必須把注意力集中在效率上。

Our population is concentrated in the big cities. 我國人口集中在大城市里。

She couldn’t concentrate on a book very long. 她不能長時間專心讀一本書。

4>When Tom Hanks shot the film, he had to lose a lot of weight to look like someone.

shoot [用法]拍攝

[舉例]The new movie was shot in Africa. 這部新的影片是在非洲拍攝的。

Step 7 Homework

Period 7 第七節(jié)

1． 檢查本單元單詞、短語及相關句型。

2． 講評統(tǒng)一布置的課外基礎練習。