Teaching objectives and demands:
1. Words and useful expressions:
Necklace, scene, recognize, diamond. Government, ball, palace, jewellery, accept, invitation, franc, after all, continue, call on, pretty, happiness, not…any more, exactly, day and night, pay back, valuable, worth, at the most, match, steal, thief, describe, case, description, belt
2. Grammar: indirect speech
3. Students should know something about a play.
4. Students can get the deep understanding of the play.
5. Students can retell the main idea of the first part of the play; they can also act it out.
6. Language use: Manipulate listening, speaking practice
Key points:
1. Words and useful expressions
2. Deep understanding of play
Time arrangement:
This unit is arrangement to be finished in 5~6 teaching periods, including a unit test.
Teaching procedures:
Lesson 69 The Necklace
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Revise some jewelry vocabulary by showing the pictures to the students: Ring, earring, necklace, gold, silver, and diamond. Explain more about diamond. The teacher may give the Students some information about it. Tell them how to choose the best diamond simply (5C’s: carat, color, clarity, cut and cost).
Step 2. Presentation
Do you know any stories written by Guy de Maupassant?
Do you know the story The Lost Necklace written by him?
Today we’re going to watch the one-act play, which is based on Maupassant’s best-known story “The Diamond Necklace”. Maupassant (1850-1893) was a well-known French novelist and short-story writer. He was born in Normandy, France, on Aug.5, 1850. As a schoolboy, he was very much interested in literature, and won a prize for one of his poems. So his writing began at an early age, and he became a famous novelist in his thirties. He wrote in the tradition of the 19th century French realism. Most of his works were about everyday life of the simple humble people. As he had worked in government departments since 1871, he became familiar with the life of government workers. And this experience helped him create his best short story “The Diamond Necklace”. He had a fine use of irony. His style was direct and simple, with attention to realistic detail. All these can be seen from the play we’re going to learn.
While you are going to read the play, please try to think about the questions:
1. What’s the matter with Mathilde?
2. Why didn’t Jeanne recognize her at first?
3. Why has she been working very hard?
4. How do you think Mathilde felt when Jeanne told her stones were made of glass, not diamond?
Step 3. Discussion
Give the Students some time to discustudents the main idea of the play in groups of four after watching the video. Then get them to discustudents the four Qs which the teacher has given above. Each group chooses a leader to report their answers in front of the class.
Step 4. Read and think
Before you’re going to reread the first two scenes. Pay attention to the stage directions printed in italics. The stage directions should use the present tenses and use the languages as simple as possible. Go through the first 2 scenes and summarize the gist of them.
Scene 1 Reunion of the two old friends: (Meet again after ten years’ separation.)
Scene 2 Flashback: Talk about the invitation to the ball at the Palace.
T: Read Scene 1 again and try to find the answers to the Qs:
1. Where does the story happen?(in a park in Paris)
2. Why did Mathilde look so old?(She had done 10 years of hard work).
3. Why was that? (She had borrowed a necklace from Jeanne and lost it…)
After checking the answers, have the Students read Scene 2 and ask:
4. Where does it happen? (At the home of the Pierres)
5. How did Pierre feel? Why? (Happy, he got some wonderful news)
6. How did Mathilde feel at the news? How do you know? (Too excited, she said, “I can’t believe it”)
7. What did she want for the ball? (An evening drestudents and some jewellery)
8. Did they have money to buy some jewellery? (N0)
9. What did Pierre suggest? (Why not borrow some from Jeanne?)
Give the Students some time to discustudents the main idea of the play in groups of four after watching the video. Then get them to discustudents the four questions that the teacher has given above. Each group chooses a leader to report their answers in front of the class.
Step 4. Explanations to the play
1. Scene 1 A park in Paris, 1870. Jeanne ( J) is sitting in the park. Mathilde (M) walks towards her. 第一場 1870年在巴黎的一個公園。讓娜(讓)在公園里坐著。瑪蒂爾德(瑪)向她走來。
scene的意思是“場景”。 在獨幕劇中可以有若干個場景。本文是一個有三場的獨幕劇 ( one - act play with three scenes)，這是第一場。劇本通常首先介紹故事發生的時間( time) 、 地點( place) 和劇中人物(characters)， 而以劇中人的對白(臺詞)為主體。臺詞以外的說明叫舞臺指導語，通常排成斜體，或置于括號中。舞臺指導語可以是短語，也可以是句子。 句中的謂語動詞可以是一般現在時態，也可以是現在進行時態。
2. I'm sorry, but I don't think I know you. 很抱歉，我想我并不認識你。
在第二場(Scene 2)中還有類似結構的句子：
But I don't think we can go. 但是，我想我們不能去。
請注意上述兩個句子英語與漢語表達方式的不同。這兩個句子都是主從復合句。英語的主句是“ I don't think…” (否定式)，從句是“I know you./We can go.”( 肯定式)；漢語的主句是“我想……”(肯定式)，從句是“我不認識你。/ 我們不能去”(否定式) 。總之，在英語動詞 think, suppose, believe等構成的帶賓語從句的復合句中，主句該用否定式，賓語從句該用肯定式。 這一點同漢語的表達方式恰巧相反。例如：
I don't think I should do that. 我認為我不該做那件事。
I don't believe she's lost the necklace. 我認為她并沒有丟失項鏈。
I don't suppose they'll be back tonight. 我想他們今晚不會回來了。
3. In fact you do. (=In fact you know me.) 事實上你認識我。
句中的do用來代替上文的動詞know， 以避免重復。英語中用助動詞do(does, did)來代替上文的動詞， 這樣的句子很多。例如：
“Who wrote the play?”--“Maupassant did.”
“這個劇本是誰寫的?”--“是莫泊桑。”
We all love singing, but he doesn't. 我們都喜歡唱歌，他卻不喜歡。
She wished to become an artist. She still does.
她過去想當藝術家，現在仍然想當。
4. Where have you been all these years, Mathilde? 這些年你上哪兒去了，瑪蒂爾德?
“have been to (some place)”意思是“去過(某地)”， 也就是說“曾經去過(某地)，但現在已經回來了”。例如：
“Have you ever been to that nature park?”--“ Yes, I have been there.”
“你到那天然公園去過嗎?”--“是的，我去過。”
“I was looking for you. Where have you been? ”--“I've been to the library.”
“我一直在找你呢。你上哪兒去了?”--“我上圖書館去了。”
Mistudents Li teaches us English; she has been to Britain.
李小姐教我們英語，她去過英國。
“have gone to (some place)”意思是“去了(某地)”，暗含的意思是“已經去了，還沒有回來”。例如：
“Where is Mary?”--“She has gone to the library. She won't be back until 12 o'clock.” “瑪麗到哪兒去了?”--“她到圖書館去了。十二點以前她是不會回來的。”
“Is Jack in?”--“No, he is out. He has gone to the doctor's.”
“杰克在家嗎?”--“他不在家，去看病了。”
5. That's because of hard work--ten years of hard work. (=That's because we have worked very hard these ten years.) 那是因為勞累的原故 --十年的勞累呀!介詞詞組because of 作“因為”解，后跟名詞，構成介詞短語， 在句中作表語或狀語。例如：
She looks very sad. That's because of the bad news --the news of her mother's death. 她看上去很憂傷， 那是因為那個壞消息的原故--她的母親去世了。
The helicopters couldn't get close enough. That's because of the thick smoke from the fire. 直升飛機無法靠近，這是由于大火產生的濃煙的原故。
They didn't start because of the snow. 因為下雪，所以他們沒有出發。
The patient cried because of the pain in the leg.
這位病人因為腿部疼痛而哭了起來。
上述例句中的because of短語都可以用because從句來代替。例如：
She looks very sad. That's because she has got the bad news of her mother's death.
The patient cried because he had the pain in the leg.
6. Have times been hard for you? (= Has your life been difficult?) 這些年來生活不太好吧?
times(復數)作“境況”、“日子”、“時代”解， 常用來表示生活情況或生活環境。例如：
All of them had hard times during the war. 戰爭期間他們的日子都很難過。
Times have been good since 1980. 從1980年以來生活就好過了。
The times are different; but he still has some old ideas.
時代不同了，而他還有一些舊的觀念。
The first Olympic Games in modern times opened in 1896.
第一屆現代奧林匹克運動會是1896年舉行的。
7. Years of hard work, very little food, only a small cold room to live in and never a moment's rest.多年勞累，食不果腹，寒舍斗室，無從休息。
(1) 這段話是瑪蒂爾德對自己貧困生活的高度概括。 它由四個名詞詞組構成，表明了四個完整的意思。這種結構叫單成分句(one-member sentence) 。它本身就是一個相對完整的語言單位，無需增補其它的句子成分。 使用這種單成分句顯得言簡意明，深刻感人。
(2) “years of hard work”(多年勞累)中的復數名詞 years 表示“好多年”的意思。英語中某些表示時間的名詞， 它們的復數形式有時具有一定的感情色彩，或指“時間之長”， 或指“時間之短”。例如：
They waited for hours before they were let in. 他們等了好幾個小時才讓進去。
They came to the station only minutes away before the train started.
他們臨開車前只有幾分鐘才到達火車站。
8. Do you remember one afternoon ten years ago when I came to your house and borrowed a necklace of yours? 十年前的一個下午，我到你家借過一條項鏈，你還記得嗎?
句中的定語從句“when I came…of yours ”是修飾先行詞one afternoon的，ten years ago 是定語， 也是修飾 one afternoon的。
一般說，定語從句總是緊跟先行詞后面的， 但有時候定語從句與先行詞之間被其它成分隔開來。如本句的 when- clause 與其先行詞 one afternoon之間被定語ten years ago隔開來了。
這樣的定語從句叫分隔定語從句。例如：
The days in the past when we got together by the seaside will never come again.
過去我們在海邊相聚的日子不會再來了。(從句when-clause 修飾先行詞the days，中間被定語in the past隔開。)
Carl still remember one afternoon in his first year when the professor took the students to the chemistry lab.卡爾仍然記得一年級時，教授帶著學生到化學實驗室去的那個下午的情景。(when-clause修飾先行詞one afternoon，其間被定語in his first year隔開。)
The necklace was gone that Mathilde borrowed from her good friend Jeanne. 瑪蒂爾德向好友讓娜借的那條項鏈不見了。(that-clause修飾先行詞the necklace， 其間被謂語was gone隔開了。)
9. P: …We've been invited to the ball at the palace. ……我們被邀請參加宮廷晚會。M: Really? I can't believe it. 真的嗎?我不相信。
句中的“Really?”是表示驚奇的交際用語，常用在聽到高興或憂傷的消息時以表示驚異的情緒。例如：
A: Jimmy has won the first prize. 吉米獲得一等獎了。
B: Really? I can't believe it. 真的嗎?我不相信。
A: Jimmy's mother died this morning. 吉米的媽媽今天早上去世了。
B: Really? I'm sorry to hear it. 真的嗎?聽到這消息我很難過。
A: Jimmy's ill. He feels terrible. 吉米病了，他感覺非常難受。
B: Really? Why not go to the doctor's? 真的嗎?為什么不去看病呢?
10. I've written to accept the invitation. 我已經寫了信，表示接受邀請了。
名詞invitation和動詞的搭配有：accept an invitation 接受邀請
give sb. an invitation 給某人發邀請
receive an invitation 收到邀請
refuse sb's invitation 拒絕某人的邀請
send out an invitation to sb. ( 向…… ) 發出邀請注意
accept與receive的區別：receive表示“收到(某物 ) ”；accept表示“接受(某物)”。你收到了某物(receive sth.) 可能接受它(accept it)，也可能拒絕接受(refuse it)。例如：
She received the invitation but she didn't accept it.
她收到了請柬，但沒有接受邀請。
He received a nice present from John and happily accepted it.
他收到了約翰送給他的精美禮品，而且愉快地接受了。
11. But, just this once. After all, this ball is very important. 不過，就只這么一次。(要知道)這次舞會畢竟很重要啊。
(1) “But just this once. ” ( = But just on this occasion.)是承接上文(That's a lot of money)而來。 意思是“盡管做衣服要花掉一大筆錢，但是宮廷舞會機會難得，花就花它這一次吧。”
(2) after all作“畢竟，終究，到底”解，含有“要知道……”、“別忘了……”的含義，用來說服或提醒對方， 引出對方似乎忘記了的某個重要的論點或理由。 表示這層意思時， after all 通常要放在句首。例如：
I think we should do the work by ourselves. After all, we are grown-ups now.
我想我們該自己動手做這些事了，(要知道) 我們畢竟是成年人了。
Why is he not allowed to stay here? After all, it's his home.
為什么不讓他呆在這兒?(別忘了)這兒畢竟是他的家嘛。
after all也可以放在句子的末尾，這時有“雖然……， 但畢竟……”的含意，表示和預期的情況相反，說話人的意思轉折。例如：
They met with difficulties, but I hear that they've succeeded after all.
他們遇到了困難，但我聽說他們終究是成功了。
She said she would not go to the ball, but she went there after all.
她說過她不到舞會上去的，但是她終歸還是去了。
12. M: But there's another thing, Pierre. I have no jewellery to wear. 比爾，還有一件事哩。 我還沒有首飾戴。
P: Does that matter? Can't you just wear a flower instead? (=Is it important? Why not pin a flower to the front of your dress?) 這要緊嗎?難道不可以戴朵花嗎?
(1) wear vt.穿(戴)著。表示穿著的狀態，可以是穿衣(襪、鞋等)，也可以是戴帽(花、首飾、眼鏡等)。例如：
Children wear beautiful clothes on holidays. 節日里孩子們穿著漂亮的衣裳。
Paul's chemistry teacher wore a pair of thick glasses.
保羅的化學老師戴著一副深度眼鏡。
At the ball most ladies wore jewellery, only Mary wore a flower.
在舞會上，大多數女士戴著首飾，唯獨瑪麗別著一朵花。
put on作“穿上、戴上”解，表示穿戴的動作。例如：
Children put on some warm clothes and went out.
孩子們穿上暖和的衣服就外出了。
Why not put on your glasses to read the letter? 為什么不戴眼鏡看信呢?
(2) “Can't you just wear a flower instead? ”是一個否定疑問句。這類用can't/don't/haven't 等開頭的否定疑問句常用來表示說話者對某事感到驚訝、意外，并含有批評、 責難之意，相當于漢語的“難道……嗎?”例如：
Don't you know her name? She's your music teacher.
難道你不知道她的名字嗎?她是你的音樂老師呀。
Can't you help your good friend? Just this once.
難道你不應當幫助你的好朋友啦?就只這一次呀。
Professor Smith is so famous. Haven't you heard about him?
史密斯教授這樣名氣，難道你就沒聽說過嗎?
(3)instead adv.代替，取代。含有“不這樣，而那樣”的意思。例如：
There was no bus then. We had to walk home instead.
那時候已經沒有公共汽車了，我們只好走路回家。
You don't have to write him. You can telephone him instead.
你不必給他寫信，你可以打電話給他。
13. She married a man with a lot of money. 她嫁給了一個很有錢的人。
marry vt.嫁、娶。漢語說“A嫁/娶了B”，或“A與B結婚了”，英語該說“A married B”，不說“A married with B”。例如：
John is going to marry Alice. (or, Alice is going to marry John.)
約翰要娶愛麗絲。(或：愛麗絲要嫁給約翰。)
Alice married a Frenchman.(不說： Alice married with a Frenchman.)
愛麗絲嫁給了一個法國人。(或：愛麗絲同一個法國人結婚了。)
marry也可以作不及物動詞，也是“結婚”的意思，例如：
The scientist didn't marry until forty. 那位科學家直到四十歲才結婚。
John and Alice married last month. 約翰和愛麗絲上個月結婚了。
在非正式英語中，常用be married或get married 表示婚姻狀態。如上述二例可以改成：
The scientist wasn't married until forty. John and Alice got married last month.
又如：“Are you married?”--“No, I'm single.”
“你結婚了嗎?”--“沒有，我是單身。”
Step 5. Reading
Divide the clastudents into two. The first half practice Scene 1 in pairs, and the second half practice Scene 2 in pairs. Tell them to put their feelings into the lines. Encourage the students to look at their partner as they speak. Get several pairs to act out the scene in front of the class. Then let them change the roles.
Step 6. Workbook
SB1b, Page 64, Exx.1~3. Tell the students to do the 3 exercises individually and then check the answers with the clastudents if time permits.
Step 7. Homework
(1) Finish off the exercises of Lesson 69 in the workbook.
(2) Preview Scene 3 the play and find out the finale of the play.
Lesson 70 The Necklace
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the plot of the play in the previous lesson.
Step 2. Lead-in
From the previous lesson we’ve known that Mathilde is going to borrow some jewellery from her friend. We’re going to finish the story today. Before we read Scene 3, we’ll read a short passage. Read it quickly and choose the best answers.
Tokyo: Three snakes, whose poison could kill a person in ten minutes, are guarding a blue star sapphire(藍寶石)worth nearly six hundred thousand dollars at a Japanese exhibition of jewels sent from an Indian museum.
“Normally it would be forbidden to let these poisonous snakes guard exhibition objects, but it’s different this time because the jewels are being exhibited at a hotel,” a police officials said.
Exhibition officials said that a person bitten by one of these snakes would need at least 80 ml of an anti-poison medicine to be saved. Medicine was being kept ready at a nearby hospital.
Star sapphires and other valuable jewels worth a total of one million dollars are on show behind glass. Hundreds of visitors came to see the special blue star sapphires and were surprised when they saw the sixty-centimetre long brown guards.
1. Using snakes at exhibitions of valuable objects is ______ .
A. quite normal B. never allowed
C. often necessary D. usually forbidden
2. The jewels were being shown in ______.
A. an Indian hotel B. an Indian museum
C. a Japanese hotel D. a Japanese museum
3. Why were the snakes and jewels at the same exhibition? ______.
A. They were both special things from India
B. The snakes were there to keep the jewels safe
C. The organizers wanted to do something unusual
D. People liked to visit an exhibition guarded by snakes
4. Many visitors came to the exhibition because ______.
A. the snakes were on show
B. so many jewels were being exhibited
C. exhibition officials said it was special
D. They were interested in seeing a famous jewel
5. If the visitors were bitten by one of the poisonous snakes, he ______.
A. would be saved by anti-poison medicine
B. would be dying soon
C. would feel nothing serious
D. would run away as soon as possible
(Suggested answers: DCBDA)
Step 3. Reading
Tell the students to read Scene 3 quickly and find out what happened on the way home after the dance. (Mathilde saw that the necklace was no longer around her neck.)
T: Read the story again, and answer some detailed questions.
1. Where does it happen? (In the park again)
2. What does Mathilde tell Jeanne? (The story of going to borrow Jeanne’s necklace and how it was lost.)
3. What jewellery did Mathilde borrow from Jeanne? (A diamond necklace with a big blue stone in the center.)
4. What did they do after they found the necklace had gone? Did they find it? (Rushed back to the palace and looked for it. No.)
5. What did Mathilde do after that? (Borrowed the money to buy one and returned it to Jeanne.)
6. How much was the necklace? (36,000 francs)
7. What did they do in order to pay back the money?
(They had to work for 10 years)
8. Was what they had done worth that? Why not? (No. The necklace they had borrowed was made of glass and it was worth 500 francs at the most)
9. What would Mathilde feel when she learnt the truth?
10. What do you think of the end of the play? (The teacher may ask several Students to answer the same question)
Note: Remember whenever the students are answering the questions about the text, they are not allowed to look at their books. So the students have to remember the meaning of the text and they have to pay attention to how to express idea by using their own words.
The teacher may write some key words on the Bb in order to help the students to retell Scene 3.
Step 4. Summary and retelling
Read Scene 3 again and try to retell the main idea of it. Give the Students some time to prepare. Ask 3 or 4 students to retell Scene 3.
Step 5. Language points
1. So I called on you and asked if I could borrow some Jewellery. 于是，我去拜訪你，問你可不可以借給我一點首飾。
(1) 句中的if作“是否”解，相當于whether，引導一個賓語從句，在口語中更常用if。例如：
May I ask if you come from London? 請問你是不是從倫敦來的?
Please tell me if Jim is coming next week. 請告訴我，吉姆是否下周會來。
He wondered if (whether) his answer was correct. 他不知道他的回答是否正確。
(2) 句中的so是連詞，作“于是”、“因此”解。 常用來連接兩個并列句，起承上啟下的作用。so也可置于句首， 以承接上文。例如：
“You look tired and hungry.”--“So I come and ask for something to eat.”
“你看起來又累又餓。”--“因此我來向你要點東西吃。”
He didn't know what to do. So he went to his friend for advice.
他不知道該干什么，所以他去朋友那里征求意見。
We decided to make a bicycle trip, so we started early the next morning.
我們決定騎自行車旅行，于是第二天清早就出發了。
(3) call on (=visit sb.) 看望/訪問(某人)。例如：
Let's go and call on the pop star. 咱們去看望那位歌星去吧。
They called on their teachers on Teachers' Day. 教師節那天他們去看望老師了。
注意，如果說“訪問(某地)”時，則要用call at(some place) 。例如：
“I'll call at your house tomorrow morning. Are you free then?”--"Yes. You're welcome.” “明天上午我到府上去看望你。那時你有空嗎?”--“好的。
歡迎。”
2. You tried it on and it looked wonderful on you. ( =You wore the necklace for a few moments to see if it looked nice on you and…) 你還把項鏈戴上試了試，戴在
你身上真是太好看了。
(1) 短語動詞try on作“試穿”、“試戴”解。例如：
The shop assistant asked her to try on the new skirt.
店員請她穿上新裙子試一試。
Don't buy shoes without trying them on. 鞋子不先試穿就不要買。
(2) “…it looked wonderful on you.”中的介詞“on”作“穿/戴”……上”解。例如：
The tall man had a short coat on him and looked very funny.
那個高個子身上穿著一件短外衣，看上去很滑稽。
The old woman carried a heavy bag on her.
那個老太太背上背著一個沉重的背包。
3. J:…You were always a pretty girl. 你以前一直是個漂亮的姑娘。
M:Perhaps in those days I was.…… 也許那時候我是(個漂亮姑娘)……
“Perhaps in those days I was”是承接上文而來的， 后面的表語可以省略，以避免重復。 這種情況在口語中更為常見。例如：
She said it was a valuable necklace. It really is.
她說那是一條很貴重的項鏈。的確很貴重。
“Are they in the park?”--“I think they are.”
“他們在公園里嗎?”--“我想是的。”
4. Pierre and I did have a very good time at the ball. 我和皮埃爾在舞會上的確玩得很痛快。
句中的 did是助動詞，在肯定句中用來強調它在后邊的那個動詞，意思是“的確……” 或“務必……”。例如：
The jewellery did look wonderful. 那珠寶看起來的確太漂亮了。
Do come here next Saturday. 下個星期六務必要到這兒來呀。
He didn't come that evening. But he did phone you.
他那天晚上沒有來，不過他的確給你打過電話。
5. On our way home that night I looked down and saw that the necklace was not around my neck any more. 那天晚上在回家的路上，我低頭一看， 發現項鏈不再掛在我的脖子上了。
(1) on one'sway (to…) 在去……的路上。例如：
On my way home I found my lost case.
在我回家的路上，我找到了那只丟失了的箱子。
On her way back she met a sick old man.
在她回去的路上，她遇到一個生病的老人。
They talked and laughed on their way to the palace.
在去皇宮的路上，他們有說有笑。
(2) look down 往下看，低頭看。例如：
Look at the blackboard! Don't look down! 看黑板!不要朝下看!
At the top of the hill, he looked down and found a police car.
在山頂上，他往下看，發現有輛警車。
(3) not…any more 不再。常用在否定句中。例如：
Don't make the same mistake any more. 不要再犯同樣的錯誤了。
Let her do some housework. She isn't a little girl any more.
讓她做點家務事吧。她不再是個小姑娘了。
Mr Green doesn't live here any more. 格林先生不再住在這兒了。
6.We rushed back to the palace and looked for it. We asked everyone there if they had found a necklace, but without luck. (=We went back hurriedly and tried
to find the necklace, but with no success.) 我們馬上趕回皇宮去尋找，我們詢問了那兒的每一個人， 問他們是否拾到了項鏈。可是，真倒霉。
注意look for和find 的區別：
look for和find都有“尋”、“找”的意思， 但find 著重于“尋找的結果”，即“找到/尋到”(to get sb./sth that was hidden or lost);而look for指“尋找的過程”(try to find)。例如：
Her diamonds are missing. She is looking for them everywhere, but she can't find them. 她的鉆石不見了，她到處找，但是找不著。
They were looking for someone to do the job and finally they found Mr White.
他們一直在找人來做這件事，最后找到了懷特先生。
7. It was exactly like your necklace, but it was a different one.那條項鏈跟你的那條一模一樣，但卻是另外的一條。
(1) be like(與……相像)是短語動詞，其中的 like是介詞。
表示“A跟B相像”時，可以說“A is like B”。在like前可以加副詞，如本句中的exactly。例如：
His brother is just like him. Are they twins?
他的弟弟跟他一模一樣。他們是孿生兄弟嗎?
That building is like a palace. 那棟大樓像皇宮一樣。
(2) 句中的one是不定代詞，用來指代前面的名詞 necklace。 不定代詞one(一個)可用來指代人，也可以指代物，還可能用復數形式(ones)，前面還可有定語修飾。例如：
There are two women in the park. The one under the tree is my friend.
公園里有兩個女人，在樹底下的那位是我的朋友。
There are some dresses in the case. You can choose the best one for yourself.
箱子里有幾件衣服，你可以給自己選一件最好的。
There are lots of necklaces in the box. You can take the ones you like most.
盒子里有許多項鏈，你可以把最喜歡的拿去。
8. During the next ten years we both worked day and night to pay back the money we had borrowed. (= In order to return the money which we had borrowed, both of us worked a long time every day in the next ten years.) 在后來的十年時間里，為了償還這筆借款， 我們兩人不分晝夜地干活。
pay back是短語動詞，作“償還”、“還錢”(return money)解。表示“還錢給某人”可以說“pay back money to sb.”，表示“還錢作為支付……的費用”可以說“pay back the money for sth.”。例如：
“I'll pay back the money to you next week. Is it OK? ” --“That's OK.”
“下星期我把錢還給你，行嗎?”--“行。”
“Have you paid back the money for the foods? ”--“No, not yet.”
“購買食品的錢還了沒有?”--“還沒有呢。”
I need the money you borrowed. Could you pay it back now?
我需要你借的那筆錢了。你現在可以還嗎?
(2) 名詞詞組day and night(也可以說night and day) 作“日日夜夜”、“晝夜不停地”解(all the time)，在句中作狀語。例如：
She thinks about her sick mother day and night. 她日夜思念她那生病的母親。
They worked night and day, but they couldn't pay back the money they had borrowed. 他們日夜勞動，但仍然沒能把所欠的錢還清。
9. That's why I now look so old. (=That's the reason why my face look so old.) 這就是為什么我顯得這樣蒼老的原因。
由疑問句why引導的名詞從句在句中作表語，這里的 why 相當于“the reason why……”的意思，即(為什么)……的原因”。例如：
He had stolen the necklace. That's why he was punished.
他偷了那條項鏈，這就是他(為什么)受罰的原因。
I've met some difficulties. That's why I come and ask for help.
我碰到困難了，這就是我來請求幫助的原因。
10. It wasn't valuable at all.它(那條項鏈)根本就不值錢。
at all作“完全”、“全然”解，常用于否定句中，構成“not… at all”結構，意思是“完全不”、“根本不”。例如。I don't believe her at all. 我根本就不相信她。
It is not a diamond necklace at all. 這根本不是鉆石項鏈。
She's rather old, not at all suitable for the post.
她年歲太大了，完全不適合這個職位。
11. It was worth five hundred francs at the most. 它(那條項鏈)最多值500法郎。
(1) 句中worth是形容詞，作“值(多少錢)”、 “值得”解 (of the value of)，后跟名詞、代詞或動詞的-ing形式，常用于“(be) worth+ sth. /doing sth.”結構。例如：
That piece of jewellery is worth $500. 那件珠寶價值五百美元。
“How much is the evening drestudents worth? ”--“ It's worth about 1，000 yuan.”
“那件晚禮服值多少錢?”--“大約值1，000元。”
The palace is worth a visit/visiting. 那個皇宮值得一看。
His suggestion is worth consideration/considering. 他的建議值得考慮。
(2) at (the) most作“最多”、“至多”解，它的反義詞組是at (the) least(至少、最少)。例如：
I guestudents he is twenty at the most. 我猜他最多20歲。
The necklace is at least worth $200. 這條項鏈最少也值二百美元。
Step 6. Act out
Have the students practice in pairs. Ask some pairs to act out Scene 3 in front of the class. They can use their own words or make some changes.
Step 7. Précis
Wb. P 65. Get the Ss to do Ex. 2 in class. Check the answers. Let the Ss read Ex. 2 again and try to retell it. Check some students.
Step 8. Workbook
Get the students to do Exx.2 and 3 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 70 in the workbook.
(2) Revise the key points of these two lessons.
(3) Rewrite the story with your own words.
Lesson 71
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the contents of Lesson 70 and 71.
Step 2. Language focus
Tell the students that today we are going to practice grammar item: First of all tell the students something about the grammar- the indirect speech.
本課的 Practice 要求學生做直接引語變間接引語的練習。在Lesson 72的CHECKPOINT 18中也列出了這個語法項目，這是本單元的語法重點。 現將有關問題作如下說明：直接引語如果是疑問句(一般疑問句或特殊疑問句)，變成間接引語時， 有以下共同的要求：
1.要把疑問句語序變成陳列句語序，即主語在前，謂語在后；2.主語的人稱、謂語動詞的時態以及某些狀語要作相應的變化；3.句末要用句號。直接引語如果是一般疑問句，變成間接引語時，還要用連詞if或whether引導，主句中的謂語動詞是said時， 要將said改成asked，必要時還可以加一個間接賓語(如
me, him, her等)。例如：
(1) She said, “Have you found the necklace? ”→
She asked (me) if I had found the necklace.
(2) He said, “Is it a real diamond necklace? ”→
He asked (me) whether it was a real diamond necklace.
直接引語如果是特殊疑問句，變成間接引語時， 仍用原來的疑問詞引導。例如：
(1) “What do you need for the ball?” he asked me. →
He asked me what I needed for the ball.
(2) “When are they leaving for Shanghai?” She asked.→
She asked (me) when they were leaving for Shanghai.
Step 3. Practice
Now tell the students to do Part 1, put the sentences into passive voice. Get some quick learners to help the slow learners and make sure all the students are able to master the grammar.
Step 4. Practice
SB Lesson 71, Part 2, get the students to do this part in pairs. If it is necessary, call some students to come to the blackboard to write down their answers.
Step 5. Listening practice
(1) Pre-listening: Tell the students turn to Page 123 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 6. Workbook
Get the students to do Exx.2 and 3 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 71 in the workbook.
(2) Revise indirect speech.
Lesson 72
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the content of Lesson 71.
(3) Revise the key points of Lesson 69~70.
Step 3. Checkpoints
Go through Checkpoint 18 with the students. Get the students to make sentences of their own using the useful expressions.
Step 4. Oral practice
SB P16, Part 1. Tell the students to read the instructions of this part and practice in pairs.
Step 5. Writing
SB P16, Part 2. Read the instructions and tell the students to write FOUND and LOST note following the model.
Step 6. Workbook
Workbook Lesson 72, Ex.1~3 and the exercises in Unit 18 Revision. Get the students to do the exercises and then check the answers with the students.
Homework
(1) Finish off the exercises of Lesson 64 in the workbook.
(2) Revise the key points of this unit.
(3) Rewrite the story that we learned in this unit.
Evaluation of teaching: