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Unit 15

The Necklace

教材内容分析

Warming up

Listening

Speaking

Pre-reading Reading Post-reading

Language study

Integrating skill

Tips

Checkpoint 15

一、本单元课时安排：

The 1st period: Warming up and listening

The 2nd period: Speaking

The 3rd period: Reading

The 4th period: Reading

The 5th period: Language study

The 6th period: Integrating skills

Period one:

Warming up & Listening

Goals :

1. To enliven the students’ thinking and

make up a story.

2. To train the students’ ability of listening

and let some information about the short play.

Teaching Procedures:

Step1. Warming up

1.Present the topic of this unit to the students

by asking questions as follows.

1). Do you like telling a story ?

2). What story would you like to tell us?

2. Let the students go through the pictures and then ask questions about the pictures. The students can answer the questions using the modal verbs ( may, might or could.)

1). What can you see in Picture 1?

2). Do you know who the old man is?

3). Can you tell us who the two young people are?

4). What may happen in a cave ?

5). What may have happened outside a cave?

3. Group work

Let the students discuss them in groups to make up a short play Including the setting, time , place and characters. Teachers show the suggested answers in the CAI

Setting: It’s a fine day. Two young people are hiking along

the seaside when they meet an old man.

Time: One day in Summer.

Place: Scene 1: near the sea ;

Scene 2: in a cave;

Scene 3: outside a cave .

Characters: 3 persons ( Tom, Jane and an old man )

4. Role-play: Get several groups to act out their plays

Step2: Listening

. Listening in SB

Pre-listening: Go over scene 1,2,3 and

guess which is the correct answer.

While-listening:

1 ). Listen to the short play on the tape on t he tape

and choose the correct answers.

2). Listen to the tape for a second time and get the

information needed in the form below

Post-listening: Let the students discuss the following questions

1). Who could steal Mary’ necklace and cell phone

2). How can you solve the mystery?

If possible, let the students retell the short play

according to the form above or finish it in the morning class.

Homework : Choose one of two exercises.

1. Write a short story about the pictures in

warming up. (p.15)

2. Write down the short play in your

own words according to the form above

In their

apartment

John and

Mary

footprints

In their

apartment

John and

Mary

John and

Mary

red hair

A banana

peel

In the

garden

Period 2 Speaking

Goals: 1. To help the students know something

about the drama and the theatre

2.To learn how to create a short play

and act it out.

Teaching Procedures:

Step1.Warming up

Show the some short stories of the students to the whole

class on the screen ( including time , place and characters.)

Pre-speaking: 1.Talk about some famous

playwrights in China or abroad?

2).Whose drama have you watched?

3).What do you think of his drama?

2. Ask the students more questions about dramas.

1) Can you think of some words which are

related to the word “drama” ?

Possible answers:

Actor/actress

Dress/costume

lights

comedy

Director

Plot,

Line.

Theatre

Performance

Setting,

Wig ,Mask

Stage,

Stage directions

2).Do you know how to rehearse a drama ?

Drama:

Write: play ( time, Place, Characters, scenes , stage directions )

Direct: direct how to act the play.

Act: remember lines and understand feeling ( facial expressions and body languages)

Step 2: Speaking

1. Demonstration

Show a short play about situation 1 on the screen.

2.Work in groups .

Read the situations below and choose one of the

situations to create a short play. Then act it out.

3. Comments of their performance

Step3. Post speaking

Discussion:

Life is like theatre and theatre is like life. Do you agree ? why ( not ) ?

Homework:

1.Read the passage “ Learning to act” in WB.

and finish off all the exercises in the WB.

2. Find out background information about

Guy de Maupassant and other plays.

Period 3 Reading

Goals: 1. To develop the students’ reading ability

2. To arouse the students interest in

learning the drama

3. To learn some useful expressions of

asking for permission and asking about

possibilities.

Step1: Warming up

1. Have you seen or read the play ? what play ?

2. What kind of play do you like best?

funny plays, serious plays or sad plays ? why?

Step 2 Pre-reading.

Who was the play written by ?

Show a brief introduction about him ?

l. Get the students to read the passage as quickly as

possible to find out how many scenes there are and

how many characters there are in the play

The answers : 3 scenes , and 3 characters

2.Get the students to read each scene carefully to sum

up main idea of each scene.

Scene 1.

Scene 2.

Scene 3.

Mathilde met with Jeanne in a park in Paris

The Pierres talked about their going to the

ball in the home .

Mathilde continued to tell Jeanne what

had happened to her.

4.Get the students to give a description of the characters in the play

using adjective.

vain, glad, sad, scared, old, responsible..

happy, careful, scared, responsible..

surprised, kind, friendly..

Step3. Post reading

1. Match the questions and the answers.

2. Discussion

1). How do you think Mathilde felt when Jeanne told her the stones were made of glass , not diamond ?

2). What do you think of the ending ?

Homework:

1.Write an ending which is based on the story.

2.Please find some useful phrases and difficult

sentences.

Period 4. Reading(2)

Goal:

1.To develop the students’ imagination and creativity

by continuing the play.

2.To help the students use the useful words and phrase

Teaching Procedures:

Step 1. Role play:

????? 1. One of the best groups are selected to act out their play

2. in front of the class

.?????? Some comments on their play and acting

Step2. Analyze the difficult and useful phrases

1. be missing 2. be doing sth. When...

3. years of hard work 4. a small cold room to live in

5. invite sb. to... 6. accept the invitation

7. after all. ( in all, above all, at all, first of all )

8. pay off all our debts. 9.bring back

10.It looks wonderful on sb.

11. call on sb. /call at sp.

drop in on sb / drop in at sp

pay a visit to.

12. It can’t be true.

13. a lovely diamond necklace with a big blue stone

in the center

Step3. Multiple Choice:

Step4. Read the passage in five minutes

Homework:

1. Preview the language study

2. Finish off the exercises about word

study.

?

Period 5 Language study

Goals:

To enable the students to use the modal verbs

in the context.

Teaching Procedures

Step 1.Warming up: Word study (p118-19)

Step 2. Grammar

1. Instruct the students to discuss their follow-up of the play using the modal verbs.(may, might,can, could, can’t must )

T: Can Jeanne pay the necklace back to Mathilde in your opinion ?

Why ?

S: in my opinion, she must pay it back to Mathilde because they are

good friends.

T: Can Mathilde be angry with Jeanne ?

S: No , she can’t be angry with Jeanne because it isn’t Jeanne’s fault.

S: She may be angry with Jeanne because...

T: What can Mathilde do with the necklace?

S: She may / night / could sell it out for money.

T: Can she regret borrowing the necklace ?

S: She may / could / might regret borrowing the necklace.

T: What could you do if you were Mathilde ?

S: I can’t borrow so much money. I can buy a pearl necklace instead.

T: What could you do if you were Jeanne ?

S: I could / can / must pay her more money.

T: How will Mathilde live the rest of her life ?

S: She must / may live a happy lire in the future.

Step4. Vocabulary learning

Choose the right word to fill in each blank .

You may need to change their forms when necessary.

(mystery , scene jewellery, rehearse, outline, clue,

continue, would rather, call on. )

1.I think they are ________a new play in the classroom.

2.You should write an ______before you write a composition.

3.Would you please go to ______ Mr. Li ?

4.Can you give me a _______ to solve ______

5.The lady brought three pieces of _________

6.They missed the first few _______ of the movies

7. The rain _______ for three days.

8.He _____ watch TV at home than go to the cinema.

- Is the person a man ?

- No, it _____ be a man. In my opinion,

it _____ be a woman.

- Can you guess where she is from ?

- She _______ be from England.

- What is she ?

- She ______ be a waitress.

- What is she doing now ?

- She ________ be teaching people

how to use the knife and fork.

2.Summary

Possible answers: can’t , must, may , might,

may / might / could, must ? may)

Period 6 Integrating

Goals:

1.To learn to write a short play

2.To help the students to reflect on how and what

they have learned from this unit.

Teaching Procedures:

Step1. Review the modal verbs

1.?? Fill in the blank using the modal verbs.

Look at the little boy in the picture .

His name is Keith Baker, He may be 6 years old,

Now he is playing an instrument. He_______

like it very much Because he is devoting to

performance . His parents _____ be musicians .

They ______ be the boy’s teachers. I think

the little boy ______ learn lots of knowledge

about music because he is too young. However,

he _______ have a gift for art. In the future

he _____ become a famous performer.

Step3. Reading

1.Let the students the short passage in Integrating skills

on ( p 20-21) and then describe what they think

the stories are.

2. Learn how to write and perform a short play

What should we pay attention to when we write it ?

Now let’s look at the“ TIPS”

?

Step4. Group work

????1. First show scene 1, 2, 3, 4. Then choose one of the scenes

to write a short play. ( Finish writing the play in ten minutes.)

2. Show some students” short plays on the screen to make some

comments on them

?

Scene 1

Place: on the way to her grandmother’s

Time: one morning

Characters: a girl, an alien

Scene2.

Place: on the spaceship

Time : in the future

Characters : a girl, an alien

Scene 3

Place : at the girl’s grandmother’s house

Time: in the evening.

Characters: a girl and her grandmother.