【高一数学课程讲解视频】高一 unit 15 The Necklace 教案

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            Unit15 The Necklace
            Teaching aims and demands
            1. Topics:  ① Talking about drama and theatre
            ② Talking about the play The Necklace
            2. Functions: 
            ① Ask for permission:
            Could we / I …?  May / Can I … ?  Shall we … ?  
            Is it possible … ?   Do you mind … ?
            ② Talk about possibilities:
            It can’t be… It could…  He might… They must …
            3. Vocabulary:
            dormitory recognize surely diamond explain ball jewelry  franc
            continue lovely debt precious positive attend earn  lecture silly
            mosquito bat author besides outline plot quality  call on  bring
            back  day and night  pay off  at most  act out
            4. Grammar:  modal verb (3)----- must  can/could  may/might
            ① When you are very sure of something, you use must in positive
            sentences and cannot or can’t in negative sentences.
            Eg.  He must stay at home now.  (objective)
            Jim can’t be in the room. You see, the light is out.
            ② When you are quite sure about something, you use can.
            Eg.  Attending a ball can be exciting. (subjective)
            ③ When you think that something is possible, but you are not very
            sure, you use could, may or might.
            Eg.  You could borrow some jewellery from your friend.
            He may come to watch the play.
            But you may not remember me.
            
            Teaching procedures & ways:
            
            Period I  Warming up & Pre-reading
            I. Homework for last class: Prepare for the short story in warming
            up part
            II. Greetings
            III. Lead in and check their homework
            1.        Have you ever read some drama?  Perhaps you are very
            familiar with all kinds of short stories. Have you ever written a
            story using your own idea? Here we have three pictures and let you
            make up the stories. Are you ready to show us?
            2.        Example:
            A foreign senior boy and a Chinese senior girl were traveling on a
            small island when they met an old wise man with long beard. They
            talked with the man, who had a map in his hand. He told them there
            were valuables in a certain castle according to the map. So the boy
            and the girl came to a secret chambers in a mysterious castle on the
            island and they found a box full of jewellery. They were very
            excited. And they were thinking about what to do when a huge monster
            appeared. The monster was angry with them and began to run after
            them. They were frightened and ran quickly. But the monster went on
            running after them and they couldn’t get away from the monster. At
            that time the wise old man suddenly appeared before them and helped
            them leave the dangerous situation. At last he told them that
            everyone liked treasures. But only when we worked hard by hand to
            get treasure could we own them.
            3.  All of you have done a very good job. From your writing, we know
            what is needed to complete a story. Above all, we must have
            characters, scene, time, place as well as plots, conflicts and stage
            directions. That means that we should have a script written by
            playwrights first. A play is a bit like stories. There are funny
            plays, stage plays, one-act plays, pantomime, opera, comedy,
            tragedy, and tragicomedy. In this unit we come up with a very good
            play The Necklace, Why don’t we try to perform it well? So the
            homework for today is rehearsing the play.
            IV. Speaking
            Work in groups. Choose one of the situations below and create a
            short play. Then act it out.
            1.       The secret of the Black Tower
            2.       The Mysterious Box
            3.       a Funny Thing Happened on the Way to School
            Give students five or eight minutes to prepare, and then let them
            act it out in groups.
            V. Introduction to the Necklace
            1.       About the author
            Guy de Maupassant (1850-1893) was a well-known French novelist and
            short-story writer. He was born in Normandy, France, on August 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. This experience helped him create
            his best short story The Diamond Necklace. He had a fine use of
            irony. His style eas direct and simple, with attention to realistic
            detail. The play we are going to learn is typical of Maupassant’s
            choice of topic and characters and his style and use of irony.
                Maupassant suffered a great deal from illness in his later life.
            He only lived for 43 years and died in Paris on July 6, 1893. He had
            a short life, but his works will last forever.
            2.       A brief introduction to the play
            This is a one-act play, which is based on Maupassant’s best-known
            story The Diamond Necklace. There are three characters in the play:
            Mathilde Loisel, a young woman; Pierre Loisel, Mathilde’s husband, a
            government worker; Jeanne, Mathilde’s good friend.
            The story takes place in Paris. One day, Pierre gets an invitation
            to a palace ball. He thinks it important to him, and decides to go
            to the party with his wife Mathilde. But Mathilde is worried,
            because she has no new dress and no jewellwey to wear. Her husband
            spends 400 francs on a new dress and she herself borrows a diamond
            necklace from her good friend Jeanne. The young couple go to the
            ball and has a very good time here.
            On their way back after the ball, Mathilde finds that the necklace
            is no longer around her neck. They rush back to the palace and look
            for it. But they can’t find it; it is lost.
            The young couple borrow a great deal of money and buy a necklace
            that is exactly like Jeanne’s. It costs them 36000 francs. So they
            have to work day and night to pay back the money they have borrowed.
            After ten years of hard work, they at last pay back all the money,
            but now Mathilde looks so old that Jeanne even can’t recognize her
            when they meet.
            When Jeanne hears the story, she tells Mathilde that the necklace
            she has borrowed isn’t a real diamond necklace. It isn’t valuable at
            all. It is worth 500 francs at the most.
            VI. Homework
               Prepare for the stage play.
               Write down the Listening material.
            
            
            Period II  Reading & Acting
            I. Greetings
            II. Lead in and check their homework
            1.  After we read the play carefully, we can summarize a title for
            each scene
               Scene 1: Meeting with an old friend
               Scene 2: An invitation to a ball in the palace
               Scene 3: The story of a lost necklace
            3.       Now we can draw a necklace and complete the story
            getting the invitation  accept  borrowing a necklace  attend  losing
            the necklace
             search   buying a new necklace   loan    returning the necklace 
            work
            learning the truth
            4.       From the play we can learn the character of each role:
            Mathilde:  a young lady, pretty but vain
            Pierre:  a government worker, not rich but ambitious
            Jeanne:  a young lady, rich but warm-hearted
            5.       Three groups act out scene1-3
            Other groups act out their own ends.
            III. One student read the listening material for the whole class
            IV. Underline some useful expressions
               I don’t think …  have a hard time   a house to live in   for the
            past ten years  after all   matter   continue to   call in   try on 
             pay back   pay off  worth   at most   any more   day and night   be
            dressed   marry
            V. Homework
              Finish exercises in vocabulary part
              Make complete sentences using the above expressions
            
            
            
            Period III  Language Points
            I. Greetings
            II. Lead in
               Now, you’ve known the general idea of the passage. Let’s listen
            to the tape.
            Meanwhile, please find out the words, expressions and sentence
            patterns that you don’t understand.
               After a while, let students list them out in each scene and give
            some explanation.
            III. Language Points:
            1.       I’m sorry, but I don’t think I know you.
            (1)    I’m sorry, but… / Excuse me, but…  表示婉转的语气
            Eg. I’m sorry, but I can’t go with you today.
               Excuse me, but can I have a word with you now?
            (2)    I don’t think I know you.  否定前置
            (believe, suppose, expect同)
            Eg. I don’t think you are right.
               I don’t believe we have something in common.
               I don’t expect Tom has eaten all the cakes.
               I don’t suppose I shall be back until 8 o’clock.
            (3)    I don’t think you’ve met before, have you?
            主语为第一人称时，反义问句与从句的主谓一致
            主语为其他人称时，反义问句与主句的主谓一致
            (believe, suppose, expect同)
            2.       I didn’t recognize you
            3.       You don’t look very well.
            4.       I look older than my age.
            5.       That’s because of hard work --- ten years of hard work.
            6.       Did you have a hard time?
            7.       Years of hard work, very little food, only a small cold
            room to live in and never, never a moment’s rest.
            8.       That has been my life for the past ten years.
            9.       I would rather not tell you.
            10.   Do you remember one afternoon ten years ago when I came to
            your house and borrowed a necklace of yours?
            11.   We’d been invited to a ball at the palace, so I needed to
            borrow some jewellery.
            12.   It can’t be true!
            13.   I was the only person in my office who was invited .
            14.   I’ve written to accept the invitation
            15.   I haven’t got an evening dress for the ball!
            16.   But, just this once.
            17.   After all, this ball is very important.
            18.   I have no jewellery to wear.
            19.   Does that matter?
            20.   She married a man with a lot of money.
            21.   In the park, Mathilde continues to tell Jeanne her story.
            22.   So I called on you and asked if I could borrow some jewellery.
            23.   You tried it on and it looked wonderful on you.
            24.   Pierre and I did have a very good time at the ball.
            25.   During the next ten years we both worked day and night to pay
            for it.
            26.   After all these years we’ve at last paid off all our debts.
            27.   It was worth five hundred francs at most.
            IV. Check the answers of vocabulary exercises.
            V.  Homework
               Finish exercises in grammar part
            
            
            
            Period IV  Grammar & Exercises
            I. Greetings
            II. Lead in
            Before we talk about the usages of must, can/ could, may/ might,
            Let’s do an exercise to feel it first. Look at the screen.
            Complete the sentences using must or can’t
            1.       I have tried to call him at the office but there is no
            reply.
             He  can’t  be at home.
            2.       They have bought a new car. They  must  have a lot of
money.
            3.       She is carrying a Japanese newspaper.  She  can’t  be
            Chinese.
            4.       He goes abroad a lot. He  must  have an important job.
            5.       She is a professor at the university. She  must  be very
            clever.
            6.       She is acting in a Shakespeare play tomorrow. She  must  be
            an actress.
            III. Summary of the usages of must, can’t
            When we are very sure of something:
            In positive sentences we use must. &  In negative sentences we use
            can’t.
             (mustn’t----not allowed to do sth, forbid to do sth.)
            IV. Lead in
              What word shall we use when we think something is possible, but
            not very sure?
            Look at the sentences on the screen.
            1.       You could borrow some jewellery from your friend Jeanne who
            is married to a rich man.
            2.       You may not know that the necklace I returned isn’t the one
            that I had borrowed.
            3.       Do you have a friend who might / may lend you some
            jewellery?
            4.       Li Ping isn’t here. Where can / could he be now?
            V. Summary of the usages of can / could, ma / might
              When we are not sure of sth: 
            
            In question form, we use can. & In positive sentences we use could,
            may or
            might. & In negative sentences we use may not / might not.
            VI. Summary of the usage of nodal verbs which express “guess”
                        Time
                        Structure
                        type
                  
                  General
                  Continuous
                  Past
                  PositiveMust/may/might
                  +v.Must/may/might
                  + be doingMust/may/might
                  + have done
                  InterrogativeCan/could + v.Can/could
                  + be doing Can/could
                  + have done
                  NegativeCan’t/ couldn’t
                   + v.Can’t/ couldn’t
                  + be doingCan’t/ couldn’t + have done

            
            VII.  Homework
               Finish exercises in Best Design
            
            
            Period V  Exercises
            I. Greetings
            II. Give some explanation to the exercises

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