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