Teaching goals

1. Talk about drama and theatre

2. Ask for permission

3. Use the modal verbs “must; can/could; may/ might”

4. Talk about possibilities

5. Write and act a short play

Period 1 Listening

Step 1 Leading in

Many of you have heard and read different stories, including fairy tales; science fictions; whodunit; love stories; funny stories; sad stories and so on.

Let’s discuss what kind of stories you like best? Why?

Step 2 warming up

What is in the picture? (an old man who is holding a picture; two young people; sea; an island in the sea; some plants near the sea. Some seagulls)

What is happening in the picture? (immortal; travelers; a sea monster; treasure)

Ask the students to think over and tell a story. Ask the other students whether their stories interesting, funny or mysterious.

Encourage the students to act out their stories. (a narrator; two actors and an actress)

Step 3 listening

1. Play the tape for the students to listen and check their answers.

2. Discussion: Who do you think could steel Mary’s necklace and cellphone? How can you solve this mystery?

Step 3 Workbook listening

Make sure the students understand what they are going to hear. Then play the tape for them to listen. If necessary, play twice or three times.

Step 4 Homework

1. Remember the new words

2. Prepare speaking practice. Choose one of the situations and create a play, each group one of the four. The plays will be acted out in the next class.

Period 2 Speaking

Step 1. Checking homework

Ask a student to read the situations one by one. Then listen and watch their plays.

Step 2 Talking

1. Ask the students to read the request in TALKNG on page 84. Then do as they are told to.

Step 3 Reading

1. About the author: Guy De Maupassant (see: Paper)

2. Play the tape and get the students to read the text and find out how many scenes and how many characters in the play.

3. Ask the students to read the play one scene after another carefully and answer some questions on each scene, and find out the main idea of each scene.

4. Put some sentences in the right order.

5. Read the play again and find out some detailed information about some clues, and fill in the chart on the screen.

6. Choose the correct answers to the comprehension exercises on the screen.

Step 4 Acting out

Let the students prepare for a short time, and then act out their play in front of the class. If time is limited, the acting can be done in the next class.

Period 3

Step 1 watch the vedio of the “ Necklace”

Step 2:

Language points:

1. I don’t think I know you.

2.That’s because of hard work.

He cried ______ the pain in his arm.

He dropped the pan _____ the oil was burning.

3. Years of hard work, very little food, oil a small room to live in, and never a moment rest. 數(shù)年勞累,食不果腹,屈居寒舍,片刻也不得休息

4. 不定式做定語，與所修飾詞有動(dòng)賓關(guān)系，

I have a lot of work to do today.

He is a man easy to work with.

Could you please give me a pen to write ______?

Could you please give me a piece of paper to write ______?

Could you choose a topic for us to write ______?

譯：我沒有什么事情可擔(dān)心的。

5.marry sb. get / be married (to sb.)

6. be worth + money 價(jià)值…錢

sth be worth + n.

sth. be (well) worth doing

It is worth while doing/to do sth.

sth is worthy of + n.

sth is worthy of being done.

sth is worthy to be done.

某事值得做

7. accept & receive

He _______ a nice gift from John and happily _________ it.

8. Invitation

receive /accept /refuse an incitation 收到/接受/拒絕 邀請(qǐng)

give sb an invitation 邀請(qǐng)某人

9. after all ---in spite of all what has been said, done or expected

畢竟； 終究； 歸根到底

So you are here after all.

It’s not surprising you look so tired. After all, you were up until eleven last night.

10. call on sb ; call at a place = pay a short visit to sb / a place

call off 轉(zhuǎn)移開(注意力); 宣告終止

11. pay back = return 歸還

pay off 還清

pay (money) for sth 付錢買…

12. at (the) most; at (the) least

I don’t have much money with me. I can only pay twenty pounds _______.

Mathild looked so old that she must be forty _________.

13. take up

(1）fill or occupy (space or time)

This table takes up too much room.

His time is fully taken up with writing.

(2) start or begin sth, esp. a job

She has taken up a job as a teacher.

She will take up her duty next week.

Step 4. Homework

1. Rewrite the story of “The Necklace”.

2. Orally retell the story, supposing you are Mathilde or Jeanne or Pierre.

3. Prepare to act out the play, one group one scene.

Period 4

Acting out the play

Period 5

Step 1: Revision

1. Listen to the students retelling of the story.

2. Dictation:

(1) Years of hard work, very little food, only a small room to live in and never a moment’s rest.

(2) I can’t be the only woman who isn’t wearing jewellery.

(3) There were so many beautiful things that it was hard to choose.

(4) You tried it on and it looked beautiful on you.

(5) We asked everyone there if they had found a necklace, but without luck.

(6) It can’t be true. I don’t believe it.

Step 2. Word study

Check the students’ exercises.

Step 3. Grammar

Period 6

Step 1 Dictation:

(1) Writing a short play is not that difficult.

(2) Besides, we have to start somewhere if we want to learn how to write plays

(3) If we work together, we might come up with a very good story.

(4) On her way to her grandma’ she met an alien who takes her in his spaceship.

(5) Their ideas are alien to our way of thinking. (opposite)

Step 2 Integrating skills

1. Fast reading the passage with questions:

(1). Which does Tim prefer, watching plays or playing computer games?

(2). What happens to the first girl on her way to see her grandmother?

(3). What happens to the second girl on her way to school?

2. Deal with some language points:

(1). Walking is a good form of exercise, both for young and old.

Can ten years change a person like that?

(2) besides= what’s more; also; in addition

I don’t want to go out now2, and besides, I’m much too tired.

(3) come up with = think up (an idea; a plan)

He is such a smart boy that he can always come up with bright ideas when we turn him for help.

(4) alien n. 外星人; adj. 背道而馳

Step 3 discussions

Post reading exercises

Step 4 Homework

1. Complete all the exercises in the unit.

2. Write one of the plays according to the story in the text in exercise books.

Period 7

Step 1 Revision

1. finish off the exercises in the workbook

2. Tranlate some sentences in the exercise-books

1). 誰能想出一個(gè)好辦法來解決這個(gè)問題？

2） 他們的想法和我們的截然不同。

3） 他夢(mèng)想當(dāng)一名編劇。

4） 艱苦的工作能磨練人的性格。

5） 即使他邀請(qǐng)我，我也不去參加這個(gè)聚會(huì)。

Step 2 Integrating skills reading

1. Fast reading: Find out the topic sentence of each paragraph.

Para. 1-----The third sentence (The first thing an actor must have is the desire to become an actor and the belief that she or he can act well.)

Para 2-----The first sentence (Learning how to act can be fun.)

Para 3-----The first sentence (Acting exercises may also teach the students to trust each other and to communicate.)

Para 4-----The first sentence (When actors prepare for a performance, they have to do more than just learn the lines of the play.)

Para 5-----The second sentence (Many of the skills an actor or actress has to learn can be useful in our everyday life and may even help you learn faster.)

Period 8

Listening practice