高一英语下 第15单元教案[上学期]
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重庆铝城中学雷萍 高一英语 Unit 15 2005年3月3日
Unit15 Necklace
Period 1
1. Talk about drama and theatre.
2. Train the student's listening and speaking abilities.
Step 1 Warming Up
Say to the Ss: Many of you must have heard of some good stories, including fairy tales.
Can anyone tell us an interesting one
(Let tile Ss talk among themselves and then ask several to tell their good stories. )
Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories. )
Step 2 Listening
Listen to tile short play on the tape. Ask the students to listen carefully and do the exercises of this part in their books.
After listening, let the students discuss the mystery.
Step 3 Speaking
Divide the class into several groups 'after going though the 3 different situations given in the book.
Help each group to chase one and discuss what will happen next.
After the discussion, one student of each group is asked to report their imagined story. Then the whole group are required to act it out in class.
Step 4
The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.
1. I______(walk) along the street when suddenly I __ (hear) footsteps behind me. Somebody _____ (follow) me. I was frightened and I __(start) to run.
2. The reporter said that the UFO _____(travel) east to west when he (see) it. He
(scare) at that time.
3.Oh, it's you! I ______ (not recognize) you. You ____ (change) a lot these years.
4. The living conditions of people __ (improve) nowadays.
5 .This building __ (complete) by the end of next month.
Key:
1. was walking, heard, was following, started
2. was travelling, saw, was scared
3. didn’t recognize, have changed
4. are improving
5. will have been completed
Period 2
1. To learn something about the play.
2. To train the abilities of skimming and scanning the text.
Step 1
Today we're going to read a play about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We'll come to the 3 scenes given in the text.
Step2 Reading (Skimming)
1. Let' s the students read the first scene of the play as quickly as they can. Try to answer the following questions.
(1) What's the matter with Mathilde
(2) Why didn't Jeanne recognize her at first
(3) Why has she been working so hard
(4)Why did she need to borrow some jewellery
2. The students are encouraged to find out more about the necklace in Scene Two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.
(5) Why was Mathilde worried
(6)What did Pierre suggest
(7)What did they decide to do
3. In Scene 3, we'll find out the ending of the story. Read it quickly and find what happened on the way home after the ball. (suggested answer: Mathilde saw that the necklace was no longer around her neck. )
(1) She has been working hard for 10 years.
(2) She looks older than her age and she doesn't look well.
(3) Because of the diamond necklace.
(4) She was invited to a ball at the palace so she needed to borrow some jewellery.
(5) She didn't have an evening dress or any jewellery to wear.
(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.
(7) Mathilde decided to go and borrow some jewellery from Jeanne.
Step 3
Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.
Step4 Post-reading
1. Mathilde returns to the palace where the ball was held to ask about the necklace. Ask the students
to make a dialogue between Mathilde and another person in the palace.
2. Ask the students: "How do you think Mathilde felt when Jeanne told her the stone in the necklace were made of glass, not diamonds .... What's her husband's reaction when Mathilde told him about her meeting with Jeanne "
Let the students continue the story and write a similar scene.
(五)
Fill in the blanks with suitable words according to the 3 scenes of the play we learnt.
Pierre Loisel used to work in a office. One day he and his wife Mathilde received an ____ to a in the . Mathilde spent 400 francs on a new __ but had no money for__. She borrowed a beautiful from her friend Jeanne. The couple had a very good time in the palace. But after the ball Mathilde found the necklace ______ . They borrowed money to buy a diamond necklace for Jeanne. The necklace that looked exacfiy like Jeanne's cost then 36,000 francs. They had to work ____ and ____ for 10 years to pay back the money they had borrowed.
When Mathilde met Jeanne again, she had changed so much her friend couldn't __ her. She did not know then that the necklace she borrowed was not made of diamonds. It was ____ 500 francs at the ____.
Key: government, invitation, ball, palace, dress, jewellery, necklace, missing/lost, day, night, that, recognize, until, worth, most
Period 3
1. Consolidate the important new words and phrases in this unit.
2. Get students to know the use of the modal verbs:
must, can/could, may/might
Step 1 Presentation
Today we' re going to deal with the part "Language study". First, let' s come to "Word study", then we'll talk about the grammar.
Step 2 Word study
1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.
2. Grammar
Talk about possibilities.
1) When you are very sure of something, you use "must" in positive sentences and "can not” or "can't" in negative sentences.
2) When you think that something is very possible, you use "can".
3) When you think that something is possible, but you are not very sure, you use "could", "may" or "might".
Go through the sentences in the book with the whole class.
Make sure the students understand the use of the modal verbs above.
Step3 Practice
P19 Exercise 1. Rewrite the sentences using modal verbs. Lets the students work in pairs.
P20 Exercise 2. Complete the dialogue.
1. When you are sure of something in the past you use "must have done" or "can't have done".
2. When you think that something in the past is possible, you can use "may/might/could + have
done".
1. I thought you ___ like something to read, so I have brought you some books.
A. may B. might C. could D. must
2. Where is my pen I __ it.
A. might lose B. would have lost
C. should have lost D. must have lost
3. Peter come with us tonight, but he isn't very sure yet.
A. must B. may C. can D. will
4. Michael ____ be a policeman, for he's much too short.
A. needn't B. can't C. should D. may
5. Susan ____ written a report like this.
A. can have B. mustn't have
C. can' t have D. ought to not have
6.Jack ___ yet, otherwise he would have telephoned me.
A. mustn't have arrived B. shouldn’t have arrived
C. can't have arrived D. need not have arrived
keys: 1.B 2.D 3.B 4.B 5.C 6.C
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Unit15 Necklace
Period 1
1. Talk about drama and theatre.
2. Train the student's listening and speaking abilities.
Step 1 Warming Up
Say to the Ss: Many of you must have heard of some good stories, including fairy tales.
Can anyone tell us an interesting one
(Let tile Ss talk among themselves and then ask several to tell their good stories. )
Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories. )
Step 2 Listening
Listen to tile short play on the tape. Ask the students to listen carefully and do the exercises of this part in their books.
After listening, let the students discuss the mystery.
Step 3 Speaking
Divide the class into several groups 'after going though the 3 different situations given in the book.
Help each group to chase one and discuss what will happen next.
After the discussion, one student of each group is asked to report their imagined story. Then the whole group are required to act it out in class.
Step 4
The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.
1. I______(walk) along the street when suddenly I __ (hear) footsteps behind me. Somebody _____ (follow) me. I was frightened and I __(start) to run.
2. The reporter said that the UFO _____(travel) east to west when he (see) it. He
(scare) at that time.
3.Oh, it's you! I ______ (not recognize) you. You ____ (change) a lot these years.
4. The living conditions of people __ (improve) nowadays.
5 .This building __ (complete) by the end of next month.
Key:
1. was walking, heard, was following, started
2. was travelling, saw, was scared
3. didn’t recognize, have changed
4. are improving
5. will have been completed
Period 2
1. To learn something about the play.
2. To train the abilities of skimming and scanning the text.
Step 1
Today we're going to read a play about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We'll come to the 3 scenes given in the text.
Step2 Reading (Skimming)
1. Let' s the students read the first scene of the play as quickly as they can. Try to answer the following questions.
(1) What's the matter with Mathilde
(2) Why didn't Jeanne recognize her at first
(3) Why has she been working so hard
(4)Why did she need to borrow some jewellery
2. The students are encouraged to find out more about the necklace in Scene Two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.
(5) Why was Mathilde worried
(6)What did Pierre suggest
(7)What did they decide to do
3. In Scene 3, we'll find out the ending of the story. Read it quickly and find what happened on the way home after the ball. (suggested answer: Mathilde saw that the necklace was no longer around her neck. )
(1) She has been working hard for 10 years.
(2) She looks older than her age and she doesn't look well.
(3) Because of the diamond necklace.
(4) She was invited to a ball at the palace so she needed to borrow some jewellery.
(5) She didn't have an evening dress or any jewellery to wear.
(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.
(7) Mathilde decided to go and borrow some jewellery from Jeanne.
Step 3
Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.
Step4 Post-reading
1. Mathilde returns to the palace where the ball was held to ask about the necklace. Ask the students
to make a dialogue between Mathilde and another person in the palace.
2. Ask the students: "How do you think Mathilde felt when Jeanne told her the stone in the necklace were made of glass, not diamonds .... What's her husband's reaction when Mathilde told him about her meeting with Jeanne "
Let the students continue the story and write a similar scene.
(五)
Fill in the blanks with suitable words according to the 3 scenes of the play we learnt.
Pierre Loisel used to work in a office. One day he and his wife Mathilde received an ____ to a in the . Mathilde spent 400 francs on a new __ but had no money for__. She borrowed a beautiful from her friend Jeanne. The couple had a very good time in the palace. But after the ball Mathilde found the necklace ______ . They borrowed money to buy a diamond necklace for Jeanne. The necklace that looked exacfiy like Jeanne's cost then 36,000 francs. They had to work ____ and ____ for 10 years to pay back the money they had borrowed.
When Mathilde met Jeanne again, she had changed so much her friend couldn't __ her. She did not know then that the necklace she borrowed was not made of diamonds. It was ____ 500 francs at the ____.
Key: government, invitation, ball, palace, dress, jewellery, necklace, missing/lost, day, night, that, recognize, until, worth, most
Period 3
1. Consolidate the important new words and phrases in this unit.
2. Get students to know the use of the modal verbs:
must, can/could, may/might
Step 1 Presentation
Today we' re going to deal with the part "Language study". First, let' s come to "Word study", then we'll talk about the grammar.
Step 2 Word study
1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.
2. Grammar
Talk about possibilities.
1) When you are very sure of something, you use "must" in positive sentences and "can not” or "can't" in negative sentences.
2) When you think that something is very possible, you use "can".
3) When you think that something is possible, but you are not very sure, you use "could", "may" or "might".
Go through the sentences in the book with the whole class.
Make sure the students understand the use of the modal verbs above.
Step3 Practice
P19 Exercise 1. Rewrite the sentences using modal verbs. Lets the students work in pairs.
P20 Exercise 2. Complete the dialogue.
1. When you are sure of something in the past you use "must have done" or "can't have done".
2. When you think that something in the past is possible, you can use "may/might/could + have
done".
1. I thought you ___ like something to read, so I have brought you some books.
A. may B. might C. could D. must
2. Where is my pen I __ it.
A. might lose B. would have lost
C. should have lost D. must have lost
3. Peter come with us tonight, but he isn't very sure yet.
A. must B. may C. can D. will
4. Michael ____ be a policeman, for he's much too short.
A. needn't B. can't C. should D. may
5. Susan ____ written a report like this.
A. can have B. mustn't have
C. can' t have D. ought to not have
6.Jack ___ yet, otherwise he would have telephoned me.
A. mustn't have arrived B. shouldn’t have arrived
C. can't have arrived D. need not have arrived
keys: 1.B 2.D 3.B 4.B 5.C 6.C
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1