【鼎尖教案】高中英语(人教大纲)第一册下：Unit15 The necklace(第二课时)

人教修订版高一下Unit 15 The necklace Reading教案I.Teaching Goals:a)Students will be encouraged to write and act roles in a short play.b)They will learn one of the writing skills which are used in the play. That isirony.c)They will also learn how to make a summary.d)The following expressions and structures will be presented before the class.i.after allii.because of (and the difference between …because of‟ and …because‟)iii.marry (get married to, be married to)iv.worth (and worthy)v.the auxiliary verb “do” used to emphasize somethingII.Important stuffa)The ability to make a summary of what is read or heard.b)To differentiate “because of” and “because”, “worth” and “worthy”III.Difficult stuffa)To differentiate “worth” and “worthy”b)To differentiate “get married to” and “be married to”c)The writing skill “irony”IV.Teaching AidsA digital projector with a multimedia platformV.Teaching Proceduresa)Get all the things ready before class and play the music of The Marriage ofFigaro.b)Greet the students.c)Present some questions on the screen for the students to discuss.i.Do you like watching traditional Chinese operas, such as Sichuan operasand Peking operas? Do you like modern operas?ii.Have you ever acted in a play? What role did you play?iii.Have you ever tried to write a play?iv.What kind of plays do you like: funny plays, serious plays or sad plays?v.Do you know any of Chinese playwrights, like Cao Yu, and their plays?vi.Do you know any of western playwrights or have you ever watched any western plays?d)Present a portrait of Guy de Maupassant and make a brief description of hislife and his short stories.e)Play a short video clip of scene one on the screen and get the students towatch or read the play after the video quickly and ask them to make acarefully enough.g)Present some questions on the screen and get them to make a summary ofscene one.1. Why didn‟t Jeanne recognise Mathilde at first?Because Mathilde looked much older than her age.2. What kind of life did Mathilde live during the ten years?Years of hard work, very little food, only a small room to live in and nevera moment’s rest.3. Why did Mathilde borrow a necklace from her friend?Because they had been invited to a ball.4. Where was Pierre Loisel working?Pierre was working in a government office.5. Why had she been working very hard?Because of the necklace.1. How did Mathilde feel when her husband told her the good news?She felt excited but worried.2. Why was Mathilde worried?Because she didn’t have an evening dress and any jewelry for the ball.3. How did they solve the problem?They bought an evening dress which cost them 400 francs.4. What did Pierre suggest?Pierre suggested she borrow some jewelry.5. What did they decide to do? Why?They decided to ask Jeanne for some jewelry because she married a man with a lot of money.1. What kind of necklace did she get?A beautiful diamond necklace.2. How did they enjoy the ball at the palace？They had a very good time at the ball.3. What happened on their way home after the ball?They found the necklace was lost and they couldn’t find it .4. What did they do for Jeanne?They borrowed a lot of money and bought her a new diamond necklace.5. How much did the diamond necklace cost?It cost them 36000 francs.6. What did they do in order to pay off the debts?They both worked day and night during the next ten years.7. What did Mathilde learn at last?The diamond borrowed from Jeanne was not a real one but made of glass.j)Get the students to read the play aloud and try to understand the implied meaning of the whole play.k)Divide the class into groups of four students and get them to discuss the following questions:i.What on earth causes Mathilde’s misery of ten years?ii.What does the author want to tell us?iii.If you were Mathilde, what would you do when you got an invitation to the ball at the palace?iv.What would happen when the truth came out?l)Present language points of this part.a)After all:⑴It’s not surprising you’re tired. After all, you didn’t go to bed until12 last night.⑵Although they met with difficulties，I hear they’ve succeeded afterall。

Unit15 The Necklace(人教版高一英语下册教案教学设计)Teaching Aims and DemandsTeaching aims: to get students to know some knowledge about dramas and plays by learning the short play written by Maupssant T o get the students to master the modal verbs :must can could may might and to enable students to learn how to write a play and encourage them to act it outWords and PhrasesMaster the following words and phrases : dormitory explain recognise precious positive attend earn continue besides surely ball lecture silly author outline quality call on bring back day and night pay off at most act out come up with try on would rather be worth after allCommunicative English:Ask for permissionCould we/I … ?May/can I …?Shall we …?Is it possible…?Do you mind…?Talk about possibiliesIt can’t be …It could …HE might …They must …Grammar:Use the modal verbs must, can/could, may/mightCertainty possibility impossibilityHe must /could/may/might can’t be working.He must /could/may/might can’t be American.Important points: to get the students to receive the education morally.Difficult points: to fell the real meaning of the modal verbs.Teaching aids: Computer, tape-recorderWays of Teaching: communicative teaching methodologyPeriod oneStep 1 greetingsGreet the whole class as usualStep 1 PresentationIf it is possible, it is better to show the play to the students so that we can get the students mentally prepared for the coming class. If it is not possible, teachers can give a brief introduction about dramas and plays.Step 2 Warming UpFirst, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.Step 3 ListeningHave a short listening test as shown in the students books and check the answers.Step 4 Acting(1) First divide the students into several groups. And then let them choose their favorite title.(2) Read the short play one by one so as to better understand the play.(3) Give the students several minutes to prepare for the play.(4) At last act it out.Step 5 HomeworkFinish the exercise on the textbookPeriod twoStep 1 RevisionCheck the homework. and review some of the new words and expressions:dormitory explain recognise precious positive attend day and night pay off at most act out come up withStep 2 PresentationFirst, introduce the general idea of the novel to the students as well as the writer.Step 3 ReadingGet the students to read the play on scene by one scene and answer some questions in order to help the students to fully understand what the play is about.Scene one1.When and where did the story happen?2. Why didn’t Jeanne recognize Mathilde at first?3. What was the life Mathilde lived in the past ten years like?4. Why did Mathilde borrow a necklace from her friend?5. Why had she been working very hard?Scene two1. How did Mathilde feel when she heard the news?2. Why was Mathilde worried?3. How much did her dress cost her?4. What else did she want to wear?5. What did Pierre suggest?6. What did they solve the puzzling problems?Scene three1. What kind of necklace did she get?2. What did they do when they found that they lost the necklace?3. How much did the diamond necklace cost?4. What did they do in order to pay back the debt?5.How did Jeanne feel when she knew the truth?Step 4 Language pointsExplain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)1) after all⑴It’s not surprising you’re tired. After all, you didn’t go to bed until 12 last night.I think we should let her go on holiday alone. 她毕竟十五岁了，不再是个小孩了。

高一 unit 15 The Necklace 教案Unit15 The NecklaceTeaching aims and demands1。

Topics: ① Talking about drama and theatre② Talking about the play The Necklace2。

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 franccontinue lovely debt precious positive attend earn lecture sillymosquito bat author besides outline plot quality call on bringback day and night pay off at most act out4。

Grammar: modal verb (3)----- must can/couldmay/might① When you are very sure of something， you use must in positivesentences and cannot or can’t in negative sentences。

Eg。

He must stay at home now。

(objective) Jim can’t be in the room。

〖云南省芒市中学高一英语《Unit 15 The Necklace The first period》教案〗之小船创作教学内容及解析1、内容：本单元的中心话题是短剧《项链》，整个单元的设计围绕“戏剧”展开，内容涉及“编故事表演”、“读剧本”、“如何写剧本”等，目的是将学生引进艺术殿堂——戏剧的世界，并让学生初步熟悉戏剧，学会尝试剧本的欣赏、写作和表演。

语言知识和技能也都围绕这些话题设计展开。

2、解析:“热身”部分设计了三张图片，让学生根据照片内容编故事并表演。

“口语”部分给出了三个带有神秘、悬念的情景，要求学生自编短剧，并表演。

“阅读”部分是根据法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧，共三幕。

“语言学习”分词汇和语法两部分。

词汇部分要求根据英文解释写出单词及根据所给的句子选择适当的词组填空；语法部分是关于情态动词must,can,could, may,might等表示猜测的用法。

“综合技能”包含读、写、演等技能，要求学生在对话阅读的基础上编写短剧。

二、目标及解析1、目标：识记目标词；训练口语能力；学会如何欣赏戏剧，提高鉴赏能力；引导学生用英语解释单词和短语，使其掌握目标语法；培养学生综合运用语言的能力。

2、解析：本单元除让学生识记一些重要的词、短语和句子外，还通过各个环节内容的设置锻炼学生的想像力，训练其口语、表演能力。

在阅读活动中，使学生体验戏剧，通过阅读使学生较全面地了解英语戏剧体裁，提高鉴赏能力。

语言学习上帮助学生形成英语直接思维，并使他们自主探究目标语法的功能。

综合技能部分要求达到训练学生编写短剧，综合运用语言能力的目的。

三、教学问题诊断及分析本单元内容的教学问题在于学生的英语口语能力相对差，他们能很容易地用母语说出想象的故事情节，却很难用英语表达那些内容。

教师可用英语给出适当的线索提示，使学生顺着提示词一步步填充完整故事内容。

此外，学生的外国文学背景知识相对薄弱，鉴赏能力不足，教师应在课前为学生补充相应的文学知识。

高中英语说课教案Unit 15The Necklace四平一中李丹Unit 15 The NecklaceThe material today I’m going to present is SEFC II Unit15 THE NECKLACE. It’s a short novel written by the world-famous French novelist Maupassant. Our text is a selection from this story, and also it’s the most excellent part in this novel. I’ll present my lesson from the following aspects:Teaching Aims and Demands:1. To master the uses of some important words and phrases, such as: recognize, continue, after all, call on, try on, without luck, pay off and so on.2. From the study of the language study, to make the students improve the abilities of reading, listening, speaking, writing. Besides, we should also train the students to act out the dialogues and dramas.Teaching Important Points:1.To teach the students how to apply the dramatic languages in English, especially in English languages.2.How to train the students to further study the uses of some words and expressions, and do some exercises.3. From the learning of the text, to further improve the abilities of reading comprehension.Teaching Difficult Points:The teaching difficult points for today still fall into the right uses in the narrations of story-telling, and how to tell the differences among some phrases such as after all, in all and above all.Teaching Methods:1.Ask and answer2.Role play3.Pair work or group workTeaching Procedures:1.Lead-in:Since this part is the warming-up of the whole text, so I would like to make it as vivid as I can. The material I choose for this part is the warming-up in Unit 15. In this part, the three pictures are given, asking the students to make up a story according to the pictures. I have already arranged the homework to the students before this class, so at the beginning of the class, I should call some students to act out their play in the front of the whole class. Of course, they should speak in English. When they finish the play, some students who have questions to their story are allowed to raise their questions. Just among their discussion, I’ll make the text THE NECKLACE mentioned naturally.2.The First ReadingThis is a reading in the form of time-limiting, it’s a kind of reading for thepurpose of reading comprehension, and also the teacher must emphasize that the students must use the method of silent reading, for reading aloud not only affects the speed of reading, but also the qualities of their reading. Of course, since this is the reading comprehension part, I’ll also put up some leading questions, for example:(1). Why didn’t Jeanne recognize Mathilde at first?(2). Why had she been working so hard for the past ten years?3.Explanation of the Language Points in the TextAfter the students’ basic reading for the first time, I’ll instruct them to understand the text further. At the same time, it’s also the process of explaining the language points which appeared in the text to the students. About the explanation of language points, I can give you an example: ----So I called on you and asked if I could borrow some jewellery.Here, we have a new phrase call on, of course we don’t have to tell the Chinese meaning of the phrase, instead, we can ask the students to guess the meaning of the phrase according to the plot in the text, and then teacher provides the students with the correct answers. Besides, some related phrases can also be given by the teacher, such as: call at spl, call in, call off, call for etc.After the explanation of the language points, I’ll let the students listen to the tape of the text, and then encourage the students to retell the novel as possible as they can.What’s more, if time permitting, I’ll ask the students to act out the play in different roles, trying to further understand the personality of the main characters, leading the students to master the play from another point of view, that is, the drama. Therefore, about the arrangement of our homework, besides the consolidation of the key words and expressions, let the students practise the role play of the novel, is also a good way for the students to learn English. OK, That’s all for the lesson, thank you.。

高一 unit 15 The Necklace 教案教学目标：1. 了解和熟悉《The Necklace》故事的背景和主要情节。

2. 学习和理解故事中的重点词汇和短语，并能正确运用。

3. 分析和理解故事中的人物特点和主题，并能进行简要的写作和讨论。

4. 培养学生的阅读理解能力，提高他们的语言表达和写作能力。

教学重点：1. 理解和运用故事中的词汇和短语。

2. 分析和理解故事中的人物特点和主题。

教学难点：1. 对故事主题的理解和归纳。

2. 对文中人物特点的分析和评价。

教学准备：1. 故事《The Necklace》的课文。

2. 教学用具：多媒体设备、单词卡片、黑板、彩色笔等。

教学过程：Step 1：导入（5分钟）利用多媒体设备播放一段描述巴黎19世纪初的视频，引起学生对故事背景的兴趣。

教师可以简要介绍巴黎19世纪初的社会背景，并和学生共同预测故事可能发生的情节。

Step 2：阅读与理解（15分钟）1. 学生分组朗读课文《The Necklace》（可以将课文分成几个组，每个组轮流朗读），并回答以下问题：- Who are the main characters in the story?- What happens to the protagonist, Mathilde Loisel?- How does she try to solve the problem?- How does the story end?2. 教师以互动方式逐步解释一些生词和短语，确保学生对故事的理解。

Step 3：词汇与短语（10分钟）1. 教师板书并解释一些故事中的关键词汇和短语，如：- necklace（项链）- borrow（借）- replace（替换）- pretend（假装）- luxury（奢华）- poverty（贫穷）- disguise（伪装）- opportunity（机会）2. 教师组织学生进行词汇和短语的操练和运用，如完成填空题、句子翻译等任务。

Unit 15 The Necklace reading(人教版高一英语下册教案教学设计)Unit15 The NecklaceReading The necklaceGoals:1. To get to learn more information about drama2. To have a better understanding of the outline of the drama3. To learn some basic reading skills4. To develop students’ imagination and creativity by continuing the playTeaching Procedures:Step 1: Warming upsTask 1: Get students to discuss the following two questions1. What kind of plays do you like best? (funny plays, serious plays or sad plays) Why?2. Can you tell me some famous playwrights in China or abroad?(Caoyu, Laoshe, Shakespeare, Charlie Chaplin, Maupassant, etc)Task 2: Competition To see who is the fastest to match the writers and their works and countriesCaoyu The Thunder StormBritain Shakespeare The Merchant of VeniceFrance Maupassant The Million NoteChina Mark Twain The NecklaceAmerica Laoshe Tea HouseStep 2: ReadingTask 1: Pre-readingAsk one student to do the daily reportTopic: Maupassant ----- a great French writerTask 2: SkimmingAsk students to listen to the passage and then find out how many scenes there are and how many characters there are in the play(The answers: 3 scenes; 3 characters)Task 3: ScanningAsk students to read each scene fast by themselves and sum up the main idea of each sceneSuggested answers:Scene 1: Mathilde met with Jeanne in a park in ParisScene 2: The Pierres talked about their going to the ball in the homeScene3: Mathilde continued to tell Jeanne what had happened to her and why she had changed a lotTask 4: Careful readingGroup work: ask students to discuss each scene and find more information about the play by filling in a tableTask 5: Post-reading1. Let students discuss in groups and give a description of the characters in the play using adjectiveSuggested answers:2. SummaryLet students discuss the following questions to further understand the story1) What can Mathilde do next?2) What can Mathilde say to her husband when she gets home?3) What can Jeanne do next?4) What do you think of the ending?Step 3: ActingTask 1: Ask students to discuss in groups to continue the story and write a scene in mind in which Mathilde comes back home to tell her husband about her meeting with Jeanne Task 2: Choose several groups to act out their play in front of the class(Remind students of using some stage properties and stage directions while acting out the playStep 4: Homework1. Written1) Exercise book2) Write an ending which is based on the story2. OralRead the passage for 3 times and find out some good sentences to recite。

高一 unit 15 The Necklace 教案Lesson plan of unit 15 the necklace高一 unit 15 The Necklace 教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

Unit15 The NecklaceTeaching aims and demands1.Topics: ① Talking about drama and theatre② Talking about the play The Necklace2.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 franccontinue lovely debt precious positive attendearn lecture sillymosquito bat author besides outline plotquality call on bringback day and night pay off at most act out4.Grammar: modal verb（3）----- must can/could may/might① When you are very sure of something, you use must in positivesentences 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 verysure, 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 Pie rre Loisel, Mathilde’s husband, agovernment worker; Jeanne, Mathilde’s good friend.The story takes place in Paris. One day, Pierre gets an invitationto a palace ball. He thinks it important to him, and decides to goto the party with his wife Mathilde. But Mathilde is worried,because she has no new dress and no jewellwey to wear. Her husbandspends 400 francs on a new dress and she herself borrows a diamondnecklace from her good friend Jeanne. The young couple go to theball and has a very good time here.On their way back after the ball, Mathilde findsthat the necklaceis no longer around her neck. They rush back to the palace and lookfor it. But they can’t find it; it is lost.The young couple borrow a great deal of money and buy a necklacethat is exactly like Jeanne’s. It costs them 36000francs. So theyhave 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 evencan’t recognize herwhen they meet.When Jeanne hears the story, she tells Mathilde that the necklaceshe has borrowed isn’t a real diamond necklace. It isn’t valuable atall. It is worth 500 francs at the most.VI. HomeworkPrepare for the stage play.Write down the Listening material.Period II Reading & ActingI. GreetingsII. Lead in and check their homework1.After we read the play carefully, we can summarizea title foreach sceneScene 1: Meeting with an old friendScene 2: An invitation to a ball in the palaceScene 3: The story of a lost necklace3.Now we can draw a necklace and complete the storygetting the invitation accept borrowing a necklace attend losingthe necklacesearch buying a newnecklace loan returning the necklaceworklearning the truth4.From the play we can learn the character of each role:Mathilde: a young lady, pretty but vainPierre: a government worker, not rich but ambitiousJeanne: a young lady, rich but warm-hearted5.Three groups act out scene1-3Other groups act out their own ends.III. One student read the listening material for the whole classIV. Underline some useful expressionsI don’t think … have a hard time a house to live in for thepast ten years after all matter continue to call in try onpay back pay off worth at most any more day and night bedressed marryV. HomeworkFinish exercises in vocabulary partMake complete sentences using the above expressions Period III Language PointsI. GreetingsII. Lead inNow, you’ve known the general idea of the passage. Let’s listento the tape.Meanwhile, please find out the words, expressions and sentencepatterns that you don’t understand.After a while, let students list them out in each scene and givesome 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 you3.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 coldroom 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 whenI came toyour house and borrowed a necklace of yours?11.We’d been invited to a ball at the palace, so I needed toborrow some jewellery.12.It can’t be true!13.I was the only person in my office who wasinvited .14.I’ve written to acc ept the invitation15.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 payfor 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. HomeworkFinish exercises in grammar partPeriod IV Grammar & ExercisesI. GreetingsII. Lead inBefore we talk about the usages of must, can/ could, may/ might,Let’s do an exercise to feel it first. Look at thescreen.Complete the sentences using must or can’t1.I have tried to call him at the office but there is noreply.He can’t be at home.2.They have bought a new car. They must have a lot ofmoney.3.She is carrying a Japanesenewspaper. She can’t beChinese.4.He goes abroad a lot. He must have an important job.5.She is a professor at the university.She must be veryclever.6.She is acting in a Shakespeare play tomorrow. She must bean actress.III. Summary of the usages of must, can’tWhen we are very sure of something:In positive sentences we use must. & In negative sentences we usecan’t.（mustn’t----not allowed to do sth, forbid to do sth.）IV. Lead inWhat word shall we use when we think something is possible, butnot very sure?Look at the sentences on the screen.1.You could borrow some jewellery from your friend Jeanne whois married to a rich man.2.You may not know that the necklace I returned isn’t the onethat I had borrowed.3.Do you have a friend who might / may lend you somejewellery?4.Li Ping isn’t here. Where can / could he be now?V. Summary of the usages of can / could, ma / mightWhen we are not sure of sth:In question form, we use can. & In positivesentences we use could,may ormight. & In negative sentences we use may not / might not.VI. Summary of the usage of nodal verbs which express “guess”TimeStructuretypeGeneralContinuousPastPositiveMust/may/might+v.Must/may/might+ be doingMust/may/might+ have doneInterrogativeCan/could + v.Can/could+ be doing Can/could+ have doneNegativeCan’t/ couldn’t+ v.Can’t/ couldn’t+ be doingCan’t/ couldn’t + havedone VII. HomeworkFinish exercises in Best DesignPeriod V ExercisesI. GreetingsII. Give some explanation to the exercises-------- Designed By JinTai College ---------。

NSEFC 高一 unit 15 necklace教案和学案Unit 15 The Necklace-. 教学目的和要求 ( Teaching aims and demands )I: Topics 1. Talking about drama and theatre2. Talking about the play The NecklaceII: Functions征求许可 (Ask for permission)Could we/I…? May/Can I…? Shall we…? Is it possible…? Do you mind…?讨论可能 (Talk about possibilities)It can’t be… It could… He might… They must…III: Vocabulary1.Words: dormitory recognize surely diamond explain ball jewellery franc continue lovely debt precious positive attend earn lecture silly mosquito bat author besides outline plot quality2.Phrases: call on bring back day and night pay off at most act outIV: Grammar情态动词(3)----- must, can/could, may/might1.能够用英语有把握地猜测某人或某事物现在的情况-----must, can’tHe must stay at home now.Jim can’t be in the room. You see, the light is out.2.能够用英语有把握地猜测某人或某事物现在的情况---can,may,could,mightYou could borrow some jewellery from yo friend.He may come to watch the play.But you may not remember.二. 能力训练 (Ability training )1. Through the learning of Warming Up, Listening, Speaking, and Reading, let Ss know sth. about drama and theatre.2. Through the learning of the passage, develop the Ss’ reading comprehensive ability.3. Master the use of the modal verbs.三. 德育渗透 (Moral training teaching)通过《项链》的学习,让学生了解资本主义社会的贫富差距,树立正确的人生观和社会观.四. 美育渗透 (Art training teaching )阅读课文后,培养学生良好的价值观,不爱慕虚荣和浮华. 引导学生学会欣赏文学作品.五. 课时安排 (The arrangement of teaching periods )The First Period New words and Warming UpThe Second Period Listening and SpeakingThe Third Period Reading (1)The Fourth Period Reading (2) Language pointsThe Fifth Period Language Study and GrammarThe Sixth Period Integrating SkillsThe Seventh Period Workbook and Unit Test ( Dictation on words and expressions)The Eighth Period Unit Test (课课练讲解)The Ninth Period Unit Test ( 英文报纸讲解)六. 教学步骤 (Teaching Procedures)Period 1 New words and Warming Up备课时间: Mar.10th上课时间:Teaching Aims1. Learn the new words and expressions.2. Learn the Warming Up to arouse the Ss’ love in talking.Important Points in Teaching1. The use of some words: mystery scary recognize jewellery continue attend besides2. Sentence pattern: They’re trying to fall asleep when suddenly…..It got dark before they could get there.Difficult Points in T eaching1. the use of the words2. talking in EnglishTeaching Methods1. Reading and speaking2. Pair/group work, individual work, class workTeaching AidsTextbook, blackboard tape-recorder, computerTeaching ProceduresStep 1 LearningI. Learn the new words and expressions.Ask some Ss to read the New words and expressions, then correct some mistakes if there are any.II. Explain some uses of the words.1. mystery n.-thing of which the cause or origin is hidden or impossible to explain神秘的事物,不可解释的事物the mystery of life生命的奥秘It’s a mystery to me why they didn’t choose him.mysterious adj. ----full of mystery eg. a mysterious event/letter神秘的事件/信2. scary adj. causing fear or alarm引起恐慌的, 吓人的It’s a scary ghost story. 那是个吓人的鬼故事.scared adj. ---frightened 惊恐的,恐惧的I’m scared of ghosts 我害怕鬼.She is scared to go out alone at night.3. recognize vt. ---- know again (sb.or sth.)that one has seen ,heard etc. before认出,识别I recognized her voice over the phone.He was so changed that I could hardly recognize him.recognize指一时性的动作, know是状态性动词I know him, but I saw him last night, I could hardly recognize him.recognize的另一意思是“承认, 认可”We recognize the country as an independent state.recognize还可表示“意识到”You must recognize the difficult position the company is in .4. jewellery n./U/ ornaments,eg. rings and necklace,esp. made of a valuable metal and sometime set with jewels 珠宝, 首饰. 总称. 不可数名词 jewel是可数名词This diamond necklace is my most valuable piece of jewellery.She locked her jewels in the safe.5. continue v. ①go on existing or happening; not stop继续存在或不断发生;不停.Wet weather may continue for a few more days.He continued to live with his presents after his marriage.②start again after stoping ,resumeThe story is continued in the next issue of the magazine.We continued to rehearse/rehearsing the play after the break.6. attend v.-go regularly to (a place); be present at 照例去(某处); 出席常见短语: attend school/church/the meeting/lecture7. besides prep.----in addition to (sb./sth.) 除……之外还有……There were five other guests for dinner besides John.此外,besides 还可作adv. 表示“而且, 此外”之意.It was too late to go there. Besides, it’s going to rain.Step 2 PresentationMany of you must have heard of some good stories, including fairy tales. Today we are going to talk about some mysterious stories.Step 3 Warming UpI. Talk about the pictures on Page 15 : write a good story about the boy and the girl .II. Act out the story in front of the class.Step 4 Homework1.Read and recite the new words and expressions.2.Finish the Ex. in （课课练）Page 1 No.I “在空格内填入适当的词”３．Get ready for the next period.教后感：Period 2 Listening and speaking备课时间:Mar.11th上课时间:Teaching aims :1. Do some listening to improve the Ss’ listening ability.2. Do the speaking to train the Ss’ spea king ability.Important points in teaching1. the listening ex.2. the speaking ex.Difficult points in teaching1. Speaking in English.Teaching methods1. Listening and speaking2. Pair work , class workTeaching aidsTextbook, blackboard, tape-recorder, computerTeaching ProceduresStep 1 Revision1. Check the homework.2. Check the new words and expressions.Step 2 ListeningI: Listen to the short play and choose the correct answers. After listening, let Ss discuss the mystery.Keys: Scene 1 B A Scene 2 D C Scene 3 B It’s a monkeyStep 3 Speaking1. Choose one of the situations and let the students discuss.2. Ask some pairs to act it out before the whole class.Step 4 ConsolidationI. Do some Ex. in Workbook Page 84, 85 . Check the answers.II. Fill in the blanks using the correct forms.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) eat 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.Keys: 1. was walking heard was following stared 2. was traveling saw was scared 3. didn’t recognized have changed 4. are improving 5. will have been completedStep 5 Homework1. Make up a dialogue between the doctor and the patient.2. Get ready for the next period.教后感：Period 3 Reading(1)备课时间: Mar.12th上课时间:Aims:General reading: Understanding of the reading material.Develop the students’ reading ability.Teaching difficulty: inferring according to the reading material.Teaching methods: 阅读、归纳、推理、判断Teaching proceduresStep 1. RevisionCheck the homeworkStep 2 Lead-in Background1) Say sth. about the author and the play.详见教参P.61, Textbook P.135 and《素质教育新教案》P.76, 772) 关于戏剧体裁戏剧一般首先介绍故事发生的时间(time)、地点(place)和剧中的人物(characters)。

高一下 Unit 15 The necklace一、教材分析学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。

学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

1、教材内容分析本单元的中心话题是“drama and theatre”(戏剧)，整个单元中各个板块有关话题的设计及语言材料的选编都是紧扣这个中心话题的，看图想象戏剧——听戏剧——根据情景编戏剧——学习和欣赏戏剧——编写和表演戏剧，环环相扣，中心突出，而且戏剧又是当今人们生活的娱乐方式之一，戏剧的素材来源于生活；它是当时人们生活和思想的反映，这样可以让我们学到生活中的真正语言。

同时戏剧又是艺术的一种形式，具有丰富的想象性和创造性，通过学习戏剧，引导学生编写戏剧再到让学生表演戏剧，整个过程也是促使学生“拓展思维，开阔视野、发展心智”的过程，看图想象、根据情景编戏剧等活动给学生独立思考、大胆想象、发挥其创造性提供了大量的空间，有利于培养学生的创新能力和想象能力。

本单元的内容贴近现代生活，富有较强的时代气息，是生活和艺术的高度结合和统一，这也是本套新教材的重要特征。

Warming up部分设计了三幅图画让学生编演一个故事或戏剧。

这样的练习是旧教材所不具备的。

这一设计主要是为了启发学生思考，提倡创新，给学生提供思维和想象的空间。

教师可以通过一系列问题的设置来引导学生想象和猜测图画中的内容，诱发学生打开话匣子，引出本单元的中心话题“drama and theatre”。

在师生交谈的过程中“学生必然会用到以前所学的一些情态动词。

这样自然就把本单元的语法教学也渗透其中。

listening 部分提供了一个生活短剧（共三幕），每一幕都设计了一个“clue”来引导学生解决“mystery”，戏剧情节层层推进，引人入胜，为下面戏剧的编演奠定了基础；Speaking则提供了三个Situation: 1).The Secret of the Black Tower; 2). The Mysterious Box; 3).A Funny Thing Happened on the Way to School 并要求学生编演戏剧，让学生成为主体，充分拓展学生的思维、展示他们无限的想象力；Reading的内容是节选于法国著名作家莫泊桑的作品《项链》，整个故事围绕着Mathilde从她朋友 Jeanne那里借项链、丢项链和还项链而展开的，故事的内容引人入胜，故事的结尾耐人寻味，给读者提供了充分的想象空间。