Unit 18 The necklace

教學目標 

知識目標
本單元的教學重點是繼續學習疑問句的直接引語和間接引語。通過對課文學習戲劇體裁的文章，要求學生不僅能復述課文大意，還能分角色將全劇或部分表演下來。
二、教學重點與難點
l.重點詞匯 scene; recognize; accept; continue; worth; match; after all; call on; not. . . any more; day and night; pay back; at the most
2.重要句型 1) I don’t know if I should tell you.
2) It was all because of your necklace.
3) I was the only person in my office who was invited.
4) On our way home that night I looked down and saw that the necklace was not around my neck any more.
3.語法 直接引語和間接引語 (3):
1) He asked her if she was pleased.
2) She asked him how many people were going to the ball.
4.日常交際用語 尋物 (Lost and found) : 1) Excuse me. I’ve lost a case. I wonder if it’s been found. 2) Can you describe the case to me. 3) Where did you last have it? 4) We asked everyone there if they had found. . . , but without luck. 5) We couldn’t find it; it was lost. 談論過去經歷 (Talking about the past experiences): 1) Where have you been all these years? 2) What happened? 3) We did have a good time. . )
能力目標
1. 學會把把疑問句變為間接引語。
2. 學會寫失物招領和尋物啟事。
3. 讓學生即興表演本劇三個場景中的任一個。
德育目標
通過本單元的學習，讓學生了解Mathilde由于貪圖一時的虛榮、結果換來十年辛勞去還債的遭遇，其行為既可憐又可悲，教育學生不要貪圖虛榮。

教學建議

課文建議Lesson 69
1. 教師進行有關課文的提問，如：1.Do you know about the Maupassant(莫泊桑)? 2.What kind of novel do you learn about him. so on
2.教師放錄音給學生聽到一至兩遍之前，問有關對話的主要內容。
3.教師讓學生扮演本文的主人公。
4.教師對本文的人物進行分析和評價, 比如：Mathilde這個人是怎樣的愛慕虛榮。提問學生從哪些內容來體現人物的特點等等。
教師對本文的語言點進行分析。同時讓學生們能夠對本文進行復述。
課文建議Lesson 70
1.教師提問故事的發生情況。
2.同時教師把本課文的問題列在黑板上，然后讓學生聽磁帶。
3.教師對本課文的語言點進行講解和分析。
4.讓學生扮演角色。
課文分析
本單元兩課課文是根據法國小說家莫泊桑的同名短篇小說改編獨幕劇。故事發生在1870年，劇中有三個人物：1）瑪蒂爾德（Mathilde），好虛榮的年輕婦女；2）皮埃爾（Pierre），瑪蒂爾德的丈夫，政府職員；3）讓娜（Jeanne），瑪蒂爾德的好友。全劇有三個場景：
Scene 1 Mathilde met Jeanne in the park.
When Mathilde said hello to Jeanne in the park, Jeanne didn't think she knew her because Mathilde looked much older than she really was. Mathilde then told her that was because of ten years of hard work and also the story of her necklace.
Scene 2 Pierre and Mathilde were invited to a ball.
When Pierre came back from work that day, he told Mathilde they had been invited to a ball at the palace. Mathilde was very happy. But she told her husband that she didn't have jewellery to wear. Pierre asked if she could wear a flower instead. Mathilde refused, because she couldn't be the only woman who wasn’t wearing jewellery. Then Pierre asked her why not go and borrow some. Mathilde remembered that she had a friend called Jeanne, who had married a man with a lot of money.
Scene 3 They had a good time at the ball, which cost them ten years of hard work.    
On Friday afternoon Mathilde went to Jeanne's place to borrow some jewellery. Mathilde tried a lovely diamond necklace on and it looked wonderful on her. Pierre and Mathilde had a wonderful time at the ball. But on their way home, Mathilde found her necklace was missing. They couldn't find it. The next day they borrowed a lot of money to buy a diamond necklace and returned it to Jeanne.
詞匯辨析
1.dress, have on, wear, put on
dress的賓語一定是人，表示“給某人穿衣”；表示狀態時，常用be dressed in 句型。in后面跟衣服的名詞。dress還有另外一個意思，作“禮服”講，是作為裝飾或外出應酬而穿的正式衣服。如evening dress晚禮服，full dress大禮服等等。dress用作可數名詞，指婦女的外衣或長裙；若作不可數名詞時，作“服裝”解，是男女服裝的總稱。
have on表示穿著的狀態，不能用于進行時。
wear強調穿著的狀態，wear后除了跟衣服等名詞外，還可跟鞋帽、領帶、圍巾、首飾、眼鏡等名詞作賓語，這時wear可譯作“戴”。如果表示某一時間的穿戴，wear常用進行時。
put on指穿戴時的短暫動作，是不延續動詞。
2.if與whether
相同點：都可以引導賓語從句，常常可以互換，表示“是否”。
不同點：在介詞后面用whether，而不用if；引導主語從句時用whether，而不可用if；引導同位語從句時用whether，而不用if；表示“如果”時不用whether，而要用if；不定式之前只能用whether。例子如下：
I don’t know whether I should tell him. 我不知是否應告訴他。
Whether you take part in or not the result will be the same. 無論你參加與否結果將是一樣。
It depends on whether he can solve the problem. 這取決于他能否解決這一問題。
3.spend, pay, cost和take
cost指某東西“值……錢”，“需花費……錢（精力）”，它的主語一般是物，而不是人，cost不用于被動語態。
spend的主語一般為人，用來表示花錢買東西：sb. spend money on sth., 還可表示花時間做某事：sb. spend time on或sb. spend time(in) doing sth.。
pay的主語也為人，與介詞for連用，表示“花……買……”。
take的主語常為物或用it做形式主語，表示“做某事花去……時間”。以下幾個句子均可表示“我花100元買了那件衣服”。
The dress cost me 100 yuan.
I spent 100 yuan on the dress.
I paid 100 yuan for the dress.
以下幾個句子均可表示“昨晚我花了2小時做家庭作業 。”
I spent two hours on my homework last night.
I spent two hours (in) doing my homework last night.
My homework took me two hours last night.
It took me two hours to do my homework last night.
4.true和real
true可作定語或表語，real一般作定語。
true表示“符合實際的”，real表示“真正的而不是想象的”或“現實的”。real不能用來修飾表示人的名詞。true還可表示“忠實的、可靠的”。
It is a true/ real pearl. 這顆珍珠是真的。
The news was true. 那消息是真的。
This is a true story of real life. 這是一個從現實生活中取材的真實故事。
It is a story of a true man. 這是一個根據真人所編的故事。
He is true to his friends. 他忠于朋友。
5.recognize與know
recognize側重辨認，認得曾見過或聽過的人或事物，指再認過程。
know指通過交往或接觸而與某人或某事熟悉，而不表示再認。例子如下：
I know him, so I can recognize his voice on the telephone. 我熟悉他，所以我能在電話中聽出他的聲音。
6.jewellery與jewel
jewellery（總稱）珠寶，珠寶飾物，無復數，為不可數名詞。
jewel指“寶石”，寶石飾物，有復數，為可數名詞。例子如下：
She never wears jewellery. Her jewels were kept in the safe. 她從不戴首飾物。她的首飾都放在保險柜里。
7.pay back, pay for, pay off, pay out
pay back “償還，償付；報復”。pay本身即有“付清、付賬”的意思，加back后更強調“償還”的意思。
pay for“付款，償付。”介詞for表示“交換”，表示“花……買……”。
pay off“還清債務，付掉”。
pay out“付出”。例子如下：
It’s high time he paid you back the money he owes you.
How much did you pay for the recorder?
I’ll pay off my debt with this check.
They paid out $ 550 that month.
句子分析
1.Do you remember one afternoon ten years ago when I came to your house and borrowed a necklace of yours?你還記得十年前一個下午我到你家來借項鏈的事嗎？
句中的主句是“Do you remember one afternoon ten year ago”；其后連接一個以關系副詞when引導的賓語從句“when I came to your house had borrowed a necklace of yours”。對于關系副詞在定語從句中的應用，可以記住三個常用短語：the place where; the time when; the reason why。例如：
This is the place where Zhou Enlai once lived and worked.這是周恩來來曾經居住和工作過的地方。
I will never forget the days which/that I spent with my grandma in the country.我永遠也不會忘記我在鄉下與祖母一起度過的那些日子。
說明：盡管句中的先行詞(the) days,但由于關系詞在定語從句中充當其謂語動詞spent 的賓語，因而只能用關系代詞which/that,而不能用關系副詞when。
This is the computer company which/that we visited last year.這就是我們去年參觀過的那家電腦公司。
2.I was the only person in my office who was invited. 我是我的辦公室里唯一一個受邀請的人。
當先行詞前有the only, the very, all, every, any, no等修飾時，引導定語從句的關系代詞只能用that（這是相對which而言的），它在從句中作主語或賓語。但是，如果先行詞指的是“人”，通常盡可能用who。例如：
Tom is the very man who I'm going to employ.湯姆正是我打算雇傭的人。
All that can be done has been done. 能做的都已經做了。
in my office把定語從句與先行詞隔開，這種隔離型定語從句與非限制性定語從句的區別是：
1)非限制性定語從句一般不可用關系代詞that引導。例如：
Football, which is a very interesting game, is played all over the world.
All the books there, which have beautiful pictures in them, were written by him.
2)作賓語用的關系代詞不可省略。例如：
Miss Howe ,whom you met in the library, is our new teacher.
This is our farm, which you visited last year.
3)從句與主句之間，要用逗號隔開。(如前面所舉各例)
4)將帶有非限制性定語從句的句子譯成漢語時，一般譯成單獨的兩個句子。例如：
There are about 3,000 students in our school, 45% of whom are girls.  我們學校大約有3，000名學生，其中百分之四十五是女生。
He is an experienced worker, from whom we can learn a lot. 他是一位有經驗的工人，從他身上我們可以學到很多。
5)which可以引導修飾整個主句的定語從句，代表主句所表示的整個概念和部分概念。在這種從句中，which可以作主語，也可以作賓語或表語，多數情況下意思同and this相似。例如：
The New Land was discovered by Columbus, which is known to us all. (which 作主語)
She was awarded a gold medal, which the whole family considered a great honor. (which 作賓語)
She was very patient towards the children, which her husband seldom was. (which 作表語)
3.I’m sorry ,but I don't think I know you. 很抱歉，我想我不認識你。
1) I’m sorry, but…是個很有用的句型，表示“婉轉地謝絕對方”或“很有禮貌地請對方干什么”。如：
—I'm sorry, but your name? 請問你的姓名？
—William. 威廉姆。
—Would you like to join us tomorrow evening?   明晚和我們一起來怎么樣？
2）I don’t think I know you. 這一句不能說成I think I don’t know you. 因為動詞think, suppose, expect, believe, imagine等后接否定的賓語從句時，常常將否定詞置于主句中，形成I don’t think/ suppose / believe…。賓語從句仍用肯定形式。
I don't suppose it will rain.我猜不會下雨吧。
I don't think you are right.我認為你不對。
請注意這種復合句的反意疑問句。
I don't suppose it will rain, will it?
He doesn't suppose it will rain, does he?
主句的主語是第一人稱時，反意疑問句應當針對從句反問；反之，則針對主句反問。

語法——疑問句的直接引語和間接引語

復習： 

在直接引語中

在間接引語中

指示代詞

this

these

that

those

表時間的詞

now

today

this week(month, etc.)

yesterday

last week (month, etc.)

two days ago

tomorrow

next week(month, etc.)

then

that day

that week(month, etc.)

the day before

the week (month, etc.) before

the next (following) day

the next (following) week

表地點的詞

here

there

動詞

come

go

方法：
1)直接引語為一般疑問句時，間接引語由連詞if/whether(是否)引導。
A asked(B)if/whether+陳述句。
“Are you tired?” he asked her.→He asked her if/whether she was tired. 他問她是否感到累了。
2)直接引語為特殊疑問句時，用原來的疑問詞引導間接引語，即：
A asked (B)+疑問詞+陳述句。
①“How much does a new dress cost?” he said to her.→He asked her how much a new dress cost.他問她一件新禮服需要多少錢。
②“Where are they holding the ball?” she asked him.→She asked him where they were holding the ball.她問他在哪兒舉行舞會。
例題：
He asked ______ for the violin.
A. did I pay how much B. I paid how much
C. how much did I pay D. how much I paid
解析：本題考查特殊疑問句的間接引語，在引述疑問句時，除了注意時態呼應，代詞的轉換以及時間地點狀語的必要調整外，還要注意引述特殊疑問句時，仍用直接疑問句的疑問來引導，并將疑問句的語序改為陳述句的語序。答案選D。
練習：
1.We want to know_____ do to help them.
A. what we can B. what can we C. how we can D. how can we
2.What time do you think_____?
A.does the football match begin
B. begins the football match
C. the football match begins
D. will the football match begin
3.He asked me how much ____on the mountain bike.
A. did I pay B. did I spend C. I had spent D. I had cost
答案：1-3 ACC

教學設計方案Lesson 69

Teaching Aims
Study this lesson to know what happened to Mathilde because of the necklace.
Step I Lead in
Introduce the writer Guy de Maupassant (1850～1893), a well-known French novelist and storywriter. Our text is based on his best known story The Lost Necklace . Ask the students to name some other stories written by Maupassant .
Step II Listening
Play the cassette for the Ss to Scene I and Scene 2 and answer the following questions. Do the questions in pairs.
1.How many people here are in the play and who they are?
2.How does Mathilde look?
3.Why did she need to borrow some jewellery? and what Pierre suggest?
Step III Reading
Let the Ss read the text carefully ,then answer the following questions.
1. What is the play about?
2. How does Mathilde look?
3. What kind of life has Mathilde led these years? Why?
4. Why did she need to borrow some jewellery?
5. Why was Mathilde worried?
6. How much does her dress cost?
7. What else did she want to wear?
8. What did Pierre suggest?
9. What did they decide to do?
Step IV Play a role
Play the tape for the students to follow. Then let them practise the play in groups. Finally get some pairs to act out the play in front of the class.
Step Workbook
Go over the whole play by doing Exercise 2 on page 65.
Step V Discussion
Hold a discussion on the following topics in groups.
1. How do you think Mathilde felt when Jeanne told her the stones were made of glass, not diamonds?
2. What do you think Jeanne would do after she heard Mathilde’s story?
Step VI Exercises         
Complete the following sentences by using attributive clauses.
1. The old man___________(坐在我母親旁邊的) is my grandfather.
2. He is a model worker___________(我們大家都應該學習的).
3. September is the month ___________ (在八月之后，十月之前的) .
4. Joan is the only person___________(會說法語的)in our class.
5. Do you think you can recognize your aunt ___________(你十年未見的)?
6. The tall building ___________(剛完工的) is part of the TV station.
7. The finger ___________(老師放進嘴里的) was not the one ___________ (他在杯子里蘸過的).
8. Do you still remember the day ___________(我來向你借項鏈的)?
9. Is there a shop ___________(我可以買到鉆石戒指的)?
10. Is that the palace___________(舉行那次舞會的)?
參考答案
1. who is sitting beside / by my mother
2. (whom) we should (all) learn from
3. that / which comes before October and after August
4. who speaks / can speak French
5. (whom) you haven’t seen for ten years
6. that / which has just been finished / completed
7. (that / which) the teacher put into his mouth; (that / which) he had dipped into the cup
8. when I came to borrow a necklace from you
9. where I can buy a diamond ring
10. where the ball was held
Step VII Homework
Finish the Workbook exercises of the lesson.