Period 1
（一）明確目標(biāo)
1. Talk about drama and theatre.
2. Train the student’s listening and speaking abilities.
（二）教學(xué)過程
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 the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)
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 the short play to 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 choose 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 groups are required to act it out in class.
（三）總結(jié)擴展
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.
Period 2
（一）明確目標(biāo)
1. To learn something about the play.
2. To train the abilities of skimming and scanning the text.
（二）整體感知
Step 1 presentation
Today we are 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 will come to 3 scenes given in the text.
（三）教學(xué)過程
Step 2 reading
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 the necklace was no longer around her neck.)
參考答案：
(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 jewelley.
(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.
（四）總結(jié)擴展
Step 4 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?”
Let the students continue the story and write a similar scene.
Period 3
（一） 明確目標(biāo)
1. Consolidate the important new words and phrases in this unit.
2. Get students to know the use of the modal verbs: must, can /may /might
（二） 整體感知
Step 1 presentation
Today we are going to deal with the part “l(fā)anguage study”. First, let’s come to “words study”, and then we’ll talk about the grammar.
（三）教學(xué)過程
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 talks about possibilities
When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.
When you think that something is very possible, you use “can”.
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.
（四）總結(jié)擴展
Step 3 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 see “may/might/could + have done”