Teaching objectives and demands:
1. Words and useful expressions:
Necklace, scene, recognize, diamond. Government, ball, palace, jewellery, accept, invitation, franc, after all, continue, call on, pretty, happiness, not…any more, exactly, day and night, pay back, valuable, worth, at the most, match, steal, thief, describe, case, description, belt
2. Grammar: indirect speech
3. Students should know something about a play.
4. Students can get the deep understanding of the play.
5. Students can retell the main idea of the first part of the play; they can also act it out.
6. Language use: Manipulate listening, speaking practice
Key points:
1. Words and useful expressions
2. Deep understanding of play
Time arrangement:
This unit is arrangement to be finished in 5~6 teaching periods, including a unit test.
Teaching procedures:
Lesson 69 The Necklace
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Revise some jewelry vocabulary by showing the pictures to the students: Ring, earring, necklace, gold, silver, and diamond. Explain more about diamond. The teacher may give the Students some information about it. Tell them how to choose the best diamond simply (5C’s: carat, color, clarity, cut and cost).
Step 2. Presentation
Do you know any stories written by Guy de Maupassant?
Do you know the story The Lost Necklace written by him?
Today we’re going to watch the one-act play, which is based on Maupassant’s best-known story “The Diamond Necklace”. Maupassant (1850-1893) was a well-known French novelist and short-story writer. He was born in Normandy, France, on Aug.5, 1850. As a schoolboy, he was very much interested in literature, and won a prize for one of his poems. So his writing began at an early age, and he became a famous novelist in his thirties. He wrote in the tradition of the 19th century French realism. Most of his works were about everyday life of the simple humble people. As he had worked in government departments since 1871, he became familiar with the life of government workers. And this experience helped him create his best short story “The Diamond Necklace”. He had a fine use of irony. His style was direct and simple, with attention to realistic detail. All these can be seen from the play we’re going to learn.
While you are going to read the play, please try to think about the questions:
1. What’s the matter with Mathilde?
2. Why didn’t Jeanne recognize her at first?
3. Why has she been working very hard?
4. How do you think Mathilde felt when Jeanne told her stones were made of glass, not diamond?
Step 3. Discussion
Give the Students some time to discustudents the main idea of the play in groups of four after watching the video. Then get them to discustudents the four Qs which the teacher has given above. Each group chooses a leader to report their answers in front of the class.
Step 4. Read and think
Before you’re going to reread the first two scenes. Pay attention to the stage directions printed in italics. The stage directions should use the present tenses and use the languages as simple as possible. Go through the first 2 scenes and summarize the gist of them.
Scene 1 Reunion of the two old friends: (Meet again after ten years’ separation.)
Scene 2 Flashback: Talk about the invitation to the ball at the Palace.
T: Read Scene 1 again and try to find the answers to the Qs:
1. Where does the story happen?(in a park in Paris)
2. Why did Mathilde look so old?(She had done 10 years of hard work).
3. Why was that? (She had borrowed a necklace from Jeanne and lost it…)
After checking the answers, have the Students read Scene 2 and ask:
4. Where does it happen? (At the home of the Pierres)
5. How did Pierre feel? Why? (Happy, he got some wonderful news)
6. How did Mathilde feel at the news? How do you know? (Too excited, she said, “I can’t believe it”)
7. What did she want for the ball? (An evening drestudents and some jewellery)
8. Did they have money to buy some jewellery? (N0)
9. What did Pierre suggest? (Why not borrow some from Jeanne?)
Give the Students some time to discustudents the main idea of the play in groups of four after watching the video. Then get them to discustudents the four questions that the teacher has given above. Each group chooses a leader to report their answers in front of the class.
Step 4. Explanations to the play
1. Scene 1 A park in Paris, 1870. Jeanne ( J) is sitting in the park. Mathilde (M) walks towards her. 第一场 1870年在巴黎的一个公园。让娜(让)在公园里坐着。玛蒂尔德(玛)向她走来。
scene的意思是“场景”。 在独幕剧中可以有若干个场景。本文是一个有三场的独幕剧 ( one - act play with three scenes)，这是第一场。剧本通常首先介绍故事发生的时间( time) 、 地点( place) 和剧中人物(characters)， 而以剧中人的对白(台词)为主体。台词以外的说明叫舞台指导语，通常排成斜体，或置于括号中。舞台指导语可以是短语，也可以是句子。 句中的谓语动词可以是一般现在时态，也可以是现在进行时态。
2. I'm sorry, but I don't think I know you. 很抱歉，我想我并不认识你。
在第二场(Scene 2)中还有类似结构的句子：
But I don't think we can go. 但是，我想我们不能去。
请注意上述两个句子英语与汉语表达方式的不同。这两个句子都是主从复合句。英语的主句是“ I don't think…” (否定式)，从句是“I know you./We can go.”( 肯定式)；汉语的主句是“我想……”(肯定式)，从句是“我不认识你。/ 我们不能去”(否定式) 。总之，在英语动词 think, suppose, believe等构成的带宾语从句的复合句中，主句该用否定式，宾语从句该用肯定式。 这一点同汉语的表达方式恰巧相反。例如：
I don't think I should do that. 我认为我不该做那件事。
I don't believe she's lost the necklace. 我认为她并没有丢失项链。
I don't suppose they'll be back tonight. 我想他们今晚不会回来了。
3. In fact you do. (=In fact you know me.) 事实上你认识我。
句中的do用来代替上文的动词know， 以避免重复。英语中用助动词do(does, did)来代替上文的动词， 这样的句子很多。例如：
“Who wrote the play?”--“Maupassant did.”
“这个剧本是谁写的?”--“是莫泊桑。”
We all love singing, but he doesn't. 我们都喜欢唱歌，他却不喜欢。
She wished to become an artist. She still does.
她过去想当艺术家，现在仍然想当。
4. Where have you been all these years, Mathilde? 这些年你上哪儿去了，玛蒂尔德?
“have been to (some place)”意思是“去过(某地)”， 也就是说“曾经去过(某地)，但现在已经回来了”。例如：
“Have you ever been to that nature park?”--“ Yes, I have been there.”
“你到那天然公园去过吗?”--“是的，我去过。”
“I was looking for you. Where have you been? ”--“I've been to the library.”
“我一直在找你呢。你上哪儿去了?”--“我上图书馆去了。”
Mistudents Li teaches us English; she has been to Britain.
李小姐教我们英语，她去过英国。
“have gone to (some place)”意思是“去了(某地)”，暗含的意思是“已经去了，还没有回来”。例如：
“Where is Mary?”--“She has gone to the library. She won't be back until 12 o'clock.” “玛丽到哪儿去了?”--“她到图书馆去了。十二点以前她是不会回来的。”
“Is Jack in?”--“No, he is out. He has gone to the doctor's.”
“杰克在家吗?”--“他不在家，去看病了。”
5. That's because of hard work--ten years of hard work. (=That's because we have worked very hard these ten years.) 那是因为劳累的原故 --十年的劳累呀!介词词组because of 作“因为”解，后跟名词，构成介词短语， 在句中作表语或状语。例如：
She looks very sad. That's because of the bad news --the news of her mother's death. 她看上去很忧伤， 那是因为那个坏消息的原故--她的母亲去世了。
The helicopters couldn't get close enough. That's because of the thick smoke from the fire. 直升飞机无法靠近，这是由于大火产生的浓烟的原故。
They didn't start because of the snow. 因为下雪，所以他们没有出发。
The patient cried because of the pain in the leg.
这位病人因为腿部疼痛而哭了起来。
上述例句中的because of短语都可以用because从句来代替。例如：
She looks very sad. That's because she has got the bad news of her mother's death.
The patient cried because he had the pain in the leg.
6. Have times been hard for you? (= Has your life been difficult?) 这些年来生活不太好吧?
times(复数)作“境况”、“日子”、“时代”解， 常用来表示生活情况或生活环境。例如：
All of them had hard times during the war. 战争期间他们的日子都很难过。
Times have been good since 1980. 从1980年以来生活就好过了。
The times are different; but he still has some old ideas.
时代不同了，而他还有一些旧的观念。
The first Olympic Games in modern times opened in 1896.
第一届现代奥林匹克运动会是1896年举行的。
7. Years of hard work, very little food, only a small cold room to live in and never a moment's rest.多年劳累，食不果腹，寒舍斗室，无从休息。
(1) 这段话是玛蒂尔德对自己贫困生活的高度概括。 它由四个名词词组构成，表明了四个完整的意思。这种结构叫单成分句(one-member sentence) 。它本身就是一个相对完整的语言单位，无需增补其它的句子成分。 使用这种单成分句显得言简意明，深刻感人。
(2) “years of hard work”(多年劳累)中的复数名词 years 表示“好多年”的意思。英语中某些表示时间的名词， 它们的复数形式有时具有一定的感情色彩，或指“时间之长”， 或指“时间之短”。例如：
They waited for hours before they were let in. 他们等了好几个小时才让进去。
They came to the station only minutes away before the train started.
他们临开车前只有几分钟才到达火车站。
8. Do you remember one afternoon ten years ago when I came to your house and borrowed a necklace of yours? 十年前的一个下午，我到你家借过一条项链，你还记得吗?
句中的定语从句“when I came…of yours ”是修饰先行词one afternoon的，ten years ago 是定语， 也是修饰 one afternoon的。
一般说，定语从句总是紧跟先行词后面的， 但有时候定语从句与先行词之间被其它成分隔开来。如本句的 when- clause 与其先行词 one afternoon之间被定语ten years ago隔开来了。
这样的定语从句叫分隔定语从句。例如：
The days in the past when we got together by the seaside will never come again.
过去我们在海边相聚的日子不会再来了。(从句when-clause 修饰先行词the days，中间被定语in the past隔开。)
Carl still remember one afternoon in his first year when the professor took the students to the chemistry lab.卡尔仍然记得一年级时，教授带着学生到化学实验室去的那个下午的情景。(when-clause修饰先行词one afternoon，其间被定语in his first year隔开。)
The necklace was gone that Mathilde borrowed from her good friend Jeanne. 玛蒂尔德向好友让娜借的那条项链不见了。(that-clause修饰先行词the necklace， 其间被谓语was gone隔开了。)
9. P: …We've been invited to the ball at the palace. ……我们被邀请参加宫廷晚会。M: Really? I can't believe it. 真的吗?我不相信。
句中的“Really?”是表示惊奇的交际用语，常用在听到高兴或忧伤的消息时以表示惊异的情绪。例如：
A: Jimmy has won the first prize. 吉米获得一等奖了。
B: Really? I can't believe it. 真的吗?我不相信。
A: Jimmy's mother died this morning. 吉米的妈妈今天早上去世了。
B: Really? I'm sorry to hear it. 真的吗?听到这消息我很难过。
A: Jimmy's ill. He feels terrible. 吉米病了，他感觉非常难受。
B: Really? Why not go to the doctor's? 真的吗?为什么不去看病呢?
10. I've written to accept the invitation. 我已经写了信，表示接受邀请了。
名词invitation和动词的搭配有：accept an invitation 接受邀请
give sb. an invitation 给某人发邀请
receive an invitation 收到邀请
refuse sb's invitation 拒绝某人的邀请
send out an invitation to sb. ( 向…… ) 发出邀请注意
accept与receive的区别：receive表示“收到(某物 ) ”；accept表示“接受(某物)”。你收到了某物(receive sth.) 可能接受它(accept it)，也可能拒绝接受(refuse it)。例如：
She received the invitation but she didn't accept it.
她收到了请柬，但没有接受邀请。
He received a nice present from John and happily accepted it.
他收到了约翰送给他的精美礼品，而且愉快地接受了。
11. But, just this once. After all, this ball is very important. 不过，就只这么一次。(要知道)这次舞会毕竟很重要啊。
(1) “But just this once. ” ( = But just on this occasion.)是承接上文(That's a lot of money)而来。 意思是“尽管做衣服要花掉一大笔钱，但是宫廷舞会机会难得，花就花它这一次吧。”
(2) after all作“毕竟，终究，到底”解，含有“要知道……”、“别忘了……”的含义，用来说服或提醒对方， 引出对方似乎忘记了的某个重要的论点或理由。 表示这层意思时， after all 通常要放在句首。例如：
I think we should do the work by ourselves. After all, we are grown-ups now.
我想我们该自己动手做这些事了，(要知道) 我们毕竟是成年人了。
Why is he not allowed to stay here? After all, it's his home.
为什么不让他呆在这儿?(别忘了)这儿毕竟是他的家嘛。
after all也可以放在句子的末尾，这时有“虽然……， 但毕竟……”的含意，表示和预期的情况相反，说话人的意思转折。例如：
They met with difficulties, but I hear that they've succeeded after all.
他们遇到了困难，但我听说他们终究是成功了。
She said she would not go to the ball, but she went there after all.
她说过她不到舞会上去的，但是她终归还是去了。
12. M: But there's another thing, Pierre. I have no jewellery to wear. 比尔，还有一件事哩。 我还没有首饰戴。
P: Does that matter? Can't you just wear a flower instead? (=Is it important? Why not pin a flower to the front of your dress?) 这要紧吗?难道不可以戴朵花吗?
(1) wear vt.穿(戴)着。表示穿着的状态，可以是穿衣(袜、鞋等)，也可以是戴帽(花、首饰、眼镜等)。例如：
Children wear beautiful clothes on holidays. 节日里孩子们穿着漂亮的衣裳。
Paul's chemistry teacher wore a pair of thick glasses.
保罗的化学老师戴着一副深度眼镜。
At the ball most ladies wore jewellery, only Mary wore a flower.
在舞会上，大多数女士戴着首饰，唯独玛丽别着一朵花。
put on作“穿上、戴上”解，表示穿戴的动作。例如：
Children put on some warm clothes and went out.
孩子们穿上暖和的衣服就外出了。
Why not put on your glasses to read the letter? 为什么不戴眼镜看信呢?
(2) “Can't you just wear a flower instead? ”是一个否定疑问句。这类用can't/don't/haven't 等开头的否定疑问句常用来表示说话者对某事感到惊讶、意外，并含有批评、 责难之意，相当于汉语的“难道……吗?”例如：
Don't you know her name? She's your music teacher.
难道你不知道她的名字吗?她是你的音乐老师呀。
Can't you help your good friend? Just this once.
难道你不应当帮助你的好朋友啦?就只这一次呀。
Professor Smith is so famous. Haven't you heard about him?
史密斯教授这样名气，难道你就没听说过吗?
(3)instead adv.代替，取代。含有“不这样，而那样”的意思。例如：
There was no bus then. We had to walk home instead.
那时候已经没有公共汽车了，我们只好走路回家。
You don't have to write him. You can telephone him instead.
你不必给他写信，你可以打电话给他。
13. She married a man with a lot of money. 她嫁给了一个很有钱的人。
marry vt.嫁、娶。汉语说“A嫁/娶了B”，或“A与B结婚了”，英语该说“A married B”，不说“A married with B”。例如：
John is going to marry Alice. (or, Alice is going to marry John.)
约翰要娶爱丽丝。(或：爱丽丝要嫁给约翰。)
Alice married a Frenchman.(不说： Alice married with a Frenchman.)
爱丽丝嫁给了一个法国人。(或：爱丽丝同一个法国人结婚了。)
marry也可以作不及物动词，也是“结婚”的意思，例如：
The scientist didn't marry until forty. 那位科学家直到四十岁才结婚。
John and Alice married last month. 约翰和爱丽丝上个月结婚了。
在非正式英语中，常用be married或get married 表示婚姻状态。如上述二例可以改成：
The scientist wasn't married until forty. John and Alice got married last month.
又如：“Are you married?”--“No, I'm single.”
“你结婚了吗?”--“没有，我是单身。”
Step 5. Reading
Divide the clastudents into two. The first half practice Scene 1 in pairs, and the second half practice Scene 2 in pairs. Tell them to put their feelings into the lines. Encourage the students to look at their partner as they speak. Get several pairs to act out the scene in front of the class. Then let them change the roles.
Step 6. Workbook
SB1b, Page 64, Exx.1~3. Tell the students to do the 3 exercises individually and then check the answers with the clastudents if time permits.
Step 7. Homework
(1) Finish off the exercises of Lesson 69 in the workbook.
(2) Preview Scene 3 the play and find out the finale of the play.
Lesson 70 The Necklace
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the plot of the play in the previous lesson.
Step 2. Lead-in
From the previous lesson we’ve known that Mathilde is going to borrow some jewellery from her friend. We’re going to finish the story today. Before we read Scene 3, we’ll read a short passage. Read it quickly and choose the best answers.
Tokyo: Three snakes, whose poison could kill a person in ten minutes, are guarding a blue star sapphire(蓝宝石)worth nearly six hundred thousand dollars at a Japanese exhibition of jewels sent from an Indian museum.
“Normally it would be forbidden to let these poisonous snakes guard exhibition objects, but it’s different this time because the jewels are being exhibited at a hotel,” a police officials said.
Exhibition officials said that a person bitten by one of these snakes would need at least 80 ml of an anti-poison medicine to be saved. Medicine was being kept ready at a nearby hospital.
Star sapphires and other valuable jewels worth a total of one million dollars are on show behind glass. Hundreds of visitors came to see the special blue star sapphires and were surprised when they saw the sixty-centimetre long brown guards.
1. Using snakes at exhibitions of valuable objects is ______ .
A. quite normal B. never allowed
C. often necessary D. usually forbidden
2. The jewels were being shown in ______.
A. an Indian hotel B. an Indian museum
C. a Japanese hotel D. a Japanese museum
3. Why were the snakes and jewels at the same exhibition? ______.
A. They were both special things from India
B. The snakes were there to keep the jewels safe
C. The organizers wanted to do something unusual
D. People liked to visit an exhibition guarded by snakes
4. Many visitors came to the exhibition because ______.
A. the snakes were on show
B. so many jewels were being exhibited
C. exhibition officials said it was special
D. They were interested in seeing a famous jewel
5. If the visitors were bitten by one of the poisonous snakes, he ______.
A. would be saved by anti-poison medicine
B. would be dying soon
C. would feel nothing serious
D. would run away as soon as possible
(Suggested answers: DCBDA)
Step 3. Reading
Tell the students to read Scene 3 quickly and find out what happened on the way home after the dance. (Mathilde saw that the necklace was no longer around her neck.)
T: Read the story again, and answer some detailed questions.
1. Where does it happen? (In the park again)
2. What does Mathilde tell Jeanne? (The story of going to borrow Jeanne’s necklace and how it was lost.)
3. What jewellery did Mathilde borrow from Jeanne? (A diamond necklace with a big blue stone in the center.)
4. What did they do after they found the necklace had gone? Did they find it? (Rushed back to the palace and looked for it. No.)
5. What did Mathilde do after that? (Borrowed the money to buy one and returned it to Jeanne.)
6. How much was the necklace? (36,000 francs)
7. What did they do in order to pay back the money?
(They had to work for 10 years)
8. Was what they had done worth that? Why not? (No. The necklace they had borrowed was made of glass and it was worth 500 francs at the most)
9. What would Mathilde feel when she learnt the truth?
10. What do you think of the end of the play? (The teacher may ask several Students to answer the same question)
Note: Remember whenever the students are answering the questions about the text, they are not allowed to look at their books. So the students have to remember the meaning of the text and they have to pay attention to how to express idea by using their own words.
The teacher may write some key words on the Bb in order to help the students to retell Scene 3.
Step 4. Summary and retelling
Read Scene 3 again and try to retell the main idea of it. Give the Students some time to prepare. Ask 3 or 4 students to retell Scene 3.
Step 5. Language points
1. So I called on you and asked if I could borrow some Jewellery. 于是，我去拜访你，问你可不可以借给我一点首饰。
(1) 句中的if作“是否”解，相当于whether，引导一个宾语从句，在口语中更常用if。例如：
May I ask if you come from London? 请问你是不是从伦敦来的?
Please tell me if Jim is coming next week. 请告诉我，吉姆是否下周会来。
He wondered if (whether) his answer was correct. 他不知道他的回答是否正确。
(2) 句中的so是连词，作“于是”、“因此”解。 常用来连接两个并列句，起承上启下的作用。so也可置于句首， 以承接上文。例如：
“You look tired and hungry.”--“So I come and ask for something to eat.”
“你看起来又累又饿。”--“因此我来向你要点东西吃。”
He didn't know what to do. So he went to his friend for advice.
他不知道该干什么，所以他去朋友那里征求意见。
We decided to make a bicycle trip, so we started early the next morning.
我们决定骑自行车旅行，于是第二天清早就出发了。
(3) call on (=visit sb.) 看望/访问(某人)。例如：
Let's go and call on the pop star. 咱们去看望那位歌星去吧。
They called on their teachers on Teachers' Day. 教师节那天他们去看望老师了。
注意，如果说“访问(某地)”时，则要用call at(some place) 。例如：
“I'll call at your house tomorrow morning. Are you free then?”--"Yes. You're welcome.” “明天上午我到府上去看望你。那时你有空吗?”--“好的。
欢迎。”
2. You tried it on and it looked wonderful on you. ( =You wore the necklace for a few moments to see if it looked nice on you and…) 你还把项链戴上试了试，戴在
你身上真是太好看了。
(1) 短语动词try on作“试穿”、“试戴”解。例如：
The shop assistant asked her to try on the new skirt.
店员请她穿上新裙子试一试。
Don't buy shoes without trying them on. 鞋子不先试穿就不要买。
(2) “…it looked wonderful on you.”中的介词“on”作“穿/戴”……上”解。例如：
The tall man had a short coat on him and looked very funny.
那个高个子身上穿着一件短外衣，看上去很滑稽。
The old woman carried a heavy bag on her.
那个老太太背上背着一个沉重的背包。
3. J:…You were always a pretty girl. 你以前一直是个漂亮的姑娘。
M:Perhaps in those days I was.…… 也许那时候我是(个漂亮姑娘)……
“Perhaps in those days I was”是承接上文而来的， 后面的表语可以省略，以避免重复。 这种情况在口语中更为常见。例如：
She said it was a valuable necklace. It really is.
她说那是一条很贵重的项链。的确很贵重。
“Are they in the park?”--“I think they are.”
“他们在公园里吗?”--“我想是的。”
4. Pierre and I did have a very good time at the ball. 我和皮埃尔在舞会上的确玩得很痛快。
句中的 did是助动词，在肯定句中用来强调它在后边的那个动词，意思是“的确……” 或“务必……”。例如：
The jewellery did look wonderful. 那珠宝看起来的确太漂亮了。
Do come here next Saturday. 下个星期六务必要到这儿来呀。
He didn't come that evening. But he did phone you.
他那天晚上没有来，不过他的确给你打过电话。
5. On our way home that night I looked down and saw that the necklace was not around my neck any more. 那天晚上在回家的路上，我低头一看， 发现项链不再挂在我的脖子上了。
(1) on one'sway (to…) 在去……的路上。例如：
On my way home I found my lost case.
在我回家的路上，我找到了那只丢失了的箱子。
On her way back she met a sick old man.
在她回去的路上，她遇到一个生病的老人。
They talked and laughed on their way to the palace.
在去皇宫的路上，他们有说有笑。
(2) look down 往下看，低头看。例如：
Look at the blackboard! Don't look down! 看黑板!不要朝下看!
At the top of the hill, he looked down and found a police car.
在山顶上，他往下看，发现有辆警车。
(3) not…any more 不再。常用在否定句中。例如：
Don't make the same mistake any more. 不要再犯同样的错误了。
Let her do some housework. She isn't a little girl any more.
让她做点家务事吧。她不再是个小姑娘了。
Mr Green doesn't live here any more. 格林先生不再住在这儿了。
6.We rushed back to the palace and looked for it. We asked everyone there if they had found a necklace, but without luck. (=We went back hurriedly and tried
to find the necklace, but with no success.) 我们马上赶回皇宫去寻找，我们询问了那儿的每一个人， 问他们是否拾到了项链。可是，真倒霉。
注意look for和find 的区别：
look for和find都有“寻”、“找”的意思， 但find 着重于“寻找的结果”，即“找到/寻到”(to get sb./sth that was hidden or lost);而look for指“寻找的过程”(try to find)。例如：
Her diamonds are missing. She is looking for them everywhere, but she can't find them. 她的钻石不见了，她到处找，但是找不着。
They were looking for someone to do the job and finally they found Mr White.
他们一直在找人来做这件事，最后找到了怀特先生。
7. It was exactly like your necklace, but it was a different one.那条项链跟你的那条一模一样，但却是另外的一条。
(1) be like(与……相像)是短语动词，其中的 like是介词。
表示“A跟B相像”时，可以说“A is like B”。在like前可以加副词，如本句中的exactly。例如：
His brother is just like him. Are they twins?
他的弟弟跟他一模一样。他们是孪生兄弟吗?
That building is like a palace. 那栋大楼像皇宫一样。
(2) 句中的one是不定代词，用来指代前面的名词 necklace。 不定代词one(一个)可用来指代人，也可以指代物，还可能用复数形式(ones)，前面还可有定语修饰。例如：
There are two women in the park. The one under the tree is my friend.
公园里有两个女人，在树底下的那位是我的朋友。
There are some dresses in the case. You can choose the best one for yourself.
箱子里有几件衣服，你可以给自己选一件最好的。
There are lots of necklaces in the box. You can take the ones you like most.
盒子里有许多项链，你可以把最喜欢的拿去。
8. During the next ten years we both worked day and night to pay back the money we had borrowed. (= In order to return the money which we had borrowed, both of us worked a long time every day in the next ten years.) 在后来的十年时间里，为了偿还这笔借款， 我们两人不分昼夜地干活。
pay back是短语动词，作“偿还”、“还钱”(return money)解。表示“还钱给某人”可以说“pay back money to sb.”，表示“还钱作为支付……的费用”可以说“pay back the money for sth.”。例如：
“I'll pay back the money to you next week. Is it OK? ” --“That's OK.”
“下星期我把钱还给你，行吗?”--“行。”
“Have you paid back the money for the foods? ”--“No, not yet.”
“购买食品的钱还了没有?”--“还没有呢。”
I need the money you borrowed. Could you pay it back now?
我需要你借的那笔钱了。你现在可以还吗?
(2) 名词词组day and night(也可以说night and day) 作“日日夜夜”、“昼夜不停地”解(all the time)，在句中作状语。例如：
She thinks about her sick mother day and night. 她日夜思念她那生病的母亲。
They worked night and day, but they couldn't pay back the money they had borrowed. 他们日夜劳动，但仍然没能把所欠的钱还清。
9. That's why I now look so old. (=That's the reason why my face look so old.) 这就是为什么我显得这样苍老的原因。
由疑问句why引导的名词从句在句中作表语，这里的 why 相当于“the reason why……”的意思，即(为什么)……的原因”。例如：
He had stolen the necklace. That's why he was punished.
他偷了那条项链，这就是他(为什么)受罚的原因。
I've met some difficulties. That's why I come and ask for help.
我碰到困难了，这就是我来请求帮助的原因。
10. It wasn't valuable at all.它(那条项链)根本就不值钱。
at all作“完全”、“全然”解，常用于否定句中，构成“not… at all”结构，意思是“完全不”、“根本不”。例如。I don't believe her at all. 我根本就不相信她。
It is not a diamond necklace at all. 这根本不是钻石项链。
She's rather old, not at all suitable for the post.
她年岁太大了，完全不适合这个职位。
11. It was worth five hundred francs at the most. 它(那条项链)最多值500法郎。
(1) 句中worth是形容词，作“值(多少钱)”、 “值得”解 (of the value of)，后跟名词、代词或动词的-ing形式，常用于“(be) worth+ sth. /doing sth.”结构。例如：
That piece of jewellery is worth $500. 那件珠宝价值五百美元。
“How much is the evening drestudents worth? ”--“ It's worth about 1，000 yuan.”
“那件晚礼服值多少钱?”--“大约值1，000元。”
The palace is worth a visit/visiting. 那个皇宫值得一看。
His suggestion is worth consideration/considering. 他的建议值得考虑。
(2) at (the) most作“最多”、“至多”解，它的反义词组是at (the) least(至少、最少)。例如：
I guestudents he is twenty at the most. 我猜他最多20岁。
The necklace is at least worth $200. 这条项链最少也值二百美元。
Step 6. Act out
Have the students practice in pairs. Ask some pairs to act out Scene 3 in front of the class. They can use their own words or make some changes.
Step 7. Précis
Wb. P 65. Get the Ss to do Ex. 2 in class. Check the answers. Let the Ss read Ex. 2 again and try to retell it. Check some students.
Step 8. Workbook
Get the students to do Exx.2 and 3 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 70 in the workbook.
(2) Revise the key points of these two lessons.
(3) Rewrite the story with your own words.
Lesson 71
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the contents of Lesson 70 and 71.
Step 2. Language focus
Tell the students that today we are going to practice grammar item: First of all tell the students something about the grammar- the indirect speech.
本课的 Practice 要求学生做直接引语变间接引语的练习。在Lesson 72的CHECKPOINT 18中也列出了这个语法项目，这是本单元的语法重点。 现将有关问题作如下说明：直接引语如果是疑问句(一般疑问句或特殊疑问句)，变成间接引语时， 有以下共同的要求：
1.要把疑问句语序变成陈列句语序，即主语在前，谓语在后；2.主语的人称、谓语动词的时态以及某些状语要作相应的变化；3.句末要用句号。直接引语如果是一般疑问句，变成间接引语时，还要用连词if或whether引导，主句中的谓语动词是said时， 要将said改成asked，必要时还可以加一个间接宾语(如
me, him, her等)。例如：
(1) She said, “Have you found the necklace? ”→
She asked (me) if I had found the necklace.
(2) He said, “Is it a real diamond necklace? ”→
He asked (me) whether it was a real diamond necklace.
直接引语如果是特殊疑问句，变成间接引语时， 仍用原来的疑问词引导。例如：
(1) “What do you need for the ball?” he asked me. →
He asked me what I needed for the ball.
(2) “When are they leaving for Shanghai?” She asked.→
She asked (me) when they were leaving for Shanghai.
Step 3. Practice
Now tell the students to do Part 1, put the sentences into passive voice. Get some quick learners to help the slow learners and make sure all the students are able to master the grammar.
Step 4. Practice
SB Lesson 71, Part 2, get the students to do this part in pairs. If it is necessary, call some students to come to the blackboard to write down their answers.
Step 5. Listening practice
(1) Pre-listening: Tell the students turn to Page 123 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 6. Workbook
Get the students to do Exx.2 and 3 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 71 in the workbook.
(2) Revise indirect speech.
Lesson 72
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the content of Lesson 71.
(3) Revise the key points of Lesson 69~70.
Step 3. Checkpoints
Go through Checkpoint 18 with the students. Get the students to make sentences of their own using the useful expressions.
Step 4. Oral practice
SB P16, Part 1. Tell the students to read the instructions of this part and practice in pairs.
Step 5. Writing
SB P16, Part 2. Read the instructions and tell the students to write FOUND and LOST note following the model.
Step 6. Workbook
Workbook Lesson 72, Ex.1~3 and the exercises in Unit 18 Revision. Get the students to do the exercises and then check the answers with the students.
Homework
(1) Finish off the exercises of Lesson 64 in the workbook.
(2) Revise the key points of this unit.
(3) Rewrite the story that we learned in this unit.
Evaluation of teaching: