【正文】 ercise 4 and 5 without reading back. In this way you can check how well you understand the reading materials. Step Ⅳ Post reading Activity one: Questions and answers Ask students to work in pairs and discuss the questions in activity 6. Sample answers: 1. Elizabeth has the Prejudice and Darcy has the Pride. 2. I think sentence (1) is the beginning of Pride and Prejudice. Because from the introduction we can see: when two single, wealthy young menBingley and Darcy rent a house nearly, the whole neighborhood sees it as an opportunity for their daughters to find a rich husband. 3. We can also see Elizabeth is sociable, quick in reaction, talkative and expressive. 4. He will fell disappointed and leave the room, frustrated. 5. I think Darcy is really very proud. Maybe it is his social background and his unsociable character that make him form such a resistant character. 6. Their language is very formal. Activity two: Language feature analysis Ask students to give examples to show the formal language in the dialogue between Darcy and Elizabeth. Sample sentences: 1. Elizabeth was amazed that Darcy had chosen her as his partner. 2. Elizabeth decided that it would punish Darcy more if she forced him to speak. 3. She made a remark about the dance. 4. He smiled and assured her that he would say whatever she wanted him to say. 5. That answer is acceptable. 6. It’s not right for me to ment on my character. T: Judging from the use of these big words and formal language, what conclusion can we arrive at about Jane’s writing style? Ss: We can conclude that Jane is skillful at using words to make her novel expressive. No wonder her novels are still very popular worldwide. Activity three: Discussion T: Work in pairs. Imagine you are a friend of Darcy’s and decide what advice you would give him. You can use the following expressions. Sa: I would explain that it was his pride that isolated him from Elizabeth. And he should change his attitude a little. Sb: I would tell him that he should take more chances to municate with Elizabeth and try to approach her. Besides, he should try to diminish Elizabeth’s prejudice against him. Step Ⅴ Homework 1. Ask students to review the words and recite the phrases below. Show the following. 1. acknowledge the truth 2. live in fort 3. make a fortune 4. a goodlooking young man 5. a large sum of ine 6. a charming personality 7. in possession of a large house 8. universal entertainment 9. an upset story 10. adventure experiences11. positive attitude 12. focus one’s attention on sth 13. gentle character 14. raise one’s motive 15. a romance world 16. a brilliant style 17. survive the war 18. assure sb 19. ment on one’s character 20. insult one’s family 21. make a remark about one’s dress 22. be unwilling to do sth 23. whisper to sb 24. an unsociable person 25. a respectable neighborhood 2. Preview language in use (12). The Second Period Language study Teaching goals 教學(xué)目標(biāo) Target language 目標(biāo)語言 1. Key words and expressions 重點詞匯和短語 wide awake, sound/fast asleep, much alike, pletely finished, much younger, rather older, in surprise, in anger, fall in love with, in ink, in black, in a soft voice, in German, in his suit. 2. Usages 重點語法 Enable students learn to master the usage of “very, most, in, will”. Ability goal 能力目標(biāo) Enable students learn to use “very, most, in, will” in real context and acquaint them with the use of “my, had”. Learning ability goal 學(xué)能目標(biāo) Help students learn how to use “very, most, in, will” in real context and acquaint them with the use of “my, had”. Teaching important and difficult points 教學(xué)重難點 How to master the usage of “very, most, in, will”. Teaching methods 教學(xué)方法 Cooperation and taskbased learning. Teaching aids 教具準(zhǔn)備 A projector and some slides. Teaching procedures amp。（ much afraid） 4. 昨晚直到深夜 2 點我還很 清醒 。（ sound asleep） Sample answers: 1. He walks very fast. 2. They are much alike. 3. His daughter was much afraid of being left alone at home. 4. I was wide awake until late 2 o’clock in the night last night. 5. He was the very first person to taste tomatoes. 6. She looks much older than her husband. 7. Do you still want to see the house before it is pletely destroyed? 8. When I walked into the room I saw the little baby still sound asleep. Step II Learn to use “most” Activity one: Read and match Ask students to read the sentences in activity 2 and match the sentences with the use of “most”. Activity two: Translation T: Translate the following sentences into English using “most”. Show the following. 1. 我們班的 大多數(shù)同學(xué) 學(xué)習(xí)很努力。 ways 教學(xué)過程與方式 Step I Revision Activity one: Revision 1. In what situations can’t you use “very”? Keys: “Very” can’t be used in the following situations: 1. Very can’t be used to strengthen parative or superlative adjectives. 2. Very can’t be used to strengthen adjectives which are already absolute, . dead, alive, finished, destroyed. 3. With many adjectives starting with a, . awake, asleep, we use other words as intensifiers, not very. 2. Give me an example to show that “most” is similar to “very” in usage. Keys: It is most (very) important to master a foreign language. 3. Translation 用鋼筆寫 , 以溫柔的方式說話 , 穿著套裝 , 驚訝地 , 在雨中 Sample answers: in ink, in a soft voice, in a suit, in surprise, in the rain Step Ⅱ Listening Activity one: Prelistening T: Turn to page 6 and look at activity 1. Answer the questions about the words in the box. Sample answers: 1. After we landed safely on the airport we all felt relieved. 2. People wear jewels as necklaces and rings. 3. I think Mrs. Ben will approve of the engagement. 4. Because he was too proud and insulted Elizabeth’s family, which hurt Elizabeth much. 5. Darcy invites Elizabeth to dance and in extract 2 he asked he