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精品文档，仅供学习与交流，如有侵权请联系网站删除Module Three Adventure in Literature and the CinemaPeriod OneTeaching content: Introduction; Reading and Vocabulary Teaching important points:1.Help the students learn about adventure in literature and the cinema;2.Help the students understand the passage better;3.Help the students learn and master some words and difficult language points;4.Train the students reading skill.Teaching difficult points:1.Encourage the students to talk about their reading habits;2.Help the students improve their reading ability and understand the passage better;3.Help the students master the important language points in this passage;4.Help the students learn to read with strategy.Teaching procedures:Step 1 Lead-in Write the word adventure on the blackboard and ask the students:Whats the meaning of the word?What does the word make you think of?Yes,you may think of an interesting book,an exciting film or an unusual experience.This module,we will talk about the topic:Adventure in Literature and the Cinema.adventuredvent n.冒险活动，冒险经历，奇遇；冒险, 刺激 vt. & vi.冒险e.g:All the children listened to his adventures with eager attention. 孩子们注意力十分集中地听他讲他的冒险经历。 The trip to Afghanistan was an adventure for Helen.到阿富汗旅行对海伦来说是一次冒险的经历。 No man would adventure it.没有人敢冒险做这种事。 Those explorers gallantly adventured on unknown seas.(gallantly glntladv. 勇敢地;大胆地) 那些探险家们大胆地在陌生的海域探险。Step 2 Introduction1.Activity 1 on P21Look at the pictures to get some information about the three books.Explain the main ideas of the three books to the students briefly.If possible,ask the students to talk about the three books after the example and then share their opinion in class.2.Activity 2 on P21Read through the given information to understand and try to match.Call back the answers and explain if necessary.Decide what type of books they are in Activity 1.*3.Activity 3 on P21This part can be omitted for our students.4.Activity 4 on P21Read the passage to understand and and try to decide what type of book it describes.Call back the answers and explain if necessary.Step 3 Pre-readingNext,we will read an adventurous story by Mark Twain.Before reading,lets review some words related to the passage.1.Activity 5 on P23Read through the given information to understand and try to complete the sentences.Call back the answers and explain if necessary.Go through the completed sentences individually and quietly to understand better.2.Activity 1 on P22Look at the picture and think about what Huck and Jim will do.Ask some students to share their ideas.【From the picture we can see two boys sitting on a raft.They see something in the middle of the river.It looks like a boat.Maybe they will sail towards it to see what is happening to it.】Step 4 While-reading1.Fast readingRead through the text quickly to get the main idea and then number the events in the order they happenActivity 2 on P22.At the same time,they can check their ideas in Activity 1.Call back the answers and explain if necessary.2.Careful readingRead the text again carefully to get more details and answer the questions in Activity 6 on P23.Call back the answers and explain if necessary.3.Language points【Ref:Notes to the text】Go through the text together with the students to explain some language points.Step 5 Post-reading1.Read through the text one more time quietly and individually to understand it better.At the same time,find words in the passage to match the definitions in Activity 4 on P23.Call back the answers and explain if necessary.2.Activity 3 on P22Predict what will happen next.In Activity 5 on P25,you can check your idea.Time permitting,listen to the tape and follow it.Step 6 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendix: Notes to the text1.as if似乎，好象一、as if 从句的作用 1)在look, seem 等系动词后引导表语从句。 如：It looks as if it will go under soon.看起来船快要沉了。 He sounds as if he is going to die of fright.听起来他好像就要吓死了。 It seems as if our team is going to win看来我们队要胜了。 She looks as if she were ten years younger她看起来好像年轻了十岁。 2)引导方式状语从句。 如：She loves the boy as if he were her own child她爱这男孩，就好像他是她自己的孩子一样。 The child talked to us as if he were a grow-up那孩子跟我们谈起话来，像个成年人似的。 二、as if 还可用于省略句中。如果as if 引导的从句是“主语+系动词”结构，可省略主语和系动词，这样as if 后就只剩下名词、不定式、形容词（短语）、介词短语或分词。 如：He acts as if （he were） a fool他做事像个傻子。 Tom raised his hands as if （he was going） to say something汤姆举起手好像要说什么。 She left the room hurriedly as if （she were）angry她匆忙离开房间好像生气的样子。 三、as if 从句的语气及时态 1)as if 从句用陈述语气的情况。 当说话者认为句子所述的是真实的或极有可能发生或存在的事实时。 如：It sounds as if it is raining听起来像是在下雨。 He talks as if he is drunk从他谈话的样子来看他是醉了。 2)as if 从句用虚拟语气的情况。当说话人认为句子所述的是不真实的或极少有可能发生或存在的情况时。从句虚拟语气动词时态的形式如下： （1）如果从句表示与现在事实相反，谓语动词用一般过去时。 如：You look as if you didn t care 你看上去好像并不在乎。 He talks as if he knew where she was他说话的样子，好像他知道她在哪里似的。 （2）从句表示与过去事实相反，谓语动词用“had+过去分词”。 如：He talks about Rome as if he had been there before他说起罗马来好像他以前去过罗马似的。 The girl listened as if she had been turned to a stone 那女孩倾听着，一动也不动，好像已经变成了石头似的。 （3）从句表示与将来事实相反，谓语动词用“would/could/might+动词原形”。 如：He opened his mouth as if he would say something 他张开嘴好像要说什么。 It looks as if it might snow看来好像要下雪了。 2.have enough of (对某人或某事)感到厌烦，受够了e.g:I have enough of him.他那一套我受够了。 I have had enough of sweet food.我吃够了甜食。 3.shootu:t vt. & vi. 射中, 射死(强调结果)；shoot at朝射击(强调动作，不含结果)e.g:He shot a bird and killed it. (用枪,箭等射中,强调结果) The hunter shot at the fox but missed it. (瞄准,不一定射中,强调动作)4.Useful expressionshave connection with与有联系/关联ran away逃跑ahead of在的前面by the light of借助的光half in and half out of the water一半沉在水里,一半露在水面上as quiet as mice/a mouse悄无声息地to ones astonishment/surprise/joy/disappointment使人大吃一惊/惊讶/高兴/失望的是(插入语)die of死于(内因：hunger, thirst, illness, sorrow, a disease, cold, poison)die from死于(外因：a wound, lack of food, an accident, over work, drinking)persuade sb. to do sth./into doing sth.说服某人做某事feel bad about sth.对感到后悔cause sb. harm导致某人受伤害out of breath上气不接下气，喘不过气来Period TwoTeaching content: GrammarTeaching important points:1.Motivate the students to work together in class;2.Encourage the students to sum up different kinds of verb forms;3.Encourage the students to apply different kinds of verb forms to practice.Teaching difficult points:1.Help the students understand different kinds of verb forms;2.Help the students use different kinds of verb forms correctly.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period OR ask some students to read out new words in this module.Step 2 Grammar-Review of verb forms(3)【Ref:Grammar7-10 on P111-113】1.Activity 1 on P24Read through the given information to understand and try to answer the questions;Call back the answers and explain if necessary;Summarize the usages of the related verb forms.【Ref:Grammar7-9 on P111-112】2.Activity 2 on P24Read through the sentences to understand and try to complete them;Call back the answers and explain if necessary;Read through the completed sentences quietly and individually to understand them better.3.Activity 3 on P24Read through the sentences to understand and try to complete them;Call back the answers and explain if necessary;Read through the completed sentences quietly and individually to understand them better.4.Activity 4 on P24Correct the mistakes in the passage;Check with the passage;Read out the passage aloud individually.5.Activity 5 on P25Read through the next part of the passage to understand and try to complete;Call back the answers and explain if necessary;Go through the completed passage quietly and individually to understand it better.6.Activity 6 on P25Read through the given information to understand and try to match;Call back the answers and explain if necessary;Summarize the usage of link-verbs.【Ref:Grammar10 on P113】7.Activity 7 on P25Read the whole story again to find sentences to answer the questions after the examples;Call back the answers and explain if necessary.【Pay attention to Learning to learn.】8.Activity 8 on P26Read through the given information to understand and try to match;Call back the answers and explain if necessary;read the completed sentences quietly and individually to understand better.*9.Activity 9 on P26This part can be omitted for our students.If possible,ask the students to make sentences and then ask some of them to share their opinions in class.Step 3 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Activity1 on P79 in workbook.Appendix: Notes to the textUseful expressionsplay a trick on sb.捉弄某人，跟某人恶作剧make up编造(故事、谎言等)up and down上上下下，来来回回at the side of the river在河边in the end最后，最终draw up将(某物)拉上前 e.g:Draw up a chair, and join the conversation.拉把椅子过来, 加入我们的谈话。alongside lsaidadv.靠着边, 沿着边prep.(表示位置)在旁边; 沿着的边; 与并排靠拢着e.g:The boat came alongside.船靠岸了。 The two ships lay alongside of each other.这两艘船并排靠着。 There was a butchers shop alongside the theatre.剧院旁边有一家肉店。Period ThreeTeaching content: Vocabulary and Listening; Speaking & FunctionTeaching important points:1.Motivate the students to work together in class;2.Train the students listening and speaking skills;3.Learn how to use indirect speech.Teaching difficult points:1.Lead the students to talk in class actively;2.Improve the students listening and speaking abilities;3.Help the students master the usage of indirect speech.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period.Step 2 Vocabulary and Listening1.Activity 1 on P26Read through the given information to understand and try to answer the questions;Call back the answers and explain if necessary.2.Activity 2 on P26Read through the questions to understand;Listen to the tape for the first time to get the main idea and try to answer the questions;Explain the main idea of the listening material briefly and call back the answers;Listen again to check the answers.3.Activity 3 on P27Listen for the third time to get more details and try to complete the table;Call back the answers and explain if necessary;Listen again to check the answers.Step 3 Speaking*1.Activity 1 on P27This part can be omitted for our students.2.Activity 2 on P27Read to understand.Step 4 FunctionRewrite the sentences in indirect speech after the example;Call back the answers and explain if necessary;Summarize the rules of changing direct speech into indirect speech if necessary.【参见教师用书】Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Activities2,3 on P79 in workbook.Appendix: Notes to the textUseful expressionsbe/feel in the mood (for sth./to do sth.)有意/心情做某事e.g:I am in the mood for dancing , lets go to a disco.我想跳跳舞。来，我们跳曲迪斯科吧。 I sometimes like listening to blues music, but I have to be in the mood for it. 我有时也喜欢听慢四步爵士舞音乐，但必须是在我有情绪听的时候。Period FourTeaching content: Writing & Everyday EnglishTeaching important points:1.Train the students writing skills;2.Help the students master some everyday English.Teaching difficult points:1.Motivate the students to be active in class;2.Help the students master some writing skills;3.Help the students use the everyday English correctly.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period.Step 2 Writing1.Activity 1 on P28Read through the summaries to understand and try to complete the sentences;Call back the answers and explain if necessary;Introduce the way to write a summary of a film or a book:beginning with the name of the book or film,present tense,information about when and where,a description of the plot.*2.Activities2,3 on P28The two parts can be omitted for our students.3.An extra writing taskChoose a proper writing task from other reference material.Step 3 Everyday EnglishRead through the given information to understand and try to choose the correct meanings;Call back the answers and explain if necessary.Step 4 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Activity 4 on P80 in workbook.Appendix: Notes to the textUseful expressionsbe set in故事发生在，(戏剧、小说、电影等)以为背景hang on 紧紧抓住(to sth.)；坚持下去；等候e.g:He hung on until the rope broke.他紧握着绳子, 直到绳子断了。 The girl hung on to her mothers hand as they crossed the street.过马路时, 小女孩紧抓住她妈妈的手。 Although we are beaten, we must hang on.尽管我们失败了, 我们还得坚持下去。 Please hang on while I go for some water.请稍等一下, 我去弄点水来。 Hang on! Ill call him.别挂断!我去叫他。get a move on赶快e.g:Wed better get a move on before it rains.我们最好在下雨之前赶快做。 Tell Harry to get a move on.叫哈里快些。grab a bite to eat = have a quick meal随便找点吃的Period FiveTeaching content: Cultural Corner; Task & Module FileTeaching important points:1.Make the students get the main idea of the passage;2.Get the students to know about the life of Mark Twain;3.Review the important points in this module.Teaching difficult points:1.How to improve their reading skills;2.How to foster the sense of cultural awareness.3.Help the students master what they have learned in this period.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period.Step 2 Cultural Corner1.Lead-inMaybe,all of us have learned something about a famous American writer:Mark Twain and his works.OK,now who can name some of his works in Chinese?(哈克贝里芬历险记，汤姆索亚历险记，竞选州长，百万英镑，王子与贫儿等) This module,we will learn something more about Mark Twain.2.ReadingRead through the passage carefully to get the main idea and answer the first question above the passage.Suggested answer:He liked to travel,and later worked on the River Mississippi.3.Language points【Ref:Notes to the text】Go through the text again with the students together to explain some language points.4.ConsolidationAsk the students to read through the passage one more time quietly and individually to understand it better.Time permitting,listen to the tape and follow it.Step 3 Task【*This part can be omitted for our students.】Step 4 Module FileThis section lists the main areas of language dealt with in this module. The teacher may give the students about 5 minutes to go through it,ticking the things they are confident that they know, putting a question mark next to those things they are not sure of, and a cross next to those they dont know.Then they may make up for it accordingly.Or you may provide a chance for them to have a consolidation.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Activity 5 on P80 in workbook.Appendix: Notes to the textUseful expressionsto start with首先lead/live alife过着生活(wealthy/sad/adventurous)determine to do sth./be determined to do sth.决定/下决心做某事make/try/seek ones/a fortune碰碰运气，寻找出路，发财set off (from sp. for sp. else)(从)出发(到)，启程only to do sth.作状语，表示意料之外的结果，意思为“结果却”e.g:I got there in a hurry today only to be told that the tickets were sold out. 我今天匆忙地赶过去，却被告知票已经卖完了。 I got up early to attend an important meeting,only to find that it had ended the day before. 我早起去参加一个重要的会议，却发现会议前一天就结束了。【参考资料】Wolves of the Calla(Stephen King)卡拉之狼(史蒂芬金，2003，黑暗塔系列小说之五)卡拉之狼：罗兰、埃蒂、杰克和苏珊娜致力于保卫边远地区的小山村卡拉。这个山村很奇特，盛产双胞胎。某一时期，装扮成狼人的强盗经常蜂拥而至，从暗处袭击该村，每一户人家都会被掠走一个孩子。几个星期之后，孩子会被送回来，但他们已经变成痴呆，而且不久就会夭折。斯蒂芬金：当代通俗小说大师。一九四七年出生于美国缅因州的波特兰，后在缅因州州立大学学习英国文学，毕业后因工资菲薄而走上写作之路。二十世纪七十年代中期，斯蒂芬金声名渐起，被纽约时报誉为“现代惊悚小说大师”。自二十世纪八十年代以来，在历年的美国畅销书排行榜中，其作品总是名列榜首，居高不下。金的很多作品都成为好莱坞制片商的抢手货。有超过七十部电影和电视节目取材自他的作品，包括闪灵(The Shining)、绿里(The Green Mile)、肖申克的救赎(Rita Hayworth and Shawshank Redemption)等等。他在三十二岁时成为全世界作家中首屈一指的亿万富翁。斯蒂芬金还是第一位在互联网上发表作品并提供收费下载的作家。二00三年，他获得了美国国家图书奖的终身成就奖。 黑暗塔系列小说：这个系列是斯蒂芬金最负盛名的小说，他耗时三十余年才完成这部史诗般的奇幻巨著。这个糅合了传奇、西部故事和奇幻等多种元素的系列多年来受到众多读者的追捧，在他漫长的创作过程中，许多读者一直在孜孜不倦地讨论书中令人琢磨不透的情节。1421:The Year China discovered America1421年,中国发现美洲(加文.孟席斯) 上世纪80年代的某天，一位英国人正在聚精会神地研究世界航海史。他发现了一些令他迷惑不解的东西。即便在大航海时代的早期，探险者们也是根据一些粗略的海图进行航行；甚至是发现新大陆的哥伦布，也根据一些海图而对自己的航线坚信不疑。那么，既然没有人进行过探索，这些海图是谁画的呢？日复一日，这些谜团令这个英国人愈加迷惑，他认为在这背后一定还有些尚未被揭露的事实。逐渐地，他将目光转向东方。根据中国人的说法，早在欧洲大航海时代以前，郑和的宝船舰队就已经七下西洋，一直到达了非洲东海岸甚至更加遥远的地方。或许，这就是那些神秘海图的来源？英国人决定将研究方向确定下来。他开始了长达14年的研究工作，在这14年中，他走访了超过120个国家，在近千个图书馆中进行查阅，终于，一些模糊的概念渐渐成形，一套全新的理论浮出水面。他认为他终于找到了问题的答案，他将自己的发现写成了一本书，这本书或许将改写世界历史。 1421：中国发现世界这本书就是孟席斯多年的研究成果。在这本书中他通过他多年积累的资料，加以分析阐述，总结成自己的一套全新学说。这本书总体分为八个部分：引言、第一编：中华帝国、第二编：指路星辰、第三编：洪保的远航、第四编：周满的远航、第五编：周闻的远航、第六编：杨庆的远航、第七编：葡萄牙人夺得桂冠、结语：中国人的遗产。在这些章节中，孟席斯分别描写了中国的远航计划、到达非洲、澳大利亚、美洲、北极等内容。书中描绘了大量他通过分析得到的中国远航航线图，并且对于这些航行的细节、目的、过程等进行了详细的阐述。这本书颠覆了传统的航海史，也使得孟席斯一举成名，当然，并不是好的名声，至少在西方如此。不难理解，西方的学术界对于这种离经叛道的言论基本无法接受，这本书刚出来的时候根本无人问津。很明显还是有人仔细阅读了它。关于该书可谓恶评不断，最后甚至有位很出名的评论家也用大量的篇幅来抨击这本书。不过这些恶评却使得更多的人开始关注这本书，谁也没有想到它的销量竟开始节节上升，并被翻译成多个版本。截至今年，1421：中国发现世界这本书已经被翻译成多种语言，在65个国家销售了100万册，而中国即将成为第66个正式出版这本书的国家。The Singular Mark Twain奇异的马克吐温(Fred Kaplan) 马克吐温传记。Master and Commander: The Far Side of the World(怒海争锋：极地远征(美国) 故事发生在1812年，当时的法国正处在拿破仑战役时代，为了扩张自己的海上霸权，法国战舰频频发动战争。号称“幸运船长”的杰克奥伯瑞(罗素克洛)，是英军新任的舰长，他结识了外科军医斯蒂芬马突林之后，邀请对方和他一起同船出海，做第一次远征，探索世界的奥秘和无尽的财富。年轻气盛的杰克行事素来强悍，踏上海洋征途后，一路带着船员经受了海上风暴的考验，更多次沿途痛打法国和西班牙的战舰。这两个国家的海军强权势力勾结在一起，企图把杰克和他的“奇迹”号赶尽杀绝。就在船在开往巴西的时候，杰克他们遭到西班牙大型炮舰的猛烈攻击，由于对方武器实在太先进了，“奇迹”遭到了重创。更让人担心的是，杰克不仅要对抗西班牙战舰的追击，还要面临意见不一的军医斯蒂芬为争权而引发的内讧。为了捍卫国家的尊严，更为了取得战争胜利的先机，杰克做出了一项非常冒险的决定，不再躲避追击，而是异守为攻，穿越大西洋和太平洋两大洋，去追踪重创他们的敌舰，与对方展开殊死一搏。这样一来，不仅国家的命运和荣誉悬于一线，所有船员更有可能全部陷入有去无回的境地。在弥漫着硝烟与炮声的冒险旅程中，杰克见识到了一个他前所未見的新世界。最后，一个由勇气缔造的奇迹，从不可思议的想法变成了名垂青史的现实，他们成功地虏获了全部敌人The Last Samurai(最后的武士(美国)samuraism,ran.(日本)陆军将校； (日本封建时代的)武士 美国内战结束的十年后，当年的南北战争英雄纳森（汤姆克鲁斯 Tom Cruise）因无所事事而终日酗酒。一次偶然的机会，他结识了来美做生意的日本商人。纳森的彪炳战绩令对方刮目相看。此时正值明治维新时期，日本天皇意欲训练一支现代化的作战部队，于是纳森被请到了日本。日本很多武士都不欢迎纳森的到来，他们坚决不肯抛弃传统的武士道精神，对将武士西化十分反感。他们在首领乌吉奥（真田广之 饰）的带领下举刀起义，躲到了一条偏僻的小山村自立为政。天皇大怒，派纳森率领他训练出来的现代化军队去围剿叛变武士。岂料皇军全军覆没，纳森亦成为了阶下囚 Monsoon Wedding(季风婚宴/雨季的婚礼(印度/美国)monsoon mnsu:nn.(南亚、尤指印度洋的)季风 印度新德里的一家人正在筹备女儿阿迪特（瓦塞达拉Vasundhara Das 饰）出嫁的婚礼。父亲拉里特（纳萨鲁丁沙 Naseeruddin Shah 饰）为她选定的如意郎君是从美国留学回来的富商之子海蒙特。然而，阿迪特并不开心，因为她还有一个在电视台做主持人的情人，并且是个有妇之夫。所以她一面在父母的督促下准备婚礼，一方面又要偷偷跟意中人约会婚礼还改变了很多人的命运：婚礼设计师杜比跟女仆爱丽丝机缘巧合，堕入爱河；阿迪特的表妹跟澳大利亚的留学生打得火热；阿迪特的姑丈泰迦表示要资助她的表姐丽尔出国留学。然而，丽尔并不领情，反而极力反对女儿跟泰迦相处，因为她隐瞒了一段不堪回首的往事荆轲刺秦王(中国)(The Emperor and the Assassin)assassin ssnn.暗杀者, 行刺者 西元前3世纪的中国，为群雄各踞的战国时代，雄心壮志的秦王嬴政（李雪健饰）汲汲营营于统一天下的大业。 当时燕国为嬴政的心腹大患，为帮助他早日完成统一霸业，嬴政的青梅竹马赵姬（巩俐饰）于是冒险至敌对的燕国卧底，假意策动刺杀嬴政的计划。如此一来，一旦东窗事发，秦国便有出兵攻打燕国的名目。但是在这个计谋得逞之前，嬴政发现了关于自己身世的秘密：嬴政并非先皇的亲生儿子，他的生父事实上是当时.【精品文档】第 10th 页
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