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Module 3 Adventure in Literature and the CinemaI. 教学内容分析本模块的主题是文学和电影作品中冒险故事，通过马克吐温的冒险小说哈克贝利芬历险记片断的学习使学生了解如何描写冒险小说，另外通过本模块学习还要了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介。最后，通过本模块的学习还要帮助学生了解文学，培养对文学的兴趣，扩大文学视野本模块从不同的文学作品类型开始，导入本模块的话题文学和电影作品中冒险故事。Introduction 部分通过于三本书的封面介绍了三种不同的文学作品类型并列出了有关文学作品的一些单词，让学生说出自己喜欢的类型并且利用新单词给出理由，能激发学生的好奇心。并同通过阅读哈克贝利芬历险记书评的开头效果导入整个模块的话题文学和电影作品中冒险故事。Reading and Vocabulary是通过马克吐温的冒险小说哈克贝利芬历险记片断的学习使学生了解如何描写冒险小说。并通过设计的练习让学生熟悉课文内容和学会使用一些相关词汇。Grammar部分主要复习的语法项目是动词的-ed和-ing形式，动词不定式和一些连系动词的用法。Learning to learn 是教学生如何巧计感观动词的用法，对于提高学习策略水平有很大的帮助。Vocabulary and Listening部分第一部分设计一个学习有关电影类型的词汇的活动，第二和三部分则通过听一段关于讨论决定看电影上映的哪部电影的对话，让学生听出电影的内容猜测电影名称。Speaking部分让以电影为话题谈论所喜欢的电影并解释理由，能根据同学提供的内容猜测电影名称。Function要求学生掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语。Writing首先让学生读两篇小说或电影的简介，接下来要求学生运用所学过的知识仿写一篇电影或小说的简介。Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：feel in the mood for something, hang on a minute, get a move on和grab a bite to eat.Cultural Corner 通过阅读The Life of Mark Twain的文章，帮助学生了解伟大作家马克吐温的作品及其经历。Task要求学生通过调查问卷的形式了解同学们的阅读习惯，然后汇报调查结果。Module File 归纳了本单元的重点词汇，语法知识，功能用语和日常用语，有利于学生的复习总结，自我检验和自学的能力。II教学重点和难点1. 教学重点(1) 本模块的生词和短语(2) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法(3) 掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语(4) 了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介2. 教学难点(1) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法(2) 帮助学生了解文学，培养对文学的兴趣，扩大文学视野III教学计划经过对教材内容的分析和重组，本模块可以分六课时教授：第一课时：Introduction, Task第二课时：Reading and Vocabulary (1) 第三课时：Reading and Vocabulary (2), Reading (Workbook) 第四课时：Learning to learn, Grammar, Function 第五课时：Vocabulary and Listening, Everyday English, Speaking, Writing第六课时：Cultural Corner, Workbook, Module FileIV教学步骤：Period 1 Introduction, TaskTeaching Goals: 1. To arouse Ss interest in learning about adventure in literature and the cinema2. To develop Ss speaking ability3. Enable Ss to learn more new words about the types of book4. Enable Ss to do a survey of teenage reading habits and then give a presentationTeaching Procedures:Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about literature they know.Ask Ss to discuss the following question in group of four or five:What do you know about the literature in China?The most famous works are:西游记Journey to the West; Pilgrimage to the West红楼梦The Dreams of the Red Mansion/ Chamber; A Dream in Red Mansions; The Story of the Stone三国演义The Romance of the Three Kingdoms水浒传Heroes of the Marshes; Heroes of Water MarginsStep 2 SpeakingPurpose: To develop Ss speaking abilityWork in pairs. Say which book you would like to read and tell the reason. TExamples:Id like to read Wolves of the Calla. It looks exciting.Id like to read 1421 The Year China Discovered America, because I like history very much and I am proud of my country.Id like to read The Singular Mark Twain, because I think hes very awesome and extraordinary.Step 3 New words studying Purpose: Enable Ss to learn more new words about the types of book.Individual work: Ask Ss to use dictionary and wordlist to match the types with their meanings. After that, get the Ss to read the words after you. Suggested answers1 biography 2 fantasy 3 adventure 4 thriller 5 crime 6 historyStep 4 Group work (Vocabulary)Purpose: Enable Ss to find more examples of each type.Ask the students work in groups, decide what types of books are in Activity 1, and try to find more examples of each type.Divide the whole class into seven groups, and each group deals with one type.TypeExamplesbiographyThe Singular Mark TwainLu XunAlbert EinsteinfantasyThe Lord of the Rings by J.R.R. TolkeinHarry Potter by J.K. RowlingadventureThe Adventures of Huckleberry FinWolves of the CallaJourney to the WestthrillerMagical MirrorFrankenstein by Mary ShelleycrimePaper PlaneSherlock Holmes by Sir Arthur Conan Doylehistory1421 The Year China Discovered AmericaThe Romance of the Three KingdomsStep 5 Group work (Task)Purpose: Enable the Ss to do a survey of teenage reading habits and then give a presentation.Ask the students to work in groups and discuss the following questions.1 How often do you read for pleasure? (_hour/week)2 What sort of books do you like reading? (biography/ fantasy/ adventure/ thriller/ crime/ history)3 Are you reading a book at the moment? Whats the title?4 Of all the books youve read, which one do you like best? Why?After the discussion and complete the survey for your group.NameNumber of books per yearFavorite typeFavorite bookAfter finish the survey, ask the students to give a presentation of the groups findings to the rest of the class.Step 6 Homework1. Get on the line and find out more information about a book called The Adventures of Huckleberry Fin.2. Preview Reading and Vocabulary.Period 2 Reading and Vocabulary (1)Teaching Goals: 1. To learn something about The Adventures of Huckleberry Fin.2. To develop some basic reading skillsSkimming, and Scanning. 3. To deal with the new words in the text.Teaching Procedures:Step 1 Leading-inPurpose: To arouse Ss interest in learning about The Adventures of Huckleberry FinAs the Ss have got on the line and prepared something for The Adventures of Huckleberry Fin. Thats our homework. Ask them to share the information they have found and choose a student to tell the story of The Adventures of Huckleberry Fin. Step 2 Pre-readingPurpose: To review the words we have learnt and get more information about The Adventures of Huckleberry Fin.Ask the students to turn to P21 (Introduction), and read the passage in Activity 4. Use the words in activity 2 to say what type of book it describes.Suggested answers: It gives us a brief introduction of The Adventures of Huckleberry Fin and leads us to an exciting story. The type of the book is adventure.Step 3 Scanning Purpose: To get the general idea of the text. 1. Ask the Ss to turn to P22, and look at the picture. Think about what Huck and Jim will do. (Maybe they will just pass by./ They will go into the steamboat and see what happened. )2. Ask the students to scan the text and check whether it is the same as their ideas.3. Pair work: Number the events in the order they happen.Suggested answers:a4 b2 c6 d1 e8 f5 g3 h74. Work in groups and say what you think happens next.Suggested answers:They went back and saved the three men./ They went to another place and found all the people talked about a murder.Step 4 SkimmingPurpose: To get Ss to have some details in the text. 1. Read the passage again and answer the questions in activity 6 individually. Suggested answers: 1) c 2) b 3) a 4) a2. Read the text quickly for the second time and try to get some details from the text. While reading, underline the new words in the passage.Step 5 New words studying Purpose: To deal with the new words in the text. 1. Ask the Ss to use dictionaries to solve the new words and help them to deal with some difficult points. At last, ask the students to read after you. 2. Deal with activity 4&5.Suggested answers (activity 4):1) pour down 2) a shelter 3) a raft4) panic 5) curious 6) threatenSuggested answers (activity 5):1) jump 2) running 3) flown 4) walk5) climbed 6) paddled 7) sail 8)crawlStep 6 HomeworkTry to find the difficult sentences for you in the passage.Period 3 Reading and Vocabulary (2), Reading (Workbook) Teaching Goals: 1. To deal with the language points in the text.2. To read a passage named An Introduction of Patrick OBrian on P81 of workbook get some information about the novelist.Teaching Procedures:Step 1 Leading-inPurpose: To review what we learnt yesterday.Ask the Ss to retell the story that we learnt yesterday and have a dictation of the new words.Step 2 Group workPurpose: To train Ss listening ability and to deal with the language points in the text. Listen to the tape and deal with the language points in groups.Listen to the tape and follow it in a low voice. Then the students are divided into seven groups. Each group is supposed to read through each paragraph, and then discuss them.Paragraph 1. 1. the rain pour down = rain cats and dogs 大雨倾盆pour 泼;倾倒. Eg He poured the water over the lawn. 他给草坪泼了些水.2. By the light of the lighting, we saw something in the middle of the river.通过闪电的光,我们看到河中间有个东西.by的用法:(1) through; with the help of 如例句 (2) close to; next to Eg the window by the door (3) past Eg We drove by the house. Paragraph 2. as if/ as though 好像;仿佛 (1) 用在look, feel, smell, taste或sound之后,后面从句用陈述语气 Eg It looks as if it will go under soon. (2) 用于引导结果状语从句时,从句用虚拟语气 Eg The house was in such a mess. It looked as though a bomb had dropped on it. Paragraph 3.1. board vt.上(船)，坐(船)；美国搭(车)；乘(飞机)。Eg I dont want to board a sinking ship. 2. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. To our astonishment, there was a light in one of the cabins. 于是我们把木筏划了过去，蹑手蹑脚地，像耗子一样悄然声息地爬上了汽船。使我们大为惊讶的是，有间船舱里还亮着一盏灯。 to ones astonishment/ joy / surprise / disappointment 使某人大吃一惊高兴惊讶失望的是Paragraph 4. It was quite dark, but I could see a man lying on the floor, tied up with rope.四周都很黑，但我能看见一个人被绳子捆着躺在地板上。巧计lie 的用法：规则的“撒谎”；不规则的“躺”；“躺”过就“下蛋”，“下蛋”也不规则。lie-lied-lied-lying撒谎（规则动词）lie-lay-lain-lying躺，卧；位于（不规则动词，过去时形式就是下蛋的原形）lay-laid-laid-laying下蛋; 放置（不规则动词）Paragraph 5. “Ive had enough of you. Im going to shoot you now,”“我受够你了。我现在就要毙了你，”shoot-shot-shot shoot at（指用枪、炮、弩、箭等）瞄准，射向；不知道是否射中的结果shoot （仅指用枪、箭等）射中，枪击，射死；强调结果Eg The hunter shot at the fox but missed it. Paragraph 6He sounds as if he is going to die of fright. 听起来他好像快被吓死了。die of 与die from 的区别是：die of 因（内因）而死。 Eg die of age ；die of hunger die from (a wound) 因（外因）伤致死。Paragraph 7persuade somebody to do something 说服某人做某事feel bad about something 对于某事感到后悔Step 3 Individual workPurpose: To read a passage named An Introduction of Patrick OBrian on P81 of workbook get some information about the novelist.If you want to know other novelists, please turn to P81 and read the passage and answer the questions individually.Suggested answers (Activity 7):1. His real name is Richard Patrick Russ.2. Historical adventure.3. After writing for over forty years.4. To make his own life seem more romantic.5. The descriptions of fighting between ships at sea, the jokes, and the historical facts.6. His daughter died when she was three.Suggested answers (Activity 8):1. a 2. c 3.b 4. b 5. a 6. bSuggested answers (Activity 9):1. The number of his historical adventure novels that have been sold around the world.2. The year Patrick OBrian was born.3. The year Patrick OBrians wife had a daughter.4. The year he moved to the south of France.5. When the New York Times called him “the best novelist you have never heard of”. 6. The year Patrick died. Step6 Homework1. Use the new words and expressions to make some sentences.2. Preview Grammar, Learning to learn and Function.Period 4 Learning to learn, Grammar, Function Teaching Goals: 1. To enable the Ss to master how to remember copula verbs, such as be, seem, appear, look, feel and so on.2. To get the Ss to have knowledge of this grammar point: non-finite verbs and link verbs.3. To enable the Ss to report statements and suggestions.Teaching Procedures:Step 1 Leading-inPurpose: To enable the Ss to master how to remember link verbs, such as be, seem, appear, look, feel and so on.Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method.Step 2 Grammar 1. PresentationPurpose: To get the Ss to know the teaching content of GrammarShow the following contents on blackboard or PowerPoint.非谓语动词考查要点简述(1) 非谓语动词的句法功能名称语 法 功 能主语宾语宾语补足语表语定语状语不定式动名词现在分词过去分词 动词不定式复心中应注意的几个问题 不定式作表语与“be + to do sth”的异同。不定式作表语说明主语的内容或性质。如： His job is to guard. 而be + to do sth表示按计划要做某事 带不定式作宾语的词语。(a) 下列词语常不定式作宾语：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arrange、determine、desire等。(b)下列动词后可接疑问词+不定式：teach、decide、wonder、show、learn、forget、ask、find、out、advise、discuss等。（3）如何理解和使用不定式作宾补。动词see、watch、notice、hear、listen to、observe、feel、taste、smell、make、let、have等的宾补用动词原形，变被动时要加to,此时的不定式就是主语补足语。常用带不定式作宾补的几种情况：主语 + ask / require / tell / order / force / get / want / like + sb.to do sth.主语 + think / judge / suppose / believe / consider /imagine/ consider / feel + sb. + to be/ to have done主语 + call on / upon / depend on / wait for / ask for + sb.+ to do sth.（4）不定式作定语的特殊用法。下列词语后常接不定式作定语：chance、wish、right、courage、need、promise、time、opportunity、way、the first、the second、the last、the only等。不定式作定语和所修饰的名词在逻辑上有主谓关系。There is no one to look after her.不定式与被修饰的名词在逻辑上有动宾关系。She is now looking for a room to live in.（5）不定式作状语的用法。不定式作状语，修饰动词，在句中表示行为目的、结果、原因。only to do表示出人意料的结果。Eg We hurried to the classroom only to find none there .in order(not)to, so as(not)to用来引导目的状语, enough, too, so as to do, such + 名词 as to do作结果状语，Eg The girl was so kind as to help the old man off the bus. Im not such a fool as to believe that.（6）不定式的完成时的特殊用法。表示不定式中谓语动词发生的动作先于主句的谓语动词发出的动作。Eg The novel was said to have been published.seem、appear、be said、be supposed、be believed、be thought、be known、be reported等动词常用于上面句型。此外，glad、happy、satisfied、sorry、surprised、disappointed后也接完成时，但要注意与一般时的区别。Im sorry to keep you waiting for a minute.对不起，请稍等。（说话时还未等）Im sorry to have kept you waiting.对不起，让你久等了。（说话时已等了很久）不定式的完成时还可表示“过去本想做某事但未做”的虚拟语气。（a）should like to / would like to / would love to + 不定式的完成时。（b）was / were to +不定式的完成时，表示该做某事或想做但未实现。（c）expect / hope / mean / promise / suppose / think / want/ wish + 不定式完成时，表示过去未曾实现的愿望。（7）不定式的省略。 同一结构并列由and或or连接。Eg (a) I want to finish my homework and go home.(b) Im really puzzled what to think or say.特例：To be or not to be, this is a question.He is better to laugh than to cry.(表示对比)不定式作表语，其前面的主语从句中含有do时，后面的to省略。What he did was lose the game.句中含有动词do时，but、except、besides、such as等后面to可省略。即“前有do,后省to”。Dont do anything silly, such as marry him.主句含有不定式，后面有rather than, rather than后省to。Why not、had better、would rather、cant but等词后省to。如： He could not but walk home.（8）不定式的替代。多用在同一句或联系紧密的对话中，为了避免重复，作宾语或主补，宾补的不定式再次出现时，to后的内容常承前省略（只保留to即可）。但如果承前省略的不定式有助动用的have或be任何形式，后应该保留原形be或have。如：Susan is not what she used to be.You came late last night. You ought to have finished your homework.I know I ought to have. 常见的有：Id like / love / be happy to. 动名词复习中应注意的几个问题（1）动名词作宾语。下列动词后只能接动名词：suggest, finish, avoid, stop, cant help, mind, enjoy, require, practice, miss, escape, pardon, advise, consider, imagine, keep, appreciate, permit。下列动词短语接动名词：leave off, put off, give up, look forward to, feel like, have trouble / difficulty(in) doing sth. devote to, get used to, pay attention to, be fond of, be worth。介词后要接动名词。what about、how about、without、be fond of、be good at等介词后接动名词。注意on / upon doing sth. = as soon as 引导的从中。作此意讲时on / upon后也可以接名词。如on his arrival。动名词作宾语和动词不定式作宾语的区别：begin, start, continue, like, love, dislike, hate, prefer, cant stand如It began to rain. It began raining.It was beginning to snow.I love lying (to lie) on my back.I like listening to music, but today I dont like to.I dont prefer to swim in the river now. 1. 意思无差别，但谓语动词用进行时，后面只跟不定式。 （2）表示一种倾向多接动名词作宾语，如果表示某一特定的或具体的行动，多接不定式。 remember, forget, regret, try。如I remember to meet her at the station. I remember seeing her once somewhere.I forgot giving it to you yesterday. I forgot to tell you about it. Now here it is.I regret not having working hard. I regret to hear of your sisters death. Try knocking at the back door. We must try to get everything ready.That will mean flooding some land. I had meant to go on Monday. remember to do sth.记住要做的事 remember doing sth.回顾过去发生的事 forget to do sth.忘记要做的事 forget doing sth.忘记做过的事regret to do sth.对将要做的事抱歉 regret doing sth.对发生过的事后悔 try to do sth.设法，试图 try doing sth.试试看，试一试mean to do sth.打算做，想要 mean doing sth.意味着，就是 want, require, need 如These desks need repairing.These desks need to be repaired.The patient required examinedThe patient required to be examined. need doing需要被做 need to be done需要被做 want doing want to be done（与上同）require doing require to be done（与上同） 分词复习应注意的几个问题（1）现在分词在句中作时间、原因、伴随、条件、结果等状语。时间状语（分词作状语前面可加when, while等）Hearing the good news, he jumped with great joy.Not having finished her work in time, the boss fired her.原因状语Seeing nobody at home, he decided to leave them a note伴随状语The girls came in, following their parents.结果状语The poor old man died, leaving nothing to his children.注意：现在分词作状语的几个特性。时间性。与谓语动词同时发生，用一般时，如发生在谓语动作之前时则用完成式having done。语态性。与句子的主语之间的关系，是主谓关系或动宾关系。遵循的规则“主动进行，被动完成”。人称一致性。分词的逻辑主语就是句子的主语。（2）分词作表语。S. + be + 动词-ed表示被动，主语是人；S. + be + 动词-ing表示主动，主语是物。分词作宾补不定式作宾补的区别： 复习过去分词应注意的几个问题:过去分词作状语，相当于一个状语从句，有来说明原因、时间、条件等。（1）过去分词作原因状语Tired by the trip, he soon feel asleep.= Because he was tired by the trip, he soon fell asleep.Lost in thought, he almost ran into a car.=As he was lost in thought, he almost ran into a car.（2）作时间状语Seen from the hill, the city looks like a garden.=When the city is seen from the hill, it looks like a garden.（3）作条件状语Given more time, I would have worked out the problem.=If I have been given more time, I would have worked out the problem.（4）伴随状语The teacher came in, followed by some students.=The teacher came in and was followed by some students.分词短语作状语时，通常与主句中的主语在逻辑上一致，但有时它也可以有自己独立的逻辑上的主语，这种结构称为独立主格结构。如：Her grandfather being ill, she had to stay at home looking after him.2. Examples(1) _such heavy pollution already, it may now be too late to clean up the river.(NMET 2001)A. Having suffered B. Suffering C. To suffer D. Suffered解析：答案为A。本题考查分词短语作状语的用法。分词作状语，其逻辑主语必须是句子的主语，而本句的主语看似是it,其实它为形式主语，真正的主语为不定式，而不定式省略了逻辑主语for people，所以应用现在分词，又因already，应用完成时。(2) One learns a language by making mistakes and _ them. (2001年春季高考)A. correct B. correcting C. corrects D. to correct解析：答案为B。本题考查动名词作介词宾语的用法。介词by意为“通过，凭”，后面常接动名词，形成“by+ v. ing ”结构，表示通过做某事而得到某种结果。本题中只有correcting符合。(3) The picture _ on the wall is painted by my nephew. (2000年春季高考)A. having hung B. hanging C. hangs D. being hung解析：答案为B。本题考查现在分词作定语的用法。根据句意“墙上挂的那幅画是我侄子画的”，可知空白处所填的动词形式在句中作定语，表说话时仍在进行的动作或所处的解题关键在于分析picture与hang之间的逻辑关系。 3. Practice Review of verb formsPurpose: To get Ss to have knowledge of the grammar through exercises. (1) Ask Ss to read the sentences and answer the questions in Activity 1.Suggested answers:a. Two, they are agree and wantb. let + object + infinitive without to.c. In the third sentence.d. At the end of the sentence.(2) Complete the sentences with the correct form (-ing or -ed) of the verbs in Activity 2.Suggested answers:1. worrying 2. excited 3. satisfied 4. frightened5. frightening 6. interested 7. exciting 8. interesting4. ConclusionThe differences between the form -ing and -ed of the verbs used as adjectives.itemsDifference 1Difference 2Difference 3-ing form用于表示事物的特性，翻译为“令人的”， 如：a satisfying job 一份令人满意的工作用于表示事物正在进行的状态，如：boiling water 沸水表示主动的语态，如：一个令人害怕的男孩a frightening boy-ed form用于表示人的感觉,翻译为“感到的”，如：a satisfied smile一个感到满意的微笑用于表示事物已完成的状态，如：boiled water 凉
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