2018届外研版必修5一轮复习：Module3AdventureinLiteratureandtheCinema

2018届外研版必修5一轮复习：Module3AdventureinLiteratureandtheCinema

Module 3 Adventure in Literature and the Cinema I.‎‎ 模块教学目标 ‎ 技能目标 Skill Goals ‎▲ Talk about literature, films and their types ‎▲ Practice reporting statements and suggestions ‎▲ Review verb forms (the -ing form, -ed form and the infinitive) ‎ ‎▲ Learn about link verb + as if / like / adjective ‎▲ Write a summary about a story or a film ‎▲ Do a survey of teenage reading habits II. 目标语言 功 能 句 式 Reporting statements and suggestions:‎ Billy said he was bored.‎ Billy said he didn’t want to see the film. ‎ Vanessa said Billy and she hadn’t been to the cinema for ages. ‎ Billy suggested going to see The Emperor and the Assassin.‎ 词 汇 ‎1. 四会词汇 biography, fantasy, detective, solve, murderer, account, companion, pour, shelter, lie, panic, curious, tie, fright, crawl, terrified, outline, disturb, comedy, romantic, fiction, review, resemble, create, exception, warn, shallow, determined, force, pilot, vivid, establish, reputation ‎ ‎2. 认读词汇 raft, paddle, rope, beard, trunk, adolescent, penny ‎ ‎3. 词组 have connection with, run away, play a trick on sb., make up, be / feel in the mood (for sth. / to do sth.), set (a play, novel, etc.) in, make one’s fortune, set off 语 法 Verb followed by the -ing form:‎ I could see a man lying on the floor.‎ The frightened man started crying.‎ Verb followed by the -ed form:‎ Jim looked terrified.‎ Verb followed by to + infinitive:‎ He agreed to go.‎ Link verb + as if / like / adjective:‎ It looks as if it’ll go under soon.‎ It looked like a house at first.‎ Jim looked terrified.‎ 重 点 句 子 ‎1. We stayed inside the shelter we had built and let the raft sail down the river. ‎ ‎2. It looked like a house at first. ‎ ‎3. It looks as if it’ll go under soon. ‎ ‎4. I don’t want to board a sinking ship. ‎ ‎5. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. ‎ ‎6. I could see a man lying on the floor, tied up with rope. ‎ ‎7. When he heard that, the frightened man on the floor started crying. ‎ ‎8. I persuaded him to help me, and we found the men’s boat tied to the other side of the steamboat. ‎ ‎9. He sounds as if he’s going to die of fright! ‎ ‎10. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans. ‎ ‎11. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America. ‎ Ⅲ. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以文学作品及电影为话题，通过学生对所接触过的中外文学作品及电影的讨论，使其更加了解中外文学作品和电影以及它们的种类。通过对马克·吐温的冒险小说《哈克贝利·费恩历险记》片段的学习，使学生了解如何描写冒险小说，并能运用所学的有关文学及电影的写作知识写一篇自己所读过的小说或看过的电影的简介。‎ ‎ 1.1 INTRODUCTION为全模块的热身部分，首先列出了三本不同类型的文学作品，让学生说出自己所喜欢的一本并说明理由。接着列出了有关各种文学作品种类的词汇，同时设计了三个练习活动，学生可以初步熟悉这些词的意义，并且学会判断不同类型的文学作品,为以后的各项学习活动做好准备。‎ ‎ 1.2 READING AND VOCABULARY的课文部分摘选了《哈克贝利·费恩历险记》的一个片段，叙述Huck 和Jim在密西西比河的冒险途中所发生的一个故事。围绕着课文，编者设计了四个与课文内容和词汇有关的练习。通过这些练习，学生可以熟悉课文内容，学会使用描写人物细节动作的一些词汇。‎ ‎ 1.3 GRAMMAR部分首先围绕“动词的-ing形式,-ed形式和to do形式 ”,通过五个练习，使学生掌握它们的用法。接着通过四个语法练习让学生掌握系动词后面跟as if, like或形容词表示感官上的猜测。‎ ‎ 1.4 VOCABULARY AND LISTENING部分让学生通过听一段对话，了解其中对几部电影的简单描述并完成相关练习。‎ ‎ 1.5 SPEAKING部分通过两个活动，练习口头描述自己所喜爱的电影并说出喜爱的原因。‎ ‎ 1.6 FUNCTION部分列出了陈述观点及表达建议的语句，要求学生完成将直接引语变为间接引语的练习。‎ ‎ 1.7 WRITING部分让学生读两个小说缩写, 然后做几个选择题来总结缩写的写作要点，并让学生通过讨论练习对一部电影进行缩写。‎ ‎ 1.8 EVERYDAY ENGLISH部分要求学生通过选择正确含义的题型来理解所列出的几个日常用语的含义。‎ ‎ 1.9 CULTURAL CORNER介绍了马克·吐温的生活和作品，帮助学生进一步了解这位世界著名的小说家及其作品。‎ ‎ 1.10 ‎ ‎ TASK部分要求学生设计一个调查问卷来调查青少年的阅读习惯，然后根据结果写出调查报告。‎ ‎ 1.11 MODULE FILE 部分简要总结了本模块所学的重点词汇、语法、重点句型及日常用语。‎ ‎ 2. 教材重组 ‎ 2.1 可将INTRODUCTION, READING AND VOCABULARY及WORKBOOK中的Vocabulary整合为一节精读课。‎ ‎ 2.2 将GRAMMAR 与WORKBOOK中的Grammar放在一起上一节语法课。‎ ‎ 2.3 将VOCABULARY AND LISTENING, SPEAKING, FUNCTION, EVERYDAY ENGLISH及 WORKBOOK 中的 Listening and speaking整合在一起，上一节听说课。‎ ‎ 2.4 将 CULTURAL CORNER 与WORKBOOK中 的Reading整合在一起，上一节泛读课。‎ ‎ 2.5 将 WRITING, TASK及WORKBOOK中的Speaking and writing 放在一起，上一节写作课。‎ ‎ 3. 课型设计与课时分配 ‎ 1st Period Reading ‎ ‎ 2nd Period Grammar ‎ ‎ 3rd Period Listening and Speaking ‎ 4th Period Extensive Reading ‎ ‎ 5th Period Writing IV. 分课时教案 The First Period ‎Reading Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 adventure, biography, crime, fantasy, thriller, detective, identify, adolescent, beard, crawl, curious, determined, follow, historical, lie (v.), paddle, panic(v.), pilot, pour, reputation, science fiction, shallow, shelter (n.), vivid, solve, murderer, account, companion, raft, tie, rope, terrified, point at, at first, tie up, as if, take away, paddle away, have connection with, run away b. 重点句式 ‎ Let the raft sail down...‎ It looked like...‎ It looks as if...‎ I could see a man lying ..., tied up with...‎ The frightened man started crying.‎ We heard the two men shouting.‎ I persuaded him to ..., and we found the men’s boat tied to...‎ ‎2. Ability goals能力目标 Enable the students to talk about literature and its types.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about literature and its types.‎ Teaching important & difficult points教学重难点 Enable the students to express themselves freely about their favorite literature.‎ Teaching methods 教学方法 Fast reading; careful reading; discussion.‎ Teaching aids 教具准备 A multiple-media computer and a recorder.‎ Teaching procedures ＆ ways 教学过程与方式 Step I Lead-in T: As I know, most of you have a good habit of reading books in your spare time. Who would like to tell me your favorite books? And why do you like them?‎ S: My favorite book is The Dream of The Red‎ ‎Mansion. It introduces us not only a love story but also people’s life of Qing Dynasty. We can know more about Qing Dynasty by reading it. The book is also one of the most famous Chinese novels.‎ S: I like reading Harry Potter and the Half-Blood Prince very much, which is written by J. K. Rowling. It is a book full of magic. At the same time, the book tells us justice can defeat vicious force no matter what happens. And Harry Potter is one of the most popular books all over the world. ‎ S: I like reading the play Pilgrim, one of Chinese famous plays. It tells us a classical ‎ Chinese story. It is a book full of imagination.‎ S: I like reading some books introducing great men, because I can learn a lot from them.‎ ‎...‎ Step II Warming up T: Very good! Then I have a question: How many different types of books do you know?‎ Ss: Autobiography, crime...‎ T: Please open your books and turn to page 21. Look at the words in the box which all describe the types of books. Please match them with their meanings.‎ A few minutes later, check the answers.‎ T: You are so clever. Now look at the three books in the picture and answer the three questions on the screen.‎ Show the questions on the screen.‎ ‎1. Which book would you like to read? Why?‎ ‎2. What is the book about?‎ ‎3. What type is the book of?‎ A few minutes later.‎ T: Who would like to present your answers? Volunteer? ‎ S: The book I like best is the third. It tells about life and works of Mark Twain. Mark Twain is one of America’s greatest writers. He did various kinds of jobs, traveled many places, read a lot of books, had rich experiences and had very creative ability. During his whole life, he wrote many world-famous books. So I admire him very much and want to know all about him. I think this book is a biography. ‎ S: I would like to read the second book. It tells us it is Chinese that discovered America first. I like reading this book because I like history and this book is a true account of Chinese past. ‎ S: I like the first best. It is written by the famous writer — Stephen King. Wolves of the Calla is the last one of the five novels written by Stephen King — The Dark‎ ‎Tower series. It is about a mysterious exploration story. I think it is an adventure and a ve ry exciting book. ‎ Then let the students do Activities 3 ＆ 4 and check the answers with the whole class. ‎ Sample answers to Activity 3:‎ The Adventures of Huckleberry Finn by Mark Twain — adventure Sherlock Holmes by Sir Arthur Conan Doyle — crime Albert Einstein — biography Frankenstein by Mary Shelley — thriller Harry Potter by J. K. Rowling — fantasy Records of the Grand Scribe by Sima Qian — history ‎ Step III Reading ‎ Task 1 Fast reading Let the students get the general idea of the passage.‎ T: Now, let’s go on to the reading on page 22. You can see a picture. First please guess what Huck and Jim will do.‎ S: They will hide themselves in someplace near the strange thing and observe what it is.‎ S: I think they will go ahead bravely and see what on earth the strange thing is. ‎ ‎...‎ T: You are all imaginative. Now please read the paragraphs quickly and complete Activity 2 about the order of events that happen.‎ A few minutes later, check the answers with the whole class.‎ T: Good. Please read the passage again to get the main idea of it. I will give you two minutes.‎ Two minutes later.‎ T: OK. Time is up. Who would like to tell me the main idea of it? Volunteer?‎ S: Let me have a try. The whole passage tells us one of the stories that happened while Huck and Jim were sailing down the Mississippi River on a raft. It describes what Huck and Jim saw and what they did. ‎ Task 2 Careful reading This step is designed to help the students to understand the passage further. Let the ‎ students read the passage carefully and then answer some questions. T: Now, please read the passage again and this time carefully. Then answer the questions on the screen.‎ Show the questions on the screen.‎ ‎1. What was the weather like after midnight?‎ ‎2. Who do you think is braver?‎ ‎3. Can you guess why the two men wanted to kill the other man?‎ ‎4. What was Huck’s feeling after they stole their boat?‎ After a few minutes, check the answers.‎ Sample answers:‎ ‎1. There was a big storm after midnight and the rain poured down. ‎ ‎2. I think Huck is braver than Jim. ‎ ‎3. Maybe the man knew some important things, but the two men didn’t want others to know. ‎ ‎4. He began to feel bad about what they had done. He didn’t want all three men to die.‎ Then let the students do Activities 4-6 on page 23 and check the answers later.‎ Task 3 Language points T: Let’s look at the screen. I’ll explain some difficult language points to you. ‎ Show some difficult language points on the screen.‎ ‎1. We were sailing straight towards it.‎ ‎“towards” means “in the direction of (sb. / sth.) ”.‎ ‎ e.g. The child came running towards his mother.‎ ‎2. “It looks as if it’ll go under soon,” Jim said, after a couple of minutes.‎ ‎ “as if”(= as though): with the appearance of; apparently ‎ e.g. He rubbed his eyes and yawned as if waking up after a long sleep.‎ ‎ “a couple of”: a small number of people / things ‎ e.g. She jogs a couple of miles every morning.‎ ‎3. I don’t want to board a sinking ship. ‎ ‎“board”: get on or into (a ship, a train, an aircraft, a bus, etc.)‎ ‎ e.g. Flight BA193 for Paris is now boarding.‎ ‎4. So we paddled over and climbed on to the steamboat, keeping as quiet as mice.‎ ‎ “keeping as quiet as mice”: keeping very quiet ‎5. I could see a man lying on the floor, tied up with rope.‎ ‎ Pay attention to the structure: see + n. + -ing / -ed ‎ hear, find, feel, watch, observe, keep etc. have the same use.‎ ‎ e.g. When I entered the room, I found him watching TV.‎ ‎ I felt the bus shaking terrible.‎ ‎ I would keep you informed of what’s going on here.‎ Task 4 Listening and Practice This step is meant to help the students summarize the reading.‎ T: Listen carefully to the passage, pay attention to the intonation and pronunciation. After listening, fill in the blanks here.‎ ‎ When he heard these words, Jim _____and _____ to the raft. But although I was _____, I also felt very _____, so I put my _____ round the _____. It was quite dark, but I could see a man _____ on the floor, tied up with _____. There were _____ men standing over him. One was short, with a _____. The other was _____ and had something in his hand that looked like a _____.‎ ‎ “I’ve had enough of you. I’m going to _____ you now.” This man said. He was obviously the one who had _____ the man on the floor. And it was a _____ he had in his hand.‎ Suggested answers:‎ panicked, ran, frightened, curious, head, door, lying, rope, two, beard, tall, gun, shoot, threatened, gun Step IV Homework ‎1. Read the text repeatedly until you can retell it.‎ ‎2. Do the exercises in Vocabulary of WORKBOOK.‎ The Second Period Grammar Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 sail, sinking, frightened, position, excite, satisfy, persuade, particularly, cabin, outline, alongside, approach, disturb, comedy, romantic, fiction, review, get away, play a trick on, look up, make up, draw up, start off, die of b. 重点句式 He agreed to... ‎ I don’t want to board a sinking ship.‎ I could see a man lying on the floor. ‎ We heard the two men shouting. ‎ The frightened man started crying.‎ Jim looked terrified.‎ It looked like...‎ It looks as if... ‎ ‎2. Ability goals能力目标 a. Enable the students to summarize the usage of verb forms.‎ b. Enable the students to use link verb + as if / like / adjective.‎ ‎3. Learning ability goals 学能目标 a. Help the students to summarize the usage of verb forms.‎ b. Help the students to learn how to use the correct form (-ing, -ed, or to + infinitive) of verbs. ‎ Teaching important points教学重点 a. Enable the students to summarize the usage of verb forms.‎ b. Enable the students to use link verb + as if / like / adjective.‎ Teaching difficult points 教学难点 How to teach the students to use the verb forms correctly.‎ Teaching methods 教学方法 Question and answer activity; pair work or group work; comparison method.‎ Teaching aids 教具准备 A computer, a projector and some slides.‎ Teaching procedures ＆ ways 教学过程与方式 Step I Revision T: Yesterday we’ve learnt a passage “The Steamboat”. Who would like to retell it briefly?‎ S: Let me try. One day, the weather was bad and the rain poured down after midnight. Huck and Jim stayed inside the shelter they had built. Then they found a steamboat in the middle of the river when they sailed down the river. The steamboat hit a rock and was half in and half out of the water. In order to find something useful on the boat, Huck and Jim climbed onto the sinking steamboat. To their astonishment, they heard someone shout, “Oh please boys, don’t kill me! I won’t tell anybody!” A man’s angry voice answered, “You’re lying. You said that the last time. We’re going to kill you.” When they heard these words, Jim ran back to the raft because of fright. But Huck went on observing what happened there. There were three men in a cabin. The tall man was pointing a gun at the man on the floor. The short man suggested leaving the man on the floor. Then Huck had a plan. He crawled along the deck, found Jim and told him what he had heard. They decided to steal the men’s boat. Huck persuaded Jim to help him although Jim was terrified. At last, Huck and Jim took away the men’s boat. That’s all.‎ T: Well done! ‎ Then check the answers to Exercises 4-6 on page 80 with the whole class.‎ A sample to Exercise 6:‎ A: Have you read the book Gone with the Wind?‎ B: Sorry. I haven’t read it yet. Is it a book worth reading?‎ A: Of course. It is one of the popular books all over the world. I like Scarlett, one of the heroes of it. She had something strong and special on her, such as great determination, strong willpower, etc. Once she decided to do something, she never gave it up and stuck to it until she reached her goals. And through it, you can learn something about the Civil War of America. ‎ B: Sounds wonderful. I will read it.‎ Step II Grammar ‎ Task 1 This step is intended to help the students to summarize the verb forms by themselves. Present some sentences and encourage the students to observe the verb form of each sentence.‎ T: Now let’s come to Grammar. I’d like you to read the sentences on the screen and find out the verb form of each sentence.‎ Show some sentences on the screen.‎ ‎1. My parents plan to travel before the Spring Festival.‎ ‎2. I saw them arguing in the middle of the street.‎ ‎3. The result is a little disappointing.‎ ‎4. She made her children wash their hands before eating.‎ ‎5. “Please let me go to school,” the boy begged.‎ ‎6. When he arrived home, he found his door opened.‎ ‎7. As a teacher, he knows how to make him understood.‎ ‎8. China is one of the developing countries.‎ A few minutes later.‎ T: In sentences, verbs may be used as the “-ing / -ed” forms or “to do” forms. Can you find out what verb form is used in every sentence?‎ S: Number 1 “to travel”; Number 2 “arguing”; Number 3 “disappointing”; Number 4 “wash”; Number 5 “go”; Number 6 “opened”; Number 7 “understood”; Number 8 “developing”.‎ T: Well done! Next, please read the five sentences in Activity 1 on page 24 and answer the questions below. ‎ After the students finish, ask some of them to answer the questions. Then check the answers.‎ Sample answers: ‎ ‎1. There are two. They are the 2nd and the 3rd sentences.‎ ‎2. The verb let is followed by sb. / sth. do...‎ ‎3. In the 4th sentence: frightened.‎ ‎4. The -ing form can be put in the following positions: attributive, objective and objective complement. ‎ Then let the students do Activities 2-5 and check the answers with the whole class.‎ Task 2 This step is to help the students to review link verb + as if / like / adjective.‎ T: Now please read the three sentences in Activity 6 and match them with a-c.‎ Check the answers.‎ T: Now I’d like you to do Activity 7 by yourselves.‎ After a while.‎ T: Time is up. Let’s answer the questions one by one.‎ S: Number 1: The tall man sounded frightening, for he had threatened the man on the floor.‎ S: Number 2: Although he was frightened, he also felt very curious.‎ S: Number 3: Jim looked terrified.‎ S: Number 4: He felt regretful, for he didn’t want all three men to die.‎ S: Number 5: The ferryboat captain sounded surprised.‎ T: Well done.‎ Let the students do Activities 8 ＆ 9 on page 26 and then check the answers.‎ Sample answers to Activity 9:‎ ‎1. You look as if you were ill! / You look like having caught a cold!‎ ‎2. I feel as if I can finish this job before Saturday.‎ ‎3. The teacher sounds a good and careful teacher.‎ ‎4. Yesterday I felt as if I were floating in the air. ‎ ‎5. The flowers you picked for me smell good.‎ ‎6. This food tastes delicious.‎ Step III Homework Let the students complete the exercises in Grammar of WORKBOOK and do the following exercises. ‎ 巩固练习：‎ ‎1. The speaker raised his voice but still couldn’t make himself ______. ‎ A. hear B. to hear ‎ C. hearing D. heard ‎ ‎2. A cook will be immediately fired if he is found ______ in the kitchen. ‎ A. smoke B. smoking ‎ C. to smoke D. smoked ‎ ‎3. Seeing the sun ______ above the surface of the sea, we let out a shout of joy. ‎ A. to rise B. to raise ‎ C. rising D. raising ‎ ‎4. The missing boys were last seen ______ near the river. ‎ A. playing B. to be playing ‎ C. play D. to play ‎5. —Let me tell you something about the journalists.‎ ‎—Don’t you remember ______ me the story yesterday?‎ A. told B. telling C. to tell D. to have told ‎6. The library needs ______, but it will have to wait until Sunday.‎ A. to prepare B. preparing C. prepared D. was preparing ‎7. —I usually go to there by train.‎ ‎—Why not ______by boat for a change.‎ A. to try going B. trying to do C. to try and go D. try going ‎ Key: DBCABBD ‎ The Third Period Listening and Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇及短语 cartoon, comedy, historical adventure, horror, romantic, science fiction, bored, take place, be / feel in the mood (for sth. / to do sth.)‎ b. 重点句式 Reporting statements and suggestions:‎ Billy said he had...‎ Vanessa suggested going to...‎ ‎2. Ability goals 能力目标 a. Enable the students to report statements and suggestions freely.‎ b. Enable the students to describe a book, a film or a TV show they like (don’t like) and give reasons.‎ ‎3. Learning ability goals 学能目标 ‎ a. Help the students learn how to report statements and suggestions.‎ b. Help the students learn how to describe a book, a film or a TV show they like (don’t like) and give reasons. ‎ Teaching important & difficult points 教学重难点 a. Get the students to report statements and suggestions.‎ b. Let the students describe a book, a film or a TV show they like (don’t like) and give reasons. ‎ Teaching methods 教学方法 Cooperative learning; discussion.‎ Teaching aids 教具准备 A tape-recorder, a projector and some slides.‎ Teaching procedures ＆ ways 教学过程与方式 Step I Revision T: Last class, we’ve reviewed verb forms, which are -ing / -ed forms and (to) do forms. In order to check what you have learnt, I’d like you to do some exercises.‎ Show the slide.‎ Choose the best answers:‎ ‎1. We agreed ______ here but so far she hasn’t turned up yet. ‎ ‎ A. having met B. meeting ‎ C. to meet D. to have met ‎2. —The light in the office is on. ‎ ‎—Oh, I forget _______.‎ ‎ A. turning it off B. turn it off ‎ C. to turn it off D. having turned it off ‎3. I ______ to believe that God could make me enter a university. ‎ ‎ A. reject B. require ‎ C. resist D. refuse ‎4. The little time we have together we try ______ wisely. ‎ ‎ A. spending it B. to spend it ‎ ‎ C. to spend D. spending that ‎5. I’ll try to get her ______ the doctor. ‎ ‎ A. see B. seeing ‎ ‎ C. to see D. for seeing ‎ ‎6. They knew her very well. They had seen her ______ up from childhood. ‎ ‎ A. grow B. grew ‎ C. was growing D. to grow ‎7. As you’ve never been there before, I’ll have someone _______ you the way. ‎ ‎ A. to show B. show ‎ C. showing D. showed ‎8. We enjoy ______ very much because it is good to our health. ‎ ‎ A. swim B. to swim ‎ C. swimming D. to be swimming Key: CCDCCABC Then check the answers to Exercises 1-3 on page 79.‎ Step II Listening ‎ Task 1 Complete the sentences with these words This exercise is meant to smooth away the difficulties for the listening that follows and make students know films’ types.‎ T: Let’s look at the poster for Master and Commander on page 26 and decide what kind of film it is. Use the words in the box.‎ S: I think it is a historical adventure. ‎ T: Good! Now please do Exercise 1. I’d like you to do it by yourselves first and then let’s check the answers together. ‎ After the students finish, check the answers with the whole class.‎ Task 2 Listening Ask the students to look at the questions in Activity 2 and the table in Activity 3 first to get the listening points. Then play the tape three times. For the first time, let them listen just for the main idea. For the second time, let them complete Activities 2 ＆ 3. And for the last time, let them check the answers by themselves. Check the answers with the whole class at last.‎ Step III Speaking T: In listening part, we’ve listened to a conversation between Billy and Vanessa talking about several films. Now it’s time for you to tell the class what film you would like to see, and why.‎ S: I like seeing comedies, especially when my mood is low. They can make me happy and feel refreshed. ‎ S: I like seeing horror films. I think this kind of films is exciting.‎ S: I’d rather see cartoon films. Cartoon films can give me a lot of pleasure and seeing them can bring me into a world of children.‎ S: I’d prefer romantic films. ‎ ‎...‎ T: Good. Now who would like to describe a film you like and let the others guess its name? Volunteer?‎ S: Let me have a try. Heroine Maggie is a determined woman, who clearly knew her goals and knew how to achieve her goals. In order to prove her actual strength to the world, she went into Frankie’s boxing legation. After experiencing many twists and turns, Maggie’s born ability and strong faith moved obstinate Frankie. Frankie determined to help Maggie to become famous woman boxer. ‎ T: Thank you. Who knows what the film is called?‎ S: I know. The film is called Million Dollar Baby.‎ T: Is she right?‎ S: Yes. Just the name.‎ S: Let me describe a film. This film is a cartoon. It describes the life of animal ‎ kingdom on African prairie. The film has deep-going significance — all the things in nature have their own law. Simba is the hero of this film. He is a lovely lion.‎ S: This cartoon is called The Lion King. Almost every child likes to watch it.‎ Step IV Listening and Speaking (P82)‎ T: Please turn to page 82. We are going to listen to another material. ‎ Before listening, let the students go through Exercises 10, 11 ＆ 12. Then play the tape four times. For the first time, let them listen for the main idea and do Exercise 10. For the second time, let them take down some notes to complete Exercise 11. For the third time, let them fill in the blanks of Exercise 12. For the last time, let them check the answers themselves. At last, check the answers with the whole class.‎ T: You have done a good job. Now please work in pairs and talk about a book, a film and a TV show you like very much. Then complete the form on the screen for each other.‎ A sample form:‎ Title Reason(s) for liking it Film Harry Potter It tells us a rule: Good will defeat evil. And it is a film full of imagination.‎ Book Sherlock Holmes Sherlock Holmes is a very clever and learned detective, who has solved lots of difficult cases.‎ TV Show Lucky 52‎ People can learn a lot of knowledge of almost all aspects from it. And it brings people great pleasure.‎ Step V Function Let the students rewrite the sentences on page ‎27 in indirect speech to practice reporting statements and suggestions.‎ A few minutes later, check the answers.‎ Step VI Everyday English Get the students to do the activity in Everyday English to learn how to use the four ‎ phrases. Then check the answers.‎ Step VII Homework T: After class, listen to the materials repeatedly and pay attention to the pronunciation.‎ The Fourth Period Extensive ‎Reading Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇及短语 determined, reputation, resemble, exception, shallow, vivid, establish, start with, lead a ... life, leave school, make one’s fortune, set off, up and down b. 重点句式 He left school early, and as an adolescent, determined to make his fortune in ..., set off from ... for ...‎ He arrived in ... without a penny in his pocket only to find that...‎ Forced to ..., he worked for several years as a pilot ..., taking passengers up and down the Mississippi, the great river which flows from ... down to ...‎ ‎2. Ability goals能力目标 a. Enable the students to talk about the life of Mark Twain.‎ b. Enable the students to know about adventure stories.‎ ‎3. Learning ability goals学能目标 a. Help the students learn how to talk about the life of Mark Twain.‎ b. Help the students get to know about adventure stories.‎ Teaching important & difficult points教学重难点 ‎ Stimulate the students’ curiosity of finding out the beauty of art, and develop a love for art and artists.‎ Teaching methods 教学方法 ‎ Fast reading and careful reading; asking-answering activity; discussion.‎ Teaching aids 教具准备 A tape recorder, a projector and some slides.‎ Teaching procedures ＆ ways 教学过程与方式 Step I Cultural corner Task 1 Lead-in T: In the reading part, we’ve learned an extract of The Adventures of Huckleberry Finn written by Mark Twain. How much do you know about Mark Twain?‎ S: I know he is a very world-famous writer. He wrote a lot of works, which are popular with people all over the world. He is an American. ‎ T: Good! Today let’s learn more about Mark Twain. Please turn to page 29 and read the passage The Life of Mark Twain.‎ Task 2 Fast reading T: First read the passage quickly and decide whether the following statements are true or false.‎ Show the following on the screen.‎ ‎1. The lives of writers are usually different from the lives of the characters they create.‎ ‎2. “Mark Twain” means “watermark one”.‎ ‎3. Like Huck, Mark Twain led a peaceful life.‎ ‎4. Mississippi is the great river which flows from the north of the US near the Canadian border, down to the Gulf of Mexico.‎ ‎5. Mark Twain wanted to take a boat to the Amazon.‎ A few minutes later, check the answers.‎ Sample answers: FFFTT Task 3 Careful reading T: This time I’d like you to read the passage carefully. After reading, please have a discussion about the first question listed on page 29 with your partners.‎ After several minutes.‎ T: Who’d like to answer the question?‎ S: He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home Hannibal Missouri, for New Orleans.‎ S: He wanted to take a boat to the Amazon, where he thought he could get rich ‎ quickly.‎ S: He worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi.‎ Task 4 Read aloud Ask the students to read aloud the text and meanwhile ask them to retell it.‎ T: Please read the text aloud, and then retell it according to the key words given on the screen. ‎ Show the following on the screen.‎ Paragraph 1. the lives of writers, characters, no exception, pen name, real name, watermark two, warn shipmates, shallow river Paragraph 2. led a ... life, leave school, make his fortune, set off, take a boat, get rich, without a penny, forced to change, worked, a pilot, up and down, Mississippi, north of the US, the Gulf of Mexico Paragraph 3. journalist, vivid and amusing description, established the reputation Several minutes later, ask several students to retell the text.‎ Step II Reading (P81)‎ T: Just now, we’ve learnt about a famous writer, Mark Twain. Next, let’s learn something about another famous writer Patrick O’Brian. Have you heard about him or read his works?‎ S: Sorry, never.‎ T: It doesn’t matter. Please turn to page 81 and read the text. Then you’ll know Patrick O’Brian. First read the text quickly and answer the questions in Exercise 7.‎ Several minutes later.‎ T: Have you finished?‎ Ss: Yes.‎ T: Good. Who would like to answer the first question?‎ S: Let me have a try. Patrick O’Brian’s real name was Richard Patrick Russ.‎ T: Right. What type of books did he write?‎ S: He wrote historical adventure books.‎ T: Good. Then when did he become famous?‎ S: After writing for over 40 years, he started to become famous.‎ T: Excellent. Why do you think he told people he was Irish?‎ S: I think he wanted to make his own life more romantic to people.‎ T: What three things do readers love about his books?‎ S: They love the descriptions of fighting between ships at sea, the jokes and the historical facts.‎ T: You did a good job. What very sad thing happened to him?‎ S: His child died aged three and he and his first wife separated.‎ T: Well done. Why do you think he wrote about life at sea when he did not know how to sail?‎ S: I think perhaps as a child, he had dreamt of sailing at sea and was interested in reading books about sailing.‎ T: You are imaginative. ‎ Then let the students read the text again and carefully and complete Exercises 8 ＆ 9 on page 82. Check the answers.‎ Step III Supplementary reading This step is designed to make the students know more about the great writer — Mark Twain.‎ T: Here are some supplementary reading materials on the screen. Please read them by yourselves and know more about the great writer — Mark Twain.‎ A Tiny Biography of Mark Twain Ever A Gold Digger! ‎ ‎ Sam Clemens never finished what he started — before the age of twenty-five, that is. By age twenty-five he had quit school to work for a newspaper typesetter, quit setting type to pilot a Mississippi steamer, quit river-boating to join the Confederate Army and shortly thereafter, deserted the army to go West and dig for riches. Thankfully for generations of readers, he found none; and, while recouping his losses, he instead latched onto a bit of wisdom that would change the landscape of American literature.‎ ‎ “There comes a time in every rightly constructed boy’s life that he has a raging desire to go somewhere and dig for hidden treasure.”‎ Which is Twain’s birth place? Florida? Missouri? ‎ ‎ Mark Twain was born Samuel Langhorne Clemens in Florida, Missouri, on 30 November 1835. As he later said, he was brought in on Halley’s Comet and wished to go out on its return. He was raised in Hannibal, on the Missouri banks of the Mississippi. He was the sixth of seven children. At age twelve, sometime after his father’s death in 1847, he left school and apprenticed at a local printer’s shop. There, in what Abraham Lincoln later called the “poor boy’s college”, Clemens trained as a writer and critic.‎ How Twain Set His Writing Style?‎ ‎ “One isn’t a printer ten years without setting up acres of good and bad literature, and learning — unconsciously at first, consciously later — to discriminate between the two ... and meantime, he is unconsciously acquiring what is a “style”.‎ ‎ The literature he set into type varied in genre from anecdotes, to monologues, brief book excerpts, poems, and sketches by contemporary humorists. What these selections had in common was that they were all self-contained pieces — short and to the point. “Training is,” as Twain later wrote, “everything”; and so, it should come as no surprise that Twain himself survives in our hearts (and on the tip of our tongues) as easily excerpt able and eminently quotable. We can all picture Tom Sawyer persuading his friends to pay money for the privilege to whitewash his fence, but how many of us remember the novel at length? That scene — rather than the plot — stays fresh in our minds because it encapsulates how much we admired and resented that conniving kid on our own block, or in the cubicle just outside our office door.‎ Twain As A Hopper Before His First Book ‎ ‎ Twain would write short pieces for nearly two decades before penning his first novel. But it was his skills as a printer, and not a writer, that bought him his first ticket out of Hannibal. Working as a tramp printer, he traveled to St. Louis and Iowa and then east to New York, Philadelphia, and Washington. D.C. During that time, he contributed travel letters to his brother’s newspaper, the Hannibal Gazette. A prolific ‎ writer, his career as a journalist was off to a fine start, writing feature stories, political reports, and sketches. Then, in 1957, Twain traveled to New Orleans and apprenticed to the pilot master George Ealer on the steamboat Pennsylvania. One and a half years later, he was a licensed steamboat pilot.‎ ‎ By 1861, the Civil War had all but cut off traffic on the Mississippi. Twain enlisted in a Confederate company from Missouri. A few weeks later, he deserted and went off with his brother for the New Territory of Nevada. After failing as prospector, Twain served as city editor for the Virginia City Enterprise. One year later, in 1865, a real good liar and a jumping frog brought Twain into national prominence. New York’s The Saturday Press published his “Celebrated Jumping Frog of Calaveras County” and newspapers throughout the United States reprinted it. In 1867, that jumping frog was binded with other short sketches by Twain as his first book.‎ ‎ In the meantime, as early as 1866, Twain began lecturing. He told stories about himself and about his travels, which he continued to make as a correspondent. Twain visited the Sandwich Islands and, in 1867, set sail for the Holy Land. Later, he toured France and Italy gathering material for The Innocents Abroad. This book, published in 1869, truly established Twain’s reputation as a humorist. In it he satirized American tourists learning about Europe from guidebooks and, relying on his own voice of brash practicality, managed to extol the virtues of the New World as opposed to the Old.‎ Step IV Homework ‎1. Go over the cultural corner.‎ ‎2. Recite the key sentences and retell the life of Mark Twain.‎ ‎3. Preview the next part — writing.‎ The Fifth Period Writing Teaching goals 教学目标 ‎1. Target language目标语言 a. 重点词汇及短语 summary, set, exciting, captain, character, run away, at the beginning of, catch up, begin with, take place ‎ b. 重点句式 The Adventures of Huckleberry Finn is set in the USA in the mid-19th century.‎ The Surprise sails halfway across the world following a much bigger French ship.‎ As they make their way down the river, they have a number of exciting adventures.‎ ‎2. Ability goals能力目标 a. Enable the students to write a summary about a film.‎ b. Enable the students to do a survey of teenage reading habits.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to write a summary about a film.‎ Teaching important & difficult points教学重难点 How to write a summary about a film.‎ Teaching methods教学方法 Task-based method; pair work or group work.‎ Teaching aids 教具准备 A multiple-media computer, a projector and some slides.‎ Teaching procedures ＆ ways 教学过程与方式 Step I Writing Ask the students to read the two summaries given on page 28 and then complete the sentences with correct words and phrases.‎ T: We know there are a lot of famous works in the world. Because everyone’s time is limited, we can’t read all books. But we can get the general ideas of many books by reading the summary of them. Today we’ll read two summaries of famous works. After reading them, please finish the exercises below.‎ After a while, check the answers.‎ Let the students work in groups to choose a well-known Chinese adventure story or film and write a summary about it.‎ T: We’ve known two foreign adventure stories by reading the summaries of them. Please work in groups. Every group chooses a well-known Chinese adventure story or film and discusses it.‎ A few minutes later, ask each group to write the title of story or film they’ve chosen.‎ ‎ Then tell the students some very useful points on how to write a summary.‎ T: Every group has chosen a story or a film. How to write a successful summary? Please look at the screen. There are tips of writing a summary that you’d better remember.‎ ‎1. Write the title of your story or film on the first sentence; ‎ ‎2. Keep your summary as short as possible;‎ ‎3. Check the summary for spelling errors and other mistakes; ‎ ‎4. Include “where the story is set”, “when it’s set”, “who the main characters are”, “what happens” and “how the story ends”. ‎ T: OK. Since that you have known how to write a summary, now start to write a summary of the story or film that you’ve chosen.‎ Sample writing:‎ A World Without Thieves ‎ Chinese director Feng Xiaogang’s New Year film A World Without Thieves has been on for a period. It’s Feng’s sixth New Year film since the first one in 1997.‎ ‎ The story takes place on a train. It is about two groups of thieves and a country boy. One group is moved by the boy and tries to protect the boy from being stolen.‎ ‎ Wang Bo (played by Andy Lau) and Wang Li (played by Rene Liu), two master thieves, swindle their way across China, until they meet Fu Gen, who does not know about life and believes that he lives in a world without thieves. Having saved a lot of money, after years of work, he is going to build a house and marry a girl. Moved by his good nature, Wang Li (played by Rene Liu) wants to protect him from Uncle Bill(played by Ge You) who tries to steal from Fu Gen. Wang Bo, who tries to stop her at first, finally becomes kind and helps her protect the country boy. ‎ ‎ Andy Lau has a hard time being ugly in the movie. He plays very well, so does Rene Liu. Ge You keeps his special humor in the film. What’s more, the country boy plays naturally.‎ Harry Potter and the Prisoner of Azkaban ‎ Alfonso Cuaron directs the film. Harry Potter is played by Caniel Radcliff, Hermione Granger by Emma Watson and Yon Weasley by Tupert Grint.‎ ‎ The film shows bravery, wealth, vengeance and love. The great friendship between the friends makes the world bright and makes us understand the most wonderful thing worth giving out life and expecting all the life is — love. It’s so important. It’s love — makes us try our best and encourages us to do the most important but so dangerous thing in the world. And it’s love — makes the world be a world.‎ Step II Task ‎ This is designed to make the students know others’ reading habits and know more books from others.‎ T. Now let’s do a survey of teenage reading habits. Please turn to page 30 and let’s complete the survey in your groups. You can discuss the questions in the first activity.‎ A few minutes later, let the students report their finds to the rest of the class.‎ Step III Speaking and Writing (P83)‎ Task 1 Ask the students to read the descriptions of four films on page 84. Match the type of film with the film title and then discuss the four films.‎ T: In this module, we’ve learnt some types of literature and film. Now let’s put them into practice. Please read the descriptions of four films on page 84 and match the type of film with the film title. After finishing this exercise, please work in pairs and do Exercise 15 on page 84.‎ After a while, check the answers with the whole class.‎ T: Who would like to match the type of film with the film title?‎ S: Let me have a try. I match historical adventure with A Tale of Two Cities; science fiction with The Men Who Came from Mars; romantic comedy with London Love Story; thriller with The Village.‎ T: Quite right. Next let’s ask and answer the questions in Exercise ‎15 in pairs.‎ S1: Which film is the longest?‎ S2: A Tale of Two Cities is the longest. ‎ S3: Which film will make it hard to sleep at night?‎ S4: The Village is a thriller. I think this film will make it hard to sleep at night. ‎ S5: Which film will tell you about French history?‎ S6: A Tale of Two Cities. ‎ S7: Which film is set in the future?‎ S8: The Men Who Came from Mars. ‎ S9: Who has secrets?‎ S10: It must be film London Love Story.‎ Task 2 Ask the students to ask and answer questions about a film they would like to see.‎ T: Well done. I think every student must have seen many films. Now let’s work in pairs and talk about your favorite films with your partners. At the same time, write down some useful notes. After a while, make up a conversation according to your notes.‎ A sample conversation: ‎ S1: Tom, do you like watching the film? ‎ S2: Very much, I go to cinema with my parents twice a month.‎ S1: What types of films do you like to watch?‎ S2: The science fiction film like Mission to Mars is my favorite type. What about you?‎ S1: I’d like to see romantic film like Titanic, Little Women and The Dream of The Red Mansion.Have you seen them?‎ S2: What a pity! I haven’t seen Little Women.‎ S1: It is written by Louisa May Alcott and is about four sisters’ life. I think it was wonderful, so if you have time, please see it.‎ Step IV Homework ‎1. Summarize what you have learned in this module.‎ ‎2. Preview the next module.‎