1、Module 3 Adventure in Literature and the Cinema By Songqian I. 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 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
2、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
3、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 som
4、ething, 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。 II学情分析 高二学生已经具备一定的词汇量和语法知识，在教学中要有意识地培养他们听、说、读、 写综合运用语言知识的能力，尤其是阅读能力。通过本单元的学习，培养学生的世界观， 进一步了解外国文学作品，才能达到英语教学的基本目的。 III. Teaching important Pilgrimage to the West 红楼梦Th
5、e 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 Margins Step 2 Speaking Purpose: To develop Ss speaking ability Work in pairs. Say which book you would like to read and tell the reas
6、on. T Examples: 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
7、 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 answers 1 biography 2 fantasy 3 adventure 4 thriller 5 crime 6 hi
8、story Step 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. Type Ex
9、amples biography The Singular Mark Twain Lu Xun Albert Einstein fantasy The Lord of the Rings by J.R.R. TolkeinHarry Potter by J.K. Rowling adventure The Adventures of Huckleberry Fin Wolves of the Calla Journey to the West thriller Magical MirrorFrankenstein by Mary Shelley crime Paper PlaneSherloc
10、k Holmes by Sir Arthur Conan Doyle history 1421 The Year China Discovered AmericaThe Romance of the Three Kingdoms Step 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 quest
11、ions. 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 a
12、nd complete the survey for your group. Name Number of books per year Favorite type Favorite book After finish the survey, ask the students to give a presentation of the groups findings to the rest of the class. Step 6 Homework 1. Review the new words 2. Preview Reading and Vocabulary. Period 2 Readi
13、ng 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-in Purpose: To arouse Ss interest in learning about The A
14、dventures of Huckleberry Fin As 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-reading Purpose: To
15、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
16、 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
17、 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 h7 4. Work in groups and say what you think happens next. Sugge
18、sted 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 Skimming Purpose: 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)
19、c 2) b 3) a 4) a 2. 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
20、 them to deal with some difficult points. At last, ask the students to read after you. 2. Deal with activity 4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
21、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 h
22、ad 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
23、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
24、 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 6 He sounds as i
25、f 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 7 persuade 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 work Purpose: To read a passage named An Introducti
26、on 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. A
27、fter 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. b Suggested answers (Activity
28、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
29、of”. 6. The year Patrick died. Step6 Homework 1. 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, a
30、ppear, 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-in Purpose: To enable the Ss to master how to remember link verbs, such as be, seem, a
31、ppear, 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. Presentation Purpose: To get the Ss to know the teaching content of Grammar
32、 Show 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 语 法 功 能名称 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、ex
33、pect、hope、learn、offer、wish 、want 、fail 、plan、agree 、forg et、 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
34、、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.+
35、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
36、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。
37、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）
38、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
39、 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
40、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
41、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, esc
42、ape, 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
43、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 t
44、o music, but today I dont like to. I don t 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
45、 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 f
46、orget 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 examined Th
47、e 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
48、, 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
49、” 。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
