课件31张PPT。Period 2Module 3 Literature
Vocabulary and Listening
Everyday English
Speaking (2)Pre-listening: Activity 1 (P34)According to the sentences in activities, what is probably happening?
A. The young woman is hugging Oliver, her brother, in excitement.
B. They are acting a famous drama.
C. Oliver is being seized by bad people.
D. Oliver is being robbed of his money.
Pre-listening: Activity 2 (P34)Work in pairs and discuss the questions .(open answers)
1. Is the neighborhood safe?
2. Why don’t people try to help Oliver?
3. Where does the man take Oliver?
Listening: Activity 3 (P34)Predict the answers to the questions in Activity 3. Then listen and check if you’ve guessed correctly.
Answers:1. Oliver is carrying books
2. She says he ran away from home.
3. He said that he didn’t know them.
4. He was astonished because the young woman was Nancy.
5. He said that Oliver stole them.
6. Oliver is most frightened of the man.Listening: Activity 4 (P34)Listen again and decide who says the statements in the table. Answer the question following the example below:
It was Oliver who said “ Why are you doing this?”1. Oliver
2. Woman watching
3. Woman watching
4. Man with dog
5. Man with dog
6. Man watching
7. Woman watchingListening: Listen again and get the detailed information from the passage.Oliver was walking along, _____________________________ when a young woman who was passing suddenly screamed.
Oliver began _________ again, and two women stopped ______________.
It was the young woman _____________. “Oh,” she said, “he _______________ his parents about a month ago, and ___________________. They taught him ____________.”
Then he saw Nancy’s face __________________ and jumped back ____________________. with some books under his arm,shoutingto watchwho repliedran away from joined some thieveshow to stealfor the first timein astonishment5. “What’s going on?” cried a man, ____________________________.
6. He seized Oliver ____________________.
7. “That’s right!” cried a man who was watching from his window. “That’s the only way to __________________!”
8. Even if he had been able to shout for help, no one ___________________.
...you young rascal/ you wicked boy/ you monster
running out from a nearby shopby the shouldersmake them behavewould have caredEveryday EnglishAnswers: a
b
b
a
a
bHomeworkSpeaking 2. (Page 36)
Work in pairs. Discuss the questions in Activity One and express your own opinion in Activity Two.Period 3Module 3 Literature
Grammar 1 & 2Grammar 1: (P32)Activity1 (1) Underline the negative words and only phrases in the structures..a. Not until
b. No sooner
c. Hardly
d. Never
e. Only after some minutes
f. Only then
g. Seldom
Grammar 1: (P32)Activity 1 (1-6)Answers:
1.at the beginning
2.after
3.subject and verb
4.than
5.when
6.immediately after the other
Grammar 1: (P33)Activity 2: rewrite the sentences in Activity 1.Answers:
B. The boy had no sooner spoken these words than the warden hit him on the head with the soup spoon.
C. They had hardly sat down when the warden started shouting at them.
D. “ I have never heard anything like it !” said Mr Limbkins.
E. The warden started speaking only after some minutes.
F. Oliver understood his situation only then.
G. I have seldom seen such courage.Grammar 1: DetailsObserve the two sentences:
In came the teacher.
Hardly did he realize he had made a big mistake.
Q: What conclusion can you get?1.完全倒装是把整个谓语放在主语之前,谓语形式不作变化.2.部分倒装只把谓语的一部分(如助动词,情态动词等)放在主语前.使用部分倒装的情况:1.only修饰的副词,介词短语或状语从句放在句首时.1)You can learn from your mistakes only in this way.Only in this way ____ _____learn from your mistakes.canyou2)He stays in bed only when he is seriously ill.Only when he is seriously ill _____ ____ stay in bed.doeshe3.Only Rose ________________.只有罗斯知道真相.knows the truth(若强调的部分不是状语不用倒装)________________________________2.含有否定意义的词或短语放在句首,修饰除主语之外的其他成分,这类词常见的有:little, never, hardly, seldom, rarely, not, neither, nor, not until, no sooner…than, hardly…when, not only…but also, 1)He not only refused the gift, he also severely criticized the sender.Not only did he refuse, …but also后半句不改变2)还原Not until at least thirty seconds had passed, was the man able to speak. (P140)The man was not able to speak until thirty seconds had passed.3.用于以were, had, should等词开头的虚拟条件句中(即省略if的虚拟条件句)Were Jack here, they would be able to solve the problem.
Had I the money, I would buy a new house.
Should he fail in the experiment this time, he would try again.If Jack were here, they would be….If I had the money, I would buy…If he should fail in the experiment this time,….Grammar 1: (P33)Activity 3 & 4Answers for Activity 3:
Answers for Activity 4:
1. d
2. a
3. c
4. b1.No sooner had they finished their soup, than Oliver got up.
2. Hardly had the warden served the soup than it disappeared down the boys throats.
3. Seldom had the warden been so angry.
4. Only after one minute’s silence was he able to speak.
5. Never before had this kind of thing happened at the workhouse.使用完全倒装的情况: (P139)1. there, here, then, now, away, out ,in
Up, down等副词放在句首时.
The bus comes here.
The boy ran out.
The kite flew up.
Here comes the bus.
Out ran the boy.
Up flew the kite.
注意:
当主语是代词时,主语和谓语不倒装．如:
Out he rushed.
2.在含有直接引语的句子中
“where were you born?” asked the man.
3.为了句子平衡
Under that tree sits a beautiful girl, who is dressed in white.
Lucky is he who has been enrolled into a famous university.
Exercises:Choose the correct answers.
1._______to come over to have a talk with him in those days.
A. Seldom did I have time
B. I had seldom time
C. Seldom had I time
D. Had I seldom time
A2. Not until then ___ how important the brakes are.
I realised B. do I realised
C. did I realise D. I did realise
3. Not only ____more correctly, but also ____ more easily.
A. she spoke, she spoke
B. does she speak, she spoke
C. did she speak, he speak
D. did she speak, he spoke
CD4. No sooner had the teacher left the classroom_____ the pupils rushed out.
A. that B. when C. than D. then
5._____,who was frightened of the strange noise from the floor.
A. Out rushed the boy B. out did the boy rush
C. Out the boy rushed D. Out was the boy rushed
C
A6. Hardly____it began to snow.
A. did I arrived when B. had I arrive when
C. had I arrived when D. had I arrived than
7. So difficult _____that I could not answer it then.
A. the question is B. the question was
C. was the question D. is the question
CC8.It was _______ then _______ he _______ to know that she is British, not German.
A. until, did, come
B. not until, did, come
C. not until, that, came
D. until, that, cameCGrammar(2): Emphatic sentencesP35: Activity 1
Compare the following sentences with those in Activity1, and find out the words which are stressed.
It was the young woman who replied.
Oliver was frightened of the dog, but it was the man terrified him.
It was Oliver Twist who was chosen.
Grammar 2: DetailsNOTE:
It is / was +强调部分(除谓语动词外)+ that /who...
Can you use emphatic sentences to rewrite the sentence below?
Jim put up a notice on the door of the workhouse the next morning.
It was Jim that/who put up a notice….
It was a notice that Jim put up on the door of the workhouse the next morning.
It was on the door of the workhouse that Jim put up a notice the next morning.
It was the next morning that Jim put up a notice on the door of the workhouse.
Grammar 2: (P35) Activity 2:
Answers:1. No, it was the woman who said “Go home, you monster.”
2. No, it was late that this happened.
3. No, it was soup that the boys were eating.
4. No, it was the warden who gave the boys their food.
5. No, it was Oliver who was locked in a room.Activity 3 Answers:
1. It was Charles Dickens who wrote about the poor people in Victorian England.
2. It was Oliver Twist who asked for some more soup.
3. It was Mr Bumble who was having a meeting with the managers.
4. It was the warden who hit Oliver on the head with a spoon.
5. It was Nancy who was kind to Oliver.Activity 4 Answers:1. No, what Charles Dickens wrote was novels about Victorian London.
2.No, what Nancy did was to pretend to be Oliver’s sister.
3.No,what terrified Oliver was the man.
4.No, what Oliver did was shout for help.HomeworkFinish the Grammar exercises in Workbook.课件24张PPT。倒 装 句基本句式结构巩固练习高考链接英语句子的主语在谓语之前，叫自然语序；反之，如果谓语在主语之前，叫倒装语序。倒装语序部分倒装全部倒装（即把谓语动词的一部分移至主语的前面。）（即把整个谓语动词置于主语之前。）一、倒装的分类示例：She is a nice girl.（自然语序）
Is she a nice girl？（倒装语序）
注意：表语、宾语、状语或补语等提到主语之前，则叫前置。
What a nice girl she is！（表语前置）二、作用：1.语法结构 的需要；
2.用于强调。1.在疑问句或表示感叹的否定句中用倒装：
Do you have a dictionary？
What would you like？
Isn’t a beautiful flower？
但是，如果主语或主语的定语是一个疑问词，则要用自然语序：
Who works the hardest？
Which team won the match？2.在there be句型中（be还可换成 live，lie等表示状态的动词），要用全倒装：
There are many students playing on the playground.
Long long ago，there lived a king.
3.以there， here；now ，then；等引起的句子中，（谓语动词常为 be，come，go等）要用全部倒装。
Here are some picture-books.
Now comes you turn.
There used to be a temple here.
但是，如果主语是人称代词不倒装：
Here they are.
Here it is.4.在so（肯定句）， neither和nor（否定句）引起的句子中，表示前面的情况也适于另一个人或物时，用部分倒装：
I went there yesterday. So did she.
Tom doesn’t like apples.Neither/Nor do I.
但是，只是重复前面一句的意思，主语指同一个或物，则不需倒装：
He did his homework yesterday. So it was.
My father has been to Japan twice.So he has.5.“only+状语”位于句首时，用部分倒装：
Only in this way can you solve the problem.
Only when the war was over could he go on studying.
但是，“only+主语” 在句首时，不用倒装：
Only he knows the answer.
Only after being asked three times did he answer me.
6.具有否定意义的词语（主语除外）位于句首时用倒装。这类词有：not， never， seldom， rarely， dardly， not until， not only..but also， nither…（nor）， no sooner…than…， hardly（scarecely）…when（before）， by no means， in no time…
Never shall I forget the day.
Not only dose he like English， but also he learns it well.
但是，not only… but also连接主语时，虽位于句首也不倒装。
Not only I but also you like watching TV.7.在in， out，away ，off，up，down，等副词开头的句中，为了使情景更生动，用完全倒装。
Up went the arrow into the air.
Out rushed the children.
Down came the long brown waves.
但是，主语是代词时，则不倒装：
Away they went.
Down they fell.8.often，every day， now and again等具有肯定意义的表示时间频率的状语位于句首，且表示强调时，可用部分倒装：
Often did we warn them not to do so.
9.So/such…that 结构中，so/such位于句首加强语气时，用倒装：
So angry was he that he couldn’t speak.
So interested was he in the program that he didn’t notice his mother come in.10.某些表示祝愿的句子中用倒装：
Long live China！
May your country become stronger.
May you succeed！11.整个（或部分）直接引语置于名词充当的主语前时，用完全倒装：
“They must be in the fields now.”thought Mr Li.
“What do you want？” he asked.12.省略if的虚拟条件句中的部分倒装（如果虚拟语气的条件状语从句中谓语有连系动词were，助动词had或情态动词should等，可省去if，把were，had或should移到主语之前。）：
Were I you，Iwouldn’t do that.
Had they not been working so hard，they wouldn’t have achieved so much.
Should anyone call， tell him to wait for me.
Had you come earlier， you wouldhave seen him.
Should it rain tomorrow，I would stay at home.13.为了保持句子平衡，或使上下文衔接更紧，可把介词短语、形容词、副词或分词提到句首，引起完全倒装：
On the ground lay an old sick goat， which had gone into the cave to die.
Under the tree stood a new car.
On every piece of paper was a picture of a horse.14.在由as，no matter how引导的让步状语从句中，从句须倒装，其句型为形容词（副词或不带冠词的名词）+as+主语+动词，或no matter how+形容词（或副词）+主语+动词：
Hard as he tried，he still failed.
Child as he is，he knows a great deal.
No matter how difficult the task may be， we will try our best to fifil it in time.
Pround as those nobles are， he is afraid to see me.巩固练习：1.Not once in these years ---- the prices of these products.
A.we changed B.have we changed
C.did we change D.we have cganged
2.---- come，please tell him to wait for me at the gate.
A.He should B.Should he
C.If he D.If he would have3.If you don’t go，----
A.neither I shall B.neither will I
C.I will，too D.I will， either
4.Only by chance---- Where the food was stored.
A.Mary discovered Ｂ.Ｍary did discovered
C.did Mary discovered D.did Mary discover
5.---- dangerous---- weather conditions became，that all mountain roads were closed.
A.Such，did B.So，did C.Such，was D.So，was6.Here -----.
A.comes LiMing’s car B.come Li Ming’s car
C.Li Ming’s car come D.LiMing’s car comes
7.At no time---- actually---- the rules of the game.
A.they，broke B.they，did break
C.did they，break D.did they，broke
8.Not only---- cleaded the classroom but also he has repaired the broken chair.
A.he has cleaned B.he cleaned
C.has he cleaned D.did he
Keys:1.B 2.B 3.B 4D 5.B 6.A 7.D 8.C.高考链接1.Not until the early years of the 19th century---- what heat is.（MET89）
A.man did know B.man knew
C.didn’t man know D.did man know
2.---Do you know Jim quarrelled with his brother？
---I don’t know，-----.（MET91）
A.nor don’t I care B.I don’t care neither
C.nor do I care D.I don’t care also
3.---- can you expect to get a pay rise.（MET 2001）
A.With hard work B.Although work hard
C.Only with hard work D.Now that he works hard
4.Only when your identity has been checked，------ . （MET2003上海）
A.you are allowed in B.will you be allowed in
C.will you allow in D.you will be allowed in
5. ---I would never ever come to this restrant. The food is terrible！ --- .（MET2004 广西）
Ａ.Nor am I B.Neither would I
C.Same with me D.So do I
Keys:1.D 2.C 3.C 4.B 5.BThanks a lot.课件20张PPT。Module 3 Literature
English Song
English Class
Language Data
Video Data课时分配Period 1Module 3 Literature
Introduction
Reading and Vocabulary Introduction - TitleDiscussion:
Do you like literature?
Do you like Chinese novels or novels from other countries?
Can you name some famous novelists and their works?
Introduction – Activity 1Match the definition with the correct words.
1. a child whose parents are dead
2. a Victorian home for poor people
3. to happen
4. to be extremely hungry and week
5. a very long story
6. a person who writes novels
orphanworkhousetake placenovelnoveliststarveIntroduction – Activity 1Look at the picture and try to use these words to describe the picture.
For example:
The story takes place in the workhouse.novelist take place orphan
workhouse novel starveIntroduction - PassageFill in the form with information you get from the passage.a ______from ________ sceneOliver TwistCharles Dickens (England)the middle of the 19th centuryMany of his novel take place in ________.a poor _______ who lives in a
____________LondonorphanworkhouseIntroduction – Activity 2Work out the questions in pairs.
What does Oliver look like?
What do you think his background is ? Why is in the workhouse?
What do you think he is saying to the man?
What do you think the other boys are thinking?
Which words describe the man? Friendly and kind or cruel and unkind?
What do you think happens next?
Pre-reading -- DiscussionFirst Reading – Activity 1 (P30)Read the passage from Oliver Twist an choose the best summary.
(b) The boy in the workhouse were starving and choose Oliver Twist to ask for more food. When Oliver did this, the workhouse managers were very angry and locked Oliver in a room
Second Reading – 1.OrganizationQ: How many parts can you divide the passage into?
Q: What is the main idea of each part?1.Para12.Para2-33.para.4-13Oliver Asks for MorePart 2: Why Oliver was chosen to ask for more food and what Oliver said to the warden that evening.Part 3: Why the warden hit Oliver on the head and how Oliver was treated by the managers of the workhouse.Part 1: The living condition of the boys was very poor and there they suffered from hunger badly.Second Reading – 2. Activity 2 (P31)1. a2. a3. b4. a5. b6. bSecond Reading – 3. Activity 3 (P32)1. employ
2. seized
3. to whisper
4. companions
5. astonishment
6. support
7. desperately
8. courage
9. reward
10. eagerly
Second Reading – 4. Activity 4 (P32)1. ... another 60 grams of bread
2 ... they were very hungry and wanted more to eat
3. ... they thought one big boy would eat another small boy
4. ... he was astonished by what Oliver said
5. ... hit him on the head with the spoon
6. ... Oliver had asked for more
7. ... locked him in a room
8. ... stay in the workhouseLanguage focus1.The room _______________________(孩子们进食的场所)was a large stone hall.
2.The warden, helped by two women, _____________(舀粥) from this pot ___________ (开饭的时候).
3.Each boy was allowed ______________(一碗粥) and no more , except _________________(特别的节日).
4.The bowls never _______________(不需要洗),….
5.When they would sit __________(瞪着) the pot with _________(热切的眼神), as if they wanted to eat it.In which the boys were fedserved the soupat meal timesone bowl of soupon special holidaysneeded washingstaring ateager eyes6.Boys usually ______________________(好胃口).
7.…, they became______________________(饿得发疯).
8. Oliver, who was ______________________________ (被饥饿和苦难逼的什么都顾不上)
9.There was one boy who was _____________(较同年龄高) and __________________________(不习惯挨饿)all the time.
10.The tall boy had ___________________________(眼睛里闪动着一副野性的饥饿的眼光), and everyone _______(相信他所说的话)him.have excellent appetitesquite wild with hungerdesperate with hunger and miserytall for his agewas not used to being hungrya wild, hungry look in his eyebelieved11.They decided that one of them should _____________ (到) the warden after supper that evening and _________(要) more food.
12. They wrote their names on pieces of paper and _____one____(抽出).
13. _____ Oliver Twist ____ (就是)was chosen.
14.The boy _________ (交头接耳)to each other, and those next to Oliver _______(推)him.
15.___________________________ (被自己的大胆吓了一跳), he said, “ Please sir, I want some more.”walk up toask forpickedoutIt waswhowhisperednudgedFrightened by his own courage21. A ________________(热烈的讨论) take place.
22. The next morning a notice was ________(被张贴) on the door of the workhouse, _______(提供) a reward __ any body who would employ….
23. “I know that they’ll _____(吊死) him.”
“ I never was more sure of anything in my life-___ that boy will be _________.”lively discussionput upofferingtohanghangedHomeworkWork in groups of five and choose a character to play. (Activity 2 on Page 33 Speaking)Module 3 Literature-Period 1教案
Part OneTeaching Design
教学设计说明
话题介绍
本模块主要介绍英国古典文学中狄更斯作品及其生平，了解上述内容并掌握有关的词汇，培养有关的语言技巧。
Period 1 Reading
INTRODUCTION Vocabulary and reading 和READING AND VOCABULARY合并为第一课时“阅读课”。课文Oliver Asks for More 让学习了解狄更斯作品。在学生课前自学、预习的基础上，以背景介绍导入新课，然后采取“自上而下”的阅读教学模式，引导学生关注文章的篇章结构、段落大意，得出“树型图”，进行“信息转换”，理解全文、复述意义。 教师还可以参考“教学资源”中 关于 Charles Dickens 相关信息的材料，帮助学生更多了解英国作品。
Period 2 Function
第二课时FUNCTION Emphatic sentences是“功能课”，学习倒装句的用法”。教学重点是倒装的用法。
Period 3 Grammar
课本32页GRAMMAR 1 Inversion used for emphasis为第三课时“语法课”，集中学习和演练Inversion used for emphasis。
Period 4 Writing
Write a description of characters
Period 5 Reading and Vocabulary(2)
课本37页的Reading and Vocabulary(2) “为泛读课 ”，学习Philip Pirrip。引导学生阅读课课文，然后模仿其语篇结构、尽量运用课文中学到的词语、结构和话题模式，用记叙文体介绍自己熟悉和喜爱的人物。
Period 6 Listening and Everyday English
能识别所学词语及结构并听懂意义，能听懂并理解包含感情和情感的日常用语；能理解《雾都孤儿》的内容。
Period 7 Reading Practice
课本39页的Reading practice 让学生进行阅读，然后完成书上练习题。
Period 8 Cultural Corner
该部分简单介绍了Charles Dickens 的生平，是本模块的一个重要内容。教师可以按教学时间来决定教学方法，如果时间紧，可以用泛读、速读、略读的方法处理。了解英国古典文学和同期的古典文学，了解它们对世界文化的贡献
Period 9 Task
TASK “任务课”，学生课前利用图书馆、网络等手段收集某一地区的facts，课上教师出示若干file范例，指导学生完成
Period 1 Reading---Oliver Asks for More
▇ Goals
●To learn to read passages with Inversion used for emphasis about literature
●To learn to read with strategies
■ Procedures
Step 1: Warming up by learning about Charles Dickens
Charles Dickens’s father was a clerk at the Naval Pay Office and because of this, the family had to move from place to place: Plymouth, London, and so on. It was a large family and despite hard work, his father couldn’t earn enough money. In 1823 he was arrested for debt and Charles had to start working in a factory, labelling bottles for six shillings a week. After leaving school, Charles started to work in a solicitor’s office. He learned shorthand and started as a reporter working for the Morning Chronicle in courts of law and the House of Commons.
In 1836 his first success was published, The Pickwick Papers. This was followed by more novels: Oliver Twist (1837), Nicholas Nickleby (1838-39) and Barnaby Rudge (1841). He travelled to America later that year and aroused the hostility of the American press by supporting the abolition movement. In 1858 he divorced from his wife Catherine, who had borne him ten children. During the 1840s his social criticism became more radical and his comedy more savage: Novels like David Copperfield (1849-50), A Tale of Two Cities (1959), Great Expectations (1860-61) only increased his fame and respect. His last novel, The Mystery of Edwin Drood was never completed and was later published posthumously.
Step 2: Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling
Step 3: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
Step 4: After you read
Copy all the useful expressions into your Expression Book. If possible, make your own sentences with these expressions.
Useful expressions from Oliver Asks for More
need washing, try to, in this way, become wild with hunger, be tall for his age, be used to doing, pick out, it was…who…, stare at, for support, not until, no sooner…than…, seize somebody’s arms, rush into the room, be sure of
Sentences made with expressions from Module 3
1. That young thief needs a good beating!
2. Most young smokers who try to quit usually do so on their own instead of using recommended methods.
3. In this way, I can finish the job ahead of time.
4. His face became red with cold
5. The merchant’s son is mature for his age.
6. I have always lived in the country but now I’m beginning to get used to living in the city.
7. Can you pick out your sister in this crowd?
8. It was they that (who) cleaned the classroom yesterday.
9. It is so peaceful to stare at the clouds without a care in the world on bright warm sunny day.
10. The old man held a stick for support.
11. Not until the child fell asleep did the mother leave the room.
12. No sooner said than done!
13. He?seized?the?gun?from?the?enemy?soldier.
14. When the bell rang, students rushed into the classroom like bees.
15. It is our responsibility as citizens to be sure of the truthfulness of information before we act on it or pass it on.
Step 5: Drawing a diagram of the text to show its organization
Oliver Asks for More
The beginning of the film: The boys became quite wild with hunger
Children chose Oliver to ask for more soup and he did so
Oliver was locked in a room and maybe would be hanged
Step 6: Closing up by retelling the text
To end this period we are going to retell the text with the help of the diagram above, using as many inversion sentences as possible.
Module 3 Literature-Period 2练习
Period 2 Function--Emphatic sentences
■ Goals
To learn sentences about emphatic sentences
■ Procedures
Step 1: Learning about Emphatic sentences
A cleft( or emphatic) sentence is a device for focusing attention on a particular piece of information.
Sentence structure
It is/was+被强调部分 （人 主语） +who/that
（人 宾语）+ whom/that + the rest part of the sentence
（其他）+that
要强调句子的某一部分(通常是主语常是主语 状语 宾语), 可以把it 当作先行词.例如：
It was in 1975 that I worked in a factory.（强调时间状语）
It was in Shanghai that I saw the film. （强调地点状语）
It is English that Prof. Lin teaches us. （强调宾语）
It is Prof. Lin who teaches us English. （强调主语）
It was not until at least 30 seconds had passed that the man was able to speak. (强调not until 句型)
Step 2: Correct the statements
Example: It was a bag that Oliver was holding. (books)
No, it was books that he was holding.
1. It was a man who said, “Go home, your monster.” (woman)
No, it was the woman who said “Go home, your monster.”
2. It was early that this happened. (late)
No, it was late that this happened.
3. It was meat that the boys were eating. (soup)
No, it was soup that the boys were eating.
4. It was Mr. Bumble who gave the boys their food. (the warden)
No, it was the warden who gave the boys their food.
5. It was Mr. Bumble who was locked in a room. (Oliver)
No, it was Oliver who was locked in a room.
Example: Did Oliver want more clothes? (food)
No, what Oliver wanted is more food.
1. Did Charles Dickens write novels about modern London? (Victorian London)
No, what Charles Dickens wrote was novels about Victorian London.
2. Did Nancy pretend to be Oliver’s mother? (sister)
No, what Nancy did was to pretend to be Oliver’s sister.
3. Did Nancy terrify Oliver? (the man)
No, what terrified Oliver was the man.
4. Did Oliver go with the man? (shout for help)
No, what Oliver did was shouting for help.
高考链接
1. It was not until she got home ____ Jennifer realized she had lost her keys. (2006全国II)
A. when B. that C. where D. before
2. It was after he got what he had desired ____ he realized it was not so important. (2006辽宁)
A. that B. when C. since D. as
3.ＩIt wasn’t until nearly a month later __________ I received the manager’s reply . (2005全国I)
A．since B．when C．as D．that
4. ---- ______ that he managed to get the information?
----- Oh, a friend of his helped him. (2005山东)
A. Where was it B. What was it C. How was it D. Why was it
5. Why! I have nothing to confess. _______ you want me to say? (2004上海) A. What is it that B. What it is that C. How is it that D. How it is that
6. It was _________ back home after the experiment. （2004湖北） A．not until midnight did he go B．until midnight that he didn’t go C．not until midnight that he went D．until midnight when he didn’t go
7. It was because of bad weather ____ the football match had to be put off. (2003上海春)
A. so B. so that C. why D. that
8. It is these poisonous products ____ can cause the symptoms of the flu, such as headache and aching muscles. (2003上海)
A. who B. that C. how D. what
9. It is the ability to do the job _____ matters not where you come from or what you are. (2000全国)
A. one B. that C. what D. it
10. It was only when I reread his poem recently ____ I began to appreciate their beauty. (98全国)
A. until B. then C. that D. so
Keys: 1-5 BADCA 6-10 CDBBc
Module 3 Literature-Period 3练习
Period 3 Grammar -- Inversion used for emphasis
■ Goal
To learn about Inversion
■ Procedures
Step1: Learning about Inversion
倒装是一种语法手段，用于表示一定的句子结构或强调某一句子成分。
一、从句子结构上看，倒装句可分为完全倒装和部分倒装。
完全倒装
完全倒装即把整个谓语放到主语之前（使整个谓语动词，而非助动词），谓语形式不作变化。
In came the teacher.
比较该句的正常语序：The teacher came in.
完全倒装主要分以下几种情况：
here, there, out, in, up, down, now, then, away 等副词置于句首时。例如：
Down fell the rotten branches from the tree.
There appeared to be a man in black in the distance.
注意：在这些副词引出的倒装句中，当主语是普通名词时用完全倒装句，但当主语是代词时，主语和谓语的位置就不能颠倒。例如：
Here comes the postman!
Out he rushed. (不能说：Out rushed he.)
(2) 在含有直接引语的句子中。例如：“Where were you born?” asked the man
(3) 为了句子的平衡。例如：
Under that tree sits a beautiful girl, who is dressed in white.
Lucky is he who has been enrolled into a famous university.
如不倒装，句子的语序为：
A beautiful girl, who is dressed in white, sits under that tree.
He who has been enrolled into a famous university is lucky.
不难看出，不倒装的句子显得头重脚轻。
2. 部分倒装
部分倒装是只把谓语的一部分（如助动词、情态动词等）放到主语前，或把句子的强调成分提前。例如：
Not until yesterday did little John change his mind
Little do I know that what I said hurt her deeply.
部分倒装分以下一些情况
only修饰的副词，介词短语或状语从句放在句首时。例如：
Only in this way can you learn from your mistakes.
Only when the war was over in 1918 was he able to get happily back to work.
(2) 含有否定意义的副词或连词。如：hardly, never, not only, little等放在句首时，例如：
Not a single mistake did he make.
Little does he care about what others think.
(3) 用于no sooner……than…, hardly….when 和not until的句型中。例如：
Not until quite recently did he finish his work.
Hardly had he finished when someone rose to refuse his points.
No sooner had he arrived there than he fell ill.
(4) as, however连接的主步副词分句，例如：
Small as the pen is, it is a powerful weapon.
However busy you are, you should spend some time reading the newspaper.
(5) 省略连词if的条件副词分句，例如：
Were I you, I would not do such a thing.
Should the machine break down again, send it back to us.
Had you worked harder, you would have passed.
(6) 由连接词so, neither, nor 引导的句子，例如
Tom can ride a bicycle; so can I.
She can’t sing; nor (neither) can he.
John has never been late; nor (neither) have I.
二、从倒装句的功能来看，倒装句中以起到一些特定的语法功能，也可表示强调。
1.起到一些特定的语法功能
(1) 构成疑问句。例如：
Where did you go yesterday?
Were you listening to music at that time?
(2) 表示愿望的句子，例如：
May God bless you.
Long live the king!
(3) 构成感叹句，例如：
How beautiful the flower is!
What a smart boy you are!
2.表示强调
(1)把表示否定的副词或副词短语提到句子前，强调否定意义。例如：
Never have I seen such a wicked man.
On no account must this employee be removed.
Not until he told me had I heard anything of it.
(2)以here, there 或 out, in, up , down, away等词开头的句子，倒装以示强调。例如：
There goes the bell.
Here come the children.
Out rushed the children.
Away went the boy.
(3)Only 修饰的副词、介词短语或状语从句放在句首表示强调。例如：
Only then did I realize that I was wrong.
Only in this way can you learn from your mistakes.
Only when the war was over in 1918 was he able to get happily back to work.
(4)强调介词短语表示方位地点，用倒装。例如：
From the valley came a frightening sound.
North of the city lies a university.
Step 2: Exercises for consolidation
1. __to come over to have a talk with him in those days.
A. Seldom did I have time B. I had seldom time
C. Seldom had I time D. Had I seldom time
2. No sooner had the teacher left the classroom __ the pupils rushed out.
A. that B. when C. than D. then
3. Not until then ___ how important the brakes were.
A. I realized B. do I realized C. did I realize D. I did realize
4. Not only __ more correctly, but also _______ more easily.
A. she spoke, she spoke B. does she speak, she spoke
C. did she speak, he speak D. did she speak, she spoke
5. So difficult __ that I could not answer it then.
A. the question is B. the question was C. was the question D. is the question
6. Hardly __ it began to snow.
A. did I arrived when B. had I arrive when C. had I arrived when D. had I arrived than
7. ____, who was frightened of the strange noise from the floor.
A. Out rushed the boy B. Out did the boy rush C. Out the boy rushed D. Out was the boy rushed
8. Never before _______ in greater need of modern public transport than it is today.（2005上海）
A. has this city been B. this city has been C. was this city D. this city was
9. I failed in the final examination last term and only then ___ the importance of studies.（2004重庆） A.I realized B.I had realized C. had I realized D. did I realize
10. Of the making of good books there is no end; neither ______ any end to their influence man’s lives. (2004广东) A. there is B. there are C. is there D. are there
Keys: 1-5 ACCDC 6-10 CAADC
高考链接
1. ---Did Linda see the traffic accident? (2006天津)
---No, no sooner ____ than it happened.
A. had she gone B. she had gone C. has she gone D. she has gone
2. I’ve tried very hard to improve my English. But by no means ____ with my progress. (2006重庆)
A. the teacher is not satisfied B. is the teacher not satisfied
C. the teacher is satisfied D. is the teacher satisfied
3. At the foot of the mountain____.(2006四川)
A. a village lie B. lies a village C. does a village D. lying a village
4. So difficult ____ it to work out the problem that I decided to ask Tom for advice. (2006广东)
A. I have found B. have I found C. I did find D. did I find
5. Never in my wildest dreams ____ these people are living in such poor conditions. (2006安徽)
A. I could imagine B. could I imagine C. I couldn’t imagine D. couldn’t I imagine
6. ___ homework did we have to do that we had no time to take a rest. (2006福建)
A. So much B. Too much C. Too little D. So little
7. ---It’s burning hot today, isn’t it? (2006福建)
---Yes. ____ yesterday.
A. So was it B. So it was C. So it is D. So is it
8. Only then ____ how much damage had been caused. (2006陕西)
A. she realized B. she had realized C. had she realized D. did she realized
9. ____ by keeping down costs will Power Data hold its advantage over other companies. (2006浙江)
A. Only B. Just C. Still D. Yet
10.______ about wild plants that they decided to make a trip to Madagascar for further research. (2005江苏)
A. so curious the couple was B. So curious were the couple C. How curious the couple were D. The couple was such curious
Keys: 1-5 ADBDB 6-9 AACAB
Module 3 Literature-Period 4-5练习
Period 4 Writing
■ Goal
Practice writing a description of characters
Enjoy the reading of Great Expectations
▇ Procedures
Step 1: Read the passage Great Expectations again and try to fill in the blanks before doing the writing.
characters
family
situation in life
personality
Pip
Estella
Miss Havisham
Abel Magwitch
For reference
characters
family
situation in life
personality
Pip
poor
orphan; living with his sister’s; helps a starving convict; years later, receives money every month; educated; lives comfortably; has a successful career; marries Estella at last.
kind, helpful
Estella
a little complicated
Magwitch’s daughter; seem to be abandoned; living with a wealthy old lady; married a wealthy man; treated badly; then became a widow; at last learnt the meaning of love; marries Pip
beautiful; cold and cruel to men at one time
Miss Havisham
wealthy
fiancé left her on her wedding day; encourages Estella to treat men coldly and cruelly
lonely; hates all men
Abel Magwitch
a little complicated
a convict escaped from prison; caught again and sent to Australia; made a lot of money in Australia; gives Pip money every month to repay his kindness; returns to England illegally; then caught and dies.
indomitable (百折不挠的)
loyal(讲义气的)
Step 2: Discuss your ideas with your partner
Step 3: Write a short description of the characters in Great Expectations according to the form above.
Step 4: Now here’s some part from chapter 59 in Great Expectations. Shall we enjoy reading it together?
Great Expectations
Charles Dickens
Chapter 59
I had heard of her as leading a most unhappy life, and as being separated from her husband, who had used her with great cruelty, and who had become quite renowned as a compound of pride, avarice (贪婪), brutality (野蛮), and meanness (卑鄙). And I had heard of the death of her husband, from an accident consequent on his ill-treatment of a horse. This release had befallen her some two years before; for anything I knew, she was married again.
The early dinner-hour at Joe's left me abundance of time to walk over to the old spot before dark.
A cold silvery mist had veiled the afternoon, and the moon was not yet up to scatter it. But, the stars were shining beyond the mist, and the moon was coming, and the evening was not dark. I could trace out where every part of the old house had been, and where the brewery (酿酒厂) had been, and where the gates, and where the casks (木桶). I had done so, and was looking along the desolate (荒凉的) garden- walk, when I saw a solitary (孤独的) figure in it.
The figure showed itself aware of me, as I advanced. It had been moving towards me, but it stood still. As I drew nearer, I saw it to be the figure of a woman. As I drew nearer yet, it was about to turn away, when it stopped, and let me come up with it. Then, it faltered (支吾地说) as if much surprised, and uttered my name, and I cried out:
`Estella!'
`I am greatly changed. I wonder you know me.'
The freshness of her beauty was indeed gone, but its indescribable majesty and its indescribable charm remained. Those attractions in it, I had seen before; what I had never seen before, was the saddened softened light of the once proud eyes; what I had never felt before, was the friendly touch of the once insensible hand.
We sat down on a bench that was near, and I said, `After so many years, it is strange that we should thus meet again, Estella, here where our first meeting was! Do you often come back?'
`I have never been here since.'
`Nor I.'
`I have very often hoped and intended to come back, but have been prevented by many circumstances. Poor, poor old place!'
The silvery mist was touched with the first rays of the moon- light, and the same rays touched the tears that dropped from her eyes. Not knowing that I saw them, and setting herself to get the better of them, she said quietly:
`Were you wondering, as you walked along, how it came to be left in this condition?'
`Yes, Estella.'
`The ground belongs to me. It is the only possession I have not relinquished. Everything else has gone from me, little by little, but I have kept this. It was the subject of the only determined resistance I made in all the wretched years.'
`Is it to be built on?'
`At last it is. I came here to take leave of it before its change. And you,' she said, in a voice of touching interest to a wanderer, `you live abroad still?'
`Still.'
`And do well, I am sure?'
`I work pretty hard for a sufficient living, and therefore -- Yes, I do well.'
`I have often thought of you,' said Estella.
`Have you?'
`Of late, very often. There was a long hard time when I kept far from me, the remembrance of what I had thrown away when I was quite ignorant of its worth. But, since my duty has not been incompatible (一致的) with the admission of that remembrance, I have given it a place in my heart.'
`You have always held your place in my heart,' I answered.
And we were silent again, until she spoke.
`I little thought,' said Estella, `that I should take leave of you in taking leave of this spot. I am very glad to do so.'
`Glad to part again, Estella? To me, parting is a painful thing. To me, the remembrance of our last parting has been ever mournful (悲哀的) and painful.'
`But you said to me,' returned Estella, very earnestly, ``God bless you, God forgive you!'' And if you could say that to me then, you will not hesitate to say that to me now -- now, when suffering has been stronger than all other teaching, and has taught me to understand what your heart used to be. I have been bent and broken, but -- I hope -- into a better shape. Be as considerate and good to me as you were, and tell me we are friends.'
`We are friends,' said I, rising and bending over her, as she rose from the bench.
`And will continue friends apart,' said Estella.
I took her hand in mine, and we went out of the ruined place; and, as the morning mists had risen long ago when I first left the forge, so, the evening mists were rising now, and in all the broad expanse of tranquil (安静的) light they showed to me, I saw no shadow of another parting from her.
Period 5 Reading and Vocabulary (2)
■ Goal
To learn reading with strategies
■Procedures
Step 1: Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its speeding.
Step 2: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
Step 3: Do exercises: Complete the sentences with the correct form of the words in the box.
convict escape gentleman illegal kindness make money prison repay
In the nineteenth century a person found guilty of a crime was called a 1 Instead of being sent to 2 , thousands of them were sent to Australia by ship. Many people found they were able to 3 in Australia but it was 4 to return to England. In the story of Great Expectations, Magwitch always remembers Pip’s 5 and this is 6 years later when Magwitch sends money to make Pip a 7 .Magwitch returns to England to visit Pip. He tries to 8 from the police but finally he gets caught and dies.
Keys: 1. convict 2. prison 3. make money 4.illegal 5. kindness 6. rapid 7.gentleman 8.escape
课件17张PPT。Period 4Module 3 Literature
Reading and Vocabulary 2
Cultural CornerPip Abel MagwithMiss HavishamEstellaBentley Drummblehelp(orphan)( )( )( )( )Read the passage for the first time. Tell their relationshipsWhat happen to them?taskwealthy( )Pip Abel MagwithMiss HavishamEstellaBentley Drummblecold&cruelbe fond ofmarrytreat her badlydaughterencouragehelpgive him moneyorphanconvictlonely&wealthybeautiful( )( )( )( )Second Reading: P38 activity31. convict
2. prison
3. make money
4. illegal
5. kindness
6. repaid
7.gentleman
8. escapeSecond Reading: (P37) activity21.Receiving the money secretly and then finding it was from Magwithch; Marrying Estella when she was so unpleasant to him earlier.
2.Finding that the rich man is bad, whereas the poor man (Pip) is good and kind.
3.She is first cold and cruel to him, and later loves him enough to marry him.
4.At first Pip gives to Magwitch; later Magwitch gives to PipLanguage focusMagwitch ___________________(从监狱中逃出来) but is soon caught again.
Pip meets and _______________(喜欢) a beautiful girl.
However, Estella _________________(对…冷漠) him.
…, whose fiance left her _________________ (举行婚礼那天)
PiP learns that an unknown person ____________(打算)give him money every month.escaped from prisonbecomes fond ofis cold and cruel toon her wedding dayintends to6.He goes to London, ____________________(变得有教养)and is able to live very comfortably.
7. Magwitch ____________________________(非法返回英格兰), having made a lot of money in Australia.
8.He has been doing this in order to ________(报答) the boy’s kindness.becomes educatedreturns to England illegallyrepayescape (vi, vt)1.to get away from a place or unpleasant or dangerous situationThe bird________ _______the cage.The hotel guests tries their best to _____ _______ the burning building.2.to avoid sth unpleasant or dangerousShe was lucky to _______ ______________(逃脱惩罚).He narrowly _______ ______ _____(险些丧命).3.to be forgotten or not noticedHer name ______ _______(我记不起她的名字).escaped fromescape fromescapepunishmentescapedbeingkilledescapedmeintend to do sth/ intend doing sth想要,打算I intend coming / to come back soon.
I intend that he (should) do it at one.
My father intended me to become a doctor建议,主张repayto pay back money you have borrowed from sb (repay sb sth / repay sth to sb)
To give sth to sb or do sth for them in return for sth that you have done for youShe ______ ___ _____ ___ _____.(还了银行的贷款)(repay sb for sth / repay sth with sth)How can I repay you for your help?
He repaid her kindness with money.repaidthebanktheloanCharles DickensCultural CornerPre-readingWhat do you know about Charles Dickens?
Could you name some of the novels he wrote?Oliver Twist 雾都孤儿Great Expectations 远大前程A Tale of Two Cities 双城记David Copperfield 大卫.科波菲尔A Christmas Carol 圣诞颂歌Read the passage and answer the questions:1. Why can he write very well about poverty?
2. When did he begin to write?
3. Why is Oliver Twist an important novel?
4. How did Dickens’ novel help to improve English society?1. Why can he write very well about poverty?Because he had ______ ____________ it himself. Due to not ______ ____ _______,his father was____ ____ _____when he was 13. He worked in a factory, _____________real poverty. He worked for ___________ and worked as a________ __________actuallyexperiencedpayinghisbillput into prisonexperiencingnewspaperpoliticaljournalistexperience (n.)[u][c]The old teacher has a lot of experience.It is an unforgettable experience.2. When did he begin to write?Dickens started writing novels_______________________.in his early thirties3.why is Oliver Twist an important novel?It _______ child poverty ____________of the public.broughtto the attention4. How did Dickens’ novel help to improve English society? They made people aware of child poverty and made them want to do something about it.
Dickens often wrote about the problems of ____ ________, and __ __ _____ __ his work, the ______of the poor were ________. poor peopleas a result oflivesimproved注意区别:as a result /as a result ofHomeworkWrite a short description of these characters in Great Expectations. Module 3 Literature-Period 6-7练习
Period 6 Listening and Everyday English
■ Goal
Practise listening ability
■ Procedures
Everyday English
1. She threw her arms round him means that
a. she put her arms round him b. she threw something at him
2. Thank goodness means
a. thank you b. I’m so glad
3. What’s going on means
a. What’s going to happen b. What’s happening
4. To break my heart means
a. to make someone very unhappy b. to hurt someone in the chest
5. It will do him good means that
a. it will be good for him b. he will be good
6. You rascal means
a. you funny boy b. you bad boy
Keys: 1-6 abbaab
Period 7 Reading Practice
■ Goals
●To learn something about literal background information—Dickens’ London
●To learn the text with strategies
■ Procedures
Step 1: Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
Step 2: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
Step 3: After you read
The main idea of each part
Part 1 (paragraph1-2): A general introduction to Dickens’ London, Dickens’ cast of characters lived in London, and London was a filthy city for rich and poor people alike in the middle of the nineteenth century.
Part 2 (Paragraph3-5): Detailed description of Dickens’ London, about the east end and west end.
Part 3 (Paragraph6): The ending of the passage, London has changed, but you can still see many of sights which Dickens saw and wrote about in his novels.
Period 8 Cultural Corner—Charles Dickens
■ Goal
To read about Charles Dickens
■ Procedures
Step1: Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
Step 2: While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
Step 3: After you read
Copy all the useful expressions into your Expression Book. You may make sentences with these expressions.
Useful expressions from Charles Dickens
be put in prison, pay one’s bill, experience real poverty, a huge amount of energy, as a political journalist, in his early thirties, tell the story of, bring child poverty to the attention of the public, for this reason alone, a large number of popular novels, as a result of, be popular in, have a heart attack
Module 3 Literature-Section 1 Background readings素材
Part Two Teaching Resources
Section 1 Background readings for Module 3 Literature
I. Charles Dickens
Dickens's novels combine brutality with fairy-tale fantasy; sharp, realistic, concrete detail with romance, farce, and melodrama.; the ordinary with the strange. They range through the comic, tender, dramatic, sentimental, grotesque, melodramatic, horrible, eccentric, mysterious, violent, romantic, and morally earnest. Though Dickens was aware of what his readers wanted and was determined to make as much money as he could with his writing, he believed novels had a moral purpose–to arouse innate moral sentiments and to encourage virtuous behavior in readers. It was his moral purpose that led the London Times to call Dickens "the greatest instructor of the Nineteenth Century" in his obituary.
Always concerned to make money with his writings, Dickens took seriously?the negative response many readers had to his darker novels.? He deliberately addressed their discontent (不满) when he wrote Great Expectations, which he affirmed was written "in a most singular and comic manner."
During his lifetime, Charles Dickens was the most famous writer in Europe and America. When he visited America to give a series of lectures, his admirers followed him, waited outside his hotel, peered in windows at him, and harassed him in railway cars. In their enthusiasm, Dickens's admirers behaved very much like the fans of a superstar today.
II. Dickens’ assessment of human affairs (from A Tale of Two Cities)
It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way--in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.
那是最美好的时代，那是最糟糕的时代；那是智慧的年头，那是愚昧的年头；那是信仰的时期，那是怀疑的时期；那是光明的季节，那是黑暗的季节；那是希望的春天，那是失望的冬天；我们全都在直奔天堂，我们全都在直奔相反的方向--简而言之，那时跟现在非常相象，某些最喧嚣的权威坚持要用形容词的最高级来形容它。说它好，是最高级的；说它不好，也是最高级的。
III. About English Literature
English literature is produced in England, from the introduction of old English by the Anglo-Saxons in the 5th century to the present. The works of those Irish and Scottish authors who are closely identified with English life and letters are also considered part of English literature.
1. Old English, or Anglo-Saxon Era
This period extends from about 450 to 1066, the year of the Norman conquest of England. The Germanic tribes from Europe who overran (蔓延) England in the 5th century, after the Roman withdrawal, brought with them the Old English, or Anglo-Saxon language, which is the basis of Modern English. They brought also a specific poetic tradition, the formal character of which remained surprisingly constant until the termination of their rule by the Norman-French invaders six centuries later.
2. Middle English Period
Extending from 1066 to 1485, this period is noted for the extensive influence of French literature on native English forms and themes. From the Norman conquest of England in 1066 until the 14th century, French largely replaced English in ordinary literary composition, and Latin maintained its role as the language of learned works. By the 14th century, when English again became the chosen language of the ruling classes, it had lost much of the Old English inflectional system, had undergone certain sound changes, and had acquired the characteristic it still possesses of freely taking into the native stock numbers of foreign words, in this case French and Latin ones. Thus, the various dialects of Middle English spoken in the 14th century were similar to Modern English and can be read without great difficulty today.
3. The Renaissance (文艺复兴时期)
A golden age of English literature commenced (开始) in 1485 and lasted until 1660. Malory’s Le morted’ Arthur was among the first works to be printed by William Caxton, who introduced the printing press to England in 1476. From that time on, readership was vastly multiplied. The growth of the middle class, the continuing development of trade, the new character and thoroughness (完全) of education for laypeople (非神职人员) and not only clergy (神职人员), the centralization of power and of much intellectual life in the court of the Tudor and Stuart monarchs, and the widening horizons of exploration gave a fundamental new impetus (促进) and direction to literature. The new literature nevertheless did not fully flourish until the last 20 years of the 1500s, during the reign of Queen Elizabeth I. Literary development in the earlier part of the 16th century was weakened by the diversion of intellectual energies to the polemics (辩论法) of the religious struggle between the Roman Catholic Church and the Church of England, a product of the Reformation.
4. The Restoration Period and the 18th Century
This period extends from 1660, the year Charles II was restored to the throne, until about 1789. The prevailing characteristic of the literature of the Renaissance had been its reliance (依靠) on poetic inspiration or what today might be called imagination. The inspired conceptions of Marlowe, Shakespeare, and Milton, the true originality of Spenser, and the daring poetic style of Donne all support this generalization. Furthermore, although nearly all these poets had been far more bound (限制) by formal and stylistic conventions than modern poets are, they had developed a large variety of forms and of rich or exuberant (丰富的) styles into which individual poetic expression might fit.
5. The Romantic Age
Extending from about 1789 until 1837, the Romantic age stressed emotion over reason. One objective of the French Revolution was to destroy an older tradition that had come to seem artificial, and to assert the liberty, spirit, and heartfelt unity of the human race. To many writers of the Romantic age this objective seemed equally appropriate in the field of English letters. In addition, the Romantic age in English literature was characterized by the subordination of reason to intuition (直觉) and passion, the cult of nature much as the word is now understood and not as Pope understood it, the primacy (首位) of the individual will over social norms of behavior, the preference for the illusion of immediate experience as opposed to generalized and typical experience, and the interest in what is distant in time and place.
6. The Victorian Era
The Victorian era, from the coronation (加冕礼) of Queen Victoria in 1837 until her death in 1901, was an era of several unsettling social developments that forced writers more than ever before to take positions on the immediate issues animating the rest of society. Thus, although romantic forms of expression in poetry and prose (散文) continued to dominate English literature throughout much of the century, the attention of many writers was directed, sometimes passionately, to such issues as the growth of English democracy (民主主义), the education of the masses, the progress of industrial enterprise and the consequent rise of a materialistic (唯物主义的) philosophy, and the plight (困境) of the newly industrialized worker. In addition, the unsettling of religious belief by new advances in science, particularly the theory of evolution and the historical study of the Bible, drew other writers away from the immemorial subjects of literature into considerations of problems of faith and truth.
7.20th—Century Literature
Two world wars, an intervening (干涉) economic depression of great severity, and the austerity (节俭) of life in Great Britain following the second of these wars help to explain the quality and direction of English literature in the 20th century. The traditional values of Western civilization, which the Victorians had only begun to question, came to be questioned seriously be a number of new writers, who saw society breaking down around them. Traditional literary forms were often discarded, and new ones succeeded one another with bewildering rapidity, as writers sought fresher ways of expressing what they took to be new kinds of experience, or experience seen in new ways.
Module 3 Literature-Section 2 The Analysis of the Difficult Sentences素材
Section 2 The Analysis of the Difficult Sentences from Module 3 Literature
1. The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup.粥碗从来用不着洗，孩子们费用汤匙把碗刮得重又明光正亮了才放手，试图吃掉每一点粥。
一、 need washing=need to be washed
“need”既可以作情态动词，也可以作实义动词，但是它们的用法不同。
1)作为情态动词的“need”的用法与其他情态动词“can”，“may”，“must”的用法基本相同：在限定动词词组中总是位居第一，没有非限定形式，即没有不定式、-ing分词或-ed分词等形式；第三人称单数现在时没有词形变化；情态动词之间是相互排斥的，即在一个限定动词词组中只能有一个情态动词。下面是“need”作为情态动词的用法：
a. need表示“需要”或“必须”，通常用于否定句和疑问句。例如：
You needn’t do it again．你不需要再做了。
He needn’t worry about it．这件事他无需担心。
Need he do this homework first？他需要先做这些作业吗？
Need they fill in the form？他们需要填表吗？
b.在否定句中，可以用need的否定形式＋不定式完成体。例如：
We needn’t have worried．其实我们不必要慌。
You needn’t have mentioned it．你本来不必提起这件事。
You needn’t have said that when he asked．当他问的时候，你其实不必要说。
c. needn’t后的不定式间或也能用进行式或被动语态。例如：
He needn’t be standing in the rain．他不必要站在雨中。
We needn’t be waiting in this place．我们不必要在这儿等。
The hedges needn’t be trimmed this week．本周树蓠不必要整修。
2)“need”作为实义动词时，通常用法是：
人＋need ＋to do
物＋need ＋doing
物＋need ＋to be done
另外，“need”后还可以直接跟名词。请看下面的例子：
We need to collect the parcel before we leave for England．去英国之前，我们需要收拾好行李。
We need to tell him the truth．我们需要告诉他真相。
My car needs repairing．我的汽车需要修理。
The flowers need watering．这些花需要浇水。
His leather shoes needs to be mended．他的皮鞋需要修补。
Her room needs cleaning．她的房间需要打扫。
It is a question that needs very careful consideration．这是一个需要慎重考虑的问题。
I need a watch．我需要一块手表。
二、as 还可以引导其他从句。例如：
1)引导时间状语从句：
He noticed someone nodding to him as he got off the bus. 下车时，他注意到有人冲他点头。
2)引导方式状语从句：
He told them to watch carefully and do as he did. 他要他们仔细观察并照着他做。
3)让步状语从句：
Old as he is, he works as energetically as young people.他虽然上了年纪，干起活来却跟年轻人的劲头一样大。
4)引导定语从句：
As is announced in today’s paper, he is to visit China next Monday.今天报纸有报道，他下周一将访问中国。
2. Oliver Twist and his companions slowly starved for three months until finally, they became quite wild with hunger. 三个月以来，奥利弗 特威斯特和同伴们一起忍受着慢性饥饿的煎熬，到后来饿得快疯了。
with表原因,理由,“为...,因...,”表此用法时多半与表情绪的词连用。
John was in bed with high fever. 约翰因发烧卧床。 He jumped up with joy. 他因高兴跳起来。 Father is often excited with wine. 父亲常因白酒变的兴奋。
3.There was one boy who was tall for his age, and was not used to being hungry all the time, as his father had kept a small cook shop. 其中有个男孩，个子较同龄人高，而且不习惯总这么挨饿，因为他父亲开过一家小饭铺。
1) used to 和be used to 的区别
a. used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful.
Scarf used to take a walk. (过去常常散步)
b. be used to + doing： 对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk. (现在习惯于散步)
Are you used to the dry weather there? 你们习惯那里的干燥的气候么？
She’s been used to driving to work every day. 她已经习惯了每天开车去上班。
2) would和 used to
a. would与used to都可用来表示过去经常性或习惯性的动作，常常可以换用。如： When we were boys we used to/would go swimming every summer. 小时候，每到夏天我们都要去游泳。 He used to/would spend every penny he earned on books．过去，他通常把挣来的钱全花在买书上。 would与used to都不能用来表示动作发生的具体频度或具体的一段时间。例如，不能说：
I would/used to go to France six times． He used to live in Africa for twenty years．
上两句应改成： I went to France six times． 我去过法国6次。 He lived in Africa for twenty years. 他在非洲住过20年。 b. would与used to的区别主要有以下几点： ① used to可指过去的状态或情况，would则不能。如： School children used to know the story of how Abraham Lincoln walked five miles to return a penny he’d overcharged a customer．（不能用would） 过去，学校的孩子们都知道亚伯拉罕·林肯怎样步行5英里退还多收顾客1便士的故事。 Yet，he cannot but remember China as it used to be．然而，他不会不记得旧日的中国（不能用would）。 ② would表示反复发生的动作。如果某一动作没有反复性，就不能用 would，只能用 used to。例如： And from that day on, as soon as the table was cleared and the dishes were gone. Mother would disappear into her sewing room to practice. 从那天起，只要碗盘撤掉、饭桌一清理干净，妈妈就马上躲进做针线活的房间练习起来。（具有反复性） I used to live in Beijing．我过去住在北京。（没有反复性） ③ used to表示过去经常性或习惯性的动作或状态现在已经结束，would则表示有可能再发生。如： People used to believe that the earth was flat．过去，人们总以为地球是扁平的。（现在已不再这样认为） He would go to the park as soon as he was free．过去，他一有空就去公园。（现在有可能再去） 注意：used to的否定式和疑问句: 过去我不喜欢歌剧。I used not to like opera. /I usedn’t to like opera. /I didn’t use to like opera． 过去你喜欢歌剧吗？Used you to like opera? /Did you use to like opera？ Didn’t you use to like opera? 你过去不喜欢歌剧吗？ You used to like opera, didn’t you? 你过去喜欢歌剧，是吗？ There used to be a church here, usedn’t there? 过去这里有座教堂，是不是？
Module 3 Literature-Section 3 Words and Expressions素材
Section 3 Words and Expressions from Module 3 Literature
scene n. a part of a play or film in which the action stays in one place for a continuous period of time: the funeral/wedding scene nude/sex scenes Juliet dies in Act IV, Scene iii.
feed v.
1 [T] to give food to a person, group or animal: I usually feed the neighbour’s cat while she’s away. Let’s feed the kids first and have our dinner after. [+ two objects] Do you feed your chickens corn? If you feed your dog on cakes and biscuits, it’s not surprising he’s so fat. The kids love feeding bread to the ducks. 2 [I or T] If a baby or animal feeds, it eats or drinks milk: The baby only feeds once a night at the moment, thank goodness. [R] Most babies can feed themselves by the time they’re a year old. 3 [T] to be enough food for a group of people or animals: This amount of pasta won’t feed ten people. 4 [T] to produce or supply enough food for someone or sth.: [R] If agriculture were given priority, the country would easily be able to feed itself. Feed the world/starving. 5 [T] to give a plant substances that will help it grow: Don’t forget to feed the tomatoes.
serve v.
to provide food or drinks: Do they serve meals in the bar? Breakfast is served in the restaurant between 7 and 9. We arrived at the hotel and were served with champagne and canapés. All recipes in this book, unless otherwise stated, will serve (= be enough for) 4 to 5 people. [+ object + adjective] Serve the tarts hot with custard or whipped cream.
eager adj.
wanting very much to do or have something, especially something interesting or enjoyable: the children’s eager faces She sounded very eager to meet you. They crowded round the spokesperson, eager for any news.
support
v.1 to agree with and give encouragement to someone or something because you want them to succeed: My father supported the Labour Party all his life. The majority of people in the town strongly support the plans to build a by-pass. I think it’s important to support local businesses by buying locally. 2 (US USUALLY root for, AUSTRALIAN ENGLISH barrack for) MAINLY UK If you support a sports team or a sports player, you want them to win, and might show it by going to watch them play: Which team do you support? n. agreement with and encouragement for an idea, group or person: Environmental groups are fast gaining support among young people. We've succeeded in drumming up a lot of local support for our attempt to stop the hospital being closed. I signed a petition in support of the campaign to end the marketing of baby milk in developing countries.
hang v.
1 [I or T] to kill someone, especially as punishment for a serious crime, by dropping them with a rope tied around their neck, or to die in this way: (hanged or hung, hanged or hung) He was found guilty and hanged later that year. With so little evidence to prove her guilt, few people thought she should hang. [R] The woman tried to hang herself with a sheet.
2 [I or T; + adverb or preposition] to fasten or support something at the top leaving the other parts free to move, or to be held in this way: (hung, hung) A heavy gold necklace hung around her neck. Long creepers hung (down) from the trees. The curtains hung in thick folds. Hang your coat and hat (up) on the rack over there. Many of his finest pictures hang/are hung (= are fixed to the wall so that they can be seen) in the National Gallery. Hang the pheasant/Let the pheasant hang for a few days for the flavour to improve before you cook it.
reward n.
1 something given in exchange for good behaviour or good work, etc: There’s a reward for whoever finishes first. The rewards of motherhood outweigh the anguish. 2 an amount of money given to someone who helps the police or who helps to return stolen property to its owner: The police offered a reward for any information about the robbery.
rough adj.
dangerous or violent; not calm or gentle: a rough area of town The other boys were rough, always looking for a fight. I’m always sea-sick if the water/wind/sea/weather is rough (= stormy).
rough temper
a rough neighborhood
escape
v. 1 [I or T] to get free from something, or to avoid something: Two prisoners have escaped. A lion has escaped from its cage. She was lucky to escape serious injury. He narrowly (= only just) escaped a fine. His name escapes me (= I have forgotten his name). Nothing important escapes her notice/attention. 2 [I] SPECIALIZED to press the key on a computer keyboard which allows you to leave a particular screen and return to the previous one or to interrupt a process: Escape from this window and return to the main menu.
n. 1 [C or U] when someone succeeds in getting out of a place or a dangerous or bad situation: He made his escape on the back of a motorbike. an escape route /a narrow escape 九死一生 They had a narrow escape (= only just avoided injury or death) when their car crashed. 2 [C] an accidental loss: an escape of radioactivity 3 [S] something that helps you to forget about your usual life or problems: Romantic novels provide an escape from reality.
repay v.
to pay back or to reward someone or something: He had to sell his car to repay the bank loan. She repaid the loan to her mother. [+ two objects] She repaid her mother the loan. How can I ever repay you for all your kindness?
attain v.
to reach or succeed in getting something; to achieve: He has attained the highest grade in his music exams. We need to identify the best ways of attaining our objectives/goals. India attained independence in 1947, after decades of struggle.
concern n.
1 a feeling of worry or nervousness, or something that worries you: Concern for the safety of the two missing teenagers is growing. There’s a lot of public concern about/over dangerous toxins recently found in food. [+ that] My concern is that you’re not getting enough work done. 2 something that is important to you, or when something is important: [+ to infinitive] His concern to appear sophisticated amused everyone. The company’s sole concern is to ensure the safety of its employees. There’s a matter of some concern that I have to discuss with you.
accumulate v.
1 [T] to collect a large number of things over a long period of time: As people accumulate more wealth, they tend to spend a greater proportion of their incomes. The company said the debt was accumulated during its acquisition of nine individual businesses. We’ve accumulated so much rubbish over the years. 2 [I] to gradually increase in number or amount: A thick layer of dust had accumulated in the room. If you don’t sort out the papers on your desk on a regular basis they just keep on accumulating.
trial n.
the hearing of statements and showing of objects, etc. in a court of law to judge whether a person is guilty of a crime or to decide a case or a legal matter: trial proceedings Trial by jury is a fundamental right. It was a very complicated trial that went on for months. She’s going on/standing trial for fraud.
accomplish v.
to finish something successfully or to achieve something: The students accomplished the task in less than ten minutes. She accomplished such a lot during her visit. I feel as if I’ve accomplished nothing since I left my job.
经典时文背诵
What is Literature?
“Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become.” What C.S. Lewis said means literature does not simply copy things from life but that reading literature will increase your understanding of life. In other words, literature will not simply entertain you but it will also educate you.
However, Literature means different things to different people. Not everyone benefits in exactly the same way even from the same book. What you understand from a book depends on what types of things you want to learn from that book.
“Of course the illusion of art is to make one believe that great literature is very close to life, but exactly the opposite is true. Life is amorphous (无定形的), literature is formal.” Francoise Sagan is trying to say that literature is not pointless and unstructured even though life is often that way and literature does refer to life and is even a part of life.
A Poem
My dear son You lay there my innocent (天真无邪的) child Obvious to the world That can cause so much pain And joy, unable to fathom (彻底了解) hate Only feeling love. I envy you. I long to feel only love And to frolic (嬉戏) as though There were no tomorrow. I wish to feel the comfort of living in My mother's arms With no fear. I know that I am not as much fun As I could be but, I promise you That I will do my best for you, Because I love you so much
Module 3 Literature-Task素材
Period 9 Task—Preparing a fact file on Charles Dickens
■ Goal
To learn to make a file
■ Procedures
Step 1: Surf the Internet for related information
Step 2: Make a display of your fact file
More about Charles Dickens
Charles Dickens was born in Portsmouth on 7th February 1812, the second of eight children. His father was a government clerk who was put in prison for three months for debt. After working in a factory and his father’ release from prison, Dickens was sent to school.
At 15, he started working in a firm of attorneys in London’s Gray’s Inn. Dickens taught himself shorthand and in 1834 he became a reporter for debates in Parliament for the Morning Chronicle newspaper. In 1836 he married Catherine Hogarth, with whom he had ten children. His first novel was The Pickwick Papers which became a national success. Like all of his subsequent novels, it was published serially in parts, and also very cheaply. It was only published as a complete novel later. His novels then flowed in quick succession: Oliver Twist, Nicholas Nickleby, The Old Curiosity Shop, and Barnaby Rudge. Dickens then visited America, and had a triumphant reception; however he was disillusioned by the young republic. He wrote about his experiences in America Notes. He published first, and most famous, of his Christmas Books—A Christmas Carol in 1843, followed by Martin Chuzlewit. He traveled in Europe—Italy, Switzerland and Paris in the period 1844—1846, and on his return wrote Dombey and Son and David Copperfield which were more serious and better planned than his earlier novels. In 1850 he founded his weekly magazine Household Words.
In his later works, Dickens’ social criticism became stronger, and his satire more concentrated: Bleak House, Hard Times, Little Dorrit, A Tale of Two Cities, Great Expectations, Our Mutual Friend. In1858 he had separated from his wife and befriended a young actress called Ellen Terman, who may have become his mistress. In that year, he also began an endless series of public readings of his work. From 1865 he started to become ill, and a reading trip to America in 1867-1868 certainly didn’t help his health. Dickens’ last novel, The Mystery of Edwin Drood, was never completed, as he suffered a stroke and died on 9th June, 1870.
Main works: The Pickwick Papers Oliver Twist Our Mutual Friend Nicholas Nickleby The Old Curiosity Shop Barnaby Rudge Martin Chuzzlewit Dombey and Son David Copperfield Bleak House Hard Times Little Dorrit
Our Mutual Friend A Tale of Two Cities Great Expectations
If you want to more works, please go to http://www.dbmov.com/People/16372/Filmography/
Oliver Twist tells the story of a poor child named Oliver Twist. He is born in a workhouse and brought up under miserable conditions. After experiencing an unhappy apprenticeship to undertaker, he runs away to London, where he falls into the hands of a gang of thieves. Then he is made to be a pickpocket. A benevolent rich old man called Mr. Brownlow rescues him and takes him home, but the thieves kidnap him and make him join them once again. A bad person named Monks, who turns out to be Oliver in the gang, in order to ruin him and obtain the whole of his father’s property. Then Oliver is made to help one of the thieves in breaking into a lady’s house. He gets wounded, and comes into the hands of a lady who turned out to be her aunt. Finally the thieves in the gang are punished and Oliver’s half brother is compelled to confess his evil doings and put into prison. Oliver is adopted by Mr. Brownlow.
This novel is a powerful exposure of bourgeois society. It shows the extreme brutality and corruption of the oppressors and their agents under the mask of philanthropy. Dickens, the great critical realist gives vivid descriptions of their sufferings of the poor and oppressed. We see that Dickens, while sympathizing with the miseries of the people, did not know what or who was responsible for such miseries and even cherished illusion about rich, idle and benevolent people like Mr. Brownlow. He believed that the whole social problems would be solved if only every employer followed the example set by “good gentlemen” like Brownlow.
课件64张PPT。Literature Unit3Oliver TwistIntroductionAbout English Literature English literature is produced in England, from the introduction of old English by the Anglo-Saxons in the 5th century to the present. the works of those Irish and Scottish authors who are closely identified with English life and letters are also considered part of English literature.Oliver Twist, it is one of most popular novels of Charles Dickens’s.Oliver is a poor orphan boy who lives with other children in a large house called a workhouse. Oliver is the protagonist of the storyOliver is staying with the other orphansOliver is waiting for having dinner with the other little partners in the workhouseThere are some people trying to seize Oliver, but he runs so fast that anyone can’t catch him.Discussion1.Is the neighborhood safe?
2.Why don’t people try to help Oliver?
3.Where does the man take Oliver?
英语的正常语序是主语在前，谓语在后。但有时为了语法的需要或为了强调，把全部谓语或谓语的一部分提到主语前面，这种语序在语法称为倒装。除了在疑问句中，句子要用倒装外，还有一些句子要用倒装。英语的倒装一般分成两种，一是把谓语动词全部放在主语前，叫做全倒装。一是把谓语的助动词部分放在主语前，叫做部分倒装。Grammar(1): Inversion Used for Emphasis全倒装
在there be句型中，如：
1) There are some desks in the classroom.
2) There used to be a temple on the top of the mountain.
在以here, there, out, in, up, on, away, off, down等副词开头的句子中，如：
1) There goes the bell.
2) Here comes the train.
3) Out rushed the little girl.
4) Away went the Grandpa.
5) In came a group of policemen但如果主语是人称代词时，不用倒装，如：
Here it is.
Down it dropped.
直接引语的部分或全部放在句首时，如：
1) “Who will come here to help you?” asked the teacher.
2) “I don’t think he will come.” said the girl.
当介词短语在句首时，如：
1) In front of the old house sat an old woman.
2) On the top of the mountain stands a tower.部分倒装
only所修饰的副词,介词短语和状语从句放在句首时，
如：
1) Only then did he know that he was rejected by the boss.
2) Only in this way can you collect more stamps.
3) Only when her father came back was she able to go to school.一些含有否定意义的副词或连词
如hardly, never, not, not only, little, seldom, no sooner放在句首时，
如：
1) Never have I been to the mountain village.
2) Not a single word did he write in the class.
3) Little did the boy know the rules of English grammar.
c.用so作简单回答时表明前面说的情况也适用于另一个人，
如：
He likes swimming in summer very much. So do I.
We saw the football match last week. So did they.
The girl can speak fluent English. So can the boy.d. 用neither, nor放在句首, 表示前面的否定内容也同样适合另外一个人，
如：
1) He has never been to Shanghai. Neither have I.
2) He didn’t find any useful material in the book. Nor did I.
Match the definitions with the correct words1.a child whose parents are dead
2.a Victorian home for poor people
3.to happen
4.to be extremely hungry and weak
5.a very long story
6.a person who writes novels(a)novelist
(b)take place
(c) Orphan
(d) workhouse
(e)novel
(f)starveGrammar(2): Emphatic Sentences ㈠ It is/was...who/ that...句型
这是一个最常见的强调句型。利用这种句型可以强调除谓语动词外的大多数句子成分，所强调的可以是单词、短语，也可以是从句，但结构必须完整。被强调的成分可以是主语、宾语和状语，但不能是定语或谓语。引导词it置于句首，后接动词be（一般是is或was），再加上强调的部分，再接that-/who-从句。如： Jack missed the first lesson yesterday because he was caught in the traffic jam. →
①It was Jack who missed the first lesson yesterday because he was caught in the traffic jam. (强调主语)
②It was because Jack was caught in the traffic jam that he missed the first lesson yesterday. (强调状语)
③It was the first lesson yesterday that Jack missed because he was caught in the traffic jam. (强调宾语)注意：
◆判断It is/was… 这样的句型是不是强调句，只须把It is/was和who/ that去掉，如果意思是完整的，就是强调句。反之，就不是。就②为例，去掉It is/was和who/ that，意思没有改变，仍然是一个完整的句子，因为引导词It is/was.. 和who/ that不充当句子成分。◆如果强调的部分是表示人的名词或人称代词，多数情况下用who，如上面的例句。如果被强调的是人称代词，要用主格形式，非正式文体中多用宾格(如me, him等)，但不可取。如：
It was I (me) who told the police． ◆若强调否定词，它的结构形式是：It +be not+中心成份+thatwho分句。如：
I didn’t come back till the day before yesterday. →
It was not till the day before yesterday that I come back.
1.warden
(a)a person whose job is to control the boys
(b)a person whose job is to make sure the boys are happy
2.appetite
(a)the feeling of wanting to eat
(b)the feeling of wanting to drink
Look at the words from the passage and choose the best meaning.
√√3.pick out
(a) to pick something up from the ground
(b) to choose one person or thing from a group
4.nudge
(a) to push someone a little with a part of your body
(b) to kick someone
√√5.misery
(a)great anger
(b)great unhappiness
6.hang someone
(a)to put someone in prison
(b)to kill someone by pulling a rope tightly around his/her neck
√√Astonishment Companion Courage
Desperate Eager Employ
Reward Seize Support
WhisperComplete the sentence with the correct form of the words in the box.1.he tried to find work, but no one wanted to ______ him.
2.the boy______ the bowl of soup and started to eat it.
3.when Mr Bumble returned to the room, the boys started __________ to each other.
4.Oliver and his __________ had very little to eat.
5.when he told them what had happened, their faces showed____________. “I don’t believe it!” one man said.seizedemploywhisperingcompanionastonishment6.the child was weak from hunger and almost fell. “help him,he needs _______” said an older boy.
7.the boys _______ wanted to leave the workhouse.
8.it was very brave of him. He has a lot of ______.
9.They promised a ______ to anyone who could help them.
10.the children__________ explained what had happened.rewardsupporteagerlycouragedesperatelyMatch the two parts of the sentences1.hardly had the boy begun eating
2.not until they had talked for hours
3.no sooner had the warden left
4.only after Oliver was locked in the room(a)did the managers decide what to do
(b)did he start crying
(c)than the boys started whispering to each other
(d)when the warden took his bowl away from him.Rewrite the Sentences1.It was the first time a story had been so popular.
Never______________________________
2.As soon as he saw the man, the boy tried to run away.
No sooner ___________________________
_____________________
before had a story been so popular.had he seen the man than the boy tried to run away.3.It took ten days of walking for them to reach London.
Only after___________________________
4.He had hardly ever known such kindness.
Seldom ____________________________
ten days did they reach London.had he known such kindness.
5.The boys had just started to sing when the teacher told them to stop.
Hardly ______________________________
__________________________________
6.She didnit know that they had found her child until one year later.
Not until _____________________________
________________________had the boys started to singone year later did she know thatwhen the teacher told them to stop.they had found her child.Choose the correct meanings.
1.she threw her arms round him means that
(a)she put her arms round him
(b)she threw something at him
2.thank goodness means___________.
(a)thank you
(b)I’m so glad
3.what’s going on means _______________?
(a)what’s going to happen
(b)what’s happeningEveryday English√√√4.to break (my) heart means ________________________.
(a)to make someone very unhappy
(b)to hurt someone in chest
5.it will do (him) good means that ________________.
(a)it will be good for him
(b)he will be good
6.you rascal means _________________.
(a)you funny boy
(b)you had boy
√√√Charles Dickens is one of England’s most famous novelists. He described life in the middle of the 19th century, a period that is now called Victorian, as it is when Queen Victoria ruled Britain. Many of Dickens’ novels take place in London. Cultural CornerQuestions:1.What do you know about Charles Dickens?
2.Could you name some of the novels he wrote?Revision
Translate the following sentences
1.这个可怜的人有一大家人要养活
The poor man has/had a large family to feed（=support/provide for）
2.我厌倦了和这个经理因为钱的问题而争吵
I am fed up with/tired of quarrelling with the manager over/about money.
3.他们已经下定决心要全心全意为人民服务.
They have made up their minds to serve the people heart and soul(whole-heartedly)
4.所有的高中生都渴望被重点大学录取
All the senior high school students are eager to be admitted to key universities.
5.I was wandering through the green trees when I heard the whisper of wind in them
我正在林中漫步, 风吹过， 树木飒飒作响
6.空中有股怪味.一定是什么地方在漏气
There is a strange smell in the air. The gas must have been escaping some where
Cultural corner Read and answer
1.What are the most famous novels written by Dickens, do you know?
(David Copperfield, A Tale of Two Cities, Great Expectation, Oliver Twist)
2.What things did Dickens experience? What conclusion can you draw from this? Are hardship and miseries only a bad thing?
Father/put in prison/work in a factory,13/work as, political journalist as a young man
Sometimes hardship and miseries are not a bad thing. Some day they may become your wealth, your fortune if you can make full use of them.3.What contributions did Dickens’ novels make to the world?
He wrote about the problems of poor people and as a result, the lives of the poor were improved.
In a word, his novels are worth reading. They are food to our soul.Oral practice and discussion1.
Retell the story of Oliver Twist2. Do you like keeping a diary?
Do you want to become a novelist?
If so, what purposes do you want to attain with your novels?
By writing, you can tell you experiences and share your feelings with others. If possible, you can bring people’s attention to some social problems,make our life much better and more beautiful, and so on.
Teacher’s wordsClass, excellent novels are food to our soul. If possible, please read some great novels. They will enrich your life and make you wiser and experienced.
Also , I hope, if you can’t write novels, you can keep a diary to record the valuable days that you spend. When you look back at these days, you will find the flashback（倒流） of time ，feeling young and happy.Home workFinish the multiple choice of module 3
in the newspapers 倒装这种语法内容在高考时有所体现。下面就是近年来在高考中出现的倒装试题及其解析【考例1】Never before _________ in greater need of modern public transport than it is today.
A. has this city been B. this city has been
C. was this city D. this city was
【解析】（上海2005年）因为否定副词never在句首，引出部分倒装，答案是A。【考例2】I finally got the job I dreamed about. Never in my life _______ so happy.
A. did I feel B. I felt C. I had felt D. had I felt
【解析】（全国2000年）道理同上，答案是D，部分倒装。【考例3】You forgot your purse when you went out. Good heavens. _______.
A. So did I B. So I did C. I did so D. I so did
【解析】（上海2002年）答案是B。 so开头的倒装句只限于适合另外一个人的情况。如果是指同一个人，就不能用倒装。这句话的意思是：天哪, 我可不是忘了怎的。【考例4】Not only ________ interested in football but _______beginning to show an interest in it.
the teacher himself is; all his students are
the teacher himself is; are all his students
is the teacher himself; are all his students
is the teacher himself; all his students are
【解析】（上海2002年春招）not only开头，故要用倒装。答案是D。【考例5】Only when the war was over ______ to his home town.
did the young soldier return
the young soldier returned
returned the young soldier
the young soldier did return
【解析】（上海2001年春招）only修饰状语从句打头，要用倒装。答案是A。【考例6】The old couple have been married for 40 years and never once _____with each other.
they had quarreled
they have quarreled
have they quarreled
had they quarreled
【解析】（全国2003年）never在并列句的句首，要倒装，答案是C。 【考例7】Only when your identity has been checked______.
you are allowed in
you will be allowed in
will you allow in
will you be allowed in
【解析】（上海2003年）与第五例同理，答案是D。【考例8】Maybe you have been to many countries, but nowhere else ______such a beautiful place.
A. can you find B. you could find
C. you can find D. could you find
【解析】(全国2004年) nowhere是否定副词，要用部分倒装。答案是A。【考例9】 I failed in the final examination last term and only then ______the importance of studies.
A. I realized B. I had realized C. had I realized D. did I realize
【解析】（重庆2004年）因有副词only修饰表示时间的副词then，故要用部分倒装。答案是D。1. Don’t ____ that boring topic to attention at the meeting.
A. bring B. take C. carry D. fetch
2. The fishermen _____their nets into the sea.
A. threw B. drew C. flew D. cast
3. Why must you _______me out to a concert on a cold night like this?
A. show B. pull C. drag D. push√√√Test yourself 4. _______I read the text over again did I know the main idea.
A. Only after B. After only C. Just after D. After just
5. Can it be the monitor _____ called on you ?
A. he B. that C. which D. whom
6. _________I finished reading the novel _____ my desk mate came to ask to borrow it.
A. It was…than B. Hardly had….than C. No sooner had….than
D. No sooner had…when√√√7. Not until last Friday _____ he was fired by his boss.
A. did he know B. he knew C. he has known D. he did know
8. Hardly had the game begun ________ it started raining.
A. than B. when C. while D. as
9. It was in the dining room ________ I left my bag.
A. where B. which C. in which D. that√√√10. ________of money was spent on my son’s education.
A. A number B. A great many C. A huge amount D. Many
11.The woman engineer ______ out a warning not to touch the switch of the machine.
A. cried up B. shouted at C. screamed D. called
12. Father stared______ astonishment at my letter in which I told him my plan of going to the west.
A. in B. with C. of D. for√√√13. What the young man had done to the girl broke his mother’s______.
A. mind B. brain C. soul D. heart
14.The girl cried in a frightened ______when she saw a snake in the grass.
A. sound B. noise C. whisper D. voice
15. Mary _______her arms round her boyfriend at the entrance of the station.
A. carried B. threw C. put D. held√√√Thank you
