高中英语外研版选修6 Module 2 Fantasy Literature – Philip Pullman Fantasy Literature 教案

Module 2 Fantasy Literature—Philip Pullman
Ⅰ. 模块教学目标
技能目标Skill Goals
▲Learn about fantasy novels
▲Learn to retell a story
▲Listen for narrative organization
▲Learn to write short descriptions of books
▲Write a fantasy story
▲Learn the adverbial clauses with -ing
Ⅱ. 目标语言
功 能 句 式
Telling a story
1. As you know, the story is ...
2. You should read it.
3. The story takes place in ...
4. The heroine is ... and the hero is ...
5. It is a ... novel with ...
词 汇
1． 四会词汇
adult, approach, behave, bush, comfortable, cottage, definitely, exactly, exist, guide, hero, heroine, hesitate, hunt, nearby, philosophical, possess, rule (v.), vanish, wicked, witch
2． 认读词汇
novel, direction, paw, pat, invisible, tail, blink, edge, square, shape, patch, doubt, alien, bend, scent, shine, dream, awake, revenge, marry, punish, elf, magical, power, dwarf
3． 词组
bend down, go to war, hold out one’s hand, look around for, look through, play a part, put a spell on (sb.), put ... down, turn away, shine down over, take place, take revenge, keep one’s eyes on, come up to, pass by
语 法
Adverbial clauses with -ing
Putting down his shopping bag, Will held out his hand.
On returning to the palace, the king marries the woman.
重点句子
1. Will was so tired that he could not think clearly, but as he stood trying to decide what to do, he saw a cat. P12
2. When it had gone past he crossed the road, keeping his eyes on the place where the cat had vanished. P12
3. Feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide. P13
4. What he saw frightened him, but he didn’t hesitate. P13
5. Bending to look through, he saw the road in his own town, his own world. P13
6. Sauron, realising that the Ring has been found, sends his creatures to get it back. P19
Ⅲ. 教材分析与教材重组
1. 教材分析
本模块以Fantasy Literature为话题，旨在通过模块教学，使学生了解Fantasy literature这一文学形式的特点和代表作，并学会如何介绍一本书以及如何写fantasy stories。
1.1 INTRODUCTION中的三项内容都围绕Philip Pullman的小说His Dark Materials展开。第一项内容简介Philip Pullman的His Dark Materials，借此引出话题a fantasy story；第二项内容学习短文中的生词和短语；第三项内容对Philip Pullman的His Dark Materials以及其它fantasy stories进行深入讨论。
1.2 READING AND VOCABULARY 是一篇题为The Cat That Vanished的fantasy story。故事选自Philip Pullman的His Dark Materials。通过阅读此短文，学生可以进一步理解fantasy story的含义。这一部分还设置了五个活动，其中第一个活动和第四个活动考查学生对短文的理解程度；第二、三和第五个活动考查学生对文中词句的掌握和理解。
1.3 GRAMMAR 分两部分。分别涉及-ing形式做状语的语法学习及各种练习。既结合课文内容，又考虑语法结构；既有单一的句子填空，又有复杂的篇章结构填空。
1.4 SPEAKING 分两部分：第一部分是READING部分的延伸。这一部分要求学生分组讲述The Cat That Vanished这个小故事并以try to guess what happens next的任务形式要求学生接续故事。第二部分是LISTENING 部分的延伸。
1.5 LISTENING AND VOCABULARY以词汇学习和听力（练习听取篇章结构）训练相结合的方式进一步学习fantasy story的相关知识。
1.6 FUNCTION这一部分重点学习如何讲故事。
1.7 EVERYDAY ENGLISH介绍了七个日常用语。
1.8 WRITING分两个部分：第一部分要求根据所供故事开头部分，续写一个fantasy story，而且要求写作时运用-ing形式；第二部分的Writing出现在Task中，要求学生介绍一本书。
1.9 CULTURAL CORNER介绍了电影故事The Lord of the Rings的主要内容。
2. 教材重组
2.1将课本INTRODUCTION和READING AND VOCABULARY部分整合为一节“阅读课”。
2.2将课本SPEAKING，EVERYDAY ENGLISH以及WORKBOOK中的Listening and speaking和Speaking and writing中的Speaking部分整合为一节“口语课”。
2.3将课本GRAMMAR部分和WORKBOOK中Grammar部分整合为一节“语法课”。
2.4将课本LISTENING AND VOCABULARY部分设计为一节“听力课”。
2.5将课本CULTURAL CORNER和WORK-BOOK中的Reading部分整合为一节“泛读课”。
2.6将课本FUNCTION，WRITING，TASK以及WORKBOOK中Speaking and writing中的写作部分整合为一节“写作课”。
3. 课型设计与课时分配
1st Period Reading
2nd Period Speaking
3rd Period Grammar
4th Period Listening
5th Period Extensive Reading
6th Period Writing
Ⅳ. 分课时教案
The First Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
hero, heroine, creature, witch, take place, approach, behave, bush, comfortable, cottage, definitely, exactly, exist, guide, hesitate, nearby, vanish
b. 重点句子
Will was so tired that...
When it had gone past...
Feeling that he was dreaming but...
2. Ability goals能力目标
Enable the students to understand text organization.
3. Learning ability goals 学能目标
Enable the students to learn how to write a fantasy story; learn to retell a story.
Teaching important & difficult points 教学重难点
Learn how to understand narrative organization of the passage.
Teaching methods 教学方法
Skimming and task-based method.
Teaching aids 教具准备
A recorder and a projector.
Teaching procedures & ways教学过程与方式
Step I Lead-in
Show the following picture.

T: Do you know the characters in the picture?
S: Yes. The one in the middle is Harry Potter.
T: Have you read a Harry Potter novel or seen one of the films?
S: Yes, of course.
T: It is a fantasy story. Did you enjoy it? Why?
Sa: I enjoy reading Harry Potter novels very much. They are all exciting and mysterious. Once you start to read, you can’t help finish reading as soon as possible.
Sb: I like reading fantasy stories, and Harry Potter novels are the best among them.
T: Very good. Can you tell me what a fantasy story is?
Sb: I’m not sure what a fantasy story is. But I know it’s about events in one’s imagination, and the writer makes it believable.
T: Correct. Who knows something else that also belongs to fantasy stories?
Sc: The Lord of the Rings.
Sd: The Journey to the West.
Se: Alice’s Adventures in Wonderland.
Sf: Gulliver’s Travels.
...
T: Today we’ll learn a new fantasy story “The Cat That Vanished” and something more about fantasy stories. Now let’s begin with the book where “The Cat That Vanished” is taken from. The name of the book is “His Dark Materials”. And its author is Philip Pullman. Now read the passage and underline the words and phrases that show it is a fantasy story.
Sample answers:
fantasy novels, different worlds, other worlds, extraordinary adventures, witches, talking bears, strange creatures
T: Now we will try defining what a fantasy story is. Who would like to try?
S: According to what I have read in Harry Potter novels, I think, fantasy stories include make-believe or magical characters and events, and they could not really happen.
Then ask the students to do Activity 2. Check the answers with the students.
Step Ⅱ Reading
Task 1: Warming up
Ask the students to discuss the questions.
Sample discussion dialogues:
1. Sa: Have you ever read a fantasy story?
Sb: No, never.
Sa: Why not?
Sb: Because I don’t think it interesting. Everything in it is unbelievable.
2. Sa: Have you ever read His Dark Materials?
Sb: No.
Sa: Would you like to read it?
Sb: Yes. I have never read any fantasy novels. Maybe after reading it, I will
feel interested in it. How about you?
Sa: No. I wouldn’t. Because the story is too long.
3. Sa: Have you ever read a Harry Potter novel or seen one of the films?
Sb: Yes, I’ve read the English version and seen all the films.
Sa: Did you enjoy them?
Sb: Yes. It’s a great novel I’ve ever read. I really felt the films are more
interesting. How about you?
Sa: No. I don’t like such stories. I like to read some-thing true to life.
Task 2: Pre-reading
T: Who has ever read Lewis Carroll’s Alice’s Adventures in Wonderland? And who knows the character in it, which could slowly turn its body invisible, until all that remained was its enormous grin?
S: The Cheshire Cat.
T: Now we have another cat in the passage. It also vanished. You may wonder where it would go, what it would do and what would happen to the other characters in the story. Now you will read the passage as quickly as possible and try to get all the answers to these questions.
Task 3: Skimming
T: Now please skim the passage fast to obtain a general understanding of the whole passage. And number the sentences in the correct order.
Then check the answers.
T: Who can tell us the main idea of this passage or tell the story briefly?
S: Let me try. The passage is about Will and a cat. The cat is a strange creature, who acts as Will’s guide. She goes to another world through the patch in the air. And Will follows her without hesitation.
Task 4: Comprehension
1. Tell the students to read the passage carefully, and then finish Activity 4.
Then check the answers.
2. Ask the students to look through the passage once again and finish the chart below.
Will
Cat
Trying to decide what to do
Came up to Will, then turned away and went across the road towards the bushes just past the trees, and there she stopped.
Still watching
Behave strangely: _____
Watch more carefully
After another few seconds, the cat stepped forward, and vanished.
Then he stood still, keeping his eyes on the place where the cat vanished.
Sample answers:
Will
Cat
Trying to decide what to do
came out of a garden
Held out his hand
Came up to Will, then turned away and went across the road towards the bushes just past the trees, and there she stopped.
Still watching
Behave strangely: put out a paw to pat something in the air in front of her; then leapt back, with her tail help up
Watch more carefully
Approached the place again; patted the air once again; again she leapt back
Will blinked.
After another few seconds, the cat stepped forward, and vanished.
Then he stood still, keeping his eyes on the place where the cat vanished.
...
3. Ask the students to try to draw a picture according to the story.
Sample answers:
Will the patch in the air
Cat — guide
Task 5: Discussion
T: Now let’s try to understand why Will decides not return to his world. Let’s have a discussion: What’s the meaning of “Although he knew nothing at all about this world, it had to be better than the life he had just left.”?
A sample discussion dialogue:
Sa: From the beginning of the passage, we know that Will had to work so hard that he was too tired to think clearly. Therefore, he would like to live a better life.
Sb: Because the cat behaved strangely, and it acted as his guide, he was determined to find out more about this new world.
Sc: Perhaps Will was not really thinking clearly, so he came to the new world without knowing what will happen here.
Task 6: Practice
T: Now we will do Activities 12-13.
Then check the answers.
Task 7: Post-reading
Ask the students to discuss the following questions.
1. What are the characteristics of a fantasy story?
2. How can you tell the difference between real and make-believe?
3. Why is it important to know the difference between realism and fantasy?
Sample answers:
Sa: There are usually plots that are inexplicable, highly imaginative, or magical; and it’s full of make-believe characters.
Sb: Sometimes there are special characters, e.g., animals that talk, humans who fly in modern fantasy. These are not found in realism.
Sc: Knowing the difference between reality and fantasy can help us to better understand and enjoy what we hear, see, and read.
Step Ⅲ Homework
1. Retell the story in your own words.
2. Imagine what will happen after Will comes to the new world.
The Second Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
fantasy story, adult, bear, creature, extraordinary, hero, heroine, philosophical, witch, play a part, take place
b. 重点句式 (P18)
Look at the time!
It’s your turn.
See what I mean?
Give me a moment.
2. Ability goals能力目标
Enable the students to retell a fantasy story.
3. Learning ability goals 学能目标
Help the students learn how to retell a fantasy story.
Teaching important & difficult points教学重难点
Retell a fantasy story using the present simple tense.
Teaching methods教学方法
Discussion.
Teaching aids教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方法
Step I Revision
T: Good morning / afternoon, boys and girls!
Ss: Good morning / afternoon, Sir / Madam!
T: Let’s check the homework first. You have learned The Cat That Vanished, and you were asked to retell the passage. Now work in groups of four and take turns to retell the story. You’d better not read the passage while retelling the story. If necessary, you can turn to your partners for help. One student one or two sentences at one time. All right, now let’s begin.
A sample version:
Sa: One night, Will was on his way back home. He was very tired.
Sb: Because it was too late, he could hardly see any buses, cars and travelers. Everything was very quiet.
Sc: Perhaps he was too tired to think clearly. He stood there not knowing what to do.
Sd: Just then he saw a cat. She seemed to know Will.
Sa: The cat came up to Will when Will held out his hand.
Sb: But the cat, then, turned away and went across the road.
Sc: And when she was going towards the bushes just past the trees, she stopped as if she were waiting for Will.
Sd: Will stood there, watching the cat. And the cat began to behave strangely.
Sa: The cat raised her paw to touch something in the air in front of her. But Will could see nothing in front of the cat.
Sb: The cat leapt back, with her tail held up.
Sc: The cat moved to the place again and patted the air in front of her again.
Sd: Then she leapt back again, but less far and she was not afraid any more.
Sa: After a few seconds the cat vanished.
Sb: Will could hardly believe his eyes.
Sc: Will kept his eyes on the place where the cat vanished, though it was not very easy.
Sd: He crossed the road after a truck passed by.
Sa: He came to the place where the cat vanished and looked more closely.
Sb: Of course, he saw the patch in the air.
Sc: The patch looked as if it had been cut in the air. And it was almost square in shape.
Sd: And the patch was less a meter across.
Sa: On the other side of the patch was also a patch of grass, just like this side.
Sb: Will bent down and looked through. He was frightened by what he saw.
Sc: However, Will climbed through the patch and went into the new world.
Sd: He was in the centre of the road in a different world.
Sa: He knew nothing about the new world. But he came here.
Sb: Then he had to look for his guide, the cat.
T: Will came to a new world but knew nothing about it. He had to look for his guide, the cat. But where was the cat? What would happen next? Now go on with the story.
Sa: Will found the cat in the bushes. The cat spoke, and Will was surprised. She told him, “I was ordered to guide you to this magical world. You will become a great hero here.” Then she showed Will a handbook, telling him to follow the instructions in the book. After that, the cat vanished again. But this time Will failed to find her again. He had no choice but to read the book...
Sb: Will suddenly changed into a cat, too. How terrible! He had paws instead of hands, and also a long tail behind him. On the other side of the road stood his guide, the cat that vanished. He began to regret what he had done. But the patch was nowhere to be found again. He said to himself, “OK, I’ll have to follow my guide to see what will happen to me.”
Step Ⅱ Speaking
Task 1: Rearrange the story
Ask the students to do Activity 1 in LISTENING AND VOCABULARY. Then ask the students to listen and check the answers. Then ask the students to
read the story.
A sample version:
A king goes out hunting and comes to a cottage. A beautiful woman comes out and the king falls in love with her. The king takes the woman to his palace and marries her, not knowing that she is a wicked witch. The witch put a spell on the king and becomes the ruler of the land. Argon, the king’s brother, who rules a nearby kingdom, goes to war with the witch. Before he leaves for the war, Argon asks his handsome son, Ferdinand, to revenge if he gets killed. The witch wins the war and kills Argon and his army. A frog jumps out of a pool and tells Ferdinand that he can help him kill the witch.
Task 2: Continue the story
First, ask the students to retell the above story.
Then ask them to read the end of the story and then continue it.
T: Now let’s work in groups of four and continue the story.
A sample version:
Sa: One afternoon, while sitting by a pool, Ferdinand sees a frog. The frog jumps out of the water and says, “Oh King, I will tell you how to kill the wicked witch.”
Sb: Ferdinand is very surprised and happy as well, because he wants to revenge, but he doesn’t know what to do.
Sc: The frog says that he was a wizard long ago, but the witch put a spell on him and turned him into a frog. He has lived in the pool for many years.
Sd: Ferdinand is told that the witch is very powerful, but she has a weak point. She can never live in darkness. No matter where she is, she burns a lot of candles, even when she is asleep. If she is kept in dark for two minutes, she will become weak and cannot use her magic.
Sa: Ferdinand thinks it over, and has an idea. He calls on his friends and begins to carry out his plan.
Sb: Everyone may wonder what the plan is and what the King will do. After meeting the frog, Ferdinand just stays in his palace, talking and laughing with his friends. Strangely enough, they never light a candle, even at night. Even the witch is puzzled.
Sc: One night, Ferdinand calls on his men and goes to war with the witch. Just as the frog told him, the witch has a lot of candles and sticks burning around her as if it were in the daytime.
Sd: The witch is about to catch Ferdinand when it suddenly begins to rain. The rain is becoming heavier and heavier, with wind blowing hard. Just as you can imagine, all the candles and sticks go out. Ferdinand and his men are used to the darkness, and they can see clearly in the darkness. They find the witch and kill her.
Step Ⅲ Everyday English
Task 1: Ask the students to make sentences with the expressions in bold type in EVERYDAY ENGLISH.
Sample answers:
1. Go on, I’m listening.
2. Give me a moment, and I’ll finish the work as soon as possible.
3. See what I mean? You should have listened to me carefully.
4. Fortunately, the girl was on time for class.
5. It’s your turn to clean the blackboard.
6. I’m stuck. I think the maths problem is too difficult for me.
7. Look at the time! What’s your excuse for being late?
Task 2: Ask the students to do the Activity in EVERYDAY ENGLISH.
Step Ⅳ Homework
1. Review the words and expressions learned.
2. Ask the students to find more information on “fantasy stories”.
The Third Period Grammar
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
at the same time, refer to, with a wicked smile on her face
2. Ability goals能力目标
Enable the students to understand and learn to use adverbial clauses with -ing.
3. Learning ability goals 学能目标
Help the student learn how to use adverbial clauses with -ing.
Teaching important & difficult points 教学重难点
Learn to use adverbial clauses with -ing.
Teaching methods 教学方法
Question and answer; translation.
Teaching aids 教具准备
A projector and some slides.
Teaching procedures & ways教学过程与方式
Step I Revision and Lead-in
Ask the students to read the story “The Cat That Vanished” again and find out the sentences with -ing. T: First read the passage “The Cat That Vanished” to find out sentences with -ing.
Sample sentences:
1. Will was so tired that he could not think clearly, but as he stood trying to decide what to do, he saw a cat.
2. Putting down his shopping bag, Will held out his hand, and the cat came up to him.
3. Still watching, Will saw the cat behave strangely.
4. When it had gone past he crossed the road, keeping his eyes on the place where the cat had vanished.
5. Pushing his shopping bag through, he climbed through the hole in the walls of this world and into another.
6. Bending to look through, he saw the road in his own town, his own world.
7. Feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide.
Then ask the students to read aloud the sentences.
Step Ⅱ Grammar
Task 1: Grammar focus
T: From the sentences above, we can see that there is a comma in each sentence. And the two parts of each sentence refer to the same person. Now let’s find something more about -ing in the sentences. First, which sentences describe two things that happen at the same time? And which sentences describe one thing happening imme-diately after another?
Sa: Two things that happen at the same time: Sentences 1, 3, 4, 7.
Sb: One thing happening immediately after another: Sentences 2, 5, 6.
Then ask the students to do Activity 2 and then check the answers.
T: After the above exercises, we can conclude that -ing can sometimes be used to describe two things that happen at the same time, and sometimes describe one thing happening immediately after another. The two parts of each sentence refer to the same person. Besides, we can also put prepositions / conjunctions before -ing to form a phrase, such as while，when, once, although, until, if etc. And the phrase can be changed into an adverbial clause. For example, On seeing her, the king falls in love with her. can also be changed into: When the king sees her, he immediately falls in love with her.
T: The adverbial clauses with -ing can be used to indicate time, cause, condition, result, etc. These sentences can be changed into subordinate clauses or juxtapositional sentences. Now let’s do the following exercises.
Show the following.
把下列句子变成复合句或并列句。
1. Walking along the street, he met his old friend.
2. Not having received his reply, she decided to write a second letter.
3. Seeing from the top of the hill, you will find the city more beautiful.
4. All the students sat in the classroom, waiting for their new English teacher.
5. My parents went to the park yesterday, leaving me alone at home.
Sample answers:
1. When he was walking along the street, he met his old friend.
2. Because she hadn’t received his reply, she decided to write a second letter.
3. If you see it from the top of the hill, you will find the city more beautiful.
4. All the students sat in the classroom, and they were waiting for their new English teacher.
5. My parents went to the park yesterday, and they left me alone at home.
Task 2: Practice
1. Reading
First ask the students to read aloud the following example sentences and tell which sentences describe two things that happen at the same time (1) and which sentences describe one thing happening immediately after another (2).
Hearing the news, they all jumped with joy. (2)
Using what you know of word stems and word formations, you can make a guess at the meaning of a new word. (1)
The students went out of the classroom, laughing and talking. (1)
When leaving the airport, she waved again and again to us. (1)
While waiting for the train, I had a long talk with my sister about her work. (1)
Standing on top of the hill, you can see as far as the seaside. (1)
The fish can eat a person in two minutes, leaving only bones. (2)
Having finished his homework, the boy went out to play football. (2)
Being noticed by so many people, she felt nervous, not knowing what to say. (1)
Not having been washed in the correct way, the coat has faded. (2)
Not having heard from her son for a long time, the mother worried a great deal.
(2)
When doing your homework, you mustn’t listen to the music. (1)
Though having been warned many times, she got to school late again. (2)
European football is played in 80 countries, making it the most popular sport in the world. (1)
2. Activities
Ask the students to do Activities 1-5 and Activities 1-4. Check the answers with the students.
Step Ⅲ Homework
1. Preview the new words in LISTENING AND VOCABULARY.
2. Read a fantasy novel and write a short description of it.
The Fourth Period Listening
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
leave for, revenge, get killed, marry, rule, go to war with, fall in love with, go out hunting, put a spell on, nearby
b. 重点句式 (P15）
The king takes the woman to his palace and marries her, not knowing...
A king goes out hunting and comes to a cottage.
2. Ability goals能力目标
Enable the students to listen for narrative
organization.
3. Learning ability goals学能目标
Learn how to pick out the information for narrative organization.
Teaching important & difficult points 教学重难点
Listen for narrative organization.
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aids 教具准备
A recorder and a projector.
Teaching procedures & ways 教学过程与方式
Step I Revision
Ask the students to make sentences with the dictation words.
T: First I’ll check your new words. Please take out a piece of paper, write down your name and we’ll have a dictation and then make sentences with the words and expressions. Each sentence should have two of these words. By the way, when you are making sentences, you can make up plots that are inexplicable, highly imaginative, or magical; and you can create make-believe characters.
Words and phrases for reference:
brave, cottage, frog, handsome, hunt, pool, kingdom, land, nearby, palace, put a spell on (someone), wicked
Sample sentences：
1. There lived a brave (handsome) young man in the cottage.
2. A wicked witch put a spell on a prince and turned him into a frog.
3. The frog in the pool was actually a prince in the kingdom.
4. The king was hunting on a nearby land.
5. The handsome prince and the brave king lived in the palace.
6. A spell was put on the cottage, and it was turned into a palace.
Step Ⅱ Listening
Task 1: Warming up
Ask the students to predict the content of the listening material.
T: According to the words and the sentences you made, who can predict what you will hear in today’s listening material?
Sa: It must be a fantasy story.
Sb: There will be a frog, a prince, a king, and a wicked witch in the story.
Sc: The prince will defeat the wicked witch.
Ask the students to do Activitues 3 and 4. Then check the answers.
Task 2: Listening (P15-16)
T: Now let’s listen to the fantasy story and do Activity 5. And then check the answers.
Task 3: Listening (WORKBOOK: P76-77)
T: Now you are going to listen to two friends talking about fantasy and historical films. Before listening you’re given the chance to predict words you might hear for each topic or character.
Sample answers:
Topic or character
Words
Alexander
king, true, great, historical
The Lord of the Rings
fantasy, magical, rule
A wicked wizard
put a spell on, kill, magic
Then ask the students to listen to the recording and do Activities 12-14 and then check the answers.
Task 4: Pair work (WORKBOOK: P77)
A sample dialogue:
Sa: Harry Potter novels are really amazing. Have you read them?
Sb: Sorry. Not yet. Who is the hero?
Sa: Harry Potter, of course.
Sb: Where does the story take place?
Sa: It takes place in a school of magic.
Sb: What happens in the story?
Sa: Well. I can’t tell you the whole story, because it is very long. As you know, the story is about a young wizard-in-training Harry Potter who has had his hands full during his first four years at Hogwarts School of Witchcraft and Wizardry. As if studying spells and pleasing professors isn’t enough, Harry has heard evil voices in the walls, rescued extremely frightened students, defended against the criminals escaped from wizards’ prison, and played carefully planned games of Quidditch. Between school sessions, he summers with the frightening Dursleys, who seem to want nothing more than to crush our hero’s spirit.
Only time will tell how Harry will manage the certain dangers in store for him over the next few years.
Sb: It sounds very interesting!
Sa: Yes. You should read it.
Sb: What kind of ending does the story has, happy or sad?
Sa: It has a happy ending. In the first book, Dursleys have been kept from Harry.
Sb: Why do you like this story?
Sa: It is easy to read. The text flows naturally, even with strange words and unusual names.
Sb: How do feel when you read the story?
Sa: In the story, Rowlings does not talk down to her audience of young adults. Her characters grow, change, and make decisions based on their own motives. She takes time to set up the characters, plot, and scenes. Her creativity and descriptions bring life to the story, and you want to know what happens next. Anyway, really amazing story.
Sb: I heard Rowling has published a series of Harry Potter books. What do you think will be the final ending?
Sa: I think the story will last. The story will go on like this: When Harry Potter grows up, he becomes a teacher of the wizard school. His students begin to do justice wherever evils exist. At last, he becomes the king of his world, and makes the world full of peace, happiness and harmony.
Step Ⅲ Homework
1. Read the short books Readers.
2. Preview the CULTURAL CORNER and Reading in the WORKBOOK.
The Fifth Period Extensive Reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
take place, be similar to, deep in the mountains, create, possess, control, rule, realize, destroy, save, definitely
b. 重点句子
Sauron, realising that the Ring has been found, sends his creatures to get it back.
To do this, someone must take the Ring into Sauron’s kingdom.
2. Ability goals能力目标
Enable the students to understand fantasy stories.
3. Learning ability goals学能目标
Enable the students to learn how to organize short descriptions of books and write one.
Teaching important & difficult points 教学重难点
Enable the students to learn how to organize short descriptions of books.
Teaching methods 教学方法
Listening and fast reading.
Teaching aids 教具准备
A recorder; a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step I Revision
Ask the students to do the following exercises.
T: Now let’s do some exercises about -ing.
Show the following.
Choose the best answer from A, B, C and D, and then rewrite the sentences.
1. Finding her car stolen, ________.
A. a policeman was asked to help 　　
B. the area was searched thoroughly
C. it was looked for everywhere　　
D. she hurried to a policeman for help
2. ________ such heavy pollution already, it may now be too late to clean up the
river.
A. Having suffered B. Suffering
C. To suffer D. Suffered
3. ________ a reply, he decided to write again.
A. Not receiving B. Receiving not
C. Not having received D. Having not received
4. The visiting Minister expressed his satisfaction with the talks, ________ that
he had enjoyed his stay here.
A. having added B. to add
C. adding D. added
5. “Can’t you read?” Mary said, ________ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
6. European football is played in 80 countries, ________ it the most popular
sport in the world.
A. making B. makes
C. made D. to make
Sample answers:
1. D When she found her car stolen, she hurried to a policeman for help.
2. A After it has suffered such heavy pollution already, it may now be too late
to clean up the river.
3. C He hadn’t received a reply so he decided to write again.
4. C The visiting Minister expressed his satisfaction with the talks and added
that he had enjoyed his stay here.
5. A “Can’t you read?” Mary said, while she pointed to the notice.
6. A European football is played in 80 countries, and this makes it the most
popular sport in the world.
Step Ⅱ Reading
Task 1: Pre-reading
T: Have you ever seen the film “The Lord of the Rings”? Who would like to say
something about it?
Show the following pictures.
Sa: Yes, I have. It is a fantasy story. I think it’s as exciting as Harry Potter films.
Sb: I have read the Chinese-version book “The Lord of the Rings”. I like the book better than the film. There are a lot of exciting plots and mysterious characters that the film doesn’t show.
Sc: I have both read the book and seen the films. I think all of them are wonderful. The trilogy has more mystery and logic, while the films present us more exciting scenes.
Task 2: Skimming
T: Please read the passage quickly and find the answers to the following questions.
Show the questions.
1. Who is the writer of The Lord of the Rings?
2. Where does the story take place?
3. Who are the characters in the story?
Sample answers:
1. J.R.R. Tolkien.
2. The story takes place in a world called Middle Earth.
3. In the story, there are elves, tall beautiful creatures, hobbits, dwarves, wizard
Sauron and wizard Gandalf.
Task 3: Scanning
Ask the students to read the passage carefully and answer the questions.
Sample answers:
1. Middle Earth is a world where several kinds of creatures exist. Humans are only one of them, and there are also elves, hobbits, and dwarves.
2. The Ring can control all of the nine rings. The person who has this ring controls the whole of Middle Earth. It’s the central point that makes the story start, develop and end.
3. Yes. The story is about a poor boy in ancient China who finds a ring when plowing the field and the ring becomes a spirit and makes the boy live a rich and happy life.
Task 4: Post-reading
Ask the students to read the passage carefully and make sure that they have understood everything in it.
T: If you have to divide the passage into three parts: the beginning, the middle and the ending, please identify and map them. Read the passage once again and complete the chart below.
Show the chart on the screen.
Parts
Paragraphs
Contents
the beginning
the middle
the end
Sample answers:
Parts
Paragraphs
Contents
the beginning
1
Introduction of the book
the middle
2-3
The fantasy story about the Ring
the end
4
What people think of the book
Task 5: Reading (Passage in the WORKBOOK)
Ask the students to do Activity 8. Then check the answers.
Sample answers:
1. Success at last
rich, famous, popular, money, best-seller, translate
2. Becoming rich
rich, lucky, buy, by writing books
3. A happy end to
the story
married again, in Scotland, comfortable house, popular
4. Difficult years
poor, alone, little money, free coffee
2. Do Activities 9-10 and then check the answers.
Step Ⅲ Homework
1. Read the two passages again.
2. Do Activities 6 and 7.
The Sixth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
novel, hero, heroine, philosophical, creature, adventure, take place, play a part, enjoy
b. 重点句子 （P18）
On seeing the ring, the young man stopped.
A young man was walking through a wood when he saw a ring lying on the ground.
It’s also very philosophical, with ideas that both adults and children enjoy.
2. Ability goals能力目标
Enable the students to write a fantasy story and a short description of a book.
3. Learning ability goals学能目标
Help the students understand text organization and write a well-organized fantasy story.
Teaching important & difficult points教学重难点
How to write a fantasy story and a short description of a book.
Teaching methods教学方法
Task-based activities.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Revision and Lead-in
Check the homework. Then ask the students to read the passage on fantasy story writing.
T: After seeing The Lord of the Rings, and having read a lot of fantasy novels, we’ve already had some idea of fantasy writing. The following are something you should know when you write a fantasy story.
Show the following.
How to write a fantasy story: All you’ll ever need
1. Locations: fantasy place names are the key for a successful fantasy story. They must be frightening and strange. Such as, the Mountain of Dread, Halls of Death, Forest of Darkness, or Plains of Ice.
2. Names: The names of people and places in the story should be very strange. For example, you should name a person “Whilyium” instead of William. It’s best to have physical trait or skill after the name rather than a surname, such as “Whilyium the Quick”. So our hero “Whilyium” becomes “Whilyium the Quick”.
This works for human character but for non-human characters or place names (especially if the place was named by non-humans or in an ancient language) you need to be a little fancier. For example, you could use double “a” words, such as “Baaku.” For a really good fantasy name it needs to be extremely difficult if not impossible to pronounce and for good measure have some apostrophes thrown in. Fx’zaaku’a’zkim for example.
3. Plot: Fantasy stories are all centered on a quest. You take a couple of characters who have never been out of their village and give them the responsibility to save something important. For example,
Whilyium the Quick and his childhood friend Harwold Idyldaiz wanted to kill the Dark Lord Fx’zaaku’a’zkim. Of course they need a reason to take up this action. Usually one of them would have to be a chosen one and someone with knowledge of this will come to their village. A wizard perhaps or Baaku from the Forest or Darkness. Baaku is an elf-like being with wisdom and a peaceful manner that humans could never have.
For this example a wizard will come to the village and sweep the two boys off to adventure. Now that they are on their action you need to throw in a lot of side adventures that really don’t add to the story. Say that Harwold is falsely accused of stealing. Also their action needs to drag in other characters. Maybe now Baaku can be in our story. Each character needs to bring one bit of knowledge or skill that will be needed at a crucial moment regardless of how useless the character seems. Each of these characters needs to use a different weapon. Bow and arrows work for quick-minded characters and an axe for some fat characters with beards.
4. The ending: It’s best to end with opening to some possible results. For example，
The Dark Lord is simply imprisoned rather than destroyed. The farm boy hero should end up as a king of some fashion because he was actually the descendant of a great king from a few thousand years ago. He will have also married the female character who hated him through most of the story. Harwold would probably become a great and respected warrior. Maybe he will have grown a beard and had a hidden talent with a sword.
T: Now you’ll have a chance to write one by your-selves. Let’s read the start of the fantasy story first. Then work in pairs and discuss the questions.
Step Ⅱ Writing
Task 1: Ask the students to continue the story.
Sample version 1:
...
The young man worked from morning till night as usual. He never thought that he had the chance to use the ring, because he was very honest. But he kept the ring in his pocket in case the owner claimed for it.
One night, he was walking slowly in the street when there came a cry for help. A beautiful young girl was surrounded by a crowd of bad boys, and they were trying to rob her of her money and the necklace.
Suddenly the young man had an idea, realizing he could use the ring to help. He put it on and approached the boys. He hit one of them hard on the head, and then another on the back. The one who was hit on the head thought that his man beat him and was very angry. He beat one of his fellows even harder. In no time, the boys were fighting against each other, paying no attention to the girl. Feeling puzzled, the girl stood there dumbfounded. The young man quickly caught the girl by the arm and ran off as fast as possible.
Sample version 2:
...
Realized that he could use the ring to get whatever he wanted without being seen, the young man came to a restaurant. After eating a lot of delicious dishes, he put on his ring. He left without paying. He was more than happy now. Then, with his ring on, he came into a shop and took anything he liked. In this way, he never worked again. Whenever he was hungry, he went to a restaurant to eat to full. Whenever he wanted something, he went to a shop and took something. As time went on, he became more and more greedy.
One day, he came to a bank and decided to rob the bank. Not knowing that the ring’s magic power became weaker because of dishonest activities, he was caught by the police and sent to prison. And the ring became an ordinary ring, without any magical power at all.
Task 2: Write short descriptions of books. (P20)
A sample version:
A short description of Alice’s Adventures in Wonderland
Alice’s Adventures in Wonderland is a work of children’s literature by the British author Lewis Carroll. It tells the story of a girl named Alice who falls down a rabbit-hole into a fantasy world, where talking creatures lived. The Wonderland described in the tale plays with logic in ways that have made the story of lasting popularity with children as well as grown-ups. The book is often referred to as Alice in Wonderland. And this title was popularized by the numerous films and television adaptations of the story produced over the years.
Task 3: Write an interview with Philip Pullman. (WORKBOOK: P78)
1. Write questions about Philip Pullman.
Where was he born? Where did he study?
When was he born?
What was his first children’s book? What are his hobbies? What jobs does he do? What are his writing habits? What is the subject of his books? What is the most famous science fiction he has written?
How does he write?
How many children does he have?
Why does he write?
How about His Dark Materials?
2. Ask and answer the questions about Philip Pullman.
Sa: Where and when was he born?
Sb: He was born in England in 1946.
Sa: Where did he study?
Sb: He studied in England, Zimbabwe and Australia before he went to Oxford.
Sa: What was his first children’s book?
Sb: Count Karlstein.
Sa: What is the subject of his books?
Sb: He wrote many adventure stories, good and bad.
Sa: What is the most famous science fiction he has written?
Sb: His Dark Materials.
Sa: What do you know about it?
Sb: It was first performed in London theater. And soon the film is coming out.
Sa: What are his writing habits?
Sb: He usually starts at 9:30. And 3 pages a day.
Sa: Why does he write?
Sb: He takes writing as a job. He wants to leave something good in the world. He also writes for enjoyment.
Sa: What are his hobbies?
Sb: Many. For example, drawing, making things out of wood and playing the piano.
3. Write an interview.
A sample version:
(I = interviewer; P= Philip Pullman)
I: Can you tell me where and when you were born?
P: I was born in England in 1946.
I: Where did you study?
P: I studied in England, Zimbabwe and Australia before I went to Oxford.
I: What was your first children’s book?
P: Count Karlstein.
I: What is the subject of your books?
P: I wrote many adventure stories. Some are good, some are bad.
I: What is the most famous science fiction you have written?
P: His Dark Materials.
I: How do people like it?
P: It was first performed in London Theater. And soon the film is coming out.
I: What are your writing habits?
P: I usually start at 9:30. And 3 pages a day.
I: Why do you write?
P: I take writing as a job. I want to leave something good in the world. And also I write for enjoyment.
I: What are your hobbies?
P: Many. For example, drawing, making things out of wood and playing the piano.
Step Ⅲ Homework
1. Review the whole module.
2. Preview for the next module.
附 件
I． 课文疑难解析
1. Will was so tired that he could not think clearly, but as he stood trying to decide what to do, he saw a cat.威尔累得脑子都不清楚了，但就在他站在那里想着该干什么时，他看到一只猫。
so … that句型，如果that从句中是否定形式，可以把此类句子转变为too ... to句型。此句可以转换为：Will was too tired to think clearly, but as he stood trying to decide what to do, he saw a cat.
2. Then she leapt back, with her tail held up．
然后它向后一跃，尾巴翘得老高。
with her tail held up是独立主格结构。
独立主格结构又称为"with结构"，在句中表状态或说明背景情况，常作伴随、方式、原因、条件状语。具体结构如下：
1) With + 名词 + 介词短语
He was asleep with his head on his arm.
The man came in with a whip in his hand.
在书面语中，上句也可以说成：The man came in, whip in hand.
2) with +名词+形容词　（强调名词的特性或状态）
With the clouds so low, ten to one it’ll rain presently.
He used to sleep with the windows open.
3) With +名词+副词
With John away, we’ve got more room.
The square looks more beautiful than ever with all the light on.
4) With +名词+-ed分词 （强调名词是-ed分词动作的承受者或动作已经发生）
With this problem solved, the new medicine is now in regular production.
All the afternoon he worked with the door locked.
5) with+名词+-ing分词（强调名词是-ing分词的动作的发出者或表示某动作、状态正在进行）
I won’t be able to go on holiday with my mother being ill.
He felt more uneasy with the whole class staring at him.
6) with+名词+to do （不定式动作尚未发生）
So in the afternoon, with nothing to do, I went on a round of the bookshops.
I can’t go out with all these dishes to wash.
Ⅱ．语法：含有-ing分词的状语从句
1. -ing分词一般式表示该动作与谓语动作同时发生或在谓语动作之后发生，完成式则表示该动作发生在谓语动作之前，在句中只能作状语表示时间和原因。如：
Standing on top of the hill, you can see as far as the seaside. (分词动作与谓语动作同时发生)
The fish can eat a person in two minutes, leaving only bones. (分词动作在谓语动作之后发生)
Having finished his homework, the boy went out to play football. (分词动作在谓语动作之前发生)
2. -ing分词的主动式表示动作是由句子主语发出，而被动式表示主语承受该动作。如：
Being noticed by so many people, she felt nervous, not knowing what to say.
Not having been washed in the correct way, the coat has faded.
3. -ing分词的否定式是在一般式和完成式的前面加not (never)。注意完成式的否定式应将not(never)加在have前。如：
Not having heard from her son for a long time, the mother worried a great deal.
4. -ing分词可以与when, while, if, though等连词使用。如：
When doing your homework, you mustn’t listen to the music.
Though having been warned many times, she got to school late again.
5. 当-ing分词的逻辑主语不是句中主语时，可以带有自己的主语——名词或代词主格。这样的结构属于独立主格结构，有时前面还可加介词with构成复合结构。
Weather permitting, we will go out for a picnic next Sunday.
With so many people looking at her, the girl felt nervous.
6. -ing分词作状语其逻辑主语与句中主语不一致的常见情况：
(1) generally / strictly / frankly speaking和 judging from等作为插入语时。如：
Generally speaking, women work more carefully than men.
Judging from his accent, he must be an American.
(2) 句中主语为事物，而-ing分词的逻辑主语是该动作的执行者。如：
It looks as if the clothes were not washed according to the instructions.
The idea can be expressed using a single sentence.
(3) 当-ing分词在句中作结果状语，其逻辑主语为前面整个句子时。如：
European football is played in 80 countries, making it the most popular sport in the world.
7. -ing分词在句中作状语时可表示时间、原因、条件、伴随和结果等。通常可以改为相应的从句或并列句。如：
Walking along the street, he met his old friend. (时间)
→When he was walking along the street, he met his old friend.
Not having received his reply, she decided to write a second letter. (原因)
→Because she hadn’t received his reply, she decided to write a second letter.
Seeing from the top of the hill, you will find the city more beautiful. (条件)
→If you see it from the top of the hill, you will find the city more beautiful.
All the students sat in the classroom, waiting for their new English teacher. (伴随)
→All the students sat in the classroom, and they were waiting for their new English teacher.
My parents went to the park yesterday, leaving me alone at home. (结果)
→My parents went to the park yesterday, and they left me alone at home.
巩固练习：
1. He turned over and went to sleep again, ________ that it was still early.
A. to think B. and thought
C. thinking D. thought
2. ________ such heavy pollution already, it may now be too late to clean up the river.
A. Having suffered B. Suffering
C. To suffer D. Suffered
3. ________ the idiom, he looked it up in the dic-tionary.
A. Having no learned
B. Not learning
C. Having never learned
D. Never having learned
4. It rained heavily, ________ serious flooding in that country.
A. caused B. to cause
C. causing D. and caused
5. He sent me an e-mail, ________ to get further in-formation.
A. hoped B. hoping
C. hope D. to hope
6. ________ no rain, we all went out for a walk after supper.
A. There was B. There being
C. There to be D. It being
7. He stepped into the room, ________ his seat and sat down to read.
A. find B. to find C. finding D. found
8. The old man wrote a letter to the hospital, _______ his thanks to the doctor who had cured his illness.
A. expressing B. to express
C. express D. expressed
9. ________ to the right, you will find the place you want.
A. Turn B. To turn C. Turning D. Turned
10. Night ______, we hurried home.
A. fell B. falling C. fallen D. fall
Key: 1-5 CADCB 6-10 BDACB
Ⅲ. 文化背景知识
Philip Pullman
Philip Pullman was born in Norwich on 19th October 1946. The early part of his life was spent travelling all over the world, because his father and then his stepfather were both in the Royal Air Force. He spent part of his childhood in Australia, where he first met the wonders of comics, and grew to love Superman and Batman in particular.
From the age of 11, he lived in North Wales, having moved back to Britain. It was a time when children were allowed to roam anywhere, to play in the streets, to wander over the hills, and he took full advantage of it. His English teacher, Miss Enid Jones, was a big influence on him, and he still sends her copies of his books.
After he left school he went to Exeter College, Oxford, to read English. He did a number of odd jobs for a while, and then moved back to Oxford to become a teacher. He taught at various middle schools for twelve years, and then moved to Westminster College, Oxford, to be a part-time lecturer. He taught courses on the Victorian novel and on the folk tale, and also a course examining how words and pictures fit together. He eventually left teaching in order to write full-time.
His first published novel was for adults, but he began writing for children when he was a teacher. Some of his novels were based on plays he wrote for his school pupils, such as The Ruby In The Smoke.
Philip still lives in Oxford, and he writes in a shed at the bottom of his garden. The shed contains two comfortable chairs (one for writing in, one for sitting at the computer in), several hundred books, a six-foot-long stuffed rat which took a part in his play Sherlock Holmes and the Limehouse Horror, a guitar, a saxophone, as well as the computer, decorated with dozens of brightly coloured artificial flowers attached to it by Blu-Tack.
Blu-Tack plays a big part in Philip Pullman’s writing process. With it he sticks to the wall pictures, notes, posters, reminders, postcards, book jackets, anything that will stay there.
Another product of technology that Philip can’t do without is Post-it Notes, the smallest yellow ones in particular. They are very useful for planning the shape of a story: he writes a brief sentence summarising a scene on one of them, and then puts them on a very big piece of paper which he can fill with up to sixty or more different scenes, moving them around to get the best order.
Philip Pullman believes firmly in the virtues of healthy exercise and a moderate diet — for other people. It makes them feel virtuous, and makes them feel good if not happy. The most exercise he normally takes is unscrewing the top of the whisky bottle. If he liked the taste of tobacco, he would smoke vigorously. He is fond of sport, and plays it by watching television. He is a big fan of Neighbours, but that is the only soap he watches, as Neighbours gives him quite enough to think about.
He is married to Jude. Their son Jamie is a viola player, and their younger son Tom studies music at university.
As far as he can tell, Philip Pullman is moderately harmless and useful. He would like to carry on doing what he’s doing now, and there seems no reason why he shouldn’t, but if it suddenly became against the law to write stories, he would break the law without a second’s hesitation.
His Dark Materials
His Dark Materials is a trilogy of novels by the fantasy fiction author Philip Pullman, comprising Northern Lights (released as The Golden Compass in the United States), The Subtle Knife and The Amber Spyglass.
In Northern Lights, the heroine Lyra Belacqua, a young girl brought up in the cloistered world of Jordan College, Oxford, and her daemon — an animal-shaped manifestation of her soul-journey to the icy wastelands of the far North to save their best friend Roger, and other kidnapped children from experi-mentation by evil scientists and a revisionist church in an alternate universe. This world is much like our own, but with many differences.
In The Subtle Knife, Lyra journeys to another world, to a city called Cittàgazze (the “city of magpies”), where she meets Will Parry, a twelve-year-old boy from our own world who has recently killed a man to protect his ailing mother. Together they travel from world to world and discover the Subtle Knife of the novel’s title — so called because it can cut through the barriers between the worlds—and begin to uncover the truth of their own destiny.
In The Amber Spyglass, the series concludes with Will and Lyra visiting the Land of the Dead and releasing the dead souls from their captivity, the overthrow of The Authority, the destruction of the Subtle Knife, and the sealing of the passageways between the worlds by the angels.
J.R.R. Tolkien
John Ronald Reuel Tolkien was born on the 3rd January, 1892 at Bloemfontein in the Orange Free State, but at the age of four he and his brother were taken back to England by their mother. After his father’s death the family moved to Sarehole, on the south eastern edge of Birmingham. Tolkien spent a happy childhood in the countryside and his sensibility to the rural landscape can clearly be seen in his writing and his pictures.
His mother died when he was only twelve and both he and his brother were made wards of the local priest and sent to King Edward’s School, Birmingham, where Tolkien shine in his classical work. After completing a First in English Language and Literature at Oxford, Tolkien married Edith Bratt. He was also commissioned in the Lancashire Fusiliers and fought in the battle of the Somme. After the war, he obtained a post on the New English Dictionary and began to write the mythological and legendary cycle which he originally called ‘The Book of Lost Tales’ but which eventually became known as The Silmarillion.
In 1920 Tolkien was appointed Reader in English Language at the University of Leeds which was the beginning of a distinguished academic career culminating with his election as Rawlinson and Bosworth Professor of Anglo-Saxon at Oxford. Mean-while Tolkien wrote for his children and told them the story of The Hobbit. It was his publisher, Stanley Unwin, who asked for a sequel to The Hobbit and gradually Tolkien wrote The Lord of the Rings, a huge story that took twelve years to complete and which was not published until Tolkien was approaching retirement. After retirement Tolkien and his wife lived near Oxford, but then moved to Bournemouth. Tolkien returned to Oxford after his wife’s death in 1971. He died on 2 September 1973 leaving The Silmarillion to be edited for publication by his son, Christopher.
Summary: The Lord of the Rings
The Fellowship of the Ring
The journey begins as Frodo discovers the true nature of the Ring he was given from his uncle years ago. He meets the members of the Grey Company, including Gandalf the wizard, Aragorn the Ranger, Gimli the Dwarf and Legolas the Elf. All are charged with the destruction of the Ring.
The Two Towers
The Grey Company splits into two parts as the forces of Mordor begin to battle in earnest. Following the Ring on the journey Frodo and Sam work their way toward Mordor without their comrades.
The Return of the King
The battle for control of Middle Earth reaches a fever pitch as the forces of Good and Evil come together for a mighty conflict. Frodo and Sam continue on to Mt. Doom, but will they be able to carry out the task given to them?
The Hobbit
Bilbo Baggins, a quiet and well-mannered hobbit, finds himself embroiled on an adventure with a band of dwarves and a wizard. He makes his way through dangerous forests, high mountains, dark caverns and past a creature called Gollum who loses a Ring to him in a contest of riddles, and finally finds himself entering a dragon’s lair full of danger and gold.