必修5 Module 3 Adventure in Literature and the Cinema 模块教案
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| 名称 | 必修5 Module 3 Adventure in Literature and the Cinema 模块教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2019-08-01 22:14:27 | ||
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Book 5 Module 3
Adventure in Literature
And the Cinema
教材分析
This module takes literary works and films as the topic. Through students' discussion of Chinese and foreign literary works and films, students can have a better understanding of Chinese and foreign literary works and films as well as their types. Through the study of the adventures of huckleberry Finn by Mark Twain, students can learn how to describe an adventure novel and can use the knowledge of literature and film writing to write a brief introduction of the novel they have read or seen.
教学目标
【知识目标】
Key vocabulary and phrases:
1. 四会词汇
biography, fantasy, detective, solve, murderer, account, companion, pour, shelter, lie, panic, curious, tie, fright, crawl, terrified, outline, disturb, comedy, romantic, fiction, review, resemble, create, exception, warn, shallow, determined, force, pilot, vivid, establish, reputation
2. 认读词汇
raft, paddle, rope, beard, trunk, adolescent, penny
3. 词组
have connection with, run away, play a trick on sb., make up, be / feel in the mood (for sth. / to do sth.), set (a play, novel, etc.) in, make one’s fortune, set off
Key structures:
We stayed inside the shelter we had built and let the raft sail down the river.
So we paddled over and climbed on to the steamboat, keeping as quiet as mice.
I could see a man lying on the floor, tied up with rope.
When he heard that, the frightened man on the floor started crying.
I persuaded him to help me, and we found the men’s boat tied to the other side of the steamboat.
He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans.
He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America.
【能力目标】
Practice reporting statements and suggestions
Review verb forms (the -ing form, -ed form and the infinitive)
Learn about link verb + as if / like / adjective
Write a summary about a story or a film
Do a survey of teenage reading habits
【情感目标】
Through the study of this text, stimulate the students’ curiosity of finding out the beauty of art, and develop a love for art and artists.
教学重难点
【教学重点】
Learn the key words and phrases.
Learn the different grammar of this period.
Enable the students to express themselves freely about their favorite literature.
【教学难点】
How to teach the students to express themselves freely about their favorite literature.
How to write a summary about a film.
课前准备
Tape recorder, Multimedia
教学过程
Period 1
Step 1. Lead-in
1. Introduction (5m)
T: Look at the pictures on P21. They are interesting books. Do you know something about them?
The teacher plays the PPT and shows the pictures to them.
T: What do you know about the singular Mark Twain
The teacher plays the PPT and shows the introduction to them.
The singular Mark Twain
A revisionist portrait of American literary giant Mark Twain traces the story of his life, from his youth in Hannibal, Missouri, through his adventure-filled days as a riverboat pilot and journalist, to his literary success, describing the social criticism and progressive ideas that informed his work, his troubled personal life, and his business failures. Reprint. 12,500 first printing.
T: Do you like reading? What kind of book do you like? Why? Will anyone tell the class the name of the book you like?
Give them some time to answer the questions above.
2.Vocabulary(2m)
T: Let’s do practice.
The teacher plays the PPT and shows the examples to them.
Match the types of book with their meanings.
adventure biography crime
fantasy history thriller
1. the story of somebody’s life _________
2. a story which has no connection with reality _________
3. a story in which there is lots of action _________
4. an extremely exciting story, which is often frightening ______
5. a story in which a detective tries to solve a problem, such as identifying a murderer______
6. a true account of the past ______
【设计意图】
用学生感兴趣的书籍图片，激发学生兴趣，调动积极性。匹配题为本模块内容的学习进行了有效导入。
Step 2. Warm-up --Guess(2m)
T: Read the passage on P21 and say what type of book it describes. Use the words in the box.
Adventure.
The teacher plays the PPT of the picture to them .
T: OK.We have known Part reading is from Mark Twain . let’s look at Mark Twain’s works.
The Adventures of Huckleberry Finn (1884) 《哈克贝里·费恩历险记》
Running for Governor (1870)《竞选州长》
The Adventures of Tom Sawyer (1876) 《汤姆·索亚历险记》
The Prince and the Pauper (1882) 《王子与贫儿》
【设计意图】
激发学生探究的兴趣，自然转入课文场景。
Step 3. Fast-reading
T: Read the passage quickly .
T: Let’s do the exercises on the screen .Some volunteers?
The teacher plays the PPT to them .
1. True or False(1m)
(1) The story happened on a rainy night.( )
(2) When they saw the steamboat, Jim wanted to go and take a look. ( )
(3) There were three men on the steamboat. ( )
(4) The short man wanted to kill the man on the floor with a gun. ( )
(5) They took away the men’s boat at last.( )
2. Questions.(2m)
(1) Where were Huck and Jim when they saw a steamboat in the river?
(2) What had happened to the steamboat? And what would happen to it?
(3) Why was the man going to kill the man on the floor?
Answers:
(1) They were inside the shelter they had built on the raft.
(2) It had hit a rock, and would sink into the river.
(3) Because he was afraid that the man would give away their secrets.
3. Listen to the passage and number the events in the order they happen.(2m)
A. Huck sees three men in the cabin. ___
B. Huck and Jim climb onto the steamboat. ____
C. The short man suggests leaving the man on the floor. ___
D. Huck and Jim see the steamboat. ___
E. Huck and Jim take away the men’s boat.____
F. The tall man is pointing a gun at the man on the floor.____
G. Jim runs back to the raft.____
H. Huck has a plan.____
Key: 1-d 2-b 3-g 4-a 5-f 6-c 7-h 8-e
【设计意图】
用这一方法，学生采用自上而下阅读模式，培养他们的快速浏览的能力,便与训练有效精准地找到简单信息,对文章大意有了初步了解。
Step 4 Careful-reading
T：I will give you six minutes to read the passage again.Then let’s learn more about details..
The teacher plays the PPT to them .
1. (6m)Fill in the blanks.
Time
After __________
Place
In the middle of the Mississippi River
Characters
Huck, Jim and three men on a steamboat
The plot of the story
①Huck and Jim sailed down the river on their raft.
②Huck and Jim saw a steamboat that ____________ and was sinking.
③Huck and Jim climbed on to the steamboat after a short discussion.
④Hearing the words of the men on the steamboat, Jim ________ and ran to the raft.
The plot of the story
⑤Huck saw a man lying on the floor, tied up with rope and two men standing over him. They threatened to __________ the man on the floor.
⑥Huck persuaded Jim to help him find the two men's boat and take it away in order to save the man on the floor.
The plot of the story
⑦When ______________ the men's boat, Huck and Jim heard the two men shouting.
⑧Huck began to feel bad about what they had done, because he didn't want all three men to die.
Answers:
midnight
had hit a rock
panicked
shoot / kill
paddling away
2. (4m)Choose the best answers.
The teacher plays the PPT to them .
(1) How did Huck and Jim get to the sinking steamboat?
A. They swam. B. They jumped. C. They paddled.
(2) How did they get on it?
They jumped.
They climbed.
They crawled.
(3) What did Jim do when he was frightened? A. He ran. B. He swam. C. He jumped.
(4) How did Huck get back to the raft?A. He crawled. B. He walked. C. He ran.
(5) Which of the following descriptions is NOT true about the steamboat?
A. It seemed as if it was going to sink.
B. It looked like a house.
C. There was no light in it.
D. It had hit a rock before.
(6) We can know from the text that the tied man _____.
A. died of fright at last
B. might have broken his words
C. was killed by the tall man
D. was standing on the floor
3. (5m)Oral practice
The teacher plays the PPT to them .
T: Try to tell the story to your partner according to Part reading.
The adventure of Huckleberry Finn is about two teenagers who run away from home and sail on a raft along the Mississippi River. One night, the rain was… They suddenly saw… Huck decided to…but Jim… On the steamboat, they saw…the tall man…the short man… At last, Huck and Jim…
【设计意图】
设计细节的阅读环节，旨在引导学生从正确辨认和理解事实的细节入手，注意文章信息中的深层部分，为高考阅读理解题积累经验。
Step 5 Discussion
The teacher plays the PPT to them .
1. (2m) Questions
(1) What would happen next?
(2) Suppose you are one of the boys, what would you do next? Why?
2. (2m)Find words in the passage which mean.
(1) to rain heavily __________
(2) something which protects you from bad weather _________
(3) a sort of flat boat usually made from tree trunks _________
(4) to lose control because you are frightened ________
(5) the feeling of being interested in something and wanting to know more ________
(6) to tell someone you are going to cause them harm ________
3. (2m) Complete the sentence with the correct form of the words in the box.
The teacher plays the PPT to them .
clime crawl fly jump paddle run sail walk
(1) The stream is only two metres wide. I can _____ across it.
(2) You’re out of breath. Why have you been ________?
(3) I’ve never _____ in my life. I’m afraid of aeroplanes.
(4) You’ve got plenty of time to get to the lesson. You can _____.
(5) I _______ onto the rock so that I could see better.
(6) The two boys _______ slowly upstream in their canoe.
(7) It took Columbus two months to ____ across the Atlantic in 1492.
(8) Jimmy’s 10 months old. He can’t walk yet, but he can _____.
4. (5m)根据首字母提示填入适当的单词, 完成课文The Steamboat内容的简要概括。.
It rained as we sailed down the river on our raft, so we stayed inside the s______. Suddenly we saw a steamboat, which had hit a rock and was s_______. I was d_________ to go on board, so we p______ over and climbed on. Unexpectedly we heard the voice of one man begging another not to kill him.
On hearing this, my companion, Jim, p_________ and fled. I was c______ so I stayed.
I looked around, and soon found three men. One man was l____ on the floor, while two would be m_________ were standing over him. The taller of the two wanted to shoot the man on the floor, but the one with a b____ wanted to leave him to drown.
I decided to steal the men’s boat, so that they would all have to stay on the steamboat together. Though Jim was t________, he helped me paddle the boat away. Soon afterwards I felt bad about what we had done, as I didn’t want all three men to be drowned.
【设计意图】
学生完成细节阅读后，只是完成了辨认文字符号的感性认识阶段；而理解内容，吸收信息，创造性思维的理性认识阶段还没有建立。因此，需要延伸阅读，深化挖掘信息，进一步加深文章的理解。
Step 6 Language points(30m)
T: After we learn something about the text,we should learn some useful language points.
The teacher plays the PPT to them .
1. fantasy n. 想象, 幻想
live in a fantasy world 生活在幻想世界里
fantastic adj. 了不起的，极好的
e.g. You passed your test? Fantastic! 你测验及格了? 太棒了!
2. a story which has no connection with reality
have connection with 和……有关系
in connection with 关于, 有关, 和……有关
be connected with 与……有联系, 有关
e.g.他被解雇一事与他工作好坏无关。
His dismissal has no connection with the quality of his work.
The police are interviewing two men in connection with the robbery.
警方正在查问与劫案有关的两个人。
3. a story in which a detective tries to solve a problem, such as identifying a murderer
identify v. 识别、认出、辨别 (身份, 物体)
e.g. I can identify that watch as mine by the scratches on the back.
His accent was difficult to identify.
She identified the man as her attacker.
identity n. 身份
e.g. The police are still uncertain of the murderer’s identity.警察尚未证实杀人犯的身份。
He had lost his identity card and was being questioned by the police. 他遗失了身份证, 正在被警察查问。
4. a true account of the past
e.g. Why don’t you write your own account of what happened? You can write all that you saw.
He gave her a full account of her conversation with the doctor.
account n. ____________________ 常与of 连用
We have never failed to keep a complete account of every penny we have spent.
I opened an account at my bank in your name.
account for 解释、说明; 导致，引起
e.g. Bad weather accounted for the long delay.
She could not ___________________________________.她不能解释她的错误。
【拓展】
on account of 由于……
take account of 考虑……
e.g. On account of his youth, he was not allowed to take the senior course.
I hope my teacher will take account of the fact that I was ill just before the exams when she marks my paper.
用短语的正确形式填空（每个短语限用一次）。
account for, on account of, take account of
1. Flights were delayed two hours _____________ the thick fog.
2. The boy was asked _____________ his being late again.
3. We finally _______________ his suggestion
5. The rain poured down.
pour vi. （雨）倾盆而下
e.g. The old woman watched the rain pouring down the windows.
It never rains but it pours. 不雨则已，一雨倾盆；祸不单行。
Tears poured down her face. 泪流满面。
猜测pour在句中的含义。
Sit down and have a rest. I will pour you an orange juice.
When Jenny heard the news, tears poured down her pale face.
The shops and offices pour millions of workers into the street at this time of day.
【拓展】
pour in / into / out of? 大量涌进/涌出??? ?
pour out （将某事物）尽情表达出来
pour cold water on 对……泼冷水???
pour oil on the flames 火上浇油
pour oil on troubled waters调解争端，平息争吵?
根据汉语意思补全下列句子。
1) 门一开，好几万球迷涌进了体育场。
As soon as the door was opened, tens of thousands of fans ______________ the stadium.
2) 南希认真地听我倾诉心中的烦恼。
Nancy?listened carefully while I _________________________.
6. I could see a man lying on the floor, tied up with rope. 我能看见一个人被绳子捆着，躺在地板上
e.g. The British Isles is a group of islands that lies off the west coast of Europe.
Mexico lies to the south of Texas.
翻译以下句子：
The snow lay thick in front of the door. 雪在门前堆积得很厚。
His success lies in hard work. 他的成功在于勤奋的工作。
Don’t lie to me! 不要和我撒谎！
tell a lie 撒谎
a white/ black lie 善意的/ 恶意的谎言
总结lie/lay的不同含义和动词形式
含义
原形
过去式
过去分词
现在分词
位于 躺着
lie
lay
lain
lying
撒谎
lie
lied
lied
lying
放置
lay
laid
laid
laying
tie v. （用绳﹑带等）系, 结, 缚, 绑, 捆, 拴
（某物） tie — tied — tying
e.g.
In the back of the garden, we found the little girl lying with both hands tied up with a rope.
The thief was brought in with his hands tied behind his back.
用lie的适当形式填空。
1) I'm sorry I ________ to you yesterday.
2) Thomas ________ in bed the whole night, awake and in the morning he fell asleep.
3) All the boys told _______ about their adventures.
7. But although I was frightened, I also felt very curious, so I put my head round the door.
curious adj. 好奇的;常用于be curious about sth.和be curious to do sth.
【考例】 People have always been curious ______ how living things on the earth exactly began. A. in B. at C. of D. about
【点拨】 选D。be curious about意为 “对……感到好奇”。
Fill in the blanks.
1. There was a big storm after midnight and the rain ____________. (大雨倾盆而下)
2. We stayed inside the shelter and let the raft ________________. (沿河漂流)
3. _____________ (借着……的光) the lightning, we saw something in the middle of the river.
4. The frightened man ____________. (开始哭了)
5. It had hit a rock and was __________________________. (一半沉在水中一半露在水面上)
6. It looks ____ (好像仿佛) It’ll go under soon.
7. I don’t want to ___________________. (登上正在下沉的船)
8. We ___________ (划过去) and climbed onto the steamboat, __________ (像耗子一样悄无声息的)
9. __________________ (令我们吃惊的是), there was a light in one of the cabins.
10. I could see a man _______________ _______________ (被绳子捆着, 躺在在地板上）
11. I’ve had _____________. (受够你了)
12. He sounds as if he’s going to___________. (吓死了)
【设计意图】
阅读后语言点学习，丰富了学生的基础知识，体现了语言的层次和内涵，即时练习也为学生进一步正确使用语言打下基础。
Step 8 Homework
1. Remember the words and phrases.
2. Finish the exercises in the workbook.
【设计意图】
完成阅读和知识点的教学后，需要强化知识记忆，背诵作业加上练习应用，旨在进一步促进学生对语言基础知识的掌握。
Period 2 Grammar
T: After the first period,we have known something related to adventures in Literature
and the Cinema. Today we will learn Part grammar.
Step 1. Lead in – (3m)
The teacher plays the PPT to them .
Read the sentences and answer the questions.
(1) We let the raft sail down the river.
(2) He agreed to go.
(3) I don’t want to board a sinking ship.
(4) The frightened man started crying.
(5) We heard the two men shouting.
a. How many examples can you find of verbs followed by to (do something)?
two examples: agree to go, want to board
b. What structure follows the verb let?
let + object + infinitive without to
c. In which sentence is the -ed form used as an adjective?
the third sentence
d. In which positions of the sentences can
you find the -ing form?
the last sentence
【设计意图】
从简单的句子着手，结合非谓语的初步知识，以问题形式来归纳总结，步步引导，循序渐进，为复杂语法的学习奠定了基础。
Step 2. 非谓语动词用法小结(20m)
用法
例句
不定式
作主语
To fetch?water before breakfast is a rule to them.
It is difficult?to answer?that question.
作表语
The important thing is?to save?lives.
作宾语
She likes?to play?with the child.
My uncle feels it his duty?to help?others.
作定语
The next train?to arrive?was from?New York.
╲
用法
例句
不定式
作状语（常表示目的、结果、原因等）
I stayed there?to see?what would happen.
In 1935, he left never?to return.
The boy cried?to see?the terrifying scene.
作主语补足语
The room was found?to be?full of people.
╲
用法
例句
不定式
作宾语补足语（see, feel, notice等感官动词和make, let, have等使役动词后作宾语补足语的不定式要省略to）
I'll leave you?to attend?to the matter.
We felt the house?shake.
They made their son?go?to bed early.
╲
用法
例句
动词
-ing形式
作主语
Saving?is having.
It's great fun?sailing?a boat.
作表语
Her job is?washing?clothes.
This film is more?exciting?than any that I've ever seen.
作宾语
The pain in my throat made?speaking?difficult.
作定语
Hank may be in the?reading?
room.
He asked an?embarrassing?
question.
╲
用法
例句
动词
-ing形式
作宾语补足语（常用于感官动词和使役动词后）
I felt somebody?
patting?me on the shoulder.
I can't get the clock?
going?again.
╲
用法
例句
动词
-ing形式
作状语（表时间、原因、结果、方式、伴随等）
When?dressing?to go out, she broke her glasses.
Being?sick I stayed at home.
The child fell,?striking?
his head against the door.
Travelling?by car, the girl visited many places.
Bruce sat in the armchair,?reading?the newspaper.
╲
用法
例句
动词
-ed形式
作表语
Never touch an electric wire when it is?broken.
作定语
His job is to take care of the?wounded?soldier.
作状语
Laughed?at by many people, he continued his research.
作宾语补足语
I would like the matter?settled?immediately.
【设计意图】
学习非谓语的具体知识，表格形式一目了然，把复杂问题简单化，三种非谓语的形式有效对比，更容易让学生理解。
Step 3. Practice
1. Complete the sentences with the correct form ( - ing or – ed ) of the verbs. (3m)
(1) The sight of the boat going under water was ________. (worry)
(2) Huck got _______ (excite) when he realized there was someone on the boat.
(3) The man with the gun had a _______ (satisfy) expression on his face.
(4) The man on the floor was clearly _________(frighten).
(5) Huck and Jim had lots of __________ (frighten) experiences on the river.
(6) I didn’t know you were _________ (interest) in Mark Twain.
(7) Yes, I find his novels very ________ (excite).
(8) Twain certainly had an unusual and __________ (interest) life.
2. Complete the sentences with the correct form (-ing or to + infinitive) of the verbs. (3m)
(1) Jim wanted __________ (get away) quickly.
(2) Huck suggested ______ (take) the men’s boat.
(3) He told Jim to stop _______ (make) a noise.
(4) Then he persuaded Jim _______ (help) him.
(5) Huck was beginning ________ (enjoy) himself.
(6) He particularly enjoyed _______ (play) a trick on the three men.
(7) I’d like _______ (read) something else by Twain.
(8) I advise her _____ (use) a dictionary.
3. Match the sentences with the structures. (1m)
(1) Jim looked terrified.
(2) It looked like a house at first.
(3) It looks as if it’ll go under soon.
(a) link verb + as if +clause
(b) link verb + adjective
(c) link verb + like + noun
4. Match the two parts of the sentences. (2m)
(1) It sounds as if
(2) This food tastes
(3) He looks as if
(4) She looks like
(5) Do you still feel
(6) The teacher didn’t look
(b) very happy.
(a) her mother.
(d) angry?
(f) delicious.
(e) he’s seen a ghost.
(c) you had a great time in London.
【设计意图】
初步练习，对非谓语各种形式的使用在语境练习中加以体会，容易掌握语法的初步知识。
Step 4. Summary
1. Items(10m)
verb + to do 与 verb + doing的区别
(1) 有些动词只能接不定式做宾语
如：help, hope, ask, refuse, decide, wish, promise, pretend, expect, arrange, learn, plan, demand, dare, manage, agree, fail, prepare, determine, offer, choose, desire, elect, long, (happen, seem) 等等。
e.g. He refused to speak on the radio.
He desired to see you．
He wanted to know the truth.
He pretended to have read the book when I asked him about it.
(2) 有些动词只接动名词做宾语
动词: mind, finish, enjoy, suggest, permit, appreciate, consider, miss, dislike, keep (on), avoid, permit, imagine, risk, escape, admit, stand(忍受), allow, forbid, excuse
短语动词:
give up, put off, insist on, be/get used to,can’t help, feel like, object to, set about, prevent…from, look forward to,等
短语:
be worth doing, be no good doing, be no use doing, be busy doing
1) The mother did agree to let the boy risk swimming across the river.
2) His wife doesn’t allow smoking inside the room and often advised him to give up smoking.
3) All the family insisted on my staying with them a few days longer.
4) I’m looking forward to hearing from you soon.
5) She doesn’t feel like eating anything, being ill for a few days.
(3)有些动词后面既可接不定式, 又可接动名词, 其意义基本相同, 区别不大。
like, love, hate, delay, continue, attempt (企图), afford(提供), prefer. omit(省略), begin, start
e.g. The Einstein, however, could not afford to pay for/ paying for the advanced education that young Albert needed.
I prefer staying /to stay at home on Sunday.
注意: begin和start本身为进行时，或后面动词为心理变化意义的动词时，须接不定式。
e.g. When we came in, they were beginning to have supper.
After his explanation, I began to understand it/realize that I was wrong.
(4) 有些词后面既可以接不定式。 亦可接动名词，但其意义有很大区别，须特别注意:
remember/forget/regret doing 表示完成意义 (=having done)
remember/forget/regret to do表示将来意义
mean to do (=want to do) 打算,要……
mean doing 意味着, 就是
stop to do 停下来，要干另一件事,不定式作目的状语
stop doing 停止做……, 动名词作宾语
try to do 努力，试图做……
try doing 试着做……
want, need, require doing
表示被动意义, 需要, 该……
want, need, require to do 想，要做………
go on to do 继续做和原来不同的另一件事，不定式作目的状语。
go on doing 继续做原来同一件事，动名词作宾语。
advise, allow, permit, forbid后面接单宾语时用动名词，接复合宾语时用动词不定式。
【设计意图】学后概括总结，给出特殊知识点，在原来一般规律上，拓展探究，延伸应用。
2. Practice—1.choose the best answers(3m)
1)To?return?to?the?problem?of?water?pollution?,?I‘d?like?you?to?look?at?a?study?_____?in?Australia?in?2012.?(2016浙江)
A.?having?conducted?B.?to?be?conducted?
C.?conducting? D.?conducted?
2)?I?had?as?much?fun?sailing?the?seas?as?I?now?do _____ with?students.? (2016浙江)
A.?working? B.?work?
C.?to?work? D.?worked?
3) In art criticism, you must assume the artist has a secret message ____ within the work. (2016江苏)A. to hide B. hidden C. hiding D. being hidden
2. Practice—2.Translation(3m)
1. 我看到他在几分钟前离开了。________________________________
2. 希望你别老来打扰我！________________________________
3. 我丢了从图书馆借来的那本书。________________________________
2. Practice—3.Fill in the blanks(3m)
Oliver:?I'm trying ________ (fill) out a form but the children are too noisy.
Nancy:?It's no use ________ (ask) them to keep quiet, dear. They can't help ________ (make) a noise
Oliver:?You are right. But the form seems urgently ________ (need).
Nancy:?I think you can do it in the ________ (lock) room upstairs. Here is the key.
Oliver:?The idea ________ (sound) great. Thank you, darling.
【设计意图】
学后应用，精准练习，由易到难，反复应用，及时巩固。
Step 6 Homework
1. Review Grammar.
2. Finish the exercises in the workbook.
【设计意图】
复习今天的知识，温故知新；做相应巩固练习，及时运用和了解不同情景的交际。
Period 3 Vocabulary, Listening，Speaking，Function and Everyday English
Step 1. Vocabulary(4m)
T: Look at the posters for Master and Commander and decide what kind of film it is. Use the words in the box.
The teacher plays the PPT to them .
cartoon, comedy, historical adventure, horror, romantic,science fiction
1. Match the types of film in the box with the sentences.(2m)
(1) This kind of film will make you laugh.
(2) Children often enjoy watching this type of film.
(3) This will probably frighten you.
(4) This type of film usually takes place in the future.
(5) Love is the subject in this type of film.
【设计意图】
从学生熟悉词汇入手，起到热身作用，为听力和相应任务做好词汇准备。
Step 2. Listen and answer the questions(4m)
(1) Which film is about an American soldier?
The Last Samurai
(2) Which film is about a Chinese emperor?
The Emperor and the Assassin
(3) Which film is about a British sailor?
Master and Commander
(4) Which film is a comedy?
Monsoon Wedding
(5) Which film has a good review in the film guide?
The Emperor and the Assassin
(6) Which film doesn’t Billy think is a true story?
The Last Samurai
(7) Which film doesn’t Billy feel in the mood?
Monsoon Wedding
(8) Which film do Billy and Vanessa decide to see?
The Emperor and the Assassin
【设计意图】
与本模块话题相关的词汇短语重现在具体情境中，练习学生听力技巧。
Step 3. Speaking
1. Tell the class what film you would like to see, and why.(5m)
2. Read the description of Master and Commander.(1m)
It’s a historical adventure. It’s about the captain of a British sailing boat during the war with Napoleon. He sails halfway across the world trying to catch a French ship.
【设计意图】
词汇短语重现在具体情境中，练习学生口语表达能力和反应能力。
Step 4. Function(4m)
Rewrite the sentences in indirect speech.
1. Billy: “It’s raining.”
Billy said it was raining.
2. Vanessa: “let’s go to see a film.”
Vanessa suggested going to see a film.
3. Vanessa: “Billy and I haven’t been to the cinema for ages.”
Vanessa said that Billy and she hadn’t been to the cinema for ages.
4. Vanessa: “There are some good films on this evening.”
Vanessa said that there were some good films on that evening.
5. Vanessa: “Master and Commander sounds interesting.”
Vanessa said that Master and Commander sounded interesting.
6. Billy: “I’ve read the book.”
Billy said that he had read the book.
7. Billy: “I don’t want to see the film.”
Billy said that he didn’t want to see the film.
8. Billy: “let’s go to see The Emperor and the Assassin.”
Billy suggested going to see The Emperor and the Assassin.
【设计意图】
本模块话题和主题在交际中的应用，练习加深印象，强化语言的应用。
Step 5. Everyday English(5m)
T: Read the part on the screen,then do the exercises.
The teacher plays the PPT to them .
Choose the correct meanings.
1. If you feel in the mood for something you ____. (a) want to do it
(b) become angry about something
拓展：feel/be in the mood for something 有做某事物的心思或兴致
e.g. She’s in a good mood. 心情很好
I’m not in the mood to disagree with you. 没心思和你争论
He’s in no mood for (telling) jokes/ to tell jokes. 没有做某事的心思或兴致
2. Hang on a minute means _____. (a) wait for a short time (b) hold one’s attention
hang on = hold on
e.g. Can you hang on for a minute?
Hang on a second. I’ll come with you.
3. Get a move on means to ____.
(a) hurry up
(b) go away
get a move on 快点，赶紧
e.g. Get a move on, or we’ll be late.
Tell him to get a move on.
4. If you grab a bite to eat you ,_____. (a) eat someone else’s food (b) have a quick meal
grab v. 抓取，攫取 bite v./ n. 咬
e.g. Let’s grab a bite to eat before we go.
The children haven’t had a bite to eat all day.
Can I have a bite of your apple?
【设计意图】
在听说读环节之后，此环节开启了具体情境下的熟词生义练习，旨在为阅读题做准备。
Step 6 Homework
Do the exercises of the workbook.
【设计意图】
具体应用，反复练习，熟悉词汇的一词多义。
Period 4 Writing and Cultural Corner
Step 1 Cultural Corner-1.Pre-reading(2m)
The teacher plays the PPT to them .
(1) Have you heard of Mark Twain?
(2) What do you know about him?
【设计意图】
简单问题，引入文章，为阅读做好铺垫。
Step 2 Cultural Corner-2. Listen to the passage and complete the table.(5m)
Name
☆ Pen name: ___________, which
means “______________”.
☆ Real name: ______________
Works
The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer
【设计意图】简单信息的查找能力训练，快速阅读技能培养。
Step 3 Cultural Corner- 3. Read the passage and answer the questions.(3m)
In what ways was Mark Twain’s life an adventure?
He liked to travel, and later worked on the River Mississippi.
Step 4 Cultural Corner - 4. Read the passage again and complete the table.(5m)
Life
Mark Twain led a(n) ___________ life, like Huck, a character in his novel.
☆He left school early, and decided to
make his _______ in South America.
☆He planned to take a boat to the Amazon. However, when he arrived in New Orleans without a penny in his pocket, he found that there were no boats for South America.
Life
☆He had no choice but to change his plans and worked as a(n) ______ on a steamboat.
☆Later he became a journalist and began writing stories about life on the river.
Reputation
He was known as one of America’s greatest writers for his _____________________ descriptions of life on the river.
【设计意图】
信息逐步增多，条理思路，抓住关键信息，整合加工能力的训练。
Step 5 Cultural Corner- 5. Think(4m)
T: What are the best Chinese adventure stories?
T: Volunteers? (Every possible answer is OK.)
【设计意图】
自由表达，练习相关口语，旨在为讨论话题打下基础。
Step 6 Cultural Corner- 6.Discussion(9m)
The writer of the passage says, “Often the lives of the writers resemble the lives of the characters they create.” Can you give another example to support this opinion?
【设计意图】应用话题的相关表达，输入转化为输出。
Step 7 Language Points (12m)
1. Mark Twain, who wrote The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, was no exception.
no exception 也不例外
no用以表达与所说的事截然相反
e.g. She’s no fool. =She is intelligent. 她可不是傻子。
She was wearing no ordinary hat. =Her hat was very unusual. 她戴的帽子可不一般。
exception 例外; 除外
e.g. Most of the buildings in this town are unattractive, but this church is an exception.
All students without exception must take the English exam. 毫无例外
I enjoyed all his novels with the exception of his last.
except prep. 除……之外(都不) [不包含]
e.g. No one except me knew it.
We all went except John.
besides prep. 除……之外(还有) [包含]
e.g. We all agreed besides him.
2. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri.
set off 出发，启程
e.g. Can you tell me what time they set off this morning?
根据句子猜测set off的含义。
The children were setting off fireworks (烟火) in the yard.?
What the man said on TV set off the public's anger.
The joke set all of us off laughing again.
Answers:
燃放（烟火等），使……爆炸
引发，激发
引起，激起（常见搭配：set sb. off doing sth.
翻译下面句子。
1. They've set off on a trip around the world.?
2. If you drop a lighted cigarette, you could set off a fire.
Answers:
他们已经开始了环游世界的旅行。
如果你把一根点燃的香烟掉在地上，就有可能引起火灾。
3. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America.
only to find ... 是only+不定式作状语，它所表示的事件是紧接在前面的事件之后发生的，往往表示“意外或不幸的结果”。
He hurried to the station only ______ that the train had left.
A. to find B. finding
C. found D. to have found
only与不定式连用，表示意想不到的结果。
The news reporters hurried to the airport only ______ the film stars had left.
A. to tell B. to be told
C. telling D. told
only与不定式连用表示意想不到的结果, 句子主语与tell之间是逻辑上的动宾关系, 故用不定式的被动式。
Step 8 Practice (5m)
The life of Mark Twain
Mark Twain is a ____ name, which is a call used by ________ on the Mississippi. Mark Twain lived an _____________ life. As a teenager, he decided to __________________ in South America. So he ________ from Missouri for New Orleans. To his disappointment, he can not find a ____ for South America. He had to change his plan.
He has been a ______ for several years. Later, he became a journalist and wrote _______ which happened on the _______. Mark Twain is famous for his ______, and _________ description, which helps him to _________ the reputation.
Answers: pen/sailors/adventurous/make his fortune/set off/boat/pilot/stories/river/ amusing/vivid/establish
Step4.Writing-1. Simple scene(2m)
Read the summaries and complete the sentences with the correct words and phrases.
1) The summary begins with the name of the ________. (a) author or director (b) main character (c) book or film
2) It uses the ____ tense to describe the action. (a) present (b) future (c) past
3) It starts with information about ____ the action takes place. (a) when and where (b) why (c) how
4) It continues with ___________. (a) the writer’s opinions (b) a description of the action (c) a description of the characters
【设计意图】
设置相关场景，提供语境基础，为写作进行初步探究。
Step 4. Writing -2. Skills(7m)
1. Write a summary about the story or film including:
where the story is set
when it’s set
who the main character (s) is (are)
what happens
how the story ends
2. 写作方法
(1) A summary starts with the name of the book or film.
(2) It uses the present tense to describe the action.
(3) In the beginning, the information is given about when and where the action takes place.
(4) It continues with a description of the action.
【设计意图】
给出明确文体结构，让学生一目了然。
3. 常用表达
词汇：
type (adventure, biography, crime, fantasy, history, thriller, romantic love, cartoon, horror, comedy, tragedy), fantastic, wonderful, great, brilliant, historical, adventurous, exciting, interesting, touching, moving, vivid, lively, terrifying, instructive, earthshaking ...
4. 句式：
... is directed by ..., is written by ...
... is set in ...
The setting of the film/story is ...
There are ... characters in the film/story ...
The main plots are ...
... is a masterpiece that I have ever seen.
All the audience think highly of ...
... has a happy ending / an unhappy ending.
... is worth seeing / watching. / It is worthwhile to see / seeing ...
The film/story shows us that ...
... became popular
【设计意图】
呈现思维模式，引导学生构建写作审题步骤，把抽象问题具体化。
Step 5. Homework
Choose a well-known Chinese adventure story or film. Write a summary about it.
【设计意图】
设置相关任务，探究具体写作，训练理论如何转化为实践。作业对课堂所学的技能很好的综合检测。能够进一步深化语言的运用，体会不同语境的实际运用。
教学反思
略。
Adventure in Literature
And the Cinema
教材分析
This module takes literary works and films as the topic. Through students' discussion of Chinese and foreign literary works and films, students can have a better understanding of Chinese and foreign literary works and films as well as their types. Through the study of the adventures of huckleberry Finn by Mark Twain, students can learn how to describe an adventure novel and can use the knowledge of literature and film writing to write a brief introduction of the novel they have read or seen.
教学目标
【知识目标】
Key vocabulary and phrases:
1. 四会词汇
biography, fantasy, detective, solve, murderer, account, companion, pour, shelter, lie, panic, curious, tie, fright, crawl, terrified, outline, disturb, comedy, romantic, fiction, review, resemble, create, exception, warn, shallow, determined, force, pilot, vivid, establish, reputation
2. 认读词汇
raft, paddle, rope, beard, trunk, adolescent, penny
3. 词组
have connection with, run away, play a trick on sb., make up, be / feel in the mood (for sth. / to do sth.), set (a play, novel, etc.) in, make one’s fortune, set off
Key structures:
We stayed inside the shelter we had built and let the raft sail down the river.
So we paddled over and climbed on to the steamboat, keeping as quiet as mice.
I could see a man lying on the floor, tied up with rope.
When he heard that, the frightened man on the floor started crying.
I persuaded him to help me, and we found the men’s boat tied to the other side of the steamboat.
He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans.
He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America.
【能力目标】
Practice reporting statements and suggestions
Review verb forms (the -ing form, -ed form and the infinitive)
Learn about link verb + as if / like / adjective
Write a summary about a story or a film
Do a survey of teenage reading habits
【情感目标】
Through the study of this text, stimulate the students’ curiosity of finding out the beauty of art, and develop a love for art and artists.
教学重难点
【教学重点】
Learn the key words and phrases.
Learn the different grammar of this period.
Enable the students to express themselves freely about their favorite literature.
【教学难点】
How to teach the students to express themselves freely about their favorite literature.
How to write a summary about a film.
课前准备
Tape recorder, Multimedia
教学过程
Period 1
Step 1. Lead-in
1. Introduction (5m)
T: Look at the pictures on P21. They are interesting books. Do you know something about them?
The teacher plays the PPT and shows the pictures to them.
T: What do you know about the singular Mark Twain
The teacher plays the PPT and shows the introduction to them.
The singular Mark Twain
A revisionist portrait of American literary giant Mark Twain traces the story of his life, from his youth in Hannibal, Missouri, through his adventure-filled days as a riverboat pilot and journalist, to his literary success, describing the social criticism and progressive ideas that informed his work, his troubled personal life, and his business failures. Reprint. 12,500 first printing.
T: Do you like reading? What kind of book do you like? Why? Will anyone tell the class the name of the book you like?
Give them some time to answer the questions above.
2.Vocabulary(2m)
T: Let’s do practice.
The teacher plays the PPT and shows the examples to them.
Match the types of book with their meanings.
adventure biography crime
fantasy history thriller
1. the story of somebody’s life _________
2. a story which has no connection with reality _________
3. a story in which there is lots of action _________
4. an extremely exciting story, which is often frightening ______
5. a story in which a detective tries to solve a problem, such as identifying a murderer______
6. a true account of the past ______
【设计意图】
用学生感兴趣的书籍图片，激发学生兴趣，调动积极性。匹配题为本模块内容的学习进行了有效导入。
Step 2. Warm-up --Guess(2m)
T: Read the passage on P21 and say what type of book it describes. Use the words in the box.
Adventure.
The teacher plays the PPT of the picture to them .
T: OK.We have known Part reading is from Mark Twain . let’s look at Mark Twain’s works.
The Adventures of Huckleberry Finn (1884) 《哈克贝里·费恩历险记》
Running for Governor (1870)《竞选州长》
The Adventures of Tom Sawyer (1876) 《汤姆·索亚历险记》
The Prince and the Pauper (1882) 《王子与贫儿》
【设计意图】
激发学生探究的兴趣，自然转入课文场景。
Step 3. Fast-reading
T: Read the passage quickly .
T: Let’s do the exercises on the screen .Some volunteers?
The teacher plays the PPT to them .
1. True or False(1m)
(1) The story happened on a rainy night.( )
(2) When they saw the steamboat, Jim wanted to go and take a look. ( )
(3) There were three men on the steamboat. ( )
(4) The short man wanted to kill the man on the floor with a gun. ( )
(5) They took away the men’s boat at last.( )
2. Questions.(2m)
(1) Where were Huck and Jim when they saw a steamboat in the river?
(2) What had happened to the steamboat? And what would happen to it?
(3) Why was the man going to kill the man on the floor?
Answers:
(1) They were inside the shelter they had built on the raft.
(2) It had hit a rock, and would sink into the river.
(3) Because he was afraid that the man would give away their secrets.
3. Listen to the passage and number the events in the order they happen.(2m)
A. Huck sees three men in the cabin. ___
B. Huck and Jim climb onto the steamboat. ____
C. The short man suggests leaving the man on the floor. ___
D. Huck and Jim see the steamboat. ___
E. Huck and Jim take away the men’s boat.____
F. The tall man is pointing a gun at the man on the floor.____
G. Jim runs back to the raft.____
H. Huck has a plan.____
Key: 1-d 2-b 3-g 4-a 5-f 6-c 7-h 8-e
【设计意图】
用这一方法，学生采用自上而下阅读模式，培养他们的快速浏览的能力,便与训练有效精准地找到简单信息,对文章大意有了初步了解。
Step 4 Careful-reading
T：I will give you six minutes to read the passage again.Then let’s learn more about details..
The teacher plays the PPT to them .
1. (6m)Fill in the blanks.
Time
After __________
Place
In the middle of the Mississippi River
Characters
Huck, Jim and three men on a steamboat
The plot of the story
①Huck and Jim sailed down the river on their raft.
②Huck and Jim saw a steamboat that ____________ and was sinking.
③Huck and Jim climbed on to the steamboat after a short discussion.
④Hearing the words of the men on the steamboat, Jim ________ and ran to the raft.
The plot of the story
⑤Huck saw a man lying on the floor, tied up with rope and two men standing over him. They threatened to __________ the man on the floor.
⑥Huck persuaded Jim to help him find the two men's boat and take it away in order to save the man on the floor.
The plot of the story
⑦When ______________ the men's boat, Huck and Jim heard the two men shouting.
⑧Huck began to feel bad about what they had done, because he didn't want all three men to die.
Answers:
midnight
had hit a rock
panicked
shoot / kill
paddling away
2. (4m)Choose the best answers.
The teacher plays the PPT to them .
(1) How did Huck and Jim get to the sinking steamboat?
A. They swam. B. They jumped. C. They paddled.
(2) How did they get on it?
They jumped.
They climbed.
They crawled.
(3) What did Jim do when he was frightened? A. He ran. B. He swam. C. He jumped.
(4) How did Huck get back to the raft?A. He crawled. B. He walked. C. He ran.
(5) Which of the following descriptions is NOT true about the steamboat?
A. It seemed as if it was going to sink.
B. It looked like a house.
C. There was no light in it.
D. It had hit a rock before.
(6) We can know from the text that the tied man _____.
A. died of fright at last
B. might have broken his words
C. was killed by the tall man
D. was standing on the floor
3. (5m)Oral practice
The teacher plays the PPT to them .
T: Try to tell the story to your partner according to Part reading.
The adventure of Huckleberry Finn is about two teenagers who run away from home and sail on a raft along the Mississippi River. One night, the rain was… They suddenly saw… Huck decided to…but Jim… On the steamboat, they saw…the tall man…the short man… At last, Huck and Jim…
【设计意图】
设计细节的阅读环节，旨在引导学生从正确辨认和理解事实的细节入手，注意文章信息中的深层部分，为高考阅读理解题积累经验。
Step 5 Discussion
The teacher plays the PPT to them .
1. (2m) Questions
(1) What would happen next?
(2) Suppose you are one of the boys, what would you do next? Why?
2. (2m)Find words in the passage which mean.
(1) to rain heavily __________
(2) something which protects you from bad weather _________
(3) a sort of flat boat usually made from tree trunks _________
(4) to lose control because you are frightened ________
(5) the feeling of being interested in something and wanting to know more ________
(6) to tell someone you are going to cause them harm ________
3. (2m) Complete the sentence with the correct form of the words in the box.
The teacher plays the PPT to them .
clime crawl fly jump paddle run sail walk
(1) The stream is only two metres wide. I can _____ across it.
(2) You’re out of breath. Why have you been ________?
(3) I’ve never _____ in my life. I’m afraid of aeroplanes.
(4) You’ve got plenty of time to get to the lesson. You can _____.
(5) I _______ onto the rock so that I could see better.
(6) The two boys _______ slowly upstream in their canoe.
(7) It took Columbus two months to ____ across the Atlantic in 1492.
(8) Jimmy’s 10 months old. He can’t walk yet, but he can _____.
4. (5m)根据首字母提示填入适当的单词, 完成课文The Steamboat内容的简要概括。.
It rained as we sailed down the river on our raft, so we stayed inside the s______. Suddenly we saw a steamboat, which had hit a rock and was s_______. I was d_________ to go on board, so we p______ over and climbed on. Unexpectedly we heard the voice of one man begging another not to kill him.
On hearing this, my companion, Jim, p_________ and fled. I was c______ so I stayed.
I looked around, and soon found three men. One man was l____ on the floor, while two would be m_________ were standing over him. The taller of the two wanted to shoot the man on the floor, but the one with a b____ wanted to leave him to drown.
I decided to steal the men’s boat, so that they would all have to stay on the steamboat together. Though Jim was t________, he helped me paddle the boat away. Soon afterwards I felt bad about what we had done, as I didn’t want all three men to be drowned.
【设计意图】
学生完成细节阅读后，只是完成了辨认文字符号的感性认识阶段；而理解内容，吸收信息，创造性思维的理性认识阶段还没有建立。因此，需要延伸阅读，深化挖掘信息，进一步加深文章的理解。
Step 6 Language points(30m)
T: After we learn something about the text,we should learn some useful language points.
The teacher plays the PPT to them .
1. fantasy n. 想象, 幻想
live in a fantasy world 生活在幻想世界里
fantastic adj. 了不起的，极好的
e.g. You passed your test? Fantastic! 你测验及格了? 太棒了!
2. a story which has no connection with reality
have connection with 和……有关系
in connection with 关于, 有关, 和……有关
be connected with 与……有联系, 有关
e.g.他被解雇一事与他工作好坏无关。
His dismissal has no connection with the quality of his work.
The police are interviewing two men in connection with the robbery.
警方正在查问与劫案有关的两个人。
3. a story in which a detective tries to solve a problem, such as identifying a murderer
identify v. 识别、认出、辨别 (身份, 物体)
e.g. I can identify that watch as mine by the scratches on the back.
His accent was difficult to identify.
She identified the man as her attacker.
identity n. 身份
e.g. The police are still uncertain of the murderer’s identity.警察尚未证实杀人犯的身份。
He had lost his identity card and was being questioned by the police. 他遗失了身份证, 正在被警察查问。
4. a true account of the past
e.g. Why don’t you write your own account of what happened? You can write all that you saw.
He gave her a full account of her conversation with the doctor.
account n. ____________________ 常与of 连用
We have never failed to keep a complete account of every penny we have spent.
I opened an account at my bank in your name.
account for 解释、说明; 导致，引起
e.g. Bad weather accounted for the long delay.
She could not ___________________________________.她不能解释她的错误。
【拓展】
on account of 由于……
take account of 考虑……
e.g. On account of his youth, he was not allowed to take the senior course.
I hope my teacher will take account of the fact that I was ill just before the exams when she marks my paper.
用短语的正确形式填空（每个短语限用一次）。
account for, on account of, take account of
1. Flights were delayed two hours _____________ the thick fog.
2. The boy was asked _____________ his being late again.
3. We finally _______________ his suggestion
5. The rain poured down.
pour vi. （雨）倾盆而下
e.g. The old woman watched the rain pouring down the windows.
It never rains but it pours. 不雨则已，一雨倾盆；祸不单行。
Tears poured down her face. 泪流满面。
猜测pour在句中的含义。
Sit down and have a rest. I will pour you an orange juice.
When Jenny heard the news, tears poured down her pale face.
The shops and offices pour millions of workers into the street at this time of day.
【拓展】
pour in / into / out of? 大量涌进/涌出??? ?
pour out （将某事物）尽情表达出来
pour cold water on 对……泼冷水???
pour oil on the flames 火上浇油
pour oil on troubled waters调解争端，平息争吵?
根据汉语意思补全下列句子。
1) 门一开，好几万球迷涌进了体育场。
As soon as the door was opened, tens of thousands of fans ______________ the stadium.
2) 南希认真地听我倾诉心中的烦恼。
Nancy?listened carefully while I _________________________.
6. I could see a man lying on the floor, tied up with rope. 我能看见一个人被绳子捆着，躺在地板上
e.g. The British Isles is a group of islands that lies off the west coast of Europe.
Mexico lies to the south of Texas.
翻译以下句子：
The snow lay thick in front of the door. 雪在门前堆积得很厚。
His success lies in hard work. 他的成功在于勤奋的工作。
Don’t lie to me! 不要和我撒谎！
tell a lie 撒谎
a white/ black lie 善意的/ 恶意的谎言
总结lie/lay的不同含义和动词形式
含义
原形
过去式
过去分词
现在分词
位于 躺着
lie
lay
lain
lying
撒谎
lie
lied
lied
lying
放置
lay
laid
laid
laying
tie v. （用绳﹑带等）系, 结, 缚, 绑, 捆, 拴
（某物） tie — tied — tying
e.g.
In the back of the garden, we found the little girl lying with both hands tied up with a rope.
The thief was brought in with his hands tied behind his back.
用lie的适当形式填空。
1) I'm sorry I ________ to you yesterday.
2) Thomas ________ in bed the whole night, awake and in the morning he fell asleep.
3) All the boys told _______ about their adventures.
7. But although I was frightened, I also felt very curious, so I put my head round the door.
curious adj. 好奇的;常用于be curious about sth.和be curious to do sth.
【考例】 People have always been curious ______ how living things on the earth exactly began. A. in B. at C. of D. about
【点拨】 选D。be curious about意为 “对……感到好奇”。
Fill in the blanks.
1. There was a big storm after midnight and the rain ____________. (大雨倾盆而下)
2. We stayed inside the shelter and let the raft ________________. (沿河漂流)
3. _____________ (借着……的光) the lightning, we saw something in the middle of the river.
4. The frightened man ____________. (开始哭了)
5. It had hit a rock and was __________________________. (一半沉在水中一半露在水面上)
6. It looks ____ (好像仿佛) It’ll go under soon.
7. I don’t want to ___________________. (登上正在下沉的船)
8. We ___________ (划过去) and climbed onto the steamboat, __________ (像耗子一样悄无声息的)
9. __________________ (令我们吃惊的是), there was a light in one of the cabins.
10. I could see a man _______________ _______________ (被绳子捆着, 躺在在地板上）
11. I’ve had _____________. (受够你了)
12. He sounds as if he’s going to___________. (吓死了)
【设计意图】
阅读后语言点学习，丰富了学生的基础知识，体现了语言的层次和内涵，即时练习也为学生进一步正确使用语言打下基础。
Step 8 Homework
1. Remember the words and phrases.
2. Finish the exercises in the workbook.
【设计意图】
完成阅读和知识点的教学后，需要强化知识记忆，背诵作业加上练习应用，旨在进一步促进学生对语言基础知识的掌握。
Period 2 Grammar
T: After the first period,we have known something related to adventures in Literature
and the Cinema. Today we will learn Part grammar.
Step 1. Lead in – (3m)
The teacher plays the PPT to them .
Read the sentences and answer the questions.
(1) We let the raft sail down the river.
(2) He agreed to go.
(3) I don’t want to board a sinking ship.
(4) The frightened man started crying.
(5) We heard the two men shouting.
a. How many examples can you find of verbs followed by to (do something)?
two examples: agree to go, want to board
b. What structure follows the verb let?
let + object + infinitive without to
c. In which sentence is the -ed form used as an adjective?
the third sentence
d. In which positions of the sentences can
you find the -ing form?
the last sentence
【设计意图】
从简单的句子着手，结合非谓语的初步知识，以问题形式来归纳总结，步步引导，循序渐进，为复杂语法的学习奠定了基础。
Step 2. 非谓语动词用法小结(20m)
用法
例句
不定式
作主语
To fetch?water before breakfast is a rule to them.
It is difficult?to answer?that question.
作表语
The important thing is?to save?lives.
作宾语
She likes?to play?with the child.
My uncle feels it his duty?to help?others.
作定语
The next train?to arrive?was from?New York.
╲
用法
例句
不定式
作状语（常表示目的、结果、原因等）
I stayed there?to see?what would happen.
In 1935, he left never?to return.
The boy cried?to see?the terrifying scene.
作主语补足语
The room was found?to be?full of people.
╲
用法
例句
不定式
作宾语补足语（see, feel, notice等感官动词和make, let, have等使役动词后作宾语补足语的不定式要省略to）
I'll leave you?to attend?to the matter.
We felt the house?shake.
They made their son?go?to bed early.
╲
用法
例句
动词
-ing形式
作主语
Saving?is having.
It's great fun?sailing?a boat.
作表语
Her job is?washing?clothes.
This film is more?exciting?than any that I've ever seen.
作宾语
The pain in my throat made?speaking?difficult.
作定语
Hank may be in the?reading?
room.
He asked an?embarrassing?
question.
╲
用法
例句
动词
-ing形式
作宾语补足语（常用于感官动词和使役动词后）
I felt somebody?
patting?me on the shoulder.
I can't get the clock?
going?again.
╲
用法
例句
动词
-ing形式
作状语（表时间、原因、结果、方式、伴随等）
When?dressing?to go out, she broke her glasses.
Being?sick I stayed at home.
The child fell,?striking?
his head against the door.
Travelling?by car, the girl visited many places.
Bruce sat in the armchair,?reading?the newspaper.
╲
用法
例句
动词
-ed形式
作表语
Never touch an electric wire when it is?broken.
作定语
His job is to take care of the?wounded?soldier.
作状语
Laughed?at by many people, he continued his research.
作宾语补足语
I would like the matter?settled?immediately.
【设计意图】
学习非谓语的具体知识，表格形式一目了然，把复杂问题简单化，三种非谓语的形式有效对比，更容易让学生理解。
Step 3. Practice
1. Complete the sentences with the correct form ( - ing or – ed ) of the verbs. (3m)
(1) The sight of the boat going under water was ________. (worry)
(2) Huck got _______ (excite) when he realized there was someone on the boat.
(3) The man with the gun had a _______ (satisfy) expression on his face.
(4) The man on the floor was clearly _________(frighten).
(5) Huck and Jim had lots of __________ (frighten) experiences on the river.
(6) I didn’t know you were _________ (interest) in Mark Twain.
(7) Yes, I find his novels very ________ (excite).
(8) Twain certainly had an unusual and __________ (interest) life.
2. Complete the sentences with the correct form (-ing or to + infinitive) of the verbs. (3m)
(1) Jim wanted __________ (get away) quickly.
(2) Huck suggested ______ (take) the men’s boat.
(3) He told Jim to stop _______ (make) a noise.
(4) Then he persuaded Jim _______ (help) him.
(5) Huck was beginning ________ (enjoy) himself.
(6) He particularly enjoyed _______ (play) a trick on the three men.
(7) I’d like _______ (read) something else by Twain.
(8) I advise her _____ (use) a dictionary.
3. Match the sentences with the structures. (1m)
(1) Jim looked terrified.
(2) It looked like a house at first.
(3) It looks as if it’ll go under soon.
(a) link verb + as if +clause
(b) link verb + adjective
(c) link verb + like + noun
4. Match the two parts of the sentences. (2m)
(1) It sounds as if
(2) This food tastes
(3) He looks as if
(4) She looks like
(5) Do you still feel
(6) The teacher didn’t look
(b) very happy.
(a) her mother.
(d) angry?
(f) delicious.
(e) he’s seen a ghost.
(c) you had a great time in London.
【设计意图】
初步练习，对非谓语各种形式的使用在语境练习中加以体会，容易掌握语法的初步知识。
Step 4. Summary
1. Items(10m)
verb + to do 与 verb + doing的区别
(1) 有些动词只能接不定式做宾语
如：help, hope, ask, refuse, decide, wish, promise, pretend, expect, arrange, learn, plan, demand, dare, manage, agree, fail, prepare, determine, offer, choose, desire, elect, long, (happen, seem) 等等。
e.g. He refused to speak on the radio.
He desired to see you．
He wanted to know the truth.
He pretended to have read the book when I asked him about it.
(2) 有些动词只接动名词做宾语
动词: mind, finish, enjoy, suggest, permit, appreciate, consider, miss, dislike, keep (on), avoid, permit, imagine, risk, escape, admit, stand(忍受), allow, forbid, excuse
短语动词:
give up, put off, insist on, be/get used to,can’t help, feel like, object to, set about, prevent…from, look forward to,等
短语:
be worth doing, be no good doing, be no use doing, be busy doing
1) The mother did agree to let the boy risk swimming across the river.
2) His wife doesn’t allow smoking inside the room and often advised him to give up smoking.
3) All the family insisted on my staying with them a few days longer.
4) I’m looking forward to hearing from you soon.
5) She doesn’t feel like eating anything, being ill for a few days.
(3)有些动词后面既可接不定式, 又可接动名词, 其意义基本相同, 区别不大。
like, love, hate, delay, continue, attempt (企图), afford(提供), prefer. omit(省略), begin, start
e.g. The Einstein, however, could not afford to pay for/ paying for the advanced education that young Albert needed.
I prefer staying /to stay at home on Sunday.
注意: begin和start本身为进行时，或后面动词为心理变化意义的动词时，须接不定式。
e.g. When we came in, they were beginning to have supper.
After his explanation, I began to understand it/realize that I was wrong.
(4) 有些词后面既可以接不定式。 亦可接动名词，但其意义有很大区别，须特别注意:
remember/forget/regret doing 表示完成意义 (=having done)
remember/forget/regret to do表示将来意义
mean to do (=want to do) 打算,要……
mean doing 意味着, 就是
stop to do 停下来，要干另一件事,不定式作目的状语
stop doing 停止做……, 动名词作宾语
try to do 努力，试图做……
try doing 试着做……
want, need, require doing
表示被动意义, 需要, 该……
want, need, require to do 想，要做………
go on to do 继续做和原来不同的另一件事，不定式作目的状语。
go on doing 继续做原来同一件事，动名词作宾语。
advise, allow, permit, forbid后面接单宾语时用动名词，接复合宾语时用动词不定式。
【设计意图】学后概括总结，给出特殊知识点，在原来一般规律上，拓展探究，延伸应用。
2. Practice—1.choose the best answers(3m)
1)To?return?to?the?problem?of?water?pollution?,?I‘d?like?you?to?look?at?a?study?_____?in?Australia?in?2012.?(2016浙江)
A.?having?conducted?B.?to?be?conducted?
C.?conducting? D.?conducted?
2)?I?had?as?much?fun?sailing?the?seas?as?I?now?do _____ with?students.? (2016浙江)
A.?working? B.?work?
C.?to?work? D.?worked?
3) In art criticism, you must assume the artist has a secret message ____ within the work. (2016江苏)A. to hide B. hidden C. hiding D. being hidden
2. Practice—2.Translation(3m)
1. 我看到他在几分钟前离开了。________________________________
2. 希望你别老来打扰我！________________________________
3. 我丢了从图书馆借来的那本书。________________________________
2. Practice—3.Fill in the blanks(3m)
Oliver:?I'm trying ________ (fill) out a form but the children are too noisy.
Nancy:?It's no use ________ (ask) them to keep quiet, dear. They can't help ________ (make) a noise
Oliver:?You are right. But the form seems urgently ________ (need).
Nancy:?I think you can do it in the ________ (lock) room upstairs. Here is the key.
Oliver:?The idea ________ (sound) great. Thank you, darling.
【设计意图】
学后应用，精准练习，由易到难，反复应用，及时巩固。
Step 6 Homework
1. Review Grammar.
2. Finish the exercises in the workbook.
【设计意图】
复习今天的知识，温故知新；做相应巩固练习，及时运用和了解不同情景的交际。
Period 3 Vocabulary, Listening，Speaking，Function and Everyday English
Step 1. Vocabulary(4m)
T: Look at the posters for Master and Commander and decide what kind of film it is. Use the words in the box.
The teacher plays the PPT to them .
cartoon, comedy, historical adventure, horror, romantic,science fiction
1. Match the types of film in the box with the sentences.(2m)
(1) This kind of film will make you laugh.
(2) Children often enjoy watching this type of film.
(3) This will probably frighten you.
(4) This type of film usually takes place in the future.
(5) Love is the subject in this type of film.
【设计意图】
从学生熟悉词汇入手，起到热身作用，为听力和相应任务做好词汇准备。
Step 2. Listen and answer the questions(4m)
(1) Which film is about an American soldier?
The Last Samurai
(2) Which film is about a Chinese emperor?
The Emperor and the Assassin
(3) Which film is about a British sailor?
Master and Commander
(4) Which film is a comedy?
Monsoon Wedding
(5) Which film has a good review in the film guide?
The Emperor and the Assassin
(6) Which film doesn’t Billy think is a true story?
The Last Samurai
(7) Which film doesn’t Billy feel in the mood?
Monsoon Wedding
(8) Which film do Billy and Vanessa decide to see?
The Emperor and the Assassin
【设计意图】
与本模块话题相关的词汇短语重现在具体情境中，练习学生听力技巧。
Step 3. Speaking
1. Tell the class what film you would like to see, and why.(5m)
2. Read the description of Master and Commander.(1m)
It’s a historical adventure. It’s about the captain of a British sailing boat during the war with Napoleon. He sails halfway across the world trying to catch a French ship.
【设计意图】
词汇短语重现在具体情境中，练习学生口语表达能力和反应能力。
Step 4. Function(4m)
Rewrite the sentences in indirect speech.
1. Billy: “It’s raining.”
Billy said it was raining.
2. Vanessa: “let’s go to see a film.”
Vanessa suggested going to see a film.
3. Vanessa: “Billy and I haven’t been to the cinema for ages.”
Vanessa said that Billy and she hadn’t been to the cinema for ages.
4. Vanessa: “There are some good films on this evening.”
Vanessa said that there were some good films on that evening.
5. Vanessa: “Master and Commander sounds interesting.”
Vanessa said that Master and Commander sounded interesting.
6. Billy: “I’ve read the book.”
Billy said that he had read the book.
7. Billy: “I don’t want to see the film.”
Billy said that he didn’t want to see the film.
8. Billy: “let’s go to see The Emperor and the Assassin.”
Billy suggested going to see The Emperor and the Assassin.
【设计意图】
本模块话题和主题在交际中的应用，练习加深印象，强化语言的应用。
Step 5. Everyday English(5m)
T: Read the part on the screen,then do the exercises.
The teacher plays the PPT to them .
Choose the correct meanings.
1. If you feel in the mood for something you ____. (a) want to do it
(b) become angry about something
拓展：feel/be in the mood for something 有做某事物的心思或兴致
e.g. She’s in a good mood. 心情很好
I’m not in the mood to disagree with you. 没心思和你争论
He’s in no mood for (telling) jokes/ to tell jokes. 没有做某事的心思或兴致
2. Hang on a minute means _____. (a) wait for a short time (b) hold one’s attention
hang on = hold on
e.g. Can you hang on for a minute?
Hang on a second. I’ll come with you.
3. Get a move on means to ____.
(a) hurry up
(b) go away
get a move on 快点，赶紧
e.g. Get a move on, or we’ll be late.
Tell him to get a move on.
4. If you grab a bite to eat you ,_____. (a) eat someone else’s food (b) have a quick meal
grab v. 抓取，攫取 bite v./ n. 咬
e.g. Let’s grab a bite to eat before we go.
The children haven’t had a bite to eat all day.
Can I have a bite of your apple?
【设计意图】
在听说读环节之后，此环节开启了具体情境下的熟词生义练习，旨在为阅读题做准备。
Step 6 Homework
Do the exercises of the workbook.
【设计意图】
具体应用，反复练习，熟悉词汇的一词多义。
Period 4 Writing and Cultural Corner
Step 1 Cultural Corner-1.Pre-reading(2m)
The teacher plays the PPT to them .
(1) Have you heard of Mark Twain?
(2) What do you know about him?
【设计意图】
简单问题，引入文章，为阅读做好铺垫。
Step 2 Cultural Corner-2. Listen to the passage and complete the table.(5m)
Name
☆ Pen name: ___________, which
means “______________”.
☆ Real name: ______________
Works
The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer
【设计意图】简单信息的查找能力训练，快速阅读技能培养。
Step 3 Cultural Corner- 3. Read the passage and answer the questions.(3m)
In what ways was Mark Twain’s life an adventure?
He liked to travel, and later worked on the River Mississippi.
Step 4 Cultural Corner - 4. Read the passage again and complete the table.(5m)
Life
Mark Twain led a(n) ___________ life, like Huck, a character in his novel.
☆He left school early, and decided to
make his _______ in South America.
☆He planned to take a boat to the Amazon. However, when he arrived in New Orleans without a penny in his pocket, he found that there were no boats for South America.
Life
☆He had no choice but to change his plans and worked as a(n) ______ on a steamboat.
☆Later he became a journalist and began writing stories about life on the river.
Reputation
He was known as one of America’s greatest writers for his _____________________ descriptions of life on the river.
【设计意图】
信息逐步增多，条理思路，抓住关键信息，整合加工能力的训练。
Step 5 Cultural Corner- 5. Think(4m)
T: What are the best Chinese adventure stories?
T: Volunteers? (Every possible answer is OK.)
【设计意图】
自由表达，练习相关口语，旨在为讨论话题打下基础。
Step 6 Cultural Corner- 6.Discussion(9m)
The writer of the passage says, “Often the lives of the writers resemble the lives of the characters they create.” Can you give another example to support this opinion?
【设计意图】应用话题的相关表达，输入转化为输出。
Step 7 Language Points (12m)
1. Mark Twain, who wrote The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, was no exception.
no exception 也不例外
no用以表达与所说的事截然相反
e.g. She’s no fool. =She is intelligent. 她可不是傻子。
She was wearing no ordinary hat. =Her hat was very unusual. 她戴的帽子可不一般。
exception 例外; 除外
e.g. Most of the buildings in this town are unattractive, but this church is an exception.
All students without exception must take the English exam. 毫无例外
I enjoyed all his novels with the exception of his last.
except prep. 除……之外(都不) [不包含]
e.g. No one except me knew it.
We all went except John.
besides prep. 除……之外(还有) [包含]
e.g. We all agreed besides him.
2. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri.
set off 出发，启程
e.g. Can you tell me what time they set off this morning?
根据句子猜测set off的含义。
The children were setting off fireworks (烟火) in the yard.?
What the man said on TV set off the public's anger.
The joke set all of us off laughing again.
Answers:
燃放（烟火等），使……爆炸
引发，激发
引起，激起（常见搭配：set sb. off doing sth.
翻译下面句子。
1. They've set off on a trip around the world.?
2. If you drop a lighted cigarette, you could set off a fire.
Answers:
他们已经开始了环游世界的旅行。
如果你把一根点燃的香烟掉在地上，就有可能引起火灾。
3. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America.
only to find ... 是only+不定式作状语，它所表示的事件是紧接在前面的事件之后发生的，往往表示“意外或不幸的结果”。
He hurried to the station only ______ that the train had left.
A. to find B. finding
C. found D. to have found
only与不定式连用，表示意想不到的结果。
The news reporters hurried to the airport only ______ the film stars had left.
A. to tell B. to be told
C. telling D. told
only与不定式连用表示意想不到的结果, 句子主语与tell之间是逻辑上的动宾关系, 故用不定式的被动式。
Step 8 Practice (5m)
The life of Mark Twain
Mark Twain is a ____ name, which is a call used by ________ on the Mississippi. Mark Twain lived an _____________ life. As a teenager, he decided to __________________ in South America. So he ________ from Missouri for New Orleans. To his disappointment, he can not find a ____ for South America. He had to change his plan.
He has been a ______ for several years. Later, he became a journalist and wrote _______ which happened on the _______. Mark Twain is famous for his ______, and _________ description, which helps him to _________ the reputation.
Answers: pen/sailors/adventurous/make his fortune/set off/boat/pilot/stories/river/ amusing/vivid/establish
Step4.Writing-1. Simple scene(2m)
Read the summaries and complete the sentences with the correct words and phrases.
1) The summary begins with the name of the ________. (a) author or director (b) main character (c) book or film
2) It uses the ____ tense to describe the action. (a) present (b) future (c) past
3) It starts with information about ____ the action takes place. (a) when and where (b) why (c) how
4) It continues with ___________. (a) the writer’s opinions (b) a description of the action (c) a description of the characters
【设计意图】
设置相关场景，提供语境基础，为写作进行初步探究。
Step 4. Writing -2. Skills(7m)
1. Write a summary about the story or film including:
where the story is set
when it’s set
who the main character (s) is (are)
what happens
how the story ends
2. 写作方法
(1) A summary starts with the name of the book or film.
(2) It uses the present tense to describe the action.
(3) In the beginning, the information is given about when and where the action takes place.
(4) It continues with a description of the action.
【设计意图】
给出明确文体结构，让学生一目了然。
3. 常用表达
词汇：
type (adventure, biography, crime, fantasy, history, thriller, romantic love, cartoon, horror, comedy, tragedy), fantastic, wonderful, great, brilliant, historical, adventurous, exciting, interesting, touching, moving, vivid, lively, terrifying, instructive, earthshaking ...
4. 句式：
... is directed by ..., is written by ...
... is set in ...
The setting of the film/story is ...
There are ... characters in the film/story ...
The main plots are ...
... is a masterpiece that I have ever seen.
All the audience think highly of ...
... has a happy ending / an unhappy ending.
... is worth seeing / watching. / It is worthwhile to see / seeing ...
The film/story shows us that ...
... became popular
【设计意图】
呈现思维模式，引导学生构建写作审题步骤，把抽象问题具体化。
Step 5. Homework
Choose a well-known Chinese adventure story or film. Write a summary about it.
【设计意图】
设置相关任务，探究具体写作，训练理论如何转化为实践。作业对课堂所学的技能很好的综合检测。能够进一步深化语言的运用，体会不同语境的实际运用。
教学反思
略。