1、Module3 AdventureinLiteratureandtheCinemaPeriod One Introduction, SpeakingTeaching Goals1.ToarouseSsinterestinlearningaboutadventureinliteratureandthecinema.2.TodevelopSsspeakingability. 3.EnableSstolearnmorenewwordsaboutthetypesofbook. 4.EnableSstodoasurveyofteenagereadinghabitsandthengiveapresenta
2、tion.TeachingProceduresStep1 Leading-in Purpose: ToactivateSsandarousethemtotalkaboutliteraturetheyknow.AskSstodiscussthefollowingquestioningroupoffourorfive:WhatdoyouknowabouttheliteratureinChina?Themostfamousworksare: 西游记JourneytotheWest; Pilgrimage(朝圣者的旅程)totheWest红楼梦ADreaminRedMansions(宅第/公馆/大厦)
3、;TheStoryoftheStone三国演义TheRomance(浪漫故事)oftheThreeKingdoms 水浒传HeroesoftheMarshes(沼泽/湿地); HeroesofWaterMargins(边缘)Step2 Speaking Purpose: TodevelopSsspeakingability. Saywhichbookyouwouldliketoreadandtellthereason.E.g.: IdliketoreadWolvesoftheCalla. Itlooksexciting. Idliketoread1421TheYearChinaDiscover
4、edAmerica,becauseIlikehistoryverymuchandIamproudofmycountry. IdliketoreadTheSingularMarkTwain,becauseIthinkhesveryawesomeandextraordinary.Step3 NewwordsstudyingPurpose: EnableSstolearnmorenewwordsaboutthetypesofbook. Individualwork. AskSstousedictionaryandwordlisttomatchthetypeswiththeirmeanings.Aft
5、erthat,gettheSstoread thewordsafteryou.Suggestedanswers: 1biography2fantasy3adventure4thriller5crime6historyStep4 Groupwork(Vocabulary) Purpose: EnableSstofindmoreexamplesofeachtype. Askthestudentsworkingroups,decidewhattypesofbooksareinActivity1,andtrytofindmoreexamplesofeachtype. Fantasy TheLordof
6、theRingsbyJ.R.R.Tolkein； HarryPotterbyJ.K.Rowling adventure TheAdventuresofHuckleberryFin； WolvesoftheCalla； JourneytotheWest thriller MagicalMirror； FrankensteinbyMaryShelley Step5 Homework 1.Reviewthenewwords； 2.PreviewReadingandVocabularyPeriod TwoReadingandVocabulary(1)TeachingGoals 1.Tolearnsom
7、ethingaboutTheAdventuresofHuckleberryFin.2.TodevelopbasicreadingskillsSkimming,andScanninganddealwiththenewwordsinthetext.TeachingProceduresStep1 Leading-in ToarouseSsinterestinlearningaboutTheAdventuresofHuckleberryFin.AstheSshavegotonthelineandpreparedsomethingforTheAdventuresofHuckleberryFinAskth
8、emtosharetheinformationtheyhavefoundandchooseastudenttotellthestoryof TheAdventuresofHuckleberryFin.Step2 Pre-reading Purpose: ToreviewwordslearntandgetmoreinformationaboutTheAdventuresofHuckleberryFin.AskthestudentstoturntoP21(Introduction),andreadthepassageinActivity4.Usethewordsinactivity2tosaywh
9、attypeofbookitdescribes. Suggestedanswers: ItgivesusabriefintroductionofTheAdventuresofHuckleberryFinandleads ustoanexcitingstory. Thetypeofthebookisadventure.Step3 Scanning Togetthegeneralideaofthetext.1.AsktheSstoturntoP22,andlookatthepicture.ThinkaboutwhatHuckandJimwilldo.(Maybetheywilljustpassby
10、. /Theywillgointothesteamboatandseewhathappened.)2.Askthestudentstoscanthetextandcheckwhetheritisthesameastheirideas.3.Pairwork:Numbertheeventsintheordertheyhappen.Suggestedanswers: a4b2c6d1e8f5g3h7 4.Workingroupsandsaywhatyouthinkhappensnext.Suggestedanswers: Theywentbackandsavedthethreemen. Theywe
11、nttoanotherplaceandfoundallthepeopletalkedaboutamurder.Step4 Skimming TogetSstohavesomedetailsinthetext. 1.Readthepassageagainandanswerthequestionsinactivity6individually. Suggestedanswers: 1)c2)b3)a4)a 2.Readthetextquicklyforthesecondtimeandtrytogetsomedetailsfromthetext.Whilereading,underlinethene
12、wwordsinthepassage.Step5 Newwordsstudying Todealwiththenewwordsinthetext. 1.AskSstousedictionariestosolvethenewwordsandhelpthemtodealwithsomedifficultpoints.Atlast,askthestudentstoreadafteryou.2.Dealwithactivity4&5. Suggestedanswers(activity4):1)pourdown2)ashelter3)araft 4)panic5)curious6)threatenSu
13、ggestedanswers(activity5):1)jump2)running3)flown4)walk5)climbed6)paddled7)sail8)crawlStep6 Homework Trytofindthedifficultsentencesforyouinthepassage.Period ThreeReadingandVocabulary(2),Reading(Workbook)TeachingGoals 1.Todealwiththelanguagepointsinthetext. 2.ToreadapassagenamedAnIntroductionofPatrick
14、OBrianofworkbookgetsomeinformationaboutthenovelist.TeachingProceduresStep1 Leading-in Toreviewwhatwelearntyesterday. AsktheSstoretellthestorythatwelearntyesterdayandhaveadictationofthenewwords.Step2 Groupwork TotrainSslisteningability,todealwiththelanguagepointsinthetext.Listentothetapeanddealwithth
15、elanguagepointsingroups.Paragraph1. 1、therainpourdown=raincatsanddogs大雨倾盆。pour：vt. 泼;倾倒。 Hepouredthewateroverthelawn.他给草坪泼了些水。2、Bythelightofthelighting,wesawsomethinginthemiddleoftheriver.通过闪电的光,看到河中有个东西.by的用法: (1)through;withthehelpof；如例句。(2)closeto;nextto； thewindowbythedoor(3)past；Wedrovebythehou
16、se.Paragraph2. asif/asthough：好像;仿佛。 (1)用在look,feel,smell,taste或sound之后,后面从句用陈述语气。Itlooksasifitwillgoundersoon.(2)用于引导结果状语从句时,从句用虚拟语气。Thehousewasinsuchamess.Itlookedasthoughabombhaddroppedonit.Paragraph3. 1、board：vt. 上(船)，坐(船)；美国搭(车)；乘(飞机)。 Idontwanttoboardasinkingship.2、Toourastonishment,therewasali
17、ghtinoneofthecabins.使我们大为惊讶的是，有间舱里还亮着一盏灯。toonesastonishment/joy/surprise/disappointment使某人大吃一惊高兴惊讶失望的是 Paragraph5.“Ivehadenoughofyou.Imgoingtoshootyounow,”“我受够你了。我现在就要毙了你，” shoot-shot-shot shootat（指用枪、炮、弩、箭等）瞄准，射向；不知道是否射中的结果。shoot（指用枪、箭等）射中，枪击，射死；强调结果。Thehuntershotatthefoxbutmissedit.Paragraph6 Heso
18、undsasifheisgoingtodieoffright.听起来他好像快被吓死了。dieof 因内因.而死。dieofage：dieofhunger； diefrom(awound)：因外因/伤致死。Paragraph7 persuadesomebodytodosomething说服某人做某事。feelbadaboutsomething对于某事感到后悔。Step3 Individualwork Purpose: ToreadapassagenamedAnIntroductionofPatrickOBrianonP81ofworkbookgetsomeinformationaboutthen
19、ovelist. Ifyouwanttoknowothernovelists,pleaseturntoP81andreadthepassageandanswerthequestions.Suggestedanswers(Activity7): 1.HisrealnameisRichardPatrickRuss.2.Historicaladventure. 3.Afterwritingforoverfortyyears. 4.Tomakehisownlifeseemmoreromantic. 5.Thedescriptionsoffightingbetweenshipsatsea,thejoke
20、s,andthehistoricalfacts.6.Hisdaughterdiedwhenshewasthree. Suggestedanswers(Activity8): 1.a2.c3.b4.b5.a6.bSuggestedanswers(Activity9): 1.Thenumberofhishistoricaladventurenovelsthathavebeensoldaroundtheworld.2.TheyearPatrickOBrianwasborn. 3.TheyearPatrickOBrianswifehadadaughter.4.Theyearhemovedtotheso
21、uthofFrance. 5.WhentheNewYorkTimescalledhim“thebestnovelistyouhaveneverheardof”.6.TheyearPatrickdied.Step 4 Homework 1.Usethenewwordsandexpressionstomakesomesentences.2.PreviewGrammar,LearningtolearnandFunction. Period FourLearningtolearn,Grammar,FunctionTeachingGoals 1.ToenableSstomasterhowtorememb
22、ercopulaverbs,suchasbe,seem,appear,look,feelandsoon. 2.TogettheSstohaveknowledgeofthisgrammarpoint:non-finiteverbsandlinkverbs.3.ToenabletheSstoreportstatementsandsuggestions.TeachingProceduresStep1 Leading-in Purpose:ToenableSstomasterhowtorememberlinkverbs,suchasbe,seem,appear,look,feel, etc. AskS
23、storeadLearningtolearnanddiscusswhatisprovidedfortheirlearningstrategies.Havetheytriedthemethod? Isitgood? Askthemtogivetwoexamplesofthemethod.Step2Grammar 1.Presentation TogettheSstoknowtheteachingcontentofGrammar.ShowthefollowingcontentsonblackboardorPowerPoint.非谓语动词考查要点简述(1)非谓语动词的句法功能名称 主语 宾语 宾语补
24、足语 表语 定语 状语不定式 动名词 现在分词 过去分词 (2) 动词不定式复心中应注意的几个问题不定式作表语与“be+todosth”的异同。不定式作表语说明主语的内容或性质。如：Hisjobistoguard.be+todosth表示按计划要做某事。带不定式作宾语的词语。 (a)下列词语常不定式作宾语：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arrange、determine、desire等。(b)下列动词后可接疑
25、问词+不定式：teach、decide、wonder、show、learn、forget、ask、find、out、advise、discuss等。 (3) 如何理解和使用不定式作宾补。 动词see、watch、notice、hear、listento、observe、feel、taste、smell、make、let、have等的宾补用动词原形，变被动时要加to,此时的不定式就是主语补足语。 常用带不定式作宾补的几种情况：主语+ask/require/tell/order/force/get/want/like+sb.todosth. 主语+think/judge/suppose/belie
26、ve/consider/imagine/consider/feel+sb.+tobe/tohavedone 主语+callon/upon/dependon/waitfor/askfor+sb.+todosth.(4) 不定式作定语的特殊用法。 下列词语后常接不定式作定语：chance、wish、right、courage、need、promise、time、opportunity、way、thefirst、thesecond、thelast、theonly等。 不定式作定语和所修饰的名词在逻辑上有主谓关系。Thereisnoonetolookafterher. 不定式与被修饰的名词在逻辑上有动
27、宾关系。Sheisnowlookingforaroomtolivein.(5) 不定式作状语的用法。 不定式作状语，修饰动词，在句中表示行为目的、结果、原因。onlytodo表示出人意料的结果。 Wehurriedtotheclassroomonlytofindnonethere. inorder(not)to,soas(not)to引导目的状语,enough,too,soastodo,such+名词astodo作结果状语，Thegirlwassokindastohelptheoldmanoffthebus. Imnotsuchafoolastobelievethat. (6) 不定式的完成时
28、的特殊用法。 表示不定式中谓语动词发生的动作先于主句的谓语动词发出的动作。Thenovelwassaidtohavebeenpublished. seem、appear、besaid、besupposed、bebelieved、bethought、beknown、bereported等词常用以上句型。此外，glad、happy、satisfied、sorry、surprised、disappointed后也接完成时，但要注意与一般时的区别。 Imsorrytokeepyouwaitingforaminute. 对不起，请稍等。（说话时还未等）Imsorrytohavekeptyouwaitin
29、g. 对不起，让你久等了。（说话时已等了很久） 不定式的完成时还可表示“过去本想做某事但未做”的虚拟语气。a. shouldliketo/wouldliketo/wouldloveto+不定式的完成时。b. was/wereto+不定式的完成时，表示该做某事或想做但未实现。c. expect/hope/mean/promise/suppose/think/want/wish+不定式完成时，表过去未实现的愿望。(7) 不定式的省略。 同一结构并列由and或or连接。 (a)Iwanttofinishmyhomeworkandgohome.(b)Imreallypuzzledwhattothink
30、orsay.特例：Tobeornottobe,thisisaquestion. Heisbettertolaughthantocry. (表示对比) 不定式作表语，其前面的主语从句中含有do时，后面的to省略。 Whathedidwaslosethegame. 句中含有动词do时，but、except、besides、suchas等后面to可省略。即“前有do,后省to”。 Dontdoanythingsilly,suchasmarryhim. 主句含有不定式，后面有ratherthan,ratherthan后省to。 Whynot、hadbetter、wouldrather、cantbut等
31、词后省to。 Hecouldnotbutwalkhome. (8) 不定式的替代。 在同一句或联系紧密的对话中，为避免重复，作宾语或主补，宾补的不定式再次出现时，to后的内容常承前省略（只留to即可）。但如承前省的不定式有助动have或be的任何形式，后应该保留原形be或have。如： Susanisnotwhatsheusedtobe. Youcamelatelastnight.Yououghttohavefinishedyourhomework. IknowIoughttohave. 常见的有：Idlike/love/behappyto.动名词复习中应注意的几个问题（1）动名词作宾语。 下
32、列动词后只能接动名词：suggest,finish,avoid,stop,canthelp,mind,enjoy,require,practice,miss,escape,pardon,advise,consider,imagine,keep,appreciate,permit。 下列动词短语接动名词：leaveoff,putoff,giveup,lookforwardto,feellike,devoteto,getusedto,havetrouble/difficulty(in)doingsth.,payattentionto,befondof,beworth。 介词后要接动名词。whata
33、bout、howabout、without、befondof、begoodat等介词后接动名词。注意：on/upondoingsth.=assoonas引导的从中。作此意讲时on/upon后也可以接名词。如onhisarrival 动名词作宾语和动词不定式作宾语的区别：begin,start,continue,like,love,dislike,hate,cantstand,Prefer。 如：Itbegantorain.Itbeganraining. Itwasbeginningtosnow. Ilovelying(tolie)onmyback. Ilikelisteningtomusic,
34、buttodayIdontliketo. Idontprefertoswimintherivernow.1. 意思无差别，但谓语动词用进行时，后面只跟不定式。 （2）表示一种倾向多接动名词作宾语，如果表示某一特定的或具体的行动，多接不定式。 remember,forget,regret,try。 如：Iremembertomeetheratthestation. Irememberseeingheroncesomewhere.Iforgotgivingittoyouyesterday. Iforgottotellyouaboutit.Nowhereitis. Iregretnothavingw
35、orkinghard. Iregrettohearofyoursistersdeath.Tryknockingatthebackdoor. Wemusttrytogeteverythingready.Thatwillmeanfloodingsomeland. IhadmeanttogoonMonday.remembertodosth.记住要做的事。 rememberdoingsth.回顾过去发生的事。forgettodosth.忘记要做的事。 forgetdoingsth.忘记做过的事。regrettodosth.对将要做的事抱歉。 regretdoingsth.对发生过的事后悔。 tryto
36、dosth.设法，试图。 trydoingsth.试试看，试一试。 meantodosth.打算做，想要。 meandoingsth.意味着，就是。want,require,need。 如：Thesedesksneedrepairing. Thesedesksneedtoberepaired.Thepatientrequiredexamined Thepatientrequiredtobeexamined.needdoing需要被做。 needtobedone需要被做。wantdoingwanttobedone（与上同） requiredoing requiretobedone（与上同）分词复
37、习应注意的几个问题 （1）现在分词在句中作时间、原因、伴随、条件、结果等状语。 时间状语（分词作状语前面可加when,while等）Hearingthegoodnews,hejumpedwithgreatjoy. Nothavingfinishedherworkintime,thebossfiredher. 原因状语 Seeingnobodyathome,hedecidedtoleavethemanote 伴随状语 Thegirlscamein,followingtheirparents. 结果状语 Thepooroldmandied,leavingnothingtohischildren.
38、注意：现在分词作状语的几个特性。 时间性。与谓语动词同时发生，用一般时，如发生在谓语动作之前时则用完成式havingdone。 语态性。与句子的主语之间的关系，是主谓关系或动宾关系。遵循的规则“主动进行，被动完成”。 人称一致性。分词的逻辑主语就是句子的主语。（2）分词作表语。 S.+be+动词-ed表示被动，主语是人；S.+be+动词-ing表示主动，主语是物。分词作宾补不定式作宾补的区别：复习过去分词应注意的几个问题: 过去分词作状语，相当于一个状语从句，有来说明原因、时间、条件等。（1）过去分词作原因状语 Tiredbythetrip,hesoonfeelasleep. =Because
39、hewastiredbythetrip,hesoonfellasleep.Lostinthought,healmostranintoacar. =Ashewaslostinthought,healmostranintoacar.（2）作时间状语 Seenfromthehill,thecitylookslikeagarden.=Whenthecityisseenfromthehill,itlookslikeagarden.（3）作条件状语 Givenmoretime,Iwouldhaveworkedouttheproblem. =IfIhavebeengivenmoretime,Iwouldha
40、veworkedouttheproblem.（4）伴随状语 Theteachercamein,followedbysomestudents. =Theteachercameinandwasfollowedbysomestudents. 分词短语作状语时，通常与主句中的主语在逻辑上一致，但有时它也可以有自己独立的逻辑上的主语，这种结构称为独立主格结构。如：Hergrandfatherbeingill,shehadtostayathomelookingafterhim.2.PracticeReviewofverbforms Purpose: TogetSstohaveknowledgeoftheg
41、rammarthroughexercises.1)AskSstoreadthesentencesandanswerthequestionsinActivity1.Suggestedanswers: a.Two,theyareagree andwant b.let+object+infinitivewithoutto.c.Inthethirdsentence. d.Attheendofthesentence. 2)Completethesentenceswiththecorrectform(-ingor-ed)oftheverbsinActivity2.Suggestedanswers: 1.w
42、orrying2.excited3.satisfied4.frightened5.frightening6.interested 7.exciting8.interesting4.Conclusion Thedifferencesbetweentheform-ingand-edoftheverbsusedasadjectives. Difference1 Difference2 Difference3-ingform用于表示事物的特性，翻译为“令人的”，如：asatisfyingjob一份令人满意的工作 用于表示事物正在进行的状态，如：boilingwater沸水表示主动的语态，如：一个令人害
43、怕的男孩afrighteningboy-edform用于表示人的感觉,翻译为“感到的”，如：asatisfiedsmile一个感到满意的微笑 用于表示事物已完成的状态，如：boiledwater凉开水表示被动的语态，如：一个被吓住的男孩afrightenedboy Activity3 Completethesentenceswiththecorrectform(-ingorto+infinitive)oftheverbs. Suggestedanswers:1.togetaway2.taking3.making4.tohelp5.toenjoy6.playing7.toread8.touseA
44、ctivity4 Correctthemistakesinthepassage.TherearethreeverbswhichshouldnotbefollowedbytoSuggestedanswers: Theyarehear,makeandlet.5.Conclusion Theverbsfollowedbytheinfinitive: decide,used,go,teach,help,want,persuade,advise,agree,promise,wouldlike,havenotimeTheverbsfollowedbytheingform: suggest,enjoy,mi
45、nd,giveup,feellike,lookforwardtoTheverbsfollowedbyeithertheinfinitiveortheingform: start,begin,like,love,hatestop,mean,forget,remember,regret,goon Activity5 Completethenextpartofthepassagewiththecorrectformoftheverbs.Sometimesmorethanoneformispossible. Suggestedanswers: 1.togo2.tofind3.torain4.movin
46、g5.stolen6.doing7.tomove/move8.approaching9.surprised10.sinking11.tolose12.raining6.Conclusion Givebriefinstructionsofthepoints:non-finiteverbsandlinkverbs.(OnP111-113ofGrammarinourtextbook).7.Practiceaboutlinkverbs Matchthesentenceswithstructures.Suggestedanswers(Activity6):1.b2.c 3.a Suggestedansw
47、ers(Activity7):1.Hesoundedangry.2.Hefeltverycurious.3.Jimlookedterrified.4.Hefeltbad. 5.Hesoundedsurprised. Suggestedanswers(Activity8):1.c2.f3.e4.a5.d6.bSuggestedanswers(Activity9):Thestudentsownanswers.Step3 Function Purpose: ToenableSstoreportstatementsandsuggestions.1.PracticeAskthestudentstofin
48、ishtheexercisesonP27. Suggestedanswers: 1.Billysaiditwasraining. 2.Vanessasuggestedgoingtoseeafilm. 3.VanessasaidthatBillyandshehadnotbeentothecinemaforages.4.Vanessasaidthereweresomegoodfilmsonthatevening.5.VanessasaidMasterandCommandersoundedinteresting.6.Billysaidthathehadreadthebook. 7.Billysaid
49、thathedidntwanttoseethefilm. 8.BillysuggestedgoingtoseeTheEmperorandtheAssassin.2.Conclusion GroupworkAskSstoreadtheexercisesagainandtrytomakeaconclusionoftheuseoftheindirectspeech.Step4 Homework 1.GrammaronWorkbookP79. 2.Reviewthenewwordsandphrasesthatwehavelearnt. Period FiveVocabularyandListening
50、,EverydayEnglish,Speaking,WritingTeachingGoals 1.TodevelopSslisteningability. 2.ToreviewsomeusefuleverydayEnglish.3.TodevelopSsspeakingability. 4.TodevelopSswritingability.TeachingProceduresStep1 Leading-in Purpose: ToarouseSsinterestinlistening. UsethefunctiontoarousetheSsinterestinglistening. Aswe
51、know,infunctionVanessaandBillyweretalkingaboutthefilms.Doyouwanttoknowmoreaboutthefilms?Step2 Listening Purpose: TodevelopSslisteningabilityandstudysomeusefuleverydayEnglish.1.Pre-listening AsktheSstofinishtheactivity1andgetsometypesoffilm.Suggestedanswers: edy2.cartoon3.horror4.sciencefiction5.roma
52、ntic2.While-listening Listentotheconversationandanswerthequestioninactivity2.Suggestedanswers: 1.TheLastSamurai. 2.TheEmperorandtheAssassin.3.MasterandCommander. 4.MonsoonWedding. 5.TheEmperorandtheAssassin.6.TheLastSamurai. 7.MonsoonWedding. 8.TheEmperorandtheAssassin. AskSstoansweranyquestionsthey
53、caninActivity3.Listentothetapeagain,andchecktheanswers Suggestedanswers: 3.Post-listening AsktheSstofinishtheEverydayEnglishindividuallyandthenchecktheanswersandgivesomeexplanation. Suggestedanswers: (1)a(2)a(3)a(4)b4. Explanation 1）be/feelinthemoodforsomething有心情做某事inagood(bad)mood情绪好（不好） inoneofon
54、esmoods闹情绪2）hangon紧紧握住坚持下去赖看不走打电话用语（不挂断）倚靠渴望 3）moveon更换成（新的事物）离开使某人走开Step3 Speaking(Pairwork) Purpose: Enablethestudentstotalkaboutthefilms. AsktheSsworkinpairs,andtelleachotherwhatfilmtheywouldliketosee,andwhy.ThenasktheSstoreadthedescriptionofMasterandCommanderandchooseanotherfilmtodescribe.Step4
55、Writing Purpose:TodevelopSswritingabilityandenablethestudentstoknowhowtowriteasummaryabout afilmorstory. 1.AsktheSstoreadthesummariesindividuallyandfinishactivity1.Suggestedanswer: (1)c(2)a(3)a(4)c 2.AsktheSstoworkinpairs,chooseawell-knownChinesestoryorfilmandwriteasummaryaboutit.Sample: KeKeXiLithe
56、film,thelifeandthewarfare KeKeXiLi,afilmdirectedbyLuChuan,iswell-knownamongtheaudiencesasitswonderfulandprofoundplot astoryaboutlifeandbelief.Whatsmore,ithasrecordedmanyprices.Everyonewhohasseenthefilmsaidthattheirheartswereshaken.Itbasedonatruestory, whichtookplaceintheKeKeXiLi,aplaceintheQinghaiTi
57、betanPlateau.Thestoryisaboutthebattlebetweenpoachers.AsthewooloftheTibetanantelopesismoreexpensivethanbeforeandthedemandofthemarketisincreasing,moreandmorepoacherswanttohuntittogetthehugeprofits.Sotheactiongroupstartedtowork.Itsagreatpitythattwocaptainshavesacrificed.Thoughtheywerealwaysindanger,the
58、ynevergaveupthebelieftoprotecttheTibetanantelopes.Thecharactersareallnewcomers,buttheyreserioustothefilm.Withtheeffortsofallcharactersandtwo-halfyearstime,themasterpiecefinishedfinally.“KeKeXiLiisaheavenorahell?Itsdifficulttotellaboutthestory,justwhohavereallypassbyitcanunderstanddeeply.Thereasonwhy
59、IdirectedKeKeXiLiisthatthissubjectisfullofstrength,andIthinkpeoplecanrealizesomethingthroughit.”saidLuChuan.Thisshortandplainfilmconcernsthehumanlivingconditionandtheenvironment.KeKeXiLi,amysteriousandattractiveplace,itwouldbeclamandharmonywithoutpeoplesgreed.KeKeXiLiisaheavenorahell?Itdependsonthep
60、eople.KeKeXiLipurifiesoursoul,itsnotonlyafilm,butalsoisthelifeandthewarfare.(WrittenbyXieJinjinandZhangJinginNanxiongMiddleSchool;DirectedbyAmyDong) Step5 Homework 1.UseEverydayEnglishtomakeaconversationwithyourpartner.2.Finishtherestexerciseaboutmodule3inworkbook. Period SixCulturalCorner,Workbook,
61、TeachingGoals1.EnableSstogetsomeinformationaboutthelifeofMarkTwain.2.Todealwiththeexerciseinworkbook.TeachingProceduresStep1 Leading-in Purpose: ToactivateSsandarousethemtotalkaboutMarkTwain. Askthestudentstodiscussthefollowingquestioningroupoffourorfive:DoyouknowthewriterofTheAdventuresofHuckleberr
62、yFin?Howmuchdoyouknowaboutthewriter? (Heisaverywell-knownwriterandisanAmerican.Hewrotealotoffamousworks,whicharepopular withpeopleallovertheworld.ThemasterpieceofhisisTheAdventuresofHuckleberryFin.TheotherfamousworkisTheAdventuresofTomSawyer.)Step2 CulturalCorner Purpose:Withreadingthepassage,enable
63、theSstogetsomeinformationaboutthelifeofMarkTwain. 1.AsktheSstoreadthroughthepassageandanswerthefollowingquestions.1)InwhatwayswasMarkTwainslifeanadventure?2)WhatarethebestChineseadventurestories?Suggestedanswers: 1)Heleftschoolearly,andasanadolescent,determinedtomakehisfortuneinSouthAmerica,setofffr
64、omhishomeHannibalMissouri,forNewOrleans.Andheworkedforseveralyearsasapilotonasteamboat,takingpassengersupanddowntheMississippi. 2)Forexample,JourneytotheWest. 2.AsktheSstofindthenon-finiteverbsinCulturalCornerandreviewthegrammarinthismodule. Step3 WorkbookPurpose:Todealwiththeexerciseinworkbook.First,checktheSswhethertheyhavefinishedthehomework.Andthengivesomeinstructionsoftheconfusingexercises.Step4 Homework 1.Findmoreexercisesaboutthenon-finiteverbs.2.GetageneralimpressionofModule4.