Module 3 Adventure in the Literature 教案

Module 3 Adventure in Literature and the Cinema
Teaching Design
Period 1: Reading—The Steamboat
Goals
●To learn about Adventure in Literature and
the Cinema
●To learn to read with strategies
Procedures
▇Warming up by learning about
“adventure” and learning to “venture”
Hello, class! Before we begin an adventure on Adventure in Literature and the Cinema, that is, Module 3, let’s try to understand what it means by adventure.
☆Her adventures travelling in Africa excites me.
☆When you’re a child, life is one b ig adventure.
☆Popper described science as the greatest adventure in the world.
★They ventured nervously into the water.
★He’s never ventured abroad in his life.
★She hardly dared to venture an opinion.
★He ventured a tentative smile.
★I ventured to suggest that she might have made a mistake.
★‘And if I say no?’ she ventured.
★It was wrong to venture his financial security on such a risky deal.
★This is the first time the company has ventured into movie production.
■Warming up by imaging going on an adventure
Boys and girls, what is adventure?
Adventure is an exciting trip. If you are bored, you
could imagine going on a great adventure.
Have a go at caving, climbing, sailing and canoeing at
Adventure Club during the summer vocation.
All the activities at Adventure Club are run and
supervised by qualified and experienced staff
Adventure Club started life in the 1970s as a sailing
club for young people. Since this time it has grown and grown.
Adventure Club now provides over 10,000 sessions of adventure to young people each year.
Would you like to go? Then come with me!
▇Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
▇While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
▇After you read
Copy all the useful expressions into your Expression Book and make your own sentences with them.
■Read to transfer information
You are to read the text once again to complete the table with necessary information from it.
■Closing down by learning about steamboats
A steamboat or steamship, sometimes called a steamer, is a boat or vessel that is
propelled by steam power driving a propeller or paddlewheel. The term steamboat is usually used to refer to smaller steam-powered boats working on lakes and rivers,
particularly riverboats in the USA;
steamship generally refers to steam powered
ships capable of carrying a (ship's) boat.
Nuclear powered ships and submarines use
steam to drive turbines, but are not referred
to as steamships or steamboats.
Screw-driven steamships generally carry the ship prefix "SS" before their names, or "TS" where powered by a steam turbine. Paddle steamers have the prefix "PS". The term steamer is occasionally used, out of nostalgia, for diesel motor driven vessels, prefix "MV".
Period 2: Grammar—Review of verb forms (3) Goals
●To review ~ing form, the ~ed form and to + infinitive; link verbs
Procedures
▇ Review ~ing form, the ~ed form and to + infinitive; link verbs
It is very common to use strings of verbs - where two verbs are used in sequence. For example, the verb want is commonly used in this way:
I want to go home.
verb 1 verb 2
Only the first verb in the string is finite (has tense and subject-verb agreement). The second verb must be in a non-finite form, and this can be difficult for learners as there is more than one non-finite form of the verb which can be used. Commonly the form used is to + infinitive, as in the example above. However, there are some common verbs which require the -ing (present participle) form of the verb to be used in the second verb, instead of the base form. For example, the verb enjoy is commonly used in this way:
She enjoys dancing.
verb 1 verb 2
There are also some verbs such as stop which can be used in both patterns, but with different meanings. (we shall study these in the next lesson).
Here is a list of some of the common verbs used only in the pattern:
verb 1 (finite) + verb 2 (-ing form)
Verbs followed by the -ing form
Here is a list of some of the common verbs used only in the pattern:
verb 1 (finite) + verb 2 (to + infinitive)
Verbs followed by to + infinitive
■Exercise: -ing or to + infinitive?
In this exercise you select which is the best form of the verb to use - the -ing form or to + infinitive..
1. Hello John. Fancy (to meet/ meeting) you here.
2. Hello John. I didn't expect (finding/ to find) you here.
3. I haven't decided (accepting/ to accept) the job yet. I want (knowing/ to know) a bit more about it.
4. The students seemed (understanding/ to understand) but I'm not sure if they did.
5. You must practise (to speak/ speaking) English as much as you can, and don't miss (to go/ going ) to the lessons.
6. He admitted (to break in/ breaking in) to the house, but denied (to kill/ killing) the occupant.
7. Don't keep (to tap/ tapping) your fingers on the table - it's very annoying.
8. He decided (postponing/ to postpone) the visit again, but if he puts off (to visit/ visiting) us much longer then I'm (to go/ going) to cancel the deal.
9. You have to learn (using/ to use) these difficult verbs.
10. When she wouldn't agree (marrying/ to marry) him he threatened (committing/ to commit) suicide.
11. They suggested (to go/ going) to a Chinese restaurant but he wanted (eating/ to eat) Western food.
12. There is a very delicious fish which people like (eating/ to eat) even though they risk (to get/ getting) poisoned.
13. Everyone recommended (to stay/ staying) in that hotel but it was full. But we managed (finding/ to find) a nice room in a hotel nearby.
14. They don't permit (to smoke/ smoking) on the ferry although passengers tend (ignoring/ to ignore) the rule.
15. She missed (to pass/ passing) the oral test by only 2 marks, although she hopes to (making up/ make up) the difference in the writing.
(Keys: 1. meeting 2. to find 3. to accept, to know 4. to understand 5. speaking, going 6. breaking in, killing 7. tapping 8. to postpone, visiting, going 9. to use 10. to marry, to commit 11. going, to eat 12. to eat, getting 13. staying, to find, 14. smoking, to ignore 15. passing, make up)
Period 3: Speaking
Goals
To tell the class what film you would like to see, and why
●Procedures
▇ Warming up by learning about what is film
Hello, class. Today we shall talk about film. I know that you are all fond of films, but what do you know about them?
Film is a term that encompasses motion pictures as individual projects, as well as the field in general. The origin of the name comes from the fact that photographic film (also called filmstock) has historically been the primary medium for recording and displaying motion pictures. Many other terms exist —motion pictures (or just pictures), the silver screen, photoplays, the cinema, picture shows, flicks — and most commonly movies.
"Film" refers to the celluloid media on which movies are printed. Films are produced by recording actual people and objects with cameras, or by creating them using animation techniques and/or special effects. They comprise a series of individual frames, but when these images are shown rapidly in succession, the illusion of motion is given to the viewer. Flickering between frames is not seen due to an effect known as persistence of vision — whereby the eye retains a visual image for a fraction of a second after the source has been removed. Perhaps of more relevance is what causes the perception of motion — a psychological effect identified as beta movement.
Film is considered by many to be an important art form; films entertain, educate, enlighten and inspire audiences. The visual elements of cinema need no translation, giving the motion picture a universal power of communication. Any film can become a worldwide attraction, especially with the addition of dubbing or subtitles that translate the dialogue. Films are also artifacts created by specific cultures, which reflect those cultures, and, in turn, affect them.
■Telling the class what film you would like to see, and why
A: I’d like to see United 93, because the shock and awe of the September 11 attacks are revisited in this painstaking recreation of the last flight of one of the doomed aircraft.
B: For me The King is the best film I have ever seen. A young man leaves the navy to search for a father he's never met and, upon finding him, begins a romance with his young daughter. It is interesting.
C: I think the Top 10 Chinese Martial Arts Movies are worth seeing. They are the top 10 picks of Chinese martial arts movies.
A: Tell us more about them, would you?
C: All right. The first is The Chinese Connection. It came out in 1972. It was directed by Lo Wei and starred by Bruce Lee. I think you have heard of this great man.
D: I know that it was original titled as Fist of Fury.
C: You are well informed. This movie is Bruce Lee's classic. If you want to see Bruce Lee's action, this is the one.
B: What about the second on the list?
C: It is Enter the Dragon, shot in 1973, directed by Robert Clouse and starring Bruce Lee. This is Bruce Lee's most popular movie.
D: The third one is Drunken Master, made in 1979, and directed by Yuen Woo-Ping and starring Jackie Chan.
C: That is the movie which made Jackie Chan a star. It is an entertaining film, yet not too violent.
E: What do you think of The Shaolin Temple?
C I like it. It is the fourth on the list, and made in 1982. It is directed by Chang Hsin-Yen and starring Jet Li. This is Jet Li's first film. Jet Li was the all-round wushu champion (martial arts) at that time (about 1982). Thus if you want to see the real thing, just see Jet Li in this movie.
A: I like the fifth one called Snake in the Monkey's Shadow. It was made in 1982, and directed by Sum Cheung and starring John Chang. I think it is the best martial arts movie on the monkey style, snake style, and drunken style.
C: I like No. 6. It is Shaolin Master Killer. It turned out in 1983. And it is directed by Lau Kar-Leung and starring Gordon Liu. I have seen it three times because it is, as by Movie Summary, "One of the most revered martial arts films of all time, this is the story of a young man who joins the Shaolin Temple when the Manchus kill his family."
E: Chinese Martial Arts Movies are my favorites, too. I like to see Supercop once again. It seems to be the seventh on the list of the Top Ten Chinese Martial Arts Movies. It was first shown in 1992. And I believe it is directed by Stanley Tong and starring Jackie Chan, Michelle Yeoh. The film displays Chan's dual mastery of physical comedy and martial arts while also showcasing his notorious predilection for handling his own stunts."
A: I think Fist of Legend is good, too. It came out in 1994, and was directed by Gordon Chan and starring Jet Li. It is said that Fist of Legend is the best movie by Jet Li. This is a remake of Bruce Lee's The Chinese Connection.
C: We are really fans of martial arts movies. Let’s go and see them after school!
■Reading about Master and Commander
Plot Summary for Master and Commander: The Far Side of the
World (2003)
During the Napoleonic Wars, a British frigate, HMS Surprise, and a
much larger French warship, the Acheron, with greater fire power,
stalk each other off of the coast of South America. Russell Crowe
brings great intensity to the role of Captain Jack Aubrey. Lucky Jack, as he is referred to by his crew, is well regarded by his men, who trust him implicitly, even after the
first devastating battle and an apparent personal vendetta against the French captain. While the naval battle sequences are quite fantastic, the film is successful because director Weir chose to build the story to get to know the men who are locked aboard the tight quarters of a small ship and how they interact everyday. The officers and the mates are well-known by the time the final battle comes. Paul Bettany offers a strong performance as the surgeon and naturalist who balances the violence of his chosen life with the quiet demeanor of the scientist. He is the captain's friend and confidant, the two frequently playing violin and cello duets together. The horrors of the injuries from the war are frequently implied, but vividly depicted in the reactions of the characters.
■Closing down by retelling the story of Master and Commander
During the Napoleonic Wars, Lucky Jack Aubrey captains the crew of his H.M.S. Surprise. When the ship is suddenly attacked by a superior enemy, it is badly damaged and much of his crew is injured. In a bold and dangerous move, Aubrey decides to set sail in a high stakes chase across two oceans to intercept and capture their foe. It's a mission that can decide the fate of a nation--or destroy Lucky Jack and his crew.
Period 4: FUNCTION—Reporting statements and suggestions
Goals
To learn to report statements and suggestions
Procedures
▇ Warming up by learning about r eported speech - indirect speech
Indirect Speech (also referred to as 'reported speech') refers to a sentence reporting what someone has said. It is almost always used in spoken English.
He said, "I live in Paris." He said he lived in Paris.
He said, "I am cooking dinner." He said he was cooking dinner.
He said, "I have visted London
twice."
He said he had visited London twice.
He said, "I went to New York last week."
He said he had gone to New York the week before.
He said, "I had already eaten." He said he had already eaten.
He said, "I am going to find a
new job."
He said he was going to find a new job.
He said, "I will give Jack a call." He said he would give Jack a call.
■Communicating with direct and indirect speech
●If the reporting verb (i.e. said) is in the past, the reported clause will be in a past form. This form is usually one step back into the past from the original.
For example:
He said the test was difficult.
She said she watched TV every day.
Jack said he came to school every day.
●If simple present, present perfect or the future is used in the reporting verb (i.e. says) the tense is retained.
For example:
He says the test is difficult.
She has said that she watches TV every day.
Jack will say that he comes to school every day.
●If reporting a g eneral truth the present tense will be retained.
For example:
The teacher said that phrasal verbs are very important.
●Changing Pronouns and Time Signifiers
When changing from direct speech to indirect speech, it is often necessary to change the pronouns to match the subject of the sentence.
For example:
She said, "I want to bring my children." BECOMES She said she wanted to bring her children.
Jack said, "My wife went with me to the show." BECOMES Jack said his wife had gone with him to the show.
●It is also important to change time words (signifiers) when referring to present, past or future time to match the moment of speaking.
For example:
She said, "I want to bring my children tomorrow." BECOMES She said she wanted to bring her children the next day.
Jack said, "My wife went with me to the show yesterday." BECOMES Jack said his wife had gone with him to the show the day before.
●Indirect Questions
When reporting questions, it is especially important to pay attention to sentence order. When reporting yes/ no questions connect the reported question using 'if'. When reporting questions using question words (why, where, when, etc.) use the question word.
For example:
She asked, "Do you want to come with me?" BECOMES She asked me if I wanted to come with her.
Dave asked, "Where did you go last weekend?" BECOMES Dave asked me where I had gone the previous weekend.
He asked, "Why are you studying English?" BECOMES She asked me why I was
studying English.
■Closing down by making a summary of Reporti ng statements and suggestions
WH- QUESTION VERB TENSE CHANGE
PRESENT PAST
My friend said, "How are you?" My friend asked how I was.
PRESENT PROGRESSIVE PAST PROGRESSIVE
My friend said, "Where are you going?"
My friend asked where I was going.
PAST PAST PERFECT
My friend said, " Whom did you call?"
My friend asked whom I had called.
PAST PROGRESSVE
PAST PERFECT PROGRESSVE
My friend said, " Whom I was calling?"
My friend asked whom I had been calling.
PRESENT PERFECT PAST PERFECT
My friend said, " Where have you been?"
My friend asked where I had been.
PRESENT PERFECT PROGRESSVE
PAST PERFECT PROGRESSVE
My friend said,
" How have you been
doing?"
My friend asked how I had
been doing.
PRESENT - GENERAL PRESENT - GENERAL
TRUTH TRUTH
My friend said, "Where is Venus?"
My friend asked where Venus is.
Period 5: Writing
Goals
●To learn to read and write summaries of films
Procedures
▇ Warming up by glancing over The Adventures of Huckleberry Finn
哈克贝里·芬历险记
第01章教哈克学文明规矩——华珍小姐——汤姆·索亚在等候
第02章两个孩子逃过了杰姆的搜寻——汤姆·索亚的帮伙——精心作出的计划
第03章全身查看了一遍——主日得胜——“汤姆·索亚的一次谎话”
第04章哈克与法官——迷信
第05章哈克的父亲——好父亲——改造
第06章他控告法官撒切尔——哈克决定要出走——政治经济学言论——折腾
第07章守候着他——给锁在木屋里——把尸体沉下去——歇息
第08章睡在林子里——打捞起死者——察勘全岛——发现了杰姆——杰姆的出逃——预兆
第09章山洞——漂流的屋子
第10章发现——“老汉克·朋格”——男扮女装
第11章哈克和村妇——搜捕——支吾搪塞——去高申
第12章缓慢的航行——借东西——上破船——歹徒——搜寻小船
第13章逃出破船——守夜人——沉没
第14章快活的时光——后宫——法语
第15章哈克丢了木筏子——雾中——哈克找回了木筏子——垃圾
第16章期待——一次没有恶意的谎话——漂来的钱财——错过开罗——往岸边游去
第17章章黄昏时叫门——阿肯色的田庄——室内陈设——斯蒂芬·道林·博茨——诗兴
第18章格伦基福特上校——贵族门第——打冤家——《新约全书》——收回了木筏子
第19章白天停靠——一个天文学说——重振戒酒运动——勃里奇华特公爵——王室遭难
第20章哈克作解释——策划一次战役——到野营会上施展一番——野营会上的一名海盗
第21章斗剑操练——哈姆雷特独白——他们在镇上四处蹓跶——一个懒散的市镇
第22章歇朋——看马戏——在马戏场里发酒疯——惊心动魄的悲剧
第23章上当——拿国王跟国王比——杰姆想家心切
第24章披了王袍的杰姆——他们收了个乘客——打听情况——一家人的悲痛
第25章“是他们么？”——唱颂歌——光明正大——殡葬酒宴——投错了资
第26章一位虔诚的国王——国王的教士——她向他赔不是——在房间里躲起来
第27章葬仪——满足好奇心——对哈克起了疑心——薄利快销
第28章准备去英国——“这畜牲”——玛丽·珍妮决计离家——哈克分别玛丽·珍妮
第29章争当家属——国王对丢钱作了解释——笔迹问题——把尸体从墓中挖出来
第30章国王和他闹开了——国王勃然大怒——烂醉如泥
第31章凶险的策划——来自杰姆的消息——回忆往事——一头羊的故事——宝贵的信息
第32章静悄悄象过星期天一般——认错了人——露马脚——进退两难。

第33章一个偷盗黑奴的人——南方的好客风气——很长的感恩祷告——柏油和羽毛
第34章石灰桶边上的小屋——荒唐透顶——爬避雷针——中了魔法
第35章合乎规矩的逃亡——险恶的策划——能偷不能偷有讲究——深挖洞
第36章避雷针——竭尽全力——留给后代来完成——一个大大有名的人物
第37章最后一件衬衫——东张西望——开路的命令——送鬼饼
第38章纹章——一个高明的督导——难熬的光荣——叫人流泪的花
第39章老鼠——床上活泼泼的伴侣——用麦秸作替身
第40章钓鱼——警戒委员会——一阵快跑——杰姆主张请医生
第41章医生——西拉斯姨夫——霍区基斯大姐——萨莉姨妈愁死
第42章汤姆·索亚受伤——医生的陈述——汤姆招认——葆莉姨妈来到第43章从奴役中解放出来——付钱给囚徒——你们真诚的朋友哈克·芬■Wring a summary of a well-known Chinese adventure story
You have surely read lots of Chinese adventure stories. Of all these, I like Monkey - The Classic Chinese Adventure Tale the best. Here is a summary of it.
■Wring your own adventure story
We have almost finished this unit. Now it is time for you to create your own adventure stories.
■Closing down by looking and listening to kids’ adventure stories
Period 5: CULTURAL CORNER—The Life o f
Mark Twain
Goals
●To read to know about Mark Twain
Procedures
▇ Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
▇While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
▇After you read
Copy all the useful expressions into your Expression Book. You may make sentences with these expressions.。