Reading and vocabulary第二课时教学实录

Module Two

Fantasy Literature Period One Teaching content:

Introduction & Reading and Vocabulary Core Problem: Read “The Cat That Vanished”, describe the plot. Teaching aims: 1.To master some important words and phrases: accumulate, adjustment, hesitate, ahead of, appeal to sb.; be associated with; play an important part in; sweep over; put a spell on etc.

2.To train the ability of reading comprehension. Important and difficult points: 1.To master some important words and sentence patterns. 2.How to improve the students` reading ability effectively.

Teaching procedures: Step 1 Introduction

1.Lead-in Boys and girls, from this class we’ll study Module 2—“Fantasy Literature.”

Mentioning "Fantasy literature"

(幻想文学), everyone can’t help thinking of “Harry Potter” by J. K. Rowling. I think most of you must be familiar with the film series “Harry Potter” adapted from the novel. OK,later in this module,we`ll learn about J.K.Rowling and her "Harry Potter".But first, we are going to learn about another famous fantasy literature writer Philip Pullman.

2.Activity 1

Ask the Ss to read the passage about "His Dark Materials" and ask them to underline the words and phrases that prove it is a fantasy novel. (activity 1 on P15)

3.Activity 2 Then ask all the Ss to read the passage again and finish activity 2 on P15 and then every two compare their answers. At last the teacher tell the Ss the right answers. *4.Activity 3 Activity 3 on P15 can be omitted for our students. Step 2 Reading and Vocabulary 1.Activity 1 Read the words in the box and do activity 2 on P16 to learn some important words. 2.Activity 2—Fast Reading Read through the passage quickly to get the main idea and then finish activity 1 on P16.

3.Activity 3—Careful Reading Read the text again carefully to get more details and finish activity 4 on P17. Step 3 Language points【Ref:Notes to the text】

Read through the text paragraph by paragraph with the students together to explain some language points. Step 4 Post-reading Ask the students to read through the text quietly and individually to understand it better and then finish activity 3 on P16. Time permitting,listen to the tape and follow it to understand the text better.

Step 5 Summary and Homework --------------------------------------------------------------------------- 1st

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1.Summary: Summarize what they have learned in this period. 2.Homework: Reading on P98-100 in workbook.

Appendix: Notes to the text ▲1.play a part/role in

在…中起作用，part/role还可用major, key, big, small, active, passive, great, enormous, large, leading, useful, pioneering等修饰。

e.g. E-mail, as well as telephone, is playing an important part in daily communication.

▲2. may/might have done ①表示对过去某事的推测，认为某一件事情在过去可能发生了。使用might，语气就比较婉转或更加不肯定，如：Mary might have learned some Chinese before.

②表示过去本来可以做到而实际没有做到的事情，有“劝告”或“责备”的语气，如：You didn't do the work well that day. You might have done it better. ▲3. doubt

n. & vt. 怀疑

There is no doubt that…

毫无疑问…

There is no need for sb. to do sth. 某人没必要做某事

It’s no wonder that…

难怪…

（注意句式区别）

注意: doubt后接名词性从句时，疑问句和否定句用连词that，肯定句用whether/if 等。

e.g. There is no doubt that she will win.

I don’t doubt that she will win.

I doubt whether she will win.

Do you doubt that she will win?

beyond / out of doubt毫无疑问地

no doubt无疑地

without (a) doubt无疑地

in doubt 感到疑虑的，拿不准的

doubtful

adj. 怀疑的；疑惑的

▲4. …back arched and fur on end, tail held out stiffly. 独立主格结构做伴随状语(分词逻辑主语与主句主语不一致时，需给其单独加上逻辑主语；一致时，就是分词作状语结构)

几种常见的独立主格结构形式：

1）名词（代词）+分词：

The moon appearing, they decided to go on with their journey. 2）名词（代词）+形容词：

The weather (being) hot, we all went swimming. 3）名词（代词）+不定式：

With these to help him, he tried to send a picture of a face. 4）名词（代词）+介短：这种结构中，名词前省略a/an/the

Flag on shoulder, the soldier rushed to the top of the building. 5）名词（代词）+副词：

The class (being)over, the students handed in their papers. with/without 结构：是独立主格结构的一种变形，多作状语，表示伴随，状态，原因，条件等。有时，这种结构还可作定语。with无具体意义，不必译出。

其结构是：with + n./ pron. +宾补（介短，形容词，副词，不定式，分词等）。

e.g. The teacher entered the classroom, with a book in his hand.

= The teacher entered the classroom, book in hand. ▲5.be level with

与…等高的；地位相同的；价值相等的

e.g. This latest rise is intended to keep wages level with inflation([ɪn'fleɪʃ(ə)n]).

最近这次加薪的目的是为了让工资与通货膨胀相一致。

Those children want to be level with adults.那些孩子要与大人们平起平坐。

▲6.the same ...as与the same... that --------------------------------------------------------------------------- 2nd

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the same...as...表示"与…同样的"，不是同一个；

the same...that..表示"同一个"，就是那个

e.g. This is the same pen as I lost last week.这同我上周丢失的那支钢笔一样。(但不是同一支)

This is the same pen that I lost last week.这就是我上周丢失的那支钢笔。

the same后面可以接定语从句,如果后面的定语从句是省略的情况,则用as来引导,即the same...as；如果是完整的定语从句,须根据不同的先行词来确定用

that,when,where,when,who等。

e.g. He studies in the same school as I.他和我在同一所学校里上学。

He was born in the same hospital where my brother was born.他和我哥哥在同一家医院里出生.

The young teacher is the same man who visited our school last year.

那个青年教师就是去年来我校参观的那个人。

▲7.be laden with

充满，装满

[lade [leɪd]vt. 装载；装(船)

过去式/分词laded/laden 现在分词lading ] e.g. She was laden with doubts about his stoury. 她对他的故事充满怀疑。

▲8.Useful expressions

be stupefied with因为……神志不清或失去知觉

put down 放下

hold out 伸出

come up (to…) (朝…)走来，走近

all the same 尽管如此，仍然，依然

a longing for sth./to do sth.渴望/盼望…(long vi.

long to do sth. 渴望做某事) scald vi./vt./n. 烫伤，烫洗，使烫热，使灼热，(比喻)热泪盈眶

e.g. The scalded tears fell down on her face when she heard the news.听到这个消息她热泪盈眶

turn away 走开

on end 直立着，竖立着

once more 再一次，又一次

round the circle=round the corner 在拐角处，绕着拐角处

sweep over 向…扩展

keep one`s eyes on 注视，盯着看

fix on 注视，凝视

cast about 寻找，搜索，想办法

at least 至少

edge-on adv. 侧立地

couldn`t have done 肯定没/不能(对过去事情的很有把握的推测) in the fabric of 在…的框架上

thick with stars 繁星满天

look around for 四处寻找

Period Two Teaching content:

Grammar 1,Speaking & Listening and Vocabulary

Teaching aims: 1.To learn and master the usages of Adverbial clauses with -ing.

2.To train the abilities of listening and speaking. Important and difficult points: 1.How to master the usages of Adverbial clauses with -ing. 2.How to improve the students` listening ability. --------------------------------------------------------------------------- 3rd

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Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check up the homework in last period OR ask some students to read out new words in this module. Step 2 Grammar 1-Adverbial clauses with -ing (1)

【Ref: Grammar 2 on P139-142】

1.Activity 1 Guide the students to finish activity 1 on Page 18. 2.Activity 2 Guide the Ss to do activity 2 on P18 and check the answers. Presentation: 动词的

-ing形式作状语

一、意义及用法

动词的-ing形式作状语，与句子的主语在逻辑上是主动关系，即句子的主语是动词的-ing形式表示的动作的执行者。动词的-ing形式可作时间状语、原因状语、条件状语、让步状语、伴随状语、方式状语、结果状语，相当于一个相应的状语从句。

e.g. Hearing the news,they immediately set off for the station.

听到这个消息后，他们立即出发去了车站。(时间状语) Seeing nobody at home,she decided to leave them a note.(原因状语) Keeping on your feet,you will make yourself more tired.你老站着只会弄得你自己更累。(条件状语) Knowing all this,they made me pay for the damage. 尽管他们了解这一切，但还是让我赔偿损失。(让步状语) He lay in bed,reading a novel.他躺在床上读一本小说。(伴随状语) Traveling by jeep,I visited a number of cities.我开着吉普车浏览过很多城市。(方式状语) His parents died in an accident,leaving him an orphan. 他的父母在一次车祸中去世，留下他成了孤儿。(结果状语) 【注意】：为强调动词的-ing形式表达的意义，可在其前加上各种连词，有时可加介词或副词。如：加上when,while等，强调与谓语动词的动作同时发生；加上before,after，强调先后发生；加上thus，强调结果；加上though,although，强调让步；加上on，表示“一…就…”等。

e.g. Don`t mention this while talking to him.跟他谈话时不要提及此事。

After returning to France,he was put into prison.

The bus was held up by snowstorm,thus causing the delay.

On arriving in London,he got in touch with Tom at once.

二、动词-ing形式的否定式

动词-ing形式的否定式通常是在v.-ing形式前加not。无论在完成形式还是被动形式里，必须置于v.-ing形式之前。

e.g. Not knowing how to do it, he asked the teacher for advice.

Not having finished my work, I am still doing it day and night.

Not having been watered for a long time, the flower died. 三、动词v.-ing形式的时态和语态

现在分词的时态分为一般式和完成式两种。一般式(主动doing; 被动being done)所表示的动作与谓语动词所表示的动作同时(或之后)发生。完成式(主动having done；被动having been done)则强调分词所表示的动作在谓语动词所表示的动作之前发生。

e.g. He hurried home, looking behind as he went.

Having lived in Shanghai for years, I know each part of it very well.

The large building being built down the street will be a hospital. 【注意】：现在分词的完成式一般只作状语。

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e.g. Having finished the work, I went home happily. 四、独立成分

(1)有些分词短语可以作独立成分，用来解释这个句子，不受句子主语的限制。常见分词短语有：generally speaking（一般说来）,supposing（假设）, judging from / by （从…判断）…

(插入语)

e.g. Generally speaking, girls are more careful than boys.

Supposing you lose, what will you do?

Judging from his accent, he must be from the south. (2)分词短语作状语时，它的逻辑主语一般需与句子的主语一致。但有时它也可以有自己独立的逻辑主语，这种结构称为独立主格结构。独立主格结构通常用来表示伴随的动作或情况，有时还可以表示时间、原因或条件。

e.g. Night coming on(=When night came on), we started for home.

So many people being absent (=Because so many people were absent), they decided to put off the meeting. 这么多人没来，他们决定会议延期举行。

3.Activity 3 Ask Ss to finish activities 3 and 4 on P18. *Step 3 Speaking This part can be omitted for our students. Step 4 Listening and Vocabulary 1.Activity 1 Finish activity 3 on P19 and activity 4 on P20 to learn some words and expressions. 2.Activity 2 Finish activities 1,2 on P19 to get the main idea of the listening material. 3.Activity 3 Finish activity 5 on P20 to get more details and understand the listening material better. Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Exx. 1-2 on P97 in workbook.

Appendix: Notes to the text

▲

Useful expressions take turns to do sth.轮流做某事

go to war 开战，当兵

Period Three Teaching content:

Grammar 2, Function & Speaking

Teaching aims: 1.To consolidate the usages of Adverbial clauses with -ing.

2.To train the ability of speaking. Important and difficult points: How to improve the students` speaking ability effectively.

Teaching procedures: Step 1 Greetings and Revision --------------------------------------------------------------------------- 5th

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1.Greet the students as usual. 2.Check up the homework in last period. Step 2 Grammar-Adverbial clauses with -ing (2)【Ref: Grammar 2 on P139-142】

1.Activity 1 Ask the students to finish the task in activity 1 on P20. 2.Activity 2 Ask the students to finish the task in activity 2 on P20. 3.Activity 3 Ask the students to finish the task in activity 3 on P21. 4.Activity 4 Ask the students to finish the task in activity 4 on P21. Step 3 Function 1.Activity 1 Ask the students to finish the task in activity 1 on P21.【讲故事一般使用一般现在时】

2.Activity 2 Ask the students to finish the task in activity 2 on P21. *Step 4 Speaking

This part can be omitted for our students.

Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Ex. 3 on P97 in workbook.

Appendix: Notes to the text

▲

Useful expressions

be separate from 与…分隔开

Period Four Teaching content:

Vocabulary and Reading, Everyday English & Writing

Teaching aims: 1.To train the students` abilities of reading and writing and learn some vocabulary.

2.To learn some everyday English. Important and difficult points: 1.How to improve the students` reading and writing abilities effectively. 2.Master and use everyday English skillfully.

Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check up the homework in last period. Step 2 Vocabulary and Reading 1.Activity 1 Finish the task in activity 5 on P24 to learn some new words. Check the meaning of the words in activity 1 on P22.

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2.Activity 2-Fast reading Read the passage quickly for the first time to get the main idea and finish activity 3 on Page 23. ( You can allow the Ss to discuss it.) Suggested answers to activity 3: a---Para.4

b---Para5

c----extra question

d----Para1

e----Para 6

f----Para 2

g---- Para 3

3.Activity 3-Carefully reading Read through the passage again carefully to get more details and answer the questions in activity 1 on P22. Choose the correct answers to the questions in activity 4 on P23 just according to the memory. Suggested answers to activity 1: 1.She wrote the first story with a pen because she couldn’t afford a typewriter. 2.She wrote it in a cafeteria in Edinburgh. 3.She wrote them for schoolchildren. 4.She intended to have an output of one book a year. 5.It appeals to readers of all ages, including parents. Suggested answers to activity 4:

1. c

2. a

3. d

4. b

5. c

4.Activity 4-Language points[Ref: Notes to the text] Read through the passage with the students together paragraph by paragraph to explain some language points.

5.Activity 5-Post reading Ask the students to read the passage again quietly and individually to understand it better. If possible,ask the students to finish activity 6 on P24. Time permitting,listen to the tape and follow it to understand the text better. Step 3 Everyday English Choose the correct answers to the questions in this part. Step 4 Writing This part can be omitted for our students. We can choose an extra writing task to finish for our students. Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Ex. 5 on P98 in workbook.

Appendix: Notes to the text ▲1. be associated with与…有联系/联系在一起(associate…with…

把…与…联系在一起)

e.g. She associated happiness with having money. 她将幸福与有钱联系在一起。

I don’t want to be associated with it at all.

我不想与它有任何联系。

▲2. appeal

vi. 呼吁，恳求；上诉；诉诸，求助；有吸引力，迎合爱好

n. 呼吁，请求；吸引力，感染力；上诉

vt. 将…上诉，对…上诉

(1) appeal to sb 对某人有吸引力，引起某人的兴趣

(to是介词) e.g. Does the idea of working with me appeal to you ? 你对跟我一起工作的主意感兴趣吗？

*(2) appeal ( to sb) for sth. 向(某人)恳求/呼吁某事

e.g. The police are appealing to the public for information about the crime.

警察正在向公众征求有关这起罪案的信息。

*(3) appeal to sb to do sth. 请求某人做某事

e.g. The government is appealing to everyone to save water. ▲3. be restricted to(prep.) 限于

[restrict

vt. 限制；约束；限定] e.g. The speed is restricted to 30 mph in towns. 城镇中行车速度限制在每小时30英里。

One family is restricted to having one child. 一个家庭只生一个孩子。

*▲4.

claim

vt. 认领，要求

＋

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主张，声称

＋

to do / that clause e.g. An old lady came to claim the cat.

Every student may claim the protection of law even though they are not 18 years old.

He claimed to be the best student at the school.

They claimed that they weren`t wrong. n.

make a claim to…

认领．．．

lay claim to

…

提出对．．．的所有权

▲5.Useful expressions intend to do sth. 打算做某事

by hand 用手，用手工

over prep. 在…期间

(over Christmas / over dinner)

It is claimed that…

有人主张…

[claim vi. 提出要求

vt. 要求；声称；

n. 要求；声称；索赔；断言] be responsible for 对…负责任，是…的原因

go on 继续下去

give me a moment 给我点时间

It`s one`s turn to do sth. 轮到某人做…

be/get stuck

v. 受骗；被卡在……；被堵……

look at the time 看一下时间，看看已经几点了

Period Five Teaching content:

Reading Practice

Teaching aims: To train the ability of reading and learn some vocabulary.

Important and difficult points: How to improve the students` reading ability.

Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check up the homework in last period. Step 2 Reading Practice 1.Activity 1 Read the introduction carefully to get some details and answer the questions in activity 1 on P25. Suggested answers to the questions in activity 1:

1. It takes place in the imaginary world of Narnia where it is always winter. 2. For children. 3. Because they both have created a fantasy world where characters go and have adventures.

4. It probably has a happy ending although the Characters might be sad when they leave Narnia. 2.Activity 2 Read through Extract from The Lion,the Witch and the Wardrobe carefully to get some details and then finish activities 2,3 on P26. 3.Activity 3 Read the text with the students together to explain some difficult language points.【Ref: Notes to the text.】

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4.Activity 4 Ask the students to read the passage again quietly and individually to understand it better. Time permitting, listen to the tape and follow it. *5.Activity 5 Activities 4,5,6 can be omitted for our students. Step 3 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Ex. 6 on P98 in workbook.

Appendix: Notes to the text ▲1. soon after稍后，不久以后，在…之后不久

既可作介词又可作连词用

e.g. We went home soon after the meeting.

They were divorced soon after they got married. ▲2. from among 从…中

from是介词，其后有时与副词或介词连用构成介词短语。如：from above从…上面、from behind从…后面、from below从…下面。

e.g. You may choose a book from among these.

There`s a man watching us from behind that fence.

▲3. there stuck two horns 是

there be结构的变形，there常与seem, appear, live, stand, come, exist, rise, lie, occur等词连用，相当于

there be结构。

e.g. There lies a man on the ground. 地上躺着一个人。

There stands a tower 30 meters high in that place.

There lies a river to the north of our school. ▲4.Useful expressions ahead of 在…的前面

look back over one’s shoulder

回头看

catch a glimpse of 瞥见

set out 出发，动身

be shaped like 像…形状，被做成…形状

be neatly caught up over the arm 被整齐地缠在手臂上

[caught up 赶上，把…缠住] a start of surprise 一惊

be meant to do sth. 打算/有意要做…，用意在于…

Period Six Teaching content:

Cultural Corner; Task & Module File

Teaching aims: 1.Make the students get the main idea of the passage; 2.Get the students to know more about foreign fantasy literature.

Important and difficult points: 1.How to improve their reading skills; 2.How to foster the sense of cultural awareness.

Teaching procedures: Step 1 Greetings and Revision --------------------------------------------------------------------------- 9th

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1.Greet the students as usual. 2.Check up the homework in last period. Step 2 Cultural Corner 1.Activity 1 Read through the text carefully to get the main idea and then try to answer the questions above the title.

Suggested answers: A1:There are different creatures living there,and wizards who can do magic. A2:The Ring can control all of the other things and give the owner power over the whole of Middle Earth. 2.Activity 2 Read through the text with the students together to explain some difficult points.[Ref: Notes to the text.] 3.Activity 3 Listen to the tape and follow it to understand the passage better. Step 3 Task 【*This part can be omitted for our students.】

Step 4 Module File This section lists the main areas of language dealt with in this module. The teacher may give the students about 5 minutes to go through it,ticking the things they are confident that they know, putting a question mark next to those things they are not sure of, and a cross next to those they don`t know.Then they may make up for it accordingly.Or you may provide a chance for them to have a consolidation. Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Ex. 7 on P98 in workbook.

Appendix: Notes to the text ▲Useful expressions at this time 这时，此时，当时

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