Grammar教学设计及教案分析

Module 2 Fantasy Literature—Philip Pullman Ⅰ. 模块教学目标

技能目标Skill Goals ▲Learn about fantasy novels ▲Learn to retell a story ▲Listen for narrative organization ▲Learn to write short descriptions of books ▲Write a fantasy story ▲Learn the adverbial clauses with -ing

Ⅱ. 目标语言

Telling a story

功能句式1. As you know, the story is ...

2. You should read it.

3. The story takes place in ... 4. The heroine is ... and the hero is ... 5. It is a ... novel with ... 1．

四会词汇

adult, approach, behave, bush, comfortable, cottage, definitely, exactly, exist, guide, hero, heroine, hesitate, hunt, nearby, philosophical, possess, rule (v.), vanish, wicked, witch

2．

认读词汇

词汇novel, direction, paw, pat, invisible, tail, blink, edge, square, shape, patch, doubt, alien, bend, scent, shine, dream, awake, revenge, marry, punish, elf, magical, power, dwarf 3．

词组

bend down, go to war, hold out one’s hand, look around for, look through, play a part, put a spell on (sb.), put ... down, turn away, shine down over, take place, take revenge, keep one’s eyes on, come up to, pass by

语法Adverbial clauses with -ing Putting down his shopping bag, Will held out his hand. On returning to the palace, the king marries the woman. 1. Will was so tired that he could not think clearly, but as he stood trying to decide what to do, he saw a cat. P12 2. When it had gone past he crossed the road, keeping his eyes on the place where the cat had vanished. P12

重点句子

3. Feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide.

P13 4. What he saw frightened him, but he didn’t hesitate.

P13 5. Bending to look through, he saw the road in his own town, his own world. P13 6. Sauron, realising that the Ring has been found, sends his creatures to get it back. P19 Ⅲ. 教材分析与教材重组

1. 教材分析

本模块以Fantasy Literature为话题，旨在通过模块教学，使学生了解Fantasy literature这一文学形式的特点和代表作，并学会如何介绍一本书以及如何写fantasy stories。

1.1

INTRODUCTION中的三项内容都围绕Philip Pullman的小说His Dark Materials展开。第一项内容简介Philip Pullman的His Dark Materials，借此引出话题a fantasy story；第二项内容学习短文中的生词和短语；第三项内容对Philip Pullman的His Dark Materials以及其它fantasy stories进行深入讨论。

1.2 READING AND VOCABULARY 是一篇题为The Cat That Vanished的fantasy story。故事选自Philip Pullman的His Dark Materials。通过阅读此短文，学生可以进一步理解fantasy story的含义。这一部分还设置了五个活动，其中第一个活动和第四个活动考查学生对短文的理解程度；第二、三和第五个活动考查学生对文中词句的掌握和理解。

1.3 GRAMMAR 分两部分。分别涉及-ing形式做状语的语法学习及各种练

习。既结合课文内容，又考虑语法结构；既有单一的句子填空，又有复杂的篇章结构填空。

1.4 SPEAKING 分两部分：第一部分是READING部分的延伸。这一部分要求学生分组讲述The Cat That Vanished这个小故事并以try to guess what happens next的任务形式要求学生接续故事。第二部分是LISTENING 部分的延伸。

1.5 LISTENING AND VOCABULARY以词汇学习和听力（练习听取篇章结构）训练相结合的方式进一步学习fantasy story的相关知识。

1.6 FUNCTION这一部分重点学习如何讲故事。

1.7 EVERYDAY ENGLISH介绍了七个日常用语。

1.8 WRITING分两个部分：第一部分要求根据所供故事开头部分，续写一个fantasy story，而且要求写作时运用-ing形式；第二部分的Writing出现在Task中，要求学生介绍一本书。

1.9 CULTURAL CORNER介绍了电影故事The Lord of the Rings的主要内容。

2. 教材重组

2.1将课本INTRODUCTION和READING AND VOCABULARY部分整合为一节“阅读课”。

2.2将课本SPEAKING，EVERYDAY ENGLISH以及WORKBOOK中的Listening and speaking和Speaking and writing中的Speaking部分整合为一节“口语课”。

2.3将课本GRAMMAR部分和WORKBOOK中Grammar部分整合为一节“语法课”。

2.4将课本LISTENING AND VOCABULARY部分设计为一节“听力课”。

2.5将课本CULTURAL CORNER和WORK-BOOK中的Reading部分整合为一节“泛读课”。

2.6将课本FUNCTION，WRITING，TASK以及WORKBOOK中Speaking and writing中的写作部分整合为一节“写作课”。

3. 课型设计与课时分配

1st Period

Reading

2nd Period

Speaking

3rd Period

Grammar

4th Period

Listening

5th Period

Extensive Reading

6th Period

Writing

Ⅳ.

分课时教案

The Third Period

Grammar Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

at the same time, refer to, with a wicked smile on her face 2. Ability goals能力目标

Enable the students to understand and learn to use adverbial clauses with -ing. 3. Learning ability goals

学能目标

Help the student learn how to use adverbial clauses with -ing. Teaching important & difficult points

教学重难点

Learn to use adverbial clauses with -ing. Teaching methods

教学方法

Question and answer; translation. Teaching aids

教具准备

A projector and some slides.

Teaching procedures & ways教学过程与方式

Step I Revision and Lead-in

Ask the students to read the story “The Cat That Vanished”

again and find out the sentences with -ing. T: First read the passage “The Cat That Vanished”

to find out sentences with -ing. Sample sentences:

1. Will was so tired that he could not think clearly, but as he stood trying to decide what to do, he saw a cat.

2. Putting down his shopping bag, Will held out his hand, and the cat came up to him.

3. Still watching, Will saw the cat behave strangely. 4. When it had gone past he crossed the road, keeping his eyes on the place where the cat had vanished. 5. Pushing his shopping bag through, he climbed through the hole in the walls of this world and into another. 6. Bending to look through, he saw the road in his own town, his own world.

7. Feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide.

Then ask the students to read aloud the sentences.

Step Ⅱ

Grammar Task 1: Grammar focus

T: From the sentences above, we can see that there is a comma in each sentence. And the two parts of each sentence refer to the same person. Now let’s find something more about -ing in the sentences. First, which sentences describe two things that happen at the same time? And which sentences describe one thing happening imme-diately after another?

Sa: Two things that happen at the same time: Sentences 1, 3, 4, 7. Sb: One thing happening immediately after another: Sentences 2, 5, 6.

Then ask the students to do Activity 2 and then check the answers.

T: After the above exercises, we can conclude that -ing can sometimes be used to describe two things that happen at the same time, and sometimes describe one thing happening immediately after another. The two parts of each sentence refer to the same person. Besides, we can also put prepositions / conjunctions before -ing to form a phrase, such as while，when, once, although, until, if etc. And the phrase can be changed into an adverbial clause. For example, On seeing her, the king falls in love with her. can also be changed into: When the king sees her, he immediately falls in love with her.

T: The adverbial clauses with -ing can be used to indicate time, cause, condition, result, etc. These sentences can be changed into subordinate clauses or juxtapositional

sentences. Now let’s do the following exercises.

Show the following.

把下列句子变成复合句或并列句。

1. Walking along the street, he met his old friend.

2. Not having received his reply, she decided to write a second letter. 3. Seeing from the top of the hill, you will find the city more beautiful. 4. All the students sat in the classroom, waiting for their new English teacher.

5. My parents went to the park yesterday, leaving me alone at home.

Sample answers: 1. When he was walking along the street, he met his old friend. 2. Because she hadn’t received his reply, she decided to write a second letter. 3. If you see it from the top of the hill, you will find the city more beautiful. 4. All the students sat in the classroom, and they were waiting for their new English teacher. 5. My parents went to the park yesterday, and they left me alone at home. Task 2: Practice

1. Reading

First ask the students to read aloud the following example sentences and tell which sentences describe two things that happen at the same time (1) and which sentences describe one thing happening immediately after another (2).

Hearing the news, they all jumped with joy. (2) Using what you know of word stems and word formations, you can make a guess at the meaning of a new word. (1) The students went out of the classroom, laughing and talking. (1) When leaving the airport, she waved again and again to us. (1) While waiting for the train, I had a long talk with my sister about her work. (1) Standing on top of the hill, you can see as far as the seaside. (1) The fish can eat a person in two minutes, leaving only bones. (2) Having finished his homework, the boy went out to play football. (2) Being noticed by so many people, she felt nervous, not knowing what to say. (1)

Not having been washed in the correct way, the coat has faded. (2) Not having heard from her son for a long time, the mother worried a great deal. (2) When doing your homework, you mustn’t listen to the music. (1) Though having been warned many times, she got to school late again. (2) European football is played in 80 countries, making it the most popular sport in the world. (1) 2. Activities

Ask the students to do Activities 1-5 and Activities 1-4. Check the answers with the students.

Step Ⅲ

Homework

1. Preview the new words in LISTENING AND VOCABULARY. 2. Read a fantasy novel and write a short description of it.

附

件

I．

课文疑难解析

1. Will was so tired that he could not think clearly, but as he stood trying to decide what to do, he saw a cat.威尔累得脑子都不清楚了，但就在他站在那里想着该干什么时，他看到一只猫。

so …

that句型，如果that从句中是否定形式，可以把此类句子转变为too ... to句型。此句可以转换为：Will was too tired to think clearly, but as he stood trying to decide what to do, he saw a cat. 2. Then she leapt back, with her tail held up．

然后它向后一跃，尾巴翘得老高。

with her tail held up是独立主格结构。

独立主格结构又称为"with结构"，在句中表状态或说明背景情况，常作伴随、方式、原因、条件状语。具体结构如下：

1) With + 名词

+ 介词短语

He was asleep with his head on his arm. The man came in with a whip in his hand. 在书面语中，上句也可以说成：The man came in, whip in hand. 2) with +名词+形容词

（强调名词的特性或状态）

With the clouds so low, ten to one it’ll rain presently.

He used to sleep with the windows open. 3) With +名词+副词

With John away, we’ve got more room.

The square looks more beautiful than ever with all the light on. 4) With +名词+-ed分词

（强调名词是-ed分词动作的承受者或动作已经发生）

With this problem solved, the new medicine is now in regular production.

All the afternoon he worked with the door locked. 5) with+名词+-ing分词（强调名词是-ing分词的动作的发出者或表示某动作、状态正在进行）

I won’t be able to go on holiday with my mother being ill. He felt more uneasy with the whole class staring at him. 6) with+名词+to do （不定式动作尚未发生）

So in the afternoon, with nothing to do, I went on a round of the bookshops.

I can’t go out with all these dishes to wash. Ⅱ．语法：含有-ing分词的状语从句

1. -ing分词一般式表示该动作与谓语动作同时发生或在谓语动作之后发生，完成式则表示该动作发生在谓语动作之前，在句中只能作状语表示时间和原因。如：

Standing on top of the hill, you can see as far as the seaside. (分词动作与谓语动作同时发生) The fish can eat a person in two minutes, leaving only bones. (分词动作在谓语动作之后发生) Having finished his homework, the boy went out to play football. (分词动作在谓语动作之前发生)

2. -ing分词的主动式表示动作是由句子主语发出，而被动式表示主语承受该动作。如：

Being noticed by so many people, she felt nervous, not knowing what to say. Not having been washed in the correct way, the coat has faded. 3. -ing分词的否定式是在一般式和完成式的前面加not (never)。注意完成式的否定式应将not(never)加在have前。如：

Not having heard from her son for a long time, the mother worried a great deal. 4. -ing分词可以与when, while, if, though等连词使用。如：

When doing your homework, you mustn’t listen to the music. Though having been warned many times, she got to school late again. 5. 当-ing分词的逻辑主语不是句中主语时，可以带有自己的主语——名词或代词主格。这样的结构属于独立主格结构，有时前面还可加介词with构成复合结构。

Weather permitting, we will go out for a picnic next Sunday. With so many people looking at her, the girl felt nervous. 6. -ing分词作状语其逻辑主语与句中主语不一致的常见情况：

(1) generally / strictly / frankly speaking和

judging from等作为插入语时。如：

Generally speaking, women work more carefully than men. Judging from his accent, he must be an American. (2) 句中主语为事物，而-ing分词的逻辑主语是该动作的执行者。如：

It looks as if the clothes were not washed according to the instructions. The idea can be expressed using a single sentence. (3) 当-ing分词在句中作结果状语，其逻辑主语为前面整个句子时。如：

European football is played in 80 countries, making it the most popular sport in the world. 7. -ing分词在句中作状语时可表示时间、原因、条件、伴随和结果等。通常可以改为相应的从句或并列句。如：

Walking along the street, he met his old friend. (时间) →When he was walking along the street, he met his old friend.

Not having received his reply, she decided to write a second letter. (原因) →Because she hadn’t received his reply, she decided to write a second letter. Seeing from the top of the hill, you will find the city more beautiful. (条件) →If you see it from the top of the hill, you will find the city more beautiful. All the students sat in the classroom, waiting for their new English teacher. (伴随) →All the students sat in the classroom, and they were waiting for their new English teacher. My parents went to the park yesterday, leaving me alone at home. (结果)

→My parents went to the park yesterday, and they left me alone at home. 巩固练习：

1. He turned over and went to sleep again, ________ that it was still early.

A. to think

C. thinking

B. and thought

D. thought 2. ________ such heavy pollution already, it may now be too late to clean up the river.

A. Having suffered

C. To suffer

B. Suffering D. Suffered 3. ________ the idiom, he looked it up in the dic-tionary.

A. Having no learned

B. Not learning

C. Having never learned

D. Never having learned 4. It rained heavily, ________ serious flooding in that country.

A. caused

B. to cause

C. causing

D. and caused

5. He sent me an e-mail, ________ to get further in-formation.

A. hoped

C. hope

B. hoping D. to hope 6. ________ no rain, we all went out for a walk after supper.

A. There was

C. There to be

B. There being

D. It being 7. He stepped into the room, ________ his seat and sat down to read.

A. find

B. to find

C. finding

D. found

8. The old man wrote a letter to the hospital, _______ his thanks to the doctor who had cured his illness.

A. expressing

C. express

B. to express

D. expressed 9. ________ to the right, you will find the place you want.

A. Turn

B. To turn

C. Turning

D. Turned 10. Night ______, we hurried home.

A. fell

B. falling

C. fallen

D. fall Key: 1-5 CADCB 6-10 BDACB Ⅲ. 文化背景知识

Philip Pullman

Philip Pullman was born in Norwich on 19th October 1946. The early part of his life was spent travelling all over the world, because his father and then his stepfather were both in the Royal Air Force. He spent part of his childhood in Australia, where he first met the wonders of comics, and grew to love Superman and Batman in particular.

From the age of 11, he lived in North Wales, having moved back to Britain. It was a time when children were allowed to roam anywhere, to play in the streets, to wander over the hills, and he took full advantage of it. His English teacher, Miss Enid Jones, was a big influence on him, and he still sends her copies of his books.

After he left school he went to Exeter College, Oxford, to read English. He did a number of odd jobs for a while, and then moved back to Oxford to become a teacher. He taught at various middle schools for twelve years, and then moved to Westminster College, Oxford, to be a part-time lecturer. He taught courses on the Victorian novel and on the folk tale, and also a course examining how words

and pictures fit together. He eventually left teaching in order to write full-time.

His first published novel was for adults, but he began writing for children when he was a teacher. Some of his novels were based on plays he wrote for his school pupils, such as The Ruby In The Smoke.

Philip still lives in Oxford, and he writes in a shed at the bottom of his garden. The shed contains two comfortable chairs (one for writing in, one for sitting at the computer in), several hundred books, a six-foot-long stuffed rat which took a part in his play Sherlock Holmes and the Limehouse Horror, a guitar, a saxophone, as well as the computer, decorated with dozens of brightly coloured artificial flowers attached to it by Blu-Tack.

Blu-Tack plays a big part in Philip Pullman’s writing process. With it he sticks to the wall pictures, notes, posters, reminders, postcards, book jackets, anything that will stay there.

Another product of technology that Philip can’t do without is Post-it Notes, the smallest yellow ones in particular. They are very useful for planning the shape of a story: he writes a brief sentence summarising a scene on one of them, and then puts them on a very big piece of paper which he can fill with up to sixty or more different scenes, moving them around to get the best order.

Philip Pullman believes firmly in the virtues of healthy exercise and a moderate diet — for other people. It makes them feel virtuous, and makes them feel good if not happy. The most exercise he normally takes is unscrewing the top of the whisky bottle. If he liked the taste of tobacco, he would smoke vigorously. He is fond of sport, and plays it by watching television. He is a big fan of Neighbours, but that is the only soap he watches, as Neighbours gives him quite enough to think about.

He is married to Jude. Their son Jamie is a viola player, and their younger son Tom studies music at university.

As far as he can tell, Philip Pullman is moderately harmless and useful. He would like to carry on doing what he’s doing now, and there seems no reason why he shouldn’t, but if it suddenly became against the law to write stories, he

would break the law without a second’s hesitation.

His Dark Materials

His Dark Materials is a trilogy of novels by the fantasy fiction author Philip Pullman, comprising Northern Lights (released as The Golden Compass in the United States), The Subtle Knife and The Amber Spyglass.

In Northern Lights, the heroine Lyra Belacqua, a young girl brought up in the cloistered world of Jordan College, Oxford, and her daemon —

an animal-shaped manifestation of her soul-journey to the icy wastelands of the far North to save their best friend Roger, and other kidnapped children from experi-mentation by evil scientists and a revisionist church in an alternate universe. This world is much like our own, but with many differences.

In The Subtle Knife, Lyra journeys to another world, to a city called Cittàgazze (the “city of magpies”), where she meets Will Parry, a twelve-year-old boy from our own world who has recently killed a man to protect his ailing mother. Together they travel from world to world and discover the Subtle Knife of the novel’s title —

so called because it can cut through the barriers between the worlds—and begin to uncover the truth of their own destiny.

In The Amber Spyglass, the series concludes with Will and Lyra visiting the Land of the Dead and releasing the dead souls from their captivity, the overthrow of The Authority, the destruction of the Subtle Knife, and the sealing of the passageways between the worlds by the angels.

J.R.R. Tolkien

John Ronald Reuel Tolkien was born on the 3rd January, 1892 at Bloemfontein in the Orange Free State, but at the age of four he and his brother were taken back to England by their mother. After his father’s death the family moved to Sarehole, on the south eastern edge of Birmingham. Tolkien spent a happy childhood in the countryside and his sensibility to the rural landscape can clearly be seen in his writing and his pictures.

His mother died when he was only twelve and both he and his brother were made wards of the local priest and sent to King Edward’s School, Birmingham,

where Tolkien shine in his classical work. After completing a First in English Language and Literature at Oxford, Tolkien married Edith Bratt. He was also commissioned in the Lancashire Fusiliers and fought in the battle of the Somme. After the war, he obtained a post on the New English Dictionary and began to write the mythological and legendary cycle which he originally called ‘The Book of Lost Tales’ but which eventually became known as The Silmarillion.

In 1920 Tolkien was appointed Reader in English Language at the University of Leeds which was the beginning of a distinguished academic career culminating with his election as Rawlinson and Bosworth Professor of Anglo-Saxon at Oxford. Mean-while Tolkien wrote for his children and told them the story of The Hobbit. It was his publisher, Stanley Unwin, who asked for a sequel to The Hobbit and gradually Tolkien wrote The Lord of the Rings, a huge story that took twelve years to complete and which was not published until Tolkien was approaching retirement. After retirement Tolkien and his wife lived near Oxford, but then moved to Bournemouth. Tolkien returned to Oxford after his wife’s death in 1971. He died on 2 September 1973 leaving The Silmarillion to be edited for publication by his son, Christopher.

Summary: The Lord of the Rings

The Fellowship of the Ring

The journey begins as Frodo discovers the true nature of the Ring he was given from his uncle years ago. He meets the members of the Grey Company, including Gandalf the wizard, Aragorn the Ranger, Gimli the Dwarf and Legolas the Elf. All are charged with the destruction of the Ring. The Two Towers

The Grey Company splits into two parts as the forces of Mordor begin to battle in earnest. Following the Ring on the journey Frodo and Sam work their way toward Mordor without their comrades. The Return of the King

The battle for control of Middle Earth reaches a fever pitch as the forces of Good and Evil come together for a mighty conflict. Frodo and Sam continue on

to Mt. Doom, but will they be able to carry out the task given to them? The Hobbit

Bilbo Baggins, a quiet and well-mannered hobbit, finds himself embroiled on an adventure with a band of dwarves and a wizard. He makes his way through dangerous forests, high mountains, dark caverns and past a creature called Gollum who loses a Ring to him in a contest of riddles, and finally finds himself entering a dragon’s lair full of danger and gold.