Reading and vocabularyppt专用说课稿内容

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

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

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 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 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 功式能句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- 1 -

词

汇

语

法

重点句子

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 First Period

Reading Teaching goals教学目标

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1. Target language目标语言

a. 重点词汇和短语

hero, heroine, creature, witch, take place, approach, behave, bush, comfortable, cottage, definitely, exactly, exist, guide, hesitate, nearby, vanish

b. 重点句子

Will was so tired that...

When it had gone past...

Feeling that he was dreaming but... 2. Ability goals能力目标

Enable the students to understand text organization. 3. Learning ability goals

学能目标

Enable the students to learn how to write a fantasy story; learn to retell a story. Teaching important & difficult points

教学重难点

Learn how to understand narrative organization of the passage. Teaching methods

教学方法

Skimming and task-based method.

Teaching aids

教具准备

A recorder and a projector. Teaching procedures & ways教学过程与方式

Step I Lead-in

Show the following picture.

T: Do you know the characters in the picture? T: Have you read a Harry Potter novel or seen one of the films?

T: It is a fantasy story. Did you enjoy it? Why? Sa: I enjoy reading Harry Potter novels very much. They are all exciting and mysterious. Once you start to read, you can’t help finish reading as soon as possible. Sb: I like reading fantasy stories, and Harry Potter novels are the best among them.

T: Very good. Can you tell me what a fantasy story is? Sb: I’m not sure what a fantasy story is. But I know it’s about events in one’s imagination, and the writer makes it believable. T: Correct. Who knows something else that also belongs to fantasy stories? Sc: The Lord of the Rings. Sd: The Journey to the West.

Se: Alice’s Adventures in Wonderland. Sf: Gulliver’s Travels. ... T: Today we’ll learn a new fantasy story “The Cat That Vanished”

and something more about fantasy stories. Now let’s begin with the book where “The Cat That Vanished”

is taken from. The name of the book is “His Dark Materials”. And its author is Philip Pullman. Now read the passage and underline the words and phrases that show it is a fantasy story.

Sample answers:

- 3 -

fantasy novels, different worlds, other worlds, extraordinary adventures, witches, talking bears, strange creatures T: Now we will try defining what a fantasy story is. Who would like to try? S: According to what I have read in Harry Potter novels, I think, fantasy stories include make-believe or magical characters and events, and they could not really happen.

Then ask the students to do Activity 2 on page 11. Check the answers with the students.

Step Ⅱ

Reading

Task 1: Warming up

Ask the students to discuss the questions on page 11. Task 2: Pre-reading T: Who has ever read Lewis Carroll’s Alice’s Adventures in Wonderland? And who knows the character in it, which could slowly turn its body invisible, until all that remained was its enormous grin?

S: The Cheshire Cat. T: Now we have another cat in the passage. It also vanished. You may wonder where it would go, what it would do and what would happen to the other characters in the story. Now you will read the passage as quickly as possible and try to get all the answers to these questions. Task 3: Skimming T: Now please skim the passage fast to obtain a general understanding of the whole passage. And number the sentences in the correct order. Then check the answers.

T: Who can tell us the main idea of this passage or tell the story briefly? S: Let me try. The passage is about Will and a cat. The cat is a strange creature, who acts as Will’s guide. She goes to another world through the patch in the air. And Will follows her without hesitation.

Task 4: Comprehension 1. Tell the students to read the passage carefully, and then finish Activity 4 on page 13.

Then check the answers.

2. Ask the students to look through the passage once again and finish the chart below. Will Trying to decide what to do

Still watching Watch more carefully

Came up to Will, then turned away and went across the road towards the bushes just past the trees, and there she stopped. Behave strangely: _____

After another few seconds, the cat stepped forward, and vanished. Cat Then he stood still, keeping his

eyes on the place where the cat vanished. Sample answers: Will Trying to decide what to do Held out his hand Still watching Watch more carefully came out of a garden Came up to Will, then turned away and went across the road towards the bushes just past the trees, and there she stopped. Behave strangely: put out a paw to pat something in the air in front of her; then leapt back, with her tail help up

Approached the place again; patted the air once again; again she leapt back - 4 - Cat

Will blinked. After another few seconds, the cat stepped forward, and vanished. Then he stood still, keeping his ... eyes on the place where the cat vanished. 3. Ask the students to try to draw a picture according to the story. Sample answers: Will

the patch in the air see the cat, watch, stand still, climb through the hole Cat — guide appear,

behave strangely, vanish disappear look around, turn away, stand up, look around for the cat

Task 5: Discussion T: Now let’s try to understand why Will decides not return to his world. Let’s have a discussion: What’s the meaning of “Although he knew nothing at all about this world, it had to be better than the life he had just left.”?

A sample discussion dialogue:

Sa: From the beginning of the passage, we know that Will had to work so hard that he was too tired to think clearly. Therefore, he would like to live a better life. Sb: Because the cat behaved strangely, and it acted as his guide, he was determined to find out more about this new world. Sc: Perhaps Will was not really thinking clearly, so he came to the new world without knowing what will happen here.

Task 6: Practice

T: Now we will do Activities on pages 12-13.

Then check the answers.

Task 7: Post-reading

Ask the students to discuss the following questions. 1. What are the characteristics of a fantasy story? 2. How can you tell the difference between real and make-believe? 3. Why is it important to know the difference between realism and fantasy?

Step Ⅲ

Homework 1. Retell the story in your own words. 2. Imagine what will happen after Will comes to the new world.

The Second Period

Speaking Teaching goals

教学目标

- 5 -

1. Target language目标语言

a. 重点词汇和短语

fantasy story, adult, bear, creature, extraordinary, hero, heroine, philosophical, witch, play a part, take place b. 重点句式

(P18) Look at the time!

It’s your turn.

See what I mean?

Give me a moment.

2. Ability goals能力目标

Enable the students to retell a fantasy story.

3. Learning ability goals

学能目标

Help the students learn how to retell a fantasy story. Teaching important & difficult points教学重难点

Retell a fantasy story using the present simple tense. Teaching methods教学方法

Discussion. Teaching aids教具准备

A computer and a projector.

Teaching procedures & ways教学过程与方法

Step I Revision

T: Let’s check the homework first. You have learned The Cat That Vanished, and you were asked to retell the passage. Now work in groups of four and take turns to retell the story. You’d better not read the passage while retelling the story. If necessary, you can turn to your partners for help. One student one or two sentences at one time. All right, now let’s begin.

T: Will came to a new world but knew nothing about it. He had to look for his guide, the cat. But where was the cat? What would happen next? Now go on with the story.

Sa: Will found the cat in the bushes. The cat spoke, and Will was surprised. She told him, “I was ordered to guide you to this magical world. You will become a great hero here.” Then she showed Will a handbook, telling him to follow the instructions in the book. After that, the cat vanished again. But this time Will failed to find her again. He had no choice but to read the book... Sb: Will suddenly changed into a cat, too. How terrible! He had paws instead of hands, and also a long tail behind him. On the other side of the road stood his guide, the cat that vanished. He began to regret what he had done. But the patch was nowhere to be found again. He said to himself, “OK, I’ll have to follow my guide to see what will happen to me.”

Step Ⅱ

Speaking

Task 1: Rearrange the story

Ask the students to do Activity 1 in LISTENING AND VOCABULARY on page 15. Then ask the students to listen and check the answers. Then ask the students to read the story.

A sample version:

A king goes out hunting and comes to a cottage. A beautiful woman comes out and the king falls in love with her. The king takes the woman to his palace and marries her, not knowing that she is a wicked witch. The witch put a spell on the king and becomes the ruler of the land. Argon, the king’s brother, who rules a nearby kingdom, goes to war with the witch. Before he leaves for the war, Argon asks his handsome son, Ferdinand, to revenge if he gets killed. The witch wins the war and kills Argon and his army. A frog jumps out of a pool and tells Ferdinand that he can help him kill the witch.

Task 2: Continue the story

First, ask the students to retell the above story.

Then ask them to read the end of the story and then continue it.

T: Now let’s work in groups of four and continue the story.

- 6 -

A sample version:

Sa: One afternoon, while sitting by a pool, Ferdinand sees a frog. The frog jumps out of the water and says, “Oh King, I will tell you how to kill the wicked witch.”

Sb: Ferdinand is very surprised and happy as well, because he wants to revenge, but he doesn’t know what to do. Sc: The frog says that he was a wizard long ago, but the witch put a spell on him and turned him into a frog. He has lived in the pool for many years. Sd: Ferdinand is told that the witch is very powerful, but she has a weak point. She can never live in darkness. No matter where she is, she burns a lot of candles, even when she is asleep. If she is kept in dark for two minutes, she will become weak and cannot use her magic. Sa: Ferdinand thinks it over, and has an idea. He calls on his friends and begins to carry out his plan. Sb: Everyone may wonder what the plan is and what the King will do. After meeting the frog, Ferdinand just stays in his palace, talking and laughing with his friends. Strangely enough, they never light a candle, even at night. Even the witch is puzzled. Sc: One night, Ferdinand calls on his men and goes to war with the witch. Just as the frog told him, the witch has a lot of candles and sticks burning around her as if it were in the daytime. Sd: The witch is about to catch Ferdinand when it suddenly begins to rain. The rain is becoming heavier and heavier, with wind blowing hard. Just as you can imagine, all the candles and sticks go out. Ferdinand and his men are used to the darkness, and they can see clearly in the darkness. They find the witch and kill her.

Step Ⅲ

Everyday English Task 1: Ask the students to make sentences with the expressions in bold type in EVERYDAY ENGLISH.

Sample answers: 1. Go on, I’m listening.

2. Give me a moment, and I’ll finish the work as soon as possible. 3. See what I mean? You should have listened to me carefully. 4. Fortunately, the girl was on time for class.

5. It’s your turn to clean the blackboard. 6. I’m stuck. I think the maths problem is too difficult for me. 7. Look at the time! What’s your excuse for being late? Task 2: Ask the students to do the Activity in EVERYDAY ENGLISH.

Step Ⅳ

Homework 1. Review the words and expressions learned.

2. Ask the students to find more information on “fantasy stories”.

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. - 7 -

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. 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 on page 73 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 - 8 -

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 on page 14 and Activities 1-4 on pages 16-17. 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.

The Fourth Period

Listening Teaching goals

教学目标

1. Target language目标语言

a. 重点词汇和短语

leave for, revenge, get killed, marry, rule, go to war with, fall in love with, go out hunting, put a spell on, nearby b. 重点句式

(P15）

The king takes the woman to his palace and marries her, not knowing... A king goes out hunting and comes to a cottage.

2. Ability goals能力目标

Enable the students to listen for narrative organization. 3. Learning ability goals学能目标

Learn how to pick out the information for narrative organization.

Teaching important & difficult points

教学重难点

Listen for narrative organization. Teaching methods

教学方法

Listening and cooperative learning. Teaching aids

教具准备

A recorder and a projector.

- 9 -

Teaching procedures & ways

教学过程与方式

Step I Revision Ask the students to make sentences with the dictation words.

T: First I’ll check your new words. Please take out a piece of paper, write down your name and we’ll have a dictation and then make sentences with the words and expressions. Each sentence should have two of these words. By the way, when you are making sentences, you can make up plots that are inexplicable, highly imaginative, or magical; and you can create make-believe characters.

Words and phrases for reference: brave, cottage, frog, handsome, hunt, pool, kingdom, land, nearby, palace, put a spell on (someone),

wicked Step Ⅱ

Listening Task 1: Warming up

Ask the students to predict the content of the listening material.

T: According to the words and the sentences you made, who can predict what you will hear in today’s listening material? Sa: It must be a fantasy story. Sb: There will be a frog, a prince, a king, and a wicked witch in the story. Sc: The prince will defeat the wicked witch.

Ask the students to do Activitues 3 and 4 on pages 15 and 16. Then check the answers.

Task 2: Listening (P15-16)

T: Now let’s listen to the fantasy story and do Activity 5 on page 16. And then check the answers. Task 3: Listening (WORKBOOK: P76-77)

T: Now you are going to listen to two friends talking about fantasy and historical films. Before listening you’re given the chance to predict words you might hear for each topic or character. Sample answers: Topic or character Alexander The Lord of the Rings A wicked wizard Words king, true, great, historical fantasy, magical, rule put a spell on, kill, magic Then ask the students to listen to the recording and do Activities 12-14 and then check the answers.

Step Ⅲ

Homework

1. Read the short books Readers.

2. Preview the CULTURAL CORNER and Reading in the WORKBOOK.

The Fifth Period

Extensive Reading Teaching goals教学目标

1. Target language

目标语言

a. 重点词汇和短语

take place, be similar to, deep in the mountains, create, possess, control, rule, realize, destroy, save, definitely

b. 重点句子

Sauron, realising that the Ring has been found, sends his creatures to get it back.

To do this, someone must take the Ring into Sauron’s kingdom. - 10 -

2. Ability goals能力目标

Enable the students to understand fantasy stories. 3. Learning ability goals学能目标

Enable the students to learn how to organize short descriptions of books and write one. Teaching important & difficult points

教学重难点

Enable the students to learn how to organize short descriptions of books. Teaching methods

教学方法

Listening and fast reading.

Teaching aids

教具准备

A recorder; a projector and a computer. Teaching procedures & ways

教学过程与方式

Step I Revision

Ask the students to do the following exercises.

Show the following. Choose the best answer from A, B, C and D, and then rewrite the sentences.

1. Finding her car stolen, ________.

A. a policeman was asked to help

B. the area was searched thoroughly

C. it was looked for everywhere

D. she hurried to a policeman for help 2. ________ such heavy pollution already, it may now be too late to clean up the river.

A. Having suffered

B. Suffering

C. To suffer

D. Suffered

3. ________ a reply, he decided to write again.

A. Not receiving B. Receiving not

C. Not having received D. Having not received 4. The visiting Minister expressed his satisfaction with the talks, ________ that he had enjoyed his stay here.

A. having added

B. to add

C. adding

D. added

5. “Can’t you read?”

Mary said, ________ to the notice.

A. angrily pointing B. and point angrily

C. angrily pointed

D. and angrily pointing

6. European football is played in 80 countries, ________ it the most popular sport in the world.

A. making

B. makes

C. made

D. to make

Sample answers:

D A CC AA

Step Ⅱ

Reading Task 1: Pre-reading T: Have you ever seen the film “The Lord of the Rings”? Who would like to say something about it?

Show the following pictures.

Task 2: Skimming T: Please read the passage quickly and find the answers to the following questions. Show the questions. 1. Who is the writer of The Lord of the Rings?

2. Where does the story take place? 3. Who are the characters in the story? Sample answers:

1. J.R.R. Tolkien.

2. The story takes place in a world called Middle Earth. 3. In the story, there are elves, tall beautiful creatures, hobbits, dwarves, wizard Sauron and wizard Gandalf. Task 3: Scanning - 11 -

Ask the students to read the passage carefully and answer the questions on page 19.

Sample answers:

1. Middle Earth is a world where several kinds of creatures exist. Humans are only one of them, and there are also elves, hobbits, and dwarves. 2. The Ring can control all of the nine rings. The person who has this ring controls the whole of Middle Earth. It’s the central point that makes the story start, develop and end.

3. Yes. The story is about a poor boy in ancient China who finds a ring when plowing the field and the ring becomes a spirit and makes the boy live a rich and happy life.

Task 4: Post-reading Ask the students to read the passage carefully and make sure that they have understood everything in it. T: If you have to divide the passage into three parts: the beginning, the middle and the ending, please identify and map them. Read the passage once again and complete the chart below. Parts the beginning the middle the end Sample answers: Parts the beginning the middle the end Paragraphs 1 2-3 4 Contents Introduction of the book The fantasy story about the Ring What people think of the book Paragraphs

Contents

Task 5: Reading (Passage on page 75 in the WORKBOOK) 1.

Ask the students to do Activity 8 on page 74. Then check the answers. Sample answers: 1. Success at last 2. Becoming rich 3. A happy end to the story 4. Difficult years rich, famous, popular, money, best-seller, translate rich, lucky, buy, by writing books married again, in Scotland, comfortable house, popular poor, alone, little money, free coffee 2. Do Activities 9-10 and then check the answers.

Step Ⅲ

Homework 1. Read the two passages again.

2. Do Activities 6 and 7 on Page 74.

The Sixth Period

Writing Teaching goals

教学目标

1. Target language

目标语言

a. 重点词汇和短语

novel, hero, heroine, philosophical, creature, adventure, take place, play a part, enjoy

b. 重点句子

（P18）

On seeing the ring, the young man stopped. A young man was walking through a wood when he saw a ring lying on the ground. It’s also very philosophical, with ideas that both adults and children enjoy. 2. Ability goals能力目标

Enable the students to write a fantasy story and a short description of a book. - 12 -

3. Learning ability goals学能目标

Help the students understand text organization and write a well-organized fantasy story. Teaching important & difficult points教学重难点

How to write a fantasy story and a short description of a book. Teaching methods教学方法

Task-based activities.

Teaching aids教具准备

A projector and a computer. Teaching procedures & ways教学过程与方式

Step I Revision and Lead-in Check the homework. Then ask the students to read the passage on fantasy story writing.

T: After seeing The Lord of the Rings, and having read a lot of fantasy novels, we’ve already had some idea of fantasy writing. The following are something you should know when you write a fantasy story.

Show the following.

How to write a fantasy story: All you’ll ever need

1. Locations: fantasy place names are the key for a successful fantasy story. They must be frightening and strange. Such as, the Mountain of Dread, Halls of Death, Forest of Darkness, or Plains of Ice. 2. Names: The names of people and places in the story should be very strange. For example, you should name a person “Whilyium”

instead of William. It’s best to have physical trait or skill after the name rather than a surname, such as “Whilyium

the Quick”. So our hero “Whilyium” becomes “Whilyium the Quick”.

This works for human character but for non-human characters or place names (especially if the place was named by non-humans or in an ancient language) you need to be a little fancier.

For example, you could use double “a”

words, such as “Baaku.”

For a really good fantasy name it needs to be extremely difficult if not impossible to pronounce and for good measure have some apostrophes thrown in. Fx’zaaku’a’zkim for example. 3. Plot: Fantasy stories are all centered on a quest. You take a couple of characters who have never been out of their village and give them the responsibility to save something important. For example,

Whilyium the Quick and his childhood friend Harwold Idyldaiz wanted to kill the Dark Lord Fx’zaaku’a’zkim. Of course they need a reason to take up this action. Usually one of them would have to be a chosen one and someone with knowledge of this will come to their village. A wizard perhaps or Baaku from the Forest or Darkness. Baaku is an elf-like being with wisdom and a peaceful manner that humans could never have.

For this example a wizard will come to the village and sweep the two boys off to adventure. Now that they are on their action you need to throw in a lot of side adventures that really don’t add to the story. Say that Harwold is falsely accused of stealing. Also their action needs to drag in other characters. Maybe now Baaku can be in our story. Each character needs to bring one bit of knowledge or skill that will be needed at a crucial moment regardless of how useless the character seems. Each of these characters needs to use a different weapon. Bow and arrows work for quick-minded characters and an axe for some fat characters with beards. 4. The ending: It’s best to end with opening to some possible results. For example，

The Dark Lord is simply imprisoned rather than destroyed. The farm boy hero should end up as a king of some fashion because he was actually the descendant of a great king from a few thousand years ago. He will have also married the female character who hated him through most of the story. Harwold would probably become a great and respected warrior. Maybe he will have grown a beard and had a hidden talent with a sword. - 13 -

T: Now you’ll have a chance to write one by your-selves. Let’s read the start of the fantasy story first. Then work in pairs and discuss the questions on page 18. Step Ⅱ

Writing

Task 1: Ask the students to continue the story on page 18.

Sample version 1:

...

The young man worked from morning till night as usual. He never thought that he had the chance to use the ring, because he was very honest. But he kept the ring in his pocket in case the owner claimed for it.

One night, he was walking slowly in the street when there came a cry for help. A beautiful young girl was surrounded by a crowd of bad boys, and they were trying to rob her of her money and the necklace.

Suddenly the young man had an idea, realizing he could use the ring to help. He put it on and approached the boys. He hit one of them hard on the head, and then another on the back. The one who was hit on the head thought that his man beat him and was very angry. He beat one of his fellows even harder. In no time, the boys were fighting against each other, paying no attention to the girl. Feeling puzzled, the girl stood there dumbfounded. The young man quickly caught the girl by the arm and ran off as fast as possible. Sample version 2:

...

Realized that he could use the ring to get whatever he wanted without being seen, the young man came to a restaurant. After eating a lot of delicious dishes, he put on his ring. He left without paying. He was more than happy now. Then, with his ring on, he came into a shop and took anything he liked. In this way, he never worked again. Whenever he was hungry, he went to a restaurant to eat to full. Whenever he wanted something, he went to a shop and took something. As time went on, he became more and more greedy.

One day, he came to a bank and decided to rob the bank. Not knowing that the ring’s magic power became weaker because of dishonest activities, he was caught by the police and sent to prison. And the ring became an ordinary ring, without any magical power at all. Task 2: Write short descriptions of books. (P20)

A sample version:

A short description of Alice’s Adventures in Wonderland

Alice’s Adventures in Wonderland is a work of children’s literature by the British author Lewis Carroll. It tells the story of a girl named Alice who falls down a rabbit-hole into a fantasy world, where talking creatures lived. The Wonderland described in the tale plays with logic in ways that have made the story of lasting popularity with children as well as grown-ups. The book is often referred to as Alice in Wonderland. And this title was popularized by the numerous films and television adaptations of the story produced over the years. Task 3: Write an interview with Philip Pullman. (WORKBOOK: P78)

1. Write questions about Philip Pullman. Where was he born? Where did he study? When was he born? What was his first children’s book? What are his hobbies? What jobs does he do? What are his writing habits? What is the subject of his books? What is the most famous science fiction he has written? How does he write? How many children does he have? Why does he write? How about His Dark Materials?

2. Ask and answer the questions about Philip Pullman. Sa: Where and when was he born? - 14 -

Sb: He was born in England in 1946.

Sa: Where did he study? Sb: He studied in England, Zimbabwe and Australia before he went to Oxford.

Sa: What was his first children’s book? Sb: Count Karlstein.

Sa: What is the subject of his books? Sb: He wrote many adventure stories, good and bad.

Sa: What is the most famous science fiction he has written? Sb: His Dark Materials. Sa: What do you know about it? Sb: It was first performed in London theater. And soon the film is coming out.

Sa: What are his writing habits? Sb: He usually starts at 9:30. And 3 pages a day.

Sa: Why does he write? Sb: He takes writing as a job. He wants to leave something good in the world. He also writes for enjoyment.

Sa: What are his hobbies? Sb: Many. For example, drawing, making things out of wood and playing the piano.

3. Write an interview.

A sample version: (I = interviewer; P= Philip Pullman) I: Can you tell me where and when you were born? P: I was born in England in 1946.

I: Where did you study? P: I studied in England, Zimbabwe and Australia before I went to Oxford.

I: What was your first children’s book? P: Count Karlstein.

I: What is the subject of your books? P: I wrote many adventure stories. Some are good, some are bad.

I: What is the most famous science fiction you have written? P: His Dark Materials. I: How do people like it? P: It was first performed in London Theater. And soon the film is coming out.

I: What are your writing habits? P: I usually start at 9:30. And 3 pages a day.

I: Why do you write? P: I take writing as a job. I want to leave something good in the world. And also I write for enjoyment.

I: What are your hobbies? P: Many. For example, drawing, making things out of wood and playing the piano.

Step Ⅲ

Homework 1. Review the whole module.

2. Preview for the next module.

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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。

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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。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

B. and thought

C. thinking

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

A. Having suffered

B. Suffering

C. To suffer

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

B. hoping

C. hope

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

A. There was

B. There being

C. There to be 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

B. to express

C. 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 - 17 -