Reading and vocabulary课件配套优秀

Module 2 Fantasy Literature Teaching aims: 1. To introduce fantasy novels to the students and improve the students’ ability to appreciate fantasy novels and films. 2. To know how to tell stories using present simple. 3. To know the popular fantasy novels and films of Western novelists. And appreciate fantasy basically and widen their knowledge to improve their cultural levels. Important and difficult points: 1. Get students to understand how to use the adverbial clauses with –ing and grasp what meaning they stand for. 2. Make students know how to write simple fantasy stories. Teaching procedures: Period 1

Introduction and Function Step 1. In this part, the teacher can let the Ss answer the following questions in order to introduce the new module. 1.

Have you ever read a Harry Potter novel or seen one of the films? Do you enjoy it? Say why/why not. 2.

Have you ever read any other fantasy novels. What is it about? 3.

Are you interested in fantasy literature? Say why/why not. 4.

Have you read a fantasy novel called His Dark Materials？ If you have, tell us much as you know about it. If you haven’t, read the passage in Activity 1. Step 2.

Ask the Ss to read the passage about His Dark Material and ask them tell us which words and phrases prove it is a fantasy novels.

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Then ask all the Ss to read the passage and finish Activity2 and every two compare their answers. At last teacher tell the Ss the right answers. Step 3.

Let all the Ss read the words and phrases in the blanket and make sure to understand their basic meaning. Then ask every two students to choose5－8 words to make sentences. But all the sentences must be about the topic of the module. For example: S1: In my opinion, not only children but also adults enjoy fantasy stories. S2: In fantasy stories, all creatures can talk as human beings do. S1: In that fantasy novel, the hero is a boy called Harry Potter. Step 4. Ask the Ss to read the passage in Activity1 and try to remember the information as much as they can. Then ask them to close their books; every two Ss as a group to ask and answer the information about the novel His Dark Materials. For example: 1.

What kind of novel is His Dark Materials? 2.

Who is the author of the novel? 3.

Who is the hero/heroine of the novel? 4.

What is the first book of His Dark Materials about? In this exercise, ask the Ss to try to use the words in the blanket in Activity2. Step 5.

Ask the Ss to read Activity1 again, the introduction of novel’s character and Activity1 then answer the question. What sense is used to tell the story? Now ask the Ss in what condition is present continuous used? For example:

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1.

Explanation about film or introduction about content of the story When Xiulian’s sword is stolen, Mubai and Xiulian try to get it back.

2.

The topic of news or novels Lei Feng Joins the Army Prime Minister Tony Blair Gets a Rousing Welcome in Sydney 3.

The explanation about pictures or actions in films In the park, Mathilde continues to tell Jeanne her story. Step 6. Ask every student to read Activity2 in silence then fill in the blanks according to the context. Now ask the Ss to check their answers each other and then the teacher gives them the right answers. At last ask the Ss to read the conversation aloud and then act it out. Period 2 Reading and Vocabulary Step 1. According to asking some questions about INTRODUCTION , the teacher leads the Ss into the study of READING. The teacher can say like the following. The topic in this module is fantasy literature. In the part INTRODUCTION, we have learned that one of the greatest fantasy novels ever written is His Dark Materials. Could you say anything about its author, hero, heroine or the main plot of the story? 1.

Step 2. Ask the Ss to read the text quickly and grasp the main idea Ask some Ss to answer the questions and help the Ss understand the main idea of the passage. Step 3. Ask the Ss to read the whole text and do Activity2 and Activity3, then give them the right answers. Step 4. Important word or phrases

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1.

At this time of night there was very little traffic…

Traffic means vehicles of pedestrians in transit.交通流动中的车辆或行人。

e.g. 警察拦住迎面而来的车流让孩子们过街。

The police stopped oncoming traffic to let the children cross. In addition, traffic has another meaning. (1)the passage of people, vehicles, or messages along routes of transportation of communication交通

e.g. 交通繁忙 the heavy traffic 交通阻塞traffic jam (2)the commercial exchange of goods; trade贸易货物的商业交换；商贸

e.g. 酒业 the traffic in liquor 2. The cat approached the place again, just an empty patch of grass between the trees and the bushes, and patted the air once more. Here approach means come near or nearer to somebody/something in space or time.接近，靠近（某人/某事物）

e.g. 接近那座城镇的时候，首先看到的就是教堂。

As you approached the town the first building you see is the church. Approach has another meaning (1)go to somebody for help or support or in order to offer something（为求助或提供某事物）接近（某人）

e.g. 找银行经理寻求贷款

approach one’s bank manager for a loan

(2)be similar in quality or character to somebody/something（在性质或特点上）接近（某人或某事物）

e.g.莎士比亚的伟大，鲜有作家能望其项背。

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Few writers even begin to approach Shakespeare’s greatness.

3. But Will knew without any doubt that that patch of grass on the other side was in a different world. Here without doubt is phrase; its meaning is certainly无疑地，确实地

e.g. 他确实是我所教过地学生中最聪明的。

He is without doubt the cleverest student I’ve ever taught.

Here the teacher can teacher the Ss another phrases about doubt. In doubt means uncertain; undecided不肯定的；不确定的。

e.g. 没有把握就不要做。

If in doubt, don’t do it.

No doubt means very probably无疑地，很可能

e.g.他确实是想帮忙，然而事实上却只是帮倒忙。

No doubt he means to help, but in fact he just gets in the way. 4.

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

Here hesitate is a verb; its meaning is be slow to speak or act because one feels uncertain or unwilling; pause in doubt犹豫；踌躇；迟疑。

e.g. 他对是否参加考察队仍拿不定主意。

He’s still hesitating about joining/ over whether to join the expedition.

In addition, hesitate has another meaning. Be reluctant不情愿

e.g. 我舍不得把这么多钱花在穿衣服上。

I hesitate to spend so much money on clothes. 5. Any creature who possesses one of these rings has great power. Here possess is a verb; its meaning is have (sth.)as one’s belongings; own占有；拥有。

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e.g.他决定放弃他所拥有的一切，出家为僧。

He decided to give away everything he possessed and become a monk. In addition, it has another meaning. 1.

have (sth.)as a quality具有（某品质）

e.g.他有做好这项工作必备的耐性和应变能力吗？

Does he possess the necessary patience and tact to do the job well? 2.

control or dominate ( a person’s mind)(esp. passive)控制，支配（人的思想）（尤用于被动语态）

e.g.他老是觉得有人跟踪他

He is possessed with the idea that he is being followed. Its noun is possession, its meaning is财产，拥有。. e.g. 他的财产很少。

He had few possessions. Period 3. Listening and Vocabulary; Grammar Step 1. Ask the Ss to do Activity3.And let the Ss read the words in the box after the teacher. Then ask the Ss to do it by their selves and guess their meanings ,finally the teacher give them the right answers. Ask the Ss to make sentences using the words in Activity3. For example A frog came out of a nearby cottage and changed itself into a handsome young man. Step 2. Ask every two Ss to do Activity1 and give the right order of the 8 sentences according to one’s understanding. And the teacher doesn’t give them the right answers. Ask the Ss to listen to the tape for the first time, and ask them to grasp the main idea. And then check whether their orders they have made are right. Listen to the tape again, try to answer the 8 questions in Activity5. Listen to the tape for the third time; ask the Ss to check their answers one by one. Finally the teacher gives them the right answers.

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Listen to the tape for the last time, pause and explain if necessary. Step 3. Ask the Ss to read the text The Cat That Vanished and find the sentences containing v-ing as adverbial clauses. For example 1….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. Step 4. Ask the Ss to read the sentences aloud and think whether the act of the v-ing and the verb happen at the same time. Then do the exercises in Activity1. Ask every student to read the four sentences in Activity1, then answer the four questions in Activiry2, finally the teacher give the right answers. Ask the Ss to discuss the character of v-ing as adverbial. Then the teacher tell the Ss the characters. Step 5. Ask every student to do the exercise in Activity4, then the teacher give the right answers to the students. Now give the students another exercises. I.

Complete the sentences using the given v-ing. 1.

Walking into the library, the girl student________. 2.

Reading in the library, Professor Wang_______.

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3.

Driving on the highway, the young man_______. 4.

Hunting in the forest, the prince________. 5.

Playing the violin in his room, the boy______. 6.

Singing and laughing on the green land, these children_______. II.

Use the v-ing as adverbial to complete the sentences. 1.

Our English teacher went out of the classroom, _______. 2.

_______,he sent another email to his pen pal. 3.

The boy was now in the school library, ___________. 4.

_________, the strange creature vanished. 5.

_________, the cat led Will to another world. 6.

The tiger came out of the bushes, _________. In this exercise, the teacher can ask some Ss to complete the same sentence and compare who did better. For example No 4 in exercise II (1)Jumping into the lake, the strange creature vanished. (2)Running into the bushes, the strange creature vanished. (3)Flying out of the cave, the strange creature vanished. Step 6. In order to learn the new grammar, the teacher can help the Ss to revise the content in Grammar(1) using the following exercises. Use the correct verb form to fill in the blanks. Hunt behave move leap put 1._____ in the forest, the prince came across a beautiful girl. 2. The old lady looked around, _____ down her bag on the ground. 3. _____ back and forth, the cat behaved strangely. 4. _____ in a particular way, the cat wanted to show will something.

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5. _____ slowly on the ground, the wounded man suddenly saw a poisonous snake. Now ask every student to do the exercise and then ask them check the answers each other, finally the teacher give the correct answers. Step 7. Ask the Ss to discuss the differences of the v-ing between the two exercises. And draw the conclusion: in front of the v-ing we can add prep. or conj. Ask the Ss to do the exercises in Activity2 and Activity3 and then the teacher correct their mistakes and finally give them the correct answers. Period 4 Vocabulary and Reading ; Writing; Everyday English; Task Step 1. Ask the Ss to read the text and get the main idea of the passage. Step 2. Match the questions and the paragraphs. (a)How long did it take to write the series? (b) What is the appeal of Harry Potter? (c) What does J.K. Rowling plan to do next? (d) Where did the idea for Harry Potter come from? (e) How many people have read Harry Potter? (f) How did J.K. Rowling begin writing the first book? (g)When did success arrive? Answers to the questions: 4 5 extra 1 6 2 3. Step 3. Ask the Ss to answer Activity 4. Answers to the questions: c a d b c Step 4. Ask the Ss to work in pairs and discuss the answers to the questions. 1 Why do you think the Harry Potter stories are so popular? 2 Have you seen the films? If so, what did you like best?

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3 what do you think is the most popular book for children in China? Have you read it? 4 Which activity do you think is more important to you than the others, reading, Watching TV or playing computer games? Why? Step 5. Ask the Ss to read the story’s beginning in Activity1 and see what tenses are used in the sentences. Ask the Ss to answer the following questions according to the suggestion in Activity2. 1.

Did the young man do good things with the ring or bad things? 2.

How did he do good/bad things with the ring? Give examples to show. 3.

Did he have problems because of the ring? 4.

Did other people find his secret? How? 5.

Did the story end happily or unhappily? Step 6. Ask the members of every group to discuss the question to agree with each other and every one write a passage then make up a complete story. Ask all the Ss to read and correct the story and see if the past tense and v-ing are right. Finally ,write down the last correct story on their composition notebooks. Step 7. Ask the Ss to read the sentences and discuss the answers then the teacher give them the correct answers. Now the teacher can explain the meaning of every sentence to the students and tell them how to use them. Step 8. In this part, the teacher can discuss the writing with the students in the class. Of course the teacher also can ask the Ss to complete it as a after-class homework. Period 5 Speaking, Cultural corner and Module file

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Step 1. Ask the three or four Ss to discuss the text The Cat That Vanished which are divided into three or four parts. For example We can divide it into three parts Part1: What the cat did and how the cat vanished? Part2: What will found and how he entered another world? Part3: What he saw and how he felt after entering another world? Step 2. Ask the Ss to retell their own chosen part. If necessary, the other two Ss can give him a hand. Allow the standard student to write down the key words and then finish the task according to the key words. Ask every Ss to discuss what had happened after Will entered another world. And then share their story with all the Ss. Step 3. Ask all the Ss to close their books and listen to the tape, and then answer the following questions. 1.

When did the story happen? 2.

Why is the Ring important to the story? 3.

How did the story end? Now ask the Ss to get through all the text and find out the main idea of each passage. Ask the Ss to read he text again and answer the three questions in the book. Ask the Ss to discuss the following questions in groups. 1.

What do you think of the book? Why do you think so? 2.

Find a similar Chinese story and tell it. Step 4. Ask the Ss to think of the use, meaning; opposition meaning words, similar meaning words and the form of words to learn the important words. For example

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Comfortable－comfortably definite－definitely frighten－frightened King－queen hesitate－hesitation possess－possession etc. Ask the Ss to make a sentence using each phrase. Ask the Ss to several sentences but they must contain different use of v-ing. Ask the Ss to tell a story using present simple. Period 6 Reading Practice

Step 1. Ask the Ss to read the passage and get the main idea of the passage. Step 2. Do Activity 1: Read the introduction and answer the questions. 1. What makes The Lion, the Witch and the Wardrobe a fantasy story? 2. Who was it written for? 3. How is C.S. Lewis similar to Philip Pullman? 4. Do you think it has a happy or a sad ending? Answers: 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. Step 3. Answer to Activity 2: b Step 4. Answers to Activity 3: 1.a 2.d 3. d 4.b 5.b

Step 5. Ask the Ss to work in pairs and discuss their answers to the questions. 1 Would you be too frightened to go forward into the forest? What would you do, go forward into the forest or go back into the room? 2 What do you think the wood is meant to represent? 3 How would you feel if you saw the Faun? 4 Who or what is the Faun meant to represent? Step 6. Ask the Ss to look at the pictures in the book of page26. Write a paragraph describing what happens next.

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