Module 3 Adventure in Literature and the Cinema
Teaching Design
Period 1: Reading—The Steamboat
Goals
●To learn about Adventure in Literature and the Cinema
● To learn to read with strategies
Procedures
▇Warming up by learning about “adventure” and learning to “venture”
Hello, class! Before we begin an adventure on Adventure in Literature and the Cinema, that is, Module 3, let’s try to understand what it means by adventure.
☆Her adventures travelling in Africa excites me.
☆When you’re a child, life is one big adventure.
☆Popper described science as the greatest adventure in the world.
★They ventured nervously into the water.
★He’s never ventured abroad in his life.
★She hardly dared to venture an opinion.
★He ventured a tentative smile.
★I ventured to suggest that she might have made a mistake.
★‘And if I say no?’ she ventured.
★It was wrong to venture his financial security on such a risky deal.
★This is the first time the company has ventured into movie production.
Popular adventure film concepts include:
An outlaw figure fighting for justice or battling a tyrant (as in Zorro or Robin Hood
Pirates (as in Captain Blood)
A search for a lost city or for hidden treasure (as in King Solomon's Mines)
■Warming up by imaging going on an adventure
Boys and girls, what is adventure?
Adventure is an exciting trip. If you are bored, you could imagine going on a great adventure.
Have a go at caving, climbing, sailing and canoeing at Adventure Club during the summer vocation.
All the activities at Adventure Club are run and supervised by qualified and experienced staff
Adventure Club started life in the 1970s as a sailing club for young people. Since this time it has grown and grown.
Adventure Club now provides over 10,000 sessions of adventure to young people each year.
Would you like to go? Then come with me!
▇Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
▇While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
▇After you read
Copy all the useful expressions into your Expression Book and make your own sentences with them.
a big storm/ after midnight/ pour down, stay inside the shelter, sail down…, by the light of the lightning, in the middle of …, look like…, at first，hit a rock, half in and half out of …, sail straight towards…, go under, after a couple of minutes, take a look, board a sinking ship, find something useful, on the boat, paddle over, climb on to the steamboat, keep as quiet as mice, to our astonishment, a light in one of the cabins, a man's angry voice, last time, run to the raft, feel very curious, put…round the door, quite dark, lie on the floor, be tied up with rope, stand over…, him, with a beard, have…in one’s hand, look like…, have enough
of…, on the floor, leave…here, in a couple of hours, go down with…, the frightened man, on the floor, die of fright, find a way to save …, crawl along…, take… away, look terrified, persuade…to help…, be tired to…, climb quietly in, paddle away, by then, a safe distance away, feel bad about…
■ Read to transfer information
You are to read the text once again to complete the table with necessary information from it.
Clues in the story of The Steamboat
Paragraph 1
A steamboat had hit a rock and was half in and half out of the water. We were sailing straight towards it.
Paragraph 2
“It looks as if it'll go under soon,” Jim said, after a couple of minutes.
Paragraph 3
“Let's go and take a look,” I said.
Paragraph 4
Climbing on to the steamboat, we heard someone shout，"Oh please boys, don't kill me！I won't tell anybody!”
Paragraph 5
A man's angry voice answered, “You're lying. You said that last time. We're going to kill you”.
Paragraph 6
I could see two men standing over a man lying on the floor, tied up with rope.
Paragraph 7
“I'm going to shoot you now," the taller one with a gun in his hand said.
Paragraph 8
"No, don't do that," said the shorter one. "Let's leave him here. The steamboat will sink in a couple of hours and he'll go down with it.”
Paragraph 9
l thought. “I have to find a way to save him!”
Paragraph 10
"We must find their boat and take it away, then they'll have to stay here," I said to Jim.
Paragraph 11
And then we found the men’s boat tired to the other side of the steamboat.
■Closing down by learning about steamboats
A steamboat or steamship, sometimes called a steamer, is a boat or vessel that is propelled by steam power driving a propeller or paddlewheel. The term steamboat is usually used to refer to smaller steam-powered boats working on lakes and rivers, particularly riverboats in the USA; steamship generally refers to steam powered ships capable of carrying a (ship's) boat. Nuclear powered ships and submarines use steam to drive turbines, but are not referred to as steamships or steamboats.
Screw-driven steamships generally carry the ship prefix "SS" before their names, or "TS" where powered by a steam turbine. Paddle steamers have the prefix "PS". The term steamer is occasionally used, out of nostalgia, for diesel motor driven vessels, prefix "MV".
Additional Materials
Complete the article with one word in each blank:
“Let's go and take a __1___ ,” I said. "Oh please boys, don't kill me！I won't tell anybody!” I ___2__ a short man say. “You're lying. You said that last __3___. We're going to kill you,” another man said. “I've had __4___ of you. I'm going to shoot you now," this man __5___. "No, don't do that," said the short man. "Let's leave __6___ here. The steamboat will sink in a couple of hours and he'll __7___ down with it.” "He sounds as if he's going to die of __8___!" l thought. “I have to find a way to save him!” "We __9___ find their boat and take it away, then they'll have to __10___ here," I said. Jim looked terrified. "I'm not staying here,” he said.
(keys:1.look2.heard3.time.4.enough5.said6.him7.go 8.fright9. must 10.tay)
Study the notes to the difficult sentences:
1. …when I suggested that we might find something useful on the boat, he agreed to go. 当我建议说，我们可能在船上找到一些有用的东西时，他同意去了。句子谓语动词suggest后接宾语从句。请看更多例句：May I suggest a white wine with this dish, Sir? A solution immediately suggested itself to me (= I immediately thought of a solution). I suggest (that) we go out to eat. I suggested going in my car. It has been suggested that bright children take their exams early. It has been suggested that bright children should take their exams early. Who
would you suggest for the job? She suggested Paris as a good place for the conference. Can you suggest a good dictionary? You cannot ‘suggest somebody something’. Can you suggest me a good dictionary? Can you suggest how I might contact him? All the evidence suggests (that) he stole the money. The symptoms suggest a minor heart attack. What do these results suggest to you? The stage lighting was used to suggest a beach scene. Are you suggesting (that) I’m lazy? I’m not suggesting (that) she was responsible for the accident. I would never suggest such a thing.
1. To our astonishment, there was a light in one of the cabins. 令我们惊讶的是，其中一个船舱里亮着灯。To our astonishment是介词短语，作句子状语。类似短语还有：to one’s delight, to one’s disappointment。
2. And it was a gun he had in his hand.他手里拿的是枪。句子中套用了一个英语典型的强调句型it is/was…that/who…。要点提示：1）当原句叙述的是现在或者将来发生的事情用"It is … that…"的句式；当原句叙述的是过去发生的事情则用"It was … that… " 的句式。
2）在这种强调句式中，一般用that引出句子的其他部分。如果被强调的部分是表示人的意义的名词时，可以用who代替that引出句子的其他部分；如果被强调的部分是表示事物意义的名词时，可以用which代替that引出句子的其他部分。但是，无论被强调的部分是表示地点、还是表示时间意义的名词，都不可以用where 或者when 。例如：
It is that man who (that) is teaching our English. 就是那个人教我们英语。It was my telephone number which (that) Miss White happened to know. 怀特小姐碰巧知道的就是我的电话号码。 It is in front of the religious leader that the bride and groom stand together to be married. 新郎、新娘通常就是一起站在宗教头领面前举行结婚。3）如果被强调的部分是人称代词，应该用该人称代词的主格形式；在口语或非正式文体中也可以用其宾格形式。 It was she (her) who told the police.就是她报告警察的。It was you who we were talking about.我们刚刚谈论的就是你。 4）没有强调句子谓语的强调句，但有其通常的强调手段：do / does / did + 动词原形 。例如： I do believe that he is an honest man. 我的确相信他是老实人。 She does like literature. 她确实喜欢文学。 They did go to see you yesterday, but failed to meet you. 他们昨天的确去看过你，但没见到你。5）What … is / was … "What … is / was …"是名词从句结构，也是强调句的另一种构成形式。它常用来强调主语、宾语。如果所叙述的是现在或者将来发生的事情用"What is … that…"的句式；如果所叙述的是过去发生的事情用"What was … that…"的句式。例如：What he wishes most is to become a pilot.（强调宾语） 他最希望的是成为一名飞行员。 What interested me most in that movie was the beautiful scenery of Alps. （强调主语）那部电影使我最感兴趣的是阿尔裨斯山那美丽的风景。 What I like is her speaking manner. （强调宾语） 我喜欢的是她说话的风度。 What encouraged us was the example he set for us. （强调主语） 给予我们鼓励的是他为我们树立的榜样。
4. When he heard that, the frightened man on the floor started crying.当听见那时，地上那个吓坏的人开始哭泣起来。Frightened是过去分词作定语。过去分词作定语与其修饰的词是被动关系，相当于一个被动语态的定语从句。例如： Most of the people invited to the party were famous scientists. Most of the artists invited to the party were from South Africa. 典型例题：1) The first textbook ___ for teaching English as a foreign language came out in the 16th century. A. have written B. to be written
C. being written D. written 答案D. 书与写作是被动关系，应用过去分词做定语表被动，相当于定语从句 which is written 2）What's the language ____ in Germany? A. speaking B. spoken C. be spoken D. to speak 答案B. 主语language与谓语动词之间有被动的含义。 spoken是动词speak的过去分词形式，在句中作定语，修饰主语language, spoken 与 language有被动关系。该句可以理解为：What's the language (which is) spoken in German?
5. By then we were a safe distance away. 那时我们离开很远了，很安全。a safe distance 是名词短语作状语。
Answer the reading comprehension questions:
1. What does “panicked” in Jim panicked and ran to the raft. ?
A: to affect with panic
B: to produce demonstrative appreciation on the part of
C: to be affected with panick
D: to surprise others
2. Who does “He” in the sentence “He sounds as if he's going to die of fright!" refer to?
A: the man lying on the floor, tied up with rope
B: the short with a beard
C: the tall man with a gun in hand
D: Jim
2. Why did “I “ begin to feel bad about what they had done?
A: Because the man on the floor looked terrified.
B: Jim didn’t want to stay there.
C: Because “I” found the men’s boat tired to the other side of the steamboat.
D: “I” didn’t want all three men to die.
4. What kind of writing it this text?
A: A description essay
B: A narration essay
C: A persuasive essay
D: A expository essay
(keys: CADD)
Absorb information concerning National College Entrance Examination:
课文中第一句There was a big storm/ after midnight/ and the rain poured down.有两个冠词a和the。请看高考中冠词的用法：
高考中的冠词用法
1. ______ on-going division between English-speaking Canadians and French-speaking Canadians is ______ major concern of the country. (2004北京)
A The; / B The; a C An; the D An; /
2. While he was investigating ways to improve the telescope, Newton made ______
discover which completely changed ______ man’s understanding of colour. (2004广东)
A. a…不填 B. a…the C. 不填…the D. the…a
3. For a long time they walked without saying ______ word. Jim was the first to break _____ silence. (2004湖南)
A. the; a B. a; the C. a; 不填 D. the; 不填
4.When he left______ college, he got a job as ______ reporter in a newspaper office. (2004天津)
A /; a B /; the C a; the D the; the
5．It is ________world of wonders, _____ world where anything can happen. (2004福建)
A．a ;the B．a; a C．the ; a D．不填；不填
6．When you finish reading the book .you will have _____ better understanding of_____life. (2004辽宁)
A．a; the B．the; a C．不填; the D．a; 不填
7. The Wilsons live in _____ A-shaped house near the coast. It is _____ 17th century cottage. (2004浙江)
A. the , / B. an, the C. /, the D. an, a
8. Tom owns _______larger collection of _______ books than any other student in our class. (2004江苏)
A. the; 不填 B. a; 不填 C. a; the D. 不填; the
9.The most important thing about cotton in history is_____ part that it played in Industrial Revolution. (2004重庆)
A.不填；不填 B. the；不填 C. the ;the D. a; the
10.When you come here for your holiday next time, don’t go to ______ hotel; I can find you ______ bed in my flat.
A the; a B the; / C a; the D a;
11.If you buy more than ten, they knock 20 percent off______.
A a price B price C the price D prices
12.---John, there is______ Mr. Wilson on the phone for you.
---I’m in ______ bath.
A a; the B the; a C a; / D the; /
13.I can’t remember when exactly the Robinsons left ____ city. I only remember it was ____ Monday. (2005 湖南)
A. the; the B. a; the C. a; a D. the; a
14. After dinner he gave Mr. Richardson ______ ride to ______ Capital Airport. (2005安徽)
A. the; a B. a; the C. 不填; a D.不填; the
15. It is often said that ______ teachers have ______ very easy life. (2005北京)
A. 不填；不填 B. 不填；a C. the ；不填 D. the；a
16. On May 5, 2005, at________World Table Tennis Championship, Kong Linghui and Wang Hao won the gold medal in men's doubles with ________ score of 4: 1.
（2005江苏）
A. a; a B. 不填; the C. a; 不填 D. the; a
17．This book tells ________ life story of John Smith, who left ______ school and worked for a newspaper at the age of 16. (2005辽宁)
A．the; the B．a; the C．the; 不填 D．a; 不填
18.I know ______ John Lennon, but not ______ famous one. （2005山东）
A. /; a B. a; the C. /; the D. the ; a
（keys: 1-5BBBAB,6-10DDBCA,11-15CADAB,16-18DCB）
Period 2: Grammar—Review of verb forms (3)
Goals
●To review ~ing form, the ~ed form and to + infinitive; link verbs
Procedures
▇ Review ~ing form, the ~ed form and to + infinitive; link verbs
It is very common to use strings of verbs - where two verbs are used in sequence.
For example, the verb want is commonly used in this way:
I want to go home.
verb 1 verb 2
Only the first verb in the string is finite (has tense and subject-verb agreement). The second verb must be in a non-finite form, and this can be difficult for learners as there is more than one non-finite form of the verb which can be used. Commonly the form used is to + infinitive, as in the example above. However, there are some common verbs which require the -ing (present participle) form of the verb to be used in the second verb, instead of the base form. For example, the verb enjoy is commonly used in this way:
She enjoys dancing.
verb 1 verb 2
There are also some verbs such as stop which can be used in both patterns, but with different meanings. (we shall study these in the next lesson).
Here is a list of some of the common verbs used only in the pattern:
verb 1 (finite) + verb 2 (-ing form)
Verbs followed by the -ing form
delay
fancy
postpone
consider
admit
finish
imagine
avoid
deny
risk
practise
put off
take up
give up
keep
continue
carry on
mind
regret
suggest
Here is a list of some of the common verbs used only in the pattern:
verb 1 (finite) + verb 2 (to + infinitive)
Verbs followed by to + infinitive
manage
decide
hope
deserve
offer
agree
plan
aim
threaten
refuse
arrange
learn
fail
would like
ask
■Exercise: -ing or to + infinitive?
In this exercise you select which is the best form of the verb to use - the -ing form or to + infinitive..
1. Hello John. Fancy (to meet/ meeting) you here.
2. Hello John. I didn't expect (finding/ to find) you here.
3. I haven't decided (accepting/ to accept) the job yet. I want (knowing/ to know) a bit more about it.
4. The students seemed (understanding/ to understand) but I'm not sure if they did.
5. You must practise (to speak/ speaking) English as much as you can, and don't miss (to go/ going ) to the lessons.
6. He admitted (to break in/ breaking in) to the house, but denied (to kill/ killing) the occupant.
7. Don't keep (to tap/ tapping) your fingers on the table - it's very annoying.
8. He decided (postponing/ to postpone) the visit again, but if he puts off (to visit/ visiting) us much longer then I'm (to go/ going) to cancel the deal.
9. You have to learn (using/ to use) these difficult verbs.
10. When she wouldn't agree (marrying/ to marry) him he threatened (committing/ to commit) suicide.
11. They suggested (to go/ going) to a Chinese restaurant but he wanted (eating/ to eat) Western food.
12. There is a very delicious fish which people like (eating/ to eat) even though they risk (to get/ getting) poisoned.
13. Everyone recommended (to stay/ staying) in that hotel but it was full. But we managed (finding/ to find) a nice room in a hotel nearby.
14. They don't permit (to smoke/ smoking) on the ferry although passengers tend (ignoring/ to ignore) the rule.
15. She missed (to pass/ passing) the oral test by only 2 marks, although she hopes to (making up/ make up) the difference in the writing.
(Keys: 1. meeting 2. to find 3. to accept, to know 4. to understand 5. speaking, going 6. breaking in, killing 7. tapping 8. to postpone, visiting, going 9. to use
10. to marry, to commit 11. going, to eat 12. to eat, getting 13. staying, to find, 14. smoking, to ignore 15. passing, make up)
Period 3: Speaking
Goals
To tell the class what film you would like to see, and why
● Procedures
▇ Warming up by learning about what is film
Hello, class. Today we shall talk about film. I know that you are all fond of films, but what do you know about them?
Film is a term that encompasses motion pictures as individual projects, as well as the field in general. The origin of the name comes from the fact that photographic film (also called filmstock) has historically been the primary medium for recording and displaying motion pictures. Many other terms exist — motion pictures (or just pictures), the silver screen, photoplays, the cinema, picture shows, flicks — and most commonly movies.
"Film" refers to the celluloid media on which movies are printed. Films are produced by recording actual people and objects with cameras, or by creating them using animation techniques and/or special effects. They comprise a series of individual frames, but when these images are shown rapidly in succession, the illusion of motion is given to the viewer. Flickering between frames is not seen due to an effect known as persistence of vision — whereby the eye retains a visual image for a fraction of a second after the source has been removed. Perhaps of more relevance is what causes the perception of motion — a psychological effect identified as beta movement.
Film is considered by many to be an important art form; films entertain, educate, enlighten and inspire audiences. The visual elements of cinema need no translation,
giving the motion picture a universal power of communication. Any film can become a worldwide attraction, especially with the addition of dubbing or subtitles that translate the dialogue. Films are also artifacts created by specific cultures, which reflect those cultures, and, in turn, affect them.
■ Telling the class what film you would like to see, and why
A: I’d like to see United 93, because the shock and awe of the September 11 attacks are revisited in this painstaking recreation of the last flight of one of the doomed aircraft.
B: For me The King is the best film I have ever seen. A young man leaves the navy to search for a father he's never met and, upon finding him, begins a romance with his young daughter. It is interesting.
C: I think the Top 10 Chinese Martial Arts Movies are worth seeing. They are the top 10 picks of Chinese martial arts movies.
A: Tell us more about them, would you?
C: All right. The first is The Chinese Connection. It came out in 1972. It was directed by Lo Wei and starred by Bruce Lee. I think you have heard of this great man.
D: I know that it was original titled as Fist of Fury.
C: You are well informed. This movie is Bruce Lee's classic. If you want to see Bruce Lee's action, this is the one.
B: What about the second on the list?
C: It is Enter the Dragon, shot in 1973, directed by Robert Clouse and starring Bruce Lee. This is Bruce Lee's most popular movie.
D: The third one is Drunken Master, made in 1979, and directed by Yuen Woo-Ping and starring Jackie Chan.
C: That is the movie which made Jackie Chan a star. It is an entertaining film, yet not too violent.
E: What do you think of The Shaolin Temple?
C I like it. It is the fourth on the list, and made in 1982. It is directed by Chang Hsin-Yen and starring Jet Li. This is Jet Li's first film. Jet Li was the all-round wushu champion (martial arts) at that time (about 1982). Thus if you want to see
the real thing, just see Jet Li in this movie.
A: I like the fifth one called Snake in the Monkey's Shadow. It was made in 1982, and directed by Sum Cheung and starring John Chang. I think it is the best martial arts movie on the monkey style, snake style, and drunken style.
C: I like No. 6. It is Shaolin Master Killer. It turned out in 1983. And it is directed by Lau Kar-Leung and starring Gordon Liu. I have seen it three times because it is, as by Movie Summary, "One of the most revered martial arts films of all time, this is the story of a young man who joins the Shaolin Temple when the Manchus kill his family."
E: Chinese Martial Arts Movies are my favorites, too. I like to see Supercop once again. It seems to be the seventh on the list of the Top Ten Chinese Martial Arts Movies. It was first shown in 1992. And I believe it is directed by Stanley Tong and starring Jackie Chan, Michelle Yeoh. The film displays Chan's dual mastery of physical comedy and martial arts while also showcasing his notorious predilection for handling his own stunts."
A: I think Fist of Legend is good, too. It came out in 1994, and was directed by Gordon Chan and starring Jet Li. It is said that Fist of Legend is the best movie by Jet Li. This is a remake of Bruce Lee's The Chinese Connection.
C: We are really fans of martial arts movies. Let’s go and see them after school!
■Reading about Master and Commander
Plot Summary for Master and Commander: The Far Side of the World (2003)
During the Napoleonic Wars, a British frigate, HMS Surprise, and a much larger French warship, the Acheron, with greater fire power, stalk each other off of the coast of South America. Russell Crowe brings great intensity to the role of Captain Jack Aubrey. Lucky Jack, as he is referred to by his crew, is well regarded by his men, who trust him implicitly, even after the first devastating battle and an apparent personal vendetta against the French captain. While the naval battle sequences are quite fantastic, the film is successful because director Weir chose to build the story to get to know the men
who are locked aboard the tight quarters of a small ship and how they interact everyday. The officers and the mates are well-known by the time the final battle comes. Paul Bettany offers a strong performance as the surgeon and naturalist who balances the violence of his chosen life with the quiet demeanor of the scientist. He is the captain's friend and confidant, the two frequently playing violin and cello duets together. The horrors of the injuries from the war are frequently implied, but vividly depicted in the reactions of the characters.
Many commenters said this movie is dull or boring. They must have wanted an event-driven, action-oriented movie, which this is not. There really are only two, rather brief, battle scenes. Instead, this is very much a character-driven movie. The approach the captain takes to his mission, extending it beyond his orders, to try and do his part to thwart the French power play in the waters near Brazil in 1805. His good friend, the doctor, wanting to study insects, birds, reptiles and other creatures on the shore of strange lands, including the Galapagos, but being disappointed by demands of the mission. Young boys literally growing up on the ship to become effective military leaders. The claustrophobic conditions on the ship, enduring rough seas that almost destroy their temporary home, or lack of rain that makes them wonder if they will die of thirst.
■Closing down by retelling the story of Master and Commander
During the Napoleonic Wars, Lucky Jack Aubrey captains the crew of his H.M.S. Surprise. When the ship is suddenly attacked by a superior enemy, it is badly damaged and much of his crew is injured. In a bold and dangerous move, Aubrey decides to set sail in a high stakes chase across two oceans to intercept and capture their foe. It's a mission that can decide the fate of a nation--or destroy Lucky Jack and his crew.
Period 4: FUNCTION—Reporting statements and suggestions
Goals
To learn to report statements and suggestions
Procedures
▇ Warming up by learning about reported speech - indirect speech
Indirect Speech (also referred to as 'reported speech') refers to a sentence reporting what someone has said. It is almost always used in spoken English.
He said, "I live in Paris."
He said he lived in Paris.
He said, "I am cooking dinner."
He said he was cooking dinner.
He said, "I have visted London twice."
He said he had visited London twice.
He said, "I went to New York last week."
He said he had gone to New York the week before.
He said, "I had already eaten."
He said he had already eaten.
He said, "I am going to find a new job."
He said he was going to find a new job.
He said, "I will give Jack a call."
He said he would give Jack a call.
■Communicating with direct and indirect speech
●If the reporting verb (i.e. said) is in the past, the reported clause will be in a past form. This form is usually one step back into the past from the original.
For example:
He said the test was difficult.
She said she watched TV every day.
Jack said he came to school every day.
●If simple present, present perfect or the future is used in the reporting verb (i.e. says) the tense is retained.
For example:
He says the test is difficult.
She has said that she watches TV every day.
Jack will say that he comes to school every day.
●If reporting a general truth the present tense will be retained.
For example:
The teacher said that phrasal verbs are very important.
●Changing Pronouns and Time Signifiers
When changing from direct speech to indirect speech, it is often necessary to change the pronouns to match the subject of the sentence.
For example:
She said, "I want to bring my children." BECOMES She said she wanted to bring her children.
Jack said, "My wife went with me to the show." BECOMES Jack said his wife had gone with him to the show.
●It is also important to change time words (signifiers) when referring to present, past or future time to match the moment of speaking.
For example:
She said, "I want to bring my children tomorrow." BECOMES She said she wanted to bring her children the next day.
Jack said, "My wife went with me to the show yesterday." BECOMES Jack said his wife had gone with him to the show the day before.
●Indirect Questions
When reporting questions, it is especially important to pay attention to sentence order. When reporting yes/ no questions connect the reported question using 'if'. When reporting questions using question words (why, where, when, etc.) use the question word.
For example:
She asked, "Do you want to come with me?" BECOMES She asked me if I wanted to come with her.
Dave asked, "Where did you go last weekend?" BECOMES Dave asked me where I had gone the previous weekend.
He asked, "Why are you studying English?" BECOMES She asked me why I was studying English.
■Closing down by making a summary of Reporting statements and suggestions
WH- QUESTION
VERB TENSE CHANGE
PRESENT
PAST
My friend said,
"How are you?"
My friend asked how I was.
PRESENT PROGRESSIVE
PAST PROGRESSIVE
My friend said,
"Where are you going?"
My friend asked where I was going.
PAST
PAST PERFECT
My friend said,
" Whom did you call?"
My friend asked whom I had called.
PAST PROGRESSVE
PAST PERFECT PROGRESSVE
My friend said,
" Whom I was calling?"
My friend asked whom I had been calling.
PRESENT PERFECT
PAST PERFECT
My friend said,
" Where have you been?"
My friend asked where I had been.
PRESENT PERFECT PROGRESSVE
PAST PERFECT PROGRESSVE
My friend said,
" How have you been doing?"
My friend asked how I had been doing.
PRESENT - GENERAL TRUTH
PRESENT - GENERAL TRUTH
My friend said,
"Where is Venus?"
My friend asked where Venus is.
Period 5: Writing
Goals
● To learn to read and write summaries of films
Procedures
▇ Warming up by glancing over The Adventures of Huckleberry Finn
哈克贝里·芬历险记
第01章 教哈克学文明规矩——华珍小姐——汤姆·索亚在等候
第02章 两个孩子逃过了杰姆的搜寻——汤姆·索亚的帮伙——精心作出的计划
第03章 全身查看了一遍——主日得胜——“汤姆·索亚的一次谎话”
第04章 哈克与法官——迷信
第05章 哈克的父亲——好父亲——改造
第06章 他控告法官撒切尔——哈克决定要出走——政治经济学言论——折腾
第07章 守候着他——给锁在木屋里——把尸体沉下去——歇息
第08章 睡在林子里——打捞起死者——察勘全岛——发现了杰姆——杰姆的出逃——预兆
Hey, I just finished reading this book for English, and it was wonderful. I've never read a book where I felt as much a part of it as I did this one. Twain's use of vernacular is wonderful and isn't too difficult to read, especially compared to some of Faulkner's writings. I never read Tom Sawyer, but plan to soon. I hope this helps you!
第09章 山洞——漂流的屋子
第10章 发现——“老汉克·朋格”——男扮女装
第11章 哈克和村妇——搜捕——支吾搪塞——去高申
第12章 缓慢的航行——借东西——上破船——歹徒——搜寻小船
第13章 逃出破船——守夜人——沉没
第14章 快活的时光——后宫——法语
第15章 哈克丢了木筏子——雾中——哈克找回了木筏子——垃圾
第16章 期待——一次没有恶意的谎话——漂来的钱财——错过开罗——往岸边游去
第17章 章黄昏时叫门——阿肯色的田庄——室内陈设——斯蒂芬·道林·博茨——诗兴
第18章 格伦基福特上校——贵族门第——打冤家——《新约全书》——收回了木筏子
第19章 白天停靠——一个天文学说——重振戒酒运动——勃里奇华特公爵——王室遭难
第20章 哈克作解释——策划一次战役——到野营会上施展一番——野营会上的一名海盗
第21章 斗剑操练——哈姆雷特独白——他们在镇上四处蹓跶——一个懒散的市镇
第22章 歇朋——看马戏——在马戏场里发酒疯——惊心动魄的悲剧
第23章 上当——拿国王跟国王比——杰姆想家心切
第24章 披了王袍的杰姆——他们收了个乘客——打听情况——一家人的悲痛
第25章 “是他们么？”——唱颂歌——光明正大——殡葬酒宴——投错了资
第26章 一位虔诚的国王——国王的教士——她向他赔不是——在房间里躲起来
第27章 葬仪——满足好奇心——对哈克起了疑心——薄利快销
第28章 准备去英国——“这畜牲”——玛丽·珍妮决计离家——哈克分别玛丽·珍妮
第29章 争当家属——国王对丢钱作了解释——笔迹问题——把尸体从墓中挖出来
第30章 国王和他闹开了——国王勃然大怒——烂醉如泥
第31章 凶险的策划——来自杰姆的消息——回忆往事——一头羊的故事——宝贵的信息
第32章 静悄悄象过星期天一般——认错了人——露马脚——进退两难。
第33章 一个偷盗黑奴的人——南方的好客风气——很长的感恩祷告——柏油和羽毛
第34章 石灰桶边上的小屋——荒唐透顶——爬避雷针——中了魔法
第35章 合乎规矩的逃亡——险恶的策划——能偷不能偷有讲究——深挖洞
第36章 避雷针——竭尽全力——留给后代来完成——一个大大有名的人物
第37章 最后一件衬衫——东张西望——开路的命令——送鬼饼
第38章 纹章——一个高明的督导——难熬的光荣——叫人流泪的花
第39章 老鼠——床上活泼泼的伴侣——用麦秸作替身
第40章 钓鱼——警戒委员会——一阵快跑——杰姆主张请医生
第41章 医生——西拉斯姨夫——霍区基斯大姐——萨莉姨妈愁死
第42章 汤姆·索亚受伤——医生的陈述——汤姆招认——葆莉姨妈来到
第43章 从奴役中解放出来——付钱给囚徒——你们真诚的朋友哈克·芬
■Wring a summary of a well-known Chinese adventure story
You have surely read lots of Chinese adventure stories. Of all these, I like Monkey - The Classic Chinese Adventure Tale the best. Here is a summary of it.
This story provides a glimpse into the powers of the mischievous Monkey King, who is able to transform himself into many different images such as a tree, a bird, a beast of prey or a bug as small as a mosquito. He can travel around the world three times in the blink of an eye! This book is filled with a host of memorable characters and delicious dialogue that young children will savor (and older ones delight to read aloud).
■Wring your own adventure story
We have almost finished this unit. Now it is time for you to create your own adventure stories.
While in Africa a few years ago searching for the rare blue tiger . John Smith , a world-renown wildlife film-maker, came across a great discovery -- the tiger uses its head for swallowing apples ! Capturing this on film was difficult. At first, the tiger was very ugly. One day, Smith approached the tiger with some apples. The tiger ran away with the apples in its head! "Why do you kill me? ! I must get that on film!" cried Smith, who went to get the movie camera from the tent. When Smith returned, the tiger had studied the apples! Before Smith had a chance to film anything, this creature had used its head to eat the apples straight into the lens of the camera! Creatures do the most dangerous things! It's a good thing John Smith kept trying -- now the world can see it for them.
"What a fantasy !" said Noah , "I forgot to tell Mark where I live! I hope she/he can find the way!" But it was too late. Mark was already lost deep in the vivid forest. "What do I do?" Mark questioned out-loud. But only a/an snake on a stump nearby seemed
to answer. It made a loud steamboat and Mark demanding. It was growing dark, and Noah was growing scared. When all of a sudden, from behind a tree came a sound like shelters offering ! It was the wolf that lived under Noah 's porch eating its cakes ! Mark cleverly decided to follow the wolf back home. Later, Mark said, "If it wasn't for the wolf , I would still be resembling around in the woods!".
■Closing down by looking and listening to kids’ adventure stories
Period 5: CULTURAL CORNER—The Life o f Mark Twain
Goals
● To read to know about Mark Twain
Procedures
▇ Before you read
Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
▇While you read
Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.
▇After you read
Copy all the useful expressions into your Expression Book. You may make sentences with these expressions.
Useful expressions form: The Life o f Mark Twain
the lives of writers, resemble…,no exception, to start with， on the Mississippi, warn…that…, come into shallow water, lead an adventurous life, leave school early，as an adolescent, be determined to make one’s fortune, set off from…, take a boat to…, get rich quickly, arrived in…, without a penny in one’s pocket, be forced to do…, change one’s plans, work for several years as a pilot on a steamboat, take passengers up and down the Mississippi, the great river, flow from…down to…, become a journalist, begin writing stories about…, life on the river, vivid and often amusing descriptions of…, life on the river, become popular, establish the reputation, enjoys a reputation as…, one of America’s greatest writers
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