高二外研版必修literature and the cinema教案

Module3Adventurein tureandtheSkill▲Talkabout ture,andtheir▲Practicereportingstatementsand▲Reviewverbforms(the-ingform,-edformandthe▲Learnaboutlinkverb+asif/like/▲Writeasummaryaboutastoryora▲DoasurveyofteenagereadingReportingstatementsandBillysaidhewasBillysaidhedidn’twanttoseetheVanessasaidBillyandshehadn’tbeentothecinemaforages.BillysuggestedgoingtoseeTheEmperorandtheAssassin.lie,panic,curious,tie,fright,crawl,terrified,outline,disturb,comedy,romantic,fiction,review,resemble,create,exception,warn,shallow,determined,,pilot,vivid,establish,reputationraft,paddle,rope,beard,trunk,adolescent,haveconnectionwith,runaway,yatrickonsb.,makeup,be/feelinthemood(forsth./todosth.),set(ay,novel,etc.)in,makeone’sfortune,setVerbfollowedbythe-ingIcouldseeamanlyingonthefloor.Thefrightenedmanstartedcrying.Verbfollowedbythe-edform:Jimlookedterrified.Verbfollowedbyto+HeagreedtoLinkverb+asif/like/adjective:Itlooksasifit’llgoundersoon.Itlookedlikeahouseatfirst.JimlookedWestayedinsidetheshelterwehadbuiltandlettheraftsaildowntheriver.Itlookedlikeahouseatfirst.Itlooksasifit’llgoundersoon.Idon’twanttoboardasinkingship.Sowepaddledoverandclimbedontotheboat,keeasquietasmice.Icouldseeamanlyingonthefloor,tiedupwithrope.Whenheheardthat,thefrightenedmanonthefloorstartedcrying.Ipersuadedhimtohelpme,andwefoundthemen’sboattiedtotheothersideoftheboat.P23Hesoundsasifhe’sgoingtodieoffright!Heleftschoolearly,andasanadolescent,determinedtomakehisfortuneinSouthAmerica,setofffromhishomeinHannibal,Missouri,forNewOrleans.HearrivedinNewOrleanswithoutapennyinhispocketonlytofindtherewerenoboatsforSouthAmerica.分析與重本模塊以文學作品及為話題通過學生對所接觸過的中外文學作品及電小說并能運用所學的有關文學及的寫作知識寫一篇自己所讀過的小說或看過的的簡介。INTRODUCTION歷險記》的一個片段，敘述Huck和Jim在密西西比河的途中所發(fā)生的一個 R部分首先圍繞“動詞的-ing形式,-edtodo,asif,like或形容詞表示感官上的猜測。VOCABULARYANDLISTENING部分讓學生通過聽一段，了解其中對幾部的簡單描述并完成相關練習。SPEAKING部分通過兩個活動，練習口頭描述自己所喜愛的并說FUNCTION部分列出了陳述觀點及表達建議的語句，要求學生完成將WRITING部分讓學生讀兩個小說縮寫,然后做幾個選擇題來總結(jié)縮寫的寫作要點，并讓學生通過討論練習對一部進行縮寫。EVERYDAYENGLISH部分要求學生通過選擇正確含義的題型來理解TASK部分要求學生設計一個問卷來青少年的閱讀習慣，然后根據(jù)結(jié)果寫出報告。可將 將 R與WORKBOOK中的 r放在一起上一節(jié)語法課將VOCABULARY EVERYDAYENGLISHWORKBOOKListeningandspeaking整合在一CULTURALCORNERWORKBOOKReading整合在一起，WRITING,TASKWORKBOOKSpeakingandwriting放在一課型設計與分1stPeriodReading2ndPeriodGr 3rdPeriodListeningandSpeaking4thPeriodExtensiveReading5thPeriod分教TheFirst TeachinggoalsTargetlanguageadventure,biography,crime,fantasy,thriller,detective,identify,adolescent,beard,crawl,curious,determined,follow,historical,lie(v.),paddle,panic(v.),pilot,pour,reputation,sciencefiction,shallow,shelter(n.),vivid,solve,murderer,account,haveconnectionwith,runLettheraftsaildown...Itlookedlike...ItlooksasIcouldseeamanlying...,tiedupwith...Thefrightenedmanstartedcrying.WeheardthetwomenIpersuadedhimto...,andwefoundthemen’sboattiedAbilitygoalsEnablethestudentstotalkabout tureanditsLearningabilitygoalsHelpthestudentslearnhowtotalkabout tureanditsTeachingimportant&difficultpointsEnablethestudentstoexpressthemselveslyabouttheirfavorite TeachingmethodsFastreading;carefulreading;TeachingaidsAmultiple-mediacomputerandaTeachingprocedureswaysStepILead-T:AsIknow,mostofyouhaveagoodhabitofreadingbooksinyoursparetime.Whowouldliketolmeyourfavoritebooks?Andwhydoyoulikethem?S:MyfavoritebookisTheDreamofTheRedMansion.Itintroducesusnotonlyalovestorybutalsopeople’slifeofQingDynasty.WecanknowmoreaboutQingDynastybyreadingit.Thebookisalsooneofthemostfamousnovels.S:IlikereadingHarryPotterandtheHalf-BloodPrinceverymuch,whichiswrittenbyJ.K.Rowling.Itisabookfullofmagic.Atthesametime,thebooklsusjusticecandefeatviciousnomatterwhathappens.AndHarryPotterisoneofthemostpopularbooksallovertheworld.S:IlikereadingtheyPilgrim,oneoffamousys.Itlsusaclassicalstory.Itisabookfullofimagination.StepIIWarmingSs:Autobiography,T:Pleaseopenyourbooksandturntopage21.Lookatthewordsintheboxwhichalldescribethetypesofbooks.Pleasematchthemwiththeirmeanings.Afewminuteslater,checktheT:Youaresoclever.Nowlookatthethreebooksinthepictureandanswerthethreequestionsonthescreen.ShowthequestionsontheWhichbookwouldyouliketoread?WhatisthebookWhattypeisthebookAfewminutesT:Whowouldliketopresentyouranswers?S:ThebookIlikebestisthethird.ItlsaboutlifeandworksofMarkTwain.MarkTwainisoneofAmerica’sgreatestwriters.Hedidvariouskindsofjobs,traveledmanyces,readalotofbooks,hadrichexperiencesandhadverycreativeability.Duringhiswholelife,hewrotemanyworld-famousbooks.SoIadmirehimverymuchandtoknowallabouthim.IthinkthisbookisaS:Iwouldliketoreadthesecondbook.ItlsusitisthatdiscoveredAmericafirst.IlikereadingthisbookbecauseIlikehistoryandthisbookisatrueaccountofpast.S:Ilikethefirstbest.Itiswrittenbythefamouswriter—StephenKing.WolvesoftheItisaboutamysteriousexplorationstory.IthinkitisanadventureandaveryexcitingThenletthestudentsdoActivities3＆4andchecktheanswerswiththewholeSampleanswerstoActivityTheAdventuresofHuckleberryFinnbyMarkTwain—adventureSherlockHolmesbySirArthurConanDoyle—crimeAlbertEinstein—biographyFrankensteinbyMarySey—thrillerHarryPotterbyJ.K.Rowling—RecordsoftheGrandScribebySimaQian—StepIIIReadingTask1FastreadingLetthestudentsgetthegeneralideaoftheT:Now,let’sgoontothereadingonpage22.Youcanseeapicture.FirstpleaseguesswhatHuckandJimwilldo.S:TheywillhidethemselvesinsomecenearthestrangethingandobservewhatitS:IthinktheywillgoaheadbravelyandseewhatonearththestrangethingT:Youareallimaginative.NowpleasereadtheparagraphsquicklyandcompleteActivity2abouttheorderofeventsthathappen.Afewminuteslater,checktheanswerswiththewholeT:Good.Pleasereadthepassageagaintogetthemainideaofit.IwillgiveyoutwoTwominutesT:OK.Timeisup.Whowouldliketolmethemainideaofit?S:Letmehaveatry.ThewholepassagelsusoneofthestoriesthathappenedwhileHuckandJimweresailingdowntheMississippiRiveronaraft.ItdescribeswhatHuckandJimsawandwhattheydid.Task2CarefulThisstepisdesignedtohelpthestudentstounderstandthepassagefurther.Letthestudentsreadthepassagecarefullyandthenanswersomequestions.T:Now,readthepassageagainandthistimecarefully.Thenanswerthequestionsonthescreen.Showthequestionsonthescreen.WhatwastheweatherlikeafterWhodoyouthinkisCanyouguesswhythetwomenwantedtokilltheotherWhatwasHuck’sfeelingaftertheystoletheirAfterafewminutes,checktheSampleTherewasabigstormaftermidnightandtherainpouredIthinkHuckisbraverthanMaybethemanknewsomeimportantthings,butthetwomendidn’twantotherstoHebegantofeelbadaboutwhattheyhaddone.Hedidn’twantallthreementodie.ThenletthestudentsdoActivites4-6onpage23andchecktheanswerslater.Task3LanguageT:Let’slookatthescreen.I’llexinsomedifficultlanguagepointstoyou.Showsomedifficultlanguagepointsonthescreen.Weweresailingstraighttowards“towards”means“inthedirectionof(sb./sth.)e.g.Thechildcamerunningtowardshis“Itlooksasifit’llgoundersoon,”Jimsaid,afteracoupleof“asif”(=asthough):withtheappearanceof;e.g.Herubbedhiseyesandyawnedasifwakingupafteralong“acoupleof”:asmallnumberofpeople/e.g.ShejogsacoupleofeveryIdon’twanttoboardasinking“board”:getonorinto(aship,atrain,anaircraft,abus,e.g.FlightBA193forParisisnowSowepaddledoverandclimbedonto boat,keeasquietas“keeasquietasmice”:keeveryIcouldseeamanlyingonthefloor,tiedupwithPayattentiontothestructure:see+n.+-ing/-hear,find,feel,watch,observe,keepetc.havethesamee.g.WhenIenteredtheroom,IfoundhimwatchingTV.Ifeltthebusshakingterrible.Iwouldkeepyouinformedofwhat’sgoingonTask4ListeningandThisstepismeanttohelpthestudentssummarizetheT:Listencarefullytothepassage,payattentiontotheintonationandpronunciation.Afterlistening,fillintheblankshere.Whenheheardthesewords,Jim and totheraft.ButalthoughI ,Ialsofeltvery ,soIputmy roundthe .Itwasquitedark,butIcouldseeaman onthefloor,tiedupwith .Therewere standingoverhim.Onewasshort,witha .Theotherwas andhadsomethinginhishandthatlookedlikea“I’vehadenoughofyou.I’mgoingtoyounow.”Thismansaid.Hewasobviouslytheonewhohadthemanonthefloor.Anditwasahehadinhishand.Suggestedpanicked,ran,frightened,curious,head,door,lying,rope,two,beard,tall,gun,shoot,threatened,gunStepReadthetextrepeatedlyuntilyoucanrelDotheexercisesinVocabularyofTheSecondPeriod Teachinggoals教學目標Targetlanguagesail,sinking,frightened,position,excite,satisfy,persuade,particularly,cabin,alongside,approach,disturb,comedy,romantic,fiction,review,getaway,yatrickon,lookup,makeup,drawup,startoff,dieofHeagreedIdon’twanttoboardasinkingship.Icouldseeamanlyingonthefloor.Weheardthetwomenshouting.Thefrightenedmanstartedcrying.Jimlookedterrified.ItlookedItlooksasAbilitygoalsEnablethestudentstosummarizetheusageofverbEnablethestudentstouselinkverb+asif/like/LearningabilitygoalsHelpthestudentstosummarizetheusageofverbHelpthestudentstolearnhowtousethecorrectform(-ing,-ed,orto+infinitive)ofTeachingimportantpointsEnablethestudentstosummarizetheusageofverbEnablethestudentstouselinkverb+asif/like/TeachingdifficultpointsHowtoteachthestudentstousetheverbformsTeachingmethodsQuestionandansweractivity;pairworkorgroupwork;comparisonTeachingaidsAcomputer,aprojectorandsomeTeachingprocedureswaysStepIT:Yesterdaywe’velearntapassage“Theboat”.WhowouldliketorelitS:Letmetry.Oneday,theweatherwasbadandtherainpoureddownaftermidnight.HuckandJimstayedinsidethesheltertheyhadbuilt.Thentheyfounda boatinthemiddleoftheriverwhentheysaileddowntheriver.Theboathitarockandwashalfinandhalfoutofthewater.Inordertofindsomethingusefulontheboat,HuckandJimclimbedontothesinkingboat.Totheirastonishment,theyheardsomeoneshout,“Ohpleaseboys,don’tkillme!Iwon’tlanybody!”Aman’sangryanswered,“You’relying.Yousaidthatthelasttime.We’regoingtokillyou.”theyheardthesewords,Jimranbacktotheraftbecauseoffright.ButHuckwentonobservingwhathappenedthere.Therewerethreemeninacabin.Thetallmanwaspointingagunatthemanonthefloor.Theshortmansuggestedleavingthemanonthefloor.ThenHuckhadan.Hecrawledalongthedeck,foundJimandtoldhimwhathehadheard.Theydecidedtostealthemen’sboat.HuckpersuadedJimtohelphimalthoughJimwasterrified.Atlast,HuckandJimtookawaythemen’sboat.That’sall.T:Welldone!ThenchecktheanswerstoExercises4-6onpage80withthewholeAsampletoExerciseA:HaveyoureadthebookGonewiththeB:Sorry.Ihaven’treadityet.IsitabookworthA:Ofcourse.Itisoneofthepopularbooksallovertheworld.IlikeScarlett,oneoftheheroesofit.Shehadsomethingstrongandspecialonher,suchasgreatdetermination,strongwillpower,etc.Onceshedecidedtodosomething,shenevergaveitupandstucktoituntilshereachedhergoals.Andthroughit,youcanlearnsomethingabouttheCivilWarofAmerica.B:Soundswonderful.IwillreadStepII Task1Thisstepisintendedtohelpthestudentstosummarizetheverbformsbythemselves.Presentsomesentencesandencouragethestudentstoobservetheverbformofeachsentence.T:Nowlet’scometoGr r.I’dlikeyoutoreadthesentencesonthescreenandfindouttheverbformofeachsentence.ShowsomesentencesontheMyparentsntotravelbeforetheSpringIsawthemarguinginthemiddleoftheTheresultisalittleShemadeherchildrenwashtheirhandsbefore“Pleaseletmegotoschool,”theboyWhenhearrivedhome,hefoundhisdoorAsateacher,heknowshowtomakehimisoneofthedevelocountries.Afewminuteslater.T:Insentences,verbsmaybeusedasthe“-ing/-ed”formsor“todo”CanyoufindoutwhatverbformisusedineveryS:Number1“totravel”;Number2“arguing”;Number3“disappointing”;Number“wash”;Number5“go”;Number6“opened”;Number7“understood”;Number8T:Welldone!Next,pleasereadthefivesentencesinActivity1onpage24andanswerthequestionsbelow.Afterthestudentsfinish,asksomeofthemtoanswerthequestions.ThenchecktheSampleTherearetwo.Theyarethe2ndandthe3rdTheverbletisfollowedbysb./sth.Inthe4thsentence:The-ingformcanbeputinthefollowingpositions:attributive,objectiveandobjectivecomplement.ThenletthestudentsdoActivities2-5andchecktheanswerswiththewholeclass.Task2Thisstepistohelpthestudentstoreviewlinkverb+asif/like/adjective.T:NowpleasereadthethreesentencesinActivity6andmatchthemwitha-c.ChecktheT:NowI’dlikeyoutodoActivity7byyourselves.Afterawhile.T:Timeisup.Let’sanswerthequestionsonebyS:Number1:Thetallmansoundedfrightening,forhehadthreatenedthemanontheS:Number2:Althoughhewasfrightened,healsofeltverycurious.S:Number3:Jimlookedterrified.S:Number4:Hefeltregretful,forhedidn’twantallthreementodie.S:Number5:Theferryboatcaptainsoundedsurprised.LetthestudentsdoActivities8＆9onpage26andthenchecktheSampleanswerstoActivityYoulookasifyouwereill!/YoulooklikehavingcaughtaIfeelasifIcanfinishthisjobbeforeTheteachersoundsagoodandcarefulYesterdayIfeltasifIwerefloatingintheTheflowersyoupickedformesmellThisfoodtastesStepLetthestudentscompletetheexercisesinGr rofWORKBOOKanddothefollowingexercises.Thespeakerraisedhisvoicebutstillcouldn’tmakehimself B.toC. D.Acookwillbeimmediayfiredifheisfound inthe B.C.to D.Seeingthesun abovethesurfaceofthesea,weletoutashoutofto B.toC. D.Themissingboyswerelastseen neartheA. B.tobeC. D.to—Let lyousomethingaboutthe—Don’tyouremember methestory C. D.tohaveThelibraryneeds ,butitwillhavetowaituntilto B.C. D.was—Iusuallygotothereby—Whynot byboatforatotry B.tryingtoC.totryand D.tryKey:TheThirdPeriod ListeningandSpeakingTeachinggoals教學目標Targetlanguagecartoon,comedy,historicaladventure,horror,romantic,sciencefiction,bored,takece,be/feelinthemood(forsth./todosth.)ReportingstatementsandBillysaidheVanessasuggestedgoingAbilitygoalsEnablethestudentstoreportstatementsandsuggestionsEnablethestudentstodescribeabook,afilmoraTVshowtheylike(don’tlike)giveLearningabilitygoalsHelpthestudentslearnhowtoreportstatementsandHelpthestudentslearnhowtodescribeabook,afilmoraTVshowtheylike(don’tlike)andgivereasons.Teachingimportant&difficultpointsGetthestudentstoreportstatementsandLetthestudentsdescribeabook,afilmoraTVshowtheylike(don’tlike)andgiveTeachingmethodsCooperativelearning;TeachingaidsAtape-recorder,aprojectorandsomeTeachingprocedureswaysStepIT:Lastclass,we’vereviewedverbforms,whichare-ing/-edformsand(to)doforms.Inordertocheckwhatyouhavelearnt,I’dlikeyoutodosomeexercises.ShowtheChoosethebestagreed herebutsofarshehasn’tturnedupyet.(1995.having B.C.to D.tohave—Thelightintheofficeison.(1991.—Oh,Iforget turningit B.turnitC.toturnit D.havingturneditI tobelievethatGodcouldmakemeenterauniversity.(1994. B.C. D.Thelittletimewehavetogetherwetry wisely.(1995.spending B.tospendC.to D.spendingI’lltrytogether thedoctor.(1999. B.C.to D.forTheyknewherverywell.Theyhadseenher upfromchildhood.(1988.全 B.C.was D.toAsyou’veneverbeentherebefore,I’llhavesomeone youtheway.(1990.to B.C. D.enjoy verymuchbecauseitisgoodtoourhealth.(1998. B.toC. D.tobeKey:ThenchecktheanswerstoExercises1-3onpageStepIITask1CompletethesentenceswiththeseThisexerciseismeanttosmoothawaythedifficultiesforthelisteningthatfollowsandmakestudentsknowfi’types.T:Let’slookattheposterforMasterandCommanderonpage26anddecidewhatkindoffilmitis.Usethewordsinthebox.S:IthinkitisahistoricalT:Good!NowpleasedoExercise1.I’dlikeyoutodoitbyyourselvesfirstandthenlet’schecktheanswerstogether.Afterthestudentsfinish,checktheanswerswiththewholeTask2AskthestudentstolookatthequestionsinActivity2andthetableinActivity3firsttogetthelisteningpoints.Thenythetapethreetimes.Forthefirsttime,letthemlistenjustforthemainidea.Forthesecondtime,letthemcompleteActivities2＆3.Andforthelasttime,letthemchecktheanswersbythemselves.Checktheanswerswiththewholeclassatlast.StepIIIT:Inlisteningpart,we’velistenedtoaconversationbetweenBillyandVanessatalkingaboutseveralfi.Nowit’stimeforyoutoltheclasswhatfilmyouwouldliketosee,andwhy.S:Ilikeseeingcomedies,especiallywhenmymoodislow.Theycanmakemehappyandfeelrefreshed.S:Ilikeseeinghorrorfi.IthinkthiskindoffiisS:I’dratherseecartoonfi.Cartoonficangivemealotofpleasureandseeingthemcanbringmeintoaworldofchildren.S:I’dpreferromanticfiT:Good.Nowwhowouldliketodescribeafilmyoulikeandlettheothersguessitsname?Volunteer?S:Letmehaveatry. eMaggieisadeterminedwoman,whoclearlyknewhergoalsandknewhowtoachievehergoals.Inordertoproveheractualstrengthtotheworld,shewentintoFrankie’sboxinglegation.Afterexperiencingmanytwistsandturns,Maggie’sbornabilityandstrongfaithmovedobstinateFrankie.FrankiedeterminedtohelpMaggieto efamouswomanboxer.T:Thankyou.Whoknowswhatthefilmiscalled?S:Iknow.ThefilmiscalledMillionDollarBaby.T:Issheright?S:Yes.JusttheS:Letmedescribeafilm.Thisfilmisacartoon.ItdescribesthelifeofanimalkingdomonAfricanprairie.Thefilmhasdeep-goingsignificance—allthethingsinnaturehavetheirownlaw.Simbaistheheroofthisfilm.Heisalovelylion.S:ThiscartooniscalledTheLionKing.AlmosteverychildlikestowatchStepIVListeningandSpeakingT:Pleaseturntopage82.WearegoingtolistentoanotherBeforelistening,letthestudentsgothroughExercises10,11＆12.Thenythetapefourtimes.Forthefirsttime,letthemlistenforthemainideaanddoExercise10.Forthesecondtime,letthemtakedownsomenotestocompleteExercise11.Forthethirdtime,letthemfillintheblanksofExercise12.Forthelasttime,letthemchecktheanswersthemselves.Atlast,checktheanswerswiththewholeclass.T:Youhavedoneagoodjob.Nowpleaseworkinpairsandtalkaboutabook,afilmandaTVshowyoulikeverymuch.ThencompletetheformonthescreenforeachAsampleReason(s)forlikingHarryItlsusarule:Goodwilldefeatevil.itisafilmfullofSherlockSherlockHolmesisaverycleverandlearneddetective,whohassolvedlotsdifficultTVLuckyPeoplecanlearnalotofknowledgeofalmostallaspectsfromit.AnditpeoplegreatStepVLetthestudentsrewritethesentencesonpage27inindirectspeechtopracticereportingstatementsandsuggestions.Afewminuteslater,checktheStepVIEverydayGetthestudentstodotheactivityinEverydayEnglishtolearnhowtousethefourphrases.Thenchecktheanswers.StepT:Afterclass,listentothematerialsrepeatedlyandpayattentiontotheThePeriod ExtensiveReadingTeachinggoals教學目標Targetlanguagedetermined,reputation,resemble,exception,shallow,vivid,establish,startwith,leada...life,leaveschool,makeone’sfortune,setoff,upanddownHeleftschoolearly,andasanadolescent,determinedtomakehisfortunein...,setofffrom...for...Hearrivedin...withoutapennyinhispocketonlytofinddto...,heworkedforseveralyearsasapilot...,takingpassengersupanddowntheMississippi,thegreatriverwhichflowsfrom...downto...AbilitygoalsEnablethestudentstotalkaboutthelifeofMarkEnablethestudentstoknowaboutadventureLearningabilitygoalsHelpthestudentslearnhowtotalkaboutthelifeofMarkHelpthestudentsgettoknowaboutadventureTeachingimportant&difficultpointsStimulatethestudents’curiosityoffindingoutthebeautyofart,anddevelopaloveforartands.TeachingmethodsFastreadingandcarefulreading;asking-answeringactivity;TeachingaidsAtaperecorder,aprojectorandsomeTeachingprocedureswaysStepICulturalcornerTask1Lead-inT:Inthereadingpart,we’velearnedanextractofTheAdventuresofHuckleberrywrittenbyMarkTwain.HowmuchdoyouknowaboutMarkS:Iknowheisaveryworld-famouswriter.Hewrotealotofworks,whicharepopularwithpeopleallovertheworld.HeisanAmerican.T:Good!Todaylet’slearnmoreaboutMarkTwain.Pleaseturntopage29andreadthepassageTheLifeofMarkTwain.Task2FastT:Firstreadthepassagequicklyanddecidewhetherthefollowingstatementsaretrueorfalse.ShowthefollowingontheThelivesofwritersareusuallydifferentfromthelivesofthecharactersthey“MarkTwain”means“watermarkLikeHuck,MarkTwainledapeacefulMississippiisthegreatriverwhichflowsfromthenorthoftheUSneartheCanadianborder,downtotheGulfofMexico.MarkTwainwantedtotakeaboattotheAfewminuteslater,checktheSampleanswers:Task3CarefulT:ThistimeI’dlikeyoutoreadthepassagecarefully.Afterreading,pleasehaveadiscussionaboutthefirstquestionlistedonpage29withyourpartners.AfterseveralT:Who’dliketoanswertheS:Heleftschoolearly,andasanadolescent,determinedtomakehisfortuneinSouthAmerica,setofffromhishomeHannibalMissouri,forNewOrleans.S:HewantedtotakeaboattotheAmazon,wherehethoughthecouldgetrichquickly.S:Heworkedforseveralyearsasapilotona boat,takingpassengersupanddowntheMississippi.Task4ReadAskthestudentstoreadaloudthetextandmeanwhileaskthemtorelT:Pleasereadthetextaloud,andthenrelitaccordingtothe givenontheShowthefollowingontheParagraph1.thelivesofwriters,characters,noexception,penname,realname,watermarktwo,warnshipmates,shallowriverParagraph2.leda...life,leaveschool,makehisfortune,setoff,takeaboat,getrich,withoutapenny,dtochange,worked,apilot,upanddown,Mississippi,northoftheUS,theGulfofMexicoParagraph3.journalist,vividandamusingdescription,establishedthereputationSeveralminuteslater,askseveralstudentstorelthetext.StepIIReadingT:Justnow,we’velearntaboutafamouswriter,MarkTwain.Next,let’slearnsomethingaboutanotherfamouswriterPatrickO’Brian.Haveyouheardabouthimorreadhisworks?S:Sorry,T:Itdoesn’tmatter.Pleaseturntopage81andreadthetext.Thenyou’llknowPatrickO’Brian.FirstreadthetextquicklyandanswerthequestionsinExercise7.Severalminuteslater.T:Haveyoufinished?Ss:Yes.T:Good.WhowouldliketoanswerthefirstS:Letmehaveatry.PatrickO’Brian’srealnamewasRichardPatrickT:Right.WhattypeofbooksdidheS:HewrotehistoricaladventureT:Good.Thenwhendid eS:Afterwritingforover40years,hestarted eT:Excellent.WhydoyouthinkhetoldpeoplehewasS:IthinkhewantedtomakehisownlifemoreromantictoT:WhatthreethingsdoreadersloveabouthisS:Theylovethedescriptionsoffightingbetweenshipsatsea,thejokesandhistoricalT:Youdidagoodjob.WhatverysadthinghappenedtoS:HischilddiedagedthreeandheandhisfirstwifeT:Welldone.Whydoyouthinkhewroteaboutlifeatseawhenhedidnotknowhowtosail?S:Ithinkperhapsasachild,hehaddreamtofsailingatseaandwasinterestedinreadingbooksaboutsailing.ThenletthestudentsreadthetextagainandcarefullyandcompleteExercises8＆9onpage82.Checktheanswers.StepIIISupplementaryThisstepisdesignedtomakethestudentsknowmoreaboutthegreatwriter—MarkT:Herearesomesupplementaryreadingmaterialsonthescreen.Pleasereadthembyyourselvesandknowmoreaboutthegreatwriter—MarkTwain.ATinyBiographyofMarkEverAGoldSamClemensneverfinishedwhathestarted—beforetheageoftwenty-five,thatis.Byagetwenty-fivehehadquitschooltoworkforanewspapertypesetter,quitsettingtypetopilotaMississippier,quitriver-boatingtojointheConfederateArmyandshortlythereafter,desertedthearmytogoWestanddigforriches.Thankfullyforgenerationsofreaders,hefoundnone;and,whilerecouhislosses,heinsteadlatchedontoabitofwisdomthatwouldchangethelandscapeofAmericanliture.“Therecomesatimeineveryrightlyconstructedboy’slifethathehasaragingdesiretogosomewhereanddigforhiddentreasure.”WhichisTwain’sbirthce?Florida?MarkTwainwasbornSamuelLanghorneClemensinFlorida,Missouri,on30November1835.Ashelatersaid,hewasbroughtinonHalley’sCometandwishedtogooutonitsreturn.HewasraisedinHannibal,ontheMissouribanksoftheMississippi.Hewasthesixthofsevenchildren.Atagetwelve,sometimeafterhisfather’sdeathin1847,heleftschoolandapprenticedatalocalprinter’sshop.There,inwhatAbrahamLincolnlatercalledthe“poorboy’scollege”,Clemenstrainedasawriterandcritic.HowTwainSetHisWritingStyle?“Oneisn’taprintertenyearswithoutsettingupacresofgoodandbadliture,andlearning—unconsciouslyatfirst,consciouslylater—todiscriminatebetweenthetwo...andme,heisunconsciouslyacquiringwhatisa“style”.Theliturehesetintotypevariedingenrefromanecdotes,tomonologues,briefbookexcerpts,poems,andsketchesbycontemporaryhumorists.Whattheseselectionshadincommonwasthattheywereallself-containedpieces—shortandtothepoint.“Trainingis,”asTwainlaterwrote,“everything”;andso,itshouldcomeasnosurpriseableandeminentlyquotable.WecanallpictureTomSawyerpersuadinghisfriendstopaymoneyfortheprivilegetowhitewashhisfence,buthowmanyofusrememberthenovelatlength?Thatscene—ratherthantheplot—staysfreshinourmindsbecauseitencapsulateshowmuchweadmiredandresentedthatconnivingkidonourownblock,orinthecubiclejustoutsideourofficedoor.TwainAsAHopperBeforeHisFirstTwainwouldwriteshortpiecesfornearlytwodecadesbeforepenninghisfirstnovel.Butitwashisskillsasaprinter,andnotawriter,thatboughthimhisfirstticketoutofHannibal.Workingasatrampprinter,hetraveledtoSt.LouisandIowaandtheneasttoNewYork,Philadelphia,andWashington.D.C.Duringthattime,hecontributedtravelletterstohisbrother’snewspaper,theHannibalGazette.Aprolificwriter,hiscareerasajournalistwasofftoafinestart,writingfeaturestories,politicalreports,andsketches.Then,in1957,TwaintraveledtoNewOrleansandapprenticedtothepilotmasterGeorgeEalerontheboatPennsylvania.Oneandahalfyearslater,hewasalicensedboatpilot.By1861,theCivilWarhadallbutcutofftrafficontheMississippi.TwainenlistedinaConfederate fromMissouri.Afewweekslater,hedesertedandwentoffwithhisbrotherfortheNewTerritoryofNevada.Afterfailingasprospector,TwainservedascityeditorfortheVirginiaCityEnterprise.Oneyearlater,in1865,arealliarandajumfrogbroughtTwainintonationalprominence.NewYork’sTheSaturdayPresspublishedhis“CelebratedJumFrogofCalaverasCounty”andnewspapersthroughouttheUnitedStatesreprintedit.In1867,thatjumfrogwasbindedwithothershortsketchesbyTwainashisfirstbook.Intheme,asearlyas1866,Twainbeganlecturing.Hetoldstoriesabouthimselfandabouthistravels,whichhetomakeasacorrespondent.TwainvisitedtheSandwichIslandsand,in1867,setsailfortheHolyLand.Later,hetouredFranceandItalygatheringmaterialforTheInnocentsAbroad.Thisbook,publishedin1869,trulyestablishedTwain’srepu