Step1.Pre-classActivityA3-Minute-PresentationTheteacher’ssharing!Insights:ItwasPi’sperseverance(堅持不懈)thatledtohisrescuefromthemarineaccident.Reading&ThinkingPeriodI1.)

understand&retell

thedevelopmentoftheseastory;2.)interpret

thestory’sfeelingsbefore,duringandafterthedisaster;3.)raise&answer

thought-provokingquestionsabout

thestory;4.)express

insightsontherelationshipbetweenhumansandnaturedrawnfromthestory.Attheendofthisperiod,youwillbeableto:Step2.Pre-ReadingWhatcomestoyourmindwhenyouseethetittle“ASeaStory”?Whatkindofstorywoulditbe?(Who?Where?When?What?How？)Whatadjectivescanbeusedtodescribeaseastory?Free-talkStep3.While-readingTitlePicturesWhatisthetexttypeofthepassage?A.Narrative(記敘文).B.ArgumentativeEssay(議論文).C.ExpositoryWriting(說明文).D.NewsReport(新聞報道).

Knowtitle

KnowtopicPredict①②Paragraph1Paragraph2Paragraph3Paragraph4Paragraph5

BeginningDevelopment

Ending

Climax

③④⑤Introduction&ResultSkimmingFlashbackTheauthorusedthewritingtechniqueofFlashbacktocreatesuspense,makingthestorymorethrilling,fascinatingandgripping(引人入勝的).*

Marktheparagraphswhileskimming.*Doamatchanddeterminetheroleofeachparagraph.*Notedownthefunctionsofeachparagraph.NarrativeSkimforstructure①②③④⑤Who?When?Where?What?Why?How?NarrativeFlashbackWhen?Where?Who?What?Why?How?SixElementsReadthetext.Discussthequestions.1Whoarethemaincharactersinthestory?2Whoistellingthestory?3Whenandwheredidthestoryhappen?4Whateffectdidtheterribleexperiencehaveonthestoryteller?3Who?When?Where?What?Readforunderstanding1.Themaincharactersarethefishermanandhisbrothers.

(para2.)2.Thefishermanistellingthestory.

(para2.)3.Thisstoryhappenedaboutthreeyearsagointhesea.

(para1.)4.Itbrokehisbodyandsoul.Ittooklessthanasingledaytochangehishairfromblacktowhite.

(para1.)1ReadingNarrativeReadthetext.Discussmorequestions.31.Howdidtheauthorgetintothewhirlpool?2.Whatwerethethreeobservationsthestorytellermade?3.Whydidthestorytellersurvivewhilehiselderbrotherdidn't?What?Why?How?123Reading

Readingskills:PLU*Pickout

keywords*Locatekeywords*Underline

theanswersReadforunderstandingNarrativeReadforplots&feelingsReadingReadthestoryagain.Completetheinformationintheboxes.Thenaddthestoryteller’sfeelingsduringeachsituation.Whenwewerecomingbackfromtheislands,thesky___________________________.Thenahugewave________________andmyyoungerbrother________________.Myelderbrother___________“Moskoe-strom!”Thestoryteller’sfeelings:wascoveredwithdarkcloudscoveredourboatfellintotheseacriedoutfrightenedThewindandthewavescarriedus_____________________________________.Then,wewere__________________

it.Suddenly,we______________________.Thestoryteller’sfeelings:towardsthedirectionofthewhirlpoolontheedgeofwentovertheedgehopeless4Readforplots&feelingsReadingTheboatwasontheinsideof______________________andweweregoinground_______________________.AfterImadethreeimportantobservations,Itiedmyselfto__________________________.Itriedtomakemybrother________________,buthewas_________________________.Soonafterwards,thewhirlpool_______________________________.Thewavessooncarriedmeawayandfinallyaboat________________.Thestoryteller’sfeelings:Thestoryteller’sfeelings:thehugewhirlpoolincirclesatgreatspeedabarreltohelpmefloatunderstandtoofrightenedtogetitcalmbecamelesswildpickedmeuptired4Readforplots&feelingsReadthestoryagain.Completetheinformationintheboxes.Thenaddthestoryteller’sfeelingsduringeachsituation.ReadingInwhatorderisthestorywritten?Howdoyouknow?Thestoryiswrittenintimeorder.Underlineallthelinkingwordsrelatedtotimeandreadthemaloud.ParaLinkingwordsPara.1Para.2Para.3Para.4Para.5Read&focusonlanguageaboutthreeyearsagooneday,allatonce,inlessthanaminute,themomentatthatmoment,suddenly,momentaftermoment;afterawhilesometimeafterIlefttheboat,soonafterthat,then,intheendLinkingwordsBecausetherearelotsoflinkingwordsrelatedtotime.coveredfellintocriedoutcarriedwentover

madeobservationstied

carriedpickedup

breakchangefrightenedhopelesscalmsad&terrifiedtiredaboutthreeyearsagooneday,allatonce,inlessthanaminute,themomentatthatmoment,suddenly,momentaftermoment;afterawhilesometimeafterIlefttheboat,soonafterthat,then,intheendPlotline:(verbsorverbphrases)Emotionalline:(adjectives.)Timeline:(timeadverbials）SummarizethewritingtechniquesFlashback

BeginningDevelopment

Climax

Ending

ResultNarrativeThethreelinesofaStep4.Post-readingThink,practice&showChooseoneortwoof

threeactivities.Practiceandprepareforashow.Choosesanactivitytoshow.A:Retellthestoryingroups.B:Discussforbetterunderstanding.C:Makeadialogue.A:RetellthestoryRetellingUsetheboxes&thethreenarrativelinesasaguide.1.Whatdoesthestorytellermeanby"ittookonlysixhourstobreakmybodyandsoul"?2.Whatlessonshaveyoulearntfromthestory?Giveyourreasons.3.Whatisthestorytryingtosayabouttherelationshipbetweenhumansandnature?（Openanswers）

B:Discussforbetterunderstanding6Discussthefollowingquestions.Shareyourideasinagroup.Takenotesduringdiscussion.ThefishermanTheotherfishermenScene：Afterbeingboarded,thefishermanfainted.Theotherfishermenwokehimupandaskedhimwhathadhappenedtohim.B:Wakeup,wakeup!Areyouallright?Whoareyou?A:____________________________________________________________B:Whathappenedtoyou?Whydidyoufloatinthesea?Whydidyoutieyourselftoabarrel?A:___________________________________________________________C:Wheredidyougo?Whereareyourtwobrothers?Whathappenedtothem?

A:___________________________________________________________D:Whydidyousurvivewhileyourelderbrotherdidn't?

A:____________________________________________________________E--C:MakeadialogueRaiseasmanyquestionsaspossible.Usetheexpressionsinthetext.A--Thefisherman/thestorytellerB--TheotherfishermenNo.1C--TheotherfishermenNo.2

D--TheotherfishermenNo.3E--A:Retellthestory.B:Askandanswerquestions.C:Makeadialogue.1.TheMoskoe-stromlastedsixhours.Thisbrokehisbodyasthestormbatteredhimabout.It

brokehissoulashelosttwobrothersinthattime.Theterrorofthemaelstromhashadaverynegativeeffectonhismindandbody,whichhedoesn'tthinktheywilleverrecoverfrom.Suggestedanswersareforreference.2.Fromthisstory,welearnthatstayingcalmisveryimportantevenwhenweareinanextremelydangeroussituation.Atthesametime,weshouldobservewhatishappeningandtrytofindoutwaystoescapefromthedanger.3.Thestoryshowsthefollowingrelationshipsbetweenhumansandnature:Humansdependonnature.Humanpowerissosmallcomparedwithnature.Humansmaybedestroyedbynatureundercertaincircumstances.Self-EvaluationforReadingandThinking

ItemsCriterionsSelf-EvaluationLearning&Understanding1Icanobtaintherelevantinformationoftheseastorybyreading.Yes/No2Icanusedifferentreadingskillstogetdeepintothestory.Yes/NoApplying&Practicing1Icanretellthestory.Yes/No2Icanengageintodiscussionand

sharemyopinion.Yes/NoTransferring&Creating1Icanraiseandanswerthought-provoking(令人深思的)questions.Yes/No2Icanmakeadialogueandactitoutwithmygroupmembers.Yes/NoStep5.Self-Evaluation“Wecannotcommandnatureexceptbyobeyingher”—FrancisBaconStep6.Post-classActivitiesCompulsorytasks:

(IW&PW)1.Completetheillustration.P32⑤2.Getsynonymsandantonyms.Fillintheboxandthinkwhy.⑦3.Completethesummary.P33⑧4.Findatleastonedescriptive(描述性的)sentenceinthestorythatprovidesavividpictureinyourmindandexplainwhy.HomeworkRecommendedwebsites：CompleteE-Versionof

ADescentintotheMaelstromOptionalassignment：(IW&PW&CW)1.Comeupwithquestionsandvoteforthemostthought-provoking(令人深思的)onesfordeeperunderstandingofthestory.

Reading&ThinkingPeriodIIStep1.Pre-ClassActivityA3-MinuteDiscussion1.Discussandvoteforthebestquestions.2.Thinkandtrytoanswerthesequestions.1.reviewAseastoryandlearn

narrativerhetoricaldevices;2.identifyandanalysethefunctionsofrelativeclauses;3.differentiatetheusageofrelativepronounsandrelativeadverbs;4.userelativeadverbscorrectlyinrelativeclauses.Attheendofthisperiod,youwillbeableto:Step2.HomeworkCheckingCheck&PracticeTheboatwentinthedirectionofthewhirlpool,WhentheMoskoe-stromcame,Atthatmoment,whentheywereontheedgeofthewhirlpool,hefeltcalmerthanwhentheyweremovingtowardsit.Suddenly,theywentovertheedge,hethoughthislifewasover.Whentheboatwasontheinsideofthehugewhirlpool,hebecamecuriousaboutthewhirlpoolitself.Then

hebecamemuchcalmer.Hemadethreeobservations.Hetiedhimselftoabarreltohelphimfloat.Withoutwaiting,hejumpedintotheseatotryandescape.Luckily,hemadearightdecision.Soonthewhirlpoolbecamelesswild.Thenthewavescarriedhimtoanareawheretheotherfishermenwere.Intheend,aboatpickedhimup.Hewasverytiredandfeltrelieved.hefeltfrightened.hewashopeless.5SynonymsAntonymsterrible—horribleblack—whiteamazing—wonderfulcriedout—shoutedfrightened—scaredless—moretop—bottomold—youngsingle—doubledark—lightedge—centrecalm—wild7Antonymscan:Createaneffectofsharpcontrast,whichmaydrawreaders’attention;Showthechangesinthestory.Synonymscan:Avoidrepetitionofwords;Expressstrongfeelings.Check&DiscussThestorytellerexperiencedaMoskoe-stromwhichbrokehis1_______________.Oneday,hewasoutfishingwithhistwobrotherswhentheskysuddenlycloudedoverandtheywerein2_________________.Ahuge3______coveredtheboatandhisyoungerbrother4_________thesea.Theboatwentovertheedgeintothe5___________andtheywentroundincircles.Thestorytellerfelttherewasnoescapebutobservedthatroundand6_____shapedobjectsof7______________felldownmoreslowly.Sohe8________________________tohelphimselffloat.Hetriedtomakehiselderbrotherunderstand,buthewastoo9__________________________________________.Finally,thestoryteller10__________thestorm.bodyandsoulaterriblestormwavefellintowhirlpooltubeequalextenttiedhimselftoabarrelfrightenedandstayedintheheavyboatsurvived8Check&PracticeShareyourchoiceofdescriptivesentencesandexplainwhy.Thereisnostandardforso-calledgoodsentences.Everyonehasadifferentunderstandingofgoodlanguage.Believeinyourselves!Share&ShowUsesentencesfromthestorytodescribethepicturesbelow.1.“Ifeltsick,asifIwasfallingfroma

mountain

topinadream(L11-12)”.Thissentenceisdescriptive,becauseitusessimile(明喻)

tovividlyshowhowhugethewavewasandmakesmeimaginethehorriblefeelingofthestoryteller.2.“Wewentroundandround,nearerandnearertothehorribleedgeofthewhirlpool(L12-13)”.Thissentenceisdescriptive,inthatitusesrhetoricalrepetition(反復，疊言)

toemphasizethefastmovementoftheboattowardstheedgeandtheincreasingdangerthestorytellerandhiselderbrotherwasfacing.3.“Ibegantothinkhowamazingathingitwastodieinsuchaway,andhowwonderfulitwastoseethepowerofnature(L15-16)”.Thissentenceisdescriptive,fortheparallelism(排比)

highlightshowdeeplythestorytellerwasamazedbytheenormouspowerofnatureandrevealshisstrongreverence(敬畏)fortheforcesofnature.4.“Thentheskywasclear,thewindcalmer,andthemoonwasshining(L29-30)”.Thissentenceisdescriptive,becausethevividdescriptionofthesceneryindicatedthatastheweatherconditiongotbetter,thestorytellergotoutofdanger.Andhewasverymuchrelievedfromthehorribleexperience.Theabovesentencesusealotofrhetoricaldevices,whichplayaverygoodroleinthedescriptionofthenarrative.Itisworthourreference,andapplyingtheminthecontinuationwriting.ImitationisthefoundationoflearningEnglish.Step3.LanguageFocus--RelativeClauses（2）Fillintheblankswiththat/which/who/whom/whose.ReviewRelativeClauses（1）ExamplesfromTextbookIP30Whenweweren'tplayingonthecourt______________wasnexttoourbuilding,wewerewatchingagameonTV.Pauldidn'tknowhe'dsoongetthechance___________________he'dbeenwaitingfor.Andclearly,alltheextrahours___________________he'dspentpractisingalonepaidoff.Paul'sfavouriteplayerwasTyroneBogues,aguy______________playedfortheCharlotteHornets,althoughweactuallyagreethattheyarebothchampions.⑤EveryoneknewPaulhadrealskills,andwassomeone______________workedreallyhardandhadastrongdesiretoplayfortheteam.⑥Thisweek,TheLionswereplayingourmaincompetitors,TheBears,ateam______________recordthisseasonhadbeenperfect.that/whichwhich/that//who/thatwhosewhich/that//who/thatThatwasthedaywhenittookonlysixhourstobreakmybodyandsoul.…thewavessooncarriedmetoanareawheretheotherfishermenwere.…thereasonwhyI’mheretotellthestoryisthatImadetherightdecision.Focusonlanguage：

RelativeClauses（2）

Read

thesentencesfromthetext.Underline

thewordsthatintroducerelativeclausesandcirclethewordsthattherelativeclausesreferto.9Thatwasthedaywhenittookonlysixhourstobreakmybodyandsoul.AnalyzethesentenceTheantecedentRelativeadverbThatwastheday.Itonlytooksixhourstobreakmybodyandsoulontheday.AdverbialoftimeAwordfortimeRelativeclause

Notice：Relativeadverbswhenisusedtogiveinformationabouttime.關系副詞when引導的定語從句提供時間方面的信息。ThereasonwhyI’mheretotellthestoryisthatImadetherightdecision.AnalyzethesentenceThereasonisthatImadetherightdecision.I’mheretotellthestoryforthereason.TheantecedentTheword“reason”AdverbialofreasonRelativeadverbRelativeclause

Notice：Inrelativeclauses,weusewhyafterthewordreason.在reason后使用why引導定語從句。Thewavessooncarriedmetoanareawheretheotherfishermenwere.AnalyzethesentenceThewavessooncarriedmetoanarea.Theotherfishermenwereinthearea.TheantecedentAwordforplaceAdverbialofplaceRelativeadverbRelativeclause

Notice：Relativeadverbswhereisusedtogiveinformationaboutplace.關系副詞where引導的定語從句提供地點方面的信息。Page92GrammarSummarySummary：Relativeadverbswhenandwhere

isusedtogiveinformationabouttimeand

place.Inrelativeclauses,weusewhyafterthewordreason.Step4.LanguageApplicationFocusonlanguage：

Apply&PracticeFinishExercise4onpage83,checkwithyourpartnerandpracticetheconversationout.wherewherewhywhywhen10Readthesentencesbelowandcomparethem.Whichchoice(aorb)doyouthinkisbetter?Why?1aIsthereashopnearby?Iwanttobuysomesweetsintheshop.

bIsthereashopnearbywhereIcanbuysomesweets?2aWecangothereonSunday.FewpeoplegotoworkonSunday.

bWecangothereonSundaywhenfewpeoplegotowork.3aHewassoupsetforsomereason.Hedidn'ttellmethereason.

bHedidn'ttellmethereasonwhyhewassoupset.√√√Usingrelativeclauseshelpstomakethesentenceslogicallyclearerandmoreconcise.Relativeclausescanalsohelptoomitrepeatedwordsandexpressions.Summary：

Combinesentenceswithrelativeclauses.Doyourememberthevillage?Weworkedinthevillageforfiveyears.2.Noonebelievedthereason.

Tonywaslateforschoolthismorningforthisreason.3.Sundayisaday.Veryfewpeoplegotoworkonthisday.4.Canadaisacountry.EnglishandFrencharespokenasofficiallanguagesinthiscountry.Focusonlanguage：

Practicemakesperfect.Doyourememberthevillagewhereweworkedforfiveyears?NoonebelievedthereasonwhyTomwaslateforschoolthismorning.Sundayisadaywhenveryfewpeoplegotowork.CanadaisacountrywhereEnglishandFrencharespokenasofficiallanguages.①I’llneverforgettheday

_______________Ilivedinthemountains.②I’llneverforgettheday

_______________Ispentinthemountains.whenthat/which//1）我永不會忘記我加入中國共產黨(theCPC)的那一天。I’llneverforgettheday

whenIjoinedtheCPC.Practice

&

DifferentiateDotranslationexercise.Observeanddifferentiaterelativeadverbsandrelativepronouns.★Notallwordsfortimeuse'when'tointroducearelativeclause.Analyzethesentenceandidentifythemissingpartbeforedecidingonrelativeadverbsorrelativepronouns.①Thisisthehouse__________Hewasborn.②Thisisthehouse__________wassetupbyhisparents.wherethat/which2）我出生在魯迅曾經居住過的一個小鎮。IwasborninasmalltownwhereLuXunoncelived.★Notallwordsfortimeuse'where'tointroducearelativeclause.Analyzethesentenceandidentifythemissingpartbeforedecidingonrelativeadverbsorrelativepronouns.★Notall“reason”use'why'tointroducearelativeclause.Analyzethesentenceandidentifythemissingpartbeforedecidingonrelativeadverbsorrelativepronouns.Iwillneverknowthereasonwhyherefusedmyinvitation.

3）我永遠也不會知道他拒絕我邀請的原因。①Thereason

hewaslateisthathegotuplate.②Thereason

hetoldmeforhisbeinglateisthathegotuplate.that/

/

whyPage92a.Thisistheplace

wherewelivedtenyearsago.b.Thehotelistheone

whereIstayedlastmonth.a.

I’vecometothepointwhere

Ican’tstandhim.

b.Therearesomesituations

wherebodylanguageistheonlyformofcommunication.Supplementknowledge

aboutRelativeadverb

“where”where引導的定語從句常修飾表示具體地點概念的名詞，如place，room，house，area，point，situation，case…。where引導的定語從句還可以修飾表示抽象空間概念的名詞如

case(情況),point(地步)situation(情形),position(位置),stage(階段)等where表示地點，只能跟在表地點或場合的名詞后。相當于in/atwhich。

Pleaseleavethebookattheplacewhereitwas.=Pleaseleavethebookattheplaceinwhichitwas.2.when表示時間，只能跟在表時間的名詞后。相當于on/in/atwhich。July,whenwecangohomeforarest,iscomingsoon.=July,inwhichwecangohomeforarest,iscomingsoon.3.why表示原因，通常跟在reason后引導定語從句。相當于forwhich。Thisisthereasonwhyhecried.=Thisisthereasonforwhichhecried.

Relativeadverbs：

when,where,why的用法關系副詞引導定語從句時，既引導定語從句，又在定語從句中充當狀語。1.Definition:Aclausethatactsasanattributeinacompoundsentenceandmodifiesanou