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2019-2020年九年级英语上册Module9Cartoonstories单元精品教案外研版I.Teachinggoals模块教学目标SkillFocus听Listenandunderstandthedialogueaboutcartoons;Listenforspecificinformation说Learntoexpressone’sopinionsanddescriptionaboutcartoonsbyusingattributiveclausesTalkaboutcartoonsandsaywhyyoulikethem读Readarticlesaboutcartoons;Matchwordswithcartooncharacters写LearntoexpressmentsoncartoonsMakeupacartoonstoryDoasurveyandwriteabouttheresultLanguageFocus功能句式EverydayEnglishOndear!P73Butit’snolaughingmatter.P73TohaveawordwithP73That’sgoodnews.P73Hereyouare.P73He’llbeindeeptrouble.P73TalkingaboutlikesanddislikesIlike...best/leastbecause...P73DescribingtheresultsofthesurveyWeasked...studentswhichcartoonswere...P
75...studentssaidtheyliked...P75Themostpopularcartoonis...P75Wethinkthisisbecause...P75词汇
1.重点词汇flashwordheavenmessprivatehearteverywherehandbagfavouriteleadrulepeachmonbosssurfaceexperience
2.认读词汇CartoondrawingcutelovablemonsterBelgiancartoonistseriescreatorlatesingle
3.短语overtherehaveawordwitheversincebeabletohaveahappyendingcartooncharacternolaughingmattermakeyoulaughbeindeeptroubleasmartideaholdbirthdaypartiesforTintinrecentcartoonswintheheartofallovertheworldagainsttheruleoftheEmperorinheavenreturntothehousetranslateintomorethankeepcollectionsoftheseblack-and-whiteTintinbooksdrawthecartoonsforchildren语法Restrictiveattributiveclauseconnectedbywhowhichorthat.重点句子ThecartoonsIlikehavelotsofjokes.P72I’vegotacamerawhichhasgothisnameonit.P72Perhapsit’llbeacartoonwhichhasahappyending.P72ThereareseveralfanclubsinChinawhichhaveheldbirthdaypartiesforTintin.P74Ittellsthestoryofamonkeywholeadsagroupofmonkeys.P74WhatkindofcartoonsdoyoulikeP72DoesitalwayshaveahappyendingP72WhoisyourfavoritecartooncharacterP72It’snolaughingmatter.P72Hisbookshavebeentranslatedintomorethan50languagesandabout200millioncopieshavebeensold.P74“Havocinheaven”hasbeeamonexpressionusedbyaparentorabosswhentheyreturntothehouseorofficeandseeamess.P74II.Teachingmaterialsanalyzing教材分析本模块以卡通故事为主题,引导学生掌握先行词为人或物的定语从句的表达方式,使学生在掌握语言结构的同时,增强生活中的动画欣赏和评价意识,同时也开发学生自创卡通故事的技能在以卡通故事和人物为话题进行听,说,读,写训练的同时,应注意强调动画欣赏意识,同时引导学生课余时间创作卡通图片或故事,并会运用英文谈论和讲解卡通人物本模块话题的选择十分符合学生爱看动画片这个兴趣,能帮助学生解决生活中对书籍、电影等的客观评价问题,有利于培养学生的人格魅力Unit1要求学生通过听、读、说的训练来谈论卡通片中的人物学生在体会卡通故事幽默的同时,掌握一些语言点,并初步学习由whowhichthat引导的定语从句ListeningandvocabularyActivity1要求学生用所提供的单词对卡通故事及其人物进行问答,激发学生们的兴趣Activity2听录音找出Betty和Tony关于卡通对话的答案Activity3的对话为谈论卡通片中的人物,让学生了解了卡通故事的特点,体会了其幽默并能学到一些有用词组和句式Activity4要求学生就本单元的对话回答一些问题,从而使学生更准确地理解这个对话Activity5和Activity6要求学生用自己的话或Activity1中提供的单词就本对话的内容填空,进一步提高了学生分析和概括的能力PronunciationandspeakingActivity7和Activity8要求学生听磁带并跟读含有定语从句的句子,注意体会断句的作用,注意句子的节奏Activity9要求学生用所给句式谈论卡通故事及其人物Unit2的课文内容以卡通片中学生喜欢的英雄为话题,进一步学习定语从句教师要从理解语言材料的内容入手,在语境中让学生去体会先行词为人或物的定语从句的实用意义,并在此基础上引导学生去找出这一语言形式的规律,进行实践ReadingandvocabularyActivity1要求学生就熟悉的卡通人物进行问答,因为非常熟知又很感兴趣因此会很快调动起课堂气氛Activity2要求学生用提供的单词描述自己喜欢的卡通人物,使学生易于表达Activity3的阅读内容话题是卡通片中学生喜欢的英雄在刚才谈论的基础上读这篇文章,学生的思路会更加开阔,也会对卡通人物进行更准确的描述Activity4要求学生找出能够小结文章的句子,考察学生的理解和概括能力Activity5是一个主观性特强的活动,老师可以让学生以小组讨论的形式来找出答案WritingActivity6就卡通人物及故事在学生中做调查,并要求运用所提供的句式写一篇关于调查结果的文章Unit3深入学习由“whowhichthat”引导的定语从句,并进行综合训练同时继续卡通画和卡通人物的话题Aroundtheworld介绍了美国古典卡通人物BatmanandSpidermanModuletask要求学生自创、自编并自演动画故事,真正把语言材料融入到真实情景当中Ⅲ.Classtypesandperiods课型设计与课时分配Period1listeningandspeakingUnit1Period2GrammarlisteningandspeakingUnit1andWbPeriod3ReadingandwritingUnit2Period4LanguageinuseUnit3andWbIV.Teachingplansforeachperiod分课时教案Period1ListeningandspeakingTeachinggoals教学目标
1.Languagegoals语言目标a.Keyvocabulary重点词汇和短语endingflashovertherewordhaveawordwithb.Keysentences重点句子ThecartoonsIlikehavelotsofjokes.It’snolaughingmatter.Thisisn’toneofthosecartoonswhichmakeyoulaugh.AndthecharactersIlikeareheroeslikeSupermanorBatman.WeneedsomeonelikeSupermanwhocansaveTony.He’soverthere.CouldyoutellhimI’dliketohaveawordwithhimI’vegotacamerawhichhasgothisnameonit.That’sgoodnews.IfTonytellshisdadthathe’slostthecameraheborrowedhe’llbeindeeptrouble.Butperhapsit’llbeacartoonwhichhasahappyending.
3.Abilitygoals能力目标Enablethestudentstounderstandtheconversationsaboutcartoonstoriesandcharacters.Enablethestudentstogettheinformationofcartoonstoriesandcharactersinthelisteningmaterial.Enablethestudentstotalkaboutcartoonsandmattersbyusingattributiveclause.
4.Learningabilitygoals学能目标Helpthestudentslearnhowtohaveadeepunderstandingabouttheconversationsaboutcartoonstoriesandcharacters.Helpthestudentslearnhowtotalkaboutcartoonsandmattersusingattributiveclause.Teachingmethods教学方法Bottom-upapproach;municativeapproachTeachingimportant/difficultpoints教学重难点Letthestudentshaveadeepunderstandingabouttheconversationsaboutcartoonstoriesandcharacters.Letthestudentstalkaboutcartoonsandmattersusingattributiveclause.Teachingaids教具准备AtaperecorderpicturesandOHPTeachingproceduresandways教学过程与方式StepⅠWarmingupandlead-inActivity1Inthisprocedurestudentswillbeledintothetopicofthisunit.Theaimofthisprocedureistoletstudentsbefamiliarwiththetopicofthismodule.T:Boysandgirls!HaveyoueverseencartoonsSs:Yes.T:CanyoutellmethenamesofcartoonsyouhaveseenS1:DetectiveConanS2:DragonBallS3:SmurfsS4:TheMoleS5:DoraemonT:Great!Havealookatthefollowingpostersofsomefamouscartoons.CanyousayouttheirnamesWhoistheleadingcharacterofeachcartoonS6:Yixiuisasmartandhelpfulboy.TheMoleisalovelyandfunnymouse.Conanisagreatdetective.Thesmurfsareunitedandcooperative.T:Wealwayshaveourfavoritecartoons.AfterwelearnthisunityoucanexpressyouropinionsaboutacartoonstoryinEnglish.Andyoucanmakeupyourowncartoonstoryaswell.DoyouwanttolearnthisunitwithmeSs:Yeswedo.StepIIVocabularyLearningActivity1andActivity6Inthisprocedurestudentswilllearntheverbsrelatedtothismodule.Theyarefosteredtomakephasesbyusingtheseverbs.ExplainthemeaningofverbsinEnglishandhelpthemtomastertherightpronunciationofunfamiliarverbs.Dothispartinthewayofcollaboration.T:Whichwordinbox1isthenounformof“end”DoyouknowS1:ending.T:Everystoryfilmdramaplayoracartoonhasanendingandabeginning.WhatkindofendingistheaudiencelookingforwardtoasadoneorahappyoneShowmeyouropinion.S2:ahappyending.Idon’tliketragedies.S3:asadending.Theendingwillsurprisetheaudience.T:Haveyoueverseenthecartooncalled哆啦A梦哆啦A梦isalovelymachinecat.WhatdoyouthinkofhimS4:Heislovelycleverandkind.Whenhemeetsdifficultiesheisbraveandoftenlaughs.T:Boysandgirlswecandescribeapersonwholikeslaughinglikethis:Hehasalaughingface.Laughingistheadjectiveoflaugh.T:WhatdoyouneedwhenyouwanttotakeaperfectphotoinadarkbackgroundWhoknowsthewordS5:“flash”.T:Whenthereisathunderstormwecanseeflashesoflightningandhearthunders.Payattentiontothisphrase:aflashoflightningWhoknowstheChinesemeaningofthephraseS6:闪电T:Right.Nowitistimeforyoutousethewordsintheboxtomakeupashortpassagetotalkaboutacartoonstory.Givethestudentstimetopreparethecartoonstory.S7:I’dliketotalkaboutacartooncalled“神笔马良”.马良istheleadingcharacter.Helikesdrawing.Hehasamagicpaintbrush.Thepaintingscanbechangedintorealthings.Heonlydrawsforpoorpeople.Arichlandlordputshimintoprisonandordershimtodrawagoldmountainforhim.Heisverysmart.Hedrawsaboattheseaandagoldmountainontheislandofthesea.Whilethelandlordissailingtowardthemountainheaddsstrongwindstothepicture.Thewindblowstheboatoverandthelandlorddies.Theendingisveryexcitingandtheaudiencethink马良isahero.T:Welldone!Thenlet’stalkaboutthequestionsinActivityOne.Sampledialogue:S1:WhatkindofcartoonsdoyoulikeS2:Funnycartoons.S1:DoesitalwayshaveahappyendingS2:Almostalways.S1:IsitalwaysfunnyS2:Somescenesaredangerousandtheymakeaudiencefeelnervous.S1:WhoisyourfavoritecartooncharacterS2:大头儿子,机器猫,神探科楠,MonkeyKingandsoon.T:Ithinkyouhavemasteredthevocabularyinthebox.I’llcheckhowyouusethewordssolet’sdoActivity
6.Pleasechecktheanswersingroups.T:WhatdoyouthinkofDongCunruiHYPERLINKhttp://image.baidu.com/ict=503316480z=0tn=baiduimagedetailword=%D3%A2%D0%DB%B6%AD%B4%E6%C8%F0in=4cl=2cm=1sc=0lm=-1pn=3rn=1\t_blankINCLUDEPICTUREhttp://t
1.baidu.com/it/u=12094776542932852170gp=
22.jpg\*MERGEFORMATS1:Heisahero.T:WhatkindofpersonsareheroesUsethesentencesinActivity6tohelpyouS1:Heroesarepersonswhoareverybraveandhelpful.T:Lookattheman’sfacialexpression.WhatishelikeShowthepicture:HYPERLINKhttp://image.baidu.com/ict=503316480z=0tn=baiduimagedetailword=%C3%E6%B2%BF%B1%ED%C7%E9%3A%D1%CF%CB%E0in=3cl=2cm=1sc=0lm=-1pn=2rn=1\t_blankINCLUDEPICTUREhttp://t
1.baidu.com/it/u=2427469141842336273gp=
28.jpg\*MERGEFORMATS2:Heisveryserous.T:WhatkindofpersonsareseriousonesS2:Aseriouspersonisonewhodoesn’tlookhappy.T:WhatkindofpersonissheShowthepicture:HYPERLINKhttp://image.baidu.com/ict=503316480z=0tn=baiduimagedetailword=%C3%E6%B2%BF%B1%ED%C7%E9%3A%B4%F3%D0%A6in=1cl=2cm=1sc=0lm=-1pn=0rn=1\t_blankINCLUDEPICTUREhttp://t
1.baidu.com/it/u=2365702362476810700gp=
26.jpg\*MERGEFORMATS3:Sheisonewholikeslaughing.T:WhoistheboywithglassesinthepictureShowthepicture:HYPERLINKhttp://imgnews.baidu.com/ict=520093696z=0tn=baiduimagenewsdetailword=%D6%F7%BD%C7in=2cl=3lm=-1pn=1rn=1\t_blankINCLUDEPICTUREhttp://imgnews.baidu.com/itu=41805263571300135174\*MERGEFORMATS4:HeisHarryPottertheleadingcharacterinthemovieseriescalledHarryPotter.T:WhatdoescharactermeaninamovieS4:Acharacterisapersonwhoplaysapartinafilm.T:Welldoneeveryone!Let’setoActivity
2.StepⅢListeninganddiscussionActivity2InthisprocedurestudentswilllearnsomethingaboutBettyandTony’sviewpointstowardscartoons.AccordingtothesampleofthedialoguestudentsarefosteredtoenrichthecontentoftheiranswersofActivity
1.Thenaskseveralpairstoreporttheiropinionsoncartoonsbymakingconversations.StepIVListeningandreadingActivity3Inthisprocedurestudentspracticetheirlisteningbyfindingoutwhattheircartoonislike.LetstudentslistentotherecordinganddoActivity
4.T:Nextwe’lllistentoarecording.IntherecordingfourstudentsaretalkingabouttheircartoonstorythatiseditedbasedonTony’strouble.Listencarefullyandthenanswerthequestions.Thequestionsareontheblackboard:Q1:WhohelpedTonyfindhislostcameraQ2:DidtheircartoonstoryhaveahappyendingorasadendingT:Youcanhearsentenceslike:Thisisn’toneofthosecartoonswhichmakeyoulaugh.Thisstructureismadeupoftwoparts.Onepartis“Thisisn’toneofthosecartoons.”Theotherpartis“whichmakeyoulaugh.”Thesecondpartisusedtodescribethenoun“cartoons”inthesecondpart.CanyoufindthesentenceswiththesamestructureasthisoneStudentsareencouragedtofindoutallthesentenceswiththesamestructureinthedialogue.Thenletthemreportthesentencesindividually.S1:ThecartoonsIlikehavelotsofjokes.Here“Ilike”describes“thecartoons”S2:AndthecharactersIlikeareheroeslikesupermanorBatman.Here“Ilike”describes“thecharacters”.S3:WeneedsomeonelikeSupermanwhocansaveTony.Here“whocansaveTony”describes“someone”.S4:I’vegotacamerawhichhasgothisnameonit.Here“whichhasgothisnameonit”describes“acamera”S5:It’llbeacartoonwhichhasahappyending.Here“whichhasahappyending”describes“acartoon”……StepVPairworkActivity4InthisprocedurestudentsshouldtrytofindoutthedetailsinthedialoguebylisteningagainandchecktheirlisteningabilitybydoingActivity4inpairs.SampleanswerstoActivity4inpairs:S1:WhatdoesBettythinktheendingwillbeS2:Thiscartooncan’tmakeuslaugh.S1:WhyisthesituationnolaughingmatterS2:BecauseTony’sdadwillbeangrywhenheknowsthathiscameraislost.S1:HowdoyouthinkSupermancansaveTonyS2:Supermanhasmagicpower./Supermancancreateasurprise.S1:WhodoesMr.JacksongivethecameratoS2:ToDaming.S1:WhenwillTonypossiblyfindoutthathisfriendshavegotthecameraS2:Whenheseestheflash.S1:WhydoesBettysaysshe’llbeSupermanS2:BecauseshewantsTonytoknowthatshesaveshim.T:Welldone!Let’setoActivity
5.StepVIAshortplayInthisprocedurestudentstrytomakeupthedialogueingroupsincludingthecharactersofTonyandTony’sfather.Thenactouttheirplayswithsixcharactersinfrontoftheclass.AsampleoftheplayDaming:Hi!BettyandLingling.Tonyhasabigtrouble.Let’sdohimafavor.Betty:What’swrongLingling:Ihaveheardthebadnews.Tonyhaslosthisfather’scamera.HowcanwehelphimBetty:Iwanttobeasupermanandusemymagicpowertofindoutwherethecamerais.Daming:SodoI.Butthat’simpossible.I’mafraidthathisfatherwillbeangrywithhim.Hisfatherisingtotalkwithhimsoon.Lingling:Don’tworry.Thiscartoonmusthaveahappyending.Let’slookforit.MrJackson:Hieveryone!I’vegotacamerawhichhasgotTony’snameonit.CanyougiveittohimBetty:ThankyouMr.Jackson.WeareworriedaboutTonyjustbecauseofthecamera.Letmegiveittohim.MrJackson:It’smypleasure.Tellhimtobecautiousofhisproperty.Lingling:OK!.Betty:NowhowcanwetellhimthatwehavefoundthelostcamerawhileheistalkingwithhisfatherDaming:Iknow!Let’stakeaphotoofthecamerawithmymobilephoneandthensendittoTony.He’llseetheflash.Betty:It’scleverofyou.Letmetakeaphoto.InanotherroomTony’sfather:TonyIneedmycameratogoonbusiness.WhereisitTony:Ahitmaybehere.Hepretendstolookforitinadrawer.Atthistimeheheardtheringingofhismobilephone.Heishappytofindhisfather’scamerathathasbeenfound.Tony:Dadwaitforaminute.I’llebacksoon.HehurriesdownstairsTony:Thankyoumybestfriends.Youaremysuperman.DamingLinglingandBetty:Let’sdrawsomecartoonpicturestoshowyourstory.StepⅦHomework
1.ReadthedialogueagainandagainandfinishActivity
5.
2.DoExercises5and6ontheworkbooktoconsolidatethevocabularyofthisperiod.Period2GrammarlisteningandspeakingTeachinggoals教学目标
1.Targetlanguage目标语言a.Keyvocabulary重点生词和短语RevisenewwordsandphrasesinPeriod
1.b.KeysentencesThesentenceswithattributiveclauseinUnit
12.Abilitygoals能力目标Mastertheattributiveclausejoinedby“which”or“who”.Enablestudentstousethestructuretoshowtheiropinionsabouttheirfavoritecartoonsanddescribethecharactersandplotsofcartoonswithattributiveclauses.
3.Leaningabilitygoals学能目标Helpstudentslearnhowtouseattributiveclausesjoinedby“which”or“who”totalkabouttheirfavoritecartoonstories.Teachingmethods教学方法AskingandansweringpracticingdoingexercisesTeachingimportant/difficultpoints教学重难点Thedifferentusagesofwhichandwhoinattributiveclauses.
4.Teachingaids教具准备AtaperecorderputerOHPTeachingproceduresandways教学过程与方式StepIRevisionandLead-inActivity5inUnit1InthisprocedurestudentsreviewthecontentofthedialogueinPeriod1andtalkabouttheinformationinActivity5ofUnitOneinpairs.T:Boysandgirls!DoyourememberhowDaminglinglingandBettyhelpedTonytosolvehisproblemLookatActivity
5.CanyoumakeadialoguetotalkaboutthismatterAsampleconversation:S1:WhatkindofcartoonsdoesDaminglikeS2:DaminglikescartoonsthathavelotsofjokesandthecharactersthatareheroeslikeSupermanorBatman.S1:WhydoesMr.JacksonwanttohaveawordwithTonyS2:BecausehehasgotacamerawhichhasgotTony’snameonit.S1:WhenwillTonybeindeeptroubleS2:IfTonytellshisdadthathe’slostthecameraheborrowed.S1:HowcantheyletTonyknowthattheyhavegothisdad’scameraS2:Theywilltakeaphoto.TheflashwillshowTonythattheyhavegothiscamera.S1:WhothinksTony’sstoryislikeacartoonS2:Betty.S1:WhydoesLinglingthinkthatthiscartoonwillhaveahappyendingS2:BecauseTony’slostcamerahasbeenfound.StepⅡPronunciationintonationandspeakingActivity7and8inUnit1Inthisprocedurestudentslistenandrepeatsoastomastertheintonationandpronunciation.T:ReadActivity6followingthetapeandmakeupsentencesliketheexamplesinActivity7and
8...binetwosentencesintoonewithanattributiveclauseanddotheexercisesingroupsofthree.Sampleanswers:S1:哆啦A梦isoneofthecartoons.S2:Ilikeitverymuch.S3:哆啦A梦isoneofthecartoonsthatIlikeverymuch.S4:哆啦A梦isaclevercat.S5:Itoftenhelpsothers.S6:哆啦A梦isaclevercatwhichoftenhelpsothers.S7:SupermanandBatmanareheroes.S8:Ilikethemverymuch.S9:SupermanandBatmanareheroeswhoIlikeverymuch.S10:WeneedsomeonelikeSuperman.S11:HecansaveTony.S12:WeneedsomeonelikeSupermanwhocansaveTony.S13:I’vegotacamera.S14:IthasgotTony’snameonit.S15:I’vegotacamerawhichhasgothisnameonit.……T:Readthesentencesfollowingthetape.Payattentiontotheemphasizedpartofthesentence.Theemphasizedpartisthewordsthataremodifiedbyattributiveclause.StepIIIGrammarfocusInthisprocedurestudentswouldbeabletomastertheattributiveclausesjoinedbywhichorwho.T:ThecartoonswhichIlikehavelotsofjokes.Thisisasentencewithanattributiveclause.Attributiveclauseisusedasattributive.Itisusedtomodifyanoun.Inthissentence“whichIlike”isusedtomodifythecartoons.Somethingwrittenontheblackboard:TheattributiveclausejoinedbyrelativepronounwhichorwhoJoinedbywho/thatmodifypersonsJoinedbywhich/thatmodifyobjectsHeisthemanwho/thatlivesnextdoortous.---------whoisusedasthesubjectinattributiveclause.Whereisthemanwhom/who/thatIsawthismorning------whoisusedastheobjectinattributiveclause.Hedrivesacarthat/whichcantravel150milesanhour.------whichisusedasthesubjectinattributiveclause.Whereisthebookwhich/thatIboughtthismorning-----whichisusedastheobjectinattributiveclause.Inthefollowingsituationsonlythatcanbeusedasrelativepronoun:thenounisaphrasethatreferstoapersonaswellasanobjecte.g.Hetalkedbrilliantlyofthemanandthebooksthatinterestedhim.beforethenounthereisdefinitewordssuchasonlyallanyandsoonAnyboythatwantstosucceedmustworkhard.thesuperlativedegreeofanounHeisthecleverestmanthatevertaughtinourschool.attributiveclausesmodifyallanythingsomethingeverythinganythingAllthatIwantispeaceandquiet.T:Afteryoulearnthisgrammaryoucanjustifywhetherthissentenceincludesanattributiveclauseornot.Youcanjointwosimplesentencesintoonewithanattributiveclausechoosingthesuitablerelativepronounaswell.Nowdosomeexercises.Lookattheblackboard.Someexercisesarewrittenontheblackboard:Exercise1:Joiningtwosentencesintoonewithanattributiveclause.
1.Theyaretheboys.Iwenttoschoolwiththem.
2.IsthatthemanYougaveyourticketstohim.
3.IsthattheaddressYousentthetelegramtoit.
4.Shewasdancingwithastudent.Hehadaslightlimp.
5.Imissedthetrain.Iusuallycatchthistrain.Exercise2:Choosingtherightrelativepronounforthefollowingattributiveclauses.
1.Areyouthelady_________askedforsoap
2.Youaretheonlyperson________canhelpme.
3.Heasksforthelatestbook__________isonthesubject.
4.Lileiistheboy_________Ioftentalkwith.
5.Thisisthebicycle_________costsmealotofmoney.
6.Students________don’tpasstheexamwillnotgraduatefromthisschool.AnswerstoEx1:
1.Theyaretheboyswho/that/whomIwenttoschoolwith.
2.Isthatthemanwho/whomyougaveyourticketsto.
3.Isthattheaddressthat/whichyousentthetelegramto
4.Shewasdancingwithastudentwho/thathehadaslightlimp.
5.Imissedthetrainthat/whichIusuallycatch.AnswerstoEx2:
1.who/that
2.that
3.that
4.who/that/whom
5.which/that
6.who/thatStepIVGrammarpracticeandconsolidationInthisprocedureteachersusesomeactionsandrealconditiontohelpstudentstoconsolidatethestructureofattributiveclauses.Studentsarefosteredtomakeupmoresentenceswithattributiveclauses.T:S1CanyouhelpmecleantheblackboardS1:Sure.T:WhoisS1BoysandgirlspleaselistentomeS1isthestudentwhocanhelpmecleantheblackboard.Makeupmoresentenceswithattributiveclauseaccordingtomymodel.AreyouclearSs:Yesweare.T:Whogotthefirstplaceinthemid-termexamS2:YeZhuqingisthestudentwhogotthefirstplaceinthemid-termexam.T:Welldone!WhichballgameisyourfavoriteS3:Basketballistheballgamethat/whichIlikebest.T:WhoisgoingtowatchTVtonightPleasehandsup.S4:TheyarethestudentswhoaregoingtowatchTVtonight.T:WhodoyouoftenplaywithduringthebreakS6:YuChunchunandWangYiyanarethegirlswhoIoftenplaywithduringthebreak.T:OfthesebookswhichoneisyourEnglishbookS7:ThebookwhichhasaredcoverismyEnglishbook.T:OnMother’sDayWhatkindofpresentwillyouchoosetosendtoyourmumS8:AbeautifulscarfisthepresentwhichIwillchoosetosenttomymum.Inthisproceduremakesureeverystudentcanuseattributiveclausefreely.StepⅤHomework
1.Writeatleast5sentenceswithattributiveclausestodescribeyourfamilymembersoryourfavoriteobject.
2.PreviewthetextofUnit
2.Period3ReadingandWritingTeachinggoals教学目标
1.Targetlanguage目标语言a.Keyvocabulary重点生词和短语heavenlovablemessmonsterheartprivateeverywherehandbagfavoriteleadrulepeachmonbosssurfaceexperienceeversinceb.Keysentences重点句子Therearesomecartoonfavoriteswhichareolder.AnotherfavoritewhohascelebratedanimportantbirthdayinChinaisareporterwithredhairandasmallwhitedog.Adultswhohaveexperiencedlifeunderstandthembetter.
2.Abilitygoals能力目标Enablethestudentstogetinformationfromthereadingmaterialaboutopinionsanddescriptionsofcartoonheroes.
3.Learningabilitygoals学能目标Helpthestudentslearnhowtofindouttheopinionsanddescriptionsofcartoonheroes.Helpthestudentslearnhowtoanalyzethesentenceswithattributiveclauseinthereadingpassage.Teachingmethods教学方法askingandansweringpracticingTeachingimportant/difficultpoints教学重难点Helpthestudentslearnhowtowriteacartoonstoryfosterthemtouseattributiveclauses.Teachingaids教具准备AtaperecorderputerOHPTeachingproceduresandways教学过程与方式StepIRevisionandlead-inWbExercise1P144Inthisprocedurestudentsreviewtherightchoiceofrelativepronoun“which”or“who”inattributiveclausesbydoingExerciseOneinwb.Doindividualwork.T:Boysandgirls.Openyourworkbookandturntopage144andhavealookatthesentencesinExerciseOne.Choosethesuitablerelativepronounforeachattributiveclause.Youshouldjudgewhichblankscanbefilledeitherofwho/whichandthat.Iftherelativepronounisusedastheobjectinthemodifiedpartofthesentencethepronouncanbeleftout.ForexampleLileiistheboywhoIwanttoplaywith.Here“who”canbedeletedAsampleanswer:S1:Themanwho/that/不填wemetwasacartoonist.S2:Hedrawadogwhich/thathadsixlegs.S3:Thecartoonandthecartoonistthat/不填you’retalkingaboutisveryfamous.S4:Iknowateacherwho/thatisalsoacartoonist.S5:Thepicturethat/which/不填Ilikebestisthefirstone.S6:Didthechildrenwatchacartoonwhich/thatwasdrawnbyAlicelastFridayT:Welldone!PayattentiontoSentence3ifthenounisapersonaswellasanobjectonly“that”canbeused.StepⅡVocabularyInthisprocedurestudentslearnthenewwordsinthepassageandgetsomebackgroundknowledgeofthepassage.T:Let’slearnthenewwordsofUnit
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5.S1:PictureOneisNemo.PictureTwoisShrek.Thecartoons《FindingNemo》and《Shrek》arerecentcartoons.NemoandShrekarefromAmerica.S2:PictureThreeistheMonkeyKingwhichisanoldcartoon.TheMonkeyKingisfromChina.S3:PictureFourisTintinwhichisalsoanoldcartoon.TiningisareporterfromBelgium.S4:PictureFiveisSnoopywhichisalsoanoldcartoon.SnoopyisalovelydogfromAmerica.T:DoyouknowmoreaboutallthosecartooncharactersWhocanusethewordsinActivityTwotointroducesomethingaboutthem.S5:MonkeyKingisfromtheHeaven.Eventheemperorintheheavencan’tmanageandcontrolhim.HeoftenmakesamessintheHeaven.Hedoesalotofgoodthingsformonpeople.S6:Shrekisamonsterwhichiswarm-heartedandbrave.S7:Nemoisacutefish.Itisverylivelyandextroverted.S8:Snoopyisalovabledogwholivesinhisownprivatedreamworld.S9:Tintinisareporterwhohasredhairandasmallwhitedog.Heisoptimisticintelligentandadventurous.Checktheanswersinclass.T:Readthepassagefollowingthetape.Thenanswerthethreequestionsontheblackboard.Showthequestionsontheblackboard.Pre-readingQuestions:
1.Whatcountrydotheyefrom
2.Aretheyrecentcartoonsoroldcartoons
3.WhatiseachcharacterlikeBriefintroductionofthecartooncharacters.Thenstudentsaskandanswerthequestionsinpairs.StepIVReadingprehensionActivity345Inthisprocedurestudentswouldbeabletounderstandthepassagebetter.T:IfyouwanttoknowmoreabouttheabovecharactersinActivity1let’setothepassage.ReadthepassageindividuallythendoActivity3alone.Checkanswersinclass.InordertofindoutthemainideaofthepassageyoucanusethecontentofParagraphOneandTwotohelpyou.Ss:“a”istheanswer.T:Welldone!Pairwork:askandanswerinpairsinordertopracticeoralEnglishandchecktheanswerstoActivity
5.T:ReadParagraph1andaskandanswerQuestion
1.Asampleconversationisgivenasanexample.Activity5Asampleconversation:S1:DopeoplelikeNemoandShrekS2:Yes.S1:HowdoyouknowthatS2:BecausetheyhavewontheheartsofyoungpeopleinChinaandallovertheworld.S1:Whatdoes“wintheheart”meanS2:Itmeans“征服人心”.T:payattentiontothesephrases:orange-and-whitefish=afishoftwocolors;wintheheartof.AsampleconversationofQuestion2:S3:HowoldisthecartoonoftheMonkeyKingS4:Fortyyearsold.S3:WhatisthecartoonstoryaboutS4:IttellsthestoryofamonkeywholeadsagroupofmonkeysagainsttheruleoftheEmperorinheaven.S3:IsheavenlikelytobeapleasantorunpleasantplaceinthiscartoonS4:Itislikelytobeanunpleasantplace.Becausetherulesofheavenkeeppeopleinbondage.Encouragestudentstogetmoredetailedinformationfromtheirdialoguesandpracticethemostmonlyusedphrases.Thensumupthephrasesforthemandwritethemdownontheblackboard.Showthephrasesontheblackboard:Phrasesofthepassagewintheheartofsb.
7.areporterwithredhairagainsttherule
8.hasbeenpopularsince…..inheaven
9.havebeentranslatedinto……thejokesplayedbymonkeys
10.keepcollectionsof……amonexpressionusedbyaparentoraboss
11.holdbirthdaypartiesreturntothehouse
12.experiencelifeT:Nowit’stimeforyoutofindouttheattributiveclausesinthepassageandpayattentiontotheusageofrelativepronouns.S1:Paragraph2:Ittellsthestoryofamonkeywholeadsagroupofmonkeys……..S2:Paragraph3:AnotherfavoritewhohascelebratedanimportantbirthdayinChina………..S3:Paragraph4:ThereareseveralfanclubsinChinawhichhaveheldbirthdaypartiesforTintin…S4:Paragraph5:SnoopyCharlieBrown’slovabledogwholivesinhisownprivate…………..S5:thelastparagraph:Adultswhohaveexperiencedlifeunderstandthembetter.StepIVSpeakingandInterviewActivity6InActivity6studentsformagroupoffourandmakeaninterviewabouttheforminActivity7andthensumupalltheinterviewedresultsandfosterstudentstoutilizetheinformationtoprepareforthewritingpractice.StepVWritingInthisprocedurestudentslearntouseattributiveclausesandsentencepatterntowriteacartoonstorybasedongroupdiscussion.T:PleaselookatthequestionsinActivity
10.Formagroupandtalkaboutthenewcartooncharacteryouwillcreate.WhatheislikeWhathelookslikeandwhatthestorytellsthereaders.Chooseamemberofyourgrouptodrawthepicturesforthestory.Trytousetheattributiveclauses.Asampleposition:InourgroupIaskedthemwhatcartoonsweretheirfavorites.AllthestudentssaidtheylikedTheMonkeyKingwhichwasanoldcartoonstory.Ithinktheylikeitbecausethemonkeyisaherointheirhearts.Themonkeywhoisveryloyaltoitsleadershowsgreatskillsinfightingagainstenemies.Hetrieshardtoovereanydifficulties.Wemustlearnformhimandtrytobeaheroatstudy.Askstudentstomasterattributiveclausesjoinedbywhoorwhich.Inthemeanwhiletheyaretrainedtousethephrasesinthisperiodandtheylaythefoundationforthestudents’laterwriting.StepⅥHomework
1.Readthepassageandretellthepassage.
2.DoWbExercise4and
11.Period4LanguageinuseTeachinggoals教学目标
1.Targetlanguage目标语言a.Keyvocabulary重点生词和短语singleb.Keysentences重点句子Thesentenceswithattributiveclausewhichappearinthetwounits
2.Abilitygoals能力目标Enablethestudentstosummarizeandconsolidateattributiveclausesjoinedbywhichorwhoandthenewvocabulary
3.Learningabilitygoals学能目标HelpthestudentssummarizeandconsolidateattributiveclausesjoinedbywhichorwhoandthenewvocabularyinmanydifferentwaysTeachingmethods教学方法summarydoingexercisesTeachingimportant/difficultpoints教学重难点Helpthestudentslearnhowtointegratewhattheylearntinthismoduleintolanguageskills.Teachingaids教具准备AtaperecorderputerOHPTeachingproceduresandways教学过程与方式StepⅠWarmingupandlead-inInthisprocedurestudentsreviewthecontentofthereadingmaterialinUnit2byretellingthepassages.Studentsareencouragedtodescribethecharactersbyusingattributiveclauses.Askseveralstudentstoretellthepassages.Correctthemistakesifnecessary.Asampleretelling:NemoandShrekarenewly-createdcartooncharacterswhohavewontheheartsofyoungpeopleallovertheworld.NemoisacutefishandShrekisahugemonster.MonkeykingTintinandSnoopyareoldcartooncharacterswhoareevenpopularnow.MonkeyKingisabravemonkeywhofightsagainsttherulesofHeaven.Tintinisareporterwithredhairwhohasbeenpopularfor75years.TherearemanyfanclubsinChinawhichhaveheldbirthdaypartiesforTintin.Snoopyisalovabledogwhichlivesinhisownprivatedreamworld.Notonlychildrenbutalsoadultslikecartoons.Cartoonistsdrawcartoonsforeverycartoon-lovingperson.StepⅡRevisionandspeakingWbExercise3P144Inthisprocedurestudentsreviewgrammar:attributiveclausesjoinedbywhichwhoorthataswellaspracticingtheiroralEnglish.T:Openyourworkbookandturntopage144doActivity3individually.Sampleanswers:S1:Heisn’tthemanwho/that/不填wearewaitingfor.S2:Ateacherissomeonewho/thatoffersusknowledge.S3:Thehouseswhich/thatareinfrontofourschoolareverybeautiful.S4:Itisashopwhich/thatsellsschoolthings.S5:Whoisthewomanwho/thatistalkingwiththeheadmasterS6:Linda’smumisthepolicewomanwho/thatisverybrave.S7:Wealllikecartoonswhich/thatareofgreatfun.S8:Thestoriesthat/which/不填Ihavejustboughtareveryinteresting.S9:WhenwillCathywearthenewdressthat/which/不填hermumboughtforher.S10:Aretheywaitingforthepersonwho/thatisgoodatplayingbasketball……StepⅢLanguagepracticeActivity1and2Inthisprocedurestudentsarehelpedtorecallthestructuresofattributiveclausesjoinedbywhichwhoorthat.Consolidatetheusageofrelativepronounandtheruleofjoiningtwosimplesentencesintoonesentencewithanattributiveclause.T:CanyourememberthewayofchoosingwhichorwhoinanattributiveclauseWhocantellmetheruleofitS1:Iftheemphasizednounisaboutaperson“who”ischosen.Iftheemphasizednounisaboutanobject“which”isused.“that”canbeusedtotaketheplaceofwhoorwhich.T:Nowlet’shavealookatthecartoonstoryinActivity1insertrelativepronounswhereitispossible.Doitinpairs.Asampleconversation:S1:Excuseme.Areyouthepersonwho/thatIaskforinformationS2:I’mnotsure…….S1:I’mlookingforabookwhich/thatI’veheardalotabout.S2:Therearealotofbookswhich/thatpeoplehaveheardalotabout.What’sitcalledS1:Ican’tremember.It’sabookwhich/thatnoonereallylikes.It’sabookwhich/thateveryonesaysistoolongseriousandboring.S2:WhydoyouwantitS1:BecauseIknowitisn’tveryexpensive.Wait!That’sthebookwhich/thatI’mlookingfor!S2:Oh…Wouldyouliketomeetthepersonwho/thatthebookiswrittenbyIt’sme!T:Welldone!CanyoufindoutthereasonwhyalltherelativepronounsinthesentencescanbeleftoutS3:Becausetherelativepronounsareusedasobjectinattributiveclauses.T:Youareright.BoysandgirlsareyouclearThenlet’setoActivity
2.Tryyourbesttojoineachtwosentencesintoonewithanattributiveclause.Havealookatthemodel.DoyouknowhowtojointhemS4:Firstfindouttherightrelativepronounandthenleaveouttheemphasizednouninthenextsentenceatlastjointhemtogether.T:CanyoudooneofthemS4:No.1Tintinisaboyreporterwho/thathaslotsofadventuresallaroundtheworld.Inthisprocedurestudentsconsolidateattributiveclausesjoinedbywhowhichorthat.StepIVListeningActivity67Inthisprocedurestudents’listeningskillsaretrained.T:HavealookatthepicturesinActivity6useyourimaginationtonumberthepictureinorder.T:Okyouhaveyourownanswer.Nowlet’slistentothelisteningmaterialinActivity7andcheckwhetheryourorderisrightorwrong.T:AnswerthetwoquestionsinActivity7inpairs.T:It’stimeforyoutoretellthestoryaccordingtotheordertryingtouseattributiveclauses.StepVRevisionandconsolidationActivity34InthisprocedurestudentsareencouragedtorecallthecontentofthepassageinUnit2andthendoActivity4tocheckwhethertheymasterthecontent.T:WhoisthewriterofSnoopy’sstoryCanyoutellmetheanswertoExercise4S1:bistheanswer.T:IsNemoafishoracatWhoknowstheanswertoExercise3S2:aistheanswer.……ThefunctionoftheactivityistochecktheprehensiveusageofattributiveclauseusingtheinformationofthepicturesofActivity3andmakingupthesentenceswithattributiveclauses.Thesuggestedanswersarethefollowing:S1:Thereisapictureontheputerwhich/thatisfunny.S2:Yesterdaywepickedalotofapplesinanapplegardenwhich/thatisinJizhouCounty.S3:Anewschoolwassetupinavillagewhich/thatisinpoverty.S4:Theboywhoiswatchingfeelsveryhappy.StepVIWordsPhrasesconsolidationActivity89InthisprocedurestudentsareprovidedsomebackgroundknowledgetohelpthemtofinishthetaskinActivity
8.Meanwhiletheirvocabularyisenlarged.ThefollowingisthematerialwhichshowsthebackgroundknowledgeofMaoXiale:CartoonistMaoXiaolewasborninthe1970sinnortheastChina.Ahappy-go-luckyguywithanoff-beatsenseofhumorhestarteddrawingcartoonsasachild.Hebecameaprofessionalcartoonistaftershortstintsasateacheragovernmentworkerandapanyemployee.Hehaspublished6collectionsofics.ThefollowingisaninterviewwhichMaoXiaoledidwithCRI.CRI:CanyoudescribeyourstyleMao:Almost100%ofmyworksarebasedonlifesoIrarelydrawscience-fictioncartoons.CRI:WheredoyourideasefromMao:EverydayIgetonvariouswebsitestoreadallkindsofnewsandtogetinspiration.OnthedesknexttomyputertheresalwaysapencilandsomepapersoIcanalwaysjotdownanyinterestingideas.CRI:Howmuchattentiondoyoupaytoothercartoonist’sworkMao:Ifollowitbutnottooclosely.I’mafraidIllbetooinfluencedbythemandwillunconsciouslyimitatethemwhendrawing.AsforforeigncartoonsIllstudytheirdrawingskillsandmethodsofexpressionbutnevertheircontent.Ourculturalbackgroundsaresodifferentandmyworksareallaboutournativeculture.CRI:WhendidyoustartpublishingyourdrawingsMao:Istartedinxxwhencartoonswerestillnotverypopularandfranklyspeakingmyaimwastomakesomemoney.IrememberedIfirstsentmyworkstotheMasterofHumormagazineandforayearIhadtriedvariousdifferentcartoonpublications.LaterIsetupmyownwebsiteandinxxIalreadyhadsomethingofareputationandotherpeoplebegantoinvitemetocontributetotheirpublications.CRI:WhatseparatesgreatcartoonsfromgoodonesMao:Originality.CartoonsasfarasIunderstandareakindofpopularliteratureinpictureform.Sothestorylinesarethemainthingexceptwhenitestosingle-picturecartoons.Whenyoungcartoonistscan’tselltheirdrawingsatadecentpriceorattractenoughattentionIthinkit’sbecausetheyspendsomucheffortontheexpressivemethodbutignoreitscontent.CRI:InyoureyeshowdoforeigncartoonsdifferfromdomesticonesMao:It’sobviousthatJapanesecartoonsaremoreadvancedthanoursintermsofquantityqualityandsocialimpactandalsointermsofthesizeoftheindustry.TherelationshipbetweenChineseandforeigncartoonsissimilartothatbetweenChineseandforeignfilms.Butweshouldntbedisappointed.Althoughforeignfilmsandcartoonsuseadvancedproductiontechniquesthey’restillmadeoutsideandaretheproductofanotherculture.ButChinesecartoonstalkaboutChinesepeopleslifeandculturesothisisouradvantage.Wecantalkaboutournativeowncultureinwaysthatforeigncartoonssimplycan’t.CRI:DoyoudrawontheputerMao:Idontdrawdirectlyontotheputer.Wecallit‘free-of-paper’working.Itsreallymoreconvenientandeconomical.AndbesidessinceallmycartoonistsfriendsareSOHOsthatiswestayathomeandareon-linealldaylong.Sowecaneasilyexchangeideaspicturesandsoftwareprogramssoweoftenjokethatprofessionalcartoonistsareaproductoftheinternet.HYPERLINKhttp://www.china.org.cn/images/
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8.Nowpleasechecktheanswersingroups.T:AreyoureadyLet’setoActivity9pleasefinishtheshortinterviewonthecartoonistcalledJill.YoucanalsousethematerialofMiaoXiaoletohelpyou.Askandanswerinpairs.Asampledialogue:S1(Mike)ExcusemecanIhaveawordwithyouI’vebeenafanofyourworkeversinceIwasachild.I’dliketoshowyousomeofmycartoons.They’reoverthereonthewall.WouldyouliketoeandseethemS2JillThankyou.I’dliketoseethem.Ifyouwanttobeacartoonistit’sveryimportanttobeabletodrawandyourdrawingsareverygood.StepⅦAroundtheworldLookatthepicturesandletstudentsreadaftertheteacher.Askthestudentstofindoutthesentenceswithattributiveclauseandthenexplainthephraseslikethis:twoofthemostfamousAmericancartoons;becreatedalittlemorerecently;appearinicbooks;dailynewspaper;inover500differentnewspaper;bemadeinto;popularizesb.morewidely;trytoimitatesb.;themainthing;learnfromsb.;dogoodthingsforpeople;introubleLetstudentsreaditfluentlyandmasterthephrases.StepⅧWritingacartoonstoryActivity10and11LookatthequestionsinActivity10andformagrouptodiscussthesequestions.T:Carryonaco-operativejobtofinishthewritingtaskinactivity11Showingusyourcartoonstorybydrawingpicturesaswellaswritingaposition.Asampleposition:AwolfandagoatOnedayawolfissocarelessthathefallsintoawell.Hecan’tclimboutofthewell.Heisveryanxious.Atthattimeagoatwalkstothewellbecausehewantstodrinksomewater.Heasksthewolfhowthewaterinthewellislike.Thewolfsaysitissweetandclear.Heasksthegoattoedownintothewell.Thegoatdoessowithoutthinking.Afterhefinishesdrinkingthewater.Hetalksoverwiththewolfaboutthewayofgettingout.Thewolfisverytricky.Hetellsthegoatthathegetsoutofthewellbyjumpingfromthegoat’sbackthenhepullshimout.Thegoatsbelievesinthewolfandhelpsthewolfgoout.Butthewolfwantstoleavealoneandlaughsatthegoat’sfoolishness.StepⅨHomework
1.Askthestudentstocreatetheirowncartooncharacterandpiletheirowncartoonstory.
2.Makeaself-assessmentof“Icansay””Icanask””Iknowthesewords”ontheworkbookP
147.Teachingresources教学资源库I.定语从句(由whichwhothat引导的)在复合句中修饰名词或代词的句子叫做定语从句在定语从句中被修饰的名词或代词叫先行词如先行词指人时,关系代词选择who/that;如先行词指物时,关系代词选择which/that;但在实际使用中,大多数用who指人,较少用that;关系代词通常在从句中充当主语或者宾语,充当宾语时关系代词可以省略若关系代词紧跟在介词之后,这是只用who指人,用which指物若关系代词在从句中充当宾语成分,whom可与who通用例如He’sthemanwho/thatlivesnextdoortous.Hedrivesacarthat/whichcantravel150milesanhour.Whereisthemanwho/whom/thatyougaveyourticketstoWhereisthebookwhich/thatIboughtthismorningIsthattheaddresstowhichyousentthetelegramJamesRussellisamanforwhomIhavethegreatestrespect.ItisatributeinwhichtheBritish-speakingpeoplescanshareirrespectiveofpartyorclass.在下列情况中,无论先行词指人或指物,关系代词只选择that.1.当先行项为all或其他指物的复合不定代词时例AllthatIwantispeaceandquiet.2.当先行项指人并带有onlyallanysomelittlenoneonlyfewjustrightanyverymuch等限定词时例Anyboythatwantstosucceedmustworkhard.3.当先行词前有最高级或序数词作修饰语时例Newtonwasoneofthegreatestmenthateverlived.Mr.JohnsaidthatSuzhouwasthefirstcitythatisdifferentfromours.
4.当先行项既包括人又包括物时例Tellusaboutthepeopleandtheplacesthataredifferentfromours.II.卡通人物介绍1.从史努比身上,人们可以看到自己的影子--永远面临着“梦想与现实之间的差距”史努比固执得可爱,它坚持自己的理想,并为之不懈地奋斗它有旺盛的好奇心和超强的模仿能力,它认为自己是一个艺术鉴赏家,还幻想自己是位勇敢的飞行员……2.和所有的童话一样,史莱克的故事也是这样开始的很久很久以前……在某个遥远而偏僻的地方,有一个大沼泽,沼泽里住着一只叫史莱克(麦克·梅尔斯)的绿色怪物,他有点神神叨叨,喜欢抱怨生活,但是心地却不坏但是有一天,他平静的生活结束了,领地里突然闯进来一群不速之客——一只眼神不怎么好的小老鼠,一只大坏狼和三只无家可归的小猪,他们都是从童话王国里逃出来的,那里现在被一个叫法尔奎德(约翰·利特高)的暴君所统治,他还掠去了美丽的公主菲奥娜(卡梅伦·迪雅兹),强迫她做自己的新娘富于正义感的史莱克踏上了营救公主的旅途(其实还不如说是被那几个吵吵闹闹的家伙逼的没辙了),路上,史莱克还捎带救了爱唠叨的骡子唐基(埃迪·墨菲)一命,感恩戴德的唐基成了史莱克忠心耿耿的追随者,他发誓可以为史莱克做一切事,除了闭上他那张喋喋不休的嘴之外……于是和所有童话里的英雄一样,史莱克必须带着他的随从度过一个个的险关,包括和一条喷火的巨龙搏斗,最后,当然是正义战胜邪恶,他们历经千辛万苦终于成功地把美人从暴君的魔掌中解救出来,而对于我们的英雄史莱克来说,在经历了这一切后,他最大的收获就是学会了爱别人和接受别人的爱故事描述在美丽的澳洲大堡礁海域中,活泼好动的小丑鱼尼莫,不幸被专门收藏观赏用鱼的潜水人士捉到,被卖入悉尼一间牙科诊所中,成为鱼缸中众多观赏鱼的一分子尼莫开始必须面对一群陌生又怪异的新朋友,还得担心如何能与父亲老爸团聚;而另一方面,心急如焚的老爸决心要远度重洋试图找到尼莫,沿路上还遇见了热心助人,但只有短暂记忆的帝王鱼多莉他们不畏艰险踏上了营救尼莫的惊险旅程;而老爸是否能顺利的营救尼莫,父子重新团圆呢?3.丁丁之所以受到大众的热爱,与埃尔热先生的疾恶如仇是分不开的,因此丁丁就是他的影子是和平、友谊和正义的象征游历中的“丁丁”与所到之处存在的不合理现象作斗争;抨击金钱至上的军火商和毒品贩子,他讲友谊、重许诺,扶弱斗强,智勇双全针对某些大国的扩军奋战,“丁丁”从1975年起,改穿劳动布裤,佩戴和平徽章,骑着摩托宣传反战并于1950年先于任何人登上月球充分表达了世界人民争取和平进步的心愿和希望当然,埃尔热先生对中国人民还是很有感情的,在《丁丁历险记·蓝莲花》里,丁丁来到了中国,帮助中国人揭穿了日本法西斯制造借口侵略中国的阴谋并与中国少年张仲仁结下了深厚的友情。