外研版必修5 Module3教案

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1、精品文檔，僅供學(xué)習(xí)與交流，如有侵權(quán)請(qǐng)聯(lián)系網(wǎng)站刪除 Module Three Adventure in Literature and the Cinema Period One Teaching content: Introduction; Reading and Vocabulary Teaching important points: 1.Help the students learn about adventure in literature and the cinema; 2.Help the students understand the passage bett

2、er; 3.Help the students learn and master some words and difficult language points; 4.Train the students` reading skill. Teaching difficult points: 1.Encourage the students to talk about their reading habits; 2.Help the students improve their reading ability and understand the passage better; 3

3、.Help the students master the important language points in this passage; 4.Help the students learn to read with strategy. Teaching procedures: Step 1 Lead-in Write the word "adventure" on the blackboard and ask the students:What`s the meaning of the word?What does the word make you think of?Yes

4、,you may think of an interesting book,an exciting film or an unusual experience.This module,we will talk about the topic:Adventure in Literature and the Cinema. ▲adventure[?d'vent??] n.冒險(xiǎn)活動(dòng)，冒險(xiǎn)經(jīng)歷，奇遇；冒險(xiǎn), 刺激 vt. & vi.冒險(xiǎn) e.g:All the children listened to his adventures with eager attention. 孩子們注

5、意力十分集中地聽他講他的冒險(xiǎn)經(jīng)歷。 The trip to Afghanistan was an adventure for Helen.到阿富汗旅行對(duì)海倫來說是一次冒險(xiǎn)的經(jīng)歷。 No man would adventure it.沒有人敢冒險(xiǎn)做這種事。 Those explorers gallantly adventured on unknown seas.(gallantly [?g?l?ntl?]adv. 勇敢地;大膽地) 那些探險(xiǎn)家們大膽地在陌生的海域探險(xiǎn)。 Step 2 Introduction 1.Activity 1 on P21 Look

6、at the pictures to get some information about the three books.Explain the main ideas of the three books to the students briefly.If possible,ask the students to talk about the three books after the example and then share their opinion in class. 2.Activity 2 on P21 Read through the given information

7、 to understand and try to match.Call back the answers and explain if necessary.Decide what type of books they are in Activity 1. *3.Activity 3 on P21 This part can be omitted for our students. 4.Activity 4 on P21 Read the passage to understand and and try to decide what type of book it describes

8、.Call back the answers and explain if necessary. Step 3 Pre-reading Next,we will read an adventurous story by Mark Twain.Before reading,let`s review some words related to the passage. 1.Activity 5 on P23 Read through the given information to understand and try to complete the sentences.Call back

9、 the answers and explain if necessary.Go through the completed sentences individually and quietly to understand better. 2.Activity 1 on P22 Look at the picture and think about what Huck and Jim will do.Ask some students to share their ideas. 【From the picture we can see two boys sitting on a raft

10、.They see something in the middle of the river.It looks like a boat.Maybe they will sail towards it to see what is happening to it.】 Step 4 While-reading 1.Fast reading Read through the text quickly to get the main idea and then number the events in the order they happen[Activity 2 on P22].At the

11、 same time,they can check their ideas in Activity 1.Call back the answers and explain if necessary. 2.Careful reading Read the text again carefully to get more details and answer the questions in Activity 6 on P23.Call back the answers and explain if necessary. 3.Language points【Ref:Notes to the

12、text】 Go through the text together with the students to explain some language points. Step 5 Post-reading 1.Read through the text one more time quietly and individually to understand it better.At the same time,find words in the passage to match the definitions in Activity 4 on P23.Call back the a

13、nswers and explain if necessary. 2.Activity 3 on P22 Predict what will happen next.In Activity 5 on P25,you can check your idea.Time permitting,listen to the tape and follow it. Step 6 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Reading on P81-82

14、 in workbook. Appendix: Notes to the text ▲1.as if似乎，好象 一、as if 從句的作用 1)在look, seem 等系動(dòng)詞后引導(dǎo)表語從句。 如：It looks as if it will go under soon.看起來船快要沉了。 He sounds as if he is going to die of fright.聽起來他好像就要嚇?biāo)懒恕? It seems as if our team is going to win．看來我們隊(duì)要?jiǎng)倭恕? She looks as if she wer

15、e ten years younger．她看起來好像年輕了十歲。 2)引導(dǎo)方式狀語從句。 如：She loves the boy as if he were her own child．她愛這男孩，就好像他是她自己的孩子一樣。 The child talked to us as if he were a grow-up．那孩子跟我們談起話來，像個(gè)成年人似的。 二、as if 還可用于省略句中。如果as if 引導(dǎo)的從句是“主語+系動(dòng)詞”結(jié)構(gòu)，可省略主語和系動(dòng)詞，這樣as if 后就只剩下名詞、不定式、形容詞（短語）、介詞短語或分詞。 如：He acts as if

16、（he were） a fool．他做事像個(gè)傻子。 Tom raised his hands as if （he was going） to say something．湯姆舉起手好像要說什么。 She left the room hurriedly as if （she were）angry．她匆忙離開房間好像生氣的樣子。 三、as if 從句的語氣及時(shí)態(tài) 1)as if 從句用陳述語氣的情況。 當(dāng)說話者認(rèn)為句子所述的是真實(shí)的或極有可能發(fā)生或存在的事實(shí)時(shí)。 如：It sounds as if it is raining．聽起來像是在下雨。 He

17、 talks as if he is drunk．從他談話的樣子來看他是醉了。 2)as if 從句用虛擬語氣的情況。當(dāng)說話人認(rèn)為句子所述的是不真實(shí)的或極少有可能發(fā)生或存在的情況時(shí)。從句虛擬語氣動(dòng)詞時(shí)態(tài)的形式如下： （1）如果從句表示與現(xiàn)在事實(shí)相反，謂語動(dòng)詞用一般過去時(shí)。 如：You look as if you didn’ t care． 你看上去好像并不在乎。 He talks as if he knew where she was．他說話的樣子，好像他知道她在哪里似的。 （2）從句表示與過去事實(shí)相反，謂語動(dòng)詞用“had+過去分詞”。 如：He ta

18、lks about Rome as if he had been there before．他說起羅馬來好像他以前去過羅馬似的。 The girl listened as if she had been turned to a stone． 那女孩傾聽著，一動(dòng)也不動(dòng)，好像已經(jīng)變成了石頭似的。 （3）從句表示與將來事實(shí)相反，謂語動(dòng)詞用“would/could/might+動(dòng)詞原形”。 如：He opened his mouth as if he would say something． 他張開嘴好像要說什么。 It looks as if it

19、 might snow．看來好像要下雪了。 ▲2.have enough of (對(duì)某人或某事)感到厭煩，受夠了 e.g:I have enough of him.他那一套我受夠了。 I have had enough of sweet food.我吃夠了甜食。 ▲3.shoot[?u:t] vt. & vi. 射中, 射死(強(qiáng)調(diào)結(jié)果)；shoot at朝…射擊(強(qiáng)調(diào)動(dòng)作，不含結(jié)果) e.g:He shot a bird and killed it. (用槍,箭等射中,強(qiáng)調(diào)結(jié)果) The hunter shot at the fox but missed it.

20、 (瞄準(zhǔn),不一定射中,強(qiáng)調(diào)動(dòng)作) ▲4.Useful expressions have connection with與…有聯(lián)系/關(guān)聯(lián) ran away逃跑 ahead of在…的前面 by the light of借助…的光 half in and half out of the water一半沉在水里,一半露在水面上 as quiet as mice/a mouse悄無聲息地 to one`s astonishment/surprise/joy/disappointment使人大吃一驚/驚訝/高興/失望的是…(插入語) die of死于…(內(nèi)因：hunger, thirs

21、t, illness, sorrow, a disease, cold, poison…) die from死于…(外因：a wound, lack of food, an accident, over work, drinking…) persuade sb. to do sth./into doing sth.說服某人做某事 feel bad about sth.對(duì)…感到后悔 cause sb. harm導(dǎo)致某人受傷害 out of breath上氣不接下氣，喘不過氣來 Period Two Teaching content: Grammar Teaching impo

22、rtant points: 1.Motivate the students to work together in class; 2.Encourage the students to sum up different kinds of verb forms; 3.Encourage the students to apply different kinds of verb forms to practice. Teaching difficult points: 1.Help the students understand different kinds of verb forms

23、; 2.Help the students use different kinds of verb forms correctly. Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check up the homework in last period OR ask some students to read out new words in this module. Step 2 Grammar-Review of verb forms(3)【Ref:Gram

24、mar7-10 on P111-113】 1.Activity 1 on P24 Read through the given information to understand and try to answer the questions;Call back the answers and explain if necessary;Summarize the usages of the related verb forms.【Ref:Grammar7-9 on P111-112】 2.Activity 2 on P24 Read through the sentences to u

25、nderstand and try to complete them;Call back the answers and explain if necessary;Read through the completed sentences quietly and individually to understand them better. 3.Activity 3 on P24 Read through the sentences to understand and try to complete them;Call back the answers and explain if nece

26、ssary;Read through the completed sentences quietly and individually to understand them better. 4.Activity 4 on P24 Correct the mistakes in the passage;Check with the passage;Read out the passage aloud individually. 5.Activity 5 on P25 Read through the next part of the passage to understand and t

27、ry to complete;Call back the answers and explain if necessary;Go through the completed passage quietly and individually to understand it better. 6.Activity 6 on P25 Read through the given information to understand and try to match;Call back the answers and explain if necessary;Summarize the usage

28、of link-verbs.【Ref:Grammar10 on P113】 7.Activity 7 on P25 Read the whole story again to find sentences to answer the questions after the examples;Call back the answers and explain if necessary. 【Pay attention to Learning to learn.】 8.Activity 8 on P26 Read through the given information to under

29、stand and try to match;Call back the answers and explain if necessary;read the completed sentences quietly and individually to understand better. *9.Activity 9 on P26 This part can be omitted for our students.If possible,ask the students to make sentences and then ask some of them to share their o

30、pinions in class. Step 3 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Activity1 on P79 in workbook. Appendix: Notes to the text ▲Useful expressions play a trick on sb.捉弄某人，跟某人惡作劇 make up編造(故事、謊言等) up and down上上下下，來來回回 at the side of the river在

31、河邊 in the end最后，最終 draw up將(某物)拉上前 e.g:Draw up a chair, and join the conversation.拉把椅子過來, 加入我們的談話。 alongside [?'l??'said] adv.靠著邊, 沿著邊 prep.(表示位置)在…旁邊; 沿著…的邊; 與…并排靠攏著 e.g:The boat came alongside.船靠岸了。 The two ships lay alongside of each other.這兩艘船并排靠著。 There was a butcher's shop alo

32、ngside the theatre.劇院旁邊有一家肉店。 Period Three Teaching content: Vocabulary and Listening; Speaking & Function Teaching important points: 1.Motivate the students to work together in class; 2.Train the students` listening and speaking skills; 3.Learn how to use indirect speech. Teaching difficul

33、t points: 1.Lead the students to talk in class actively; 2.Improve the students` listening and speaking abilities; 3..Help the students master the usage of indirect speech. Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check up the homework in last period

34、. Step 2 Vocabulary and Listening 1.Activity 1 on P26 Read through the given information to understand and try to answer the questions;Call back the answers and explain if necessary. 2.Activity 2 on P26 Read through the questions to understand;Listen to the tape for the first time to get the ma

35、in idea and try to answer the questions;Explain the main idea of the listening material briefly and call back the answers;Listen again to check the answers. 3.Activity 3 on P27 Listen for the third time to get more details and try to complete the table;Call back the answers and explain if necessar

36、y;Listen again to check the answers. Step 3 Speaking *1.Activity 1 on P27 This part can be omitted for our students. 2.Activity 2 on P27 Read to understand. Step 4 Function Rewrite the sentences in indirect speech after the example;Call back the answers and explain if necessary;Summarize the

37、rules of changing direct speech into indirect speech if necessary.【參見《教師用書》】 Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Activities2,3 on P79 in workbook. Appendix: Notes to the text ▲Useful expressions be/feel in the mood (for sth./to do

38、 sth.)有意/心情做某事 e.g:I am in the mood for dancing , let's go to a disco.我想跳跳舞。來，我們跳曲迪斯科吧。 I sometimes like listening to blues music, but I have to be in the mood for it. 我有時(shí)也喜歡聽慢四步爵士舞音樂，但必須是在我有情緒聽的時(shí)候。 Period Four Teaching content: Writing & Everyday English Teaching important points: 1

39、.Train the students` writing skills; 2.Help the students master some everyday English. Teaching difficult points: 1.Motivate the students to be active in class; 2.Help the students master some writing skills; 3.Help the students use the everyday English correctly. Teaching procedures: Step 1

40、Greetings and Revision 1.Greet the students as usual. 2.Check up the homework in last period. Step 2 Writing 1.Activity 1 on P28 Read through the summaries to understand and try to complete the sentences;Call back the answers and explain if necessary;Introduce the way to write a summary of a fi

41、lm or a book:beginning with the name of the book or film,present tense,information about when and where,a description of the plot. *2.Activities2,3 on P28 The two parts can be omitted for our students. 3.An extra writing task Choose a proper writing task from other reference material. Step 3 Ev

42、eryday English Read through the given information to understand and try to choose the correct meanings;Call back the answers and explain if necessary. Step 4 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Activity 4 on P80 in workbook. Appendix: Not

43、es to the text ▲Useful expressions be set in故事發(fā)生在…，(戲劇、小說、電影等)以…為背景 hang on 緊緊抓住(to sth.)；堅(jiān)持下去；等候 e.g:He hung on until the rope broke.他緊握著繩子, 直到繩子斷了。 The girl hung on to her mother's hand as they crossed the street.過馬路時(shí), 小女孩緊抓住她媽媽的手。 Although we are beaten, we must hang on.盡管我們失敗了, 我們還得堅(jiān)

44、持下去。 Please hang on while I go for some water.請(qǐng)稍等一下, 我去弄點(diǎn)水來。 Hang on! I'll call him.別掛斷!我去叫他。 get a move on趕快 e.g:We'd better get a move on before it rains.我們最好在下雨之前趕快做。 Tell Harry to get a move on.叫哈里快些。 grab a bite to eat = have a quick meal隨便找點(diǎn)吃的 Period Five Teaching content: C

45、ultural Corner; Task & Module File Teaching important points: 1.Make the students get the main idea of the passage; 2.Get the students to know about the life of Mark Twain; 3.Review the important points in this module. Teaching difficult points: 1.How to improve their reading skills; 2.How to

46、 foster the sense of cultural awareness. 3.Help the students master what they have learned in this period. Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check up the homework in last period. Step 2 Cultural Corner 1.Lead-in Maybe,all of us have learned s

47、omething about a famous American writer:Mark Twain and his works.OK,now who can name some of his works in Chinese?(《哈克貝里·芬歷險(xiǎn)記》，《湯姆·索亞歷險(xiǎn)記》，《競(jìng)選州長》，《百萬英鎊》，《王子與貧兒》等) This module,we will learn something more about Mark Twain. 2.Reading Read through the passage carefully to get the main idea and answer

48、the first question above the passage. Suggested answer:He liked to travel,and later worked on the River Mississippi. 3.Language points【Ref:Notes to the text】 Go through the text again with the students together to explain some language points. 4.Consolidation Ask the students to read through th

49、e passage one more time quietly and individually to understand it better.Time permitting,listen to the tape and follow it. Step 3 Task 【*This part can be omitted for our students.】 Step 4 Module File This section lists the main areas of language dealt with in this module. The teacher may give th

50、e students about 5 minutes to go through it,ticking the things they are confident that they know, putting a question mark next to those things they are not sure of, and a cross next to those they don`t know.Then they may make up for it accordingly.Or you may provide a chance for them to have a conso

51、lidation. Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Activity 5 on P80 in workbook. Appendix: Notes to the text ▲Useful expressions to start with首先 lead/live a…life過著…生活(wealthy/sad/adventurous…) determine to do sth./be determined to d

52、o sth.決定/下決心做某事 make/try/seek one`s/a fortune碰碰運(yùn)氣，尋找出路，發(fā)財(cái) set off (from sp. for sp. else)(從…)出發(fā)(到…)，啟程 only to do sth.作狀語，表示意料之外的結(jié)果，意思為“結(jié)果卻…” e.g:I got there in a hurry today only to be told that the tickets were sold out. 我今天匆忙地趕過去，卻被告知票已經(jīng)賣完了。 I got up early to attend an important meeti

53、ng,only to find that it had ended the day before. 我早起去參加一個(gè)重要的會(huì)議，卻發(fā)現(xiàn)會(huì)議前一天就結(jié)束了。 【參考資料】 ▲Wolves of the Calla(Stephen King)《卡拉之狼》(史蒂芬·金，2003，《黑暗塔》系列小說之五) 《卡拉之狼》：羅蘭、埃蒂、杰克和蘇珊娜致力于保衛(wèi)邊遠(yuǎn)地區(qū)的小山村卡拉。這個(gè)山村很奇特，盛產(chǎn)雙胞胎。某一時(shí)期，裝扮成狼人的強(qiáng)盜經(jīng)常蜂擁而至，從暗處襲擊該村，每一戶人家都會(huì)被掠走一個(gè)孩子。幾個(gè)星期之后，孩子會(huì)被送回來，但他們已經(jīng)變成癡呆，而且不久就會(huì)夭折。 斯蒂芬·金：當(dāng)代通俗小說大師。

54、一九四七年出生于美國緬因州的波特蘭，后在緬因州州立大學(xué)學(xué)習(xí)英國文學(xué)，畢業(yè)后因工資菲薄而走上寫作之路。二十世紀(jì)七十年代中期，斯蒂芬·金聲名漸起，被《紐約時(shí)報(bào)》譽(yù)為“現(xiàn)代驚悚小說大師”。自二十世紀(jì)八十年代以來，在歷年的美國暢銷書排行榜中，其作品總是名列榜首，居高不下。金的很多作品都成為好萊塢制片商的搶手貨。有超過七十部電影和電視節(jié)目取材自他的作品，包括《閃靈》(The Shining)、《綠里》(The Green Mile)、《肖申克的救贖》(Rita Hayworth and Shawshank Redemption)等等。他在三十二歲時(shí)成為全世界作家中首屈一指的億萬富翁。斯蒂芬·金還是第一位

55、在互聯(lián)網(wǎng)上發(fā)表作品并提供收費(fèi)下載的作家。二00三年，他獲得了美國國家圖書獎(jiǎng)的終身成就獎(jiǎng)。 黑暗塔系列小說：這個(gè)系列是斯蒂芬·金最負(fù)盛名的小說，他耗時(shí)三十余年才完成這部史詩般的奇幻巨著。這個(gè)糅合了傳奇、西部故事和奇幻等多種元素的系列多年來受到眾多讀者的追捧，在他漫長的創(chuàng)作過程中，許多讀者一直在孜孜不倦地討論書中令人琢磨不透的情節(jié)。 ▲1421:The Year China discovered America《1421年,中國發(fā)現(xiàn)美洲》(加文.孟席斯) 上世紀(jì)80年代的某天，一位英國人正在聚精會(huì)神地研究世界航海史。他發(fā)現(xiàn)了一些令他迷惑不解的東西。即便在大航海時(shí)代的早期，探險(xiǎn)者們

56、也是根據(jù)一些粗略的海圖進(jìn)行航行；甚至是發(fā)現(xiàn)新大陸的哥倫布，也根據(jù)一些海圖而對(duì)自己的航線堅(jiān)信不疑。那么，既然沒有人進(jìn)行過探索，這些海圖是誰畫的呢？ 　　日復(fù)一日，這些謎團(tuán)令這個(gè)英國人愈加迷惑，他認(rèn)為在這背后一定還有些尚未被揭露的事實(shí)。逐漸地，他將目光轉(zhuǎn)向東方。根據(jù)中國人的說法，早在歐洲大航海時(shí)代以前，鄭和的寶船艦隊(duì)就已經(jīng)七下西洋，一直到達(dá)了非洲東海岸甚至更加遙遠(yuǎn)的地方。或許，這就是那些神秘海圖的來源？英國人決定將研究方向確定下來。他開始了長達(dá)14年的研究工作，在這14年中，他走訪了超過120個(gè)國家，在近千個(gè)圖書館中進(jìn)行查閱，終于，一些模糊的概念漸漸成形，一套全新的理論浮出水面。他認(rèn)為他終于找到了

57、問題的答案，他將自己的發(fā)現(xiàn)寫成了一本書，這本書或許將改寫世界歷史。 《1421：中國發(fā)現(xiàn)世界》這本書就是孟席斯多年的研究成果。在這本書中他通過他多年積累的資料，加以分析闡述，總結(jié)成自己的一套全新學(xué)說。這本書總體分為八個(gè)部分：引言、第一編：中華帝國、第二編：指路星辰、第三編：洪保的遠(yuǎn)航、第四編：周滿的遠(yuǎn)航、第五編：周聞的遠(yuǎn)航、第六編：楊慶的遠(yuǎn)航、第七編：葡萄牙人奪得桂冠、結(jié)語：中國人的遺產(chǎn)。在這些章節(jié)中，孟席斯分別描寫了中國的遠(yuǎn)航計(jì)劃、到達(dá)非洲、澳大利亞、美洲、北極等內(nèi)容。書中描繪了大量他通過分析得到的中國遠(yuǎn)航航線圖，并且對(duì)于這些航行的細(xì)節(jié)、目的、過程等進(jìn)行了詳細(xì)的闡述。這本書顛覆了傳統(tǒng)

58、的航海史，也使得孟席斯一舉成名，當(dāng)然，并不是好的名聲，至少在西方如此。 　　不難理解，西方的學(xué)術(shù)界對(duì)于這種離經(jīng)叛道的言論基本無法接受，這本書剛出來的時(shí)候根本無人問津。很明顯還是有人仔細(xì)閱讀了它。關(guān)于該書可謂惡評(píng)不斷，最后甚至有位很出名的評(píng)論家也用大量的篇幅來抨擊這本書。不過這些惡評(píng)卻使得更多的人開始關(guān)注這本書，誰也沒有想到它的銷量竟開始節(jié)節(jié)上升，并被翻譯成多個(gè)版本。截至今年，《1421：中國發(fā)現(xiàn)世界》這本書已經(jīng)被翻譯成多種語言，在65個(gè)國家銷售了100萬冊(cè)，而中國即將成為第66個(gè)正式出版這本書的國家。 ▲The Singular Mark Twain《奇異的馬克吐溫》(Fred Kaplan

59、) 馬克吐溫傳記。 ▲Master and Commander: The Far Side of the World(《怒海爭(zhēng)鋒：極地遠(yuǎn)征》(美國)) 故事發(fā)生在1812年，當(dāng)時(shí)的法國正處在拿破侖戰(zhàn)役時(shí)代，為了擴(kuò)張自己的海上霸權(quán)，法國戰(zhàn)艦頻頻發(fā)動(dòng)戰(zhàn)爭(zhēng)。號(hào)稱“幸運(yùn)船長”的杰克·奧伯瑞(羅素·克洛)，是英軍新任的艦長，他結(jié)識(shí)了外科軍醫(yī)斯蒂芬·馬突林之后，邀請(qǐng)對(duì)方和他一起同船出海，做第一次遠(yuǎn)征，探索世界的奧秘和無盡的財(cái)富。 　　年輕氣盛的杰克行事素來強(qiáng)悍，踏上海洋征途后，一路帶著船員經(jīng)受了海上風(fēng)暴的考驗(yàn)，更多次沿途痛打法國和西班牙的戰(zhàn)艦。這兩個(gè)國家的海軍強(qiáng)權(quán)勢(shì)力勾結(jié)在一起，企圖把杰克和他

60、的“奇跡”號(hào)趕盡殺絕。 　　就在船在開往巴西的時(shí)候，杰克他們?cè)獾轿靼嘌来笮团谂灥拿土夜?，由于?duì)方武器實(shí)在太先進(jìn)了，“奇跡”遭到了重創(chuàng)。更讓人擔(dān)心的是，杰克不僅要對(duì)抗西班牙戰(zhàn)艦的追擊，還要面臨意見不一的軍醫(yī)斯蒂芬為爭(zhēng)權(quán)而引發(fā)的內(nèi)訌。 　　為了捍衛(wèi)國家的尊嚴(yán)，更為了取得戰(zhàn)爭(zhēng)勝利的先機(jī)，杰克做出了一項(xiàng)非常冒險(xiǎn)的決定，不再躲避追擊，而是異守為攻，穿越大西洋和太平洋兩大洋，去追蹤重創(chuàng)他們的敵艦，與對(duì)方展開殊死一搏。這樣一來，不僅國家的命運(yùn)和榮譽(yù)懸于一線，所有船員更有可能全部陷入有去無回的境地。 　　在彌漫著硝煙與炮聲的冒險(xiǎn)旅程中，杰克見識(shí)到了一個(gè)他前所未見的新世界。最后，一個(gè)由勇氣締造的奇跡，從不可思

61、議的想法變成了名垂青史的現(xiàn)實(shí)，他們成功地虜獲了全部敵人…… ▲The Last Samurai(《最后的武士》(美國)) [samurai['s?m?,ra?]n.(日本)陸軍將校； <史>(日本封建時(shí)代的)武士] 美國內(nèi)戰(zhàn)結(jié)束的十年后，當(dāng)年的南北戰(zhàn)爭(zhēng)英雄納森（湯姆?克魯斯 Tom Cruise）因無所事事而終日酗酒。一次偶然的機(jī)會(huì)，他結(jié)識(shí)了來美做生意的日本商人。納森的彪炳戰(zhàn)績(jī)令對(duì)方刮目相看。此時(shí)正值明治維新時(shí)期，日本天皇意欲訓(xùn)練一支現(xiàn)代化的作戰(zhàn)部隊(duì)，于是納森被請(qǐng)到了日本。 　　日本很多武士都不歡迎納森的到來，他們堅(jiān)決不肯拋棄傳統(tǒng)的武士道精神，對(duì)將武士西化十分反感。他們?cè)谑最I(lǐng)烏吉

62、奧（真田廣之 飾）的帶領(lǐng)下舉刀起義，躲到了一條偏僻的小山村自立為政。天皇大怒，派納森率領(lǐng)他訓(xùn)練出來的現(xiàn)代化軍隊(duì)去圍剿叛變武士。豈料皇軍全軍覆沒，納森亦成為了階下囚…… ▲Monsoon Wedding(《季風(fēng)婚宴/雨季的婚禮》(印度/美國)) [monsoon [m?n'su:n]n.(南亞、尤指印度洋的)季風(fēng)] 印度新德里的一家人正在籌備女兒阿迪特（瓦塞達(dá)拉Vasundhara Das 飾）出嫁的婚禮。父親拉里特（納薩魯丁?沙 Naseeruddin Shah 飾）為她選定的如意郎君是從美國留學(xué)回來的富商之子海蒙特。然而，阿迪特并不開心，因?yàn)樗€有一個(gè)在電視臺(tái)做主持人的情人，

63、并且是個(gè)有婦之夫。所以她一面在父母的督促下準(zhǔn)備婚禮，一方面又要偷偷跟意中人約會(huì)…… 　　婚禮還改變了很多人的命運(yùn)：婚禮設(shè)計(jì)師杜比跟女仆愛麗絲機(jī)緣巧合，墮入愛河；阿迪特的表妹跟澳大利亞的留學(xué)生打得火熱；阿迪特的姑丈泰迦表示要資助她的表姐麗爾出國留學(xué)。然而，麗爾并不領(lǐng)情，反而極力反對(duì)女兒跟泰迦相處，因?yàn)樗[瞞了一段不堪回首的往事…… ▲《荊軻刺秦王》(中國)(The Emperor and the Assassin)[assassin [?'s?s?n]n.暗殺者, 行刺者] 西元前3世紀(jì)的中國，為群雄各踞的戰(zhàn)國時(shí)代，雄心壯志的秦王嬴政（李雪健飾）汲汲營營于統(tǒng)一天下的大業(yè)。 　　當(dāng)時(shí)燕國為嬴政的心腹大患，為幫助他早日完成統(tǒng)一霸業(yè)，嬴政的青梅竹馬趙姬（鞏俐飾）于是冒險(xiǎn)至敵對(duì)的燕國臥底，假意策動(dòng)刺殺嬴政的計(jì)劃。 　　如此一來，一旦東窗事發(fā)，秦國便有出兵攻打燕國的名目。但是在這個(gè)計(jì)謀得逞之前，嬴政發(fā)現(xiàn)了關(guān)于自己身世的秘密：嬴政并非先皇的親生兒子，他的生父事實(shí)上是當(dāng)時(shí)... 【精品文檔】第 10th 頁