Module2 FantasyLiteratureSectionⅣ Writing——科幻故事

Period Five Writing—Writing a fantasy story科幻故事是开放式作文的一种，一般给出一段材料，要求我们充分发挥想象力来拓展原材料内容，运用逻辑推理的方法，沿着材料的纵横方向延伸，给故事添加开头、结尾或中间过程。

想象必须合理而且内容丰富，要抓住主题，运用恰当的词汇、句型与语句间的连接成分写出连贯的表达，语言要流畅、具有美感。

写科幻故事需要遵循以下步骤：1．仔细审题，确定文章结构科幻故事的写作一般可分为三部分：第一部分为故事的开始；第二部分为故事发展的过程及结果；最后一部分提出故事的教育意义。

2．根据需要确定时态科幻故事通常是发生在过去，因此应以一般过去时为主。

3．筛选词汇科幻故事一般为虚构的故事，要求语言比较夸张，为了吸引读者，故事的语言要生动、富于虚幻性。

1．...isoneofthegreatestfantasystorieseverwritten.2．Theheroisaboycalled...andtheheroineisagirlcalled... 3．Therearemanyextraordinaryadventures. 4．Robotsplayanimportantroleinourfuturelife. 5．Bothadultsandchildrenwillenjoythesestories.2040年的生活会是什么样子呢？请根据以下内容要点，描述2040年某一天的生活情景。

词数100左右。

1．我早上7点起床，因为9点钟在天津有一个重要会议；2．让机器人准备早饭，我去冲澡；3．我走出别墅，开出上海牌轿车，定好目的地和到达时间就出发了；4．太空中心发来电子邮件说我的申请报告已经通过，如果再通过体检，就可以迁往月球。

我打电话告诉了妈妈，并说会回家吃她亲手做的可口晚饭。

Havinganimportantmeetingat9o’clockinTianjin，Igetupat7amonApril4,2040.Itellmyrobottopreparethebreakfastbeforetakingashower，afterwhichIwalkoutofmyvillaandpulloutmyShanghaiCar.Isetthedestinationandarriving time，andthensetoff.Atthemoment，thespacecentere­mailsmeandinformsmeofthenewsthatIwillmovetothemoonifIpasstheheal thexamination.Immediately，IcallmymothertosharethegoodnewsandsaythatIwillgohomeforthedelicioussupperfromher .某英文报社正在举行英文幻想故事大赛，请你根据所给出的故事的开头(不计入总词数)，续写一篇100词左右的幻想小故事参赛。

Period Four Grammar—Adverbial clauses with ­ing感知以下课文原句，完成方框下的小题1．以上各句中，黑体部分在句中均作状语。

2．由句2可知，动词­ing形式的否定式是在其前面加not。

3．由句3可知动词­ing形式短语前可用介词on/upon，表示“一……就……”。

由句4、5可知在动词­ing形式前可加上适当的连词(when，while，before，after，if，unless，though/although等)。

一、基本用法动词­ing形式作状语时，通常都表示主语正在进行的另一个动作(即动词­ing形式与主语在逻辑上存在主动关系)，用来对谓语动词表示的动作加以修饰或作为陪衬，它可表示时间、原因、条件、让步、结果、方式或伴随动作，相当于相对应的状语从句或and引导的并列句。

1．动词­ing形式作时间状语，多置于句首，也可置于句末。

Hearing thegoodnews(Whentheyheardthegoodnews)，theywentwildwithjoy.听到这个好消息，他们高兴得发了狂。

Shopping inthemall(WhileIwasshoppinginthemall)，Icameacrossmyformerclassmate，Tom. 当我在商场购物时，我遇见了以前的同学汤姆。

2．动词­ing形式作原因状语，多置于句首或句末，也可置于句中。

Gettingup late(Becausehegotuplate)，hemissedhisearlytrain.由于起床晚了，他没有赶上早班火车。

Beingtired(Becausehewastired)，hecouldn’twalkanyfurther.由于累，他再也走不动了。

3．动词­ing形式作条件状语，多置于句首。

Module 2Fantasy LiteratureThe Cat That VanishedWill was stupefied with exhaustion, and he might have gone on to the north, or he might have laid his head on the grass under one of those trees and slept; but as he stood trying to clear his head, he saw a cat.She was a tabby, like Moxie. She padded out of a garden on the Oxford side of the road, where Will was standing. Will put down his shopping bag and held out his hand, and the cat came up to rub her head against his knuckles, just as Moxie did. Of course, every cat behaved like that, but all the same Will felt such a longing to turn for home that tears scalded his eyes.Eventually this cat turned away. This was night, and there was a territory to patrol, there were mice to hunt. She padded across the road and towards the bushes just beyond the hornbeam trees, and there she stopped. Will still watching, saw the cat behave curiously. She reached out a paw to pat something in the air in front of her, something quite invisible to Will. Then she leapt backwards, back arched and fur on end, tail held out stiffly. Will knew cat-behaviour. He watched more alertly as the cat approached the spot again, just an empty patch of grass between the hornbeams and the bushes of a garden hedge, and patted the air once more.Again she leapt back, but less far and with less alarm this time. After another few seconds of sniffing, touching, whisker-twitching, curiosity overcame wariness.The cat stepped forward, and vanished.Will blinked. Then he stood still, close to the trunk of the nearest tree, as a truck came round the circle and swept its lights over him. When it had gone past he crossed the road, keeping his eyes on the spot where the cat had been investigating. It wasn’t easy, because there was nothing to fix on, but when he came to the place and cast about to look closely, he saw it.At least, he saw it from some angles. It looked as if someone had cut a patch out of the air, about two metres from the edge of the road, a patch roughly square in shape and less than a metre across. If you were level with the patch so that it was edge-on, it was nearlyinvisible, and it was completely invisible from behind. You could only see it from the side nearest the road, and you couldn’t see it easily ev en from there, because all you could see through it was exactly the same kind of thing that lay in front of it on this side: a patch of grass lit by a street light.But Will knew without the slightest doubt that that patch of grass on the other side w as in a different world. He couldn’t possibly have said why. He knew it at once, as strongly as he knew that fire burned and kindness was good. He was looking at something profoundly alien.And for that reason alone, it enticed him to stoopp and look further. What he saw made his head swim and his heart thump harder, but he didn’t hesitate: he pushed his shopping bag through, and then scrambled through himself, through the hole in the fabric of this world and into another.He found himself standing under a row of trees. But not hornbeam trees: these were tall palms, and they were growing, like the trees in Oxford, in a line along thegrass. But his was the centre of a broad boulevard, and at the side of the boulevard was a line of cafes and small shops, all brightly lit, all open, and all utterly silent and empty beneath a sky thick with stars. The hot night was laden with the scent of flowers and with the salt smell of the sea.Will looked around carefully. Behind him the full moon sone down over a distant prospect of great green hills, and on the slopes at the foot of the hills there ere houses with rich gardens and an open parkland with groves of trees and the white gleam of a classical temple.Just beside him was that bare patch in the air, as hard to see from this side as from the other, but definitely there. He bent to look through and saw the road in Oxford, his own world. The turned away with a shudder: whatever this new world was, it had to be better than what he’d just left. With a dawning light-headedness, the feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide.The Story of J.K. Rowling and Harry PotterThe elder stateswoman of British fantasy literature is J.K. Rowling, the gifted creator of Harry Potter. Joanne Rowling’s roots are in the southwest of England, where she grew up. But the idea for Harry Potter came to her while she was on a delayed train between Manchester and London. She wrote down her ideas on the back of an envelope. She then went to teach English in Portugal, where she continued to add flesh to the bones of the first Harry Potter story. But her name is forever associated with Edinburgh in Scotland, where she lived and developed the format for the whole series of seven books.There are many anecdotes about how, in 1990, J.K. Rowling began the first draft of Harry Potter and the Philosopher’s Stone. She had the extra burden of looking after her baby daughter while she worked, and because she was too poor to own a typewriter, she wrote by hand. She spent many hours over a single cup of coffee in a warm cafeteria in Edinburgh because she had no money to pay for the heating at home.Success was not swift and Rowling might have given up. But she was stubborn and overcame all the difficulties. It was only in 1997 that she completed the first Harry Potter story, which, because the publishers in the USA requested an adjustment to the title, was also known as Harry Potter and the Sorcerer’s Stone.Rowling always intended that her output would be a book every year until she had finished the series. In fact, it took her about ten years to complete. But after the first book, the success of each of the following titles was automatic. The fifth book, The Order of the Phoenix sold about seven million copies the day it was published.Rowling’s style has been a target for some criticism, but what makes the books so important is that, because they appeal to readers of all ages, they create a special literary bond between parents and children. In an age of computer games and television programmes, it is also claimed they are responsible for a renewed interest in reading. Harry Potter has even become part of the school curriculum, much to the pleasure of the schoolchildren.And the Harry Potter effect is not just restricted to the English-speaking world. Rowling’s books have been translated into more than 55 languages, and it has been estimated thath more than 250 million copies have been distributed around the world. In 2005 it was estimated that Rowling had accumulated more than one billion dollars on deposit in her bank. She has thus attained the status of being the first writer to become a billionaire.IntroductionOne of the greatest British writes of fantasy literature was C.S.Lewis (1898-1963), who wrote The Lion, the Witch and the Wardrobe. Lucy discovers the winter land of Narnia where she and her two brothers and sister meet the White Witch. They also meet Aslan, the lion, who is the only one who can defeat the Witch and restore summer to Narnia. With Aslan, the children learn to be brave and to forgive. They learn great sorrow and happiness, and finally they learn wisdom. Their time in Narnia is the great adventure that every child dreams of.Extract from The Lion, the Witch and the WardrobeAnd then she saw that there was a light ahead of her; not a few inches away where the back of the wardrobe ought to have been, but a long way off. Something cold and soft was falling on her. A moment later she found that she was standing in the middle of a wood at nighttime with snow under her feet and snowflakes falling through the air.Lucy felt a little frightened, but she felt very inquisitive and excited as well. She looked back over her shoulder and there, between the dark tree trunks, she could still see the open doorway of the wardrobe and even catch a glimpse of the empty room from which she had set out. (She had, of course, left the door open, for she knew that it was a very silly thing to shut oneself into a wardrobe.) It seemed to be still daylight there. “I can always get back if anything goes wrong,” thought Lucy. She began to walk forward, crunch-crunch over the snow and through the wood towards the other light. In about ten minutes she reached it and found it was a lamppost. As she stood looking at it, wondering why there was a lamppost in the middle of a wood, and wondering what to do next, she heard the pitter-patter of feet coming towards her. And soon after that a very strange person stepped out from among the trees in to the light of the lamppost.He was only a little taller than Lucy herself and carried over his head an umbrella, white with snow. From the waist upwars he was like a man, but his legs were shaped like a goat’s (the hair on them was glossy black) and instead of feet he had goat’s hoofs. He also had a tail, but Lucy did not notice this at first because it was so neatly caught up over the arm that held the umbrella so as to keep it from trailing in the snow. He had a red woolen muffler round his neck and his skin was rather reddish too. He had a strange, but pleasant little face, with a short pointed beard and curly hair, and out of the hair there stuck two horns, one on each side of his forehead. One of his hands, as I have said, held the umbrella; in the other arm he carried several brown-paper parcels. With the parcels and the snow it looked just as if he had been doing his Christmas shopping. He was a Faun. And when he saw Lucy he gave such a start of surprise that he dropped all his parcels.“Goodness gracious me!” exclaimed the Faun.The Lord of the RingsOne of the most famous fantasy stories of the twentieth century is the trilogy The Lord of the Rings by J.R.R. Tolkien. All three parts of the story have been made into very successful films. The story takes place in a world called Middle Earth. Humans are only one of the creatures who exist at this time. There are also elves, tall beautiful creatures who have magical powers and never die. There are hobbits, who are like small humans and live in holes in hills. There are also dwarves, who are similar to small, ugly men and live deep in the mountains.In The Lord of the Rings, a wicked wizard called Sauron, who has great magical powers, has created nine rings. Any creature who possesses one of these rings has great power. But Sauron has created one ring – the Ring – that can control all of these rings. The person who has this ring controls the whole of Middle Earth.Fortunately, this ring has been lost for hundreds of years. But then it is discovered by a hobbit. Sauron, realiseng that the Ring has been found, sends his creatures to get it back. If he finds the Ring, Sauron will rule Middle Earth and it will become a place of darkness and fear. Gandalf, a good wizard, realizes that in order to save Middle Earth, the Ring must be destroyed. To do this, someone must take the Ring into Sauron’s kingdom. There, they must destroy the Ring in the fires that created it. The three books tell the story of the journey to destroy the Ring. In the last book of the trilogy there is a terrible war between Sauron and his creatures, and those who want to save Middle Earth.Many people believe that The Load of the Rings is the best twentieth century novel in English. Of course, there are always those who do not enjoy reading fantasy novels. But if you do, then this is one story you should definitely read.。

Section ⅣUsing LanguagePart Ⅰ第一步速读——了解文章主题和段落大意速读P22－23教材课文，匹配段落大意1．Para.1 A．Anecdotes about how she began writing her first book.2．Para.2 B．Mainly about how Rowling started writing Harry Potter.3．Para.3 C．Rowling's books appeal to readers of all ages.4．Para.4 D．Rowling spent about ten years completing her series.5．Para.5 E．Rowling's first book was published.6．Para.6 F．Rowling's great achievement.[答案]1－6 BAEDCF第二步细读——把控文章关键信息细读P22－23教材课文，判断正(T)误(F)1．J.K. Rowling，the gifted creator of Harry Potter, grew up in the southwest of England.( )2. Harry Potter first came into Rowling's mind when she taught English in Portugal.( )3．Rowling is associated with Edinburgh in Scotland that's the place where she lived and developed the format of the whole series of seven books.( ) 4．When she began to write Harry Potter and the Philosopher's Stone，Rowling was in poor health.( )5．In an age of computer games and TV programmes，it is no longer a pleasure for schoolchildren to read Harry Potter.( )[答案]1－5 TFTFF第三步研读——能力升华接轨高考根据P22－23教材课文，在空白处填入1个适当的单词或括号内单词的正确形式J. K. Rowling, the 1.gifted(gift) creator of Harry Potter, came up with the idea for Harry Potter while she was on a delayed train.She 2.wrote(write) down her ideas on the back of 3.an envelope. Then she went 4.to teach(teach) English in Portugal, where she continued to add flesh to the bones of the first Harry Potter story. 5.Havingovercome(overcome) a lot of difficulties, she 6.eventually(eventual) attained success. It was in 1997 7.that she completed the first Harry Potter story. After then, the 8.success(succeed) of each of the following titles was automatic. Her series of Harry Potter appeal to readers of all 9.ages(age) and create a special literary bond between parents and children. Much 10.to the pleasure of the schoolchildren, Harry Potter has become part of the school curriculum.Part Ⅱ细读——把控文章关键信息细读P27教材课文，选择最佳答案1．Which of the following doesn't belong to the creatures that existed in the stories?A．Dwarves. B．Hobbits.C．Humans. D．Robots.2．Why did Sauron try to find the lost Ring?A．Because it belonged to him.B．Because he wanted to rule the Middle Earth.C．Because he wanted to destroy it.D．Because he wanted to keep it.3．From this passage，we know that the writing thread of these stories was ．A．how to find the RingB．how to destroy the RingC．the great power of SauronD．the kindness of Gandalf4．Which of the following is NOT right?A．The Lord of the Rings is considered to be the best fantasy novel.B．All people don't enjoy reading fantastic stories.C．All the stories in The Lord of the Rings were based on imagination.D．Sauron and his creatures represented those of evil.5．The writer of this passage takes a(n) attitude toward the novel The Lord of the Rings.A．objective B．appreciativeC．negative D．critical[答案]1－5 DBBABⅠ.单词拼写根据汉语或首字母提示，写出下列单词1．There has been a close bond(纽带) between them ever since he saved the boy from drowning.2．Unwilling to become a burden(负担) to his son, the old man moved to the nursing home.3．Many people know how to attain(得到) success, but few know how to make the best use of it.4．Once the difficulty is overcome, we will benefit a lot from the project.5．Life mainly consists of happiness and sorrow while happiness sometimes comes from a struggle.6．He is too stubborn to admit that he is wrong.It's always hard to change his mind and attitude.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．marry v．结婚，娶，嫁→married adj.已婚的→marriage n．结婚，婚姻2．punish v．惩罚→punishment n．惩罚，处罚3．appeal n．吸引力，魅力→appealing adj.吸引人的4．gift n．天才，天赋；礼物→gifted adj.有天才的，有天赋的5．adjust v．调整→adjustment n．调整6．distribute v．(书报的)发行→distri bution n．发行7．accumulate v．积累，积聚→accumulation n．积聚，堆积物8．power n．力量，能力→powerful adj.强有力的9．possess v．拥有→possession n．拥有；财产Ⅲ.补全短语根据提示补全下列短语1．put a spell on 用咒符镇住2．be associated with 与……有联系，与……联系在一起3．appeal to sb. 对某人有吸引力，引起某人的兴趣4．(be) restricted to 限于5．ahead of 在……前面6．look back over one's shoulder 回头看7．catch a glimpse of 瞥见8．set out 出发，动身Ⅳ.选词填空选用上述短语的适当形式填空1．To overcome all the difficulties ahead of you, you need to make a list of them.2．Education shall not be restricted to any one specific age group.3．They set out to repair the house whose roof was damaged by the storm.4．There are many serious health problems which are associated with smoking.背教材原句记句式结构仿写促落实1.On seeing her, the kingimmediately falls in love with her.一见到她，国王就马上爱上了她。

Module 2 Book 6 FantasyLiterature---Writing〔说课教案〕Good morning ladies and Gentlemen. I'm very glad to be here presenting some of my teaching ideas. The content of my lesson isModule 2 Fantasy literature, Senior Book 6 in New Standard English by Foreign Teaching and Research Press. My teaching design consists of five parts.Part 1. Analyzing the textbook New Standard English gives us a lot of space to carry out the lesson. It is flexible, which enables me to organize the lesson freely according to the teaching content and students. So in this lesson I put Listening, Vocabulary, Everyday English and Writing together. They all talk about making up a fantasy story. It plays a very important part in the English teaching of this module. Making up a fantasy story can arouse the students' interest in English, exploit the students' personal experience and help them understand fantasy literature well. It's also an effective way for the teacher to achieve the purpose of training the students' listening, reading, municating and writing abilities.Therefore, according to "The New English Syllabus" and "New Lesson Standard", which lays the emphasis on developing the Ss' ability, cooperation and petence, I made the following teaching aims.1. Emotion aim:By pleting the task, the students can increase their interest and build up self-confidence in language study. It can also broaden their horizons, cultivate their mind and arouse their awareness of cooperation.2. Knowledge aim:a. Master some key words and phrases to write a fantasy story.b. Learn how to use the v-ing form as the adverbial clause.3. Ability aim:The students can understand and write a fantasy story.Key points:a. To improve the Ss' abilities in listening, speaking and writing.b. Teach the Ss how to study independently as well as by cooperation.Teaching difficult points:The Ss can use words and phrases to make up and write a fantasy story.Part 2. Analyzing the studentsIn my class, most of the students are boys. They value cooperation and team spirit. They love sports and subjects of science and most of them will like fantasy story, but they ignore the study of arts. Their English level is not very high. So they may have difficulty understanding fantasy literature or writing a fantasy story for lack of vocabulary and reading skills. Considering all the above, I will use various ways to make the class interesting and lively and cultivate their motivation and ability for learning.Part 3. The design of the teaching methods and learning methods According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based language Teaching. I use the methods of interaction, Question and answer, watch and listen activity, free discussion, pair work and individual work.I'll do my best to get my students involved in the class activities using pictures, multimedia, tape recorder, diagram, and body language to create a practical and agreeable atmosphere. During the course of the teaching, I encourage the students to carry out lots of input and output activities by means of seeing,discussing,analyzing, reading and speaking ,in pairs or individually.Part 4. The process of teachingIn order to realize the teaching process efficiently, under the principle of "regard Ss as the corpus, the teacher inspires for predominance", I divide the teaching process into five steps.Step One Lead-in &preparation -----10 minsTask 1. . Create a situation : We often feel at a loss in both our life and our studies. I dream of being a superwoman and have some magic power. But how? I must be … Ss: honest, brave…Are you a brave student? Ss-YesDo a game ---try your fortune and challenge yourself(勇士闯关)(individual and group work)Eg: No.1 When two groups of people fight each other. ( go to war)No.2 take revenge No.3. king No.4 witchNo.5 put a spell on No.6 marry No.7 frogI make senven questions .First, I use the multimedia to show it. They just see the number. They don't know the question.eg: choose No 1. When two groups of people fight each other. ( go to war). So it helps Ss to build up their quick response , check their homework---preview and review the words and phrases and lay a foundation for task 2.Task 2. let the Ss make a fantasy story according to the seven words and phrases. (Group petition) Boys and girls will have a petition. The first one chooses one word and the next one goes on with the story by using another one word. The fifth student will have to finish the story. Those who make up the better story will win the game.I design this part to lead in my lesson and deal with the Vocabulary in Listening. I use two games to finish listening Activity 3&4 on P19-20. Games are intended to make preparations for listening or to eliminate listening obstacles. It can arouse the Ss' performance desire, participation desire, team spirit, and create a good English studying atmosphere.Step2. Listening -vocabulary& Everyday English -7 minsThe listening material is not very hard for the Ss to understand. Everyday English is about the reading material. So I put the two parts together. Among the eight questions,I just choose 3 questions for them to ansewer. Let Ss pay close att ention to "what, when. why, who…" when writing a story.Listen to the tape and then answer 4 questions.Show the four questions on the screen.Eg: Q4. What's meaning of the phrase "I 'm struck"? ---Everyday EnglishThe questions raised in listening are intended for the following task of writing a story. With a bination of some typical "what,why, when…" questions and everyday English, listening activities can be more effectively performed. Hearing a fantasy story can inspire the students to create their own stories and lay a foundation for the writing task.Step 3. Feedback task -12 minsRead another fantasy story. Use the words and phrases to fill in the blanks to plete the story. They can consolidate the use of the words and phrases that we have just learnt and review V-ing form and then discuss how to write a fantasy story.1. Introduction (what, when, who ,where…)2. Body --(plot) --(why &how)3. Conclusion ---(the ending)An outline 1. key points 2. material 3. tense 4. charactersWriting skills:Read -summary---make sentences--- join up the sentences---revise----examine---copyThen use this story as an example to analyze it and teach them to know how to write a fantasy story.(Underline the elements…and v-ing form)Step 4. Writing---14 minsUse a pop singer to introduce the topic and arouse the Ss' interest.Zhang Shaohan used her "invisible wings" to realize her dreams. Now if you had a ring with magic power, what would happen?Ask the students to read the start of a fantasy story together and think about 4 questions, paying attetion to the writing skillsAll the tasks that we have done are prepared for writing. In this lesson,we put emphasis on teaching Ss how to write and the time is limited in class, so I just want the Ss to write "What does the young man do with the ring?" in class.The students will form small groups to continue writing the story,first they should write an outline by themsevles and then work in pairs, trying to use the past tenses and the -ing form of the verbs. And then a reporter will tell the story. Through group discussion, different creative ideas are collected and the elements of wring a story are summarizedStep 5. Consolidation and extension.-2minsSummarize the whole class, find out the winner and assign the homework-write the end of the story after class. They should first write the story by themselves, and then correct the mistakes in groups. Finally, hand in their homework.Part 5. Blackboard Designgo to war How to write a fantasy story Group petitiontake revenge Introduction 1. 2. 3. 4.king Body--plotwitch Conclusionput a spell onmarryfrogAnyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As a teacher, to make our English classrooms shine with vitality, we are loaded witha heavy burden, and we still have a long way to go. I really appreciate your advice about my teaching design. Thank you!Appendix1. Step One---GameNo.1 when two groups of people fight each other. (go to war)No.2 to do sth in order to hurt or punish someone (take revenge)No.3 a man who rules a country and belons to the ruling family (king)No.4 a woman who is believed to have magica power,especially to do evil things(witch)No.5 to use magic powers,especially evil ones (put a spell on)No.6 take as a husband or wife (marry)No.7 small cold-blooded tailless jumping animal living in water and on land (frog)2. Step two Listening and V ocabularyQ1When does the witch put a spell on the king?Q2. What does Ferdinand decide to do ?Q3. Why dose feerdimand feel terrible?Q4. What's meaning of the phrase "I 'm struck"? ---Everyday English3. Step three Feedback taskOnce upon a time there lived a pretty girl named Mary in a small cottage by a lake with her brother. One day, _______ on the bank of the lake, waiting for her brother, who had _______, Mary sawmany beautiful flowers around it. She held out her hand to pick one, but she was so careless that she fell into the lake. She ________ someone to help her, shouting, "Help! Help!" At the moment, an old lady turned up and _________ Mary, and then the lake was frozen. Meanwhile, just ________ from the war front, her brother didn't find her sister and look for sister everywhere. To his surprise, an old lady, seated on the lake, looking after Mary. "I will ________ the old lady for my sister," He shouted to the old lady. His shout _________ his sister and Mary asked her brother to _________his gun. Seeing his sister was safe and sound, Mary's brother bent down his head. On their way home the sunlight ________ her happy face.4. Step four writing(What does the young man do with the ring? Does he use it to get something that he wants? Does he have problems because of the ring? How does the story end?)。