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Frankenstein句子讲解chapters 10 11 and 121.p75: 1st spaceWhy does man boast of sensibilities superior to those apparent in the brute; it only renders them more necessary beings. If our impulses were confined to hunger, thirst, and desire, we might be nearly free; but now we are moved by every wind that blows and a chance word or scene that that word may convey to us.We rest; a dream has power to poison sleep.We rise; one wand'ring thought pollutes the day.We feel, conceive, or reason; laugh or weep,Embrace fond woe, or cast our cares away;It is the same: for, be it joy or sorrow,The path of its departure still is free.Man's yesterday may ne'er be like his morrow;Nought may endure but mutability!2.p76: 1st spaceHe approached; his countenance bespoke bitter anguish, combined with disdain and malignity, while its unearthly ugliness rendered it almost too horrible for human eyes. But I scarcely observed this; rage and hatred had at first deprived me of utterance, and I recovered only to overwhelm him with words expressive of furious detestation and contempt.注意only to的用法3.p76: 2nd space"Devil," I exclaimed, "do you dare approach me? And do not you fear the fierce vengeance of my arm wreaked on your miserable head? Begone, vile insect! Or rather, stay, that I may trample you to dust! And, oh! That I could, with the extinction of your miserable existence, restore those victims whom you have so diabolically murdered!"这个that开头的句型，我们在gatsby中碰到过，我讲过。
2021~2022学年新课标外研版初中英语学习讲义八年级下学期Module 10课文知识点总结笔记Module 10 On the radio语法：宾语从句的时态问题一、宾语从句的时态与主句的时态一致：当主句用一般现在时，宾语从句的时态根据自身的时间状语选择时态。
当主句是一般过去时，从句的动作发生在主句的谓语动词之前，从句用过去完成时。
当主句是一般过去时，从句的动作还没有或将要发生，从句用过去将来时。
Eg: I don’t know whose book this is.He said that he had just bought a book.He said he would go there again.二、时态不一致：主句是一般过去时，下列几种情况从句时态不变1.宾语从句表示的是客观事实、科学真理、格言或其他不受时间限制、影响、客观存在的事物时，依然用一般现在时Eg: He said the earth goes around the sun.2.宾语从句解释、表达科技内容时，或表达一种反复出现或目前习惯性的动作时，仍用一般现在时Eg: He said he takes a walk after dinner every evening.3.宾语从句的谓语动词所表示的动作在转述时仍在继续，表示此刻仍存在的状态，从句的时态仍用现在范围内的时态。
Eg: She told me the other day that she is only eight.4.从句中有具体的时间状语，动作是发生在主句动作之前，仍用一般过去时，不改为过去完成时Eg: He said that he was born in 1998.1.Thank you for… = Thanks for + 名词、代词、动词ing因…而感谢2.show… around = take… around= take… to visit带…参观Eg: Can you show/ take us around your factory?= Can you take us to visit your factory?e this way 这边请4.be on （灯等）亮；（电影等）上映5.mean to do sth. 想或企图做某事mean doing sth. 意味着做某事mean (v.)--- meaning (n.) 意思Eg: I had meant to visit you, but I was too busy.My new job will mean travelling all over the world.6.on air 正在广播Eg: We will be on air in ten minutes.7.avoid doing sth. 避免做某事avoid 后接名词、代词或动名词Eg: You should avoid making the same mistakes.avoid (v.) 回避；避开Eg: Everyone seemed to be avoiding him.avoid(v.) 逃避Eg: You should avoid over-spending.8.make some noise 制造噪音9.the latest national and international news 最新的国内、国际新闻10.get crazy 令人发狂be crazy about…热衷于；迷恋于like crazy 发狂似的；极度地go crazy变得疯狂drive sb. crazy 让某人疯狂11.keep doing sth. 不断做某事12.do interview with sb.= interview sb. 采访某人interview --- interviewer 采访者/ interviewee被采访者13.keep quiet 保持安静14.if (1) “如果”引导条件状语从句，如果放在主句前，从句要用逗号与主句隔开Eg: I won’t go by plane if it rains tomorrow.If you want to go, please tell me.(2)if所引导的条件句，要遵循“主将从现”原则Eg: If it doesn’t rain tomorrow, we’ll go to the Great Wall.(3) if引导的条件句，当条件成立必然有某种结果时，主句和从句用一般现在时Eg: If you drop a glass, it breaks.(4)if “是否”时，不用主将从现Eg: I don’t know if it will rain tomorrow.15.against (prep.) “以…为竞争对手；与…对抗”后接名词、代词、动词ingEg: Yesterday we played against a very strong team and we won.反对；对抗Eg: My father is against my plan.16.t he end of……的尾声at the end of…在…末端by the end of…直到…为止in the end 最后；最终1.look down at…低下头看look down upon 瞧不起2.Shouldn’t you be at school?你不用上学吗？这是一个否定疑问句，用于表示惊奇。
英语八年级上册第十单元笔记以下是英语八年级上册第十单元的笔记，供您参考：
1. 重点单词：
advantage：优势，好处
disadvantage：劣势，坏处
be good at：擅长于
be bad at：不擅长于
be better at：更擅长于
be worse at：更不擅长于
succeed in doing sth：成功地做某事
try/do one's best to do sth：尽力做某事
achieve/get a high score：获得高分
achieve/get a low score：获得低分
2. 重点短语：
have an advantage over：比……有优势
be successful in doing sth：成功地做某事
achieve/get a good/high score：获得好/高分
achieve/get a bad/low score：获得差/低分
3. 重点句型：
It's + adj. + to do sth：做某事是……的。
It's + adj. + for sb to do sth：对某人来说做某事是……的。
It's + adj. + of sb to do sth：某人做某事是……的。
4. 重点语法：
现在完成时态（have/has + 过去分词）表示过去发生的动作对现在的影响或结果。
常与already，just，yet等副词连用。
现在完成时态与一般过去时态的区别在于前者强调对现在的影响或结果，后者只是说明过去发生的事情。
Unit 10 It ’s a nice day, isn ’t it?一、反义疑问句概念：在一个陈述句之后附上一个简短的疑问句，对陈述句提出相反的疑问，这种疑问句叫反意疑问句。
如：1. Flue is scary, isn’t it ? 流感很恐怖，不是吗？2. We speak Chinese, don’t we ? 我们讲汉语，不是吗？二、反意疑问句结构：结构一：前肯，+ 后否 即：陈述部分是肯定句，疑问部分用否定结构。
eg. SARS is scary, isn’t it?结构二：前否，+ 后肯 即：陈述部分是否定句，疑问部分用肯定结构。
eg. Flue isn’t scary, is it?但也有部分特殊情况，请详记！1. 当陈述句主语为下列情况，疑问部分主语需做相应变化：①This is an umbrella, ____________ _______? ② These are mice, ____________ ___________? ③ There is too much traffic in the street, __________ ______? ④ To see is to believe, ___________ ___________? ⑤ Something is wrong with the robot, _________ _________? Everything goes well, _____________ ____________? ⑥ Someone has taken away my dictionary, __________ ______? Nobody has come along until now, _________ __________?2. 当陈述部分为下列情况时, 疑问部分需做相应变化：① I ’m an astronaut, _____________ _____________? ② I ’m not a collector, _____________ _____________? ③ Let ’s look through today ’s newspaper, ___________ __________? ④ Let us cross the river, ______________ ____________? ⑤ Let me turn down the music, ________________ _____________? ⑥ Don ’t cut in line, ______________ _________________?3. 陈述句中含有not, no, nothing , nobody, never, hardly, seldom (很少), neither, few, little, too …to 等否定词时, 疑问部分常用肯定形式。
Unit 10 I’d like some noodles.语法总结1.would like=want 想要。
比want更委婉,多用于口语would like sthwould like to do sthwould like sb to do sth句型：I’d like some noodles. I’d=I wouldWould you like some noodles? Yes, please. No,thanks.注：疑问句中表示建议，请求，邀请或期待得到对方的肯定回答，some不变any What would you like?委婉拒接邀请时：Would you like to go to the cinema with me tonight?Yes, I’d like/love to, but I have to finish my homework first.2.What kind of noodles would you like?I’d like beef noodles,please.What kind of ...什么种类的面食表达：beef noodles= noodles with beefbeef noodles with carrots=beef and carrot noodles名词作定语：boy/girl student---复数_________ _________woman/man teacher---复数__________ _________3.以o结尾的名词变复数加es的情况黑人英雄爱吃西红柿土豆Negro---Negroes hero---heroes tomato---tomatoes potato---potatoes4.What size would like?size n. 尺寸，尺码，大小常用large，medium, small回答---What size bowl of noodles would you like?---Large, please.---What size shoes do you need?---Size 37.5.We’d like one bowl of beef soup.one bowl of... 一碗。
Unit10 It’s a nice day, isn’t it?Period OneⅠ. Teaching contents: Section A 1a—1cⅡ. Teaching aims and demands掌握英语里反意疑问句的用法；学会用英语闲聊。
Ⅲ. Teaching key and difficult points.1. Vocabulary: S mall talk; rain; umbrella2.Target sentences:It looks like rain, doesn’t it？The train is always late, isn’t it?You love violin music, don’t you?Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep 1 Greetings and RevisionGreet the class as usual and check the homework. Step 2 New wordsShow the new words on the screen and teach the new words.Ask students to read the new words first. Then correct thepronunciation. Teach the new words and ask students to repeat. Make surestudents can understand the meanings.Step 3 Section A 1aThis activity introduces several examples of small talks. Show eachpicture on the screen and ask different students to say what is happeningin each picture.T: Look at the pictures. Can you tell me what’s happening in eachpicture?: In Picture a, many people are waiting in line to buy tickets.S1S:In Picture b, so many people are at the subway station. It’s 2already nine o’clock, but the train isn’t here. They are very worried.: The boy and the man are waiting for the train in Picture c.S3S: In the last picture, we can see some persons listening to the 4concert.T:Very good. In all pictures, two people who don’t know each otherare starting aconversation. Can you tell me other places where we would talk to people we don’t kno w?: On the bus, in the lift.S5S: In the park, at the bus stop. …6Call on a student to write his/her list of places on the board. Ask other students to add places to this list. Let students discuss the completed list.Step4 1bActivity 1b gives students practice in understanding the target language in spoken conversation.In this activity ask students to listen and number the pictures (2-4). Play the recording for twice. Students write the number of each conversation in the box next to the correct picture. Then check the answers.Picture a: Conversation 2 Picture b: no matchPicture c: Conversation 3 Picture d: Conversation 1This activity provides guided oral practice using the target language.Ask students to look at the pictures on the screen one by one. Get students to work in pairs. Make their own conversations about the people in the pictures. As students talk, move around the room checking their work.Sample conversation:A: You love violin music, don’t you?B: Yes. What about you?A: Me, too. / So am I.Step 5 SummaryThis class we’ve learned some new words and the target language. In the United States, people who don’t know each other often start conversation in public places. This small talk can help people feel more comfortable. In some places, especially in small cities and towns, people feel it is polite to speak with people they don’t know. Do you often have small talks with people you don’t know? If you have small talks with people in English, I think you can improve your spoken Englishgreatly.Step 6 Homework1. Write down the sentences in activity 1c in your exercise books.2. 读听力材料P92 1b 5遍Period TwoⅠ. Teaching contents: Section A 2a—2cⅡ. Teaching aims and demands: Master the structures in Grammar Focus.Ⅲ. Teaching key and difficult points.1. Vocabulary :Noon; Franklin lake; on the weekend by noon;I hope so.2.Target sentences:He is a good student, isn’t he?Li Ping likes music, doesn’t he?You take this bus, don’t you? No, I don’t./Yes, I do.Ⅳ. Teaching aidsa tape recorder; a projectorⅤ. Teaching ProceduresStep Ⅰ Greetings and RevisionGreet the class as usual and check the homework. Ask students to show their written work.Step II New wordsShow the new words on the screen and teach the new words.Step III 2aActivity 2a provides guided listening practice using the target language. First write successful and unsuccessful on the board.T: Do you know what’s the meaning of the word “successful”?S: Yes. I think it means “having done well”.1T: Great. What about the word “unsuccessful”?Ss: We are not sure.T: It means “not successful”. Clear?Ss: Yes.T: To have successful small talks, both people need to ask questions. Now listen to the three conversations. Are they examples of successful or unsuccessful small talks? Write “s” or “u” in the blanks.Play the recording. Check the answers.Answers: Conversation 2: u Conversation 3: sStep IV 2bT: Listen to conversation 3 again. Put the sentences and questions in order. First I’ll ask different students to read the lines of the conversation to you. The sample answer “f” is given. This is the opening line of the conversation.Play the recording. Ask students to write the letter of each line of conversation in the correct place.Check the answers. 1. f 2. b 3. e 4. a 5. d 6.c 7.gStep V 2c PairworkThis activity provides guided oral practice using the target language.T: First I’ll as k a pair of students to read the conversation in Activity 2b.Sa: It always rains on the weekend, doesn’t it?Sb: Yes. It rains every Saturday.Sa: Do you think it’ll stop by noon?Sb: I hope so. I want to go swimming.Sa: Oh? Where do you swim?Sb: At Franklin Lake.Sa: Do you ever go there/(Write two phrases and a sentence on the Bb: on the weekend; by noon;I hope so.)T: In the conversation, there are two important phrases and a key structure. Please look at the board, “on the weekend” means “on Saturday and on Sunday” and “I hope so” means “I hope it will stopby noon”. Please remember them. Now practice the conversation in pairs.T: OK. Now it’s your turn to make your own small talks. You can use the questions in the box.As students talk to each other, move around the room checking their work. In the end ask several pairs to come to the front of the room and say their conversations to the class.Step V Grammar FocusReview the grammar box. Ask students to read the questions and answers. Ask students to copy the three sets of questions and answers in their exercise books.Step VI Grammar NotePoint out that tag questions are a simple, direct way to start a conversation. Because tag questions ask for a short answer (Yes, I do. No, it isn’t.), they are easy to answer and give two people who don’t know each other a comfortable way to start talking.Step VII SummaryT:This class we’ve learned what one says to start a small talk. Ihope you can start a smalltalk with strangers. In this way you can practice your spoken English and make a lot of friends.Step VIII HomeworkRead your conversations for Activity 2cPeriod ThreeⅠ. Teaching contents: Section A 3a-4Ⅱ. Teaching aims and demandsⅢ. Teaching key and difficult points.1. Vocabulary : Have a good day; look through; bookstore; elevator; cross; low; slow; sandy2.Target sentences:Their prices are really low, aren’t they?This line is slow, isn’t it?Nice day, isn’t it? = It’s a nice day, isn’t it?Ⅳ. Teaching methodsⅤ. Teaching aids: a tape recorder; a projectorⅥ. Teaching ProceduresStep Ⅰ Greetings and RevisionGreet the class as usual and check the homework.Step II New wordsShow the new words on the Bb. Teach the new words. Ask students to read the new words first and then correct the pronunciation. Have Ss read for several times.Step III 3a This activity provides reading and writing practice.(Show a picture on the screen.)T: Look at the picture. Where are they?Ss: They are at the bus stop.T: Yes. They are having a small talk while they are waiting for buses. Now let’s look at their conversation. In it there are four blanks. You need to fill in them. First please think of answers that would be correctin blank 1.S: I’m goin g to the beach.1: I always go to the beach on hot days.S2T: Correct. Very good. Then finish writing sentences in the blanks on your own. Ask some students to say their sentences to the class.In the end invite some students to read their completed conversations to the class.Write some of the new sentences students use on the board and discuss the sentences with the class.Step IV 3b PairworkActivity 3b provides writing and speaking practice using the target language.First show the conversation in 3a on the Bb and ask students to read it.T: Look at the conversation on the screen. Read it together.(Show the situations on the Bb while students are reading.)·Two people looking through books in a bookstore.·Two people waiting in line to buy ice cream.·Two people alone in an elevator.·Two people waiting to cross a busy street.(Write the questions on the board.)·Their prices are really low, aren’t they?·This line is slow, isn’t it?·Nice day, isn’t it? (= It’s a nice day, isn’t it?)T: Please read the situations together. Do you know the meanings of the underlined phrases?: “look through” means “read quickly”.S3S: “Wait in line” means “wait in a row of people”.4(Write the phrases on the board.)Please write a new conversation together using your own ideas. You can use the situations on the Bb. And the questions on the board can help you. As they make their own conversation, move around the room offering assistance as needed.In the end of this activity ask pairs of students to say theirconversations for the class.Step V 4 GroupworkThis activity provides guided oral and writing practice using the target language.First show students some pictures ( a student, a farmer, an old man and a businessman).Ask students to identify the people. Then ask students to give sample topic of conversation. Topics should be suitable for each person. Have students work in groups and role play the conversation. Ask a few students to share the conversations with the rest of the class.Step VI SummaryThis class we’ve done some writing practice. We know how to start a small talk with different people.Step VI HomeworkWrite the conversations in Activity 3b in your exercise books.Period FourⅠ. Teaching contents: Section B 1a-2cⅡ. Teaching aims and demandsTo train students’ ability of listening and speaking.Ⅲ. Teaching key and difficult points.1. Vocabulary : cost; yeah2.Target sentences:—This is a great party, isn’t it?—Yes, it is.Ⅳ. Teaching aids: a tape recorder; a projectorⅤ. Teaching ProceduresStep 1 Greetings and RevisionGreet the class as usual and check the homework. Ask students to show their written work..Step 2 New wordsLearn the new words. First show the new words on the screen. Teach the new words. Ask students to read for several times.Step 3 Section B 1aThis activity helps students understand what topics are good or not good in small talk situations. Focus attention on the four pictures. Point to the pictures one by one. Ask a student to read the question under each picture to the class. Then have students check the questions that they think are good small talk questions.Ask students to discuss their answers.The first and third pictures should be checked.√Step 4 An ActivityGood or Bad?Ask students to choose small talk topics and make lists of good and bad small talk questions about each topic. For example, if the topic is clothing, a bad question would be, That shi rt was expensive, wasn’t it?A good question would be, You bought that shirt at the new store downtown, didn’t you? Give students time to write questions for a topic they choose.Then have students read their sentences to the class, and have the other students call out Good or Bad after each statement.Step 5 1b PairworkActivity 1b provides guided oral practice using the target language.Look at the sample conversation in this activity and ask two students to read it to the class.Sa: Do you like thrillers?Sb: No, but I love comedies.T: Thank you. OK, now work with your partner. Make your own conversations about the people in Activity 1a.As students talk, move around the room checking their work.Step 6 2aThis activity gives students practice in understanding the target language in spoken conversation.T: Now you’ll hear three conversations. The people in each conversation are in a different place. Write your answers in these spaces. (Point out the space and the sample answer.) For example, The people inconversation 1 are at a party.Then play the recording for students.Check the answers.Conversation 2: at school Conversation 3: at a ball gameStep 7 2bThis activity provides listening practice using the target language.Tell students this time they are going to match each question with the correct answer.Then point out the sample answer. Students read the sample question and answer themselves.Play the recording. Students write the letter in correct blank.Then check the answers with the whole class.Step 8 2c PairworkThis activity provides oral practice using the target language.T: Look at the openers in the box. Read them together.( While students reading, teacher write the second one on the board.)T: Pa y attention to the second one. In it, “isn’t this” isn’t used.Instead, “isn’t it” is used. Clear?Ss: Yes.T: Now make your own small talk conversations in pairs using the openers. The sample conversation is given. Please read it first. As they work, move around the room checking progress and offering help as needed. Ask several pairs to say their completed conversations for the class.Step9 SummaryT:This class we’ve had some listening and speaking practice using the target language. I hope all of you take an active part in the activities in class. In this way you can improve your spoken English.Step 10 HomeworkPreview the new words in the next page.Period FiveⅠ. Teaching contents:Section B 3a—Selfcheck.Ⅱ. Teaching aims and demandsTo train students’ ability of listening and speaking.Ⅲ. Teaching key and difficult points.1. Vocabulary : thank-you note, come along, get along, have a wonderful time, feel like, be friendly to sb2.Target sentences:Thank you for + n./ doing sthhelp sb with sthⅣ. Teaching methodsWriting and speaking methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresChantYou are an actor, aren’t you?He is a good boy, isn’t he?It was fine yesterday, wasn’t it?She is going to visit me, isn’t she?Step1 RevisionShow them some pictures to revise some sentencesT: The boy is young, isn’t he?S1: Yes, he is.T: His grandpa is old, isn’t he?S2: Yes, he is.Then let Ss talk about some famous people.Step2 PresentationT: Today is M onday, isn’t it?S1: Yes it is.T: The day before yesterday was Saturday, wasn’t it?S2: Yes, it was.T: Last Saturday night, my friend Kim invited me to a party. I had a wonderful time there .And I got well along with my new friends. SoI wrote a thank –you note to him. Do you want to know how to writea thank-you note?S3: Yes.T: OK, Let’s read the note.Step3 ReadingGet Ss read the three notes quickly. Then match each note with the correct situation.Let Ss read the three notes again.Ask them some questions about the three notes. Then ask Ss to retell the notes.Step4 Work on 3bFill in the blanks in the thank-you note.Give students 2 minutes to do it.Ask some students to read it.Step5 Writing a thank-you noteT: Now please write your own thank-you note.Step6 SelfcheckSB Page 81 , Part 1 .1.Ask Ss to fill in the blanks on their own.2.Check the answers .3.Ask Ss to make their own sentences with the words, preferably sentencesthat are meaning for.4.Write a number of students’ answer for each word on th e Bb.SB Page 81, Part 21.Read the instructions .Ss must read carefully to try to make theiranswers fit the context.2.Ask Ss to identify the people in the pictures.3.Ss complete the task4.Ask a few students to share sample conversations with the rest of theclass.SB Page 81, Part 3.1.Read the instructions.2.Ask Ss to identify the locations in the pictures.3.Ss complete the task.4.Ask a few students to share sample conversations with the rest of theclass.Homework1.Recite 3a in Section B and copy new words.2.Go on writing a thank-you note.3.Review this unit .。
Lesson 10 The Loss of the Titanic 泰坦尼克号的沉没课文The great ship, Titanic, sailed for New York from Southampton on April 10th, 1912. She was carrying 1,316 passengers and a crew of 891. Even by modern standards, the 46,000 ton Titanic was a colossal ship. At the time, however, she was not only the largest ship that had ever been built, but was regarded as unsinkable, for she had sixteen watertight compartments. Even if two of these were flooded, she would still be able to float. The tragic sinking of this great liner will always be remembered, for she went down on her first voyage with heavy loss of life.Four days after setting out, while the Titanic was sailing across the icy water of the North Atlantic, a huge iceberg was suddenly spotted by a lookout. After the alarm had been given, the great ship turned sharply to avoid a direct collision. The Titanic turned just in time, narrowly missing the immense wall of ice which rose over 100 feet out of the water beside her. Suddenly, there was a slight trembling sound from below, and the captain went down to see what had happened. The noise had been so faint that no one thought that the ship had been damaged. Below, the captain realized to his horror that the Titanic was sinking rapidly, for five of her sixteen watertight compartments had already been flooded! The order to abandon ship was given and hundreds of people plunged into the icy water. As there were not enough lifeboats for everybody, 1,500 lives were lost.New words and expressions 生词和短语Southampton n. 南安普敦(英国港市)colossal adj. 庞大的watertight adj. 不漏水的compartment n. (轮船的)密封舱flood v. 充满水float v. 漂浮，飘浮tragic adj. 悲惨的liner n. 班船voyage n. 航行iceberg n. 冰山lookout n. 了望员collision n. 碰撞narrowly adv. 刚刚，勉强地miss v. 避开slight adj. 轻微的tremble v. 震颤faint adj. 微弱的horror n. 恐惧abandon v. 抛弃plunge v. 投入，跳入lifeboat n. 救生船译文巨轮“泰坦尼克”号1912 年4 月10 日从南安普敦起锚驶向纽约。
《典范英语》（六）1. Walrus Joins in海象参加表演2. Noisy Neighbours吵闹的邻居3. Princess Pip’s Holiday皮皮公主的假期4. Oh, Otto!哦，奥托！5. Captain Comet and the Purple Planet科密特船长与紫色星球6. Jungle Shorts丛林短裤7. The Masked Cleaning Ladies of Om来自奥姆的蒙面清洁女工8. The Masked Cleaning Ladies Save the Day蒙面清洁女工反败为胜9. The Masked Cleaning Ladies Meet the Pirates蒙面清洁女工面对海盗10. Jellyfish Shoes水母鞋11. The Boss Dog of Blossom Street花朵街的狗老大12. Cornflake Corn玉米片硬币13. The Ghost Ship幽灵船14. Micro the Metal Dog机器狗麦克罗15. The King ofFootball The Story of Pelé球王贝利的故事16. Arctic Hero The Story of Matthew Henson北极英雄——马修•汉森的故事17. Pioneer Girl The Story of Laura Ingalls Wilder 拓荒女孩——劳拉•因格尔斯•怀尔德的故事18. My Friend, Mandela我的朋友曼德拉《典范英语》（七）1. Amy the Hedgehog Girl刺猬女孩艾蜜2. Coming Clean坦白3. Bertha’s Secret Battle博莎的秘密招数4. Titanic Survivor The Story of Harold Bride泰坦尼克号的幸存者——哈罗德•布莱德的故事5. The Big Chance大好时机6. Blackbones Saves the School布莱克博恩拯救学校7. The Wrong Letter送错的信8. Dangerous Trainers危险的运动鞋9. The Luckless Monster不走运的怪物10. Jem Stone Genie –the Crash精灵简姆•斯通——撞击事件11. Stinky Street臭街12. Cool Clive酷酷的克莱夫13. Robbie Woods and his Merry Men罗比•伍兹和他快乐的弟兄们14. Pass the Ball!传球！15. Here Comes Trouble来麻烦了16. Doohickey and the Robot杜希奇与机器人17. Doughnut Dilemma炸面圈的两难处境18. Scrapman and the Incredible Flying Machine 废铁人与神奇飞行器《典范英语》（八）1. Waiting for Goldie等候高蒂2. The Personality Potion性格魔水3. The Ultimate Trainers顶级跑鞋4. Black Dan布莱克•丹5. Blackbeards Last Stand黑胡子海盗最后的抵抗6. Kelly the Rescue Dog搜救犬凯莉7. Okay, Spanner, YouWin!好吧，斯潘纳，你赢了！8. Petey皮蒂9. Climbing in the Dark黑夜挣扎10. Grace the Pirate海盗格雷斯11. Air Raid!空袭！12. The Booming Boots of Joey Jones 乔伊•琼斯的大力球鞋13. Sing for your Supper用歌声换晚餐14. Tomb Raiders古墓挖掘者：发现图坦卡蒙《典范英语》（九）1. The Secret Garden秘密花园2. White Fang白牙3. Gulliver’s Travels格列佛游记4. Black Beauty黑骏马5. 20,000 Leagues Under the Sea海底两万里6. The Lost World失落的世界7. David Copperfield大卫•科波菲尔8. Frankenstein弗兰肯斯坦9. Jane Eyre简爱10. Stories of Sherlock Holmes福尔摩斯故事集11. Robinson Crusoe鲁宾逊漂流记12. Wuthering Heights 呼啸山庄13. Treasure Island金银岛14, Macbeth麦克白。
