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文檔簡(jiǎn)介
Witches,Loaves
........continuationwriting
1.TeachingObjectives
Knowledgeaims:
Aftertheclass,studentsarcexpectedtomasterthemainideaofthestoryandlearnsome
wordsandexpressionsin(hisstory.
Abilityaims:
Studentsareabletoanalyze(heplotofthesloryandthedevelopmentofthe
psychologicalactivities.Studentsareabletohavealogicalcontinuationwriting.
Emotionalaims:
Studentscanhaveacriticalthinkingaboutthethemeandcanlearnthatneverjudge
othersthroughourownfeelings.
2.Teachingimportantpoints
Themaincharactersandplotofthestory.The(hepsychologicalactivitiesof(hestory.
3.Teachingdifficultpoints
Howtoteachstudentstoexpresstheirviewsfreelyandcancontinuetowritethestory
logicallyandreasonably.
4.Teachingmethods
Task-basedLanguageTeaching;CommunicativeApproach
5.Teachingaids
Acomputer,aprojectorandamulti-mediacourseware
6.TeachingProcedures
Pre-classactivities
SearchLhcbackgroundiiifbnnalionufthestoryaswellasliicinforinalioiiaboulthewiilcr.
While-classActivities
StepILead-in
Activity1BackgroundinformationaboutO.Henry
ThefatherofthemodernAmericanshortstory
Oneofthethreegreatestshortstorywritersintheworld
O.Henry'snovelsdevelopfastandintheendsuddenlyappearanunexpected
ending,whichissocalled"O.Henry-typeending”.
Activity2Guessinggame
(1)Canyouguessthenameofthenovel?
A.Thewifesoldherhairtobuyherhusbandaplatinumwatchchain(白金表鏈)for
Christmas.Forthesamereason,thehusbandsoldhisfamilygoldwatchandboughtasclof
haircombs(梳子)forhiswife.
B.“l(fā)ookoutthewindow,dear,atthelastivyleafonthewall.Didn'tyouwonderwhyitnever
flutteredormovedwhen(hewindblew?Ah,darling,it'sBehrman'smasterpiece------he
paintedittherethenightthatthelastleaffell."
C.Soapy,homeless,planstogetintothejail(監(jiān)獄)toavoidsleepinginwinter.
Soapytrieseverymeanstobecaughtbythecop,butitdoesn'twork.
Soapydecidestocleanuphislifeafterhearingananthem.Butheissentencedtothree
monthsinprison.
(2)OthermainworksofO.Henry.
TheGiftofMagi麥琪的禮物TheLastLeaf最后一片葉子
TheCopand(heAnthem警察和贊美詩(shī)TheFourMillion四百萬
AfterTwentyYears二十年以后Witches'Loaves女巫的面包
Purposeofthispart:ThispartincludessomebackgroundinformationaboutO.Henryandlet
studentsguessthenameofthemainworks,whichcanarousestudents'interestinthisclass.
Studentsactivityinthispart:guessthenameofthenovelwrittenbyO.Henry.
StepIIWhattoread
Activity1Readforthemaincharacters
(1)AdescriptionaboutMissMartha
(2)Adcscriplionabuullliearlisl
Purposeofthispart:Helpstudentstohaveadeepunderstandingofthemaincharactersinthis
story.
Studentsactivityinthispart:Readthefirstpartofthestoryandfindsomeinformationaboutthe
maincharactersandsharetheanswersinclass.
Activity2Readfortheplot
1.Twoorthreetimesaweekacustomercameininwhomshe
beginning
beganto.
2.OftenwhenMissMarthasatdowntoherchopsandlightrolls
andjamandteashewould,andwishthatthe
gentle-manneredartistmightinstead
ofinthatdraughtyattic.
<I.Inordertotesthertheoryastohisoccupation,she
____________________________thatshehadboughtata
sale,andbehindthebreadcounter.
hesaidwhileshewaswrappingupthebread.
2.Onedaythecustomercameinasusual.WhileMissMarthawas
reachingforthebreadtherewasagreat.
development
andcamelumberingpast.Thecustomerhurriedto
thedoorto,asanyonewill.
3.Suddenlyinspired.MissMartha.
Onthebottomshelfbehindthecounterwas
WithabreadknifeMissMarthaineachof
thestaleloaves,inserted.andpressed
theloavesagain.
/\.Thefrontdoorbelljangledviciously.Somebodywascomingin,
making.
Twomenwerethere.Onewasayoungmansmokingapipe—a
manshehadneverseenbefore.Theotherwas.
climax
2.Hisface:
Hishat;ofhishead
Hishair:________________
HeclinchedandatMissMartha
Purposeofthispart:Helpstudentshaveabetterunderstandingofthewholestoryandthe
developmentof(heplot:beginning—development—climax—ending.
Studentsactivityinthispart:Readthewholestorytofindsomedetailsandfillintheblanksand
sharetheanswersinclass.
Activity3Readforthepsychologicalactivities
fulloffancy
伊£
Purposeofthispart:Helpstudentstoanalyzethedevelopmentofpsychologicalactivitiesof
MissMartha,whichcanhelptheircontinuationwriting.
Studentsactivityinthispart:Analyzetheanalyzethedevelopmentofpsychological
activi(ies,andsharetheansv/ersinclass.
Activity4RolePlay
Thearchitecturaldraftsman:"Youhavespoiltme,"hecried,hisblueeyesblazingbehindhis
spectacles."Iwilltellyou.Youwasanloathsomeoldcat!"
MissMarthaleanedweaklyagainsttheshelvesandlaidonehandonherblue-dottedsilk
waist.
Theyoungmantooktheotherbythecollar."Comeon,"hesaid,"you'vesaidenough."He
draggedtheangryoneoutalthedoortothesidewalk,andthencameback.
"Guessyououghttobetold,madam,"hesaid,"whattherow(爭(zhēng)吵)isabout.That's
Blumberger.He'sanarchitecturaldraftsman.Iworkinthesameofficewithhim."
Purposeofthispart:Thispartistheliighlighlofthestoryundilissuitablefbrstudentslo
performtherole.Itcanhelpstudentstounderstandtheplotdeeplyandarousetheirinterestinthis
kindofshortnovels.
Studentsactivityinthispart:Studentspracticetheroleplayingroupandhaveaperformancein
class.
StepIIIHowtowrite
Activity1Haveadiscussion
1.Whyisthemansoangry?
2.Whydidthemanbuystalebreadnotfreshbread?Wasshereallypoor?
3.Whyweretheloavescalledwitches'loaves?
WasMissMarthareallyawitch?
Purposeofthispart:Severalquestionsareraisedinthispartwhichcanhelpstudentstoinfer
someplotsthatmaybeusedincontinuationwriting.
Studentsactivityinthispart:Discussthequestionsingroups.
Activity2Tipsincontinuationwriting
(1)reasonableandlogicalending(2)richcontent
(3)advancedexpressions(4)beautifulhandwriting
Activity3Pleasegivethestoryareasonableending
Paragraph1:"Thal'sBlumberger.He'sanarchitecturaldraftsman.Iworkinthesameofficewith
him”
Paragraph2:MissMarthawentintotheback
room.______________________________________________________________________________
Purposeofthispart:Helpstudentstocontinuetowritethestory.
Studentsactivityinthispart:finishthecontinuationbythemselves.
Activity4ShowTime
Purposeofthispart:Show(hewritingofstudentsandhaveaevaluation.
Studentsactivityinthispart:Appreciatethecontinuationwritingoftheirclassmalesaswellas
O.Henry.
StepIVHomework
Pleasecontinuetopolishyourwritingafterclass
Witches'Loaves
學(xué)情分析
本節(jié)課的授課對(duì)象是本校高三學(xué)生。以下是對(duì)學(xué)生在名著閱讀方面的學(xué)情分析:
1.學(xué)生經(jīng)過了兩年多的高中階段英語學(xué)習(xí),積累了一些語言基礎(chǔ)知識(shí),因此,學(xué)生在理解
文本主旨大意方面問題不大。
2.學(xué)生對(duì)于名著材料中的故事情節(jié)發(fā)展非常感興趣,期待對(duì)名著閱讀故事鑒賞和學(xué)習(xí)。
但是本校學(xué)生英語基礎(chǔ)普遍較弱,學(xué)生在學(xué)習(xí)過程中也存在許多不足和需要改進(jìn)的地方。
1.學(xué)生的詞匯儲(chǔ)備不足,對(duì)于文本的整體把握能力有待提高。因此需要老師在課堂上引導(dǎo)學(xué)
生對(duì)于文章中主人公以及故事情節(jié)的分析,學(xué)習(xí)文中的心理描寫以及外貌描寫,引導(dǎo)學(xué)生體
會(huì)語言的魅力。
2.學(xué)生缺乏讀英語小說這種長(zhǎng)篇文本的耐心和毅力。好多學(xué)生讀到一半,就會(huì)懈怠,因此,
老師在要求學(xué)生閱讀之前,適當(dāng)給出一些任務(wù),讓學(xué)生帶著問題去閱讀,逐漸鍛煉學(xué)生的閱
讀能力。
3.名著閱讀課程的開設(shè)相對(duì)較少。在日常學(xué)習(xí)過程中,無論是課內(nèi)還是課外,學(xué)生對(duì)于英語
名著的閱讀太少,導(dǎo)致學(xué)生在接觸此類文本時(shí),自信心不足。
4.學(xué)生對(duì)于文化差異方面的知識(shí)儲(chǔ)備不足,導(dǎo)致在閱讀過程中出現(xiàn)許多由于文化差異而無法
理解的地方。
5.讀后續(xù)寫是近年來高考新題型,學(xué)生對(duì)于名著故事的續(xù)寫更是不熟悉。名著閱讀課中加入
續(xù)寫部分是練習(xí)此類題型為一個(gè)不錯(cuò)的選擇。
Witches'Loaves
效果分析
本節(jié)課總體效果較好,整堂課進(jìn)行的很順利,學(xué)生表現(xiàn)也很主動(dòng)、積極,達(dá)到了預(yù)期的
教學(xué)目標(biāo)。學(xué)生展示環(huán)節(jié)討論很熱烈,積極,對(duì)文章情節(jié)的展示很到位。但是,前半部分對(duì)
于故事的鑒賞時(shí)間分配有點(diǎn)多,后文寫作部分時(shí)間有些倉(cāng)促,但是學(xué)生在短時(shí)間內(nèi)還是可以
寫出一些情節(jié),雖然不是很完善,但也可以說完成了本節(jié)課的預(yù)期任務(wù)。
Witches'Loaves
教材分析
本節(jié)課內(nèi)容取材于是歐亨利的短篇小說Witches'Loaves(《女巫的面包》),整篇文章難
度適中,適合本階段高中生閱讀,情節(jié)簡(jiǎn)單明了,易于理解。
女巫的面包主要講述了一個(gè)面包店女主人——四十歲的瑪莎小姐,喜歡上了經(jīng)常在她這
里買陳面包的建筑圖樣設(shè)計(jì)師。瑪莎小姐自以為是的認(rèn)為他很清貧,一邊做畫一邊吃著干干
的陳面包,從而產(chǎn)生同情和憐憫,并越發(fā)對(duì)他產(chǎn)生好感。文中瑪莎小姐對(duì)設(shè)計(jì)師的喜歡開始
采取了行動(dòng),有一天這位顧客像往常一樣米買陳面包,瑪莎小姐趁機(jī)在除面包里加了兩大勺
奶油。本幻想著設(shè)計(jì)師回家吃到奶油面包時(shí)驚喜的場(chǎng)景,卻換來了急促的敲門聲以及憤怒的
吼叫聲。后來才知道,藝術(shù)家買陳面包是為了擦去畫錯(cuò)的鉛筆印,女主人好心加入的蛆油使
其作品成了一張廢紙。
本文情節(jié)雖簡(jiǎn)單,可故事中女主人公的那顆多情的心讀后令人難以忘懷,其中多處運(yùn)用
心理描寫以及外貌描寫,使瑪莎小姐的形象栩栩如生,躍然紙上,體現(xiàn)在瑪莎小姐身上的藝
術(shù)魅力讓讀者為歐?亨利的藝術(shù)功力而拍案叫絕。本節(jié)課的文本把小說最后的結(jié)局內(nèi)容刪掉,
讓學(xué)生根據(jù)故事情節(jié),寫出一個(gè)合理的結(jié)局。
附原文:
Witches'Loaves
ByO.Henry
PartI
MissMarthaMeachamkeptthelittlebakeryonthecomer(theonewhereyougoupthree
steps,andthebelltinkleswhenyouopenthedoor).
MissMarthawasforty,herbankbookshowedacreditoftwothousanddollars,andshe
possessedtwofalseteethandasympatheticheart.Manypeoplehavemarriedwhosechancestodo
soweremuchinferiortoMissMartha's.
Twoorthreetimesaweekacustomercameininwhomshebegantotakeaninterest.He
wasamiddle-agedman,wearingspectaclesandabrownbeardtrimmed(oacarefulpoint.
HespokeEnglishwithastrongGermanaccent.Hisclotheswerewornanddarnedinplaces,
andwrinkledandbaggyinothers.Buthelookedneat,andhadverygoodmanners.
Healwaysboughttwoloavesofstalebread.Freshbreadwasfivecentsaloaf.Staleones
weretwoforfive.Neverdidhecallforanythingbutstalebread.
OnceMissMarthasawaredandbrownstainonhisfingers.Shewassure(henthathewasan
artistandverypoor.Nodoubthelivedinagarret,wherehepaintedpicturesandatestalebread
andthoughtofthegoodthingstoeatinMissMartha'sbakery.
OftenwhenMissMarthasatdowntoherchopsandlightrollsandjamandteashewould
sigh,andwishthatthegcntle-manncrcdartistmightsharehertastymealinsteadofeatinghisdry
crustinthatdraughtyattic.MissMartha'sheart,asyouhavebeentokl,wasasympatheticone.
Inordertotesthertheoryastohisoccupation,shebroughtfromherroomonedayapainting
(hatshehadboughtatasale,andsetitagainsttheshelvesbehindthebreadcounter.
ItwasaVenetianscene.Asplendidmarblepalazzio(大理石殿)(soitsaidonthepicture)
stoodin(heforeground—orratherforewaler.Fortherestthereweregondolas(withthelady
trailingherhandinthewater),clouds,sky,andchiaroscuroinplenty.Noartistcouldfailtonotice
it.
Twodaysafterwardthecustomercamein.
"Twoloafsofstalebread,ifyouplease."Youhavehereafinepicture,madame,"hesaid
whileshewaswrappingupthebread.
"Yes?"saysMissMailha,revelinginherowncunning,"Idosoadmireartand(no,itwould
notdotosay"artists"thusearly)andpaintings,"shesubstituted."Youthinkitisagoodpicture?"
HDerbalance/*saidthecustomer,uisnotingooddrawing.Derperspectiveofitisnottrue.
Goodmorning,madame."
Hetookhisbread,bowed,andhurriedout.
Yes,hemustbeanartist.MissMarthatookthepicturebacktoherroom.
Howgentleandkindlyhiseyesshonebehindhisspectacles!Whatabroadbrowhehad!To
beabletojudgeperspectiveataglance-andtoliveonstalebread!Butgeniusoftenhasto
strugglebeforeitisrecognized.
Whatathingitwouldbefbrartandperspectiveifgeniuswerebackedbytwothousand
dollarsinbank,abakery,andasympatheticheartto-Butthesewereday-dreams.MissMartha.
Oftennowwhenhecamehewouldchatforawhileacrosstheshowcase.Heseemedtocrave
MissMartha'scheerfulwords.
Hekeptonbuyingstalebread.Neveracake,neverapie,neveroneofherdeliciousSally
Lunns.
Shethoughthebegantolookthinneranddiscouraged.Herheartachedtoaddsomething
goodtoeattohismeagrepurchase,buthercouragefailedattheact.Shedidnotdaretoaffront
him.Sheknewtheprideofartists.
MissMarthatooktowearingherblue-dottedsilkwaistbehindthecounter.Inthebackroom
shecookedamysteriouscompoundofquinceseedsandborax(棍棒子和硼砂).Eversomany
peopleuseitforthecomplexion.
Part2
Onedaythecustomercameinasusual,laidhisnickelontheshowcase,andcalledforhis
staleloaves.WhileMissMarthawasreachingforthemtherewasagreatlootingandclanging,and
afire-enginecamelumberingpast.
Thecustomerhurriedtothedoortolook,asanyonewill.Suddenlyinspired.MissMartha
seizedtheopportunity.
Onthebottomshelfbehindthecounterwasapoundoffreshbutterthatthedairymanhadleft
tenminutesbefore.WithabreadknifeMissMarthamadeadeepslashineachofthestaleloaves,
insertedagenerousquantityofbutter,andpressedtheloavestightagain.
Whenthecustomerturnedoncemoreshewastyingthepaperaroundthem.Whenhehad
gone,afteranunusuallypleasantlittlechat,MissMarthasmiledtoherself,butnotwithoutaslight
flutteringoftheheart.
Hadshebeentoobold?Wouldhetakeoffense?Butsurelynot.Therewasnolanguageof
edibles.Butterwasnoemblemofunmaidcnlyforwardness.
Foralonglimethatdayherminddwellonthesubject.Sheimaginedthescenewhenhe
shoulddiscoverherlittledeception.
Hewouldlaydownhisbrushesandpalette.Therewouldstandhiseaselwiththepicturehe
waspaintinginwhichtheperspectivewasbeyondcriticism.
Hewouldprepareforhisluncheonofdrybreadandwater.Hewouldsliceintoaloaf------ah!
MissMarthablushed.Wouldhethinkofthehandthatplaceditthereasheate?Wouldhe
Part3
Thefrontdoorbelljangledviciously.Somebodywascomingin,makingagreatdealofnoise.
MissMarthahurriedtothefront.Twomenwerethere.Onewasayoungmansmokingapipe—a
manshehadneverseenbefore.Theotherwasherartist.
Hisfacewasveryred,hishatwasonthebackofhishead,hishairwaswildlyrumpled.He
clinchedhistwofistsandshookthemferoc沁uslyatMissMartha.
"Dummkopf!"heshoutedwithextremeloudness;andthen"Tauscndonfer!"orsomething
likeitinGerman.
Theyoungmantriedtodrawhimaway.
"Iwillnotgo,"hesaidangrily,"elseIshalltoldher."
HemadeabassdrumofMissMartha'scounter.
"Youhavespoiltme,"hecried,hisblueeyesblazingbehindhisspectacles."Iwilltellyou.
Youwasanloathsomeoldcat!"
MissMarthaleanedweaklyagainsttheshelvesandlaidonehandonherbluc-dottcdsilk
waist.Theyoungmantooktheotherbythecollar.
"Comeon,"hesaid,"you
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