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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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