(NEFC Senior 3 Unit 10)
A Sacrifice for Love
浙江省湖州二中 周 萍
一、教學(xué)課型：閱讀課
二、教材分析：
1、教材內容: Reading: A Sacrifice for Love（1）& Integrating Skills: A Sacrifice for Love(2)
2、教材處理：
高中英語(yǔ)新課標高三第10單元的主題是美國文學(xué)，所以編者選編了美國著(zhù)名小說(shuō)家歐亨利的短篇小說(shuō)A Sacrifice for Love《為愛(ài)做出犧牲》（原名為T(mén)he Gift of The Magi《麥琪的禮物》）。本單元的Word Study的練習第3題和 Grammar的練習第2題分別介紹了歐亨利寫(xiě)作這篇小說(shuō)的背景及作者的生平，所以安排學(xué)生在上本堂課之前完成這兩個(gè)練習，使學(xué)生對于作者的情況及小說(shuō)的完成有一個(gè)初步的了解。這篇小說(shuō)被分在Reading和Integrating Skills兩個(gè)板塊中，教學(xué)時(shí)，將兩部分合并，便于學(xué)生對小說(shuō)有完整的印象。
3、教學(xué)目標：
（1）知識目標：引導學(xué)生熟悉小說(shuō)的五大要素（時(shí)間，地點(diǎn)，人物，事件，結局），了解美國著(zhù)名小說(shuō)家歐亨利的生平及代表作品。
（2）能力目標：通過(guò)閱讀課文，訓練學(xué)生的閱讀理解能力，要求學(xué)生掌握各種閱讀技巧，如根據上下文來(lái)猜測生詞的意思，通過(guò)細節來(lái)體會(huì )主人公的內心活動(dòng)；用講故事，小組討論的形式訓練學(xué)生的口頭表達能力；要求課后把全班同學(xué)對于所討論的問(wèn)題的不同觀(guān)點(diǎn)寫(xiě)成一篇作文，訓練學(xué)生的書(shū)面表達能力。
（3）情感目標：通過(guò)閱讀，理解作者通過(guò)小說(shuō)所表達出的主題思想，即愛(ài)意味著(zhù)付出，意味著(zhù)犧牲。
4、教學(xué)重點(diǎn)：
培養學(xué)生的閱讀策略，使其形成根據上下文推測詞義，根據文章標題猜測文章內容以及快速獲取信息的能力。
5、教學(xué)難點(diǎn)：
（1）在完成本堂課后，學(xué)生可以根據小說(shuō)的五大要素編出自己的故事；
（2）體會(huì )作者所表達的主題，形成正確的價(jià)值觀(guān)。
三、教學(xué)設計
1、總體思路
本節閱讀課分為三大板塊（讀前活動(dòng)、閱讀活動(dòng)與鞏固提升），其中讀前活動(dòng)分為3個(gè)小的教學(xué)活動(dòng)：談?wù)撁绹闹?zhù)名作家；介紹歐亨利的生平及作品；介紹一篇小說(shuō)的五大基本要素。閱讀活動(dòng)分為快速閱讀，找出這篇小說(shuō)的五大要素；仔細閱讀，聽(tīng)錄音獲取更多的信息；回答問(wèn)題來(lái)把握小說(shuō)更多的細節三部分。鞏固提升環(huán)節分為2部分：縮寫(xiě)（要求學(xué)生用10-15個(gè)句子講出這個(gè)故事）；分組討論，體會(huì )主題。由介紹作者導入，到閱讀，再到縮寫(xiě)故事，表達觀(guān)點(diǎn)，每個(gè)環(huán)節訓練的側重點(diǎn)各不相同，但能力要求逐步提升，構成了完整的語(yǔ)言輸入-語(yǔ)言輸出的過(guò)程。
2、教學(xué)過(guò)程
Step 1 Pre-reading Activities
Activity 1: Talk about the American writers
Ask the Ss if they have read some American novels and if they know some American writers. / Ask the Ss who is his/ her favorite American writer.
[設計說(shuō)明]由學(xué)生讀過(guò)的美國小說(shuō)談到美國作家，或者直接問(wèn)到最喜歡的美國作家是誰(shuí)，目的都是為了吸引學(xué)生的注意力，擴大學(xué)生的知識面，了解更多的美國作家，同時(shí)為即將進(jìn)行的閱讀活動(dòng)作好鋪墊。教師可以根據學(xué)生在這個(gè)環(huán)節中得表現來(lái)調整下一環(huán)節的教學(xué)活動(dòng)。如果學(xué)生課外知識比較豐富，可以要求學(xué)生來(lái)說(shuō)說(shuō)歐亨利的生平事跡和作品，教師進(jìn)行總結。反之，則可由教師說(shuō)出一些歐亨利的事跡，由學(xué)生來(lái)猜測這位美國作家是誰(shuí)。
Activity 2: Introduce the writer-- O Henry
Show the photo of the writer and ask some questions about O Henry.
O. Henry (1862-1910) was originally born William Sydney Porter in Greensboro, North Carolina. As a young man, he once worked as a bank teller, a newspaper columnist and so on. In 1896, he was charged with stealing money from the bank where he had worked, and later was put in an Ohio prison for three years. While in prison, he began writing short stories and it is there that he took the pen-name O. Henry for his writings.
After he was set free from prison in 1901, he moved to New York, which is the setting for many of his stories. He is the author of over 250 stories and is most famous for his use of surprise or 'twist' endings, especially to The Last Leaf《最后一片樹(shù)葉》, and The Gift of the Magi. And he has contributed to American literature with other great stories such as The Four Million, The Voice and the City 《市聲》and Cabbages and Kings, etc.
[設計說(shuō)明]作家的個(gè)人生活經(jīng)歷常常會(huì )體現在他的作品中，所以閱讀小說(shuō)之前，了解作者的情況非常有必要。教師介紹小說(shuō)作者的生平事跡或利用多個(gè)問(wèn)題組成的“頭腦風(fēng)暴”激活學(xué)生頭腦中的信息，能夠幫助學(xué)生在閱讀中更好地理解作者在作品中所體現出來(lái)的主題。
Activity 3: Five elements of a novel
What are the five important elements of a novel?
[設計說(shuō)明]小說(shuō)的五個(gè)要素（time、place、characters、event與ending）常常是構成小說(shuō)的框架結構。這一環(huán)節為隨后進(jìn)行的快速閱讀作好了準備。
Step 2 While-reading Activities
Activity 4:Read the text quickly and find out the five elements of this novel
Time: Before Christmas
Place: Home-barbershop-stores-home
Characters: Delly & Jim (a couple)
Event: to buy each other’s Christmas presents
Ending: No money- sell their own precious possessions to buy each other’s presents out of love
[設計說(shuō)明]通過(guò)快速閱讀抓住文章的主干，訓練學(xué)生快速獲取信息的能力。值得注意的是，文章兩部分合在一起比較長(cháng)，留給學(xué)生的時(shí)間相對于平時(shí)更長(cháng)些。
Activity 5: Read the text more carefully
Read the text more carefully while listening to the tape.
[設計說(shuō)明]要求學(xué)生邊聽(tīng)錄音邊閱讀課文有兩大優(yōu)點(diǎn)：一是磁帶中朗讀者富有感情的朗讀，可以幫助學(xué)生更好地把握小說(shuō)中人物的心理及情緒的細微變化，感受優(yōu)秀的文學(xué)作品所散發(fā)出的獨特的魅力；二是學(xué)生可以抓住小說(shuō)中更多的細節信息。
Activity 6: Answer more questions
Qs:1.Why did Delly cry after counting the money she had been saving?
2.”She looked out at a grey cat walking along a grey fence in a grey backyard.” What do the three “grey”s tell you?
3.What are the couple’s two precious possessions?
4.Delly walked to the mirror. Her eyes was shining. What does the word “shining” tell you?
5.Why did tears fall from her eyes while Delly was standing in front of the mirror?
6.How much money did Della have in total after she sold her hair? How much was left after she bought her present?
7.What present did Della buy for her husband?
8.Why did Delly hurry home after she bought the watch chain for her husband?
9.How did Delly feel while waiting for her husband?
10. What was Jim’s reaction? Describe his feelings.
11.Why did Della burst into tears when she opened the package?
[設計說(shuō)明]本環(huán)節可以算是仔細閱讀的延續。學(xué)生通過(guò)回答與課文內容相關(guān)的十一個(gè)問(wèn)題，在掌握更多的細節信息的基礎上，理解這篇小說(shuō)的深意。問(wèn)題1、3、6、7屬于細節信息題，可以直接從文章中找到答案。其余的問(wèn)題則需要學(xué)生根據文章內容進(jìn)行推測，尤其是第3題與第8題，屬于開(kāi)放型問(wèn)題。文章沒(méi)有給出明確的答案，學(xué)生在回答時(shí)必須加入自己對于小說(shuō)的理解與分析，不同的學(xué)生可能有不同的理解。例如第3題對于三個(gè)“灰色”的理解，既可表明女主人公心情的憂(yōu)郁沮喪，也可以說(shuō)明這對年輕的夫婦住的地方環(huán)境不好，到處是灰蒙蒙的建筑。學(xué)生的思維得到了拓展。
Step 3 Consolidation and discussion
Activity 7:Consolidation
Ask the Ss to tell this story to his/her partner, using 10-15 sentences.
[設計說(shuō)明]通過(guò)講故事，加深學(xué)生對于小說(shuō)的印象。同時(shí)，學(xué)生必須根據自己對于小說(shuō)重點(diǎn)的把握把小說(shuō)概括縮短到10-15個(gè)句子，這可以訓練口頭表達能力。
Activity 8:Discussion
（1）What does the title of this short story mean?
（2）Suppose you were Delly, would you marry Jim, a poor clerk or a rich man? Why?
Four Ss a group. Then ask the Ss to report the result of their discussion.
[設計說(shuō)明]兩個(gè)問(wèn)題都通過(guò)小組討論的形式完成，在小組活動(dòng)中培養學(xué)生的合作精神與分享意識。第1個(gè)問(wèn)題是對小說(shuō)主題的理解，第2個(gè)討論題與現實(shí)社會(huì )生活相連，具有現實(shí)意義。通過(guò)討論，學(xué)生對于小說(shuō)主題的理解會(huì )更深；通過(guò)討論，學(xué)生更有可能明辨是非，形成正確的價(jià)值觀(guān)。這也體現了文學(xué)作品所具有的延伸性與教育性。
Step 4 Homework
Activity 9: writing
Write a composition to report the result of the discussion in class, that is, the different opinions of the Ss.
[設計說(shuō)明]由閱讀-討論-寫(xiě)作，閱讀完成了語(yǔ)言輸入，并且為討論提供了載體，而課堂上進(jìn)行的討論為學(xué)生課后的寫(xiě)作做好了應有的準備。上個(gè)環(huán)節訓練學(xué)生的口頭表達能力，這個(gè)環(huán)節訓練學(xué)生的書(shū)面表達能力，同時(shí)引發(fā)學(xué)生對于價(jià)值觀(guān)、人生觀(guān)更深刻的思考。