單元教學(xué)目標
語(yǔ)言知識和語(yǔ)言技能
掌握下列單詞和詞組
garbage, maid, prince, outcome, penny, grocery, bakery, weep, furnish, shabby, mailbox, bell, rag, rare, garment, worn, carpet, barbershop, haircut, anecdote, booklet, mutton, stove, baggage, pale, prayer, approve, anyhow, shave, comb, tortoise, flash, simplify，attend to, take pride in, do up, let down, fix sth on / upon sb, at length
復習動(dòng)詞時(shí)態(tài)，能較為準確地使用各種時(shí)態(tài)。
學(xué)會(huì )談?wù)撁绹膶W(xué)和評價(jià)文學(xué)作品。
學(xué)習寫(xiě)故事摘要并加以簡(jiǎn)單評論。
（二）情感目標
體會(huì )真摯的愛(ài)情，學(xué)會(huì )多為別人考慮。
觀(guān)察體會(huì )身邊周?chē)l(fā)生的各種關(guān)于愛(ài)的事情，并與他人分享。
（三）學(xué)習策略
聽(tīng)力策略。如：預測，歸納，抓關(guān)鍵詞，聽(tīng)后討論等。
閱讀策略。如：跳讀，尋讀，預測，猜詞，概括，與他人討論等。
資源策略。充分利用、學(xué)習課本資源，適當利用課外及網(wǎng)絡(luò )資源。
參考網(wǎng)站：http://www.english.uiuc.edu/maps/poets/m_r/randall/life.htm
http://iteslj.org/
http://www.xieying.net/orin/ShowArticle.asp?ArticleID=983
http://www.en8848.com/Article/Class9/Class10/2004-10-26/436.html
http://www.4english.cn/
http://www.englishcat.com/
http://a4esl.org/q/h/vm/verbtense.html
（四）文化意識
了解美國主要的文學(xué)家及他們的主要作品。
通過(guò)故事情節，了解了圣誕節在西方人的生活中的重要性。
II. 教材分析
本單元以美國文學(xué)（American literature）為中心話(huà)題,通過(guò)詩(shī)歌欣賞，討論美國文學(xué)的主題和閱讀文學(xué)名著(zhù)等學(xué)習方式，使學(xué)生對美國文學(xué)的特點(diǎn)以及發(fā)展歷史和現狀有一定的認識和了解，并能學(xué)會(huì )判斷和描述一部文學(xué)作品的主題、內容梗概和寫(xiě)作方法；能夠運用所學(xué)的語(yǔ)言知識和技能聽(tīng)懂以對話(huà)形式對文學(xué)俱樂(lè )部舉行的某些活動(dòng)的評論，如成功和失敗之處、優(yōu)點(diǎn)和缺點(diǎn)所在等；并能用英語(yǔ)談?wù)撁绹膶W(xué)作品，包括判斷主題、分析寫(xiě)作特點(diǎn)、討論作品主人公的個(gè)性、總結中心思想，描寫(xiě)故事情景等，并對作品加以評論。
WARMING UP部分用美國黑人詩(shī)人達德利蘭德?tīng)枺―udley Randall）的一首小詩(shī) “Ancestors”激發(fā)學(xué)生了解美國文學(xué)的興趣，并使學(xué)生對美國黑人的詩(shī)歌有一個(gè)初步認識。它既呈現了本單元的中心話(huà)題-American literature，又以回答問(wèn)題的形式幫助學(xué)生以這首小詩(shī)為線(xiàn)索去探究美國文學(xué)的特點(diǎn),列舉美國文學(xué)的主題和故事類(lèi)型，為以后關(guān)于“American literature”的進(jìn)一步聽(tīng)、說(shuō)、讀、寫(xiě)的學(xué)習打下基礎。
LISTENING是一篇對話(huà)，Ben, Ann and Lily正在為俱樂(lè )部組織一次英語(yǔ)活動(dòng)，活動(dòng)的內容也有關(guān)美國文學(xué)，但聽(tīng)力的重點(diǎn)是了解閱讀俱樂(lè )部的優(yōu)越性。該部分設置的問(wèn)題是：分析本次活動(dòng)成功的原因和一些英語(yǔ)角活動(dòng)不成功的原因，題目設計有一定難度。但是通過(guò)這項任務(wù)的完成，能夠培養學(xué)生抓住聽(tīng)力材料中的要點(diǎn)信息、同時(shí)加以分析和總結的能力。
SPEAKING 是一項對話(huà)練習，要求學(xué)生就美國文學(xué)的主題進(jìn)行討論。文學(xué)是一面鏡子，往往能反映一個(gè)國家重要歷史時(shí)期和重要事件。這部分給出四幅圖片，運用已有的關(guān)于美國的歷史知識去判斷每幅圖片有可能表達的一部文學(xué)作品的主題是什么。這項設計的特點(diǎn)是：①讓學(xué)生使用有關(guān)談?wù)撐膶W(xué)作品的特點(diǎn)、人物以及故事發(fā)生的時(shí)間、地點(diǎn)等方面的語(yǔ)言交流自己對某些文學(xué)作品看法和觀(guān)點(diǎn)；②豐富學(xué)生談?wù)撐膶W(xué)作品的語(yǔ)言，包括詞匯和句型等；③激發(fā)學(xué)生對美國文學(xué)的興趣，并加深對美國文學(xué)的了解，為今后喜愛(ài)閱讀更多的美國文學(xué)作品的原著(zhù)打下初步的基礎。
PRE-READING是READING的熱身活動(dòng)。設計了兩個(gè)任務(wù)供學(xué)生實(shí)踐和完成。第一項任務(wù)是：通過(guò)略讀的方法快速獲取信息并推斷故事情節的進(jìn)一步發(fā)展。第二項任務(wù)是：用瀏覽的方式在課文中快速找出特定的信息用以回答問(wèn)題。
READING 是一部短篇小說(shuō)，改編自美國著(zhù)名短篇小說(shuō)家歐亨利的著(zhù)名短篇小說(shuō)《麥琪的禮物》。文章講述了一對窮困的年輕夫婦為互贈圣誕禮物而忍痛賣(mài)掉引以自豪的長(cháng)發(fā)和祖傳金表，卻換來(lái)了不再起作用的發(fā)梳和表鏈的故事，反映了美國下層人民生活的艱難和辛酸，贊美了主人公善良的心地和相濡以沫的愛(ài)情。文章情節生動(dòng)，構思巧妙，文筆簡(jiǎn)短而精練，結局出人意料。
POST-READING 部分設計了三類(lèi)任務(wù)，其中第一類(lèi)是針對文章的理解，評價(jià)學(xué)生對文章理解的程度 (Exx.1-4) ；第二類(lèi)是要求學(xué)生以根據課文做出的正誤判斷題為線(xiàn)索寫(xiě)一篇描述德拉的短文 (Ex.5) ；第三類(lèi)任務(wù)要求學(xué)生根據已知的故事情節推斷小說(shuō)后半部分的故事情節將會(huì )怎樣發(fā)展 (Ex.6) 。后兩項任務(wù)具有很大的靈活性和挑戰性,同時(shí)又能激發(fā)學(xué)生的興趣和想象能力。
LANGUAGE STUDY 分為詞匯和語(yǔ)法兩項。詞匯部分幫助學(xué)生學(xué)習用適合的形式和意義使用重點(diǎn)詞匯和短語(yǔ)，旨在培養學(xué)生運用英語(yǔ)詞匯和短語(yǔ)的能力。語(yǔ)法項目是復習動(dòng)詞的各種時(shí)態(tài)。在這部分練習中，學(xué)生同時(shí)能了解和學(xué)習有關(guān)作者O Henry 的生平。
INTEGRATING SKILLS 包括讀和寫(xiě)兩部分。該部分是READING的續篇。在這部分中，小說(shuō)的故事情節有了戲劇性的發(fā)展和出乎意料、卻又在情理之中的結局。該部分的教學(xué)重點(diǎn)是分析文章的寫(xiě)作特點(diǎn)和表現手法并啟發(fā)學(xué)生細心體會(huì )作者是如何以文學(xué)作品為載體去表達一個(gè)深刻的思想內涵的。寫(xiě)作部分的任務(wù)有兩項：一是根據所給出的四幅圖片描寫(xiě)本篇小說(shuō)的故事情節；二是寫(xiě)一篇這部小說(shuō)的摘要并對此加以評論以提高學(xué)生的寫(xiě)作能力。
III. 教材內容處理
根據本單元的特點(diǎn)要求和我校學(xué)生的具體情況，我將本單元的教材做以下處理：
從話(huà)題內容上分析，warming up 和speaking 的內容關(guān)系密切; listening 部分雖然與單元話(huà)題有關(guān)，但如果它置于warming up 和 speaking之間，不利于話(huà)題的銜接。所以，我從英語(yǔ)學(xué)習引入，先上listening，討論英語(yǔ)俱樂(lè )部活動(dòng)的內容、優(yōu)點(diǎn)，到warming up 的關(guān)于控訴奴隸制的小詩(shī)，再討論其它的文學(xué)形式和主題，即speaking的內容，三者組成第一課時(shí)。打破了常規，但更有利于課堂上話(huà)題的銜接，課堂環(huán)節的銜接更加自然。
Reading部分和Integrating skills部分都是關(guān)于歐亨利的短篇小說(shuō)《麥琪的禮物》，為了故事的完整性，我將兩課閱讀整合，但還是用兩個(gè)課時(shí)來(lái)處理。第一節課，主要是整體閱讀，通過(guò)問(wèn)題的回答了解故事的主要內容及部分細節，兩部分之間讓學(xué)生“預測”來(lái)連接。因為故事中對女主人公的內心世界，行為進(jìn)行了詳細地描寫(xiě)，而對男主人公給描寫(xiě)給讀者留下了很大的空間，所以閱讀完成之后，我讓學(xué)生展開(kāi)想象，想象男主人公打算買(mǎi)禮物，回家路上，見(jiàn)了妻子后，知道妻子為他所做的一切之后等一系列思想活動(dòng)。第二課時(shí)，主要對故事進(jìn)行細的處理，從小說(shuō)的三要素引入，復習故事的主要內容，然后對人物的語(yǔ)言、情感進(jìn)行分析，探討作者的寫(xiě)作技巧。之后，讓學(xué)生創(chuàng )造性地想象故事的繼續發(fā)展：主人公Della如何籌錢(qián)贖回丈夫的金表。接著(zhù)，呈現課后的四幅圖片，看圖說(shuō)話(huà)，復習故事的主要情節，口頭敘述故事，為寫(xiě)作做好準備。最后，用作者歐亨利的原話(huà)來(lái)進(jìn)一步歸納主題，并讓學(xué)生討論除了夫妻間的愛(ài)，人世間還有什么其它的愛(ài)，進(jìn)一步深化主題。
Language Study 也用兩個(gè)課時(shí)。第四課時(shí)，處理兩閱讀課中的難句和語(yǔ)言點(diǎn)，包括word study,并讓學(xué)生任選五個(gè)或五個(gè)以上的短語(yǔ)編故事。（這個(gè)練習能促使學(xué)生積極主動(dòng)使用學(xué)過(guò)的短語(yǔ)進(jìn)行富有想象力的創(chuàng )作，從而提高學(xué)生的綜合利用語(yǔ)言的能力，有利于培養學(xué)生的想象力和創(chuàng )造力。）
Grammar單獨一節課作為第五課時(shí)，內容是復習所有動(dòng)詞時(shí)態(tài)，內容多，并且重要。先讓學(xué)生自己課前進(jìn)行歸納，上課檢查復習，然后用一個(gè)含有多種時(shí)態(tài)小故事復習各種時(shí)態(tài)名稱(chēng)、結構及用法。再用一個(gè)Flash鞏固各種時(shí)態(tài)的用法。
語(yǔ)法訓練是這節課的重點(diǎn)。根據教學(xué)大綱、高考考試說(shuō)明和平時(shí)掌握情況，復習應該側重動(dòng)詞時(shí)態(tài)在具體語(yǔ)言環(huán)境中的運用。因此，所有的練習材料都應該圍繞動(dòng)詞時(shí)態(tài)的運用來(lái)設計。根據高考題型及學(xué)生認知特點(diǎn)，由易到難我設計安排了四個(gè)練習題：?jiǎn)雾椷x擇、完成句子，語(yǔ)篇填空和短文改錯(選做)。 最后用近幾年有關(guān)動(dòng)詞時(shí)態(tài)考察的高考題來(lái)作為家庭作業(yè)，進(jìn)一步提升鞏固時(shí)態(tài)的用法。
其中單選題直接用網(wǎng)站 the Internet TESL Journal For Teachers of English as a Second Language，語(yǔ)言地道，題目簡(jiǎn)單，但包括所有的時(shí)態(tài)。在課堂上用競賽的形式快速完成；完成句子和語(yǔ)篇填空均利用課本上的語(yǔ)法練習。短文改錯自己改編。
Workbook中的練習處理。刪減了Listening部分和Talking 部分。vocabulary 中的練習1和練習2作為詞匯復習的作業(yè)。練習3作為學(xué)生復述的例子，也可作為課堂練習鞏固課文內容的檢測。語(yǔ)法練習作為語(yǔ)法課作業(yè)的補充。Integrating Skills中的閱讀作為泛讀補充。
即：
1st Period Listening, warming up & speaking
2nd Period Reading (I)
3rd Period Reading (II)
4th Period Language points & Word Study
5th Period Grammar
（注：經(jīng)教材分析，根據學(xué)情，本單元可以用5課時(shí)完成，但我校通常再加2節練習課，或復習課以完成一些配套練習。）
IV. 單元教學(xué)設計的亮點(diǎn)：
Listening內容的改編，降低難度。Warming up 和Speaking相連，渾然一體。
Reading 的第二課時(shí)處理靈活巧妙，并有意識地培養學(xué)生對外國文學(xué)的鑒賞能力。通過(guò)形式多樣的課堂活動(dòng)，訓練了學(xué)生的口頭表達能力、想象力和創(chuàng )造力。
語(yǔ)法復習時(shí)，讓學(xué)生自己歸納，主動(dòng)學(xué)習。課上將語(yǔ)法用在情景語(yǔ)境中學(xué)習，并用了Flash, 激發(fā)了興趣，活躍了氣氛。語(yǔ)法練習的設計安排由淺入深。
4．Speaking部分由于學(xué)生程度的關(guān)系，處理較為簡(jiǎn)單，但在后面的設計中學(xué)生的口頭練習機會(huì )多，而且有話(huà)可說(shuō)，彌補了不足。
V. 分課時(shí)教案
Period 1
Teaching Objectives:
1. Learn and master the following:
leave…behind, be proud of, garbage, maid, prince,
2. Do some listening and practise some listening strategies, like summarizing, predicting etc.
3. Learn a poem and understand the meaning of it and learn something about American literature.
Teaching Important Points:
1. Train the students’ listening strategy--predicting.
2. Understand the listening material and the poem.
Teaching Difficult Point:
How to improve the students’ listening ability
Teaching Methods:
1. Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
3. Reading aloud.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching procedure:
Step 1 Lead in
T: We’ve learned English for a few years. Which do you find most difficult, listening ,speaking, reading, or writing?
In your opinion, what can we do to improve our spoken English? Or what kind of activities can you think of to practise English in a way that makes it fun?
Collect the students’ answers.
T: Have you ever taken part in an English Corner? What do you think of it?
Have you heard of reading club? Can you guess what people can do in a reading club?
Collect the students’ answers.
Step 2 Pre-listening
Go through the questions in Listening on P83,and try to guess what the listening material is about, and get the students to guess the answers.
Step 3 While-listening
Play the tape and try to get the answer to the question: What activity are Ben, Ann and Lily organising?
Listen to the tape and try to fill in the gaps.
Besides, it is more and more difficult to find _________________ to come and talk to us. In an ________ ____________ , the topics are always ______ _______. You often don’t know what else to talk about. So we got together and decided to _______ another kind of ________. (Who?____________)
The last story we read together was the ______ of _____ ______, by Jack London and before that we read a few _________ stories by Mark Twain. I am just reading for _________. I think the Club ______ me to read more and ______ more. (Who?____________)
I would recommend everyone to join a ______ ______. It’s an _________ and ____________ way of speaking English. You also _______ more about life and literature in ______________ countries.(goal: get the students to catch the key words, making the question answering easy.) (Who?____________)
Step 4 Post-listening
Why is this activity successful, while the English Corner is not ? At least two reasons.
T: Now there is a chance for us to experience it .
Step 5 A poem
Skimming
Skim the poem with the question: What kind of text is the one you have just read?
Reading
Read the poem and try to answer the following questions:
1) What is it about and what does it mean?
Can you guess who wrote the poem, a white poet or a black one?
Is this American literature or English literature? Could it be written by a poet from another country? What makes you think so?
Introduce some information about the writer. Get the information on the Internet.
http://www.english.uiuc.edu/maps/poets/m_r/randall/life.htm
Or give the Ss a reading material about Dudley Randall, do a fast reading with several sentences to decide True or False.
Poet, publisher, editor, and founder of Broadside Press. Dudley Randall was born 14 January 1914 in Washington, D.C. His first published poem appeared in the Detroit Free Press when he was thirteen. Randall worked in the post office while earning degrees in English and library science (1949 and 1951).for the next five years he was librarian at Morgan State and Lincoln(Mo.) universities, returning to Detroit in 1956 to a position in the Wayne County Federated Librarian and poet in residence at the University of Detroit, retiring in 1974.
When “Ballad of Birmingham,” written in response to the 1963 bombing of a church in which four girls were killed, was set to music and recorded, Randall established Broadside Press in 1965, printing the poem on a single sheet to protect his rights. Following the 1967 riot in Detroit, Randall published Cities Burning(1968),a group of thirteen poems. In all his life, he was regarded as a pioneer in independent African American book publishing and he is sure to be remembered for his poems as well.
( )1.Dudley Randall was a British poet and he liked to write for blacks.
( )2.When he was fifteen, his first poem appeared in the Detroit Free Press.
( )3.His family was rich enough so that he didn’t have to work as a librarian while he was studying English degree in college.
( )4. “Ballad of Birmingham” was written in response to the 1963 bombing of a church in which four girls were killed.
( )5.Dudley Randall was thought to be both a great publisher and an outstanding poet.
Deal with some key words: kings and queens, the common people, pigs, the Old Country .
What’s the theme of the poem?
T: After class,try to read some other poems of Dudley Randall. E.g: Ballad of Birmingham
Step 6 Discussion
T: Slavery is one of the major themes in literature of America. Think about the history and life in the United States. What special themes and sort of stories would you expect to find in American literature?
Look at the pictures and guess what theme each of them would be about.
Can you name some famous writers and their works?
Get the students to have a short discussion and try to report their answers.
Step 7 Summary and Homework
T: In this class, we’ve done some listening and read a poem. We’ve also talked about the magor themes in literature of America.
Try to find some good English poems or some short stories and share with your classmates next period.
Try to find as much information as you can about O Henry.
So much for today .Goodbye, everyone!
Period 2
Teaching objectives:
1. To enjoy O.Henry’s classical works.
2. To learn how to read short stories
To retell the story in their own words.
To learn some new words and phrases
To train the students’ reading strategies, such as skimming, scanning, summarizing.
Teaching Important Points:
1. To train the students’ reading strategies, such as skimming, scanning, summarizing.
2. Enable the students to understand the story and try to retell it.
3. How to get the students to master the useful expressions.
Teaching Difficult Points:
Retell the story in the very period.
Teaching Methods:
1. Fast reading to get the general idea of the text.
2. Questioning-and-answering activity to help the students go through the whole passage.
4. Pair work or individual work to make every student work in class.
Teaching Aids:
1. A tape recorder
2. A multimedia
Teaching Procedures:
Step 1.Revision
1.Get the students to share their findings, such as short poems, stroies.
2. Guide the students to get to know some famous American writers and their works by matching the books with the writers.
The Adventure of Tom Sawyer ---- Mark Twain
The Beast in the Jungle ----Henry James
A Farewell to Arms ----- Ernest Hemingway
The Old Man and the Sea ----- Ernest Hemingway
Adventures of Huckleberry Finn ----Mark Twain
The Gift of the Magi ---- O Henry
The Call of the Wild ----Jack London
The Scarlet Letter ---- Nathaniel Hawthorne
3. What do you know about O Henry?(consult Appendix III)
Step 2. Scanning
T: The gift of the Magi is retitled by the editor as A Sacrifice for Love. After reading the story, you will know the reason.
Read the passage and try to answer the questions:
Who are the main characters in the story?
What’s the relationship between them?
What are Jim’s wages?
What kind of flat do they live?
Were they rich? Find the sentences to support your ideas.
What are the couple’s two most precious possessions?
What price does Della pay to buy her present?
How does she get the money?
Does Della think having a haircut will make Jim happy? How do you know?
Step 3. Predicting
What do you think will happen?
Get the students to use their imagination and guess the ending of the story.
Step 4 Reading
Read the second part of the story with the question: What was Jim’s reaction when he saw Della?
Then try to finish the following questions.
1.How did Della expect Jim to react when he saw her?
A. happy B. angry C. disappointed D. both B and C
2. What did Jim buy for Della ?
A. a shampoo B. a hat C. A comb D. A new overcoat
3. Which of the following is NOT true according to the story?
A. The day before Christmas Della was worried because she had only saved one dollar and eighty-seven cents for Jim’s Christmas present.
B. The young couple lived a hard life but they loved each other deeply.
C. Della was very nervous and worried before she heard Jim’s step when he came back home from work.
D. When Della saw her present, she was so happy to get the expensive combs that she burst into tears.
4.Which of the following is true according to the story?
A. The Christmas day was coming. Della was very happy and she was looking forward to it.
B. Jim and Della were both cried when they saw each other’s present.
C. Jim didn’t love Della any more when he saw that she had her hair cut off.
D. Jim sold his gold watch out of his love for Della.
5. What does the story mainly tell us?
A. How to celebrate a happy Christmas for a young and rich couple.
B. How to choose Christmas presents for couples.
C.A love story between a young and poor couple.
D. Money is love.
Step 5 Paraphrase some difficult sentences
Find the sentences in the passages and try to explain in English.(tell the students how to “Paraphrase” sentences.)
1.Pennies saved…until one’s cheeks burnt.
2. In the hall below was a mailbox into which no letter would go.
3. Twenty dollars doesn’t go far.
4. Expenses had been greater than she had calculated.
5. Many happy hours had she spent planning for something nice for him.
6. Down flowed the brown cascade.
7. There was no other like it in any of the stores, and she had turned all of them inside out.
8. Jim might be properly anxious about the time in any company.
9. Della doubled the chain in her hand
10. The dull precious metal seemed to flash, as if reflecting her bright spirit.
Step 5 Summary
What’s the clue of the story?
What do the main characters do to show their true love?
What’s the main idea of the story?
What’s the meaning of the title?
Retell the story briefly in your own words.(Pair work )
Then get several students to retell the story.
Step 6.Imagination
Imagine what Jim was thinking about in the following four periods. One group one topic,and discuss in small groups of four.
How he decided to buy his wife a gift
On his way home
The moment he saw Della with short hair
After he knew what Della had done for him
( Goal: 1.To develop the students’ imagination
2. To understand their love more deeply and sublime the students’ feelings.)
Step 7 Homework
Try to finish the exercises in the Post-reading on Page85 and Page 89.
Finish the exercises in Word Study on Page 86.
Which character speaks the following lines and what do these lines tell us about their character?
And now I think we should have our dinner.
Will you buy my hair?
I sold the watch to get the money to buy the combs.
You've cut off your hair?
Isn't it perfect, Jim?
What could I do with a dollar and eighty-seven cents?
Don't you like me now?
You won't care, will you?
Re-tell the story by putting the lines in order.
Period 3
Teaching objectives:
1. To understand the story better.
2. To learn how to read short stories
3. To learn to respect other’s love and think of others more than themselves
4.To develop imagination and creativity
Teaching Important Points:
To analyze the feelings of the main characters.
To learn the writing style of O Henry.
Teaching Difficult Points:
To analyze the feelings of the main characters.
Teaching Methods:
1.Questioning-and-answering activity to help the students understand the story better
2. Group work to make sure every student can take part in the activities
Teaching Aids:
1. A tape recorder
2. A multimedia
Teaching procedures:
Step 1 Revision
Talk about the elements of a story.
Setting
What is the setting of the story? Think about time and place.
Character
How many characters are in the story?
Can you name them?
Which character speaks the following lines and what do these lines tell us about
their character?
And now I think we should have our dinner.
Will you buy my hair?
I sold the watch to get the money to buy the combs.
You've cut off your hair?
Isn't it perfect, Jim?
What could I do with a dollar and eighty-seven cents?
Don't you like me now?
You won't care, will you?
Re-tell the story by putting the lines in order.
Answers
And now I think we should have our dinner.
Jim: He doesn't want either of them to worry or think too much about their new gifts and lost
possessions. He just wants them to enjoy Christmas together.
Will you buy my hair?
Della: She is willing to sacrifice her beautiful hair to be able to buy a nice gift for her husband.
I sold the watch to get the money to buy the combs.
Jim: He is willing to sell his most prized possession, his watch, to buy Della a nice gift.
You've cut off your hair?
Jim: He realizes that Della will not need the combs he bought her for a while.
Isn't it grand, Jim?
Della:She really wants to make Jim happy.
What could I do with a dollar and eighty-seven cents?
Della: She doesn't have very much money and she is worried that she can't buy a nice present for Jim.
Don't you like me now?
Della: She is worried that Jim will not like her with short hair.
You won't care, will you?
Della: She is worried that Jim will not like her with short hair.
In what order are the lines spoken in the story? (2, 6, 8, 4, 7, 5, 3, 1)
Plot
What is the climax of the story?
What is the end of the story?
What are the characteristics of the story?
The ending of the story is surprising.
Step 2. Analyzing the feelings
T: What’s the clue/chain of the story?(Repeat the structure of the story)
--------- LOVE
T: How does the writer describe the deep love of the main characters?
Eg: Jim loved Della deeply .
Find out sentences showing his love to Della.
Conclusion: By way of words and actions.
T: Another example.
Della didn’t have enough to buy Jim a gift. She was sad.
Get the feelings of Della from what she said and did.(find the sentences in the passages)
Collect the students’ sentences and explain something difficult.
T: Find another example and try to analyze it in the same way.(homework)
(goal: To learn to analyze the feelings of the characters by his or her actions and words.)
Step 3 Creativity
Jim gave up his watch to buy a gift for Della, and Della thought of him more than herself. So she really wanted to buy back Jim’s watch. How could she raise the money?
( Goal: to develop the students’ creativity)
Step 4 Discussion(group work)
At the end of the story, O.Henry seems to be saying two different things. Read the following paragraph and answer the questions
“And here I have told you the story of two children who were not wise. Each sold the most valuable thing he owned in order to buy a gift for the other. But let me speak a last word to the wise of these days: Of all who give gifts, these two were the most wise.”
Who are the two children?
Jim and Della
Why does O' Henry refer to them as "children"?
Although they are both young adults, they are simple like children in many ways.
How were they unwise?
They sold valuable things to buy gifts that they didn't really need to buy in the first place, because they were truly in love.
How were they wise?
They thought only of the other person and not of themselves when they gave their gifts.The main theme of the short story: Love is the greatest gift of all.
(Goal: to understand the story better.)
Step 5 Reading aloud
Play the tape for the students to follow.
Step 6.Writing
T: Well, now you’ve learned the story,and I hope you can recommend it to your friends. You can describe the plot to make them interested in it; or you can write a summary of the story and give your own opinion about the story.
1.Get the students to describe the pictures on Page 89
Picture1:Della, poor, bargained when buying necessities in daily life to save money for the present for Jim.
Picture2: Proud of her beautiful hair, fought with her own mind before finally decided to sell it to get some money.
Picture3: Jim, sold the watch to get the money to buy the combs for Della.
Picture4: Both of the presents couldn’t be used, but they got real love.
Then describe the plot of the story and give your opinions on it to each other orally.
Write it down as your homework.
Step 7.Summary
T:The proverb “Love is the greatest gift of all” best describes the main theme of A Sacrifice For Love (The Gift of the Magi) .this is the love beween husband and wife.Besides Love between husband and wife. Can you name some other kinds of love?
There are other kinds of love. Love between parents and children, friends, classmates, teachers and students. There’s even love to a stranger , animals and to the whole world. Think of your own story about love or the story you have heard or read about love and share them tomorrow.
( Goal: To further understand the theme----love)
Step 8 Homework
Write the plot down as homework.
Try to share with classmates your own story about love or the story you have heard or read about love.
Try to read another short novel of O Henry, “The Last Leaf”, for example.
Period 4
Teaching objectives:
Review the story .
Learn the use of some words and useful expressions.
Teaching Important Points:
1. How to guess the missing word according to the given sentence or passage.
2. Learn the use of some key words and useful expressions
Teaching Difficult Point:
Master the use of the key words and useful expressions.
Teaching Methods:
1. Grammar method.
2. Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.
3. Individual, pair work to make every student work in class.
Teaching Aids:
1. The blackboard
2. The multimedia
Step 1 Revision
Check some students’ writing orally.
Step 2 Phrases
Have a competition to find all the phrases.
Live in a furnished flat
attend to her cheeks
be worthy of
take pride in
search for
do up
be covered with
take a second look at
double the watch chain
Step 3. Language points
Deal with some of the phrase above in detail and make sure the students can use them.
1. Pennies saved one or two at a time by bargaining at the grocery, at the bakery and the butcher’s until one’s cheeks burnt....
句中的at a time 是“一次”的意思。 其同義詞是once. 但once還有“曾經(jīng)”的意思.
e.g. We can’t do two things at a time.
注意 at a time和以下這些短語(yǔ)的區別:
at one time: (過(guò)去)有個(gè)時(shí)期, 一度
at any time: 無(wú)論何時(shí), 隨時(shí)
2…Della finished crying and attended to her cheeks with the powder rag. (Para3)
Translate the following sentences.
Doctor Manette attended to a young peasant boy and girl, who had been wounded … P197
The nurse attended to the wounded day and night.
Are you being attended to, sir?
Could you attend to this matter immediately?
Expenses had been greater than she had calculated. (Para3)
Learn some phrases about “ expense”
at great/considerable/vast expenses
at the expense of sb / sth.
at one’s / one’s own expense.
Travel/medical/living expenses
4. Something fine and rare --- something worthy of the honor of owned by Jim. (Para3)
It was a gold watch chain. It was worthy of the Watch. (Para8)
5.. It reached below her knee and made itself almost a garment for her. And then she quickly did it up again. (Para5)
6.. Della doubled the watch chain in her hand ….
What does double mean in the following sentences:
A. She got double scholarships
B. Double the carpet, and cover it on the baby.
7.. Poor fellow, he was only twenty-two ---- and to be burdened with a family!
and to be burdened with a family → He was to be burdened with a family
8.. His eyes were fixed upon Della, and there was an expression in them that she could not read.
be fixed upon →__stare at__
in them → in his eyes__
eg:
She was _____ frightened that she could not _____ her thoughts on anything.
A. so; fix B. so; spend C. such; fix D. such; spend
9. I have my hair cut off and sold it because I couldn’t have lived through Christmas without giving you a present.
have one’s hair cut have sth done
couldn’t have lived through Christmas without giving you a present →
If I __________ you a present , I couldn’t have lived through Christmas.
Eg:
今天下午我要去修理我的自行車(chē)。
10. However, she hugged them to her breast, and at length she was able to look up and smile and say: “My hair grows so fast, Jim!”
Step 4 Word study
Correct the answers to the exercises in Word Study and make sure the students can understand them.
Step 5 Homework
Revise the words and phrases learned in this period and choose at least five of them to make up a story . Share your stories tomorrow.
Write out the forms of different verb tenses.
Period 5. Grammar
Teaching objectives:
To revise all the verb tenses and learn how to use them correctly.
Teaching important points:
The usage of all the verb tenses.
Teaching difficult points
How to teach the students to master the usage of all the verb tenses.
Teaching methods
Concluding, summarizing and practice
Teaching aids
A projector and a computer
Teaching procedures:
Step 1 Revision
Get some students to read their stories aloud and give a short comment.
Show one student’s homework about the tenses.
Step 2 Presentation
Show a short passage on the screen:
Get the students to read through the passage and line out the different tenses in the short passage.
Tom is my good friend. Last Sunday, I asked him, “Dare you break the school rules?” “Certainly. I’ll make you a great surprise.” The next day at 8 o’clock., I found Tom was riding a bike in the schoolyard, which broke school rules badly. Now, Tom has been punished. He has been sweeping all of the six floors in the Teaching Building for three days. Now I’m helping him because I had promised him before that whenever he was in trouble, I would share with him together.
Lead the Ss to review the tenses and the Ss answer with the teacher’s adding and correcting.(Write the verb/ verb phrases on the blackboard, then the name of the tense, at last , the form of the verb, for example: asked, 一般過(guò)去時(shí)，did)
Play a flash about the usage of the tenses and get the students to consolidate it.
Step 3 Exercises
1.Multiple choice :An extra exercise on Internet.(in a way of competition)
http://a4esl.org/q/h/vm/verbtense.html （This exercise is easy and covers the main verb tenses and can be done on the Internet, which interest the Ss.）
By the end of the year, she ___ with a degree in business.
already graduates
will have already graduated
has already graduated
Answer b
As soon as I ___ home, it started to rain heavily.
get
got
will have gotten
Answer b
We ___ the chance to visit many museums in Paris last vacation.
had
had had
have had
Answer a
I ___ on this project for days without success.
have been worked
have been working
had being worked
Answer b
Don't worry. She ___ by herself.
is used to living
is used to live
used to living
Answer a
I ___ hard until I pass the TOEFL.
will study
study
have studied
Answer a
Next month we ___ our 5th wedding anniversary.
will be celebrated
will have been celebrating
will be celebrating
Answer c
If you ___ it, give it a go.
didn't try
haven't tried
hadn't tried
Answer b
I wish I ___ a millionaire so I could travel all over the world.
was
had been
were
Answer c
He ___ to class this morning because he was sick.
didn't come
hadn't come
hasn't come
Answer a
He ___ it on purpose.
denied having done
denied have done
denied done
Answer a
Children ___ to free education.
should entitle
should be entitled
should to be entitled
Answer b
___ a UFO?
Did you ever see
Do you ever see
Have you ever seen
Answer c
Whenever I ___ talk to my boss, I get butterflies in my stomach.
had to
will have to
have to
Answer c
They ___ together for five years when they decided to get married.
had been
have been
were
Answer a
While the reporter ___ the policeman, the robber escaped.
interviewing
was interviewing
had been interviewing
Answer b
She ___ extremely quiet since her husband died.
is
has been
was
Answer b
If he ___ with his girlfriend, he ___ now.
hadn't broken up / wouldn't be suffering
hadn't broken up / wouldn't suffer
didn't break up / wouldn't be suffering
Answer a
2.Complete sentences and a passage. Get the students to do some exercises for consolidation. P87-88
Try to correct each other’s answers in pairs first and then give them the correct answers.
Step 4 Summary and homework
Today we have reviewed eight kinds of verb tenses.(Write them on the blackboard.) And we have also done some exercises to consolidate them. After class, you need to do more exercises and try to read a grammar book about verb tenses to master them better.
Homework:
P220-221 Ex1-2
An exercise about verb tenses(近幾年高考題)
Make up a story and try to use as many tenses as possible.