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Unit 8 Literature Lesson 1 The Last Leaf--（教學設計）
【課題名稱】北師大新教材選擇性必修三Unit8 Literature Lesson1 The Last Leaf
主題語境：人與社會之文學與藝術
語篇類型：短篇小說
單元大觀念：探究英語語言在文學作品中的表現力, 通過語言學習語言
課時小觀念：學習賞析短篇小說
Core Competence（Linguistic Competence；Learning ability；Thinking quality；Cultural awareness）
文本分析：
【What】：本節課的語篇是美國作家歐·亨利的作品《最后一片葉子》, 講述了一位老畫家為患肺炎而奄奄一息的窮學生畫最后一片長春藤葉的故事, 刻畫了一個在社會底層掙扎了一輩子的小人物---老畫家貝爾曼, 他飽經風霜、窮困潦倒，卻熱愛繪畫藝術，為挽救一個青年畫家的生命而獻出了自己的生命。
【Why】：通過閱讀，旨在讓學生了解短篇小說的特點和要素，在文本信息梳理中領悟小說的主題意義；利用善意的謊言播種希望，而希望是生命的支撐。
【How】：本文屬于完整的故事敘述，圍繞Sue、Johnsy和Mr Behrman三個主要人物展開。故事以Johnsy染上肺炎為開端，以“最后一片葉子”為線索，以時間為軸，用詼諧幽默的語言和生動的環境描寫推動故事的發展，“歐·亨利式”的結尾發人深省，令人回味。
學情分析：
對于英語文學，學生在中小學語文課程、歷史名人等學科已有部分了解和閱讀部分英譯中文學作品的經歷，通過語文學習已經培養了一定的文學賞析能力。但是對于歐·亨利短篇小說的基本構成要素、風格、寫作手法以及相關專業術語的英文表達不熟悉，加上文學作品受到個人和社會影響，也加大了學生本課學習的難度。所以教師有必要提供相應的背景知識和詞匯表達。另一方面，“歐·亨利式”的結尾、人物刻畫、語言表達生動優美、文學修辭等，對學生具有很大的吸引力。
教學目標：
Teaching objectives
By the end of this class, students will be able to:
1. acquire more background information about the author O. Henry and his works;
2. read to get basic elements and underlying meanings in the story;
3. use state verbs and activity verbs to express meaning ;
4. identify and appreciate the writing features in the writing;
5. interpret what can be learned from the story and explore its theme;
6. develop and form the ability of lifelong literary appreciation.
Teaching important and difficult points
Important points:
1. Read to get basic elements and underlying meanings in the story;
2. Interpret what can be learned from the story and explore its theme.
Difficult points:
1. Identify and appreciate the writing features in the story;
2. Interpret what can be learned from the story and explore its theme.
教學過程：
Teaching procedures
Ⅰ.學習理解
Activity1：感知與注意
Step 1: lead-in
Based on Topic Talk , recall the different genres/types of literature.
(設計意圖：回顧前一節Topic Talk內容，培養學生大單元意識，為導入新課做鋪墊。）
Teacher presents a picture of a watch and a comb and encourages students to guess what literature work it is and who is the author.
(設計意圖：用學生已有的文學閱讀經歷導入，激活學生的已有知識，激發興趣，導入話題。）
Step 2: Activate and share
Teacher invites students to share what they already know about O. Henry. Questions in Ex. 1 can be helpful. Then teacher introduces more about the author.
(設計意圖：鼓勵學生分享已有背景知識，并進行適當補充，為本文故事學習做準備。）
Activity2: 獲取與梳理
Step 3: Read and explore
Students read the story quickly and grab basic elements in it to finish Ex. 2 ;
Students read the story more carefully and complete the timeline with what happened in the story to finish Ex. 3;
With the help of the timeline and pictures, students use state verbs and activity verbs to express meaning by retelling the story;
Based on the plots, students then divide the whole story into 4 parts and decide which is beginning/cause, development, climax and ending.
(設計意圖：利用層層遞進的練習幫助學生快速閱讀文本，獲取小說中基本要素，梳理重要情節，處理部分語言，對故事脈絡和文本結構基本掌握。）
Activity3: 概括與整合
Step 4: Read between the lines/Get underlying meanings
Students read the story again part by part and try to answer these questions to gain a deeper understanding of the story.
Beginning/Cause: How did the author describe pneumonia
Why did the author describe pneumonia in this way
Development: Behrman said, “This is not a place in which Miss Johnsy shall lie sick. Someday I will paint a masterpiece, and we shall all go away”. What did he mean
Climax: How did Johnsy change her attitude
Ending: Why did Mr Behrman get pneumonia
What do you think Sue's comment “it's Behrman's masterpiece” means
(設計意圖:順著文章脈絡再次細讀文章，理解文本深層含義。為后面的討論做準備。）
Ⅱ.應用實踐
Activity4: 描述與闡釋
Step 5： Appreciating writing features (Group discussion)
Students discuss the following questions in groups to share their interpretations of the story.
1. How do you like the ending of the story
2. What literary devices have you noticed in the story Give examples.
3. What do you think of the personalities of these three characters, Johnsy, Sue and Behrman
4. How does the author use different words to express similar meanings in the story
(設計意圖：通過小組合作，了解、探究、欣賞及歸納歐.亨利在本篇短篇小說中的四大寫作特征：surprising ending, literary devices, characterization, variety in language，培養學生閱讀文學作品的興趣，學習文學語言，提高文學鑒賞的能力,激發學生熱愛文學。）
Activity5: 分析與判斷
Step 6：Think and share
Express Yourself (Group discussion)
What do you think the story is trying to express
How do you understand the title “The last leaf” What does it symbolize
(設計意圖：對本文的主題意義展開小組討論，分享見解，加深對該文學作品的理解，提升文學素養，提高賞析能力。）
Activity6: 想象與創造
Students read the following quotes and interpret the theme of the story.
The last leaf represents the spirit of kind heart and self-sacrifice. It radiates the glory of humanity, and creates the miracle of life- saving.
Belief，friendship are strong pillar of our life.
Ⅲ. 遷移創新
Homework
1. Search more information about O. Henry's short stories and his writing style online.
2. Read and share: read another short story of O.Henry to talk about its main characters, setting, plots and appreciate its writing features including “O.Henry's ending ”, vivid and humorous language, literary devices and characterization.
Ⅳ. Self-assessment after the lesson
In this lesson, I have learnt to:
acquire more background information about the author O. Henry and his works; ( )
read to get basic elements and underlying meanings in the story; ( )
use state verbs and activity verbs to express meaning ; ( )
identify and appreciate the writing features in the story; ( )
interpret what can be learned from the story and explore its theme. ( )
（Tick what you have learnt in the class.）
Unit8 Lesson1 The Last Leaf Short stories O·Henry Three elements of short stories O·Henry’s Writing Features activity verbs state verbs Four elements of plots Theme
Ⅴ. Blackboard Design
教學反思：
ⅤⅠ. Teaching Reflection
English literature is different from Chinese literature in style , genre and technique, students are not very familiar with the English expressions of related terms, which makes it more difficult for them to learn this short story. On the other hand, literary works are full of imagination and language expression is vivid and beautiful, which is very attractive to students.
This lesson consists of Learn to understand, Apply to practice, and Transfer to innovate. By leading and instructing students to find out how to read and appreciate a short story through different activities, which involve getting the basic elements of short stories, obtaining four elements of plots, reading further to get the underlying meanings, exploring and appreciating writing features as well as exploring the theme of the story, the View of activity-based English learning, deep learning, the scaffolding of learning and core literacy have been implemented, forming a typical and effective example of how to deal with short stories in the textbook.
By the end of this lesson, teaching objectives have been achieved and students can develop and form the ability of lifelong literary appreciation to a certain degree. Short story is one of the most important literary genres. Its content is short and pithy, which is suitable for senior high school students. Teachers need to study the contents of the text , dig out the connotation of the story, choose reasonable teaching methods, carefully design tasks and activities, and organically combine the cultivation of core literacy with the practice of reading teaching so as to implement the fundamental task of discipline education.

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