Unit 8 Literature Lesson 1 The Last Leaf 教材教法分析课件-2024-2025学年高中英语北师大版（2019）选择性必修第三册

Unit 8 Literature Lesson 1 The Last Leaf 教材教法分析 张子洁 各位老师大家好，下面我将进行的是第八单元Lesson 1 The Last Leaf的教材教法分析。 1 录 CONTENT 目 教学内容分析 教学目标及重难点 教学过程 01 02 03 我将从教学内容、教学目标及重难点和教学过程进行分析。 2 01 教学内容分析 略 3 【What】本课文本为欧·亨利著名短篇小说《最后一片叶子》的简写版。主人公琼西是一位被肺炎侵袭的青年画家，重病之下放弃了生的希望，每天望着窗外的藤叶一片片落下，打算最后一片叶子落下时结束自己的生命。她的挚友苏看到后内心焦灼，在安慰无果的情况下找来了同样穷困不得志的老画家贝尔曼。贝尔曼抱憾一生都没有一个像样的作品，但仍没有放弃对艺术的追求。得悉琼西的情况后，贝尔曼于凄风苦雨的夜晚在琼西的窗外画了一片跟真叶子一样逼真的藤叶。琼西醒来后看到这最后一片抗住风雪的叶子时，又重新燃起活下去的希望，然而贝尔曼却在淋雨之后染上肺炎去世了。 【Why】作者通过讲述三个身处社会底层的穷画家在困难中相互扶持、相互帮助的感人故事，诠释了生命成就艺术，艺术救赎生命的双向过程。 【How】欧•亨利在作品中，将事物用拟人的手法表现出来，这样的描写能使叙述更加生动。比如在描写肆虐的肺炎时，作者并没有说肺炎如何侵袭这座城市，而是用拟人手法，把肺炎拟作“冷客”，人们在“肺炎先生”的轻轻“一点”下，就倒下了。这样的描述在小说表达中显得鲜活有力，把肺炎在城中肆虐的场景描写得入木三分。此外，作者在文章中三次勾画出琼西和藤叶之间的联系，这种重复的修辞手法推动了情节向高潮发展。 1. 教学内容分析 略 4 02 教学目标及重难点 略 5 2. 教学目标及重难点（第一课时） 本节课结束后，学生能够： 梳理故事情节并进行复述； 找出故事的主要矛盾，探讨故事的主题； 赏析欧·亨利的写作特点，如人格化、重复性和出人意料的结尾等。 难点 重点 重点 本课分两课时完成，其中第一课时的教学目标如下： 6 03 教学过程 （第一课时） 3.教学过程，第一课时 7 How much do you know about O. Henry? 1. Where was O. Henry from? a. UK b. France c. USA 2. As a writer, he was most famous for ________. a. novels b. short stories c. poems 3. He started the writing style of ________. a. surprising endings b. humorous starts c. sad endings 3. 教学过程：Activate and Share 在Activate and Share环节，首先通过几个基本问题 8 3. 教学过程：Activate and Share an unexpected change 和一小段简介让学生对作者欧亨利有初步的了解。其中难以理解的词汇依然渗透了英英解释的方式。 9 Discuss in pairs: In your opinion, what makes a short story a masterpiece? How words move – plot How words move us – good imagery and well-drawn characters The depth of words – theme How ideas amplify each other – figurative language Carefully picked words – diction …  3. 教学过程：Activate and Share 随后通过讨论“什么让短篇小说成为杰作” 这一问题，使学生初步了解短篇小说的特点。 10 Who are the main characters? When and where did the story take place? What other background information do you learn from the beginning? What happened at the end? 3. 教学过程：Read and Explore 1. Read the story quickly and answer the following questions. 在Read and Explore环节，第一遍阅读通过关于主要角色、故事发生的时间地点等基本问题让学生快速了解故事的主要情节。 11 Characters: Time: Place: Background information: At the end: Johnsy (a painter), Sue (a painter), Mr Behrman (a painter) November Greenwich Village, New York City Mr Behrman dies of pneumonia because he painted an ivy leaf for Johnsy in the rain. Two young women artists shared a studio with low rents. When winter came, Johnsy became seriously ill with a case of pneumonia. Exposition Resolution Climax Rising Action ? Falling Action 3. 教学过程：Read and Explore a small flat/apartment  n. 肺炎 在第二次阅读之前向学生展示一种梳理故事情节的有效形式——故事山。 12 2. Read the story more carefully. Complete the timeline with what happened in the story. 3. 教学过程：Read and Explore 紧接着，通过第二次精读文章并补充时间轴的方式进一步梳理故事情节细节。 13 3. Retell the story from Johnsy’s or Sue’s point of view. Use first-person point of view. Reorder the events. - Johnsy’s point of view: One day in November, I lay in bed, staring out the window … - Sue’s point of view: One day in November, the doctor took me aside and claimed that … 3. 教学过程：Read and Explore 随后指导学生根据补充完整的时间轴复述故事情节。 14 1. Work in pairs to identify the major conflicts. 1. What were the obstacles faced by Johnsy and Behrman respectively? 2. How were the conflicts resolved? 3. 教学过程：Think and Share 再第三个环节中，将学生的视线集中在故事中出现的两对主要矛盾上， 15 Johnsy contracts pneumonia and has superstitiously tied her fate to the fate of the last ivy leaf on the vine, which is certain to fall. Behrman was a failed painter who had never produced a masterpiece he longed to paint. Johnsy vs. Pneumonia Behrman vs. Unfulfilled dream 1. What were the obstacles faced by Johnsy and Behrman respectively? 2. How were the conflicts resolved? 1. Work in pairs to identify the major conflicts. 3. 教学过程：Think and Share 即Johnsy和肺炎之间的矛盾，Behrman和为实现的梦想之间的矛盾 16 Behrman had finally painted what Sue called “masterpiece.” Behrman had stayed out all night to paint the image of a leaf onto the wall. Johnsy vs. Pneumonia Behrman vs. Unfulfilled dream The last ivy leaf, though a painted one, revived Johnsy’s will to live. 2. How were the conflicts resolved? 3. 教学过程：Think and Share 并找出故事中同时解决这两对主要矛盾的方法，即故事的转折点。 17 1）How did Behrman react when Sue told him about Johnsy’s condition? 2）What motivated Behrman to paint outside on such a terrible night? 3）Why was Behrman’s painting called masterpiece? 4）What do you think the story is trying to express? 3.Discuss in groups to explore the theme. Historical Context The neighborhood of Greenwich Village has been known since the early 1900s as the center of the arts in New York City. The ethnic diversity, lower cost of living, and growing atmosphere of tolerance made Greenwich Village home to many of the city’s creative artists. In the early 20th century, New York experienced rapid population growth, in part due to an influx (涌入) of European immigrants to the United States (like Mr. Behrman). Urbanization and overcrowding led to poor living conditions, which in turn led to a high rate of sickness and disease. In the 19th century, the roles of women were primarily defined by their domestic responsibilities. Marriage was considered the ultimate goal for women. Once married, women were expected to be submissive to their husbands and support them in their professional pursuits. In the early 20th century, traditional gender norms and expectations began to be challenged as women increasingly sought more opportunities and rights in the realms of politics, arts, and sciences. 3. 教学过程：Think and Share 然后，教师给出故事发生的相关背景，让学生通过第三次阅读文章进一步讨论1） 当苏把琼西的情况告诉贝尔曼时，贝尔曼有何反应？2） 是什么促使贝尔曼在这么可怕的夜晚在外面画画？3） 为什么贝尔曼的画被称为杰作？4） 你认为这个故事想表达什么？四个问题， 18 1） How did Behrman react when Sue told him about Johnsy’s condition? a. Behrman thought John’s belief was foolish. (contemptuous) b. Behrman cared deeply about his upstairs neighbors and decided to help. (determined) c. Behrman was committed to art and the promise of eventual success kept him going, even if that “masterpiece” seemed like a distant dream. (committed) 3. 教学过程：Think and Share 3.Discuss in groups to explore the theme. 并分别在文章中找出可以支撑答案的细节信息并勾画，培养学生良好的阅读习惯。 19 2）What motivated Behrman to paint outside on such a terrible night? Johnsy tied her life to the fate of the last ivy leaf. The last leaf was certain to fall on such a windy and snowy night. Behrman risked his life painting the image of a leaf onto the wall so that Johnsy would think if the last leaf could survive the storm, so could she. Although Behrman thought John’s belief was foolish, he loved and cared for his neighbor, determined to help Johnsy. 3. 教学过程：Think and Share 3.Discuss in groups to explore the theme. 3）Why was Behrman’s painting called masterpiece? A leaf so realistic that both Johnsy and Sue believed it was truly the last leaf on the vine. The sacrifice of Behrman’s own life to save Johnsy. Not a typical painting done in his dark room Using his artistic gifts for the benefit of another person 3. 教学过程：Think and Share 4）What do you think the story is trying to express? Although the characters lead difficult artistic lives, they find meaningful connections to others. Painting a masterpiece is not simply a matter of technical accomplishment. The best art springs out of the need to help others. Johnsy Sue Behrman modelled for cared for social bonds of friendship inspired revived 3. 教学过程：Think and Share 在回答问题的同时利用人物关系图的方式进一步梳理故事主要情节和矛盾。 22 Find the different words the writer uses to mean “say”, “see” and “die”. Put them back into the context to analyze the impact of word choice (diction) on meaning and tone. How did the writer describe pneumonia? Why did he describe it in this way? How many times did Johnsy say she would die together with the last leaf? How does the repetition work? How do you like the ending of the story? Do you find it surprising/ reasonable? At what point in the story do you begin to think that Behrman will help Johnsy? What typical writing features have you noticed in “The Last Leaf”? 3. 教学过程：Think and Share 4. Work in groups of four. Each student chooses a part below and completes the task independently. Share with the group before reporting to the class. 在熟悉故事主要内容的基础上，引导学生对文章的写作特点及作者欧亨利的写作特点进行探究学习。 23 Find the different words the writer uses to mean “say”, “see” and “die”. Put them back into the context to analyze the impact of word choice (diction) on meaning and tone. say: The doctor took Sue aside and claimed, “She has one chance in – let us say, ten …” Behrman cried with disbelief. “Are there people in the world that foolish to think …” see: … and she lay, barely moving, in her bed staring at a blank wall under her blanket. Instead, she stared out the window and counted backwards … Behrman and Sue looked out the window at the vine and noticed that … die: “When the last one falls, I must go, too.” “I want to go sailing down, down, just like one of those poor, tired leaves.” Sue told him about Johnsy’s longing to slip away like the leaves. to shout loudly to assert to look for a long time to become aware of People say “go” to avoid saying “die”. to move quickly in a particular direction to go somewhere quickly and quietly, without being noticed simile 3. 教学过程：Think and Share 具体方式为，首先，找出作者用来表示“说”、“看”和“死”的不同说法并分析这些单词的措辞对文章含义和语气的影响引导学生赏析欧·亨利的写作的语言特点。 24 How did the writer describe pneumonia? Why did he describe it in this way? O. Henry personifies pneumonia as a strange male visitor to the neighborhood, naming it Mr Pneumonia. It establishes a sense of danger and tension. It helps to further establish men as an antagonistic presence in the lives of these two female artists. Personification is a type of figurative language (修辞手法) in which non-human things are described as having human attributes. 3. 教学过程：Think and Share 其次通过“作者是如何描述肺炎的？他为什么这样描述？” 两个问题赏析欧亨利写作手法中常用的“人格化” 这一特点。 25 How many times did Johnsy say she would die together with the last leaf? What effect does the repetition have? “When the last one falls, I must go, too.” (Line 19-20) “I want to see the last one fall. I’m tired of waiting. I want to go sailing down, down, just like one of those poor, tired leaves.” (Line 23-25) One leaf remained on the vine, bravely holing on in the wind and rain. “It will fall today. And I will die with it.” (Line39-40) the thing repeated/ highlighted symbolic meaning the last leaf loss of hope the remaining one on the vine the one painted on the wall vulnerability of life hope/ strength symbolic power of art love and care from friends 3. 教学过程：Think and Share 再次，通过提问“琼西说过多少次她会和最后一片叶子一起死去？这样写有什么效果？”引导学生关注“重复”这一写作手法。 26 How do you like the ending of the story? Do you find it surprising/ reasonable? The ending indicates Mr. Behrman’s kind deeds. It leave readers some space to imagine what he had gone through on such a terrible night. 3. 教学过程：Think and Share 最后引导学生关注和分析故事的结尾， 27 At what point in the story do you begin to think that Behrman will help Johnsy? helpful assertive (坚信的) 3. 教学过程：Think and Share How do you like the ending of the story? Do you find it surprising/ reasonable? At what point in the story do you begin to think that Behrman will help Johnsy? “O. Henry ending” usually refers that at the end of the novel the character’s mind suddenly changes, or the twist of fate happens. The ending is unexpected, yet reasonable, resulting in a unique artistic charm. O. Henry Ending 3. 教学过程：Think and Share 从而学习“欧·亨利结局”通常是指在小说的结尾，人物的思想突然发生了变化，或者命运发生了转折。结局出人意料，却又合情合理，形成了一种独特的艺术魅力。 29 How do people overcome adversity? Cite evidence from this text, your own experience, and other literature or art in your answer. 3. 教学过程：Express Yourself adversity: a difficult or unpleasant situation. 最后，引导学生思考“文中的人们是如何克服逆境的？“并结合自己的生活经历以及其他文学或艺术作品谈一谈我们在生活中应该如何面对并克服困难。 30 Option 1: Fill in the scene where O. Henry leaves room for imagination. Write a continuation of the story “The Last Leaf”. Option 2: In the fourth paragraph of the story, O. Henry describes pneumonia as though the disease were a person. Write a paragraph in which you also use personification. You might wish to describe a season, a disease, an old house, flowers, falling leaves, or something else. 3. 教学过程：Homework 作业设计为，在故事的第四段中，欧·亨利将肺炎这种疾病描述为一个人，从而使故事更加生动。请写你也使用拟人化的方式写一小段文章，描述一个季节、一种疾病、一栋老房子、鲜花、落叶等事物。 31 3. 教学过程：Blackboard Design（第一课时） 第一课时的板书主要围绕文章中的三个主人公Sue, Johnsy和Behrman之间的关系和两对主要矛盾展开，利用关系图的方式梳理整篇文章的主要内容，同时使最后一片叶子在整个故事中的重要地位一目了然，帮助学生理解和加深印象。 32 03 教学过程 （第二课时） 第二课时为本单元的语法学习。 33 2. 教学目标及重难点（第二课时） 在本课结束时，学生能够： 掌握状态动词与动作动词在表意与时态选择上的区别； 归纳四类状态动词，辨析状态动词在不同语境含义下的时态选择； 在新的语境下，正确使用状态动词和动作动词，创编人物独白。 难点 重点 重点 在本节课结束时，略 34 1. Look at the following sentences from the text. Which verbs in red can be used in both simple and continuous tenses? Which can be used only in simple tenses? Only in simple tenses In both simple and continuous tenses 3. 教学过程：Observe and Categorize 首先我们在文章中摘选出包含状态动词与动作动词的句子， 35 She lay, barely moving. At the top of a three-story building, Sue and Johnsy had their studio. “Oh, I never heard of such nonsense,” quickly replied Sue. The janitor found him lying in bed helplessly with pain yesterday morning. Johnsy’s eyes were open, but they weren’t watching her. Instead, she stared out the window and counted backwards. Behrman and Sue noticed that there was just one remaining leaf. What’s more, a cold rain was falling, mixed with snow. “I want to go sailing down, down, just like one of those poor, tired leaves.” “Are there people in the world that foolish to think they’ll die because leaves drop off …?” The next morning, Johnsy woke and asked for the curtains to be opened. One leaf remained on the vine, bravely holding on in the wind and rain. In the afternoon, the doctor visited. Didn’t you wonder why it never moved an inch when the wind blew? “Try to encourage her to think more hopeful thoughts, about the future, about living.” 3. 教学过程：Observe and Categorize 让学生在熟悉的情境中对句子进行分析，挑选出句子中的动词并进行分类，初步理解状态动词与动作动词的不同之处。 36 Only in simple tenses In both simple and continuous tenses Can you add other verbs to each column? hear, find, notice, remain, think lie, have, watch, stare, count, fall, sail, drop, open, visit, wonder, encourage feel, see, believe, understand, like, appear, possess, taste, sound … fetch, slip, listen … 3. 教学过程：Observe and Categorize 1. Look at the following sentences from the text. Which verbs in red can be used in both simple and continuous tenses? Which can be used only in simple tenses? Only in simple tenses In both simple and continuous tenses hear, find, notice, remain, think lie, have, watch, stare, count, fall, sail, drop, open, visit, wonder, encourage fetch, slip, listen … State verbs describe states and are not usually used in continuous tenses. Activity verbs describe activities and can be used in simple and continuous tenses. feel, see, believe, understand, like, appear, possess, taste, sound … something staying the same something happening, something changing 3. 教学过程：Observe and Categorize 随后分别给出状态动词与动作动词的具体含义和主要区别。 38 2. Divide the most common state verbs into four categories. The most common state verbs admit, adore, agree, appear, be, believe, belong, care, contain, dislike, feel, have, hate, hear, know, like, look, love, mean, include, need, hope, see, prefer, realise, smell, remember, think, sound, understand, seem, taste, possess, want, own … Verbs related to activities of the mind Verbs related to emotions Verbs that describe having and being Verbs related to senses admit, agree, believe, know, mean, prefer, realise, remember, think, understand, want ... adore, care, like, dislike, love, hate, hope … 表达思维活动的动词 表达情感的动词 appear, be, belong, contain, have, include, need, seem, possess, own … 表达拥有和存在的动词 feel, hear, look, see, smell, sound, taste … 感官动词 3. 教学过程：Observe and Categorize 然后，通过表格形式引导学生把最常见的状态动词分为四类，从而便于学生今后的记忆。 39 1) Johnsy has one chance in – let us say, ten. And that chance is for her to want to live. 2) Johnsy was having some food that afternoon when she saw the last leaf still hanging there. 3) Behrman thinks it’s foolish to tie one’s fate to that of an ivy leaf. 4) Johnsy is thinking about slipping away like the leaves. 5) “When a sick person begins to feel that he’s going to die, half my work is useless.” said the doctor. 6) “How are you feeling, dear?” asked Sue. possess, a state eat, an activity believe, a state consider, an activity believe, a state experience, an activity 3. 教学过程：Discover the Rules 1. Some state verbs can also refer to an activity. In this context, they can be used in continuous tense. Compare the same word used in different contexts. What meaning does it carry when used to refer to a state or activity? 在Discover the Rules环节中，告诉学生一些状态动词也可以指一个活动，在这种情况下，它们可以用在进行时态中。指导学生比较同一个词在不同语境中的用法，讨论当一个状态动词用来指一种状态或活动时分别有什么含义？ 40 7) “Oh, I never heard of such nonsense,” quickly replied Sue. 8) The judge is hearing a case. 9) Behrman and Sue were looking out the window at the vine, noticing that there was just one remaining leaf. 10) That photograph doesn’t look like her at all. turn one’s eyes, an activity appear/seem, a state listen and judge, an activity be told about, a state 3. 教学过程：Discover the Rules 1. Some state verbs can also refer to an activity. In this context, they can be used in continuous tense. Compare the same word used in different contexts. What meaning does it carry when used to refer to a state or activity? 2. Verbs related to senses are followed by adjectives, not adverbs. e.g. The roses look and smell beautiful. Though it looks not perfect, the soup tastes delicious. Make your own sentences with the following verbs used to refer to a state. (Johnsy/Sue/Behrman/The ivy leaf, hear/feel/look/sound/smell/see/taste) e.g. Sue felt deeply worried when she was told that Johnsy had a slim chance of living. 3. 教学过程：Discover the Rules 最后用举例子的方式讲解规则，与感官有关的动词后面跟着形容词，而不是副词。 42 a. The coffee tastes awful. b. We have breakfast very early. c. They feel they need more time. d. I have a serious headache. e. She thinks about her mother a lot. think: to have ideas, words or images in your mind (usually used in continuous tenses) 3. 教学过程：Practice in Context 1) Which sentences cannot be changed into the present continuous tense? (P33 Ex.10) 在Practice in Context环节，我设计了三个不同的练习， 43 2) Which of the following sentences are wrong? Correct the wrong ones. (P33 Ex.11) I’m loving the painting you bought yesterday. Dad is lying on the bed now. We are noticing the changes in the experiment. He’s having a bath. Why is he staring at me? Where did he drop his suitcase? love noticed 3. 教学过程：Practice in Context 让学生再具体语境中，加深对本课语法知识的理解。 44 3) There are ten incorrect verb forms in this newspaper report. Correct the mistakes. (P84 Ex.4) 3. 教学过程：Practice in Context 1) get help are getting help 2) go from village to village have been going from village to village 3) have a great time are having a great time 4) is saying Mandy Richards says Mandy Richards 5) are having First Aid lessons had First Aid lessons 6) so we are knowing so we know 7) we are coming here we are here 8) are always making always make 9) isn’t working doesn’t work 10) who is wanting who wants 3. 教学过程：Practice in Context 3) There are ten incorrect verb forms in this newspaper report. Correct the mistakes. (P84 Ex.4) Choose one of the two options to create a monologue. Use state verbs and activity verbs properly in different tenses. Option 1: When Mr Behrman was lying in bed helplessly with pain, he thought to himself … Option 2: After Sue told Johnsy about Mr Behrman’s death and the last leaf painted on the wall, Johnsy responded … 3. 教学过程：Homework 本课的作业设计为，任选以下一个情景，创造一个简单的人物独白，学生在发挥想象力创造独白的过程中，能够练习如何正确使用不同时态的状态动词和活动动词，从而加深对语法知识的理解。 47 3. 教学过程：Blackboard Design（第二课时） 以下为第二课时的板书设计，主要帮助学生梳理了本课语法知识的概念和分类。 48 感谢聆听 $$