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.“lookoutthewindow,dear,atthelastivyleafonthewall.Didn'tyouwonderwhyitnever

flutteredormovedwhen(hewindblew?Ah,darling,it'sBehrman'smasterpiece------he

paintedittherethenightthatthelastleaffell."

C.Soapy,homeless,planstogetintothejail(監獄)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

學情分析

本節課的授課對象是本校高三學生。以下是對學生在名著閱讀方面的學情分析：

1.學生經過了兩年多的高中階段英語學習，積累了一些語言基礎知識，因此，學生在理解

文本主旨大意方面問題不大。

2.學生對于名著材料中的故事情節發展非常感興趣，期待對名著閱讀故事鑒賞和學習。

但是本校學生英語基礎普遍較弱，學生在學習過程中也存在許多不足和需要改進的地方。

1.學生的詞匯儲備不足，對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學

生對于文章中主人公以及故事情節的分析，學習文中的心理描寫以及外貌描寫，引導學生體

會語言的魅力。

2.學生缺乏讀英語小說這種長篇文本的耐心和毅力。好多學生讀到一半，就會懈怠,因此，

老師在要求學生閱讀之前，適當給出一些任務，讓學生帶著問題去閱讀，逐漸鍛煉學生的閱

讀能力。

3.名著閱讀課程的開設相對較少。在日常學習過程中，無論是課內還是課外，學生對于英語

名著的閱讀太少，導致學生在接觸此類文本時，自信心不足。

4.學生對于文化差異方面的知識儲備不足，導致在閱讀過程中出現許多由于文化差異而無法

理解的地方。

5.讀后續寫是近年來高考新題型，學生對于名著故事的續寫更是不熟悉。名著閱讀課中加入

續寫部分是練習此類題型為一個不錯的選擇。

Witches'Loaves

效果分析

本節課總體效果較好，整堂課進行的很順利，學生表現也很主動、積極，達到了預期的

教學目標。學生展示環節討論很熱烈，積極，對文章情節的展示很到位。但是，前半部分對

于故事的鑒賞時間分配有點多，后文寫作部分時間有些倉促，但是學生在短時間內還是可以

寫出一些情節，雖然不是很完善，但也可以說完成了本節課的預期任務。

Witches'Loaves

教材分析

本節課內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，情節簡單明了，易于理解。

女巫的面包主要講述了一個面包店女主人——四十歲的瑪莎小姐,喜歡上了經常在她這

里買陳面包的建筑圖樣設計師。瑪莎小姐自以為是的認為他很清貧，一邊做畫一邊吃著干干

的陳面包，從而產生同情和憐憫，并越發對他產生好感。文中瑪莎小姐對設計師的喜歡開始

采取了行動，有一天這位顧客像往常一樣米買陳面包，瑪莎小姐趁機在除面包里加了兩大勺

奶油。本幻想著設計師回家吃到奶油面包時驚喜的場景，卻換來了急促的敲門聲以及憤怒的

吼叫聲。后來才知道，藝術家買陳面包是為了擦去畫錯的鉛筆印，女主人好心加入的蛆油使

其作品成了一張廢紙。

本文情節雖簡單，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，體現在瑪莎小姐身上的藝

術魅力讓讀者為歐?亨利的藝術功力而拍案叫絕。本節課的文本把小說最后的結局內容刪掉,

讓學生根據故事情節，寫出一個合理的結局。

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