论文部分内容阅读
一、文本解读：
1. 文本大意：“The Washwoman”描述了一位年过七旬、瘦小羸弱，靠给别人洗衣服维持生计的老妇人。她有一个富有的儿子，本不该孤苦无依，但儿子却对她冷酷无情、毫不关心甚至以母为耻。一天，老人从“我”家里背走一大包脏衣服，按照惯例她会在两三周后洗好归还，可这次两个多月过去了她却毫无音讯。家里人猜测她可能去世了，可老人却在寒冷的深夜出现归还衣物。在生命的最后阶段，也要坚守承诺挣扎着完成自己的工作。
2. 写作手法：作者运用生动丰富的语言对老妇人的外貌、动作等进行具体细致的描写，使老妇人的形象更加生动丰满。此外，作者还运用了多处对比，如其他犹太老妇人和洗衣老妇人、巨大沉重的脏衣服和瘦小羸弱的老妇人、自尊自立的老妇人和冷酷无情的儿子、身体的羸弱和内心的强大、不同时期外貌特征等。
二、课例分析
1. Learning objectives
1） Appreciate the beautiful and powerful language of the story.
2） Learn to adopt “Show more than tell”， “Figures of speech” and other writing techniques.
3） Write a passage about Jane Goodall.
2. Learning procedures
Step1. Lead in by talking about the image of the washwoman.
T： After the previous reading class， have you got a clear image of the washwoman？ Now what words would you like to use to describe the washwoman？
S： small， old， wrinkled， sickly and weak...
Step 2 Appreciate the beauty of the language （appearance and action）
PPT呈现以下几组图片Old washwomen VS Zhao Yazhi
设计意图：这两张图片中的女人在年龄上都是Old women，让学生更清楚明白只用 “old”去描述一个人，太笼统。
Jane Goodall VS Old washwomen设计意图：这两张图片中的女人在年龄，甚至是外表上（如长满皱纹的脸）都是old women， 但身体状况以及心态上，明显是Jane Goodall更加健康，过得更充实快乐。
针对洗衣妇、赵雅芝和珍·古道的三幅图片，教师提问：Can we just describe them “old women”？ 然后再次呈现washwoman的图片，让学生以回顾课文的方式，再重新梳理一遍外貌方面的细节描写。
同时课件上呈现思维导图，引出关于动作（不同的说和走）的呈现，在呈现额外补充的不同的“说”和“走”时，笔者以简单的英文释义的方式，让学生抢答是具体的哪个说，哪个走。如：say in a low voice？ （whisper）; say in a loud voice （shout/yell）; walk silently and secretly （tiptoe， slide， slip）; walk in a hurry（rush/race）， etc.
Tip 1： “Show more than tell” helps portray a vivid image of the character.
Step 3： Appreciate the beauty of the language （varied grammatical structures 丰富的语法结构）
（1） an inversed sentence （para.1）
This washwoman， small and thin as she was， possessed a strength that came from generations of peasant forebears.
T： The inversed part： small and thin （表語前置）， =“though she was small and thin”. Now I give you one sentence，
（2） a sentence written with the pattern： sb. Action 1， action 2 and action 3 （para.1）
She would then lift the bundle， put it on her narrow shoulders， and carry it the long way home.
T： This pattern is quite useful if you want to express a series of actions that happen one by one. Can you give me one example like this sentence？
S： I opened the door， stepped into the classroom and found so many teachers in our classroom. （3） a sentence written with the pattern： sb. does/did sth， v-ing（adj.1） and v-ing （adj. 2）. （para.6 ）
The old woman sate on a kitchen chair trembling and shaking.
Tip2： Varied grammatical structures are preferred in a good writing. 設计意图：从把聚焦点从多样的句式转移到丰富的语法结构，因为3个例子分别运用了倒装、谓语动词、非谓语动词。而与以往传统语法讲解相比，笔者在处理文本中出现的这几个语法点时，轻形式，重意义，旨在让学生领会这几个语法形式的含义。
Step 4： Appreciate the beauty of the language （figures of speech修辞格 ）
1. Under the bundle tottered the old woman， her face as white as a linen sheet. （para.9） Simile 比喻
T： Compare this sentence with this one： Under the bundle tottered the old woman， with her face white. Which one is better？
S： the former.
2. She was even thinner now， more bent. （para.9）
3. Most Jewish women of her age were sickly and weak. All the old women in our street had bent backs and leaned... But this washwoman， small and thin as she was，... （para.1） Contrast 对比
T： What？蒺s the function of “contrast” here？
S： a contrast between the past the present， between the washwoman and other women of her age.
T： Yeah. Thus， we have a clearer understanding of the changes of her appearance in sentence 2. The qualities are highlighted in sentence 3.
4. Mother uttered a half-choked cry， as though a corpse had entered the room. （para.9） Exaggeration 夸张
T： what if I change the sentence into this one： Mother uttered a half-choked cry， as though a beggar had entered the room.
S： （shaking their head to show disagreement）
T： What is “corpse” in Chinese？
S： 尸体.
T： Was the washwoman really a corpse？
S： No， she was still alive， though quite weak.
T： Then， why was she described as a corpse？
S： Because she was very very ill， even about to die/ close to death.
Tip 3： Figures of speech makes description more vivid and convincing.
设计意图：这4句分别利用了常用的比喻、对比、夸张的修辞格，对学生来说，难度最大的不是识别，而是应用。究其原因，主要还是对修辞格作用理解不够透彻，因此，笔者刻意地对某些句子进行局部修改，如as white as a linen sheet， 改成with a white face.反问同学们还能说明洗衣妇的病态的脸色吗？学生就一下子恍然大悟了。再比如夸张，为何作者会选择corpse而不是beggar 等词，进过课堂深入解释之后，学生明白了夸张有因，夸张有度的原理，同时为下一步写作做好了铺垫。
Step 5： Write a passage about Jane Goodall
Outline 1. General introduction （her title /occupation）
2. General image of Jane Goodall （her appearance）
3. Her ambition and achievement （supporting example）
4. Conclusion （her influence）
设计意图：该写作任务重点是对本课堂所学的三个写作技能的应用，因此笔者设计一个段落写Jane的image， 以及一个具体的事例（一个被Jane拯救的大猩猩和她深情拥抱的一幕），旨在让学生多用show more than tell技能。而设计 Her ambition的目的是让学生可以用对比（同龄女孩的梦想）或者虚拟语气（她本可以选择过舒适的生活，却选择了一条艰难的路）等。
1. 文本大意：“The Washwoman”描述了一位年过七旬、瘦小羸弱，靠给别人洗衣服维持生计的老妇人。她有一个富有的儿子，本不该孤苦无依，但儿子却对她冷酷无情、毫不关心甚至以母为耻。一天，老人从“我”家里背走一大包脏衣服，按照惯例她会在两三周后洗好归还，可这次两个多月过去了她却毫无音讯。家里人猜测她可能去世了，可老人却在寒冷的深夜出现归还衣物。在生命的最后阶段，也要坚守承诺挣扎着完成自己的工作。
2. 写作手法：作者运用生动丰富的语言对老妇人的外貌、动作等进行具体细致的描写，使老妇人的形象更加生动丰满。此外，作者还运用了多处对比，如其他犹太老妇人和洗衣老妇人、巨大沉重的脏衣服和瘦小羸弱的老妇人、自尊自立的老妇人和冷酷无情的儿子、身体的羸弱和内心的强大、不同时期外貌特征等。
二、课例分析
1. Learning objectives
1） Appreciate the beautiful and powerful language of the story.
2） Learn to adopt “Show more than tell”， “Figures of speech” and other writing techniques.
3） Write a passage about Jane Goodall.
2. Learning procedures
Step1. Lead in by talking about the image of the washwoman.
T： After the previous reading class， have you got a clear image of the washwoman？ Now what words would you like to use to describe the washwoman？
S： small， old， wrinkled， sickly and weak...
Step 2 Appreciate the beauty of the language （appearance and action）
PPT呈现以下几组图片Old washwomen VS Zhao Yazhi
设计意图：这两张图片中的女人在年龄上都是Old women，让学生更清楚明白只用 “old”去描述一个人，太笼统。
Jane Goodall VS Old washwomen设计意图：这两张图片中的女人在年龄，甚至是外表上（如长满皱纹的脸）都是old women， 但身体状况以及心态上，明显是Jane Goodall更加健康，过得更充实快乐。
针对洗衣妇、赵雅芝和珍·古道的三幅图片，教师提问：Can we just describe them “old women”？ 然后再次呈现washwoman的图片，让学生以回顾课文的方式，再重新梳理一遍外貌方面的细节描写。
同时课件上呈现思维导图，引出关于动作（不同的说和走）的呈现，在呈现额外补充的不同的“说”和“走”时，笔者以简单的英文释义的方式，让学生抢答是具体的哪个说，哪个走。如：say in a low voice？ （whisper）; say in a loud voice （shout/yell）; walk silently and secretly （tiptoe， slide， slip）; walk in a hurry（rush/race）， etc.
Tip 1： “Show more than tell” helps portray a vivid image of the character.
Step 3： Appreciate the beauty of the language （varied grammatical structures 丰富的语法结构）
（1） an inversed sentence （para.1）
This washwoman， small and thin as she was， possessed a strength that came from generations of peasant forebears.
T： The inversed part： small and thin （表語前置）， =“though she was small and thin”. Now I give you one sentence，
（2） a sentence written with the pattern： sb. Action 1， action 2 and action 3 （para.1）
She would then lift the bundle， put it on her narrow shoulders， and carry it the long way home.
T： This pattern is quite useful if you want to express a series of actions that happen one by one. Can you give me one example like this sentence？
S： I opened the door， stepped into the classroom and found so many teachers in our classroom. （3） a sentence written with the pattern： sb. does/did sth， v-ing（adj.1） and v-ing （adj. 2）. （para.6 ）
The old woman sate on a kitchen chair trembling and shaking.
Tip2： Varied grammatical structures are preferred in a good writing. 設计意图：从把聚焦点从多样的句式转移到丰富的语法结构，因为3个例子分别运用了倒装、谓语动词、非谓语动词。而与以往传统语法讲解相比，笔者在处理文本中出现的这几个语法点时，轻形式，重意义，旨在让学生领会这几个语法形式的含义。
Step 4： Appreciate the beauty of the language （figures of speech修辞格 ）
1. Under the bundle tottered the old woman， her face as white as a linen sheet. （para.9） Simile 比喻
T： Compare this sentence with this one： Under the bundle tottered the old woman， with her face white. Which one is better？
S： the former.
2. She was even thinner now， more bent. （para.9）
3. Most Jewish women of her age were sickly and weak. All the old women in our street had bent backs and leaned... But this washwoman， small and thin as she was，... （para.1） Contrast 对比
T： What？蒺s the function of “contrast” here？
S： a contrast between the past the present， between the washwoman and other women of her age.
T： Yeah. Thus， we have a clearer understanding of the changes of her appearance in sentence 2. The qualities are highlighted in sentence 3.
4. Mother uttered a half-choked cry， as though a corpse had entered the room. （para.9） Exaggeration 夸张
T： what if I change the sentence into this one： Mother uttered a half-choked cry， as though a beggar had entered the room.
S： （shaking their head to show disagreement）
T： What is “corpse” in Chinese？
S： 尸体.
T： Was the washwoman really a corpse？
S： No， she was still alive， though quite weak.
T： Then， why was she described as a corpse？
S： Because she was very very ill， even about to die/ close to death.
Tip 3： Figures of speech makes description more vivid and convincing.
设计意图：这4句分别利用了常用的比喻、对比、夸张的修辞格，对学生来说，难度最大的不是识别，而是应用。究其原因，主要还是对修辞格作用理解不够透彻，因此，笔者刻意地对某些句子进行局部修改，如as white as a linen sheet， 改成with a white face.反问同学们还能说明洗衣妇的病态的脸色吗？学生就一下子恍然大悟了。再比如夸张，为何作者会选择corpse而不是beggar 等词，进过课堂深入解释之后，学生明白了夸张有因，夸张有度的原理，同时为下一步写作做好了铺垫。
Step 5： Write a passage about Jane Goodall
Outline 1. General introduction （her title /occupation）
2. General image of Jane Goodall （her appearance）
3. Her ambition and achievement （supporting example）
4. Conclusion （her influence）
设计意图：该写作任务重点是对本课堂所学的三个写作技能的应用，因此笔者设计一个段落写Jane的image， 以及一个具体的事例（一个被Jane拯救的大猩猩和她深情拥抱的一幕），旨在让学生多用show more than tell技能。而设计 Her ambition的目的是让学生可以用对比（同龄女孩的梦想）或者虚拟语气（她本可以选择过舒适的生活，却选择了一条艰难的路）等。