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Unit 8 Literature教案设计
Lesson 1 The Last Leaf 板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会
内容分析 富兰克林说：希望是生命的源泉，失去它生命就会枯萎。那些在珍爱自己生命的同时，也在关爱着他人的生命，乃至不惜为此付出生命代价的人，更是为我们谱写了一曲人性光芒的最伟大的赞美诗。让我们随美国作家欧·亨利走进他的小说《最后一片叶子》，去瞻仰这样一位“生命的歌者”，在感动中接受灵魂的洗礼，精神的升华。 十一月，弱小的琼西被一个冷酷、看不见的不速之客——“肺炎”触摸了一下而一病不起。琼西把自己的生命托付给了藤叶，叶在人在，叶落人亡。叶子是希望的象征。贝尔门平凡的甚至有点讨厌的外表下有一颗火热的爱心，虽然穷困潦倒，却无私关怀。帮助他人，甚至不惜牺牲自己的生命画了一片叶子，挽救了琼西的生命。贝尔曼画常青藤叶本应是小说的重要情节，作者却没有实写，使得小说产生出人意外的效果（欧·亨利式结尾）。 其主题意义在于让读者分析小说人物形象所蕴含的美好品质，感受小说中人与人之间相濡以沫的情感，珍惜生命，感悟生命的美好。
教学目标 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；能够读懂细节信息并写出正文的摘要。 获取并梳理“最后一片叶子”在情节发展中所起的作用，赏析小说的巧妙构思，提高学生的小说鉴赏能力和作文构思水平； 描述并分析贝尔曼这个人物形象，并对其言行做出评价。
教学重点 获取并梳理“最后一片叶子”在情节发展中所起的作用，赏析小说的巧妙构思，提高学生的小说鉴赏能力和作文构思水平
教学难点 描述并分析贝尔曼这个人物形象，并对其言行做出评价。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before reading Activity 1 Discuss and share T asks Ss to discuss and share the questions. How much do you know about O. Henry Find some background information about him. Search online if necessary. Ss discuss and share the questions with their deskmates. Lead to the topic, activate the Ss’ background knowledge.
While reading Activity 1 Observe and predict T asks Ss what the story is mainly about. Ss predict what might be the content of the story. Predict the topic of the interview through pictures and the title.
Activity 2 Read and answer T asks Ss to read the story quickly and answer the questions. ①Who are the main characters ②When and where did the story take place ③What happened at the end Ss read the story quickly and answer the questions. Understand the information intended to the interview to students in the text.
Activity 3 Read and list T asks Ss to read the story more carefully. Complete the timeline with what happened in the story. Then tell the story. Ss read the story more carefully. Complete the timeline with what happened in the story. Then tell the story. Guide students to talk about the story, and internalize and use language.
Activity 4 Read and answer T asks Ss to answer the questions. Ss read the story quickly and answer the questions. Understand the information intended to the interview to students in the text.
Activity 5 Critical thinking T asks Ss to answer questions. ①How did the writer describe pneumonia ②Why did he describe pneumonia in this way ③How do you feel about the description In small groups Ss discuss the questions and provide reasons for their answers. Renew the educational concept, improve students’ critical thinking ability and guide them to think independently.
After reading Activity 1 Analyze the text structure T asks Ss to read the story again. How is it organized Ss discuss in groups to analyze how the author organizes the story. Guide the students to judge the author’s writing intention based on the understanding of the article and the analysis of the writing features.
Activity 2 Complex sentences: State Verbs and Activity Verbs T asks Ss to have a preliminary understanding of state verbs and activity verbs. In pairs Ss read the sentences and judge the functions of state verbs and activity verbs together. Consolidate the learning content, use and internalize the language.
Group discussion T asks Ss to work in groups of five to answer questions. ①What do you think Sue’s comment “it’s Behrman’s masterpiece” means ②What do you think the story is trying to express ③Does the ending of the story surprise you If yes, how What do you think of such an ending Ss make notes as they discuss it and share their answers with the class. Renew the educational concept, improve students’ critical thinking ability and guide them to think independently.
Conclusion T asks Ss to draw a story map for the story of “The Last Leaf”. The following map may help them. Ss make a conclusion and draw a story map for the story of “The Last Leaf”. Students learn from the outstanding qualities of characters.
Review Activity 1 Retell T asks Ss to retell the story with the help of the story map. Ss retell the story with the help of the story map. One representative share their group’s answers with the class. Learn the new by reviewing the old.
Activity 2 Create T asks Ss to make a continuation of “The Last Leaf”. Make sure their continuation is coherent with the original story. Ss make a continuation of “The Last Leaf”. Make sure their continuation is coherent with the original story. The flow chart is concise and clear, which can promote students’ English knowledge structure and stimulate their interest.
Quiz Exercise 1 Translation Exercise 2 Fill in blanks T asks Ss to do the quiz. Ss translate sentences and fill in blanks by using key words in the text. Practice makes perfect.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a continuation of the story “The Last Leaf” with the help of the skills they have learnt. Pay attention to the structure of their writing. and finish exercise 9, 10 on page 33. Ss write a continuation of the story “The Last Leaf”. Students promote writing by reading, and stimulate writing enthusiasm effectively

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