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选择性必修四第一单元Honesty and responsibility
Reading: After Twenty Years
课型：新授课 授课时间： 年 月
主备人 审核人
教学目标 By the end of this section, students will be able to: 1. analyse the plot of the short story; 2. identify the writing techniques of the short story; 3. appreciate the ending of the short story; 4. develop a deeper understanding of honesty and responsibility.
重难点 1. analyse the plot of the short story; 2. identify the writing techniques of the short story;
时间预设 教师讲授时长 20 分钟 学生参与时长 25 分钟
前置学习 Think about two questions: 1. What is the most difficult choice you have made in your life so far 2. Do you think time can change a person Why or why not Purpose: introduce the topic about how to make a difficult choice concerning our moral values.
教 学 过 程
步骤 教学活动 设计意图 互动时间
Step 1 Lead-in T asks Ss two questions: What do you know about O. Henry Do you like his stories Introduce the writer and activate Ss’ knowledge about his main writing features. 2 min
Step 2 Pre-reading T asks Ss to pay attention to the title and the illustrations on pages 2 and 3, and predict what the story might be about. Help Ss explore the plot of the story and arouse Ss’ expectations of reading. 2 min
Step 3 Fast reading Fast reading: T asks Ss to read the short story and find the basic elements mentioned in it. When: ten o’clock Where: in the doorway of a store Who: Bob, Jimmy Wells, the tall man Lead Ss to find out the basic elements of the story. 3 min
Summary: The man in the doorway of a store (where) is waiting for (what) his friend whose name is Jimmy Wells (who) to turn up at ten o’clock (when) because of their appointment (why) made 20 years ago. Help Ss know the plot of the story. 2 min
Step 4 Detailed reading Detailed reading: 1. T asks Ss to Read the passage and answer the following questions. (1) Why did Bob stand in the doorway of a store to wait for his friend He waited for his old friend for an appointment made 20 years ago. Why had Bob left New York twenty years before He went to the West to make his fortune. Role play Character 1: Bob Character 2: the new arrival Character 3: Voice-over (旁白) 3. T asks Ss to Complete the plot diagram below. ①Bob was waiting for his friend Jimmy on the street. ②Bob met Jimmy, and the two talked about old times. ③Bob was arrested by a plain-clothes man. ④Bob suspected the third man was not Jimmy. ⑤Bob knew the truth by the note of Jimmy. keys:12435 4. T asks Ss to analyse the characteristics of Jimmy and Bob according to the following sentences. Jimmy: The policeman on the beat walked along the street as he always did. (line 1) responsible/ dutiful “...for he always was the truest and most reliable fellow in the world.” (Line 23) true and reliable “I was at the appointed place on time.” (line 56) loyal to friendship Anyhow I couldn’t arrest you myself, so I got a plain-clothes man to do the job. (lines 57-58) principled Bob: The light showed a pale face, with keen eyes, a square jaw and a little white scar near his right eyebrow. (lines 10-11) showy 5. His scarfpin was a large diamond, oddly set. (lines 11-12) The waiting man pulled out a handsome watch, set with small diamonds. (line 26) showy The next morning I was to leave New York and travel to the West to make my fortune. (lines 15-16) ambitious, adventurous I came a thousand miles to stand in this doorway tonight, and it’s worthwhile if my old partner turns up.” (lines 22 -25) loyal to friendship 8. “It has given me everything I asked it for.” (line 37) The man from the West was beginning to outline the history of his career. (lines 41- 43) talkative, boastful How do you like the ending of the story It makes the story more appealing and dramatic, as well as more memorable for its readers. Help Ss make a multi-angle in-depth analysis of the short story, invoke Ss’ in-depth understanding of the characteristics of Jimmy and Bob, and develop Ss’ ability to appreciate the text. 23 min
Step 5 Critical Thinking T asks Ss: If you were Jimmy, what would you do 3 min
Step 6 Consolidation Finish exercise B1 on page5. Encourage Ss to harvest insights into honesty and responsibility, and connect applications to Ss’ life to create an immersive learning experience and internalize moral values. 5 min
Step 7 Homework T asks Ss to read the following passage and choose the best answer to each question. Consolidate what is learned in class.
课堂总结 In this lesson, students know the basic elements of a short story and analyse the plot of the short story. Besides, students learn the writing techniques of the short story and appreciate some sentences indicating the characteristics of main characters. They have a deeper understanding of honesty and responsibility.
教学反思 优点
改进
练习
A
When Peter Fortune was ten years old, grownup people sometimes used to tell him he was a “difficult” child. He never understood what they meant. He didn’t feel difficult at all. He didn’t throw milk bottles at the garden wall, or tip tomato ketchup over his head and pretend it was blood, or slash at his granny’s ankle with his sword, though he occasionally thought of these things. Apart from all vegetables except potatoes, and fish, eggs and cheese, there was nothing he would not eat. He wasn’t noisier or dirtier or more stupid than anyone he knew. His name was easy to say and spell. His face, which was pale and freckled, was easy enough to remember. He went to school every day like all other children and never made that much fuss about it. He was only as offensive to his sister as she was to him. Policemen never came knocking at the front door wanting to arrest him. Doctors in white coats never offered to take him away to the madhouse. As far as Peter was concerned, he was really quite easy. What was difficult about him
It was not until he had been a grownup himself for many years that Peter finally understood. They thought he was difficult because he was so silent. That seemed to bother people. The other problem was he liked being by himself. Not all the time, of course. Not even every day. But most days he liked to go off somewhere for an hour to his bedroom, or the park. He liked to be alone and think his thoughts.
Now, grownups like to think they know what’s going on inside a tenyearold’s head. And it’s impossible to know what someone is thinking if they keep quiet about it. People would see Peter lying on his back on a summer’s afternoon, chewing a piece of grass and staring at the sky. “Peter, Peter! What are you thinking about ” they would call to him. And Peter would sit up with a start. “Oh, nothing. Nothing at all.” Grownups knew that something was going on inside that head, but they couldn’t hear it or see it or feel it. They couldn’t tell Peter to stop it, because they did not know what it was he was doing in there. He could have been setting his school on fire or feeding his sister to an alligator and escaping in a hot air balloon, but all they saw was a boy staring at the blue sky without blinking, a boy who did not hear you when you called his name.
As for being on his own, grownups didn’t much like that either. They don’t even like other grownups being on their own. When you join in, people can see what you’re up to. You’re up to what they’re up to. You have to join in, or you’ll spoil it for everyone else. Peter had different ideas. In fact, he thought, if people spent less time joining in and making others join in, and spent a little time each day alone remembering who they were or who they might be, then the world would be a happier place and wars might never happen …
The trouble with being a daydreamer who doesn’t say much is that the teachers at school, especially the ones who don’t know you very well, are likely to think you are rather stupid. Or, if not stupid, then dull. No one can see the amazing things that are going on in your head. A teacher who saw Peter staring out the window or at a blank sheet of paper on his desk might think that he was bored, or stuck for an answer. But the truth was quite different.
1. It can be learned from the first paragraph that ______.
A. Peter liked playing practical jokes B. Peter wasn’t particular about food at all
C. boys generally did some crazy things D. Peter knew why he was called “difficult”
2. What is the main reason that Peter was considered “difficult” by grownups
A. He was far from communicative. B. He turned a deaf ear to others.
C. He did not do well in his studies. D. He preferred to live on his own.
3. What might the author continue to write about in the following part
A. Effective measures to help Peter out.
B. How the unique ideas Peter had amazed others.
C. Difficulties keeping Peter from learning well.
D. Further prejudice against Peter among grownups.
4. What can serve as the best title of this passage
A. The Daydreamer B. The Troublemaker C. The Hard Nut D. The Dark Horse
Keys: 1-4 CABA

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