我的叔叔于勒教学案例

安吉高级中学章旋

Unit 5 Book 3 Expanding Your World (WORKBOOK) My Uncle Jules(Adapted) （读写整合教学案例）

学情分析

本课时为高一必修三教材内容，而我授课的班级是高二创新班学生。该班学生整体英语水平较好，多数学生可以流利地用英语回答问题和表达观点态度，他们对英语学习态度较认真，学习热情高。该语篇由小说改编，故事类的语篇可以激发学生的阅读兴趣，学生对“金钱与家庭”、“如何评判人”等话题有一定的生活背景知识与经验，这使得他们有话可说，且各种不同的见解都是被欢迎的。考虑到学生既有的语言能力，对读后续写操练的需求，在教学环节我设计了适合高二学生的任务与活动，它们不仅要求学生能以听、说、读、看、写等方式理解和表达意义，能获取、阐释和评判语篇意义，还能以读促写，训练学生的运用与写作能力，这些都对学生提出了更高的能力要求，旨在发展他们的思维品质与学习能力。

材料解析

本文改编自法国作家莫泊桑的短篇小说《我的叔叔于勒》。相较于原文，改编过的文本故事情节有所缩减，语言也调整地更适合高中学生阅读。文章主要写“我”一家人去哲尔赛岛途中，巧遇多年前被父母赶到美国去的叔叔的经过，刻画了父母在发现富叔叔变成穷叔叔的时候的不同表现和心理，揭示并讽刺了在阶级社会中，人与人之间关系的疏远情形，以及他们“金钱至上”的观念。根据文本的编排，该语篇可以分为三部分：“我”那日子过得拮据但表面一定要光鲜亮丽的一家人；“我”的叔叔和他的信；多年后我一家人在度假去的船上与叔叔的邂逅。文章中有很多值得学生在续写时可以借鉴的写作技巧，比如通过对人物的神态、语言、动作等的描写来刻画人物性格。此外，文章最后提到区别与父母亲的厌恶与躲避，“我”非常渴望再见一次叔叔，好好安慰他，但他不在甲板上了。这个结尾给接下去的续写提供了很好的线索：若是再见到叔叔，“我”会说什么安慰他？甚至做什么来使他好过点？

设计依据

在主题意义“金钱的价值”的引领下，通过创设与主题意义密切相关的语境，根据记叙文语篇特点，充分挖掘文本信息和发展学生思维品质的关键点，以解决问题为目的，鼓励学生学习和运用语言，并通过运用若干学习策略和写作策略，提高理解和表达的效果，以读促写，指向学科核心素养的发展。

教学目标

在完成本课时的学习后，学生能够：

1.梳理故事中几个重要片段，并能运用目标语言进行阐释与归纳；

2.了解如何通过人物的语言、动作等描写以及对比等文学手法来刻画人物性格并将其

运用到最后的续写中；

3.理解故事主题，对“金钱”、“亲情”有正确的认识与评价。

教学重点

1. 引导学生梳理故事情节，尤其是“我”的父母对叔叔前后态度转变的描写，并探究

转变的直接原因和根本原因。

2. 指导学生用目标语言或句式进行每一部分的阐述或总结，并形成一篇完整的语篇，

达到以读促写的目标。

教学难点

通过文本解读使学生对故事脉络有清晰的认识，能对人物语言、动作背后的原因进行准确的分析。

教学流程

Step 1 Lead-in

Watch two pictures, describe the scene in each picture and then answer the following questions:

1. Is the family in Picture 1 rich or poor? How do you think they feel by their facial expressions?

2. What’s the relation do you think between the couple and the man selling something in Picture 2?

How do they feel this time by the couple’s facial expressions?

(设计意图：用两幅反差明显的图预测故事内容) Step 2 Scanning

Tease out the main characters in the story, check their relations and get the main plot.

Main characters

This is a story between and .

(link: What was “my” family like? Read Part 1)

(设计意图：通过快速阅读，核实预测信息，同时获取故事主要人物、人物关系和大致情节)

Step 3 A thorough reading

Part one: My Family

Use one sentence to describe my family and find details to support your comments. (sample) Despite being poor/living in poverty, my family struggled to sustain decent appearances. For example, we ate the same food every day but every Sunday, we would…/my parents would…/my sisters would ….

Underline the verbs in the above process: put on; go for a walk; walk with dignity; stride ahead Tip 1：Action description can lead to a vivid portrait of the character.

(link: What would my father say when seeing a ship from distant countries then? Who was Jules? Why was it a surprise to see him on one of the ships?)

(设计意图：培养学生用实例或细节佐证自己的判断，了解小说刻画人物性格的方法之一。) Part 2 My uncle Jules and his letters

Interpret the letters and their huge influences on my family.

1. What were Uncle Jules’ letters about?

2. What a dramatic change did these letters cause?

3. How does the author describe my parents’ change in the attitude towards my uncle? (sample) The promise to return with a fortune in Uncle Jules’ letters as well as the promising future my parents pictured in their minds resulted in their dramatic change in the attitude towards my uncle. Having squandered both h is and by father’s inheritance, my uncle had been regarded as the black sheep of the family, whereas he, being good and honest, and his wealth were what our dreams were built on after those letters.

Tip 2：Contrast is helpful to depict characters’ distinctive characteristics.

(link: Did my uncle eventually return as expected? What was the real condition he was in?)

(设计意图：通过问题有效引导学生自主思考并准确表达人物态度改变及其原因，了解对比写作手法的作用。)

Part 3 First encounter with my uncle