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沒有幻燈片標(biāo)題26、機(jī)遇對于有準(zhǔn)備的頭腦有特別的親和力。27、自信是人格的核心。28、目標(biāo)的堅(jiān)定是性格中最必要的力量泉源之一，也是成功的利器之一。沒有它，天才也會在矛盾無定的迷徑中，徒勞無功。--查士德斐爾爵士。29、困難就是機(jī)遇。--溫斯頓．丘吉爾。30、我奮斗，所以我快樂。--格林斯潘。沒有幻燈片標(biāo)題沒有幻燈片標(biāo)題26、機(jī)遇對于有準(zhǔn)備的頭腦有特別的親和力。27、自信是人格的核心。28、目標(biāo)的堅(jiān)定是性格中最必要的力量泉源之一，也是成功的利器之一。沒有它，天才也會在矛盾無定的迷徑中，徒勞無功。--查士德斐爾爵士。29、困難就是機(jī)遇。--溫斯頓．丘吉爾。30、我奮斗，所以我快樂。--格林斯潘。ParagraphoneWhatisthemainideathatisexpressedinparagraph1?ParagraphoneTheincidentofthegettingthehit:aboutgoingtoschoolWhenheisaskedtogotoschoolTheBoyvowednevertogoandtakeitasawasteoftimeBecausehisphilosophyisthesameasthatofhiscompanionshekeepsandhereveredhiscompanionsandtaketheirwordsasoracle在筆者多年的教學(xué)中，發(fā)現(xiàn)薄弱學(xué)校的學(xué)生，特別是中后層次班級的學(xué)生，學(xué)習(xí)陋習(xí)長期積累，學(xué)習(xí)熱情不高，知識掌握能力薄弱，更有甚者已經(jīng)對學(xué)習(xí)完全放棄，加上部分學(xué)校資金短缺，導(dǎo)致化學(xué)設(shè)施簡陋、環(huán)境差，教學(xué)設(shè)施如化學(xué)教學(xué)器材、化學(xué)實(shí)驗(yàn)器材等配備不全，使得很多實(shí)驗(yàn)室不達(dá)標(biāo)，教師不能正常的根據(jù)課程標(biāo)準(zhǔn)的要求進(jìn)行課堂演示實(shí)驗(yàn)或?qū)W生活動，進(jìn)一步造成了學(xué)生對化學(xué)學(xué)習(xí)的厭惡和忽視?，F(xiàn)對不同層次學(xué)生的學(xué)習(xí)現(xiàn)狀進(jìn)行分析，大致可以分為以下三類：1.“我要學(xué)”型學(xué)生。這類學(xué)生關(guān)鍵在于“要學(xué)”，他們的學(xué)習(xí)是帶有主動性和興趣濃厚的，他們善于學(xué)習(xí)，不僅要以考試成績的優(yōu)異來衡量，而且是具有良好的學(xué)習(xí)品質(zhì)的，有自己對學(xué)習(xí)獨(dú)到的見解的。2.“我能學(xué)”型學(xué)生。這類學(xué)生學(xué)習(xí)認(rèn)真，成績不錯，但不善于主動思考的，有能力而主動性不足，經(jīng)常需要老師的小小幫助之后才能完成學(xué)習(xí)任務(wù)。3.“我想?W”型學(xué)生。這類學(xué)生常常表現(xiàn)為學(xué)生成績不夠理想，原因有很多，或是基礎(chǔ)不夠扎實(shí)，或是學(xué)習(xí)習(xí)慣及態(tài)度不夠好，或是不良行為傾向?qū)W(xué)習(xí)造成的影響所致。他們從主觀意識上知道自己要學(xué)習(xí)基本的技能，但由于基礎(chǔ)的原因或本身毅力不足而導(dǎo)致放棄學(xué)習(xí)。由于不同層次的學(xué)生對知識的掌握技能、基礎(chǔ)水平、接受能力都不同，如果盲目的將不同層次的學(xué)生放在同一類型層次，設(shè)置同一學(xué)習(xí)目標(biāo)，那么就會造成學(xué)習(xí)目標(biāo)在真實(shí)的課堂實(shí)踐中實(shí)現(xiàn)不了或?qū)蛐圆粡?qiáng)，學(xué)生學(xué)習(xí)目標(biāo)不明確。結(jié)合分層學(xué)習(xí)目標(biāo)在初中化學(xué)教學(xué)中的具體融入，筆者在多年的教育教學(xué)實(shí)踐中，通過構(gòu)建分層學(xué)習(xí)目標(biāo)，讓不同層次的學(xué)生都能從中得到發(fā)展，讓學(xué)生在分層學(xué)習(xí)目標(biāo)之下激發(fā)自身的主觀能動性。一、咬定青山不放松，于實(shí)際課堂中實(shí)施分層教學(xué)目標(biāo)結(jié)合薄弱學(xué)校的具體現(xiàn)狀，筆者在教學(xué)中對于課堂導(dǎo)入階段，對于課堂教學(xué)目標(biāo)的設(shè)定，結(jié)合學(xué)生在學(xué)校學(xué)習(xí)中的主要變量，如下表：由上圖可知，分層學(xué)習(xí)目標(biāo)的設(shè)定可以結(jié)合學(xué)生的認(rèn)知規(guī)律，針對薄弱學(xué)校的學(xué)生來說，多個方面的要素都會對學(xué)生學(xué)習(xí)效果產(chǎn)生影響，教師在課堂導(dǎo)入的時(shí)候，就可以結(jié)合不同層次的學(xué)生實(shí)施教學(xué)。1.“我要學(xué)”層次的學(xué)生。針對這個層次的學(xué)生來說，可以通過增加一些學(xué)生發(fā)揮以及想象創(chuàng)新的題目或者話題。比如針對“鐵絲在氧氣中的燃燒”這個實(shí)驗(yàn)，可以通過引導(dǎo)“我要學(xué)”層次的學(xué)生具體參與操作，激發(fā)他們的創(chuàng)新意識。2.“我能學(xué)”層次的學(xué)生。針對這個層次的學(xué)生來說，他們有著一定的求知欲，教師可以多鼓勵、多鞭策，比如針對“鐵絲在氧氣中的燃燒”這個實(shí)驗(yàn)，可以通過引導(dǎo)“我能學(xué)”層次的學(xué)生掌握具體操作方法，對于教材的知識點(diǎn)有全面了解。3.“我想學(xué)”層次的學(xué)生。針對這個層次的學(xué)生，教師首先要激發(fā)他們的學(xué)習(xí)興趣。比如在做“鐵絲在氧氣中的燃燒”這個實(shí)驗(yàn)時(shí)，可以進(jìn)行生活案例的導(dǎo)入：“生活中，家里廚房的油鍋著火了怎么辦？家住頂樓但是樓房下層著火了，我如何逃生？”學(xué)生們的積極性很快被調(diào)動起來，隨后我跟學(xué)生提到我們做了今天的實(shí)驗(yàn)，也許會尋找到答案。教師的在教學(xué)引導(dǎo)的過程中，要善于掌握學(xué)生的認(rèn)知規(guī)律，按規(guī)律教學(xué)。在施教階段，可以根據(jù)不同層次的學(xué)生，結(jié)合具體學(xué)情出發(fā)。二、濃妝艷抹總相宜，于實(shí)際課堂中調(diào)整分層教學(xué)目標(biāo)分層教學(xué)目標(biāo)的設(shè)定是為了保證課堂的有效開展，特別是在課堂實(shí)施過程中，我認(rèn)為可以通過合作學(xué)習(xí)的方式，在具體的合作過程中融入分層教學(xué)目標(biāo)，即每一個小組由不同層次的學(xué)生構(gòu)成，通過合作，讓不同層次的學(xué)生之間博采眾長。比如在實(shí)驗(yàn)“白磷在氧氣中的燃燒”，我就融入小組合作學(xué)習(xí)完成實(shí)驗(yàn)的方式進(jìn)行，每一個小組都是由不同層次的學(xué)生構(gòu)成，給予不同層次的學(xué)生具體的分工，如下圖：在實(shí)驗(yàn)中，我引導(dǎo)小組中的學(xué)生進(jìn)行分工和合作，對于合作小組，筆者將各個層次的學(xué)生放進(jìn)一個小組中，也就是說一個小組是由不同層次的多名學(xué)生構(gòu)成，學(xué)生在合作中進(jìn)行分工，處于A層次的學(xué)生作為小組的組長，主持小組學(xué)習(xí)的具體分工，處于B層次的學(xué)生可以進(jìn)行主要的實(shí)驗(yàn)操作，處于C層次的學(xué)生主要是記錄輔助工作，在實(shí)驗(yàn)結(jié)束后，進(jìn)行二次實(shí)驗(yàn)鞏固知識點(diǎn)的時(shí)候，可以由C層次的學(xué)生進(jìn)行操作，A、B層次的學(xué)生進(jìn)行指導(dǎo)。結(jié)合上述實(shí)驗(yàn)，我給出下列實(shí)驗(yàn)題目：白磷在氧氣中的燃燒現(xiàn)象是怎樣的？在空氣中白磷由于產(chǎn)生熱量而使溫度升高，當(dāng)溫度達(dá)到40℃時(shí)白磷發(fā)生自燃，如果用白磷來進(jìn)行如圖所示的三個實(shí)驗(yàn)時(shí)，發(fā)生的不同現(xiàn)象是，由此可推出的結(jié)論是。并且完成以下表格的記錄。三個層次的學(xué)生在具體操作的時(shí)候，可以通過這樣的合作來完成上述題目，學(xué)生之間的學(xué)習(xí)自主性進(jìn)一步強(qiáng)化，學(xué)生與學(xué)生的之間的交流、合作也更多。三、萬紫千紅總是春，于實(shí)際課堂中實(shí)施分層教學(xué)評價(jià)隨著新課程改革的不斷深入，我國課堂教學(xué)發(fā)生著日新月異的變化，教學(xué)方法與手段的不斷創(chuàng)新，教學(xué)媒體的持續(xù)開發(fā)和研制，都為課堂教學(xué)的變革提供了堅(jiān)實(shí)的軟、硬件保障。本研究采用了過程維度的視角，按照教學(xué)目標(biāo)實(shí)踐的邏輯順序，通過目標(biāo)設(shè)計(jì)、目標(biāo)實(shí)施、目標(biāo)評價(jià)、目標(biāo)完善四個維度，對教師在實(shí)施教學(xué)中落實(shí)教學(xué)目標(biāo)的整個行為過程進(jìn)行課堂觀察和課后訪談研究。試圖通過這些研究，發(fā)現(xiàn)教學(xué)目標(biāo)實(shí)踐過程中存在的問題，并針對如何解決這些問題和如何提高教師落實(shí)教學(xué)目標(biāo)的實(shí)踐能力提出相應(yīng)的建議。在具體的評價(jià)過程中，筆者通過合理的評價(jià)方法，激發(fā)不同層次學(xué)生的主觀能動性，為此，筆者也制定和整理了評價(jià)表格，如下：結(jié)合這份表格，筆者在教學(xué)的過程中將這個表格的內(nèi)容作為參考，在具體評定的時(shí)候，我將“態(tài)度情感”標(biāo)為30分，每一個小點(diǎn)各自占10分，將“過程方法”標(biāo)為40分，每個小點(diǎn)10分，“知識能力”也為30分，每個小點(diǎn)15分，一般來說，A類學(xué)生達(dá)到總分80分以上才算過關(guān)，B類學(xué)生達(dá)到60分以上才算過關(guān)，C類學(xué)生達(dá)到40分以上才算過關(guān)，不定期筆者會結(jié)合這份評定的表格為每個學(xué)生打分，通過打分了解學(xué)生的學(xué)習(xí)情況，也便于全面督促學(xué)生的自主學(xué)習(xí)?？傊?，初中化學(xué)教學(xué)分層目標(biāo)的設(shè)定，能夠切實(shí)為每一個層次的學(xué)生設(shè)定具體的學(xué)習(xí)目標(biāo)，能夠有效促進(jìn)學(xué)生在化學(xué)課程學(xué)習(xí)中結(jié)合自身的情況找到適合的學(xué)習(xí)方法，在化學(xué)教學(xué)中，通過分層目標(biāo)的設(shè)定，讓化學(xué)課堂更具有針對性、提升課堂的有效性。體育課是學(xué)生學(xué)習(xí)體育知識、掌握體育技能的主陣地。然而，現(xiàn)實(shí)的體育課堂現(xiàn)象是：“多數(shù)學(xué)生喜歡體育，但不喜歡體育課”。因此，優(yōu)化體育課堂因素，培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力，不斷提高學(xué)生的體育興趣，是體育有效教學(xué)的重要任務(wù)之一。為此，我根據(jù)多年的教學(xué)實(shí)踐談?wù)勅绾尾捎每茖W(xué)的訓(xùn)練方式高效地培養(yǎng)學(xué)生的體育技能，提高學(xué)生的體育興趣。一、注意擇優(yōu)教材，使學(xué)生身心愉悅合理安排教材內(nèi)容的深度與廣度，是增強(qiáng)學(xué)生身心效果的一個重要因素。研究表明，體育教學(xué)內(nèi)容如果是學(xué)生感興趣的，則會推動學(xué)生積極主動地去嘗試、體驗(yàn)和鉆研。有時(shí)教師只在某一方面深入，學(xué)生就會逐漸產(chǎn)生出單調(diào)無味的感覺，有時(shí)學(xué)習(xí)內(nèi)容又過于多樣化，使學(xué)生有如“蜻蜓點(diǎn)水”般不能真正掌握知識的奧妙。所以，教學(xué)要根據(jù)學(xué)校場地、器材及季節(jié)特點(diǎn)等具體情況，靈活選取一些富有趣味性，適合學(xué)生身心健康發(fā)展的教材。體育教學(xué)要將一些枯燥乏味的內(nèi)容與各種趣味性游戲聯(lián)系起來，以情境教學(xué)來激發(fā)學(xué)生的求知欲望。如與青蛙跳遠(yuǎn)、武術(shù)鷹爪、籃板球的猿猴動作等相聯(lián)系，將技術(shù)動作穿插在故事中，讓學(xué)生在邊學(xué)邊玩中完成動作；也可通過模擬閱兵的方法來訓(xùn)練學(xué)生的隊(duì)列、隊(duì)形等。另外，將音樂、舞蹈引入體育課堂，調(diào)動學(xué)生的學(xué)習(xí)積極性，讓學(xué)生在愉悅身心中增強(qiáng)體質(zhì)，使體育教學(xué)獲得事半功倍之效果。二、善于發(fā)展學(xué)生的觀察力，強(qiáng)化學(xué)生的好奇心觀察是人全面、深入、正確認(rèn)識事物的過程，是學(xué)生認(rèn)識世界、增長知識的重要途徑。如“快速跑”教學(xué)中，老師將腿部力量差不多的幾個學(xué)生分成強(qiáng)、中、弱三組，讓他們做起跑示范，其他同學(xué)觀察第一步放腳的位置對跑速的影響、疾跑上體逐漸抬起與直接抬起之間的差異等。在觀察中引導(dǎo)、啟發(fā)學(xué)生，讓他們從熟視無睹、習(xí)以為常的現(xiàn)象中發(fā)現(xiàn)新問題。如，跑得快的因素有哪些?肌肉結(jié)實(shí)的做法是什么?在教學(xué)中鼓勵和發(fā)展學(xué)生的好奇性，通過課外作業(yè)的形式，教給學(xué)生如何觀察和做觀察記錄、分析整理觀察材料的方法。三、勤于鼓勵學(xué)生，使學(xué)生勇于質(zhì)疑質(zhì)疑是學(xué)習(xí)的起源和動力，解疑和答疑是獲得知識、探索和發(fā)現(xiàn)真理的有效途徑。如我們在講“生命在于運(yùn)動”時(shí)，學(xué)生提出“體育鍛煉損害身體”的相反意見或其他疑問等等。面對學(xué)生的相反意見與疑問，教師首先要肯定學(xué)生的思考，其次要認(rèn)真聽取學(xué)生質(zhì)疑的緣由，并針對這些緣由，透徹闡述“動體養(yǎng)形，靜體凝思養(yǎng)神”、動靜之“閾”的科學(xué)原理，充分講解身體與心理的動靜對生命發(fā)生作用的辯證關(guān)系，使學(xué)生從中獲得發(fā)現(xiàn)問題，辯證地解決問題的能力。四、鼓勵學(xué)生進(jìn)行創(chuàng)造性的娛樂創(chuàng)造性的娛樂，就是在體育教學(xué)中根據(jù)教學(xué)內(nèi)容和已有的運(yùn)動技術(shù)經(jīng)驗(yàn)，創(chuàng)造新穎別致的體育娛樂活動，并全身心地投入其中。如學(xué)生創(chuàng)造的打沙袋――跑圈、擊中目標(biāo)；繞“桿”跑、突破重圍體育練習(xí)，不但增強(qiáng)了趣味性和娛樂性，也增加了健身效果。在教學(xué)過程中，教師及時(shí)將學(xué)生的創(chuàng)造成果引入課堂，并對學(xué)生的創(chuàng)造發(fā)明給予表揚(yáng)、鼓勵，這就培養(yǎng)了學(xué)生的創(chuàng)造意識和學(xué)習(xí)的自信心。五、給予學(xué)生參與實(shí)踐的機(jī)會創(chuàng)造離不開實(shí)踐，實(shí)踐是創(chuàng)造的土壤。依據(jù)這一認(rèn)識，我們在體育教學(xué)中針對基本部分的教學(xué)內(nèi)容，把準(zhǔn)備部分抽出來交給學(xué)生，讓他們創(chuàng)編教學(xué)內(nèi)容、組織準(zhǔn)備活動。同時(shí)要求內(nèi)容有新意，必須使基本部分參與活動的身體部位得到充分活動，教法要生動，并在教師指導(dǎo)下進(jìn)行教學(xué)實(shí)踐。這一方法不但發(fā)揮了學(xué)生的聰明才智，活躍了課堂氣氛，還打破了教師局限下的陳舊訓(xùn)練，突出了學(xué)生的主體地位。同時(shí)也為學(xué)生深刻理解教材，加工改造經(jīng)驗(yàn)和記憶表象，克服膽怯心理，建立自信心，提供了最佳的演練舞臺。六、啟發(fā)學(xué)生學(xué)會想象美好的感覺離不開想象，想象是保持快樂和產(chǎn)生創(chuàng)造力的“營養(yǎng)”。鼓勵學(xué)生展開想象的翅膀，多做一些探索性健身實(shí)踐。如在慢跑健身指導(dǎo)中運(yùn)用假設(shè)――讓學(xué)生想象自己在淅瀝瀝的小雨中赤膊跑步，雨水流過自己的背，沖過自己的肩膀，同時(shí)每一次的落地腳都踩在松軟的沙灘上；又如長跑教學(xué)中讓學(xué)生背誦韻律性強(qiáng)、意境美妙的詩文，使學(xué)生的身心全部投入愉快的氛圍中。七、引導(dǎo)學(xué)生要善于協(xié)作，善于集智取長聯(lián)合國教科文組織的《教育――財(cái)富蘊(yùn)藏其中》一文中指出：未來21世紀(jì)將是一個團(tuán)結(jié)、協(xié)作與競爭相協(xié)調(diào)和統(tǒng)一的世界。這說明一個人要有所成就，除了個人的努力鉆研和勇于挑戰(zhàn)外，還要有坦誠的態(tài)度、開朗的性格、善于協(xié)作的精神以及團(tuán)結(jié)的品質(zhì)。能夠在競爭中求協(xié)作，分歧中求統(tǒng)一，遍采百家自成一家，是跨世紀(jì)人才所必備的基本素質(zhì)。我們在教學(xué)中，要充分利用體育的開放特點(diǎn)，從行為評價(jià)、信息交流、競爭協(xié)作、借鑒學(xué)習(xí)、辯論是非等諸方面進(jìn)行教育與引導(dǎo)，既要為學(xué)生走向社會作有益的準(zhǔn)備，也為他們未來的生存和發(fā)展撒下“社會助長”的意識“種子”。(如皋市袁橋鎮(zhèn)初級中學(xué))沒有幻燈片標(biāo)題26、機(jī)遇對于有準(zhǔn)備的頭腦有特別的親和力。沒有1沒有標(biāo)題課件2沒有標(biāo)題課件3沒有標(biāo)題課件4沒有標(biāo)題課件5ParagraphthreeWhatisthemainideathatisexpressedinparagraph3?ParagraphthreeWhatisthemai6ParagraphthreeLivingenvironmentthevalueofaneducationwasneveremphasizedthefirstthingchildrenlearnedwasnothowtoreadandwrite,buthowtofight,steal,rebelmoneytosendchildrentoschoolwasgrosslylacking,survivalwasfirstpriorityResult:hewouldnevergotoschoolundertheconditionthathewaslivinginsuchanenvironment,thathewasattractedtothelifestyleofhiscompanions.ParagraphthreeLivingenvironm7ParagraphfourtosevenWhathappenedtotheboyonemorning?ParagraphfourtosevenWhatha8ParagraphfourtosevenBeforethebath(4-6)Hewaswakedupatfourinthemorningandaskedtogetintoawashtubhisresponseistorefusebecause:hehadnonaturalinclinationforwater.hehadnotraitofcleanliness,andtheonlywashtubthefamilyhadalwayssprungaleak.(生漏縫).Result:throughoutsevenyearsofhislifethenumberofbathshehadtakencouldbecountedononehandwithseveralfingersmissing.hismother’sresponsetohisrefusal:toshookafingertomenace,toforcehimtotakeabathParagraphfourtosevenBefore9Paragraphfourtosevenwhathappenedafterhewasforcedtotakeabath?(theprocessofbath)Paragraphfourtosevenwhatha10ParagraphfourtosevenobeyedtheorderofhismotherbutstillhaddoubtwhytotakeabaththemotherusedascropbrushandLifebuoysoaptopurgehimofyearsandyearsofgrimetheboyached,bledandhowled,feelingpainshootthroughhislimbswhenthesharpbrushtouchedhisstubborncallouses.Paragraphfourtoseven11ParagrapheightWhathappenedafterthemotherandboyheardaknockatthedoor?(Thebathinterrupted)ParagrapheightWhathappeneda12ParagrapheightMymotherleapedawayfromthetubandontiptoeheadedtothebedroomTheboywasseizedbyfear,satfrozeninthebathtubParagrapheight13ParagrapheightWhydidmotherleapedawayandontiptoeheadedtobedroomandwhywastheboysatfrozen?Whywouldthethoughtofthecomingofthepolicemakethemsofear.ParagrapheightWhydidmother14ParagrapheightBecausetheywantedthepersonoutsidetohavethewrongperceptionthatthereisnooneinsidethehome.Becausetheboymightfightwithothers,stealsodaandbeerbottlesorotherthings,andmightrebelandresistordefyagenerallyacceptedconvention,regulationorbreakalaw,orcommittedanarrestablecrime.Paragrapheight15ParagraphninetothirteenWhatisexpressedinthefollowingfewparagraphs?ParagraphninetothirteenWhat16Paragraphninetothirteenthemotherforgottotallyaboutthesetdatethatthegrannywouldcome.Afterhearinggrandma’sdistinctiveshrillingvoice,Motherheavedasighofreliefandfeltrelaxandthenopenedthedoortoletinthegranny,andsaidtogrannythatshewasgreatlyscared.Thenthethegrannyaskedmotherifsheisreadytosendboytoschool.Paragraphninetothirteen17ParagraphfourteenandfifteenWhatisexpressedinparagraph14and15?Paragraphfourteenandfifteen18ParagraphfourteenandfifteenAfterhewasaskedtogetoutofbathtub,hewashandedtoapieceofclothtodryhimself.Atthesametimealotofquestionsemergedinhismind.So,Theboystilldidn’tknowwhatwouldhappentohimafterhetookthebathThentheboysawthemotherwentintothebedroomandbroughtoutastainedwhiteshirtandapairoffadedshorts.Andaskedhimtoputonclothes.Paragraphfourteenandfifteen19ParagraphsixteenWhatwashelikeafterputtingonhisfather’sgarments?Whatwasthepurposetohavehimsmeared?Whatdidhelookedlikeafterbeingsmearedwithamixtureofpig’sfatandvaseline?Whydidhefeelsohot?ParagraphsixteenWhatwashel20ParagraphsixteenTheboylookedridiculous,funnyandwouldprobablybringaboutlaughters.Toinsulatehimfromcold.Hisskinlookedasshiningasmorningstar.Alsohefeltawkwardandembarrassed,andthisawkwardnessmadehimfeelhot.Paragraphsixteen21ParagraphseventeentonineteenWhathappenedwhentheboyheardthatheisgoingtostartschool?Paragraphseventeentoninetee22ParagraphseventeentonineteenWhenheheardthathewasgoingtostartschoolhegaspedtoindicatethathewasgreatlysurprised.Andleaptfromchairinasuddenasifthechairwasmadeofhotlead.Hespokewithoutanysecondthought(blurt)abouthisunwillingnesstogotoschoolThenheracedtothewindowsilltriedtoquithomebutwascaughtAtlasthestruggled(tussled)andtriedtobreakawaybutonlytobeheldfastbyhismother.Paragraphseventeentoninetee23Paragraphtwentytotwenty-oneWhatdidthemotherdoaftershepinneddowntheboy?Andwhatwastheboy’sresponse?Whatwastheoutcome?Paragraphtwentytotwenty-one24Paragraphtwentytotwenty-oneThemotheraskedgranny’shelphertogetaropetohavetheboybound.Grannyhelpedmother.Theboy’sresponseistobiteandtoclaweveryhandthatgrabbedhimandhowledprotestationagainstgoingtoschool.theoutcomewasthattheboywasnomatchforthetwodeterminedmatriachs,andhishandsandfeetwereboundanddraggedthroughthedoor.Paragraphtwentytotwenty-one25Paragraphtwenty-twoWhatisthemainideathatisexpressedinparagraph22?Paragraphtwenty-twoWhatisth26Paragraphtwenty-twoThisparagraphgivesthedescriptiontheviewaboutthedailytrafficthatthefamilyhadviewedwhentheywenttoschool.Oldmanandwoman,wizened(wrinklesonforehead),bentandragged(shabby,worn)begantheirrambling.TobecontinuedParagraphtwenty-twoThisparag27Paragraphtwenty-twoWorklessmanandwomanassembledintheirusualcoteriesforshebeensandtheretheytalkedabouthowtogetthroughpassinspectionwithoutbeingfoundouttheirsmuggling,andsomeothersthoughthardabouttheirconditionsoflifeunderthebackgroundofmanypeopledrinking,laughingwhichismeaninglessandmadepeoplefeeluneasy.Youngboysandgirlswerebeginningtheirwanderingsalongthenarrow,dustystreetsinsearchoffood,andalsocarryingonthebackbawlinginfants.Paragraphtwenty-two28Paragraphtwenty-threeWhatisdescribedintheparagraph23?Whatisthedetaileddescriptionofthechubbyblackwoman?Paragraphtwenty-threeWhatis29Paragraphtwenty-threeanunexpectedmeetwithchubbyblackwoman.Paragraphtwenty-threeanunexp30Paragraphtwenty-threeParagraphtwenty-three31Shecamealongtheoppositedirectionwithascuttleoverflowingwithcoalonherheadthatwascoveredwithacloth.Looselyswathed(tied)toherbackwithapieceofsheepskinwasaninfant,bawling.Shewasalsofollowedbyanhalf-nakedboy,potbellied,suckingthumb,placingintotheplasticbagthecoalhepickedupfromtheroadthatfellfromthescuttlethathismothercarried.Finally,shestoppedtosaysomethingtothefamily.沒有標(biāo)題課件32Paragraphtwenty-fourtotwentyfiveWhatissaidtothefamilyfromthechubbyblackwomaninparagraph24-25?Paragraphtwenty-fourtotwent33Paragraphtwenty-fourtotwentyfiveWishthatthechubbyblackwomanhadandthewishthatdidnotcometrue.Paragraphtwenty-fourtotwent34Paragraphtwenty-fourtotwentyfiveWhatwasthewishthatdidnotcometrue?Whatisthewaythatthechubbyblackwomanexpressedherwish?Paragraphtwenty-fourtotwent35Paragraphtwenty-fourtotwentyfiveThechubbyblackwomanfailedtosendhersontoaschool.Thechubbyblackwomansaidthatinaregretfulway,andalsoinunsolicitedway(withoutbeingaskedtogivetheadvice)Andalso

tearfullyshesaid,beforesendingtheboytoaschool,theillinfluencealongthestreethadalreadyputhimundercontrolandturnedhimintoatsotsi.Paragraphtwenty-fourtotwent36Paragraphtwenty-sixWhatisthemainideathatisexpressedinparagraph26?Paragraphtwenty-sixWhatisth37Paragraphtwenty-sixGrannyandmother’sconsolatoryremarkstothestrangewoman.Whatmightbethethecontentsofthoseconsolatoryremarks?Paragraphtwenty-sixGrannyand38Paragraphtwenty-sixTheconsolatoryremarksmightbesomethingtolethernottobesosorry,andshemightstillbeabletosendhersontoschoolandturnhimbacktobeagoodboyagain.Paragraphtwenty-sixTheconsol39Paragraphtwenty-sevenAfterhearingtheconsolatoryremarkswhatwasthefollowingpartofthestory?Paragraphtwenty-sevenAfterhe40Paragraphtwenty-sevenTearfullyandmadenoattempttodryhertears,thestrangewomanwentonherstorythathersonhadbeenturnedintotaotsi,andalreadywentbeyondhelpevenifthemotherwantedtobecausethehehaddied.Paragraphtwenty-sevenTearfull41Paragraphtwenty-eightInasympatheticway,whatelsedidtheboy’smotheraskinparagraph28?Paragraphtwenty-eightInasym42Paragraphtwenty-eightInhersympatheticvoicetheboy’smotheraskedthereasonwhythechubbyblackwoman’ssondied.Paragraphtwenty-eightInhers43Paragraphtwenty-nineWhatisthemainideathatisexpressedinparagraph29?Whatistherealreasonthatcausedthedeathofthechubbyblackwoman’sson?Paragraphtwenty-nineWhatist44Paragraphtwenty-nineThechubbyblackwomanexpressedthereasonofthedeathofhersonandalsoexpressedthereasonwhyshewouldliketogivetheunsolicitedadvice.Thereasonthatthechubbyblackwoman’ssondiedisthatheshunnedschool,andgrewuptolivebytheknife.Theknifewashismeanstohislifeandalsowasthecausetohisdeath.Shewouldliketoapplythestoryofhersonasanexampletoeducateboysofsimilaragestorecognizethevalueofeducationandillfortuneofthosewhorefusedtogotoschool.Paragraphtwenty-nineThechubb45ParagraphthirtyWhatisthemainideathatisexpressedinparagraph30?ParagraphthirtyWhatisthema46ParagraphthirtyTheresponsethattheboy’smotherhadaftershewastoldthestory.Whatisexactlytheresponse?ParagraphthirtyTheresponset47Paragraphtwenty-eightTheresponseofherswasthatshegotstirredorexcitedandshoutedsomethingintotheboy’sear.Shewantedtheboytogettheimplicationthatifhedidnotgotoschoolthesamethingwouldhappenedtohim?Paragraphtwenty-eightTheresp48Paragraphthirty-oneWhatisthemainideathatisexpressedinparagraph31?Paragraphthirty-oneWhatisth49Paragraphthirty-oneTheboygotconfusedandcouldnotfindanyconnectionbetweengoingtoschoolandthedeathofthesonofthechubbyblackwoman.Whatmaybethereasonthatmadehimnottobelievetheconnection.Paragraphthirty-oneTheboygo50Paragraphthirty-oneAccordingtohisownexperience,noneofhiscompanionsdiedinthesameway,sohismothermightexaggerateincident.Paragraphthirty-oneAccording51Paragraphthirty-twoThegrannyalsoexpressedhersympathytothechubbyblackwoman.Paragraphthirty-twoThegranny52Paragraphthirty-threeWhatisthemainideathatisexpressedinparagraph33?Paragraphthirty-threeWhatis53Paragraphthirty-threeThefamilyreachedtheschoolandwasledtotheprincipal’soffice.Theofficeisatinycubiclefacingarowofpriviesandapatchofyellowedgrass.Paragraphthirty-threeThefami54Paragraphthirty-fourWhatisthemainideathatisexpressedinparagraph34?Paragraphthirty-fourWhatist55Paragraphthirty-fourTheprincipalmetthefamilyandinafriendlywayhecalledhimasarascal.Theparagraphalsogivesadescriptionoftheprincipalandhisappearance.Paragraphthirty-fourTheprinc56Paragraphthirty-four1.Theprinciplehimselfsittingbehindabrowntableonwhichapileofdustandcobweb-coveredbookswerethere.2.AppearanceoftheprincipleClothes(foppishlydressedinapin-stripedsuit)Face(austere,shiny,inscrutable)Size(imposing)-----Theabovethreefactsremindedtheboyofhisfatherinoneofhisupperpocketstherewasarrayedavarietyofpensandpencils,intheotherwasnestledalily-whitehandkerchiefwhichisfordecoration,notforutilitarianpurpose.Paragraphthirty-four1.Thepr57Paragraphthirty-fiveandthirty-sixWhatisthemainideathatisexpressedinparagraph35-36?Paragraphthirty-fiveandthir58Paragraphthirty-fiveandthirty-sixWhenthemotherwasbeingaskediftheboytheprinciplewaslookingatwastheonethattheyoncetalkedabout,themothergaveanaffirmativeanswer.Andtheprincipalgavehisremarkthattheboyislivinguptohisnotorietyandseeingtheboybeingtired,heaskedmothertountiedhim.Paragraphthirty-fiveandthir59Paragraphthirty-sevenWhatdidtheprincipledoandwhydidhepurposelydidso?Paragraphthirty-sevenWhatdid60Paragraphthirty-sevenTheprincipalstoodandsteptothedoortoclosedoorinordertolettheboyseearowtocanesofdifferentlengthandthicknesshangingbehinddoor.Andsaidthatiftheboybehavedhimselfhewouldnotusethemonhim.Paragraphthirty-sevenTheprin61Paragraphthirty-eightWhatwastheresponseoftheboyafterhetalkedwithprincipal?Paragraphthirty-eightWhatwas62Paragraphthirty-eightTheresponseoftheboywashegaspedtoexpresshissurprise,andatthesametimeheabandonedanyideaofquittingschool.Paragraphthirty-eightTheresp63Paragraphthirty-nineWhatisthemainideathatisexpressedinparagraph39?Whatwasthemother’sresponseaftertheboybeingregistered?Paragraphthirty-nineWhatist64Paragraphthirty-nineThemother’sresponseaftertheboybeingregistered.Abroadsmileacrossherfaceenormousburdenbeingliftedfromhershouldandconscience.Inwhatsensecanweunderstandtheburdenliftedfromherconscience?Paragraphthirty-nineThemothe65Paragraphthirty-nineIfamotherwhofailedtosendherchildrentoschool,shefeltgreatlyregretted,andwouldfeltherconsciencestrickenorsmitten.Paragraphthirty-nineIfamoth66ParagraphfortyWhatisthemainideathatisexpressedinparagraph40?Whatwasinthemindoftheboywhenhewasonhiswayhome?ParagraphfortyWhatisthema67ParagraphfortyThefamilylefttheprincipal’sofficeandwentinthedirectiontohome.Onthewayboystillthoughtaboutrefusinggoingtoschoolandtojoinhisfriendsinthejunkyard.ParagraphfortyThefamilyleft68Paragraphforty-oneWhatisthemainideathatisexpressedinparagraph41?Paragraphforty-oneWhatisthe69Paragraphforty-oneThereasonsthatsupporthimnotgoingtoschool?Paragraphforty-oneThereasons70Paragraphforty-oneReluctancetosurrenderhisfreedomandindependencetotyrannousdiscipline.Heardaboutbadthingsaboutlifeintribalschool,schoolisnothingbutatorturechamber(dailybeatingandworkedstudentslikemuletolongschoolhours,andseeingthosecaneswastheevidencetotherumorshehadheardabout)Hisloyaltyandallegiancetothegang.Paragraphforty-oneReluctance71Paragraphforty-twoWhatisthemainideathatisexpressedinparagraph42?Paragraphforty-twoWhatisthe72Paragraphforty-twoReasonssupportgoingtoschool.Whatarethosereasons?Paragraphforty-twoReasonssup73Paragraphforty-twoChubbyblackwoman’slamentationoverhersongaveaforcefulexampleforgoingtoschool.Andtheboydidnotwantedtoendupdeadinthestreets.ThehumiliationandpainthathismotherhadgonethoughtogethimenrolledinschoolParagraphforty-twoChubbyblac74Paragraphforty-threetoforty-fiveWhatisthemainideathatisexpressedinparagraph43-45?Paragraphforty-threetoforty75Paragraphforty-threetoforty-sevenonhiswayhome.Whathappenedonhiswayhome?Paragraphforty-threetoforty76Paragraphforty-threetoforty-seven1Laterthateveninghewasreturninghomefromplayingsoccerandwasaccostedbyaneighborandinformedhimthattherewasbloodyfightathishomebetweenhisfatherandhismother.Andhismotherleft.2theboywasstunned,controlledhisrageandaskediftherewasanyoneinthehouse.3Thenhewasinformedthatheshouldnotgonearthehouse.Becausehisfatherwasinthehouseandwasmad.Whycouldwesaythattheboy’sfatherwasmad?Paragraphforty-threetoforty77Paragraphforty-threetoforty-sevenHefatherwasmadbecauseheArmedwithacleaverhechasedhisbothersandsistersawayWhenneighborstriedtointervenehethreatenedtocarvethemintopieceHeneverbehavedlikethatmadbeforeParagraphforty-threetoforty78Paragraphforty-eightDidtheboylistentotheneighborandnottogonearthehouse?Whatdidtheboyseeinfrontofhimwhenhegothome?Paragraphforty-eightDidtheb79Paragraphforty-eightHebrushedasidetheneighbor’sadvice.HesawscatteredwindowswhichconvincehimthattherewasaskirmishSeveralbrokenbricks,brokenafterbeingthrowntothedoor,lyingabout.Thedoorwaslockedfromtheinsidebecausetheboytriedtoopenitoutside.Paragraphforty-eightHebrushe80Paragraphforty-ninetofifty-fiveWhatisthemainideathatisexpressedinparagraph49-55?Paragraphforty-ninetofifty-81Paragraphforty-ninetofifty-fiveTheconflictbetweentheboyandthefather.Pleasedescribethesequenceoftheactions!Paragraphforty-ninetofifty-82Paragraphforty-ninetofifty-five1Whentheboytriedtoopeneddoor,agrowlingvoiceshoutedoutaskingwhomitwas.2TheboynamedJohannesansweredbravelythatitwashim.3Thenthefatherbellowedtolethimgoaway.Andshoutedouthisunwillingnesstoseehimandhismother,calledhimbastardandhismotherwhore.Andalsoclaimedhewouldkillboyifhedidnotgoaway.4Thentheboytriedtofindhisexcusetogointothehousetogethisthingbutwasrefused.Paragraphforty-ninetofifty-83Paragraphforty-ninetofifty-five5theboywentclosetobrokenwindowtoscreamobscenities(insultingwordsandverbalabuse)tochallengehisfathertostickouthishead,thenhewouldpeltedhisheadwithhalfloafofabrick.6Hisfatherdidnotstickouthisheadthroughthebrokenwindow,butstillshoutedoutinsultingwordsandverbalabuseatboy’smotherandGranny.Calledthemwhoresandbitches.TobecontinuedParagraphforty-ninetofifty-84Paragraphforty-ninetofifty-five7Overwhelmedwithrage(gotveryangry),theboythreatenedhimthathewouldkillhimsomeday.8neighborsbegantocongregatebytheopenwindowsanddoors,wantingtowatchakindofpublicdisplayhisfamily’sconflict.9Notwantingtomakeaspectacleofhimselfhewentawayandvanishedintodarkstreetandwenttohisgranny’shome.Inthegranny’shomehefoundthathismother,faceswollenandbruised,eyespuffedtoanpointwhereshecouldhardlysee.Paragraphforty-ninetofifty-85Paragraphfifty-sixtosixty-nineWhathappenedandwasdescribedinthenextfewparagraphs(56-69)Paragraphfifty-sixtosixty-n86Paragraphfifty-sixtosixty-nineConflictbetweenfatherandmotherPleasedescribetheboy,themotherrespectively.Paragraphfifty-sixtosixty-n87Paragraphfifty-sixtosixty-nineBoyholdingbackthetearsatthesightofhismother’sdisfiguredface,askedthereasonshegotbeatenuplikethat?Motherlipsswollen,mumbledapologetically,reluctanttoexpressthereason.Urgedbygrandmother,shetoldtheboythatitishethatcausestheincidentoffighting.(Next)Whatisthedetailedreasons?Paragraphfifty-sixtosixty-n88Paragraphfifty-sixtosixty-ninereason:(detailedreasons)Themothertooktheboytoschool,athearingthis,hisfather,drunk,getupset.Argumentstarted.Hisfathertookthefactassomethingthatdisobeyedhim(beginningoftheincident)(Next)Whatistheboy’sattitudetogoingtoschool?WhatistheMother’sandfather’sattitudetogoingtoschool?Paragraphfifty-sixtosixty-n89Paragraphfifty-sixtosixty-nineBoy’sattitudetogoingtoschool(hisdislikegoingtoschool)reasonnoknowingwhatactuallywentonattheschool.ItistheignorancethathadpaintedadreadfulpictureMother’sattitudetogoingtoschool(favorgoingtoschool)reasona.tolettheboyhaveabrightfuturewhichcanonlybeobtainedbyeducationb.notbehavingthesamewaythathisfatherbehaves.Paragraphfifty-sixtosixty-n90Paragraphfifty-sixtosixty-nineHisfather’sattitudetogoingtoschool(beingdisgustedatgoingtoschool)thinkingintheoldtribalway.The

resultis:Notreceivinganyeducationhimself,doingbadthingslikedrinking,gambling,neglectinghisfamily,notknowinghowtoreadandwrite,nodecentjob,havingonlynarrowlyfocusedlife.reason:grandfatherlethimthinkthateducationwasatoolthroughwhichwhitepeoplewouldtakethingsawayfromhim.Educationisworthlessinsofaras(asfaras)blackpeoplewereconcerned,itpreparedthemforthejobthattheycan’thave.

Paragraphfifty-sixtosixty-n91Paragraphfifty-sixtosixty-nineThetransformingstageofboy’sattitudetogoingtoschool(66)Howdidtheboygothroughthetransformingstage?1.Thestatementofhismotherabouthisfather’sbehavior

Thestatementofhismotherabouthisfather’sbehaviorhithimlikeaboltoflighteningshatteredeverydefensemechanismandpretextofhisagainstgoingtoschool.Paragraphfifty-sixtosixty-n92Paragraphfifty-sixtosixty-nine2.HisMothertalkabouttheimportanceofeduc