Cowboy oxfords

江蘇徐州七中 彭向梅

悅讀貼士

本刊所有文章中注釋的詞匯均為非課標詞匯，無須記憶與理解;在文后注釋的詞匯為課標詞匯，建議同學們將后者整理為詞匯掌中寶，以便隨帶隨記。

Step 1感知·閱讀導航

話題導入

20世紀30年代，一個大家庭里的小男孩，他的衣物都是舊的或被修補了的。他最后穿著姐姐送的舊鞋子去學校，卻遭到了同學們的笑話和欺負。在校長講了一個故事后，他和他的鞋子被全班同學羨慕。那么，這是一雙怎樣的鞋子和一個怎樣的故事呢？你怎樣看待這個男孩和校長呢？

全文686詞，難度中等，建議用時為12分鐘。

閱讀立意

閱讀時應達到以下三個基本目標：

1.通過快速閱讀抓住記敘文六要素以及通過語句排序掌握事件描述的邏輯性；

2.通過精讀，理清并感悟主人公感情變化；

3.讀后思考，培養學生批判性思維的能力，在領悟標題和分析校長人物形象中完成閱讀素養的提升。

During the 1930s，things were reallyrough in all the mining placeseverywhere.My older brothers were among these.

Since I was one of the younger boys in a large family，all my clothes were hand-me-downs.Longpantswould be cut short knee length，and thecutofflegs would be used topatchthe cut-down trousers.Shirts would bemade over.But shoes were a different story.They would be worn right down to the ground.They would be entirelyworn out，beingthrown awayonly when the bare feet came through theleather.

I had a sister then.She and her husband had moved west andsettled downin Colorado.When she could，shehelped outby sending us their old clothes.

One day before Thanksgiving we received a box of such things from her.All of us gathered round it.Nestled（舒適地居住）in the corner were the shoes.They all thought like I did，that those shoes were some my sisterhad grown tired of.

My mother took me aside and told me she was sorry，but there were no other shoes for me to wear.My dadpattedme but didn't say anything.My favorite brother， Mike，roughed upmy hair and told me everything would be all right.

Finally， when I was all alone， I put on my sister's shoes.They were tan（黃褐色）colored and had pointy（尖尖的）toes and kind of highheelsbut they felt pretty good.I sat there staring through my tears at them，sobbing softly to myself.

Next day I got up and dressed for school.I felt my eyes werefilled upagain butfought the tears back.I finally had to get to school.There stood Timmy O'Toole，my only enemy，older and taller than me，and，like me，in Miss Miller's class.

He took one look at my sister's shoes，grabbedmy arm， and began to yell， “Evan's wearing girls'shoes!Evan's wearing girls'shoes!”He wouldn't let me go at first.He kept it up till he had a bigringof kids around us.I didn't know what to do，but suddenly there was OL'Man Weber，the headmaster.

“Comein，”hesaid， “it's time for the tardy （遲到的）bell.”Imade a dashfor the door and got into our room before Timmy could torment（折磨）me anymore.

By midmorning we were talking about the winning of the West.About this time OL'Man Weber came into our room and stood just inside the door，listening quietly.

Miss Miller turned to him and asked if he would care to join the discussion，and much to our surprise，he did.Only instead of telling the usual kind of thing，OL'Man Weber began talking about a cowboy's life.

Suddenly he paused near my desk and went silent.I looked up into his face and realized that he was staring down under my desk，gazing at my sister's shoes.I could feel my face getting red as I began to move my feet up under me.But before I could calm down he whispered， “Cowboy oxfords! ”

I said， “Sir?”

And again，he said， “Cowboy oxfords! ”And then in a pleased voice， he exclaimed（呼喊）， “Why，Evan，where on earth did you get those cowboy oxfords?”

Well，soon everybody in the room was gathered as near to him and me as they could get，even Miss Miller.And everybody was saying， “Evan's got a genuine（真正的）pair of cowboy oxfords!”It was easily the happiest day of my life.

That afternoon I asked Mr Weber what he thought about letting everybody try on my cowboy oxfords，and he thought and thought about it.Finally，he said it would be all right to let the boys try them on but certainly not the girls.After all，girls weren't ever to wear cowboy oxfords.It was funny that Mr Weber thought about it the same way I did.

I had the only pair of cowboy oxfords in town，and I really liked it that way.

Step 2 實踐·文本解讀

閱讀掃障

Ⅰ.熟詞生義

?

Ⅱ.熱詞積累

Vocabulary

1.pants n.trousers褲子

2.leather n.material made by removing the hair or fur from animals'skins and preserving the skins using special processes皮革

3.pat v.to touch sb/sth gently several times with the hand flat，especially as a sign of affection （喜愛地）輕拍

4.heel n.the back part of the foot below the ankle足跟；腳后跟

5.grab v.to take or hold sb/sth with the hand suddenly，firmly or roughly抓住

6.pause v.to stop talking or doing sth for a short time before continuing暫停；停頓

Phrases

1.in all the mining places在所有的采礦場所

2.make over翻新

3.wear out損壞；穿壞

4.throw away拋棄；丟棄

5.settle down定居

6.help out幫助；幫助……出來

7.grow tired of厭倦

8.rough up弄亂

9.fill up充滿

10.fight the tears back忍住眼淚

11.make a dash猛沖

12.on earth究竟

13.try on試穿

Ⅲ.難句分析

倒裝句

1.Nestled in the corner were the shoes.鞋子舒適而溫暖地存放在角落里。

2.There stood Timmy O'Toole， my only enemy，older and taller than me， and， like me， in Miss Miller's class.我唯一的敵人蒂米·奧圖爾站在那里，比我年長，比我高，而且和我一樣，也在米勒小姐的班上。

英語句子的倒裝：一是由于語法結構的需要而進行的倒裝，二是由于修辭的需要而進行的倒裝。這兩個句子都是完全倒裝。第一個句子中，“Nestled in the corner”，是過去分詞充當表語的前置倒裝，突出主語鞋子。nestle表示狀態，用詞精妙形象，體現雪中送炭的溫暖感；第二個句子中，there放在句首時，要用倒裝句式。在“there+be”結構中的謂語動詞有時不用be，而用表示類似 “存在”觀念的動詞。如live，stand，come，lie，flow，enter，rise和appear等。 第二個句子中，主語過長，倒裝可以避免頭重腳輕的現象，同時修辭上突出我唯一的敵人，并進行了具體描述。

句式仿寫

許多年前，木屋里住著一位老人。

立意呈現

Ⅰ.Fast reading to get the general idea

Complete the form after reading the passage quickly.One word for one blank.

Ⅱ.Rearrange the sentences below in time order based on the understanding of the passage.

A.I had the only pair of cowboy oxfords in town，and I really liked it that way.

B.One day before Thanksgiving we received a box of such things from her.

C.And then in a pleased voice， he exclaimed，“Why， Evan， where on earth did you get those cowboy oxfords?”

D.He tookone lookatmysister'sshoes，grabbed my arm， and began to yell， “Evan's wearing girls'shoes!Evan's wearing girls'shoes!”

E.Finally， when I was all alone， I put on my sister's shoes.

Ⅲ.What is the function of the title？

點石成金:

記敘文閱讀策略和解題方法的培養是滲透在閱讀過程中的。

一、快讀找出記敘文六要素，是快速抓住故事概要的方法；

二、通過給關于情節的句子排序，能幫助學生理清故事的脈絡和發展邏輯；

三、最后通過亂句排序，引導學生領悟標題的作用。文本解讀的初衷，就是從標題、文本特征開始，為后續寫打下閱讀思維的基礎。

Step 3 運用·讀寫整合

1.凸顯文本特點

通過閱讀判斷，本文篇章類型為記敘文。記敘文的六要素能夠幫助讀者快速抓住故事的基本信息，在此基礎上可以進行語篇概寫縮寫。但是讀寫整合，可以多元深度處理，比如可以從主人公情感變化入手開展創寫。

2.讀寫任務

（1）語篇縮寫（見立意呈現表格）

提示：必要時可以增加一些過渡詞，以使行文連貫。

【規范寫作】

（2）讀后創寫

英語課前故事會上，李華想分享上文這個故事。而且他想盡可能生動地講述，則需要優化語篇縮寫。另外，老師希望同學們在分享時能抓人物心理變化，使表達生動起來。請注意句子之間的銜接，使故事表達更連貫。接下來，請根據提供的表格和表格后的選項，一起幫助李華寫出故事分享稿吧。

?

A.I felt my eyes filling up again but fought the tears back.

B.Feel it difficult to react to the tricks

C.The principal paused near my desk and pointed out that's a pair of cowboy oxfords after sharing the story of a cowboy's life.

D.I sat there staring through my tears at them，sobbing softly to myself.

（3）寫作訓練 （故事分享稿）

Today I want to share a moving story with you.The title is ________________ .At first，what makes the boy sad is that______________ .Then，he tried to be strong on the way to school even ___________.

It's terrible that ________________.The warm ending is that____________________________

（4）讀寫歸納

記敘文的話題背景詞匯和情感動作描寫有可能會給讀者造成閱讀障礙。同學們通過詞塊學習，積累寫作思維必備詞匯；通過六要素的快速閱讀信息提取，同學們可以相對容易地寫出故事縮寫。情感線的感悟，有助于幫助我們體會主人公的情感變化，對于完形填空技能的提高也有很大幫助。

Step 4 提升·素養建構

【分析人物性格 品味言外之意】

1.How do you understand the bold words in this sentence“That afternoon I asked Mr Weber what he thought about letting everybody try on my cowboy oxfords， and he thought and thought about it.”

2.Which word can best describe the headmaster，in your opinion?Can you share your reason for your inference（推理）?

3.Can you pick out other sentences from the passage to support your opinion?

點石成金:文學作品的閱讀，除了抓住事件故事線、人物情感變化線以外，還應該更多的思考，文本言外之意以及嘗試與文章對話，與自己對話。對文章的解讀在一定程度上可以是個性化的，只要答案言之有物、邏輯正確即可。