My feeling after reading The Last Leaf

Abstract:When a poor paintress Johnsy fell seriously ill,she seemed to lose the will to hang on to life with the thought “When the last leaf on the ivy vine falls I must go,too.”On the chilly stormy night that the last leaf fell,the old painter Behrman sacrificed his life to paint a green ivy leaf onto the brick wall.I have been deeply affected by the greatness and fraternity of Behrman since I read the Chinese version of The Last Leaf and I also appreciate the profound friendship between the two young paintress Sue and Johnsy.

Old Behrman was looked down upon as a failure in art.For forty years he had been always about to paint a masterpiece,but had never yet begun it.He was past sixty,earned a little by serving as a model,drank gin to excess,and still talked of his coming masterpiece.Nevertheless,it was such a pitiful creature who saved Johnsy’s life with his masterpiece which did not appear until the death approached.

In my point of view,he was a success in morality for his fraternity.Much to my sorrow,he died of pneumonia while Johnsy was recovering.I just can’t imagine how he held on to the last stroke of the painting suffering the great pain on such a terrible night.

The last leaf painted by Behrman not only told us to help and love others,but also to be hopeful about life when misfortune comes.And I also learned from it that“A friend in need is a friend indeed.”We should cherish this kind of sincere friendship and friends around us like Sue and Behrman.

 

第二篇：《最后一片叶子》说课稿

说课吧

《最后一片叶子》说课稿

一、教材分析：

欧·亨利的作品小说被称为“美国社会的幽默百科全书”，作品中以写人性美的作品最为突出，尤其感人至深的是落魄的小人物在艰苦的求生环境中，仍能对他人表现出真诚的爱与关怀，作出难能可贵的牺牲。正在这些小事上，他们达到了善，达到了自己精神境界的至高点。《最后一片叶子》就是这样的作品之一。

二、学生情况：

作为一年级的学生，完全能够读懂小说内容，了解故事情节；教师的任务就是引导学生与文本进行深入对话，挖掘更深层的东西，在此过程中塑造人格。

三 教学目标：

1、 通过勾划时间词语，理清全文情节发展。

2、 通过勾划圈点法，与课文深入对话，感受人与人之间相濡以沫的真情，明白“德乃做人之本”。

3、 通过学习本文，发现我们身边的“苏珊”和“贝尔门”，培养自己的品质，尽力帮助他人。

教学重点：与文本深入对话，感受“人世情怀”。

教学难点：对“贝尔门是一个失败的画家”提出自己的看法。借难点的突破，让学生理解人的价值最应该体现在品德方面。

五、教学设计：

本课以学生的自读、讨论为主，教师进行指导、归纳。

说课吧

六、教学过程：

(一) 情节把握：让学生通过时间词语的勾划，很清晰地理清情节，为下一步讨论人物形象做好准备铺垫工作。

(二) 人物形象讨论：

学生自读，谈谈自己对课文的理解或感悟。这一版块是开放式的提问，学生可以各抒己见，任选一个人物进行分析。学生很在乎自己的意见被老师重视，所以教师要认真倾听，归纳后一定要板书记录。

（三）难点突破：通过对难点的讨论乃至争论，让学生理解“德乃做人之本”。所以选择这句话：“贝尔门是一个失败的画家，四十还远没有摸到艺术女神的衣裙”进行集中讨论。估计学生出现两种观点：①叶子以假乱真，是一幅杰作；②从艺术角度来说，无论怎么逼真也算不上是伟大的艺术品。

（四）课外作业设想及设计：

巩固课堂成果，课文与现实生活相结合，所以第一题是周记参考题，从多个角度来写自己的生活。周记内容参考：①如何评价周围的某一个人（外表与内心、德与才）？②一件亲历的帮助别人走出困境的事；③自己如何走出困境？④其他思考角度的读后感。

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