牛仔鞋

[悦读][贴士]

本刊所有文章中注释的词汇均为非课标词汇，无须记忆与理解；在文后注释的词汇为课标词汇，建议同学们将后者整理为词汇掌中宝，以便随带随记。

Step 1 感知·阅读导航

[话题导入]

20世纪30年代，一个大家庭里的小男孩，他的衣物都是旧的或被修补了的。他最后穿着姐姐送的旧鞋子去学校，却遭到了同学们的笑话和欺负。在校长讲了一个故事后，他和他的鞋子被全班同学羡慕。那么，这是一双怎样的鞋子和一个怎样的故事呢？你怎样看待这个男孩和校长呢？

全文686词，难度中等，建议用时为12分钟。

[阅读立意]

阅读时应达到以下三个基本目标：

1.通过快速阅读抓住记叙文六要素以及通过语句排序掌握事件描述的逻辑性；

2.通过精读，理清并感悟主人公感情变化；

3.读后思考，培养学生批判性思维的能力，在领悟标题和分析校长人物形象中完成阅读素养的提升。

During the 1930s， things were really rough in all the mining places everywhere. 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. Long pants would be cut short knee length， and the cutoff legs would be used to patch the cut⁃down trousers. Shirts would be made over. But shoes were a different story. They would be worn right down to the ground. They would be entirely worn out， being thrown away only when the bare feet came through the leather.

I had a sister then. She and her husband had moved west and settled down in Colorado. When she could， she helped out by 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 （舒适地居住） in the corner were the shoes. They all thought like I did， that those shoes were some my sister had 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 dad patted me but didnt say anything. My favorite brother， Mike， roughed up my hair and told me everything would be all right.

Finally， when I was all alone， I put on my sisters shoes. They were tan（黄褐色） colored and had pointy（尖尖的） toes and kind of high heels but 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 were filled up again but fought the tears back. I finally had to get to school. There stood Timmy OToole， my only enemy， older and taller than me， and， like me， in Miss Millers class.

He took one look at my sisters shoes， grabbed my arm， and began to yell，“Evans wearing girls shoes！ Evans wearing girls shoes！” He wouldnt let me go at first. He kept it up till he had a big ring of kids around us. I didnt know what to do， but suddenly there was OL Man Weber， the headmaster.

“Come in，” he said， “its time for the tardy （迟到的） bell.” I made a dash for 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 cowboys 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 sisters 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， “Evans 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 werent 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 实践·文本解读

[阅读扫障]

Ⅰ.熟词生义

Ⅱ.热词积累

Vocabulary

1.pants n. trousers 裤子

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 （喜爱地）轻拍

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

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 暂停；停顿

Phrases

1.in all the mining places 在所有的采矿场所

2.make over 翻新

3.wear out 损坏；穿坏

4.throw away 抛弃；丢弃

5.settle down 定居

6.help out 帮助；帮助……出来

7.grow tired of 厌倦

8.rough up 弄乱

9.fill up 充满

10.fight the tears back 忍住眼泪

11.make a dash 猛冲

12.on earth 究竟

13.try on 试穿

Ⅲ.难句分析

倒装句

1.Nestled in the corner were the shoes. 鞋子舒适而温暖地存放在角落里。

2.There stood Timmy OToole， my only enemy， older and taller than me， and， like me， in Miss Millers class.我唯一的敌人蒂米·奥图尔站在那里，比我年长，比我高，而且和我一样，也在米勒小姐的班上。

英语句子的倒装：一是由于语法结构的需要而进行的倒装，二是由于修辞的需要而进行的倒装。这两个句子都是完全倒装。第一个句子中，“Nestled in the corner”， 是过去分词充当表语的前置倒装，突出主语鞋子。nestle表示状态，用词精妙形象，体现雪中送炭的温暖感；第二个句子中，there放在句首时，要用倒装句式。在“there + be” 结构中的谓语动词有时不用be，而用表示类似“存在”观念的动词。如live，stand，come，lie，flow，enter，rise和appear等。第二个句子中，主语过长，倒装可以避免头重脚轻的现象，同时修辞上突出我唯一的敌人，并进行了具体描述。

句式仿写

许多年前，木屋里住着一位老人。

[立意呈现]

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 took one look at my sisters shoes， grabbed my arm， and began to yell， “Evans wearing girls shoes！ Evans wearing girls shoes！”

E.Finally， when I was all alone， I put on my sisters shoes.

Ⅲ.What is the function of the title？

点石成金：

记叙文阅读策略和解题方法的培养是渗透在阅读过程中的。

一、快读找出记叙文六要素，是快速抓住故事概要的方法；

二、通过给关于情节的句子排序，能帮助学生理清故事的脉络和发展逻辑；

三、最后通过乱句排序，引导学生领悟标题的作用。文本解读的初衷，就是从标题、文本特征开始，为后续写打下阅读思维的基础。

Step 3 运用·读写整合

1.凸显文本特点

通过阅读判断，本文篇章类型为记叙文。记叙文的六要素能够帮助读者快速抓住故事的基本信息，在此基础上可以进行语篇概写缩写。但是读写整合，可以多元深度处理，比如可以从主人公情感变化入手开展创写。

2.读写任务

（1）语篇缩写（见立意呈现表格）

提示：必要时可以增加一些过渡词，以使行文连贯。

【规范写作】

（2）读后创写

英语课前故事会上，李华想分享上文这个故事。而且他想尽可能生动地讲述，则需要优化语篇缩写。另外，老师希望同学们在分享时能抓人物心理变化，使表达生动起来。请注意句子之间的衔接，使故事表达更连贯。接下来，请根据提供的表格和表格后的选项，一起帮助李华写出故事分享稿吧。

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 thats a pair of cowboy oxfords after sharing the story of a cowboys life.

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

（3）写作训练 （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 .

Its terrible that . The warm ending is that

（4）读写归纳

记叙文的话题背景词汇和情感动作描写有可能会给读者造成阅读障碍。同学们通过词块学习，积累写作思维必备词汇；通过六要素的快速阅读信息提取，同学们可以相对容易地写出故事缩写。情感线的感悟，有助于帮助我们体会主人公的情感变化，对于完形填空技能的提高也有很大帮助。

Step 4 提升·素养建构

【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？

点石成金：文学作品的阅读，除了抓住事件故事线、人物情感变化线以外，还应该更多的思考，文本言外之意以及尝试与文章对话，与自己对话。对文章的解读在一定程度上可以是个性化的，只要答案言之有物、逻辑正确即可。