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沒有幻燈片標題26、機遇對于有準備的頭腦有特別的親和力。27、自信是人格的核心。28、目標的堅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。沒有幻燈片標題沒有幻燈片標題26、機遇對于有準備的頭腦有特別的親和力。27、自信是人格的核心。28、目標的堅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在筆者多年的教學中，發(fā)現(xiàn)薄弱學校的學生，特別是中后層次班級的學生，學習陋習長期積累，學習熱情不高，知識掌握能力薄弱，更有甚者已經(jīng)對學習完全放棄，加上部分學校資金短缺，導致化學設(shè)施簡陋、環(huán)境差，教學設(shè)施如化學教學器材、化學實驗器材等配備不全，使得很多實驗室不達標，教師不能正常的根據(jù)課程標準的要求進行課堂演示實驗或?qū)W生活動，進一步造成了學生對化學學習的厭惡和忽視。現(xiàn)對不同層次學生的學習現(xiàn)狀進行分析，大致可以分為以下三類：1.“我要學”型學生。這類學生關(guān)鍵在于“要學”，他們的學習是帶有主動性和興趣濃厚的，他們善于學習，不僅要以考試成績的優(yōu)異來衡量，而且是具有良好的學習品質(zhì)的，有自己對學習獨到的見解的。2.“我能學”型學生。這類學生學習認真，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習任務(wù)。3.“我想?W”型學生。這類學生常常表現(xiàn)為學生成績不夠理想，原因有很多，或是基礎(chǔ)不夠扎實，或是學習習慣及態(tài)度不夠好，或是不良行為傾向?qū)W習造成的影響所致。他們從主觀意識上知道自己要學習基本的技能，但由于基礎(chǔ)的原因或本身毅力不足而導致放棄學習。由于不同層次的學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生放在同一類型層次，設(shè)置同一學習目標，那么就會造成學習目標在真實的課堂實踐中實現(xiàn)不了或?qū)蛐圆粡姡瑢W生學習目標不明確。結(jié)合分層學習目標在初中化學教學中的具體融入，筆者在多年的教育教學實踐中，通過構(gòu)建分層學習目標，讓不同層次的學生都能從中得到發(fā)展，讓學生在分層學習目標之下激發(fā)自身的主觀能動性。一、咬定青山不放松，于實際課堂中實施分層教學目標結(jié)合薄弱學校的具體現(xiàn)狀，筆者在教學中對于課堂導入階段，對于課堂教學目標的設(shè)定，結(jié)合學生在學校學習中的主要變量，如下表：由上圖可知，分層學習目標的設(shè)定可以結(jié)合學生的認知規(guī)律，針對薄弱學校的學生來說，多個方面的要素都會對學生學習效果產(chǎn)生影響，教師在課堂導入的時候，就可以結(jié)合不同層次的學生實施教學。1.“我要學”層次的學生。針對這個層次的學生來說，可以通過增加一些學生發(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”這個實驗，可以通過引導“我要學”層次的學生具體參與操作，激發(fā)他們的創(chuàng)新意識。2.“我能學”層次的學生。針對這個層次的學生來說，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”這個實驗，可以通過引導“我能學”層次的學生掌握具體操作方法，對于教材的知識點有全面了解。3.“我想學”層次的學生。針對這個層次的學生，教師首先要激發(fā)他們的學習興趣。比如在做“鐵絲在氧氣中的燃燒”這個實驗時，可以進行生活案例的導入：“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？”學生們的積極性很快被調(diào)動起來，隨后我跟學生提到我們做了今天的實驗，也許會尋找到答案。教師的在教學引導的過程中，要善于掌握學生的認知規(guī)律，按規(guī)律教學。在施教階段，可以根據(jù)不同層次的學生，結(jié)合具體學情出發(fā)。二、濃妝艷抹總相宜，于實際課堂中調(diào)整分層教學目標分層教學目標的設(shè)定是為了保證課堂的有效開展，特別是在課堂實施過程中，我認為可以通過合作學習的方式，在具體的合作過程中融入分層教學目標，即每一個小組由不同層次的學生構(gòu)成，通過合作，讓不同層次的學生之間博采眾長。比如在實驗“白磷在氧氣中的燃燒”，我就融入小組合作學習完成實驗的方式進行，每一個小組都是由不同層次的學生構(gòu)成，給予不同層次的學生具體的分工，如下圖：在實驗中，我引導小組中的學生進行分工和合作，對于合作小組，筆者將各個層次的學生放進一個小組中，也就是說一個小組是由不同層次的多名學生構(gòu)成，學生在合作中進行分工，處于A層次的學生作為小組的組長，主持小組學習的具體分工，處于B層次的學生可以進行主要的實驗操作，處于C層次的學生主要是記錄輔助工作，在實驗結(jié)束后，進行二次實驗鞏固知識點的時候，可以由C層次的學生進行操作，A、B層次的學生進行指導。結(jié)合上述實驗，我給出下列實驗題目：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，當溫度達到40℃時白磷發(fā)生自燃，如果用白磷來進行如圖所示的三個實驗時，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。三個層次的學生在具體操作的時候，可以通過這樣的合作來完成上述題目，學生之間的學習自主性進一步強化，學生與學生的之間的交流、合作也更多。三、萬紫千紅總是春，于實際課堂中實施分層教學評價隨著新課程改革的不斷深入，我國課堂教學發(fā)生著日新月異的變化，教學方法與手段的不斷創(chuàng)新，教學媒體的持續(xù)開發(fā)和研制，都為課堂教學的變革提供了堅實的軟、硬件保障。本研究采用了過程維度的視角，按照教學目標實踐的邏輯順序，通過目標設(shè)計、目標實施、目標評價、目標完善四個維度，對教師在實施教學中落實教學目標的整個行為過程進行課堂觀察和課后訪談研究。試圖通過這些研究，發(fā)現(xiàn)教學目標實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教學目標的實踐能力提出相應(yīng)的建議。在具體的評價過程中，筆者通過合理的評價方法，激發(fā)不同層次學生的主觀能動性，為此，筆者也制定和整理了評價表格，如下：結(jié)合這份表格，筆者在教學的過程中將這個表格的內(nèi)容作為參考，在具體評定的時候，我將“態(tài)度情感”標為30分，每一個小點各自占10分，將“過程方法”標為40分，每個小點10分，“知識能力”也為30分，每個小點15分，一般來說，A類學生達到總分80分以上才算過關(guān)，B類學生達到60分以上才算過關(guān)，C類學生達到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生打分，通過打分了解學生的學習情況，也便于全面督促學生的自主學習?？傊踔谢瘜W教學分層目標的設(shè)定，能夠切實為每一個層次的學生設(shè)定具體的學習目標，能夠有效促進學生在化學課程學習中結(jié)合自身的情況找到適合的學習方法，在化學教學中，通過分層目標的設(shè)定，讓化學課堂更具有針對性、提升課堂的有效性。體育課是學生學習體育知識、掌握體育技能的主陣地。然而，現(xiàn)實的體育課堂現(xiàn)象是：“多數(shù)學生喜歡體育，但不喜歡體育課”。因此，優(yōu)化體育課堂因素，培養(yǎng)學生的創(chuàng)新精神和實踐能力，不斷提高學生的體育興趣，是體育有效教學的重要任務(wù)之一。為此，我根據(jù)多年的教學實踐談?wù)勅绾尾捎每茖W的訓練方式高效地培養(yǎng)學生的體育技能，提高學生的體育興趣。一、注意擇優(yōu)教材，使學生身心愉悅合理安排教材內(nèi)容的深度與廣度，是增強學生身心效果的一個重要因素。研究表明，體育教學內(nèi)容如果是學生感興趣的，則會推動學生積極主動地去嘗試、體驗和鉆研。有時教師只在某一方面深入，學生就會逐漸產(chǎn)生出單調(diào)無味的感覺，有時學習內(nèi)容又過于多樣化，使學生有如“蜻蜓點水”般不能真正掌握知識的奧妙。所以，教學要根據(jù)學校場地、器材及季節(jié)特點等具體情況，靈活選取一些富有趣味性，適合學生身心健康發(fā)展的教材。體育教學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，以情境教學來激發(fā)學生的求知欲望。如與青蛙跳遠、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，讓學生在邊學邊玩中完成動作；也可通過模擬閱兵的方法來訓練學生的隊列、隊形等。另外，將音樂、舞蹈引入體育課堂，調(diào)動學生的學習積極性，讓學生在愉悅身心中增強體質(zhì)，使體育教學獲得事半功倍之效果。二、善于發(fā)展學生的觀察力，強化學生的好奇心觀察是人全面、深入、正確認識事物的過程，是學生認識世界、增長知識的重要途徑。如“快速跑”教學中，老師將腿部力量差不多的幾個學生分成強、中、弱三組，讓他們做起跑示范，其他同學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、啟發(fā)學生，讓他們從熟視無睹、習以為常的現(xiàn)象中發(fā)現(xiàn)新問題。如，跑得快的因素有哪些?肌肉結(jié)實的做法是什么?在教學中鼓勵和發(fā)展學生的好奇性，通過課外作業(yè)的形式，教給學生如何觀察和做觀察記錄、分析整理觀察材料的方法。三、勤于鼓勵學生，使學生勇于質(zhì)疑質(zhì)疑是學習的起源和動力，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“生命在于運動”時，學生提出“體育鍛煉損害身體”的相反意見或其他疑問等等。面對學生的相反意見與疑問，教師首先要肯定學生的思考，其次要認真聽取學生質(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、鼓勵學生進行創(chuàng)造性的娛樂創(chuàng)造性的娛樂，就是在體育教學中根據(jù)教學內(nèi)容和已有的運動技術(shù)經(jīng)驗，創(chuàng)造新穎別致的體育娛樂活動，并全身心地投入其中。如學生創(chuàng)造的打沙袋――跑圈、擊中目標；繞“桿”跑、突破重圍體育練習，不但增強了趣味性和娛樂性，也增加了健身效果。在教學過程中，教師及時將學生的創(chuàng)造成果引入課堂，并對學生的創(chuàng)造發(fā)明給予表揚、鼓勵，這就培養(yǎng)了學生的創(chuàng)造意識和學習的自信心。五、給予學生參與實踐的機會創(chuàng)造離不開實踐，實踐是創(chuàng)造的土壤。依據(jù)這一認識，我們在體育教學中針對基本部分的教學內(nèi)容，把準備部分抽出來交給學生，讓他們創(chuàng)編教學內(nèi)容、組織準備活動。同時要求內(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，并在教師指導下進行教學實踐。這一方法不但發(fā)揮了學生的聰明才智，活躍了課堂氣氛，還打破了教師局限下的陳舊訓練，突出了學生的主體地位。同時也為學生深刻理解教材，加工改造經(jīng)驗和記憶表象，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)學生學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)”。鼓勵學生展開想象的翅膀，多做一些探索性健身實踐。如在慢跑健身指導中運用假設(shè)――讓學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，同時每一次的落地腳都踩在松軟的沙灘上；又如長跑教學中讓學生背誦韻律性強、意境美妙的詩文，使學生的身心全部投入愉快的氛圍中。七、引導學生要善于協(xié)作，善于集智取長聯(lián)合國教科文組織的《教育――財富蘊藏其中》一文中指出：未來21世紀將是一個團結(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，是跨世紀人才所必備的基本素質(zhì)。我們在教學中，要充分利用體育的開放特點，從行為評價、信息交流、競爭協(xié)作、借鑒學習、辯論是非等諸方面進行教育與引導，既要為學生走向社會作有益的準備，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)沒有幻燈片標題26、機遇對于有準備的頭腦有特別的親和力。沒有1沒有標題課件2沒有標題課件3沒有標題課件4沒有標題課件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