Title: The Bluest Eye ----------Toni Morrison. Teaching Aims: The teaching of this lesson aims to enable students to master: 1 20 key words and about

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  • Title: The Bluest Eye

    ----------Toni Morrison

  • Teaching Aims: The teaching of this lesson aims to enable students to master:1 20 key words and about 100 other new words2 20 key phrases and their translations3 the way of analyzing the usage of metaphor in this lesson4 the way of dividing the lesson 5 the skills of translation in ten sentences6 the main idea stated by the authorThe teaching of this lesson is divided into five parts

  • Part One: Background Information(in one period)In this part, the teacher and the students are working together to offer as much information as possible in one period. Information comes in all directions. In this way , views of the students can be broadened and versions of the world can be easily seen. We follow two procedures:I: The teacher gives a brief introduction about the background information and guides the students to the text by asking some questions.Toni Morrison was born in Ohio in 1931. This text is taken from her first novel The Bluest Eye (1970).This novel is divided into four parts which were named after four seasons: autumn( she went into the society with a wish that she would have the bluest eyes some day; winter(she was suffering parents beating, classmates scorn and adults coldness and was raped by her father); spring(she was pregnant); summer( she gave birth to a baby who was dead when she was 13). In the end she went into insanity.Seasons----nature----law----inevitableDesire for the bluest eye: symbolize black peoples confusion and dislocation of values when their own culture are restrained and restricted.Centre on eye : symbolize how black people observe and perceive the white peoples worldHer longing for eye: symbolize that she wanted to accept white peoples culture and wanted to observe the world with their eyesHer theme: history, destiny and spirit, or mental worldThe people in todays lesson :Louis and his wife, Geraldine with a son named Junior, Pecola

  • II: Some students are asked to introduce some important notes because they have got some relevant information from the internet to help understand the lesson.1 About the author:Present the picture downloaded from the internet and try to make the author impressive in the students minds.2 brown girls3 Lifebuoy soap, Cashmere Bouquet talc, Jergens Lotion, Dixie Peach4 Washington Irving School

  • Part Two Detailed Study of the Text(in six periods)In this part, the teacher finishes the explanation of words, sentences, grammar in six periods.Approaches used in this part:1 Raising questions to make the students think differently;2 Explaining some points;3 Discussing some topics in pairs or with the teacher4 Communicating with the students by repeating some words, some sentences or some explanations.5 Asking volunteers to read each paragraph or asking them to read together.6 Asking them to summarize the main idea in each paragraph and in each section separately7 Asking them to seek some transitional paragraphs or sentences8 Asking them to analyze the rhetorical speeches used in some sentences and master the skills used in organizing the ideas.9 Asking them to paraphrase as many sentences as possible10 Making them pay attention to the special usages of some common words

  • Detailed Study of the Text Part(paras.1--9)1.How is the text structured?Taken from a novel, our text is not exactly like a complete, well-structured story. We may roughly divide the text into two parts. Paragraphs 19, which form the first section, describe a type of charactersthe brown girls. Part two , which begins from Paragraph 10,tells the story about what happens to the little black girl Pocola in the house of such a brown girl.Para.12.They come from Mobile. Aiken. From Newport News. From Marietta. From Meridian. (1)They refer to a character type the author describes in this passage. The author pointsout, They are thin brown girls who have looked long at hollyhocks in the backyards of Meridian, Mobile, Aiken, and Baton Rouge. (Para.2)These brown girls have lighterskins than other black people because of their mixed blood. Many of them aredescendents of former slaves who were house servants. Working in the house rather thanin the fields, they were closer to their white slave owners than the field Negroes. It was acommon thing for a white master to have babies with black maids. These house servantsusually felt superior to field Negroes .(2)The author mentions several places: Mobile(in southwest Alabama),Aiken(in west South Carolina) ,Newport News(in southeast Virginia),Marietta(in northwest Georgia) and Meridian(in east Mississippi). There is one thing in common among them, that is .they are all towns in the Deep South, where slavery and the plantation system existed before the Civil War .The setting of the novel The Bluest eye is an industrial town called Lorain in Ohio, which is in Midwest and different from the Deep South .

  • 3.And the sounds of these places in their mouths make you think of love .When the brown girls pronounce the names of these places, they are full of affection and make other people associate these places with love.4...they tilt their heads and say Mobile and you think youve been kissed. They say Mobile with pride. You think youve been kissed is another way of saying the sounds of these places in their mouths make you think of love.5.They say Aiken and you see a white butterfly glance off a fence with a torn wing. (1) glance off: to hit a surface at an angle and then move away from it in another direction (2)a white butterfly glance off a fence with a torn wing: Here the author uses a butterfly with a torn wing as a metaphor, meaning fragile beauty. (3)The implied meaning is that life in the Deep South seems romantic and fills them with sentimental nostalgia, although life there is not easy.6.Yes,I will. Again, this is associated with love .When a man proposes marriage, he asks the woman, Will you marry me? If the woman agrees to marry him ,her answer will be :Yes ,I will,7...but you love what happens to the air when they open their lips and let the names ease out. That means they say those names in a very gentle and tender manner.

  • Para.28. How does the author describe the brown girls from the Deep South cities in Paragraph 2? In this paragraph the author gives a general picture of who these brown girls are , what they are like, and how they live. The descriptions show that they are thoroughly assimilated into the white, middle-class way of life.9. The sound of it opens the windows of a room like the first four notesof a hymn.hymn: a song of praise to GodWhen one sings a hymn, the very first four notes will fill ones heart with an are of freshness, just like opening a window of a room. The sound of the four-syllable name of Meridian has the same effect.10. Perhaps because they dont have home towns, just places where they were born. (1)This is perhaps because they only have places of birth, but not places where they feel at home and which they identify themselves with. (2)This sentence presumes that America is a mobile society in which people tend to move around instead of staying at one place all their lives. Note the difference between a place where one was born and a hometown. In American culture, a hometown may or may not be ones place of birth. It is a place of personal experiences, a place where one feel most at home and which one identifies with most. In Chinese culture ones hometown is ones place of birth or ones ancestral place along with ones family and cultural roots. 11.but these girls soak up the juice of their home towns, and it never leaves them.(1)juice: the essence of anything;(slang) power and influence(2)but these girls are strongly influenced by their hometown, and the influence stays with them forever even after they leave their hometown.12.they have the eyes of people who can tell what time it is but the color of the sky.

  • 13. Such girls live in quiet black neighborhoods where everybody is gainfully employed, where there are porch swings hanging from chains. Where the grass is cut with a scythe, where rooster combs and sunflowers grow Internet The yards and pots of bleeding heart, ivy, and mother in-law tongue line the steps and windowsills.where everybody is gainfully employed: where everybody has good and steady jobgainful: producing gain, profitable porch swings hanging from chains: rooster comb: also called cockscomb, rooster comb is an ornamental plant of the amaranth family, with tight clusters of red, pink or yellow flower heads somewhat like a roosters crest.Bleeding heart: native to woodlands, bleeding heart is a common garden perennial plant with the unique flowers which resemble tiny pink or white hearts with drops of blood at the bottom.Mother-in-law tongue: a tropical perennial plant. It is said the plant is called mother-in-laws tongue because the liquid this plant contains is so poisonous that a small dose of it in coffee or other drinks would paralyze the vocal cords of the person drinking it.All the details about the quiet black neighborhoods, porch swings, neatly cut grass, and potted plants lining the steps and windowsills indicate that these brown girls live in pretty houses, according to the white middle-class values, a pretty and comfortable house is one of the essentials of a happy home. In the primer used at the beginning of the novel, the first thing of the happy family is a pretty house: here is the house. It is green and white. It has a red door. It is very pretty.14 they have put in the window the cardboard sign that has a pound measure printed on each of three edges10 lbs., 50lbs.and No ICE on the fourth.

  • (1) in those days when refrigerators were not available, iceboxes were used for keeping food cool. Every day the iceman would come to sell or deliver ice. These people, who c


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