1、 第 1 页 共 4 页 Book 2 Unit 4 Exploring literature Extended reading The Old Man and the Sea 教学目标教学目标 By the end of this section, students will be able to: 1. describe the old mans feelings during his struggle with the fish; 2. analyse the old mans character and summarize the theme of this excerpt; 3. u
2、nderstand Hemingways writing style; 4. analyse the three qualities in this excerpt. 教学重难点教学重难点 1. To summarize the theme of this excerpt; 2. To understand Hemingways writing style. 教学过程教学过程 步步 骤骤 教学活动教学活动 设计意图设计意图 互动时间互动时间&模式模式 Lead-in Step 1 The teacher asks students to have a revision of Reading a
3、nd tell the three qualities of good literature: Its description of truth and beauty Its appeal to our feelings and imagination Its permanenceuniversal interest and personal style 复习 Reading 部 分优秀文学作品的三 个特点，为 Extended reading 的作品赏析 提供依据。同时，紧 扣单元主题语境，探 究和鉴赏中外优秀文 化，提升学生文化意 识。 5 Class Work Individual Wo
4、rk Step 2 The teacher introduces the famous novel The Old Man and the Sea to students by presenting a picture 教师通过让学生 头脑风暴作者海明威 5 Individual Work 第 2 页 共 4 页 of its cover. The teacher asks students to brainstorm information about the writer Ernest Hemingway and describe his uniqueness. Students can
5、get some clues from the introduction part on Page 53. The teacher shares information about Ernest Hemingway from the aspects of nationality, achievements, famous works, important life experiences and unique writing style. 及老人与海这部 小说的相关信息，激 活学生已有知识，为 下面的阅读和赏析奠 定基础。 Reading Step 3 Students read the wh
6、ole excerpt quickly and get a general idea. In this excerpt the old man was struggling to catch a fish. 学生快速阅读该 节选部分，获取文本 的主要内容。 5 Individual Work Appreciation Step 4 1. The teacher has students read from Line 8 to Line 11 and asks them to pick out sentences to describe the struggle between the old
7、man and the fish. Students try to find a word to describe the old man based on the two sentences“I moved him,” the old man said. “I moved him then.” 2. The teacher has students read from Line 12 to Line 18 and asks them to pick out sentences to describe the old mans self-encouragement and try to tra
8、nslate the sentences into Chinese. The teacher asks students to read this part and pay attention to the use of the first person. “使劲拉呀， 手啊， 他想。 站稳啦，腿啊。给我撑住，脑袋啊，给我撑住。 你从未晕倒过。这次我要把它拉过来。” 3. The teacher has students read Line 19 and Line 20 and asks them to try to describe the old mans 分段引领学生通 过诵读、翻译、比
9、较 等方式探究老人在与 鱼斗争的过程中所展 现出的独特品格，提 升学习能力。 10 Group Work 第 3 页 共 4 页 personalities portrayed. 4. The teacher has students read from Line 21 to Line 26 and asks them to describe the old mans feelings based on the two sentences “I am not good for many more turns. Yes you are, he told himself.” 5. The teac
10、her has students read from Line 27 to Line 29 and asks them to try to figure out the feelings the old man has for the fish based on the following two sentences“Come on and kill me. I do not care who kills who.” Step 5 1. Students read the whole passage again and try to draw a conclusion about the ch
11、anges in the old mans physical and mental condition. Physically the old man was becoming weaker and weaker, while mentally he was becoming stronger and stronger. 2. Students have a group discussion about the theme of the story. The old man is a tough person who can be physically destroyed but not me
12、ntally defeated. His courage and pride pushes him forward throughout the fight against the fish. 引导学生通过再 读文章梳理出老人在 体力和精神上变化的 差异性，将这一变化 结构化，感知老人的 优秀品质。 通过小组讨论得 出本文的主题：人可 以在肉体上被毁灭， 但精神上却不能被打 败。培养学生良好的 思维品质和正确的人 生观。 10 Group Work Step 6 1. The teacher asks students to talk about the writing style of He
13、mingway and its functions, giving some examples to support them. Hemingway uses short sentences, simple words and a lot of repetitions in his writing. 2. The teacher has students guess why Hemingway 指导学生再次阅 读文章，赏析语言， 探讨海明威的写作特 色，分析其作用，并 用文中的具体实例证 明。引导学生结合海 5 Group Work 第 4 页 共 4 页 liked using such a
14、 writing style. The teacher reminds students that it is related to his life experiences in the army, which, to some extent, proves that good literature takes on a personal style. 明威的个人经历，分 析其写作特色形成原 因，再次印证优秀文 学作品往往呈现出独 特的个人特色。 Consolidation Step 7 Students work in groups to judge the excerpt by the
15、three qualities of good literature in Reading. For example, what truth and beauty are revealed, what feelings and imagination are awakened, and what universal interest and personal style are revealed. 实现本单元的设 计意图：通过拓展阅 读语篇，让学生进一 步围绕主题语境探究 主题意义，理解和鉴 赏中外优秀文化，开 阔视野，通过观点表 达和富有创造性的活 动培养批判性思维和 创造性思维。 3 Group Work Individual Work Homework 1. Read this article aloud. 2. Finish the workbook. 2
