译林版必修二《Unit 4 Exploring literature》Extended reading教案

PAGE第4页共4页Book2Unit4ExploringliteratureExtendedreadingTheOldManandtheSea教学目标Bytheendofthissection,studentswillbeableto:1.describetheoldman’sfeelingsduringhisstrugglewiththefish;2.analysetheoldman’scharacterandsummarizethethemeofthisexcerpt;3.understandHemingway’swritingstyle;4.analysethethreequalitiesinthisexcerpt.教学重难点1.Tosummarizethethemeofthisexcerpt;2.TounderstandHemingway’swritingstyle.教学过程步骤教学活动设计意图互动时间&模式Lead-inStep1TheteacherasksstudentstohavearevisionofReadingandtellthethreequalitiesofgoodliterature:ItsdescriptionoftruthandbeautyItsappealtoourfeelingsandimaginationItspermanence—universalinterestandpersonalstyle复习Reading部分优秀文学作品的三个特点，为Extendedreading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’ClassWorkIndividualWorkStep2TheteacherintroducesthefamousnovelTheOldManandtheSeatostudentsbypresentingapictureofitscover.TheteacherasksstudentstobrainstorminformationaboutthewriterErnestHemingwayanddescribehisuniqueness.StudentscangetsomecluesfromtheintroductionpartonPage53.TheteachersharesinformationaboutErnestHemingwayfromtheaspectsofnationality,achievements,famousworks,importantlifeexperiencesanduniquewritingstyle.教师通过让学生头脑风暴作者海明威及《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。5’IndividualWorkReadingStep3Studentsreadthewholeexcerptquicklyandgetageneralidea.Inthisexcerpttheoldmanwasstrugglingtocatchafish.学生快速阅读该节选部分，获取文本的主要内容。5’IndividualWorkAppreciationStep41.TheteacherhasstudentsreadfromLine8toLine11andasksthemtopickoutsentencestodescribethestrugglebetweentheoldmanandthefish.Studentstrytofindawordtodescribetheoldmanbasedonthetwosentences—“Imovedhim,”theoldmansaid.“Imovedhimthen.”2.TheteacherhasstudentsreadfromLine12toLine18andasksthemtopickoutsentencestodescribetheoldman’sself-encouragementandtrytotranslatethesentencesintoChinese.Theteacherasksstudentstoreadthispartandpayattentiontotheuseofthefirstperson.“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.TheteacherhasstudentsreadLine19andLine20andasksthemtotrytodescribetheoldman’spersonalitiesportrayed.4.TheteacherhasstudentsreadfromLine21toLine26andasksthemtodescribetheoldman’sfeelingsbasedonthetwosentences“Iamnotgoodformanymoreturns.Yesyouare,hetoldhimself.”5.TheteacherhasstudentsreadfromLine27toLine29andasksthemtotrytofigureoutthefeelingstheoldmanhasforthefishbasedonthefollowingtwosentences—“Comeonandkillme.Idonotcarewhokillswho.”分段引领学生通过诵读、翻译、比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’GroupWorkStep51.Studentsreadthewholepassageagainandtrytodrawaconclusionaboutthechangesintheoldman’sphysicalandmentalcondition.Physicallytheoldmanwasbecomingweakerandweaker,whilementallyhewasbecomingstrongerandstronger.2.Studentshaveagroupdiscussionaboutthethemeofthestory.Theoldmanisatoughpersonwhocanbephysicallydestroyedbutnotmentallydefeated.Hiscourageandpridepusheshimforwardthroughoutthefightagainstthefish.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’GroupWorkStep61.TheteacherasksstudentstotalkaboutthewritingstyleofHemingwayanditsfunctions,givingsomeexamplestosupportthem.Hemingwayusesshortsentences,simplewordsandalotofrepetitionsinhiswriting.2.TheteacherhasstudentsguesswhyHemingwaylikedusingsuchawritingstyle.Theteacherremindsstudentsthatitisrelatedtohislifeexperiencesinthearmy,which,tosomeextent,provesthatgoodliteraturetakesonapersonalstyle.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。5’GroupWorkConsolidationStep7StudentsworkingroupstojudgetheexcerptbythethreequalitiesofgoodliteratureinReading.Forexample,whattruthandbeautyarerevealed,whatfeelingsandimaginationareawakened,andwhatun