牛津译林版（2019）必修 第二册 Unit4 Exploring literature Extended reading教案（表格式）
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| 名称 | 牛津译林版（2019）必修 第二册 Unit4 Exploring literature Extended reading教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 35.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-10 08:29:08 | ||
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Book 2 Unit 4 Exploring literature
Extended reading
The Old Man and the Sea
教学目标
By the end of this section, students will be able to:
1. describe the old man’s feelings during his struggle with the fish;
2. analyse the old man’s character and summarize the theme of this excerpt;
3. understand Hemingway’s writing style;
4. analyse the three qualities in this excerpt.
教学重难点
1. To summarize the theme of this excerpt;
2. To understand Hemingway’s writing style.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher asks students to have a revision of Reading and tell the three qualities of good literature: Its description of truth and beauty Its appeal to our feelings and imagination Its permanence—universal 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 Work
Step 2 The teacher introduces the famous novel The Old Man and the Sea to students by presenting a picture of its cover. The teacher asks students to brainstorm information about the writer Ernest Hemingway and describe his uniqueness. Students can 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. 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’ Individual Work
Reading
Step 3 Students read the whole 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 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 man’s self-encouragement and try to translate 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 man’s personalities portrayed. 4. The teacher has students read from Line 21 to Line 26 and asks them to describe the old man’s feelings based on the two sentences “I am not good for many more turns. Yes you are, he told himself.” 5. The teacher 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.” 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’ Group Work
Step 5 1. Students read the whole passage again and try to draw a conclusion about the changes in the old man’s 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 mentally 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 Hemingway 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 liked using such a 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. 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’ Group Work
Consolidation
Step 7 Students work in groups to judge the excerpt by the 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’
Extended reading
The Old Man and the Sea
教学目标
By the end of this section, students will be able to:
1. describe the old man’s feelings during his struggle with the fish;
2. analyse the old man’s character and summarize the theme of this excerpt;
3. understand Hemingway’s writing style;
4. analyse the three qualities in this excerpt.
教学重难点
1. To summarize the theme of this excerpt;
2. To understand Hemingway’s writing style.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 The teacher asks students to have a revision of Reading and tell the three qualities of good literature: Its description of truth and beauty Its appeal to our feelings and imagination Its permanence—universal 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 Work
Step 2 The teacher introduces the famous novel The Old Man and the Sea to students by presenting a picture of its cover. The teacher asks students to brainstorm information about the writer Ernest Hemingway and describe his uniqueness. Students can 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. 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’ Individual Work
Reading
Step 3 Students read the whole 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 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 man’s self-encouragement and try to translate 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 man’s personalities portrayed. 4. The teacher has students read from Line 21 to Line 26 and asks them to describe the old man’s feelings based on the two sentences “I am not good for many more turns. Yes you are, he told himself.” 5. The teacher 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.” 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’ Group Work
Step 5 1. Students read the whole passage again and try to draw a conclusion about the changes in the old man’s 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 mentally 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 Hemingway 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 liked using such a 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. 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’ Group Work
Consolidation
Step 7 Students work in groups to judge the excerpt by the 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’